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TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
SELF STUDY
Cycle 4
For schools being visited during the 7-year cycle beginning with the 2019-2020 academic year
_____________________________________________________________________________
Legal Name of School
____________________________________________________________________________
Principal Name 
____________________________________________________________________________
Street Address
____________________________________________________________________________
City State Zip Code
_____________________________________________________________________________
Mailing Address (if different)
____________________________________________________________________________
Telephone Fax
____________________________________________________________________________
(Arch)Diocese
____________________________________________________________________________
Date Submitted
____________________________________________________________________________
Signature and Position of Authorized Person Submitting Report (digital signature accepted)
One (1) copy of the Self Study and Long Range Strategic Plan must be given to the chairperson and team members after review and approval by the
(arch)diocese superintendent. One (1) copy of the Self Study/Long Range Strategic Plan/Budget/End of Year Financial Statement must be sent
electronically to the TCCB ED office at lisette@txcatholic.org
.
Texas Catholic Conference of Bishops Education Department
P.O. Box 13285 Austin, Texas 78711-3285
512-339-9882
 Email Address
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SUPERINTENDENT ACKNOWLEDGEMENT
I, __________________________ have read the Self Study and with my signature below acknowledge that the
following areas are in compliance with TCCB ED Policies and Procedures:
1. Bell to Bell Instructional Minutes for all grade levels.
2. All personnel meet TCCB ED requirements for the current positions held.
Variances for policies, procedures and alternative frameworks outside of TCCB ED requirements are attached,
if applicable.
____________________________________ ________________________________
Signature Date
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INTRODUCTION
The process of completing the Self Study in preparation for the accreditation visit has a two-fold purpose. The
first purpose is for a school to take an in-depth look at itself. Since the time of the last accreditation visit the
school has identified goals in various aspects of the operation of the school and may have adjusted in curricula
areas, physical plant, long-range planning, and other facets of the school. Now there is an opportunity to look at
all of the various components of the school and to assess where things are going well and where there is need
for continuous school improvement. Review of the last accreditation document and Long Range Strategic Plan
are key to completion of the Self Study. The second purpose is to provide the Texas Catholic Conference of
Bishops Accreditation Commission with sufficient information to determine a school’s standing and be able to
commend a school for what it is doing well and make suggestions for continuous school improvement. The
methods of response, definitions that establish a common understanding of terms, and a domain summary
form are all meant to make the process more productive in accomplishing the purpose of the accreditation
process and in facilitating future planning.
The Self Study is divided into two parts:
PART I: DOMAINS I-V
PART II: TCCB ED ASSURANCES and TCCB ED PERSONNEL REQUIREMENTS
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PART I: DOMAINS I-V
DOMAIN I: CATHOLIC IDENTITY
This domain’s articulation of the school’s mission, philosophy and vision forms the basis from which the
remaining domains will flow. Some schools may include the school’s philosophy and mission in one statement
while others may use two separate statements. Community is the context in which the school finds itself. The
school community begins with small groups (e.g., faculty or a particular class) and moves outward to embrace
the entire school, parish (arch)diocese, and wider civic and world community. One of the purposes of Catholic
education is to provide students the opportunity to live out their faith within the context of community. This
domain allows the school to identify its Catholic Identity.
DOMAIN II: GOVERNANCE, ADMINISTRATION AND MANAGEMENT
The questions and responses, for the most part, will deal with an administrative team, a governing body, be they
called commission, board, or council. The purpose of these structures is to provide the constituents with the
opportunity to give input into the decision-making process. The questions, descriptors, and supporting data are
all meant to provide an overview of how a school is governed. Each school is unique in how it lives out the
local (arch)diocese’s directive in this regard. The domain seeks to have the school express how it functions in
achieving its direction and vision. This domain also explores the role of the administration and/or
administrative team as instructional leaders of the school and includes professional development and
evaluations of faculty and staff on the campus.
DOMAIN III: CURRICULUM, INSTRUCTION AND ASSESSMENT
This domain addresses the curriculum of the school, planning and implementation, technology integration in
instruction, and meeting student needs in the classroom. Assessment is an important part of determining the
strength of the academics of a school and meeting individual student needs.
DOMAIN IV: STUDENT SERVICES AND ACTIVITIES
This domain includes counseling services that go beyond the regular guidance program and evaluation
of students for the purpose of providing special needs programming. Extracurricular activities and additional
services offered by the school are also addressed in this domain.
DOMAIN V: PLANT AND FACILITIES
This domain addresses the physical plant in terms of health and safety issues, functionality, and image.
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PART II: TCCB ED ASSURANCES AND PERSONNEL REQUIREMENTS
TCCB ED policies and standards are directly addressed in Part II of the Self Study. Each school is expected to
be able to show compliance with (or supply superintendent’s approval for adaption of) all TCCB ED
policies/standards/requirements as stated in the Guide to Quality and Effectiveness.
The following items must be available during the visit to the chairperson:
1. Profit and Loss Budget/End of Year Financial Statements (current as well as last two
years)
The following items must be available during the visit to the team:
1. Long Range Strategic Plan (current as well as last two Long Range Strategic Plans)
2. Crisis Management Plan
3. Core/Non-Core curriculum (Guidance & Counseling, Bullying, Academic, Religion, Core and
Specials/Electives)
4. (Arch)Diocesan Policy Manual
5. Variances and/or Alternative Framework (if applicable)
6. Current Personnel Chart with positions held
7. Technology Plan
8. 90 Day, One Year and Interim Accreditation Reports, if applicable
9. TCCB Accreditation Commission Accreditation Status Report (from last visit)
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METHODS OF REPONSE AND SUPPORTING DATA
In completing the Self Study, several types of responses will be used:
1. MET/NOT MET – Questions in this category may be answered by a simple MET, NOT MET. The
response to a question is indicated by placing a check in the box after the appropriate question. Each
NOT MET response requires an explanation.
2. Response Boxes – The school is asked to respond in a format conducive to the information presented,
i. e., bullets or descriptive narratives.
3. Supporting Data – Below are examples that could provide support to the responses given in the Self
Study. Evidence must be available to the visiting team to review the Self Study. Items kept
electronically must be noted and made accessible for the team.
• Domain I-Supporting Data – Examples may include but are not limited to websites, classroom
information, school displays, admission and recruitment information, and school publications,
newsletters, formation documents for the community, retreat/religious program schedules, school
routines that incorporate Catholic identity, liturgy schedules, sacramentals and prayer corners,
service requirements, and service projects, etc.
