Sacred Heart Commission on Goals 2018 Self Study

Sacred Heart Commission on Goals2018 Self Study

The Regis School of the Sacred Heart SHCOG Self Study ï 2

TABLE OF CONTENTS LETTER 3 PART I 4 Orientation to the Goals and Criteria 5 History of Last 5 Years 7 PART II 9 Foundational Principles 10 Goal I 11 Goal II 14 Goal III 18 Goal IV 22 Goal V 26 Foundational Principles – Board of Directors 30 PART III 32 PART IV 34 PART V 36 ADDENDUM 40


Dear Regis Community, Strengthen in us, O God, the work You have begun in us. St. Madeleine Sophie, Foundress of the Society of the Sacred Heart Throughout this school year, the Regis community has engaged in the comprehensive reflection experience based on the Goals and Criteria known as SHCOG (Sacred Heart Commission on Goals). This five-‐year process is required as part of our accreditation and membership in the Network of Sacred Heart Schools, and we are approaching the completion of Year 1 of our Self-‐Study. We are grateful that many of you have participated in focus groups, online surveys, and written reflections that resulted in a significant pool of information for the Steering Committee to synthesize. We thank you for your honest and full participation. The document that we share with you today is a working draft that is meant to reflect what the Regis Steering Committee heard from all of our constituents – students, faculty, parents, Board members, alumni, and alumni parents. It represents the themes that emerged through many different data points. We invite you to read this draft reflection document and to prayerfully consider how the Steering Committee has captured the myriad ways that Regis is currently living the Goals and Criteria. If you have specific comments or questions, please send them to Angela Scott at [email protected] by Tuesday, May 15. Your input will be considered by the Steering Committee as we prepare a final reflection document to share with the Visiting Committee, representatives of 5 Sacred Heart Schools throughout the Network, who will read and reflect with us in November 2018 in preparation for the next phase of our SHCOG process, the development of the action plan in response to the reflection document. The Regis SHCOG Steering Committee would like to express our deep gratitude to the Regis community for fully embracing this important exercise and candidly sharing your responses. We hope that you will find a true reflection of our school community in this document. Sincerely, Steering Committee Angela Scott, Chair, Registrar/Database Manager Christine Broadston, Middle School English and Social Studies teacher Anita Bryant, Parent/Board of Directors Megan Kilbride, Kindergarten Teacher Sandra Peterson, 3PK Teacher Dennis Phillips, Head of School Donna Piga, Director of Technology Janna Roberson, Assistant Head of School Beth Schneider, Director of Admissions

SELF-STUDY Part I


ORIENTATION TO THE GOALS AND CRITERIA The Regis School of the Sacred Heart was founded by families committed to providing a Sacred Heart education for their sons. From the start, orientation to the Goals and Criteria was of paramount importance because the school leadership has always been comprised of lay people. As a result, members of our community have an especially deep understanding that sharing, protecting, and nourishing the Goals and Criteria is up to all of us, not just a select few. Each group participates in specific orientation activities when they join Regis, however, the formation is not a singular experience, but instead, ongoing and multi-‐faceted. FACULTY AND STAFF New faculty and staff begin their formation in the Goals and Criteria during the interview process. The Head of School spends significant time with each candidate explaining the mission of a Sacred Heart school and discerning with the candidate their interest in teaching boys in an environment that is committed to living the Goals and Criteria. Once hired, new faculty and staff participate in a full day orientation workshop with an emphasis on the history of the Society, the lives of Saint Madeleine Sophie and Saint Philippine Duchesne, feast days and traditions, the Goals and examples of how they are lived at Regis. Typically, these formation experiences are led by an RSCJ on the Board or an Associate of the Society on the faculty. New faculty are given multiple written and web resources such as the Network website, “the little red book” on Life at a Sacred Heart School and the blue book of the Goals and Criteria. Additionally, in this Bicentennial year, all faculty were given Sister Carolyn Osiek’s newly published book on Philippine Duchesne. Throughout the school year, there are numerous formation experiences available to all faculty and staff. These include daily prayer emails from the Head of School, prayer reflections at all faculty meetings and group gatherings, Keepers of the Flame, Cup of Prayer (a weekly, optional prayer reflection before school), busy person’s retreat, and liturgies. Additionally, faculty are invited to participate on a rotating basis in Network-‐wide formation experiences such as Roots that Give Us Wings, special sessions such as the Spirituality Forums, and Centering retreats. Several Regis faculty have participated in summer Network Service Projects and those experiences are shared with the entire faculty and student body. Faculty and staff use the Goals and Criteria as the foundation piece for their annual professional development goals and each year when it is time for contract renewals, a reflection on the Goals and Criteria compose part of that discernment process. STUDENTS New students begin their formation in the Goals and Criteria even before they arrive on campus for their shadow day. Demonstrating the school’s focus on community-‐building, each visitor receives an introductory phone call from his “buddy for the day” welcoming him and offering to answer questions, so he will feel more at home during his visit. During morning prayer, the visitor is invited to participate in the Child of a Sacred Heart prayer. Once a student joins Regis, their formation experience with the Goals and Criteria is ongoing as described in The Regis Experience (ADDENDUM). A recent graduate, when asked about how the Goals are part of his everyday life said, “I feel that they were instilled in our everyday life, so that now they are not a conscious decision, but a part of living through action.”


