1. Catholic Purpose
The school has a mission statement and a philosophy statement that indicate the integration of the Roman Catholic Faith into all aspects of school life.

Key Questions for reflection and discussion concerning ‘Catholic Purpose’ in light of Chapter II. A‐C and of Chapter III.B:

1. How explicitly Catholic is the mission statement of the school?  Is this statement clear, and does it reflect the reality of the school?  How widely‐known and widely‐practiced is this statement in the school community?

2. Is the philosophy statement clearly‐stated?  Does the beliefs and principles guide the
mission?  How widely‐known and widely‐practiced are these beliefs and principles in the
school community?

3. Concerning the Integral Student Outcomes for students:

• How well aligned are these with the mission and philosophy?
• How widely known? How widely practiced?  
• How effective are the indicators by which to gauge students’ accomplishment of them?  
• Concerning the response to each key question: What evidence is there from the Data Library?   [See Chapter II.A‐C and Chapter III.B]    

2. Worship     
The school ensures regular opportunities for the students to experience prayer, retreats, and the Sacraments.

Key Questions for reflection and discussion concerning ‘Worship’ in light of the corresponding data gathered in the Data Library:

1. How well does the school pray as an assembly?  How well integrated is the prayer
experience throughout the school—in all the classrooms?  
2. How well‐organized/delivered are retreats? how systematic the retreat program?  how
Christ‐centered the retreats?
3. How does the school ensure that Catholic students experience the Sacraments of Eucharist and Reconciliation?  What are the circumstances of these Sacramental celebrations with/for students?
4. How well does the school put students in touch with the liturgical life of the Catholic
Church?  What is the quality of any spiritual direction that students receive?   
5. In the interests of evangelization, how well does the school monitor and promote students’ experience of the Sacraments (notably their experience of Baptism, of Eucharist, of Reconciliation and of Confirmation)?
Concerning the response to each key question: What evidence is there from the Data Library?    [See DL:A.1‐9]
   
3. Religion Curriculum
The school uses a Religion curriculum and instruction that is faithful to Roman Catholic Church teachings, subject to the authorization of the Local Ordinary, and otherwise meets the requirements set forth by the USCCB.

Key Questions for reflection and discussion concerning ‘Religion Curriculum’ in light of the corresponding data gathered in the Data Library:

1. How well is the religion curriculum aligned with the Doctrinal Framework for high school
religion of the USCCB?
2. How responsive is the school to the oversight that the Local Ordinary demonstrates
concerning the religion curriculum and instruction?
3. How knowledgeable in the Catholic Faith are students?    
4. How inclined are the students to receive the school’s religion curriculum as catechesis?
5. How much does the religious instruction promote the moral formation of students?  How inclined are the students to receive this formation?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:A.10‐14]
  
4. Religion Teachers  
The formation of religion teachers for catechetical and instructional competence is ongoing.

Key Questions for reflection and discussion concerning ‘Religion Teachers’ in light of the corresponding data gathered in the Data Library:
1. How sound are the qualifications of teachers for their religion‐teaching/ campus ministry duties?  
2. How active are these religion teachers in the practice of their Catholic Faith?   
3. How responsive are religion teachers to the requirements of personal and professional
growth in the Catholic Faith?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.15‐17]

5. Partnership with Parents      
The school maintains an active partnership with parents whose fundamental concern is the
spiritual and academic education of their children.  Parents, in their own right, are primary
educators.  They are first in time and first in significance regarding the formation of their
children.  This partnership role with the Catholic school calls them to know and to support their child’s education progress through the school’s program.  In addition, this partnership role is to participate in the organizations that the school has established for them for their input and support of the school program.

Key Questions for reflection and discussion concerning ‘Partnership with Parents’ in light of the corresponding data gathered in the Data Library:

1. How well does the school welcome and respect parents as educational partners?    
2. How much does the parents’ relationship with the school on behalf of their children extend to matters of Catholic Faith?
3. How inclined is the school to promote the formation of parents in the Faith?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.18‐22]

6.    Service Orientation
The school helps students develop a service‐oriented outreach to the Church and civic
community after the example of Jesus who said, “I have given you an example so that you may copy what I have done.” (John 13:15)

Key Questions for reflection and discussion concerning ‘Service Orientation’ in light of the corresponding data gathered in Chapter 5:

1. How well‐conceived is the school’s service requirement for students?  
2. How responsive to this requirement are students?
3. What opportunities do students have to reflect on their Christian service activities?
4. How well does the service program succeed in forming students for service to the Church? to the wider civic community?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.23‐25]

7.    Signs and Symbols   
There is widespread use of signs, symbols, sacramentals, traditions and rituals of the Roman Catholic Church throughout the school.

