SELF-STUDY REPORT – School Profile
A.01 STAKEHOLDER PERCEPTIONS
Parents and students knowledge and attitudes about the school
Sponsoring organization’s knowledge and attitudes about the school
All St. Agnes families were surveyed in Jan. 2008. The results of the written survey showed all
families agreed that our school relations, student learning, school climate and environment and
Catholic/Christian teachings are strong assets of our school. Their feedback suggested more
information or clarification is necessary to make them more knowledgeable regarding the topics
of fair staff/teacher salaries and the spending of the school budget. Fundraising is also an
area they would like to improve to make our increase our profits. Overall, parents appreciated
the Christian setting and individualized attention St. Agnes offers. They enjoy working with
our staff and applaud their dedication to our school.
The Immaculate Conception Catholic Church of Osakis is the major sponsoring organization of our
school. A survey was given to the congregation at two Masses in Jan. 2008, and the parishioners
were asked to return the information to the school office or in the weekend collection. Of the
275 surveys given, only five were returned. With little information, our staff felt it was
invalid to compile the results of five surveys. No future plans were made to gather information
about the parish’s knowledge and attitudes of the school.
The Knights of Columbus organization through Immaculate Conception Catholic Church is very
supportive of our school in sponsoring our annual Workathon. They also give donations to
various fundraisers and respond to school needs when called upon.
Parish members support our school by giving donations to our hot lunch program, buying Calendar
Raffle tickets and contributing to other fundraisers. A major contribution supported by the
parish is the money given to support our school scholarship program.
A.02 COMMUNITY/NEIGHBORHOOD
Demographic and growth studies from local community
Enrollment trends and projections from local school district
Community issues (crime, business, growth, pending bonds, housing developments)
Demographic and Growth Studies info gathered from http://cityofosakis.com/,
http://censtats.census.gov/data/MN/1602748796.pdf, and
http://www.theosakisreview.com/articles/rss.cfm?id=2533
Osakis, located on Lake Osakis, is eleven miles east of Alexandria just off Interstate 94 which
provides a great link for traveling to and from Fargo, ND and the Twin Cities. It is located in
both Douglas County and Todd County and borders the south end of Lake Osakis, a 6,300 acre
fishing and recreation delight. Osakis is a small, friendly community of 1,610 people, and it
offers opportunities not found in some rural settings.
The MN Department of Administration State Demographic Center estimated that the City of Osakis’s
population was 1,600 in 2004 with 687 households. The U.S. Census Bureau calculated a census
population of 1,567 in 2000 (760 housing units). The U.S. Census Bureau also calculated a 19.8%
increase over a ten-year period from 1990 to 2000. It is projected that the population of
Osakis will increase 37% by the year 2030.
Three main reasons account for the growth of Osakis. They included the following: the presence
of Interstate Highway 94, the abundance of natural features and the numerous recreational
opportunities. As more of the state becomes urbanized, rural areas will offer a resource that
is more in demand. These factors make Osakis an attractive location for those desiring to live
in a semi-rural setting close to city amenities.
In 2000, Osakis had its largest percentages of the population in the 35 to 44 and 65 to 84 old
age groups. The 35 to 44 year old age group typically is viewed as community leaders and
business owners. These age groups also tend to be active in the community and demand a high
quality service and standard of living for their children and families. However, these age
groups also tend to be more mobile and may move away from a community to find better
opportunities. The 65 to 85 year old age group tends to be retired looking to downsize their
housing and maintenance needs. They also may demand more social and medical services. According
to the 2000 Census, there were 1,114 people in Osakis 25 years of age and older. Of these, 76.1%
graduated from high school and 10.2% obtained Bachelor’s degrees or higher.
The 2000 Census statistics indicate 98.1% of Osakis residents classify themselves as white or
Caucasian, 0.6% are Hispanic or Latino, 0.8% of the population are Asian, 0.7% of the
population are American Indian or Alaskan Native, 0.1% of the population are Black or African
American, while two or more races present 0.6% of the population. 2000 Census statistics
indicate approximately 42% of Osakis residents classify themselves as from German decent. Other
prominent ancestries include: Norwegian (21.8%), Irish (9.7%) and Swedish (9.3%). Most (96%)
speak one language (English) in the home.
The Housing and Urban Development (HUD) Income Guidelines place the 2002 Median Family Income in
Douglas County at $54,350 and 2002 Median Family Income in Todd County at $46,750. The 2000
Census reports a median family income in the City of Osakis of $38,864. The Minnesota Work
Force Center estimated a 3.4% unemployment rate in April of 2005 in Douglas County. During this
same time period Todd County had a rate of 5.0%. Minnesota had an unemployment rate of 4.1%.
The average hourly rate for the city of Osakis is $10.15 per hour. The average per capita income
in Osakis is $15,212. Osakis’s average per capita income also falls considerably below the
state average of $23,198. The 2000 Census reports 9.1% of the population in Osakis (136
individuals) are below the poverty level. Out of 661 total households in Osakis, approximately
484 are owner-occupied and 177 are renter-occupied.
Osakis, while known for its great walleye and pan fishing, is mainly an agriculture area. Due
to its close I-94 access, Osakis has many manufacturing opportunities available within an
industrial park setting. Tourism is a strong economic base as well, Osakis provides many
recreational activities such as the Central Lakes Bike Trail connecting Fergus Falls to St.
Cloud and seasonal events (Quilts along the Trail, Osakis Festival Days, Roddin’ Round the
Lakes, etc.) for visitors and locals. Like the rest of the world, Osakis is at risk to ups and
downs in the economy. Due to Osakis’s primary economic base of tourism and farming, weather is
a big factor in determining a profitable year. Many farmers and resort owners can no longer
rely on one income source and many have second or third jobs in the off peak season.