• Domain II-Supporting Data – Examples may include but are not limited to newsletters, annual
reports, minutes of school board/council meetings, notices and schedules of meetings, grievance
procedures, student/parent/faculty handbooks, organizational chart, governing body handbook,
and community surveys, etc.
• Domain III-Supporting Data – Examples may include but are not limited to curriculum,
curriculum guides, college readiness standards, assessment data, course objectives, lesson plans,
college/high school admission records, student portfolios, contest participation data, syllabi,
grade summaries, standardized test scores, longitudinal test scores, specialized program
information, alumni data, etc.
• Domain IV-Supporting Data – Examples may include but are not limited to procedures/policies
for responses to intervention, guidance curriculum, college readiness standards/programs offered,
student service plans, extracurricular program policies, referral for service forms, agency referral
lists, counseling program/services provided to students, and library schedule/services information,
etc.
• Domain V-Supporting Data – Examples include but are not limited to campus visitor procedures,
arrival and dismissal procedures, crisis management plan, and log of safety drills, etc.
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4. Domain Summary – Each domain ends with an area for the school to rank itself on the various
components contained in the Domain. There is also an area that allows for a summary of significant
accomplishments since the last accreditation visit and goals from the Long Range Strategic Plan for
continuous school improvement.
5. Cumulative Summary – At the end of the Self Study an opportunity is given for the school community
to set future direction based on the areas needing improvement/strengthening that were identified in the
action plan of the domain summaries.
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DEFINITIONS
ADMINISTRATIVE TEAM
The administrative structure of a school may be as simple as a principal in a small school with possibly some of
the faculty acting as grade level/subject area coordinators, as well as teaching full time. It may be more
complex in larger schools with a principal, vice-principal, religion coordinator, grade level coordinators, etc.
Some schools have a vice-principal with defined duties and others function only in the absence of the principal.
ALTERNATIVE FRAMEWORK
An alternative framework is one that departs from the traditional instructional program and implements unique
approaches to instruction. These approaches usually violate the recommended instructional periods, time on
task, etc.
CATHOLIC IDENTITY
Catholic identity is integral to every aspect of the Catholic school and is not just a separate component.
Catholic identity is expressed in the daily experiences and interactions of students, faculty and administration.
It permeates the spirit and climate of the Catholic school. It is through daily prayer, prayer services, school
liturgies, the sacraments, the integration of morals and values in academic studies, social interaction and
service to others that the school expresses its Catholic identity and reflects Jesus’ message of love. The
school’s mission statement, rooted in Gospel values, exemplifies the identity of the Catholic School.
CHARISM
A spiritual focus, ministry or devotion of a school. For example, St. Dominic Savio is associated with service.
A school with this charism would have a special focus in this area.
CHARTER FOR PROTECTION OF CHILDREN AND YOUNG PEOPLE
Children’s curriculum for safe environment for PreK-12.
CURRICULUM
An evolving plan of sequential learning standards or opportunities which engage a particular population to
achieve goals by means of varied experiences with the integration of faith and values through the process.
• Guidance Curriculum-Lesson/activities conducted throughout all grade levels and taught separately or
integrated into other curriculum areas. Content addressed by a classroom teacher or counselor would
include the student’s social, emotional, physical, spiritual, and emotional development.
NOTE: Character education/development programs are not considered guidance curriculum.
• Curriculum Guide-A curriculum guide may be general or specific and can be a way of determining what
to teach, how to teach it and in what way to teach material to diverse groups of students. They may be
specific core concepts that must be taught, give suggested time periods that ought to be spent on each
concept, and give specific recommendations on how to teach the concept. The curriculum guide may be
locally designed or may be developed at the (arch)diocesan level. It is also permissible to adopt/adapt a
guide from another (arch)diocese depending on the local (arch)diocesan policy. The guide must include,
at a minimum, the Texas Essential Knowledge and Skills.
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DATA/DATA ANALYSIS
Information gathered in its raw form, e.g., surveys, assessment data, statistics, etc. and interpreted/utilized for
continuous school improvement.
EDUCATIONAL FUTURE
Activities may include college planning for high schools, high school admission planning for middle school
and career day for elementary.
EXTRACURRICULAR ACTIVITIES
Activities that fall outside the realm of the normal curriculum of school performed by students, i.e., PSIA,
athletics, etc.
GOSPEL VALUES
Desirable or worthwhile qualities (i.e., faith, hope, love community, reconciliation, service, justice, and
courage) that are prominent in the teaching of Jesus and are rooted in the essential Gospel message of Christ.
GOVERNANCE STRUCTURE
The local or (arch)diocesan body which may be either advisory or limited jurisdiction, called a board, and/or
council.
HORIZONTAL ALIGNMENT
Where there is more than one teacher per content area, teachers are collaborating and aligning lessons and
standards being presented to students.
LONG-RANGE STRATEGIC PLAN
Strategic planning is a management tool for organizing the present based on the projections of the desired
future. That is, a strategic plan is a road map to lead the school from where it is now to where it would like to
be in three to five years as it pertains to each of the Domain areas. Suggested Elements: Strategies and
objectives, action steps, persons responsible, timeline, resources, evaluations.
MISSION STATEMENT
The mission statement should be brief and clear, describing the purpose of the school and its reason for
existence, e.g.:
“To provide academic excellence in a Christian setting.”
“To form men for others.” (Jesuit Prep)
“To promote human rights throughout the world.” (Amnesty International)
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PERSONNEL
Persons employed by the school.
• Faculty in this document refers to the professional personnel (i.e., teacher, administrator,
counselor, librarian, specialized instructor, etc.)
• Staff in this document refers to all other employees of the school, i.e., nurse, secretary,
maintenance, cafeteria, accountant/bookkeeper, bus driver, paraprofessional, etc.
PHILOSOPHY
A statement that expressed the beliefs and values that define a school. The philosophy should be a short concise
paragraph, e.g., “We believe that each child is uniquely created and loved by God, and therefore we are called
to…”.
COMBINED MISSION AND PHILOSOPHY STATEMENT
It is acceptable for the mission and philosophy to be combined into one statement.
RESPONSIVE SERVICES
Services provided to students whose personal circumstances, concerns, or problems have the potential to
interfere with the healthy social/emotional, academic, and career development.
SCHOOL EFFECTIVENESS
Indicators of school effectiveness include the ongoing screening of student achievement, high expectations of
students, quality leadership, safety and security of students and fully developed targeted goals and direction of
the school.
