AdvancED. Standard 1-5 Narrative

Transcription

1 AdvancED Standard 1-5 Narrative October St. Mary Magdalene School Apex, NC

2 Table of Contents Table of Contents 2 Standard Standard Standard Standard Standard Appendix (acronyms)

3 Standard 1: Purpose and Direction Chairs: Kim Dailey & Julie Hoffman Saint Mary Magdalene Mission Statement: St. Mary Magdalene Catholic School is a community that proclaims the Gospel by our dedication to quality instruction, while fostering our commitment to the needs of others. Our mission statement is well articulated and demonstrated throughout our school community. In order for us to live our mission, it is continually explained and reinforced to all constituents (students, faculty, staff, parents, and alumni). One of the many ways we do this is through posting the mission statement in the classrooms and including it on all applicable documents. For the younger members of our community, we simplify the statement into: We pray, we learn, we care (1.1). Beyond the basic understanding of our mission, we also carry its meaning into all meetings and events. It calls us to remember that all we do is based on our Catholic identity and Gospel teachings, whether in class, at a sporting event, or during a staff meeting. Every teacher has his/her own prayers and rituals that remind us of God s presence at school and in our everyday lives, which keeps us all connected to the school s mission (1.2). When StMM fosters our commitment to the needs of others, it is evident that we are truly living our mission. Faculty, staff, and students organize various service projects throughout the year. These projects vary in size, from individual to school-wide. Our Monarch Leadership Service Ministry (MLSM) facilitates many on-going ministries, as well responding to needs that surface throughout the year, like providing blankets to those in shelters after Hurricane Sandy. In addition, students and their families take it upon themselves to participate in community service organizations, such as Catholic Parish Outreach, Brown Bag Ministry, Western Wake Crisis Ministry and Habitat for Humanity. Without a doubt it is the daily modeling and commitment of the teachers, teacher assistants, and administration to serving the school community and the community at large (1.2) that perpetuates this cycle of giving. 3

4 The foundation of our curriculum is inherent in our mission statement. Faith filters into each educational standard, providing a backbone for quality instruction. For every aspect of the liturgical year, we organize school-wide prayer services to bring us together in Christ. At a school-wide level, we participate in the following: weekly school Mass, prayer service every morning during Advent, Stations of the Cross every Friday during Lent, living stations, living rosary, liturgical dance, morning rosary prayers, May Crowning, and need-based prayer services (1.2). All students attend religion classes and individual class Mass in the chapel, as well as experience the Gospel within all subjects. Lesson plans are intentionally created to meet diocesan objectives by grade level, in all content areas, with a focus on our Catholic identity. For example, in science class, evolution is taught from a scientific perspective and includes Catholic beliefs based on the Catechism of the Catholic Church (1.1). In addition, students learn about Las Posadas and the Virgin of Guadalupe in Spanish Class (1.2). The music department puts together a Christmas pageant to demonstrate what the students are learning in music and chorus classes, while also celebrating the birth of Jesus Christ. Although we are proud of our school-based goals and accomplishments, we can always do more to enhance our Catholic identity and improve our school community. It would be beneficial for all constituents to have updates and outcomes from meetings. This would keep our community aware of all changes or goals, so we can better support the mission of StMM. For example, since the School Advisory Committee (SAC) serves to advise and give feedback to the principal (1.1), it would be valuable for staff and parents to have a summary of any plans going forward or decisions made. Technology, such as RenWeb posts or s, would be an excellent means for disseminating this information. As a staff, we could focus on one aspect of the mission statement, and quarterly, the staff web page could change to highlight a unique theme associated with that aspect (1.1). In addition, new teachers and staff should be encouraged to become certified and/or Master Catechists to aid them in their role as facilitators of our purpose and direction. In order to become certified and/or Master Catechists, the staff could attend ongoing catechetical training and participate in the church-wide movement of the New Evangelization to continue growing in the faith. 4

5 There are other improvements we can make within the individual classrooms. We could recite the mission statement together, after the morning prayer and The Pledge of Allegiance, to rededicate ourselves each and every day. At the beginning of every school year, each teacher could discuss the mission statement as it applies to their class, so it remains in the forefronts of the students minds. Administration should ask all constituents to stop and pause for the end-of-day prayer (1.1), as parents, staff, and children congregate in the lobby or outside of the school in anticipation of dismissal. Also, the actual presentation of the mission statement could also be enhanced, in order for it to figure prominently in each classroom. Through contests by grade level, involving the art and technology departments, a new format for our mission statement could be chosen (1.1). The StMM community is committed to our beliefs and values, and we look forward to instilling them in our students. Just like any facet of education, we are constantly evolving to meet the needs of our constituents, so we may have to make improvements along the way. As long as our focus remains on our mission, we will continue serve our community well. 5