With the close proximity to a local technical college, many Osakis residents have the ability to
further their education or trade skills to find their job of choice. While Osakis does have
employment opportunities available many residents look to other areas for employment such as
Alexandria, Long Prairie, and Sauk Centre. However, these people tend to keep their primary
residence in Osakis. Within the past five years, two major housing developments have added to
the growth of Osakis.
Osakis is constantly campaigning for new businesses to join the Osakis area with various tax
incentives available for businesses interested in the industrial park. Many trades make up the
labor work force in Osakis including: construction, precision manufacturing, meat processing,
and the production of petroleum storage products.
There is also a committee task force, Onward Osakis, dedicated to making improvements to the
community in hope of attracting new businesses and community members. Some of their projects
are listed: entrance signage on Hwy 127, Motel & RV Park, additional restaurants, storefront
renovations, new trailhead (Central Lakes Trail), moving the Osakis Information Center downtown,
trail beautification and planned trail expansion around Lake Osakis., adding community events,
golf course expansion and future housing development, alumni returning to their roots to live
and raise family, city park playground equipment upgrade and the addition of a new city park
near the Osakis Properties housing development and adding a teen center.
Along with St. Agnes School, there are other fine school systems in Osakis. Osakis Public School
K-12 provides a quality education for the area. Throughout the past years, the public school
district has increased their enrollment. Last year district wide, they gained 29 students.
They are nearing their district high of 812 students established in 1973. Two years ago an
influx of students were gained from an area school closing and currently, the high school
accredits a gain of students from open enrollment from the following areas: Minnewaska,
Alexandria, Long Prairie, Sauk Centre, Eagle Valley, and Parkers Prairie. Osakis administration
claims families chose to enroll their children because of its small size, academic success, and
sporting and fine arts opportunities. In the fall of 2008, the residents of District 213 passed
a major referendum for a new building addition to the current public school building in order to
provide more for the students and accommodate predictions of rising student numbers. Additions
include a new early childhood education center for the increased number of preschool
enrollments, new science labs and additional classrooms. The Lakes Area Charter School, a
second educational setting in Osakis, provides education for high school age students that
prefer alternative learning to a traditional classroom setting. It too has increased its
enrollment since it opened in 1900 and it plans to build a new facility around the year 2010.
School support services are available through the Douglas and Todd County Social Service
Departments, Catholic Charities, Lutheran Brotherhood, and the Runestone Area Educational
District. The Douglas County Hospital in Alexandria also offers numerous services for area
residents.
A.03 STUDENTS
Current enrollment data for each grade
Changes in enrollment over the past five years (explanation)
Racial/ethnic/religious composition, special needs, disabilities
Overview of alumni relationship
Current enrollment at St. Agnes is 58 students in grades K-grade 6. Our preschool program
enrolls an additional 17 students. The enrollment at each elementary grade is as follows:
Kindergarten 11 students
Grade 1 11 students
Grade 2 8 students
Grade 3 9 students
Grade 4 10 students
Grade 5 2 students
Grade 6 7 students
Throughout the past five years our enrollment has been very consistent. Our student numbers
have ranged from approximately 50-60 students each year. Our average is approximately 55
students. The changes are due basically to the fact of efforts to recruit the same number or
more of graduating students for our upcoming Kindergarten class. Although recruitment goals are
set each year, these numbers may not be obtained. Occasionally, we have students who transfer
from Osakis Public, Sauk Center or Alexandria. We have also had some families disenroll due to
difficulties in paying tuition.
As read from the statistics above, the Osakis community has very little racial or ethnic
diversity. Currently, all of our students are Caucasian, 78% (45 students) are Catholic and 22%
belong to Lutheran or Presbyterian churches in the Osakis/Alexandria area. This spirit of
ecumenism has been very enriching for our school. One of our parents was born and raised in
Poland and the Polish language is spoken in the home. Three of our students are formally on
IEP’s. All of these students receive some educational assistance from the special education
department at Osakis Public School or through the Runestone Area Educational District based in
Alexandria. One of these students is autistic and has a personal care assistant with him
throughout the entire day.
Our school secretary is the lead organizer of our alumni database. The database includes a
complete list of all graduates since 1960. Currently, the secretary is working on completing
the list to reflect current addresses of alumni. Approximately 85% of the list is current.
The main means of communication with alumni involves an annual letter to update them on school
happenings/improvements and invite them to participate in our Calendar Raffle fundraiser. A
future project involves sending this group a formal letter to campaign for donations. This is
projected to be completed in spring of 2009.
A.04 FAMILIES
Socio-economic profile of families (education levels, single parent families, one/two
wage-earners, general assistance recipients)
St. Agnes currently has 38 families enrolled K-grade 6. Information about the education level
was available for 48 parents. Of this population, 17% (8 parents) earned a four-year degree,
65% earned a two-year degree and nine parents entered the work force with a high school degree.
Single parent families comprise 13% of our family population. Approximately 60% are two-wage
earners, leaving 40% as one-wage earners. Currently, 21% receive tuition assistance to help
manage their tuition commitment. Of these families receiving assistance, 90% are one income.
A.05 HISTORY
Highlights within the school history
Review of significant improvement efforts/issues
A dream became a reality on July 10, 1959 when ground was broken for the construction of St.
Agnes School. Peter Rutten, founder of Osakis Silo, donated $30,000 toward the construction of
the school. In appreciation of the donation, the school was names after his wife, Agnes.
Four Franciscan Sisters became the teaching staff for grades 1-8. The beginning enrollment was
163 students on Sept. 6, 1960.