SOCIAL TEACHINGS
The Church’s social teaching comprises a body of doctrine, which is articulated as the Church interprets events
in the course of history, with the assistance of the Holy Spirit, in the light of the whole of what has been
revealed by Jesus Christ. (Catechism of the Catholic Church, #2422)
The themes of Catholic Social Teaching:
Life and Dignity of Human Persons Call to Family, Community and Participation, Rights and
Responsibilities, Option for the Poor and Vulnerable, The Dignity of Work and the Rights of Workers,
Solidarity, Care for God’s Creation.
TECHNOLOGY PLAN
Technology planning includes development of a long range strategic plan for the incorporation of technology in
the school to meet the mission of the school and provide current technology skills to students.
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VARIANCE
Signed approval by the (arch)diocesan superintendent for a school to deviate from TCCB ED standards due to
extenuating circumstances or special populations (e.g., serious budget constraints, special education, and early
childhood). Variances are granted for a maximum of two years.
VERTICAL ALIGNMENT
Occurs when what students learn in one lesson, course or grade level prepares them for the next lesson, course
or grade level.
VISION
“A picture or a dream of a desired future.” (Glossary of Catholic Education Governance Terms, by Timothy
Dwyer, 2003.)
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STATISTICAL AND DEMOGRAPHIC DATA
School
County
Parish(es) (if name is different)
Principal
Year appointed
Pastor
Year appointed
Religious Community Representative
Year appointed
Grade Range:
to
Before School Care Program: Yes
No
After School Care Program: Yes
No
Year in which school was established
STAFF AND STUDENT:
Current Total Enrollment
Catholic
Non-Catholic
List enrollment totals for last five years:
Year
Year
Year
Year
Year
#
#
#
#
#
Staff information:
Total Professional Personnel
Catholic
Non-Catholic
Total Support Staff
Catholic
Non-Catholic
Indicate percent of teacher attrition for last five years:
Year
Year
Year
Year
Year
%
%
%
%
%
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STATISTICAL AND DEMOGRAPHIC DATA
ENROLLMENT BY ETHNICITY:
How many students are Hispanic or Latino _________
How many students are NOT Hispanic or Latino ________
RACIAL/ETHNIC COMPOSITION:
(5 YEARS AGO)
(PRESENT YEAR)
Racial/Ethnic
Students
Professional Staff
Students
Professional Staff
American Indian/Native
%
%
%
%
Alaskan
%
%
%
%
Asian
%
%
%
%
Black
%
%
%
%
Native Hawaiian/Pacific Islander
%
%
%
%
White
%
%
%
%
Two or More Races
%
%
%
%
Unknown
%
%
%
%
FISCAL DATA:
Current
Budget
Per Pupil Expendi
ture
Current Subsidy from:
Parish
(parish/interparish school)
(Arch)Diocese
([arch]diocesan school)
Religious Community
(private school)
Socio-economic Summary:
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DEMOGRAPHIC DATA:
Give an explanation of any factors (i.e. industry, finance, religious…) that have impacted the school
community within the last three years:
Please give a brief history of the school highlighting major changes and events:
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DOMAIN 1: CATHOLIC IDENTITY
STANDARD 1: The Catholic school is a unique environment which has its primary purpose the
continued formation of the Christian person. The mission and beliefs of the school shall reflect the
integration of Catholic faith and Gospel values and promote a community of believers and learners.
Members of the school are a community and are called to unite in prayer, to proclaim the Gospel
message and to serve others.
SUPPORTING DATA
In the text box provided, create a list of the evidence available and observable to support this domain area for
the visiting team. (See Supporting Data information for Domain I on page 6)
BENCHMARK 1.1: The mission statement describes the purpose of the school, its reason for existence,
and is rooted in the Catholic faith and Gospel values.
A. State the mission, vision and/or philosophy statements of the school.
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B. Describe how the mission statement provides direction for all decisions and is understood and embraced
by the school community.
C. Is there a specific charism associated with your school or school’s religious community? If so, please
describe the charism and how it pervades the school culture. Example: St. Theresa’s of Lisieux’s
charism is about “the little way.” How is this demonstrated in the school? If this is not applicable, state
“N/A.”
D. How is Catholic Identity embedded in the life and practice of the school?
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BENCHMARK 1.2: The school maintains a relationship with the pastor, school/parish organizations,
and the larger Catholic community in promoting Catholic Identity within the school.
A. Describe the relationship with the local religious community that supports your school.
B. How does the administrative team ensure the school has access to sacraments/religious events?
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C. Describe the roles, responsibilities, and activities of support groups and how they support the mission of
the school. These groups include but are not limited to: Home and School Association/PTO and Booster
Club.
BENCHMARK 1.3: The school provides opportunities for prayer, liturgy, spiritual formation and
service.
A. Describe the opportunities for prayer, retreats, liturgy, and spiritual formation of the school community.
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B. How does the school provide awareness and evaluate impact on students of Catholic social justice
teachings and support service outreach opportunities?
BENCHMARK 1.4: The school hires faculty/staff that support the mission of the school.
A. How does the school attract and retain personnel that understand and support the mission of the school
and commitment to Catholic identity?
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DOMAIN SUMMARY
DOMAIN I: CATHOLIC IDENTITY
I. DOMAIN RATING: Based on the findings provided in this Domain, the school rates itself as:
_____HIGHLY EFFECTIVE - The school’s mission, vision and philosophy statements clearly reflect the
integration of the Catholic faith and Gospel values. All stakeholders (parents, board/ council members, faculty,
students) are offered prayer experiences on a regularly scheduled basis, and there are prayer and retreat
opportunities for students and faculty/staff.) There is a program approved by the (arch)diocese for the ongoing
catechetical formation of all faculty, and all faculty are current. There is a clearly developed interview process
defining the importance of mission and vision of the school. The school provides all students with opportunities
to be of service to the Church and the civic community. There are prominent displays of religious signs,
traditions and rituals in the school.
_____EFFECTIVE- The school’s mission, vision and philosophy statements clearly reflect the integration of
the Catholic faith and Gospel values. All stakeholders (parents, board/council members, faculty, students) are
offered prayer experiences on a regularly scheduled basis, and there are prayer and retreat opportunities for
students and faculty/staff. There is a program approved by the (arch)diocese for the ongoing catechetical
formation of all faculty, but not all faculty are current. There is a somewhat developed interview process
defining the importance of mission and vision of the school. The school provides most students with
opportunities to be of service to the Church and the civic community. There are displays of religious signs,
traditions and rituals in the school.