Key Questions for reflection and discussion concerning ‘Signs and Symbols’ in light of the corresponding data gathered in Chapter 5:

1. How evident are Catholic signs and symbols throughout the school?
2. How significant are the special religious traditions that the school annually observes?
3. How effectively does the school celebrate its name/patron and teach the significance of this name/patron to students and their parents?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.26‐27]
  

8.    Religious Engagement of All   
All school personnel are actively engaged in bringing the Good News of Jesus into the total
educational experience.

Key Questions for reflection and discussion concerning ‘Religious Engagement of All’ in light of the corresponding data gathered in Chapter 5:

1. How wide and deep is the ‘shared responsibility’ that all school personnel demonstrate for the Catholic Faith life of the school?  
2. How much does the Faith permeate the policies and practices by which the school is
governed and administered?  
3. How respectable a treatment does the Catholic Faith receive within all the classrooms and all the co‐curricular operations of the school?
4. How much is the Catholic Faith demonstrated by the lived example of school personnel?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.28‐34]

Written Requirements
1. Summary Paragraph . . .   After thorough discussion/analysis of the eight (8) Standards of Catholic Identity (based on the Key Questions), write an overall summary paragraph that reflects the school’s evaluation of itself in relation to these Standards.   
2. Identification of key strengths and key areas for growth . . .  In bullet format, identify any key strengths and any key growth areas within school experience in relation to these Standards.  Include a brief rationale and citation of Data Library evidence in support of
each identification.

1. Governance
The governance body of the school responsibly keeps the school’s mission, delegates
responsibility as necessary and monitors for accountability regarding what is delegated.

Key Questions for reflection and discussion concerning ‘Governance’ in light of the corresponding data gathered in the Data Library:

1. If there exists a school ownership body behind the school—i.e., regents or trustees or
“member” or sponsor or diocese or parish with powers to constitute and oversee the
board/council of the school and with possible reserve powers concerning school
governance, what is the quality of the relationship and the interactions of this governance
body with the school—i.e., with the school’s board/council?  with the school’s
administration?  
2. How effective is the school’s board/council in its own work?
3. In particular, how well does the board/council work with the school administration?  
4. (a) How sound is the process by which the president of the school is hired? evaluated?  (b) How sound is the process by which the principal is hired? evaluated?
5. What is the quality of the relationship and the interactions between the governance entity of the school and the (arch)diocese within which the school resides?  
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:B.1‐8]

2. Administration    
The school administration provides quality leadership for the personnel and the operations by which the religious and educational objectives of the school are realized.

Key Questions for reflection and discussion concerning ‘Administration’ in light of the corresponding data gathered in the Data Library:

1. How well does the administration exercise its responsibility for the school’s
mission/philosophy?  
2. How well does the administration develop its own capacity for exercising leadership?
3. How well does the administration exercise care for students as persons?  
4. How well does the administration support the work of teachers who, in turn, facilitate the learning of students?
5. How sound is the process by which administrators and teachers are hired?
6. How well does the administration hold instructional personnel accountable for their work through processes of supervision and evaluation and professional development?
7. How sound is the process by which support staff are hired?
8. How well does the administration support the work of non‐instructional personnel?  hold
them accountable through processes of supervision and evaluation and the development of their capacities for work?
9. How responsive is the administration to its (arch)diocese in meetings called by the
(arch)diocese?  how responsive in matters of legitimate interest to the (arch)diocese (e.g., Catholic identity and accreditation)?  
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:B.1, B.9‐16]

3. Instructional Personnel
Instructional personnel are qualified for their responsibilities and are committed to
professional development toward ensuring that the religious and educational objectives of
the school are realized.