In 1984, grades 7 & 8 were discontinued. This same year Kindergarten was added to concentrate
on offering quality Catholic/Christian education for K-6. In 1986 a need was recognized for
early childhood education, a preschool program was then added. Preschool was open to all
denominations. This inclusiveness lead to families of other faiths choosing to enroll at St.
Agnes for grades K-6.
Major changes during the past years include: (add non-Catholic voted to school board)
• 1970 Title I Program begins
• 1985 First Lay Principal
• 1986 Preschool begins
• 1988 Entire staff is lay ministers
• 1989 Benedictine Sister becomes principal
• 1989 First computer in the school office
• 1993 Classrooms were carpeted
• 1995 First major renovation-school roof replaced
• 1995 St. Agnes School earned Model Reading Renaissance school status
• 1995 First non-Catholic teacher hired
• 1995 First non-Catholic voted to the Board of Education
• 1996 Alley paved and playground renovated
• 1998 Blinds installed in rooms
• 1999 Student lockers installed
• 2000 Original boiler replaced
• 2001 St. Agnes School earned Model Math Renaissance school status
• 2001 Lunchroom floor replaced
• 2001 Landscaping was added to the school entrance
• 2001 Board of Education lead a major fundraiser (building a house)
• 2002 First St. Agnes School website launched
• 2002 Electrical updates were completed throughout the school
• 2003 Second lay minister is hired as principal
• 2003 Only three students registered for Kindergarten fall 2003
• 2004 The amount borrowed from savings to balance our budget tripled.
• 2004 First grade position was expanded to fulltime
• 2004 An anonymous donor donated $45,000 to the school
• 2005 An anonymous donor donated $50,000 to the school
• 2005 A cycle began to replaced carpets in classrooms
• 2006 A new fire alarm system was installed
• 2006 St. Agnes School adopts a school wellness plan
• 2007 During this summer a small fire left nearly all the principal and bookkeeper’s
office furniture and equipment totaled. The entire school was professionally treated for soot
damage.
• 2007 All day every day Kindergarten begins
• 2007 Proposed plan to offer preschool every day fails due to district expanding their
preschool program-St. Agnes offered preschool three days a week
• 2007 Renaissance Math and Reading instruction is altered to provide more time for
other academic needs (computer and family life standards)
• 2008 Grades 3 and 4 are combined for all subject areas
• 2008 Summer preschool session offered to increase preschool enrollment
• 2008 Fundraising goal is raised to $60,000 compared to $50,000 in 2005
• 2008 Board members and parents meet to discuss the need to generate more income to
balance our budget
• 2009 Our school will celebrate 50 years of existence!
Standard 1: Mission and Philosophy
The Vision and Values of a School
1.01 MISSION STATEMENT: The school will have a mission statement that concisely articulates a
shared vision for the school community and establishes an overall commitment to a particular
course of action.
St. Agnes School has a written mission statement that shares the vision for our school. We
endorse academic excellence and Gospel values. We promote this statement by teaching updated
standards/curriculum and modeling Gospel values throughout our daily interactions and
school/classroom environments. Staff goal setting also correlates to our mission statement.
1.02 PHILOSOPHY STATEMENT: The school will have a philosophy statement that articulates the
principles, beliefs and/or core values of the educational program.
St. Agnes School has a philosophy statement that articulates the principles, beliefs and/or
core values of our educational program.
1.03 COMMUNICATION OF STATEMENTS: The school will communicate the mission and philosophy
statements to the stakeholders in the school community.
Feedback from our parent surveys showed that 89% of our school families agree to knowing our
school mission statement. The mission statement is recited and referred to at school board
meetings, Preschool/Kindergarten Round-up meetings, posted in the school newsletter and church
bulletin, listed on school brochures, and printed in our school handbook. It is also posted in
each room of our school. Our students know our mission prayer and recite it frequently in the
classrooms and at school assemblies. This prayer summarizes our school mission and philosophy
statements. Students also know our St. Agnes school song which complements the beliefs of our
mission and philosophy. Lastly, a bulletin board at church also highlights the school mission
and philosophy.
1.04 USE OF STATEMENTS: The school will provide evidence that the mission and philosophy
statements guide the school’s goals, processes, policies, and procedures.
The mission statement is used to guide decision making at St. Agnes School board meetings. The
school principal uses the key words of the mission statement to remind board members that major
decisions MUST reflect the meaning of the school mission statement (including policies,
procedures and goals). Our school mission prayer is also prayed at meetings. One example
includes the board’s decision to adopt all day every day Kindergarten. Our mission is also used
to guide decisions at staff meetings (curriculum and procedures) and to compose MNSAA strategic
plan goals. Our school’s annual theme and monthly themes are guided by principles of our
mission and philosophy as well as our school logo Discover JOY and our school practice of the
steps of forgiveness.
1.05 EVALUATION OF STATEMENTS: The school will have mission and philosophy statements that have
been developed by appropriate representatives of the various stakeholders and a shared
evaluation process that periodically reviews the effectiveness, relevance and quality of the
statements.
The St. Agnes teaching staff and support staff evaluated our mission and philosophy
statements in the fall of 2007. These stakeholders found them to be effective and relevant to
the goals and daily actions of our school. Parents and board members were given a survey to
evaluate the effectiveness of our school mission statement. The results showed two families had
suggestions. These included adding the word “Catholic” to our philosophy and the awareness that
our school is open to all faiths. After a discussion on these suggestions our teaching staff
decided our statements will remain as written.
SUMMARY: Mission and Philosophy
Strengths and Challenges
Strengths
-Our mission and philosophy statements are concise and well-written.
-Our mission and philosophy statements are attainable.
-The statements are integrated into our daily teachings and actions.