_____NEEDS IMPROVEMENT - The school’s mission, vision and philosophy statements do not clearly
reflect an integration of the Catholic faith and Gospel values in all aspects of the school culture. There are not
regular opportunities for prayer and retreat experiences given to students and faculty/staff. The mission and
vision of the school do not appear to be a central focus of hiring practices. There are few displays of
religious signs, traditions, and rituals in the school.
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II. ACCOMPLISHMENTS/PRIORITIES: Using a list, respond to the following prompts. These must be
supported by points provided in the Self Study.
A. Identify 3-4 significant accomplishments of your school in the areas of Catholic Identity that have had a
positive impact on the school community since the school’s last accreditation visit.
B.
List 1-3 priorities which your school has identified as part of the long range strategic plan to be
accomplished in the area of Catholic Identity that will strengthen your school community.
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DOMAIN I: CATHOLIC IDENTITY
SELF STUDY COMMITTEE MEMBERS
Name
Position
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DOMAIN II: GOVERNANCE, ADMINISTRATION AND MANAGEMENT
STANDARD 2: School governance and leadership support an educational program of quality with
systematic, legal and fiscal responsibilities that support the school’s mission. School governance and
leadership effectively plan and monitor school growth and viability in all areas. School governance and
leadership support an effective and efficient instructional program.
Include a copy of the school’s long range strategic plan, organizational chart, and the governance structure.
SUPPORTING DATA
In the text box provided, create a list of the evidence available and observable to support this domain area for
the visiting team. (See supporting data information for Domain II on page 6.)
BENCHMARK 2.1: The governance structure (e.g. advisory board, governing council, etc.) supports the
mission, vision, and/or philosophy of the school.
A. What is the governance structure of the school and the roles and responsibilities of the advisory
board/council, etc.?
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B. How are the bylaws and constitutions for school advisory board/council, etc. reviewed and utilized to
provide direction and scope for council members?
C. What is the advisory board's/council’s, etc. involvement in policy/procedures and strategic planning?
D. Describe major accomplishments of the advisory board/council, etc. over the past three years.
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BENCHMARK 2.2: Code of Canon Law 801 states, “Religious institutes whose proper mission in
education, retaining their mission faithfully, are also to strive to devote themselves to Catholic education
through their schools, established with the consent of the diocesan bishop.”
A. Describe the school’s relationship with the (arch) diocese and what support the (arch) diocese provides
to the school, including school compliance with applicable federal and state laws and regulations-
human resources, asbestos plans, federal funding guidelines, professional development, health services,
curriculum, and assessment, etc.
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BENCHMARK 2.3: Rights and responsibilities of the faculty, staff, students, and parents/guardians are
explicitly defined in regulatory handbooks.
A. Explain each of the following as it pertains to the student/parent handbooks.
1. What is the student/parent handbook review process and how is the handbook updated to ensure
compliance with TCCB ED and (arch) diocesan policy?
2. Formal grievance process as it relates to all areas of potential grievances
3. Acknowledgement of receipt of policies and procedures by students/parents
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B. Explain each of the following as it pertains to the employee handbooks.
1. What is the employee handbook review process and how is the handbook updated to ensure
compliance with TCCB ED and (arch) diocesan policy?
2. Formal grievance process as it relates to all areas of potential grievances
3. Acknowledgement of receipt of policies and procedures by employees
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C. Describe the schoolwide discipline policy and/or code of conduct for students and parents.
D. How does the school address student conflicts and bullying issues (e.g. anti-bullying programs, process
for handling complaints regarding bullying, etc.)?
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BENCHMARK 2.4: The school demonstrates long range strategic planning to support the school’s
mission, vision, and/or philosophy.
A. What process is in place to monitor and revise the school’s long range strategic plan?
B. How are stakeholders included in long range strategic planning?
C. How does the school communicate the long range strategic plan and planning outcomes
to stakeholders?
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BENCHMARK 2.5: The instructional program and education facilities are funded to meet the stated
goals of the long range strategic plan.
A. How does the school ensure long range strategic resource management of budgets, facilities,
etc.?
B. How does the school evaluate human, material, and fiscal resources to meet the schools’ identified
needs and priorities?
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C. What is the process for generating and monitoring the yearly school budget? How are the pastor,
principal, finance committee, board/council, etc., involved in the process?
D. List the financial sources of the school (e.g. private grants, federal grants, parent
groups, gifts, endowments, etc.), and discuss how these sources are monitored for
growth.
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BENCHMARK 2.6: There is a comprehensive plan for institutional advancement.
A. How does the school manage enrollment? Discuss marketing, outreach measurement, and analysis of
enrollment and retention of students.
B. How does the school identify, maintain, and increase funding prospects including alumni, grants,
grandparents, and donors to the school?
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BENCHMARK 2.7: The school is aware of and responds to the changing needs of the community.
A. How does the school collect and analyze data feedback from stakeholders?
B. How does the school incorporate those findings into the long range strategic plan?
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BENCHMARK 2.8: School effectiveness is monitored and evaluated by the principal and/or
administrative team.
A. Who composes the school’s administrative team? Explain their purpose, role, and responsibilities for
overall school effectiveness.
B. How does the administrative team involve faculty/staff in the process of determining the school’s
programming needs and implementation of quality educational programming?
C. What is the evaluation process for faculty and staff, including growth plans, and how is it
monitored?
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BENCHMARK 2.9: The school provides professional development opportunities for faculty and staff.
A. How are spiritual, professional, and personal growth opportunities ascertained and monitored for the
faculty, staff, and administrative team?
B. How are campus professional development initiatives determined, evaluated, and monitored for
effectiveness?
C. How is technology proficiency of the faculty/staff ascertained and how are professional growth
opportunities provided?
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DOMAIN SUMMARY
DOMAIN II: GOVERNANCE, ADMINISTRATION AND MANAGEMENT
I. DOMAIN RATING: Based on the findings in this domain, the school rates itself as:
_____
HIGHLY EFFECTIVE – The school’s resources sustain the educational program and reflect sound
financial practices and are effectively used to carry out the school’s mission, vision, and philosophy. The
school effectively plans and monitors school growth in all areas for sustainability periodically. School
faculty/staff and stakeholders continually monitor progress of the long range strategic plan of the school. All
stakeholders are provided with attainable opportunities for formal and informal feedback regarding the
school. There is clear evidence that the school supports an effective and efficient instructional program.