6 Standard 2 Governance and Leadership - Chair: Amy Reitz At StMM, our governing body communicates thoroughly and consistently with our stakeholders through use of online communication tools such as RenWeb, , and use of the school website, (2.1, 2.5). RenWeb is an integral part of our communications with stakeholders at StMM. It is used as a method to monitor attendance, student grades, weekly lesson plans, student behavior, and communication. Communication is maintained through s, parent alerts, and use of an online parent and student portal, where stakeholders can keep track of items related to school, such as grades, lunch menu, lesson plans, and homework. Announcements from the school and teachers can be accessed through the online portals as well (2.1, 2.5). Because RenWeb is a tool for teachers to use for lesson planning and communication with parents, it is vital to our ability to communicate our Catholic identity with stakeholders. Teachers record ways in which our Catholic identity-- such as religion class, sacrament preparation, learning Catholic prayers, and identifying social justice opportunities in daily life-- is included in lessons documented in RenWeb (2.3, 2.4). A special visit from our pastor or attending daily chapel Mass can also be noted in RenWeb, showing how our teachers include him in strengthening our Catholic identity (2.3, 2.4). As a Catholic school, guidance is important from religious leaders, too. As the ultimate authority and leader in our faith-based school community, our pastor is always visible in and around the school and community. By attending school sports events, class field trips, or sharing his faith in the classroom, our pastor has proven to be a dedicated teacher and leader for our school and students. Because of the respect shown to all by our pastor, he is well loved within our school and community (2.4). Another strength noted among staff is the strong work ethic and adherence to our school mission. Several comments from the staff survey mentioned that the teaching staff is very supportive of one another, as well as comments about how our administration gives leadership and vision to the staff (2.5). Our mission is important to us, as evidenced with the many ways it is displayed within our school signs and posters with our mission statement hang in the halls and in classrooms for all to see; student work is displayed that reflects the teaching of God and his love for us; prayers are shared every morning as a 6

7 school community, as well as the start of each class (specials and middle school); Bible quotes grace the hallways near each classroom (2.4). With our mission detailing how we are committed to helping others, and spreading the Good News of the Gospel, the staff models this with its support of one another, as well as the collaborative work involved to best assist all students (2.4). As a staff, we will continue to use RenWeb as a primary communication tool in order to keep our parent stakeholders informed as to what is happening around StMM (2.1, 2.2). RenWeb has proven invaluable to our school community and its continued use will strengthen our ties with stakeholders and community. We will continue to work together as a staff communicating and collaborating on activities, events, meetings, lessons, and more in order to strengthen our ties and support to each other. Through monthly staff meetings, committee meetings, grade level planning sessions, and relaxed conversation in the teacher s lounge, our staff will remain connected and accountable to each other. Many teachers have initiated a book club based in spirituality, selecting titles that are Bible-based with reference to scripture, as a way to continue their spiritual growth (2.1, 2.4). The teacher evaluation program will allow staff to continue being assessed by administration to ensure best practices are used in the classroom, support effective teaching strategies, and foster collaboration among teachers, staff, and administration (2.6). The staff and administration know that is crucial to keep up with the changing times and how they impact education. By incorporating new technologies into the classroom, such as SMART Boards, ELMO document cameras, ipads for centers, and online management tools such as RenWeb and Moodle, our staff will continue to assess materials and strategies for effective classroom instruction to meet various student needs, including new online resources and websites (2.4, 2.6). In addition, students have access to RenWeb and ifolders through their own electronic devices. Because student success is important to us all, teachers will continue to use results from annual ITBS tests and other standardized testing to formulate lessons and assessments that support the type of instruction necessary to help all students learn. In order to be the best faith-based learning community, we must evolve to meet the changing needs of today s students through a variety of continual improvements. As a school, we strive to adhere to our discipline policy consistently. However, results from our 7