PROSPECTIVE PARENTS Future Regis parents are introduced to the Goals and Criteria virtually, as they visit the Regis website and then personally, as they visit campus on an admissions tour. On the school’s website, prospective families receive an initial orientation to the Goals and Criteria when they visit the “Discover Regis” tab and read through our Mission and Values or view The Regis Experience matrix. Both areas convey the primary importance of the Society’s history and mission. Once on their school tour, visitors will spend a significant amount of time discussing the five Goals posters on display in the Kelley Building foyer. These images initiate an extended conversation about what makes Regis distinct. Visiting parents are offered multiple print and web resources about the Goals. New parents are given a New Parent Guide and invited to a Spring orientation emphasizing how the Goals permeate life in the Regis community. GRANDPARENTS Grandparents are an important part of the Regis community whose presence is appreciated particularly during the annual Grandparents’ Day celebration. The Advancement Department has started a Grandparents Initiative to more fully engage grandparents in the life of Regis. The charism of the Sacred Heart is experienced in the community gatherings and activities such as prayer services and liturgies. Grandparents are encouraged to participate as often as possible in the school life of their grandson(s). BOARD The Board of Directors has an active Formation to Mission Committee responsible for ensuring onboarding for new Board members and ongoing formation for the entire Board. This committee includes RSCJ Board members and lay members. At the annual New Directors orientation, new Directors are given A Heart Story (brochure on the history of the Society of the Sacred Heart) and the blue book of the Goals and Criteria, in addition to specific materials about Board service. The Formation to Mission committee contributes to the annual retreat program. At the 2017 retreat, for example, each Board member was given the new Philippine book written by Sister Carolyn Osiek and heard a formal presentation about the Network of Sacred Heart schools to help the Board better understand the role Regis plays in the larger educational mission of the Society. At every Board meeting, the Formation to Mission Committee leads with a prayer reflection that highlights an aspect of the traditions of the Society such as feast Days or Goal reflection experiences. ONGOING FORMATION OF ADULT COMMUNITY Regis also engages in active formation for all adults in the community through Head of School communications and liturgical aides highlighting Saints who are particularly revered in the Sacred Heart tradition. With the deep commitment to continuing the legacy of those who came before, Regis has embarked on multiple strategies to continue to learn from the RSCJ who live in or are visiting Houston. During its existence, Regis has had only one RSCJ on campus as an employee and, in recent years, many in the community have requested a greater presence of religious on the campus. In the past three years, Regis has hosted several special RSCJ guests for formal presentations on the Society, their vocations, or Bicentennial celebrations. We have been honored to recently host Sister Diane Roche, Sister Carolyn Osiek, Sister Lucie Nordmann, Sister Kathy McGrath (busy person’s retreat), Sister Sheila Hammond (after the General Chapter), and Sister Sharon Karam. Additionally, Regis faculty are invited in small groups to participate in informal lunches with Houston-‐based Sister Sharon Karam and Sister Ann Caire and the visiting RSCJ guests. These lunches have provided a window into life as an RSCJ for faculty and staff and a deeper human connection to the Society at large.