Challenges
-The need to increase the practice of “Christian community” in our students’ home lives to
reinforce what is taught and practiced at school.
-The need to simplify our philosophy to better communicate it at assemblies and meetings.
Standard 2: Curriculum and Instruction
The Planning and Implementation of Learning
2.01 CURRICULUM HANDBOOK: The school will have a written comprehensive curriculum handbook that
outlines the standards or criteria for students to successfully complete the prescribed
educational program; the school's curriculum handbook will be sequentially organized with a
demonstrated correlation between grade levels and course topics.
St. Agnes School’s curriculum handbook outlines the standards or criteria for students to
successfully complete the prescribed educational program. It is sequentially organized with a
demonstrated correlation between grade levels and course topics. The St. Cloud Diocesan
standards (Ten Sigma standards) are the basis of our handbook. We have added St. Agnes
standards to subject areas we felt needed more depth to reach our expectations.
2.02 USE OF HANDBOOK: The school will demonstrate that the written curriculum guides
instructional practices.
St. Agnes School teachers each have a copy of the standards handbook which outlines the
standards or criteria for students. Teachers use the standards when completing long range plans
and daily lesson plans for each area taught. Teachers have documented in their lesson plans
when and how standards were covered. The guide is also used to research the standards taught in
the grade level before or after the existing grade. Parents are welcome to view this guide at
anytime and it’s contents are present for open houses or during school tours with prospective
parents. Standards are also posted in each classroom.
2.03 CONTENTS OF CURRICULUM LR The school's curriculum will provide for at least the following
subject areas: basic communication skills (including reading, writing, literature, and fine
arts); mathematics and science; social studies (including history, geography, and government);
health and physical education.
Our standards handbook contains the standards for art, computer, language arts (reading,
writing, literature, and fine arts), math, music, physical education, health, religion, science
and social studies (history, geography and government). The curriculum taught stems from these
standards.
2.04 VARIETY OF INSTRUCTIONAL PRACTICES: The school will utilize a variety of instructional
practices that accommodate varying learning styles and needs.
For the past five years, the teachers have used the resource Best Practice, First Edition:
Today’s Standards for Teaching Learning in America’s Schools to study best instructional
practices. Each teacher has a spreadsheet of ideas for each core subject area to use that
provides proven strategies to best reach all learners. We share at faculty meetings examples of
best practices, differentiated learning, and multiple intelligence activities used in the
classrooms. Teachers also vary their instruction ranging from large group to small group to one-
on-one instruction.
2.05 CORRELATION WITH MISSION/PHILOSOPHY: The school's curriculum and instructional practices
will reflect the mission and philosophy statements of the school.
St. Agnes’ mission and philosophy statements are integrated into the curriculum and
instructional practices of the school. Our subject area philosophy statements highlight our
school’s mission and philosophy.
2.06 AWARENESS OF RESEARCH / PROFESSIONAL PRACTICE: The school's written curriculum will
reflect an awareness of current research and professional practices.
Along with our professional practices book study, teachers are highly encouraged to attend
professional workshops to grow in areas that they wish to better their instruction of curriculum
areas. For example, when dialoguing about better math instruction (learning the basic facts)
the primary teachers began using resources from a previously attended workshop. Also, as the MN
State standards and other area schools make changes, the teachers review these changes and
update our curriculum if needed.
2.07 EVALUATION OF CURRICULUM AND INSTRUCTION: The school will have an established
collaborative process for the ongoing evaluation and development of the curriculum handbook,
instructional practices, and educational resources.
Each year our staff has evaluated an area(s) in our standards handbook. The past year math for
the primary grades was studied. We chose to change our math series and in 2008-9 a new series
will begin. A checklist of criteria was used to select the new series. The following year, this
subject will be monitored to be sure the series is meeting our needs. We also had professional
discussions on the best ways to teach math and ways to have spelling correlate with our current
reading series. Over the past years other examples include adding the following: a Family Life
series, health standards, art standards and program, computer standards and word-processing
program (K-2). As we are a small staff, we are very comfortable discussing issues as they arise
from professional discussions with our educators or new ideas sparked from professional
development. Through these discussions new practices and resources are always considered as our
budget allows.
2.08 TECHNOLOGY: The school will use technology, and have a written plan for providing growth
in this area, to meet curricular goals in teaching and learning.
Our computer standards are our written plan for technology. As they change we adapt to meet the
needs of the changes. Our students K-2 practice formal keyboarding skills and complete various
typing projects by using our donated mobile iMAC lab. Students 3-6 have formal technology
instruction at Osakis Public School. Other iMAC computers are used for Accelerated Reading and
Math programs, Internet research report typing, teacher use, and teacher websites. For future
growth, the teachers request a stronger Internet connection and Smartboards.
2.09 SPECIAL NEEDS: The school will have a written process for identifying, assessing and
prescribing services for learners with special needs; in addition, the school will provide an
educational program for advanced learners.
St. Agnes receives special needs services through District 213. Our process is as such:
teachers observe and document a need for special services over a period of six weeks. Within
this period a teacher has made professional interventions to enhance academic performance. If
there is no student change, teachers communicate a concern to the principal and parents.
Parents can request special services. Referral of a student is made through the school
principal. The assessment and prescription for special needs is taken care of through District
213.
Although we have no formal program for advanced learners, our mission and philosophy state that
we teach to individual needs. For example, in our 5th/6th grade classroom the 7th grade
curriculum is used for students who are currently excelled in math and spelling. Our Scott
Foresman and AR reading programs provide language arts curriculum for advanced learners and
challenged learners. Also, most teachers have multiple math groups to reach the instruction
levels of students.
2.10 EFFECTIVE CLASSROOM MANAGEMENT: The school will have classroom environments that are
conducive to learning.