Key Questions for reflection and discussion concerning ‘Instructional Personnel’ in light of the corresponding data gathered in the Data Library:

1. How well are the instructional personnel professionally qualified for their assigned
responsibilities?   
2. How well do teachers uphold the dignity of students as persons?  
3. By their instructing, how well do teachers facilitate student learning?
4. How receptive are instructional personnel to the guidance/supervision/evaluation of the
administration?   
5. How committed are instructional personnel to their professional development?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:B.1, B.17‐28]

4. Support  Staff
School support staff engage in duties essential to the effectiveness of the school’s religious and educational operations.

Key Questions for reflection and discussion concerning ‘Support Staff’ in light of the corresponding data gathered in the Data Library:

1. How well qualified are support staff for their assigned responsibilities?  
2. How well does the support staff uphold the dignity of students as persons?
3. How prevalent is the support from coaches for student‐athletes toward their realizing the outcomes that the school sets for them?   
4. How much are support staff willing participants in the processes by which they are
guided/supervised/evaluated by the administration?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:B.1, B.29‐34]

5. Organizational Structure
The organizational structure of the school—its offices, departments, schedules, modes of
communication, and deployment of personnel—and the operations pertinent to this structure are optimum for realization of the religious and educational objectives of the school.

Key Questions for reflection and discussion concerning ‘Organizational Structure’ in light of the corresponding data gathered in the Data Library:

1. How clear to all are the school’s lines of authority and accountability?
2. How well do the administrative offices/departments of the school function in themselves? in relationship to each other?  
3. How well does the school schedule promote optimum student learning?
4. How conducive to maximum learning effect and to maximum cost effectiveness is the
assignment of school personnel?
5. How effective are the internal and external modes of school communication?   
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:  B.35‐41]

Written Requirements
1. Summary Paragraph . . .   After thorough discussion/analysis of the five (5) Standards of School Organization (based on the Key Questions), write an overall summary paragraph that reflects the school’s evaluation of itself in relation to these Standards.   
2. Identification of key strengths and key areas for growth . . .  In bullet format, identify any key strengths and any key growth areas within school experience in relation to these Standards. Include a brief rationale and citation of Data Library evidence in support of each identification.

1.    Curriculum/What Students Learn
The school provides a challenging, coherent, and relevant curriculum for students toward
students’ accomplishment of all the educational outcomes that the school sets for them.

Key Questions for reflection and discussion concerning ‘Curriculum/What Students Learn’ in light of the data body of student work and the pertinent data gathered in the Data Library:

1. How well‐informed by the Common Core Standards is the school’s curriculum?
2. How systematic and sequential is the curriculum that is available in each of the subject areas of English, mathematics, science, social science, foreign language, and aesthetics (i.e., music and the arts)?  [Note:  Religion receives a separate treatment, within the Catholic Identity Standards.]
3. How well designed is the curriculum for maximizing the capacities for learning of every
student?
4. How clear are the curriculum policies regarding students’ access to courses? how clear the policies regarding academic assignments? regarding grades? regarding course completion requirements? regarding total credits for graduation?  
5. How well does the school articulate curriculum within and among the academic
departments (or subject areas)?
6. How well aligned are the school’s graduation requirements with the requirements that are established for matriculation to the state college/university system?   
7. How effective is the annual curriculum review‐and‐development process?  how well
informed by Integral Student Outcomes is this process?  how ample the participation of all
the constituent groups in such?
8. How ample is student achievement of the Integral Student Outcomes that the school sets before them concerning graduation?
9. How rigorous is the school’s overall educational program?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:C.1‐17]

2. Instruction/How Students Learn     
Instructional personnel use a variety of appropriate methods by which to maximize the
learning experiences of all students toward students’ achievement of all the educational
outcomes that the school sets for them.  

Key Questions for reflection and discussion concerning ‘Instruction/How Students Learn’ in light of the data body of student work and the pertinent data gathered in the Data Library:

1. How varied are the instructional methods that teachers use?  
2. How well does the instruction maximize the capacities for learning of every student?
3. How well is technology integrated within the teaching‐and‐learning process?
4. How state‐of‐the‐art is the school’s technology in support of student learning?
5. How well does the school articulate instructional methodologies within and among its
academic departments (or subject areas)?
6. How effective is the school’s annual review‐and‐development of instructional
methodologies?
7. How much does the professional development of teachers contribute to increased
instructional efficacy?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:B.24‐25; C.18‐23]

3. Assessment
School personnel responsibly engage in assessment of students’ learning toward students’
accomplishment of all the educational outcomes that the school sets for them.