HISTORY OF THE LAST 5 YEARS The Regis School of the Sacred Heart has experienced tremendous change since the last SHCOG reflection process and visit, beginning with the retirement of our previous Headmistress, Dr. Nancy Taylor, and the hiring of our new Head of School, Mr. Dennis Phillips. Mr. Phillips joined Regis in 2014 bringing more than twenty years of experience in Sacred Heart schools in Chicago and San Francisco. His vast Sacred Heart experience has greatly increased our connections and collaboration with the Network. The beginning of Mr. Phillips’ tenure at Regis coincided with the development of a new five-‐year Strategic Plan A Sacred Commitment. Through the development and execution of the strategic plan, Regis has undergone significant growth and advancements. THE REGIS EXPERIENCE In 2014, Regis set out to articulate who we are and how we are living the Goals. This process resulted in a matrix known as The Regis Experience which details the progress of a boy from 3 Pre-‐K to eighth grade. The matrix has become a powerful recruitment and retention tool for families. Enrollment has rebounded from a declining number of students at 238 to the current enrollment of 273 with a waiting list in several grade levels. The Admissions office has refined the applicant screening process to admit truly mission appropriate students. BOY CENTERED CURRICULUM AND PROGRAMMATIC INNOVATIONS From its inception, Regis has aimed to be the premier independent boys’ school in Houston. To that end, Regis is currently engaged in a vertical curriculum alignment with Science, Technology, Engineering, Arts, and Mathematics (STEAM) as its centerpiece. MakerSpace is the cornerstone of STEAM programming. The STEAM curriculum is project based with an emphasis on problem solving and critical thinking linked to boys’ development where students learn to brainstorm and collaborate in real world tasks. Regis is striving to continue to grow and develop a program that will allow our students to understand design and engineering through hands on learning, exploration, research, and creating. Teachers in Kindergarten through fifth grade have started to use Star 360 as a formative assessment tool. There have been ongoing technological upgrades and a renewed commitment to technology integration including a dedicated staff position to support faculty. An annual Head of School lecture series was launched to host nationally recognized speakers, who focus on boys and their development. The Regis athletics program has expanded with rugby additions at third and fourth grades, additional sports offerings of golf, tennis, and track and field, and skills-‐based coaching at all levels. RESTRUCTURED ORGANIZATIONAL CHART In 2017, the administrative team was restructured from a Division Head model to a Head and Assistant Head of School model. Since 2013, new Directors of Admissions and Advancement have come on board, a Communications position was created, and the CFO/Facilities position was restructured to a Director of Facilities position. In an ongoing effort to ensure academic rigor, Regis has created new learning specialist positions in reading and math whose sole job is to support and mentor faculty in these areas.


Several long-‐term faculty retired or moved on to other employment who had extensive history with the students, parents, and alumni. While this opened up the possibility to hire new faces, including a number of Sacred Heart alumnae, the loss of institutional knowledge and deep understanding of what it means to be a Sacred Heart educator is an ongoing adjustment for Regis. FINANCES In its 25th anniversary year, thanks to a growing enrollment, top-‐to-‐bottom restructuring of the budgetary process, and necessary but difficult staff reduction, Regis had, for the first time ever, a balanced budget with a surplus. This enhanced financial standing created an environment where more aggressive programmatic changes could be implemented, a restructuring of the debt on the Student Life Center was possible, some lingering facilities issues could be addressed, and, eventually, additional hiring could take place. The improving financial situation has also led to a more competitive benefits package for faculty and staff. COMMUNICATIONS AND MARKETING The communications and marketing strategies at Regis have changed in an effort to streamline all communications. A series of communication tools that are consistent in timing, messaging, and graphic design have been implemented with a commitment to an increased social media presence. In 2016, the website was completely redesigned, a new logo was created, and the crest and sports logos were updated. An annual parent survey is utilized to gather feedback and examine progress in all areas of the school. Survey results are shared as part of the State of the School address, given by the Head of School in the Fall and Spring. FACILITIES With the expansion of the STEAM programming, Regis has dedicated multiple classroom spaces with moveable, modular furniture in the active learning classroom model. The playground was enhanced, Ping pong tables, and a Gaga pit were added. New projector screens and upgraded tech equipment were installed to facilitate morning prayer, student assemblies, and meetings. Property demand around Regis is at a premium, and Regis has been able to secure multiple adjacent pieces of property in anticipation of future needs. Recent improvements include: constructing an additional parking lot and demolishing a derelict house on a nearby property in anticipation of future growth.

SELF-STUDY Part II


FOUNDATIONAL PRINCIPLES IN THE GOALS AND CRITERIA, THE SOCIETY OF THE SACRED HEART DEFINES THE MISSION OF THE SCHOOL AS PART OF THE SOCIETY'S EDUCATIONAL MISSION IN THE CATHOLIC CHURCH. Regis’ mission statement says it all: The Regis School is an independent Catholic School where boys become scholars and gentlemen in the Sacred Heart tradition. The bedrock of Regis is its foundation in the Goals and Criteria of the Society of the Sacred Heart. Within the school community there exists a sincere, deep-‐felt support for providing a distinctly Catholic education within the context of our large multi-‐cultural city. Forty percent of Regis students are not of the Catholic faith, creating abundant possibilities to learn about other faiths and benefit from each other’s experience. As Head of School, Mr. Dennis Phillips, often says, “Regis is a Catholic school for boys of all faiths.”