All teachers use our school discipline plan Follow Jesus. It is posted in each classroom and
communicated to students and parents during our fall Back to School meetings. Student
consequences and rewards vary from classroom to classroom. When dealing with most discipline
issues simple reminders or conferences with teachers redirect discipline issues. When the
school principal has observed classrooms, students are quiet and attentive when instruction has
been given. Small classes allow students’ full attention to be given to the teacher when
directions are given. Teachers have high expectations for classroom behavior and respect during
work time. Children are seen working quietly and/or within the given expectations of their
teachers.
SUMMARY: Curriculum And Instruction
Strengths and Challenges
Strengths
-well managed classrooms to produce ultimate learning environments
-many resources for math, science, and art
-updating our curriculum standards
Challenges
-more lap top computers and another color printer
-Smartboards
Standard 3: Learner Performance
The Identification, Prioritization and Monitoring of Student Achievement
3.01 ASSESSMENT PROCESS: The school will provide a systematic and clearly understood process of
learner assessment that includes at least one standardized testing instrument.
Each school year teachers in grades K-6 administer the STAR Reading Assessment or Early Literacy
Test to assess student reading levels. Students are assessed in Sept., Jan., and May. Children
in grades 1-6 complete the Iowa Tests of Basic skills in April. All assessment results are
shared with parents.
3.02 ASSESSMENT AND CURRICULUM: The school will have an assessment process that evaluates
whether the learners are meeting the expectations of the curriculum handbook.
Teachers evaluate students’ learning using a combination of the following tools: book and
teacher-made tests and quizzes, class observations, student interviews, student projects, daily
work, student portfolios, journals, rubrics, and class participation.
3.03 ASSESSMENT DEMONSTRATES ACHIEVEMENT: The school will have a curriculum and instructional
practices that result in positive student achievement over time.
At the beginning of each year teachers communicate with one another about student progress from
the previous year. Each student also has a file for a new teacher to reference. Our mission
statement promotes individualized learning and teachers pretest students to teach to their
individual levels. Pre-assessment and individualized instruction is achieved in a number of ways
throughout grades K-6. Examples include: teacher observations, student interviews, quizzes,
written tests, ability grouping, peer teaching, individual “power” lessons, whole group
instruction, etc. Once a unit or group of skills is assessed, teachers make decisions to
continue new instruction or to re-teach a concept if a student does not show progress in
learning the material. This cycle continues as new skills are pretested.
3.04 ASSESSMENT RESULTS EFFECT CHANGE: The school will regularly evaluate the results from the
learner assessment process, and if necessary, make changes in curriculum and instruction.
Each spring our teachers review the results of the Iowa Tests of Basic Skills. Along with
professional dialogue of the other curriculum results, teachers review the Iowa scores and
troubleshoot any area of curriculum were growth is needed. In the past, math computation,
sources of information, and writing have been topics of discussion. Our math curriculum in
grades K-6 was replaced with a new series in 2008-9 as professional discussions lead to the need
of more higher level thinking opportunities to better prepare students for the intermediate
grades.
3.05 STUDENT RECORDS: The school will maintain student records containing assessment
documentation, in addition to other information required by law and as necessary for the
operation of a quality educational program.
Each student has a file folder record for reading which is begun in kindergarten and is passed
on with the student each year. Reading teachers record skill test scores and place STAR tests
results in these folders. AR reading zones (K-6) and math placements (3-6) are also recorded at
the end of the year and passed on to the next teacher.
Students also have permanent record cards or cumulative files. These are confidential and are
kept in the principal’s locked office file. Personal data, achievement, and year summary marks
are recorded on the record cards. It is the responsibility of the homeroom teacher to update
the record at the end of the school year. The permanent record is an open record to parents
upon request to the principal. Permanent records are signed out on the form in the file. No
permanent record may ever be taken from the school building without permission of the principal.
3.06 ASSESSMENT RESULTS COMMUNICATED: The school will communicate learner progress to parents
and the school community while respecting principles of confidentiality and respect.
Learner progress is documented and shared with parents four times a year through student report
cards. Two formal parent-teacher-student conferences are held for each student. Students are
involved in their conferences as is appropriate for each grade level. Throughout the year
teachers are expected to communicate with parents via a phone call, note or conference on a
regular basis if there is learning difficulty in the classroom. Teachers also communicate
learning using the Iowa Tests of Basic skills, parent profiles, Star reading and math results,
mid-term reports, and newsletters.
3.07 ATTENDANCE / TARDINESS: LR The school will have attendance and tardiness policies and
procedures that are written, published, communicated and enforced; In addition, the school will
in a timely manner complete annual enrollment reports as is required by the local public school
district and the state, and maintain copies of such reports.
Attendance is taken daily and reported to the secretary. Students who arrive at school after
8:20 am should be marked tardy. Students who arrive more than ½ hour late or leave more than ½
hour early for the school day will be marked ½ day absent. Students who are in school less than
3 ½ hours per day will be marked absent. When no parental contact has been made prior to the
absence, the secretary/health aide will call home to find the reason for a child being absent.
A child must be present a minimum of 152 days to be considered for promotion to the next grade
unless a doctor’s excuse has been submitted and arrangements for tutoring have been made with
the principal. If a student’s absences near this minimum requirement, the principal contacts
parents to remind them to abide by the policy or to set up tutoring services if needed.
Attendance and tardiness information is located in our parent/student and teacher handbooks.
Our bookkeeper and principal complete the annual enrollment reports and submit them to the
Osakis Public School in a timely manner.