8 survey indicate this is an area in which we could improve. Comments from our teacher survey indicate there is a concern regarding lack of consistency and follow through in policies relating to discipline (2.1). Teachers are given the freedom to design and implement their own classroom management styles; for this reason, discipline throughout the school does not appear to be as consistent from classroom to classroom as it could be. Although individual classrooms do employ behavior modification plans, our discipline policy as a school appears inconsistent (2.1, 2.3). Comments regarding inconsistency were not limited to school-wide discipline on the surveys, but included follow-through on the uniform policy and the manner in which teachers are evaluated and monitored (2.6). The staff of StMM is very supportive of one another and committed to living the mission of our school. Therefore, implementing ways in which to improve our school will be met with a willing spirit. Keeping open the lines of communication regarding policy consistency is vital to the continued success of our school. Administration should allow for open, honest conversations to take place, and encourage all staff members to express their opinions (2.1, 2.2, 2.4). This goal can be reached through quarterly staff surveys, as well as follow-up forums with specific topics for discussion. Additionally, teachers would benefit from feedback on a more consistent basis. This would allow teachers an opportunity to identify their strengths and weaknesses with administrative input. Then, teachers would be able to devise a plan to share their strengths with others as best practices, as well as address areas in which to improve and demonstrate growth in those areas over time. (2.6). At a Catholic school, one would expect religious leaders to be seen in the school frequently. In order to learn more about the religious vocations available to all people, children would benefit from more time under the guidance and leadership of religious leaders, such as the Bishop, seminarians, and sisters as part of a quarterly spiritual education program (2.4). Students will grow spiritually from more opportunities to interact on an individual and small group basis with various religious leaders in our community and diocese. By inviting other religious men and women from neighboring Catholic schools to our school, students would be able to more personally connect with the vocation of Holy Orders (2.4, 2.5). 8

9 Standard 3: Teaching and Assessing for Learning Chair: Lisbeth Pfeiffer St. Mary Magdalene s curriculum provides the groundwork for all students to experience equitable and challenging learning opportunities that ensure the development of learning, thinking, and life skills necessary for future success. Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments and an examination of professional practice. ITBS scores are used for monitoring and adjusting instruction in each classroom (3.1). Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. The school also provides and coordinates learning support services to meet the unique learning needs of students with class trips, hands-on learning experiences, and a variety of learning methods (3.1). Catholic standards are implemented in all content areas (3.1). We were awarded in and the Brains and Body Award for serving healthy foods in our cafeteria (3.1). Common Core Standards are used in mathematics and language arts and align with the Diocese of Raleigh s Values and Attitudes, which is the Catholic perspective that correlates with all subjects (3.1). The Diocese or Raleigh Writing Assessment, math placement tests and the end of Grade 6, and the results from the ITBS scores are used (3.2). Ongoing workshops are offered through the Diocese of Raleigh, and our administration meets with teachers yearly to review professional practices (3.2). Rubrics are used for writing and projects (3.10). Reading and math resource teachers are provided for grades K-6, and an elective class is provided for Grades 7 and 8 three days a week to help students struggling academically and with time management (3.12). We strive to implement more one-on-one remediation time for our middle school students, within their daily classes, as well. Evidence in the parent survey suggests the same recommendation for remediation as well as enrichment. These additional resources allow teachers to engage students in their learning through instructional strategies such as project based learning, small group work activities, peer learning, and in-house field trips relating to essential standards (3.3). We also have a fully functional science lab (3.6).Our teachers participate in collaborative learning communities to improve instruction and student learning. Implementation of the school s 9

10 instructional process supports achievement of learning expectations. We follow the Common Core Standards in math and language arts, including essential standards in science and social studies (3.6). ITBS results are also used to plan remediation for students who score beneath designated criterion math and reading (3.6). Mentoring, coaching, and induction programs support instructional improvement consistent with the school s values and beliefs about teaching and learning. Our math resource teacher provides IXL, a computer math program for remediation and challenging gifted students (3.3). Our school also has the National Junior Honor Society and our own organization, and MLSM. Service opportunities are provided for all students, and other opportunities to get involved in the school community include: tending to our outdoor garden spaces, fine arts groups, academic groups, and planned meetings after school for students who want remediation or additional instructional time (3.7). Sports are also offered after school, and PE classes are held during school hours (3.7). Our teachers have grade level collaboration and serve on various committees during the school year including those focused on spirituality, Advanced ED, textbook adaptation, project based learning, and curriculum (3.5). Many teachers also belong to the North Carolina Reading Association where they collaborate with teachers from other schools (3.5). Our teachers benefit from administrative support and mentorship to further classroom instruction and ongoing professional enrichment. All full-time teachers (K-8) have to be North Carolina certified or be in the process of obtaining certification (3.11). Early Childhood teachers must have either a bachelor s degree in early childhood education or elementary education, or must have 4 years of experience working with young children and have, or be in the process of obtaining, an early childhood credential. School leaders monitor the progess of all teachers on their personal paths to fulfill their certification needs. Administrators also encourage educators to attend workshops to keep current and excited about their fields of instruction (3.11). Teacher observations are also implemented, and teachers provide a personal growth plan for every year as well as a five year plan (3.4). In order to give newly licensed teachers a pier support system, mentor teachers are assigned (3.4). 10