EACH SCHOOL IS ACCOUNTABLE TO THE SOCIETY THROUGH THE SACRED HEART COMMISSION ON GOALS FOR ADHERENCE TO THE GOALS AND CRITERIA. Regis is a proud member of the Network of Sacred Heart Schools and is committed to fully participating in living the Goals and Criteria in every possible way. Regis sends Board members, faculty, and staff to Network meetings and conferences; actively engages in communication with the Network; encourages staff members to participate on SHCOG Visiting Committees; participates actively in the Network’s student exchange program and in Network summer service projects.

All school constituencies (faculty, staff, administration, current and alumni students, current and alumni parents, and Board members) actively and fully participated in the SHCOG self-‐study process allowing us a welcome opportunity to gather, reflect, and remember the essential nature of the Goals to our mission and our school community.

EACH SCHOOL'S BOARD OF TRUSTEES AND ADMINISTRATION ESTABLISH AND UPHOLD POLICIES THAT ARE CONSISTENT WITH THE GOALS AND CRITERIA. The Board of Directors has a deep commitment to the Goals and Criteria. See the Goals section of this reflection document for further information.

THE SCHOOL ALLOCATES ITS RESOURCES TO SUPPORT EACH GOAL AND ITS CRITERIA. The Board of Directors is charged with maintaining the financial integrity of the school and, as such, allocates resources annually to ensure Regis is able to fully live the Goals and Criteria of a Sacred Heart education. See the Goals section of this reflection document for further information. THE SCHOOL IS IN COMPLIANCE WITH PROFESSIONAL STANDARDS AS STATED BY ACCREDITING AGENCIES. Regis is fully accredited by the Independent Schools Association of the Southwest (ISAS) and the Texas Catholic Conference Education Department (TCCED) under the auspices of the Texas Education Agency. Regis operates in the Archdiocese of Galveston-‐Houston and enjoys a warm and collaborative relationship with the Archdiocese while acting as an independent, Catholic school. Regis faculty engage in ongoing professional development through the Archdiocese. In particular, the religion teachers’ credentials are ratified by the Superintendent’s office and the religion curriculum is based on their guidelines.

Goal ISchools of the Sacred Heart commit themselves to a personal and active

faith in God.

“We cultivate a very small field for Christ. But we love it, knowing that God does not

require great achievements, but a heart that holds back nothing for self.”

Saint Rose Philippine Duchesne


GOAL I The Regis community places tremendous emphasis on Goal I and has an active and deliberate approach to faith formation for boys in the Sacred Heart tradition. The SHCOG reflection process illustrated that all are resoundingly in agreement that faith is the reason Regis is here, and encouraging boys to live and grow in their faith is the most important foundation our school can provide. One alumnus recently shared, “Regis was one of the main forces that shaped my relationship with God and continues to have a deep impact in my life today, 17 years later. Regis taught me that believing in the Catholic faith is much more than just believing, but more like incorporating those beliefs into my life.” Parents echo the importance they place on Goal I as they shared, “Goal I is the foundation for all that happens at Regis.” Other parents concurred, sharing, “It is the most important Goal and the basis of all other Goals.” Many parents emphasized that Goal I is the reason they selected Regis for their son(s). Our community values and appreciates time for communal prayer, Mass, and reflection time. We believe that spending time in prayer and scripture reading as an entire school community each morning is essential to building a personal relationship with God. Gathering at morning prayer assemblies and being together for liturgical celebrations and prayer services fosters the spiritual lives of all. As a community, we begin each day with a prayer, “I am a Child of the Sacred Heart,” allowing us to recite the five Goals as a community. Our students pray before meals, at the start of class in Middle School, as well as before trips and tests. Espacio is a part of the spiritual life of the school each morning at our daily prayer assemblies. During the seasons of Advent and Lent, we participate in an additional espacio time each afternoon. It has been stated by many in the community that espacio nurtures our spirituality. Creating silence for our boys, faculty, parents and staff has given us the experience of calm contemplation that is so needed in our busy world. Allowing our students to actively participate at Mass as lectors, cantors, altar servers, and choir members helps boys play an active role in their own faith development and engages their interest in their spiritual lives. Religion classes and the parent-‐led Friday morning prayer group utilize our school chapel as a sacred space for prayer and reflection. Religion curriculum is a balance of spiritual and academic development as we strive to help our students understand and embrace their faith lives. Through our Big Brother/Little Brother program, older boys are taught to be role models for the younger students at Regis. This program provides Middle School students with the opportunity to show and model respect, compassion, forgiveness and generosity to the youngest Regis students in 3PK to second grades. It is not unusual to see older boys walking the younger boys to and from liturgies and prayer services and encouraging them to be reverent and respectful. As a whole school community, we offer many ways to explore one’s relationship with God, to self, to others and to all creation. Middle School students attend spiritual retreats, walk in a Lenten silent pilgrimage to Our Lady of Walsingham parish just down the street, and engage in Lenten and Holy Week activities, including Examination of Conscience and Living Stations of the Cross. Middle School students participate in team building activities to learn how to better support one another. Lower School students also have the chance to lead prayer and plan our liturgical celebrations which creates engagement and participation. As a visible expression of faith, all Regis athletic teams pray before games as a reminder to exhibit good sportsmanship and fair play.