SUMMARY: Learner Performance
Strengths and Challenges
Strengths
-Individualized learning
-Teacher communication with parents using a variety of methods
-Use of testing/assessment instruments to plan for student learning
Challenges
-A new format of standardized testing is requested by teachers
-For teachers to use rubrics on a regular basis
-Communicate the importance of student attendance and policies of tardiness and attendance to
teachers and parents during the fall Home and School meeting
-Match our assessments to the standards of our curriculum
Standard 4: School Climate and Facilities
The Environment for Teaching and Learning
4.01 STUDENT BEHAVIOR EXPECTATIONS: The school will communicate expectations for student
behavior and will enforce a student discipline code that is supportive of the school's mission
and philosophy, and conducive to learning.
Our school discipline plan Follow Jesus states school behavioral expectations in a Christian and
positive way. This plan reinforces the main ideas of our mission and philosophy statements.
This plan is located in students’ handbooks and found in each classroom.
4.02 CONFLICT RESOLUTION: The school will communicate and use a process for resolving conflicts
and grievances within the school community.
The steps of forgiveness are used to resolve student conflicts. Formal grievance policies and
procedures for students and staff can be found in the student and staff handbooks.
4.03 SPACE CONSIDERATIONS: The school and class enrollments are compatible with the capacity of
the facility.
Our classroom space is adequate for teaching students in each grade level. A tile/carpet floor
combination in the preschool-first grade rooms was added in recent years to promote more hands-
on learning with art materials.
Our gym is not adequate for grades 3-6 physical education instruction therefore instruction is
given at Osakis Public School.
4.04 RESOURCES/ FACILITIES: The school ‘s resources, instructional materials, equipment, and
facilities support the educational program.
Teachers agree that they have above adequate supplies and materials to teach the standards
requirements.
Osakis Public School provides shared time instruction to meet our building and equipment needs
for physical education and computer standards for grades 3-6.
4.05 LIBRARY / MEDIA: The school's library and media resources support the educational program.
Although we have increased our non-fiction reading selection, our library has major needs to
support our educational program. For example, reading books are needed for our upper level
readers and an increased selection has been requested by our older students. Because of a lack
of funds, we are not able to purchase an automated system for book check out.
4.06 PREVENTATIVE MAINTENANCE: The school facilities are safe, sanitary, and routinely
maintained to assure effective working order and compliance with all legal and code requirements.
St. Agnes recently installed a fire alarm system to meet legal requirements and our heating
system has been adjusted to provide more comfortable temperatures in the fall, winter and spring
for student classrooms and school offices.
Our school is safe, sanitary and routinely checked for maintenance issues. When issues arise,
our maintenance staff is quick to address the needs for continued safety. A legal pad is
present for staff to record safety concerns for maintenceance staff to read and attend to.
4.07 HEALTH AND SAFETY ISSUES: LR The school has a written plan in place and is actively
addressing any health and safety issues reported to the school, or that the school is aware of
or reasonably should know or should have known about.
Health and safety information is located in our faculty and student handbooks. Reported
illnesses are communicated to parents through our school newsletter and illness
prevention/symptom sheets.
4.08 CRISIS MANAGEMENT: LR The school has written, published and communicated policies and
procedures for addressing emergency situations and regularly conducts drills and reviews
policies/procedures with school community.
St. Agnes School has a written and published crisis management plan. Drills are conducted and
reviewed as required by the State of Minnesota. After drills, staff is asked if any changes need
to be made to increase the safety of the routines. Reminders of our emergency procedures are
also periodically published in our parent newsletter.
4.09 RIGHT TO KNOW, BLOODBORNE PATHOGENS: LR The school annually provides professional training
to its employees on “right to know” laws regarding the handling and storage of chemicals, blood
borne pathogens, and other biohazards as required by OSHA.
St. Agnes annually provides training to its employees regarding “right to know” laws and blood
borne pathogens. Our training date for 2008-9 was August 26, 2008.
4.10 PRESCHOOL LICENSURE: LR The school will attain licensure through the Minnesota Department
of Human Services (Child Care Centers) if operating an accredited preschool program (pre-
kindergarten, early childhood, etc.).
Currently, the Care-A-Lot preschool program is licensed through the Minnesota Department of
Human Services.
SUMMARY: School Climate And Facilities
Strengths and Challenges
Strengths
- classrooms are comfortable and have an inviting appearance (student centered)
-hallways are filled with student projects
-teacher resources are organized and centrally located
-safety issues are quickly addressed
-classrooms are neat and organized
Challenges
-gym space for primary students
-more books for upper level readers
-update our library system for organizing our library books
-continue our long-range plan of addressing our need to make our building more handicap
accessible
Standard 5: Community Relations
The Effort to Include All Who Have an Interest in the School
5.01 ORIENTATION: The school will provide an appropriate orientation for all new staff,
families, students and volunteers. The orientation will include: school mission and philosophy,
roles and responsibilities, programs, policies and procedures, and expectations for learners.
Teachers, support staff and volunteers are given handbooks for their particular area that
contain the info. mentioned above. Everyone is asked to read the handbook and sign a form
acknowledging that they understand and agree to follow the information. The principal also
highlights areas of importance (confidentiality, safety issues, safe environments, etc.) at fall
back to school meetings with each group of individuals.
A “Back to School Night” is offered for students and parents. This includes a school assembly
covering our mission statement and goals for the year, tour of the building, meetings with
principal/teachers, and discussions of student policies and learner expectations.
5.02 REGULAR COMMUNICATION: The school will maintain regular communication between the school
and home.
The St. Agnes Family Update provides weekly communication between home and school. This
newsletter features news from the principal, dates to remember, special announcements,
fundraising news, faith sharing ideas, and classroom happenings.