_____
EFFECTIVE – The school’s resources sustain the educational program and reflect reasonable financial
practices and are effectively used to carry out the school’s mission, vision, and philosophy. The school
effectively plans and monitors school growth in all areas for sustainability. School faculty/staff and
stakeholders occasionally monitor progress of the long range strategic plan of the school. All stakeholders are
provided with attainable opportunities for formal and informal feedback regarding the school. There is clear
evidence that the school supports an effective and efficient instructional program. There is evidence that the
school supports an effective and efficient instructional program.
_____
NEEDS IMPROVEMENT – The school’s resources are not adequate to sustain the educational program
and are ineffectively used to carry out the school’s mission, vision, and philosophy. The school does not have a
clear plan to effectively monitor school growth in all areas for sustainability. School faculty/staff and
stakeholders do not adequately monitor and implement goals of the long range strategic plan of the school. Not
all stakeholders are provided with attainable opportunities for formal and informal feedback regarding the
school. There is clear evidence that the school supports an effective and efficient instructional program. There is
little evidence that the school supports an effective and efficient instructional program.
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II. ACCOMPLISHMENT/PRIORITIES: Using a list, respond to the following prompts. These must be
supported by points provided in the Self Study.
A. Identify 3-5 significant accomplishments of your school in the areas of governance, administration and
resource management that have had a positive impact on the school community since the school’s last
accreditation visit.
B. Identify 1-3 priorities which need to be accomplished in the areas of governance, administration and
resource management that will strengthen your school community.
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DOMAIN II GOVERNANCE, ADMINISTRATION AND MANAGEMENT:
SELF STUDY COMMITTEE MEMBERS
Name
Position
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DOMAIN III: CURRICULUM, INSTRUCTION AND ASSESSMENT
STANDARD 3: The purpose, design, and implementation of the curriculum represent the school’s
mission. A Catholic atmosphere, which is shared as well as understood by the teachers, students, and
parents, permeates all areas of the curriculum. Instructional decisions support the school’s academic
goals, objectives, and priorities. Evaluation of the curriculum is continuous and responsive to student
needs.
SUPPORTING DATA
In the text box provided, create a bulleted list of the evidence available and observable to support this domain
area for the visiting team. (See Supporting Data information for Domain III on page 6.)
The following curriculums must be available to the team for review: guidance, all core content including
religion, and anti-bullying curriculum.
BENCHMARK 3.1: The curriculum content and instructional program are rooted in Catholic teachings,
traditions, and values.
A. What cross-curricular activities/connections support the Catholic identity of the school?
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FOR ELEMENTARY/MIDDLE SCHOOL:
B. Describe the elementary/middle school religion program in the school.
FOR SECONDARY SCHOOL:
C. Describe the instructional program of theology in the school and how it aligns with USCCB’s Doctrinal
Element of a Curriculum Framework for the Development of Catechetical Materials for Young People of
High School Age.
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CURRICULUM
BENCHMARK 3.2: Curriculum (objectives to be taught) and instruction (what is actually taught) are
explicitly aligned.
A. What curriculum standards are utilized for all core content areas across grade levels, including AP,
dual credit, etc.?
B. Describe how the school meets the minimum science lab curriculum requirements according to the
National Science Teachers Association?
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C. How does the school demonstrate and verify vertical/horizontal alignment in the curriculum to
ensure high learning expectations?
D. What process is utilized by the school to ensure curriculum standards are being met at each grade level,
e.g., the use of curriculum guides, curriculum maps, etc.?
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E. What guidelines are in place for lesson planning, e.g., uniform format, review process and team
planning?
F. How does the school partner with students and parents to inform them of curriculum standards and
learning expectations?
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G. What is the process for determining and monitoring school schedules for compliance with TCCB ED
minimum instructional minute requirements?
H. List and briefly describe programming and curriculum standards utilized for non-core content including
electives and specials.
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I. How do field trips/overnight trips enhance student learning?
J. How does the school implement a documented comprehensive process based on research and best
practice for the identification, acquisition, use, and updating of appropriate materials and resources
aligned to needs and initiatives?
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INSTRUCTION
BENCHMARK 3.3: There is evidence of the use of current technology in the instructional program.
A. List the technology hardware that is available to faculty and students and describe how the hardware is
utilized. (Example: SMART Boards, document cameras, etc.)
B. List the technology software that is available to faculty and students and describe how the software is
utilized. (Example: Lexia, CompassLearning, other educational programs, etc.)
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C. How are the technology standards outlined by your (arch) diocese addressed and included in lesson
design and delivery to maximize learning?
D. How does the use of technology supplement teaching and learning activities in the classroom
and library?
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BENCHMARK 3.4: Individual student needs are met through programs of instruction.
A. How does the school assure that personalized learning opportunities for all students permeate teaching
and learning?
B. What types of instructional strategies are utilized to differentiate instruction to meet
individual student academic needs in the classroom?
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C. What criteria is utilized to determine instructional grouping to improve student learning?
D. What process does the school have in place to design and use instructional strategies,
innovations and activities that reflect best practices for student mastery?
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E. List additional instructional services that are provided to accommodate students’
individual needs for enrichment and remediation within the classroom.
F. List any instructional services that are provided for special populations of students (e.g.,
ESL, bilingual, learning disabled, learning difficulties, limited vision, hearing impaired,
behavioral and attention difficulties, physically, mentally, or emotionally challenged).
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G. How does the faculty provide experiences that promote self-direction by expecting
students to set goals for their learning and monitoring of their progress?
BENCHMARK 3.5: The library provides resource and media support to the school’s instructional
program.
A. How does the print collection and electronic resources (databases, online encyclopedias, digital books,
etc.) support the instructional program of the school?
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B. What is the process for collaboration between the librarian/library manager and teachers in lesson
planning and curriculum development, teaching information literacy and research skills?
C. How does the librarian/library manager maintain a relevant and updated collection through materials
selection and weeding while utilizing features of the library’s OPAC (Online Public Access Catalog),
e.g., Follett Destiny, SirsiDynix, etc.?
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ASSESSMENT
BENCHMARK 3.6: The administrative team and faculty review and analyze student achievement
information and test results to plan program effectiveness.
A. What common grading practices and criterion are utilized to consistently represent student mastery
o
f
content
knowledge and
skills
across all grades and subject areas?
B. List the types of data and assessments your school utilizes to guide instructional decisions. (e.g. ACRE
testing, PSAT, SAT, ACT, other standardized testing, formal and informal assessments, etc.)
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C. What is the documented process for the collection and evaluation of longitudinal growth for determining
student achievement and desired learning outcomes for students?