11 We rely on family support to ensure the children are able to be successful. The school engages families in meaningful ways in their children s education and keeps them informed of their children s learning progress. These include the PSO committee, RenWeb communication, family sponsors, car pool, Open House, visible schedules, bulletin boards in the hallways and lobbies of our school, Christmas programs, concerts, and lunches with the parent (3.8). Principal s Coffee with parents and Tissues and Tears for Kindergarten are also provided (3.8). We have a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student s educational experience. All students have a homeroom teacher, teachers greet students before classes, and many teachers lead clubs and afterschool activities (3.9). The Director of Admissions introduces new students to our school (3.9). Dependable students are assigned to be a buddy for new students to help them become familiar with other students and our school (3.9). These students also give tours to new students at Open House. Finally, there is a family buddy program for new families entering St. Mary Magdalene. Through implementing the curriculum, with the support of administration, staff, and families, St. Mary Magdalene is able to ensure each child is working to his/her highest potential, which is discussed on an ongoing basis with students families. 11

12 Standard 4: Resources and Support Systems Chair: Tammy Stys Evidence that qualified professional and support staff are proficient in their roles and responsibilities necessary to support the school s purpose, direction, and the educational program at StMM is prevalent in all that they do. According to the results from the AdvancED Teacher Survey comments, There is a friendly atmosphere with teachers and staff. The Pastor is visible in the school. The Principal does a good job, and, The staff supports the religion we share as a whole. These comments indicate that some teachers feel strongly that there is a high quality of professional support. Upon reflection, an area for improvement includes enhancement in resource support, based on various AdvancED responses in regards to servicing the needs of our students with exceptionalities. One such response was, More resource teachers. The need for fulltime resource teachers and support was echoed in additional comments in the AdvancED results, which has already been addressed during the school year. According to stakeholder feedback, there are also sufficient resources available to support the purpose and direction of the school, and it is evident that sufficient resources are available for instructional time (4.2). Evidence for meeting these criteria is observable with the implementation of Common Core Standards, textbooks and curriculum support materials being previewed and adopted by regular and rotating schedules and by the installation of SMART Boards and Podiums in 10 classrooms. Areas for improvement according to AdvancED results indicated a need for professional development and training and more educational in services on site to help with new instructional methods and practices. The survey feedback in regards to maintaining facilities, services and equipment to provide a safe, clean, and healthy environment for all students and staff represented the highest scoring criteria for St Mary Magdalene School (4.3). It is clear that the facilities (gym, cafeteria, chapel, library, classrooms and science labs, offices, fields and outdoor classroom, the Mary Garden, stage and amphitheater), services (before and after school care, chapel Mass, and nutritional award-winning lunch program) and equipment (gym equipment, instructional tools, lab equipment) are well maintained. In addition, routine fire drills, severe weather, and intruder drills take place. According to the February 21 st 12