Key Questions for reflection and discussion concerning ‘Assessment’ in light of the body of student work and the corresponding data gathered in the Data Library:

1. How well does the school engage in the process of formative assessment?
2. How much do teachers use the results of formative assessments (i) to enable students to plan for their subsequent learning? (ii) to plan the delivery of subsequent curriculum and instruction?
3. How well are the summative assessments used by teachers in the classroom aligned with curricular objectives? with course competencies? with intended student outcomes?
4. How clearly written are the school’s grading policies?  how reasonable and fair for students is the school’s application of these policies?
5. To what extent does the school analyze, disaggregate, and use the results of comprehensive course examinations to improve departmental curriculum?  departmental instruction?  
6. To what extent does the school analyze, disaggregate, and use the results of standardized tests — HS Placement, NEDT, PLAN, PSAT, ACT, SAT, AP, etc. — to improve curriculum?  to improve instruction?
7. How well do teachers collaborate intra‐departmentally and inter‐departmentally for the
sake of more effective assessment?
8. How effective is the school’s annual review‐and‐development of assessment (whether
formative, summative, or standardized)?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:C.24‐33]

4. Reporting Student Achievement
School personnel responsibly report students’ achievement toward students’ accomplishment of all the educational outcomes that the school sets for them.

Key Questions for reflection and discussion concerning ‘Reporting Student Achievement’ in light of the body of student work and the pertinent data gathered in the Data Library:

1. How effectively does the school report student achievement to students/parents—that is, how substantive the reporting (i.e., conveying content that is significant as well as readily understood)?  how timely the reporting (e.g., allowing sufficient time for remediation of sub‐par work)? How easy to access and use for both parents and students?
2. How well‐informed does the school keep its governing body and its (arch)diocese
concerning students’ achievement, including students’ accomplishment of the integral
outcomes that the school intends?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:C.34‐36] 

Written Requirements
1. Summary Paragraph . . .   After thorough discussion/analysis of the four (4) Standards of Teaching and Learning (based on the Key Questions), write an overall summary paragraph that reflects the school’s evaluation of itself in relation to these Standards.   
2. Identification of key strengths and key areas for growth . . .  In bullet format, identify any key strengths and any key growth areas within school experience in relation to these Standards.  Include a brief rationale and citation of Data Library evidence in support of each identification.

1. School Environment
The school provides an environment that is physically, personally, and academically safe for all students.

Key Questions for reflection and discussion concerning ‘School Environment’ in light of the
corresponding data gathered in the Data Library:

1. How detailed are the school policies/plans that concern the safety of students?  how practiced are the plans that ensure student safety in view of emergencies?
2. How secure are the school premises?
3. How well supervised are students at all times?
4. How much does a climate of respect for persons permeate the school community? a climate of free inquiry permeate?  a climate of belief? a climate of learning? a climate of
achievement?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:D.1‐12; also, cross reference with C.17]

2. Academic Support
The school provides academic support services sufficient to meet the learning needs of all
students.

Key Questions for reflection and discussion concerning ‘Academic Support’ in light of the corresponding data gathered in the Data Library:

1. How available beyond classroom hours are teachers to students in order to assist them with their academic work?
2. How well does the school meet the learning needs of students who struggle academically?
3. How well does the school meet the needs of English language learners?  
4. How well does the school support the students identified with special needs?
5. How well does the school meet the learning needs of students for whom academic achievement comes easily?
6. How responsive are students to the academic support services that the school offers them?   
7. What degree of success does the school’s formal counseling achieve regarding each of the major facets of its work with students (excepting the college‐related facet) —i.e., academic advising, testing, prescribing interventions, giving personal assistance, informing and assisting teachers concerning students, connecting students/families with support services beyond the school?   
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:D.13‐23]

3. Co‐Curricular Programs
The school provides opportunities for students to engage in co‐curricular activities — in the arts, in athletics, in student government, in clubs, etc. — that are conducive to their development as whole persons.