D. What does the school do to ensure that the faculty has meaningful professional development
opportunities provided for data assessment?
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E. How does the school use the results from the evaluation process to inform decision-making and improve
and refine curriculum, programs, and innovative practices, and improve student learning?
F. How are parents, stakeholders, and students guided in reviewing and understanding data and assessment
measures?
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G. How does the school plan professional development to improve instructional effectiveness?
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DOMAIN SUMMARY
DOMAIN III: CURRICULUM, INSTRUCTION AND ASSESSMENT
I. DOMAIN RATING: Based on the findings provided for this domain, the school rates itself as:
CURRICULUM
_____
HIGHLY EFFECTIVE – The school provides a challenging and comprehensive curriculum and
(arch)diocesan curriculum standards are followed consistently in all content and co-curricular areas. The
religion curriculum is aligned with TCCB ED, (arch) diocesan, and USCCB requirements. There is clear
evidence of vertical and horizontal curriculum alignment at all levels. There is clear evidence that
individual student learning is a priority across the campus. There is clear evidence that student
performance data is analyzed to determine areas for student and curricular improvement.
_____
EFFECTIVE – The school provides a challenging and comprehensive curriculum and (arch) diocesan
curriculum standards are followed consistently in all content and co-curricular areas. The religion curriculum is
aligned with TCCB ED, (arch) diocesan, and USCCB requirements. There is evidence of vertical and horizontal
curriculum alignment at all levels. There is evidence that individual student learning is a priority across the
campus. The school disaggregates and analyzes student performance data for student and curricular
improvement.
_____
NEEDS IMPROVEMENT – The school does not have a challenging and comprehensive curriculum
and (arch) diocesan curriculum standards are followed inconsistently in content and co-curricular areas. The
religion curriculum is not followed consistently. There is inconsistent evidence of vertical and horizontal
curriculum alignment at all grade levels. There is no clear evidence that individual student learning is a
priority across the campus. There is no clear evidence that the school disaggregates and analyzes student
performance data for student and curricular improvement.
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INSTRUCTION
_____HIGHLY EFFECTIVE – The school clearly meets all student learning needs by providing
instructional opportunities for remediation and enrichment. A variety of teaching methodologies and best
practices are utilized for all students. The library is an integral part of student learning and there is evidence of
collaboration among faculty in the utilization of library resources. There is clear evidence of current
technology skills taught and integrated into classroom instruction across all grade levels.
_____EFFECTIVE – The school meets all student learning needs by providing instructional opportunities
for remediation and enrichment. A variety of teaching methodologies and best practices are utilized for all
students. The library is used for student learning and there is evidence of collaboration among faculty in the
utilization of library resources. There is evidence of current technology skills taught and integrated into
classroom instruction across all grade levels.
_____NEEDS IMPROVEMENT – The school does not meet all student learning needs. Instructional
opportunities for remediation and enrichment are not consistent. Not all faculty are utilizing a variety of
teaching methodologies and best practices for all students. The library is sometimes used for student
learning and collaboration among faculty for use of the library resources. There is no evidence of current
technology skills taught and integrated into classroom instruction across all grade levels.
ASSESSMENT
_____HIGHLY EFFECTIVE – There is a clear process for assessment data review. The administration
and faculty are involved in data analysis and there is clear evidence that the school utilizes assessment data
results to ensure student achievement and program effectiveness.
_____EFFECTIVE – There is a clear process for assessment data review and evidence that some of the
administration and faculty analyze and utilize assessment data to ensure student achievement and program
effectiveness.
_____NEEDS IMPROVEMENT – There is not a clear process in place for assessment data review and not
all faculty analyze and utilize assessment data to ensure student achievement and program effectiveness.
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II. ACCOMPLISHMENTS/PRIORITIES: Using a list, respond to the following prompts. These must be
supported by points provided in the Self Study.
A. Identify 3-5 accomplishments of your school in the area of curriculum, instruction and assessment that
have had a positive impact on the school community since the school’s last accreditation visit.
B. Identify 1-3 priorities which need to be addressed in the area of curriculum, instruction and
assessment that will strengthen student learning.
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DOMAIN III: CURRICULUM, INSTRUCTION AND ASSESSMENT
SELF STUDY COMMITTEE MEMBERS
Name
Position
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DOMAIN IV: STUDENT SERVICES AND ACTIVITIES
STANDARD 4: Student services enhance the curriculum and serve as an integral part of the learning
process.
SUPPORTING DATA
In the text box provided, create a list of the evidence available and observable to support this domain
area for the visiting team. (See Supporting Data information for Domain IV on page 6.)
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STUDENT SERVICES
BENCHMARK 4.1: The school plans, implements, and documents a comprehensive counseling and
guidance program for students.
A. Describe the process of delivering responsive services on your campus, i.e., the process for requesting
services and obtaining parental permission for the delivery of services. Include the system for providing
individual/small group counseling services. (If there is no counselor on your campus, please describe
how services or referrals are provided to students in need.)
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B. How is the confidentiality of counseling services and student counseling records ensured? (If there is no
counselor on your campus, please describe how services or referrals are provided to students in need.)
C. What is the counselor’s role in providing support services on your campus, including how the counselor
provides consultation to teacher and parents of students experiencing academic, emotional, behavioral,
and/or social difficulties that are interfering with school success? (If there is no counselor on your
campus, please describe how services or referrals are provided to students in need.)
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D. Describe the campus and/or classroom guidance program.
1. What resources/curriculum are utilized to address objectives of the guidance program?
2. Who implements the program?
3. What role do teachers and counselors have in the process?
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4. How are parents informed of the guidance program and the program goals?
E. What programs and services does the school provide for students’ educational futures and career
planning?
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BENCHMARK 4.2: The school plans, implements, and documents the need for student academic
assistance.
A. What is the process for providing responsive services to students outside of the classroom to support
academic needs?
B. What responsive services are available to students requiring academic assistance outside of the
classroom?
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BENCHMARK 4.3: The school provides support to new families and students on the campus to ensure
success.
A. Describe the orientation programs/support for new students to your school.
B. Describe orientation programs/support for new parents to your school.
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C. Describe the enrollment testing process provided to students entering your school and how students’
needs are determined, addressed, and documented.
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BENCHMARK 4.4: The school provides additional services and resources to meet student needs.
A. If applicable, describe the following:
1. School lunch/breakfast
2. Transportation
3. Before/after school care programs
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4. Summer programs
5. Other
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BENCHMARK 4.5: The school sponsors extracurricular activities, including athletics and student
organizations, to meet the special interests of the students.