5.03 PUBLICATIONS: The school's written communication will help to develop informed
relationships between learners, their families, the school, and the civic community.
To foster informed relationships within our community, we publish school information about
events and classroom happenings in our local newspaper, the Osakis Review. Our principal
highlights school events and communicates decisions/changes/recognitions, etc. through a special
section of the school newsletter. This section is also included in the parish bulletin and on
our school website.
5.04 PARENT ORGANIZATIONS: The school will develop and promote organizations of parents
involved in positively promoting the school and its mission.
The St. Agnes Home and School Association is not currently active.
5.05 COMMUNITY INVOLVEMENT / PARTNERSHIPS: The school will promote involvement in community
activities and events and will develop community partnerships with local and school
organizations that sponsor and support educational projects.
Our monthly service projects, school Workathon, DARE program, and Kindness Retreat promote
involvement within our community.
St. Agnes support staff commented that they would like to feel more apart of our student
learning.
5.06 MARKETING/DEVELOPMENT PLAN: The school will have a marketing/development plan in order to
increase public visibility, foster community relations, and maintain necessary revenue and
enrollment.
Although our school does not currently have a formal marketing/development plan, we are using
the following ideas to market our school: newspaper ads, open houses, Kindergarten and Preschool
Round-up, school brochure and other literature sent to prospective parents, current parents
calling prospective families, speaking at weekend Masses, publishing school info. in our parish
bulletin, St. Agnes billboard, publishing a St. Agnes News section in our local newspaper,
contributing classroom projects to the local newspaper and school and classroom websites.
5.07 ANNUAL REPORT: The school will publish and distribute an annual report to parents and
other stakeholders.
Our school publishes our annual MNSAA goals for parents and the parish members to read stating
the educational, spiritual, professional, and building/maintenance goals completed. An
invitation is published in the school newsletter/bulletin for anyone to obtain a detailed copy
of our annual reports. Annual financial reports are shared with the Board of Education, Parish
Council and Finance Committee members. A breakdown of our income and expenses is also shared at
our May parent home and school meeting. All parents are welcome to attend Board of Education
meetings to learn more information about the school.
SUMMARY: Community Relations
Strengths and Challenges
Strengths
-parent newsletter
-school orientation for students and staff
Challenges
-updating of school and classroom websites
-the need to start a Home and School Association
-form a committee to lead “Community and Kids Connecting”-a program to make connections with our
school and our community
-update St. Agnes signage within the community
-parents understanding our school budget
Standard 6: Personnel
The Qualifications, Evaluations, and Development of the Staff
6.01 ADMINISTRATOR QUALIFICATIONS: The school will have principals/administrators who have
Minnesota administrative licensure; or at a minimum, have a masters degree in education from an
accredited institution, are enrolled in such a program leading to a qualified degree within a
five-year period, or can demonstrate equivalency of such a degree.
The St. Agnes principal has a Master’s Degree in education from St. Mary’s University, an
accredited institution.
6.02 ELEMENTARY TEACHER QUALIFICATIONS: The elementary school’s grade level teachers and those
teaching math, science, social studies, or language arts will have Minnesota teacher licensure;
or at a minimum have a baccalaureate degree from an accredited institution.
Every teacher holds a four year degree from an accredited institution and meets the MNSAA
standard.
6.03 ELEMENTARY SPECIALTY TEACHER QUALIFICATIONS: The elementary school’s specialists (world
language, fine arts, technology, library, physical education, religions, etc.) will have a
baccalaureate degree from an accredited institution; or at a minimum be able to demonstrate
proficiency in their teaching area.
St. Agnes specialists and staff members at Osakis Public School have baccalaureate degrees from
accredited institutions.
6.04 SECONDARY TEACHER QUALIFICATIONS: The secondary school’s teachers and specialists will
have Minnesota teacher licensure; or at a minimum have a baccalaureate degree from an accredited
institution.
St. Agnes does not have any secondary teachers.
6.05 CRIMINAL BACKGROUND CHECKS: LR The school will conduct appropriate criminal history
background checks on all individuals who are offered employment in the school.
St. Agnes School conforms with the safe environment policies of the St. Cloud Diocese. Our
school bookkeeper is responsible to see that all background checks are conducted on school
employees. Background checks are submitted to the diocese for processing. The preschool
teacher is responsible for conducting background checks for this program.
6.06 STAFF CODE OF ETHICS: The school will publish and maintain a professional code of ethics
for all staff persons.
A code of ethics is present in the job descriptions of each staff member and is published in
staff handbooks.
6.07 EVALUATION PROCESS: The school will have an evaluation process for all school personnel
that includes job descriptions, annual written reviews, clear expectations, formative feedback
on performance, a clear relationship between evaluation and employment decisions, and suggested
courses of action to improve performance.
All paid staff members are formally evaluated each year by the school principal. Past
evaluation forms are present in personnel files. A job description is located on the work
agreement/contract that is signed each year. If a question arises, this documentation is
referred to throughout the year. The form used for support staff is present in their handbooks
so that they are aware of the process used for evaluation. Teacher evaluation is based on the
domains of Charlotte Danielson. All evaluations contain action for future employee growth. In
the past, there has been no formal evaluation process for the principal.
6.08 PROFESSIONAL DEVELOPMENT FOR STAFF: The school will have all teaching staff and
administrators annually participate in professional development opportunities that are related
to significant planning objectives and job responsibilities.
The school principal is very supportive of providing teachers and support staff with
professional development opportunities. Teachers are open to making requests for inservice or
the principal will request a teacher to attend training. For example, renaissance math in-
service was provided for the 3/4 grade teacher to better her instruction as it was her first
year teaching this program. The school principal also inservices staff on books she has read
or other workshops she has attended.