Key Questions for reflection and discussion concerning ‘Co‐Curricular Programs’ in light of the corresponding data gathered in the Data Library:

1. How ample are the co‐curricular offerings in the aesthetic arts? in athletics? in student
government?  in the form of clubs and activities?
2. Does the level of student interest/participation in co‐curricular activities warrant the school’s continuing provision of such activities?  (does this interest) suggest a need for new activities?
3. To what extent do the co‐curricular programs complement the school’s academic program?   
4. How well do the co‐curricular programs contribute to the realization of intended student
outcomes?  For example, how well does the school’s athletic program promote the character development of students?
5. How well do the school’s co‐curricular offerings fulfill its responsibility to educate ‘the whole person’ of the student?  
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:D.24‐28]

4. College Matriculation  
The school provides support services that foster the college matriculation of students.

Key Questions for reflection and discussion concerning ‘College Matriculation’ in light of the corresponding data gathered in the Data Library:

1. How ample are the college‐related support services that the school provides to students and their families?
2. How responsive are students to the college‐related services that the school offers them?
3. What degree of success does the school’s formal counseling achieve regarding the college‐related services that it gives to students?  
4. How well‐prepared for college work are the students in view of their school experiences?   
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:D.29‐36]

Written Requirements
1. Summary Paragraph . . .   After thorough discussion/analysis of the four (4) Standards of Student Support (based on the Key Questions), write an overall summary paragraph that reflects the school’s evaluation of itself in relation to these Standards.     
2. Identification of key strengths and key growth areas . . .  In bullet format, identify any key strengths and any key growth areas within school experience in relation to these
Standards.  Include a brief rationale and (include) citation of Data Library evidence in support of each identification.

1. Enrollment Resources
The school’s enrollment operations are well conceived and well run, toward securing the
student population that the school mission intends.

Key Questions for reflection and discussion concerning ‘Enrollment Resources’ in light of the corresponding data gathered in the Data Library:

1. How well do the recruitment/admissions policies and practices embody the school’s mission and philosophy?   
2. How significant is the impact of tuition assistance on overall enrollment?  
3. How healthy are the school’s relationships with its “partners”—i.e., the elementary/middle/junior high schools that are proximate to it?
4. How much does the proximity of other Catholic high schools affect the school’s
recruitment/admissions?  the proximity of other private schools? of charter schools?
5. How well has the school maximized efforts to recruit/admit the students to whom its mission directs it?  

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.1‐6]

2. Classroom and Instructional Resources
The classroom and instructional resources are sufficient both in quality and in quantity for the school to deliver an excellent educational program.

Key Questions for reflection and discussion concerning ‘Classroom and Instructional Resources’ in light of the corresponding data gathered in the Data Library:

1. How adequate in the service of the school’s educational operations are the
instructional/learning resources at hand for teachers and students?
2. How adequate in the service of teaching/learning are the technological resources (i.e., hardware and software) that the school provides/uses?    
3. How adequate in the service of the school’s educational operations is the physical environment of each classroom (i.e., adequate regarding desks, chairs, tables, windows, sunlight, lighting, heating‐and‐cooling, etc.)?
4. How adequate in the service of the school’s educational programs is its technological
infrastructure?  how adequate this infrastructure for the school’s administrative operations?  how well‐maintained is this technological infrastructure itself?

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.7‐11; also, see C.21]

3. Plant Resources
The school plant — facilities, buildings and grounds — is of such size and quality as to
constitute a fit house for the school’s essential operations.  

Key Questions for reflection and discussion concerning ‘Plant Resources’ in light of the corresponding data gathered in the Data Library:

1. How clean and well‐maintained are the facilities, buildings and grounds?   
2. How attractive are the school premises?
3. How adequate in the service of the school’s curricular and co‐curricular programs are the facilities, buildings, and grounds?  how adequate are these in the service of the school’s administrative operations?

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.12‐14]

4. Funding Resources (i.e., revenue generating)
The school’s funding sources and operations — tuition, annual events, and third‐source
income — are of such quality as to yield revenues sufficient at minimum to off‐set annual
expenses.