A. List and briefly describe extracurricular activities that are offered to students at all grade levels such as
PSIA, athletics, etc.
B. List and briefly describe student organizations and opportunities for student leadership
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DOMAIN SUMMARY
DOMAIN IV: STUDENT SERVICES AND ACTIVITIES
I. DOMAIN RATING: Based on the findings provided for this domain, at what level do you find the
school:
_____
HIGHLY EFFECTIVE – The school provides extracurricular activities to meet all student needs.
There is a comprehensive counseling and guidance program. The school has a clear process and sufficient
resources in place for identifying and providing additional services to meet the emotional, behavioral, and
academic needs of students.
_____
EFFECTIVE – The school provides extracurricular activities to meet some student needs. There is a
somewhat comprehensive counseling and guidance program. The school has a process and access to resources
for identifying and providing additional services to meet the emotional, behavioral, and academic needs of
students.
_____
NEEDS IMPROVEMENT – The school does not provide extracurricular activities to meet all student
needs. There is not a comprehensive counseling and guidance program. The school does not have a clear
process and sufficient resources in place for identifying and providing additional services to meet the emotional,
behavioral, and academic needs of students.
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II. ACCOMPLISHMENTS/PRIORITIES: Using a list, respond to the following prompts. These must be
supported by points in the Self Study.
A. Identify 3-5 significant accomplishments of the school in the area of student services, resources and
activities that have had a positive impact on the school community since the school’s last accreditation
visit.
B. Identify 1-3 priorities which need to be accomplished in the area of student services, resources and
activities that will strengthen the school.
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DOMAIN IV: STUDENT SERVICES AND ACTIVITIES
SELF STUDY COMMITTEE MEMBERS
Name
Position
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DOMAIN V: PLANT AND FACILITIES
STANDARD 5: The physical plant/facilities and safety practices of the school promote a safe
environment conducive to student learning.
SUPPORTING DATA
In the text box provided, create a list of the evidence available and observable to support this domain area for
the visiting team. (See Supporting Data information for Domain V on page 6.)
BENCHMARK 5.1: The physical facilities and indoor/outdoor area(s) of the school are designed for their
functions.
YES
NO
1. Outdoor space is provided for physical activity.
2. Physical facilities are adequately designed for instructional purposes.
3. Parking is provided and adequate.
4. The cafeteria meets the needs of the student body.
5. Chapel and/or prayer space is available
6. Storage space is available.
7. Space, resources and equipment are available to meet the technological needs of the
school.
8. Space is designed for serving student health needs.
9. Faculty/staff and administrative areas meet their needs.
10. Physical facilities provide for additional needs, e.g. total school gathering, physical
education classes, etc.
11. All buildings exit doors open outward.
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COMMENTS: If you answered “No” to any of the above, provide more information in the box below.
BENCHMARK 5.2: The school maintains a safe environment for the school community.
A. How does the school monitor campus visitors and how does the school protect students from
outsiders/strangers before, during, and after school?
B. Describe arrival and dismissal procedures to ensure the safety of students.
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C. Describe the process for training faculty/staff in the handling of medical emergencies.
D. Describe how the school complies with the USCCB’s Charter for the Protection of Children and Young
People to create a safe environment as specified by the local (arch)diocesan bishop. This would include
training programs for children, youth, volunteers, staff, ministers, and educators.
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BENCHMARK 5.3: The school community is informed and aware of safety practices.
A. What is the process for updating and communicating the standard response protocol (crisis management
plan) to all stakeholders (faculty/staff, students/parents, and school substitutes)?
B. List the safety drills held on your campus and their frequency.
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DOMAIN SUMMARY
DOMAIN V: PLANT AND FACILITIES
I. DOMAIN RATING: Based on the findings provided for this domain, the school rates itself as:
_____HIGHLY EFFECTIVE – The school’s plants and facilities have specific and designated areas for all
programs and classes and there is no sharing of space. There is room for programmatic growth. The school
has clear processes in place for the safety and supervision of all students.
_____EFFECTIVE – The school’s plants and facilities adequately meet the needs of the academic program.
The school has clear processes in place for the safety and supervision of all students.
_____
NEEDS IMPROVEMENT – The school’s plants and facilities are not adequate to meet the needs
of the academic program. The school does not have clear processes in place for the safety and supervision
of all students.
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II. ACCOMPLISHMENTS/PRIORITIES: Using a list, respond to the following prompts. These
must be supported by points provided in the Self Study.
A. Identify 3-5 accomplishments of your school in the area of plant and facilities that have had a positive
impact on the school community since the school’s last accreditation visit.
B. Identify 1-3 priorities which need to be accomplished in the area of plant and facilities that will improve
the school.
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DOMAIN V: PLANT AND FACILITIES
SELF STUDY COMMITTEE MEMBERS
Name
Position
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CUMULATIVE SUMMARY
In order to give direction to the overall efforts of the school community for the next 3 to 5 years, use the
information recorded in the five domain summary narratives to prioritize the areas needing improvement/
strengthening. What action(s) will be addressed first? What action(s) might be delayed dependent upon
other
factors?
DOMAIN I
DOMAIN II
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DOMAIN III
DOMAIN IV
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DOMAIN V
How has the Self Study process over the past 12-18 months positively impacted the school?
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SELF STUDY-
PART II
TCCB ED
ASSURANCES and
PERSONNEL
REQUIREMENTS
TCCB ED outlines specific policies and procedures that all schools must meet in order to be in
compliance. Schools are required to acknowledge and verify whether or not they are in
compliance by answering a series of questions and providing evidence of supporting data during
the accreditation visit. Any items indicated as “Not Met” must be explained in the Comments
section.
NOTE: Not all documents may be found in all personnel files.
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TCCB ED ASSURANCES
Met
Not
Met
1. Records for all professional personnel are properly maintained and secured.
2. Emergency cards for all faculty/staff are readily accessible in the school.
3. An emergency card for each student in the before/after school program is on file and
readily accessible to personnel staffing this program.
4. Emergency cards are accessible to school personnel during all field trips and off-
campus activities.