13 issue of The Principal s Update, our school security plan (SOP) is being revised and will be comprehensive in dealing with campus safety. Because students and personnel use a range of media and information resources to support our schools educational plans, the feedback from the teacher survey shows strong evidence in meeting the criteria (4.4). Media and informational resources include: SMART Boards, Ren Web, Moodle, Skype, virtual learning, Discovery Education, IXL, and Sadlier-- religion program s web support, Journeys--reading program s web support, classroom computers and access to the Web. Other enrichment programs include cultural arts programs such as in house science programs, writers in residence, and various performances. Responses regarding a technology infrastructure supporting our school s teaching, learning, and operational needs, shows that this area needs further examination (4.5). While StMM has IT Support, a technology lab, SMART Boards, projectors, and ipads, training and support in using the technology is a concern among some of the teachers. According to comments from the AdvancED results, respondents cited technology issues as something they would like to see improved at our school. For example, some requested more updated technology. This has been addressed by a teacher survey specific to technology last year. Based on the results, work-days were dedicated to addressing the teachers technology needs. The technology committee also put together a five-year plan for technology. This plan will be incorporated into the five-year plan for AdvancED as well. It is clear a majority of respondents feel that services for student support are being met, as is evident in the survey results (4.6). St. Mary Magdalene School has the following programs and professionals to ensure that students needs are being met: guidance counselor, PSO parent workshops, Safe Environment training events, sports programs, after school activities including before and after school care, Science Olympiad, Chess Club, Scouting programs, awards such as ARK, and our pastor who provides Catholic and emotional support to students, faculty, and families. St Mary Magdalene School provides services that support our students by making referrals to counselors, administering the Iowa Basic Skills Tests, and offering spiritual support from our pastor. According to AdvancED results one teacher commented that, The middle school students need to be focused on learning, and they should be thinking 13

14 about what they want to do as a vocation or career. In high school, they need to be focused particularly if they want to get into any sort of competitive college programs. I think we need to get them to explore career options perhaps through the electives program. 14

15 Standard 5: Using Results for Continuous Improvement Chair: Kathy Loeschorn St. Mary Magdalene uses a variety of assessment tools to measure student progress. These school wide systems measure student performance, expectations of student learning, effectiveness of curriculum, and assist in the implementation of instruction for students who need remediation or extensions beyond the curriculum. Report cards are distributed quarterly. These report cards are a strong indicator of student progress. Pre-K students receive assessment reports first and third quarter. Students in K 2 nd grade receive grades ranging from Outstanding to Needs Improvement in formal assessment. Students in grades 3 rd -8 th receive number and letter grades. Formal and informal assessments and teacher observation are compiled into teacher grade books to formulate quarterly grades (5.1). Principal Honors are given quarterly to students who achieve all A s on their report cards each quarter, and Academic Honors are given to students who achieve A s and B s on their report cards. Students from Pre-K - 8 th grade participate in diverse assessments to indicate academic progress. Kindergarten teachers use pre-screening assessments before the school year begins to measure student ability. Assessments are then given throughout the academic school year to evaluate student advancement (5.1). Pre-tests are given in grades 1 st -4 th in spelling. These pre-test determine which differentiated spelling list the students will receive and assist in the differentiation of students abilities (5.2). Grades 3 rd -8 th take the Iowa Test of Basic Skills (ITBS) in October. This standardized test provides information to guide teachers in choosing the methods and materials that will best service all of their students. Students in 4 th and 7 th grades participate in the Diocese of Raleigh Writing Assessment. This assessment is used to measure the effectiveness of the writing curriculum. The results of the writing assessment are used as tools for teachers across grade levels to tailor writing instruction to meet the needs of all learners. Midterms are given in grades 7 th and 8 th in December to assess mid-year growth based on curriculum taught. These test grades are used to determine which objectives need to be reviewed, which teaching strategies are successful, and which students need more differentiated work (5.1). 15

16 The resource teachers are involved in the acceptance of any new student with documented needs (5.1). A meeting is held with a resource teacher, the registrar, and the parents of these students, and there is a discussion of what supports are available for the child. In addition to the standardized written and performance assessments, teacher observation, and portfolios, teachers rely on class work, homework, and participation to monitor and make changes to lessons as necessary (5.2). RenWeb allows students and parents to log in and track academic progress by viewing class work, homework, grades, and teacher lesson plans. Being able to view these items allows teachers and parents to better communicate about the effectiveness of classroom lessons and tests (5.2). Teachers participate in the selection of textbooks and programs. Teachers expertise in their fields, as well as all previous experiences presenting the material guide them in selecting books that support the Core Curriculum Teachers are given the ITBS scores during a staff meeting, and an explanation on how to review scores is briefly given. In addition, teachers who administer the Diocese of Raleigh Writing Assessment are knowledgeable in the reading of writing scores (5.3). Teachers, teacher assistants, and support staff attend regional and state conferences in order to continue to learn best practices and how to accommodate the 21 st Century student (5.3). It has also been suggested that we take advantage of in-house expertise by having StMM staff members lead workshops in their areas of concentration. Formal data collection and teacher input are used by resource teachers to become aware of students who are struggling in one or more areas academically (5.3). It has been suggested that all staff be trained in formal data interpretation, formative data interpretation (such as curriculum based measurement), and differentiated instruction to help meet the learning needs of all our students. ITBS scores, report cards, parent teacher conferences, portfolios, and formal and informal assessments are all used to denote readiness for the next level of education (5.4). Parent-teacher communication is necessary to ensure that students are achieving within norms and are prepared to move to the next level. Grades Pre-K-8 invite parents to attend conferences, to discuss academic growth and review student portfolios and assessments. In 16