Key Questions for reflection and discussion concerning ‘Funding Resources’ in light of the corresponding data gathered in the Data Library:

1. How thoughtful and extensive is the planning that generates tuition revenue?  how effective the practice of tuition collection itself?  how successful the result?  how subject to oversight and review by the school’s governance body?   
2. How thoughtful and extensive is the planning for annual event‐based fundraising?  how
effective the staging of such events?  how successful the results?  how subject to oversight and review by the school’s governance body?
3. How thoughtful and extensive is the planning that generates third‐source income?  how
effective the practices that generate this revenue stream?  how successful the result?  how subject to oversight and review by the school’s governance body?
4. How does the need to generate scholarships/tuition assistance influence the school’s revenue planning?  How does Church teaching about assistance influence this planning?  Are there satisfactory results regarding the provision of scholarships/assistance?
5. How well do the school’s revenue‐generating operations reflect its mission and philosophy?  

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.15‐26]

5. Business Operations
The school’s business operations — budgeting, accounting, etc. — are sound as to planning, implementation, reporting, oversight and review.

Key Questions for reflection and discussion concerning ‘Business Operations’ in light of the
corresponding data gathered in the Data Library:

1. How does the need to generate just compensation and benefits for its employees influence the school’s budget planning?  How does Church teaching about compensation influence this planning?  Are there satisfactory results regarding the provision of employee compensation/benefits?
2. Regarding accounting operations, how much care is taken to ensure that standard accounting procedures are observed?  (to ensure) that cash flow is continuous?  that tuition is reconciled on a regular basis and that outstanding tuition monies are pursued?  that payroll operations adhere to legal requirements?  that financial reserves are not steadily eroded?  that, if applicable, debt service is responsibly carried out?
3. How much care is taken to ensure that there is financial documentation of all fiscal aspects of the school?  
4. What is the overall quality of the school’s budget operations?     
5. How ample is the oversight and review of all budget and accounting operations by the school’s governance body?
6. If applicable, what is the overall quality of the current capital campaign in which the school is engaged?  
7. How transparent to parents, to donors, and to other friends of the school are the school’s fiscal facts and operations?

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.27‐43]

6. Promotional Operations
The school’s promotional operations—public relations and marketing—effectively
communicate school news and attract support for the school from within and beyond the
school community.

Key Questions for reflection and discussion concerning ‘Promotional Operations’ in light of the corresponding data gathered in the Data Library:

1. How cordial are the relations that the school enjoys with its parents, alumni/ae, benefactors, and friends? (how cordial) its relations with Church publics?  its relations with civic community publics?  How well does the school cultivate these relationships?  
2. How effectively does the school communicate itself—its students’ achievement, its activities, its distinctions, its news—to internal and external publics?
3. How attractive is the school’s marketing literature?  How attractive its website?  How diverse are the forms (the media) of school marketing?   
4. How effective are the school’s promotional operations in building relationships, in
communicating schools news, in promoting enrollment, and in engendering donor support?
5. What is the quality of oversight and review of promotional operations by the school’s
governance body?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.44‐50]

7. Strategic Material Planning
The school exercises responsible material resource planning for its future.

Key Question for reflection and discussion concerning ‘Strategic Material Planning’ in light of the corresponding data gathered in the Data Library:

1. How well does the school (with its governing body) plan for the future regarding enrollment?
2. How well does the school (with its governing body) plan for the future regarding instructional and classroom resources?  
3. How well does the school (with its governing body) plan for the future regarding promotional operations?
4. How well does the school (with its governing body) plan for the future regarding funding?
5. How well does the school (with its governing body) plan for the future regarding the
maintenance and development of the school plant and campus and any other facilities that it uses?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.51‐52]

Written Requirements
1. Summary Paragraph . . .   After thorough discussion/analysis of the seven (7) Standards of Material Stewardship (based on the Key Questions), write an overall summary paragraph that reflects the school’s evaluation of itself in relation to these Standards.   
2. Identification of key strengths and key areas for growth . . .  In bullet format, identify any key strengths and any key growth areas within school experience in relation to these Standards.  Include a brief rationale and (include) citation of Data Library evidence in support of each identification.