5. The confidentiality of student records and information is safeguarded.
6. I-9 documentation is stored in a secured area for all faculty/staff.
7. Personnel files must contain:
• Application
• Official Transcript
• Contract/Agreement
• Documentation of Criminal Background Check
• Certificate or Endorsement, if applicable
• Specialized Instructor Certificate, if applicable
• Professional Growth to Strengthen Competence Form
• Tuberculosis Questionnaire/Examination Report, if applicable
• Job Description
• Extra-curricular Responsibilities, if applicable
• Faculty/Staff Evaluations
• Religion Teacher Certificate, if applicable
• Deficiency Removal Plans, if applicable
• Safe Environment Training Certificate (Protecting God's Children)
• Bloodborne Pathogen Certificate, yearly
• Child Abuse Training, yearly
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TCCB ED ASSURANCES continued
Met
Not
Met
• Food Handler Certificate, if applicable
• Current CPR, if applicable
• AED Training Certificate, if applicable
• Bus Driver Certificate, if applicable
• Teacher In-Service Records (may be housed separately)
8. Handbooks are available for:
• Employees
• Parents/Students
9. Volunteers and employees are EIM/Protecting God’s Children compliant.
10. There is a grievance procedure in place and accessible for:
• Employees
• Parents/Students
11. Separate restroom facilities in the school are provided for:
• Faculty/Staff/Parents
• Female Students
• Male Students
• Wheelchair/Physically Handicapped accessible
12. At a minimum, the school profit and loss budget addresses the following areas:
• Materials
• Technology
• Salary/Benefits
• Development
• Library
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TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
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TCCB ED ASSURANCES continued
Met
Not
Met
• Capital Improvements
• Maintenance
• Tuition Fees/Fundraising/Assistance
• Professional Development
• Budget is balanced and viable for operational vitality.
13. Documentation of superintendent’s approval is on file in the school office for
variances and alternative frameworks.
14. The school has summer programs available to students and appropriate exemptions
for:
• Accredited Educational Facility for Grades PK and Above
• Single Skills Based Program
• Short Term Program
15. The school has a program/curriculum in place approved by the (arch)diocese, TCCB
ED, and USCCB for:
• Religion curriculum
• Guidance curriculum
• Core Content Curriculum
• Anti-Bullying/cyber-bullying/harassment curriculum (may be imbedded in
guidance)
16. There is a written policy for the following attendance areas:
• Tardies
• Compulsory attendance
17. There is a written policy for credit/course recovery.
18. Emergency evacuation drills are held and documented per local/city and
(arch)diocesan policy for all school programs, including before/after school
programs.
19. All exits are clearly marked with exit lights as required by law/code.
20. An emergency exit plan is prominently posted in each room.
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TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
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Met
Not
Met
21. Electrical outlets are covered for elementary classes PK-3
rd
grade.
22. Fire extinguishers and other firefighting equipment are readily accessible and
maintained yearly, and all personnel are trained in their use.
23. Chemistry and other science labs provide the following safety equipment per the
National Science Teacher Association:
• Exhaust hoods
• Ventilation system
• Extinguishers
• Chemical Management Policies and Emergency Procedures and training
• Goggles
• Gas cutoff
• Shower and eyewash
• Gloves
• Aprons
• Blankets
24. Provisions are made for the care and safe storage of all combustible and hazardous
materials.
25. An asbestos management plan is on file, accessible and updated every three years.
26. The kitchen and service areas are furnished with equipment that meets local and state
sanitation standards and are current with health inspections.
27. The school files the Annual Report of Immunization Status as required by
the Texas Department of State Health Services.
28. Student health records are maintained and updated for the following:
• Vision
• Hearing
• Spinal Screenings
• Acanthosis nigricans
29. There are written procedures and policies for the dispensing of medication.
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TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
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TCCB ED ASSURANCES continued
Met
Not
Met
30. A medical log is maintained.
31. Injury, accident, and illness notifications are documented in writing and filed in the
school records.
32. Medication is kept in a secure and locked area.
33. There are written procedures for the reporting of child abuse.
34. Faculty and staff are trained annually in the handling of bloodborne pathogens and
other potentially infectious materials.
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TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
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91
COMMENTS: Boxes that were checked “Not Met” require a statement ( e.g.
#26 School does not have a kitchen, meals are catered in.)
TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
SELF STUDY
92
PERSONNEL
Last Name, First Name
(No Nicknames)
Grade/Content
Area(s) Taught
Meets
TCCB ED
req. for
position
(Y/N)
Deficiency
Removal
Plan on File
(Y/N)
Teaches
Religion
(Y/N)
Meets
TCCB ED
req. to teach
religion
(Y/N)
Religion
Deficiency
Removal
Plan on File
(Y/N)
CPR
First Aid
AED
Bus Driver
License
TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
SELF STUDY
93
PERSONNEL
Last Name, First Name
(No Nicknames)
Grade/Content
Area(s) Taught
Meets
TCCB ED
req. for
position
(Y/N)
Deficiency
Removal
Plan on File
(Y/N)
Teaches
Religion
(Y/N)
Meets
TCCB ED
req. to teach
religion
(Y/N)
Religion
Deficiency
Removal
Plan on File
(Y/N)
CPR
First Aid
AED
Bus Driver
License
TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
SELF STUDY
94
PERSONNEL
Last Name, First Name
(No Nicknames)
Grade/Content
Area(s) Taught
Meets
TCCB ED
req. for
position
(Y/N)
Deficiency
Removal
Plan on File
(Y/N)
Teaches
Religion
(Y/N)
Meets
TCCB ED
req. to teach
religion
(Y/N)
Religion
Deficiency
Removal
Plan on File
(Y/N)
CPR
First Aid
AED
Bus Driver
License
95
TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT SELF
STUDY
PERSONNEL WITH SPECIALIZED INSTRUCTOR CERTIFICATE
Last Name, First Name
(no nicknames)
Position
Education Level
Briefly Describe Qualifications
for this Position
CPR
First Aid
AED
TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
SELF STUDY
96
MONTESSORI TEACHING PERSONNEL
Last Name, First Name
(No Nicknames)
Grade(s) Taught
Meets
TCCB ED
req. for
position
(Y/N)
Montessori
Certification
(Y/N)
Deficiency
Removal
Plan on File
(Y/N)
Teaches
Religion
(Y/N)
Meets
TCCB ED
req. to teach
religion
(Y/N)
Religion
Deficiency
Removal Plan
on File
(Y/N)
CPR
First Aid
AED
TEXAS CATHOLIC CONFERENCE OF BISHOPS EDUCATION DEPARTMENT
SELF STUDY
97
SUPPORT STAFF
Last Name, First Name
(no nicknames)
Position
Education Level
CPR
First Aid
AED
OSHA
Food Handler
Certificate
Bus Driver
License
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Completed 5 October 2020

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