6.09 BUDGETING FOR PROFESSIONAL DEVELOPMENT: The school will provide necessary resources in the
budget for all staff to participate in annual professional development.
The budget reflects $500 for these opportunities, and St. Agnes also receives a varied amount of
money each year ($1000-$1500) through Title funds for staff development.
6.10 PERSONNEL RECORDS: The school will have accurate, confidential, and complete personnel
records as required by law and as necessary for its effective operations, including professional
qualifications and credentials.
St. Agnes obtains accurate, confidential and complete personnel files that only the school
principal and bookkeeper access. They are kept in a locked file in the principal’s office.
Files include resumes, job applications, employee credentials and staff development hours.
SUMMARY: Personnel
Strengths and Challenges
Strengths
-professional development is encouraged by school administration
Challenges
-a formal evaluation process for the principal is needed
Standard 7: Leadership and Governance
The Responsibility for the Educational and Organizational Effectiveness
7.01 ADMINISTRATOR: The school will have an onsite administrator who is responsible for the day-
to-day administrative leadership and management of the school.
St. Agnes School has a school principal that is onsite each day. The principal is responsible
for day-to-day leadership and management of the school. The principal is also responsible for
teaching preschool three days a week from 8:00 am – 11:45 am in which the office staff may need
to attend to administrative duties.
7.02 JOB DESCRIPTIONS: The school will provide written position descriptions for all
administrative staff, which include roles, responsibilities, and accountability.
A job description is present for the administrative staff, the principal, which includes her
role, responsibilities, and accountabilities. Job descriptions were given to candidates during
interviews and these are also reviewed at evaluations.
7.03 GOVERNANCE: The school will have a governing body to which the administrator is
accountable.
The school’s governing body is the St. Agnes Board of Education.
7.04 GOVERNANCE OPERATIONS AND DEVELOPMENT: The school has established written roles and
responsibilities for members of the governing body and provides opportunities for orientation,
ongoing development and training.
The Board of Education has a written board constitution which includes written roles and
responsibilities. The board members are offered a training DVD provided by the St. Cloud
Diocese for board training. The principal and veteran board members also offer opportunities
for orientation to new board members. No formal training has been attended by the board since
2005.
7.05 BUDGET: The school will have an annual budgetary process and budget that is consistent
with the achievement of its goals; in addition, the school will produce an annual budget and
financial report, and will make it available to stakeholders.
St. Agnes has a process for forming and reviewing the budget. Each month the current budget is
reviewed at board meetings. Board members, the principal and pastor make up a budget committee
and this group is responsible to propose the budget to the board of education for the upcoming
school year. Once the board passes this information, it is presented to the parish finance
committee for approval. At the end of the school year, the approved budget is presented to the
school parents at a formal budget meeting.
7.06 TUITION AND FEE SCHEDULE: The school will develop and communicate a tuition and fee
schedule.
St. Agnes has adopted a fair share tuition plan. Each year, the board of education is
responsible to communicate changes in the tuition fee schedule. Fees for the upcoming school
year are communicated to parents at the budget meeting.
7.07 COMPENSATION STRUCTURE: The school uses a communicated compensation structure for
determining faculty salaries and benefits.
The school has a compensation structure based on years of experience. This is used for faculty
(teacher) salaries. Benefits are determined by our policies which currently stands at 80-20 for
health care, 100% for life insurance and retirement.
7.08 EMPLOYEE HANDBOOKS: The school has written, updated employee handbooks or published and
communicated policies and procedures that affect school faculty and staff.
St. Agnes School has employee handbooks for teachers, support staff and volunteers. They were
last updated summer 2008.
7.09 IMMUNIZATION RECORDS: LR The school annually obtains and maintains records of state-
required immunizations on its students; the school enforces state immunization requirements.
The school health aid is responsible for maintaining the records of student immunizations.
7.10 ADMISSIONS POLICY: The school will implement admissions policies and procedures in
accordance with legally, ethically, and professionally acceptable practices, including a
statement of nondiscrimination.
St. Agnes School’s admission policy needs to be updated to reflect a statement of
nondiscrimination.
7.11 PARENT/STUDENT HANDBOOKS: The school will provide parents and students an updated,
comprehensive school handbook that includes policies and procedures.
A parent/student handbook and calendar are annually provided for each family the first week of
school. The handbook contains school policies and procedures. An acknowledgement of receipt is
signed by each parent and student.
SUMMARY: Leadership And Governance
Strengths and Challenges
Strengths
-comprehensive staff and student handbooks
Challenges
-include a statement of nondiscrimination on student registration forms
Standard 8: School Improvement
The Strategies and Tools for Improving the School
8.01 SCHOOL IMPROVEMENT PLAN: The school has developed a written School Improvement Plan that
identifies measurable, end-result objectives; strategies for achieving the objectives; and time-
specific action steps for fulfilling the strategies.
St. Agnes School developed a written school improvement plans based on the challenges presented
in this self study.
8.02 QUALITY OF PLAN: The school has developed a written School Improvement Plan in conformity
with the Quality Expectations of MNSAA.
The plan was developed according to the written expectation provided by MNSAA.
8.03 COMMUNICATION OF PLAN: The school uses a process for communicating the School Improvement
Plan, in addition to regular updates on progress, to the various stakeholders of the school
community.
Upon MNSAA approval of this plan, it will be presented to our stakeholders during our annual
budget meeting, through our parish bulletin and in a condensed article in the community
newspaper.
8.04 EVALUATION AND DEVELOPMENT OF PLAN: The school has a process for regularly evaluating and
further developing its School Improvement Plan.
Each fall, the school community and Board of Education members will review this plan and
evaluate the goals attained and which goals will be developed during the new school year.