17 the middle school conferences, students are required to participate and be an important part of the conference in order to take ownership of their work (5.4). Teachers in grades 5 th -7 th give students math placement tests at the end of the school year to determine math assignments for the following school year. In addition, math teachers assess grades throughout the year, analyze IOWA test results, and obtain teacher recommendations in order to determine proper math placement for the following year. These assessments are used by teachers to decide the best math placements for students (5.4). Leadership has developed a range of ways to communicate information about learning conditions and school improvement goals to stakeholders. The school website is consistently revised to ensure that all policies, procedures, important dates, and updates on curriculum and technology are current. The Principal s Update, a weekly newsletter ed to school families, addresses the following areas: academic success stories, fundraisers, curriculum changes, school security, alumni news, technology, budget, and school counselor advice. The Faculty Advisory Committee (FAC) meets once a month to discuss budget, test scores, school improvements, calendar, and grade level concerns. Minutes from these meetings are ed to staff members. Principal s Coffees are hosted throughout the year. These events invite parents to speak with the principal in an open floor forum. An honor roll awards ceremony highlights academic achievement (5.5). Consolidating communication with parents is an area that needs to be monitored. Parents currently receive multiple s from the PSO, the principal, and teachers. Combining all s into one would allow parents to obtain all information at one time and in one (5.5). We are working on creating one master calendar for parents which would include all of the various school events. The variety and frequency of assessment tools used at StMM ensures the individual learning styles and academic needs of students are met. These tools are used as reflection pieces for teachers in all areas to assist in the implementation of Common Core Standards, and to continue to adhere to our commitment to providing an outstanding education to our students. 17

18 Appendix of Acronyms and StMM Club/Group/Event Descriptions ARK award= Any Random act of Kindness Students are nominated by anyone in the StMM community for being especially kind without expecting recognition. They are recognized by the principal following school Masses. FAC= Faculty Advisory Committee Each grade level, including teachers assistants and cafeteria employees, has a representative that bring feedback and concerns, from his or her group, to the principal on a monthly basis. These representatives also assist the principal in matters concerning the whole school, such as arranging the school calendar. MLSM= Monarch Leadership Service Ministry A teacher-sponsored, extra-curricular club within the school that coordinates, facilitates, and establishes services for those in need, or collects items for charities and causes on a school-wide basis. Principal s Coffee= An open, relaxed forum where the parents can meet with Mr. Cadran about any issues they would like to address. This meeting occurs once a month. PSO= Parent School Organization This organization is parent-led and serves as a liaison between the parents and the school. RenWeb= Renewing school management via the Web A school management system that provides a web interface for many common tasks done by schools. Features of the system include: student information management, access to grades online, student attendance, and student scheduling. SAC= School Advisory Committee Safe Environment Training= The mission of the Safe Environment Training Office is to prevent sexual, physical, or emotional abuse and/or neglect of children and young people through continued education, building awareness, and maintaining a commitment to keeping all children and young people safe. All those in contact with the children at StMM are required to take this course prior to entering a classroom. 18

19 Science Olympiad= A teacher sponsored, extra-curricular club that caters to those students with a particular love of science. These students create many projects and experiments addressing specific areas. Then compete against others on the intramural level to advance to higher tiers (district, regional, etc). SOP= Situational Operational Plan This is StMM s plan for our emergency operating procedure. It encompasses everything from fire drills to intruder alerts. Anything involving the safety of those within our facilities is addressed in this plan. StMM= St. Mary Magdalene School Tissues and Tears= A celebration of the emotional milestone of the first day of Kindergarten, for parents of Kindergarteners at StMM. (Document editing committee: Amanda Cadran, Susan Leising, and Carrie Telke) 19