From retreats to community liturgies to prayers with small groups, there are many opportunities for our community to engage in ongoing spiritual formation. In the spring of 2018, our administrative team spent a day in retreat to strengthen relationships and learn how to better support each other, and our parent community had the opportunity to engage in two meaningful Sacred Heart retreats offered as a joint community experience for Regis and Duchesne families. Sacred Heart families from Regis and our sister school, Duchesne Academy of the Sacred Heart, come together each year to celebrate Catholic Schools Week in a joint Mass. Some Regis faculty and parents also participate in a weekly adult liturgy each Wednesday evening on the Duchesne campus. Dedicated Regis parents meet every Friday to pray the Rosary and assist with the preparations for liturgies by serving in the Altar Guild. The prevalence of faith throughout life at Regis was summed up by a current parent as, “At Regis, faith is real and not acted out, not just on paper. Good examples throughout the community show the boys how to live each day as a person of faith and as gentlemen. The school makes a constant effort to show good examples.” GOAL I COMMENDATIONS:

● The Big Brother/Little Brother mentoring program is an exceptional way for boys to learn how to model their faith.

● Regis offers multiple opportunities to develop individual spirituality through liturgies, prayer groups, morning prayer assembly, and espacio.

● The students’ and community members’ attentiveness and respectfulness at liturgies and morning prayer assemblies is remarkable.

● Morning prayer assembly is an important and valued time for the community to gather. GOAL I RECOMMENDATIONS:

● We would like to expand our appreciation of the faith traditions represented in our community. ● We would like to expand students’ roles in planning prayer services. ● We would like to encourage students to build more personal relationships with God. ● We would like to find ways to help our new students, families, and faculty members fully

understand the welcoming, inclusive nature of Sacred Heart.

Goal IISchools of the Sacred Heart commit

themselves to educate to a deep respect for intellectual values.

“In this struggle concerning education the Heart of Jesus asks for us not our blood but our minds. We must strengthen our studies by intellectual work. There is no question of

flight from this task.”

Saint Madeleine Sophie Barat


GOAL II Regis is proud of its commitment to develop young men into “Scholars and Gentlemen in the Sacred Heart tradition.” Goal II is an integral part of the school experience and is valued by all constituents, but through the SHCOG process the voices of the children were the loudest in proclaiming how much they appreciated Goal II. Regis students remarked at how much they “love their school” and how eager they are to learn each and every day. Parent reflections on Goal II indicated that they have confidence in the academic preparation of Regis boys. Regis alumni and their parents are proud of their academic accomplishments and spoke repeatedly about how prepared they were for high school because of the experiences they had at Regis. The Board demonstrates its commitment to Goal II with deliberate financial decisions that aim to grow and sustain the academic programs. Finally, the faculty and staff expressed their pride in the academic program at Regis, but those comments were marked by concerns about how some of the curriculum changes and enhancements are impacting their students and questioning why the changes need to be made.

Current and alumni student testimonials demonstrate their appreciation for the academic experience at Regis. When asked about Goal II, one Middle School boy shared “Regis offers us a great education, and we need to take full advantage of it.” Another suggested that this Goal is his favorite because “the more you learn the more successful you will be. . . .“ Students show enthusiasm for learning and especially appreciate the project-‐based experiences in MakerSpace and art. Regis alumni make a strong statement when it comes to demonstrating how rigorous the school’s curriculum is and how well prepared our students are to learn at the high school level. Year after year, Regis students are accepted to competitive independent and private high schools. Regis alumni report that they are prepared to manage the workload in high school and that they know how to advocate for themselves as students. Boys like to share their academic skills inside and outside of the classroom. Regis has a strong history of success in academic co-‐curricular programs like Quiz Bowl, Spelling and Geography Bees, and other academic competitions. There is significant pride in these areas of strength and a desire to continue these activities. However, turnover in the faculty population has created some lapses in the co-‐curricular programming. The current Strategic Plan charged the Regis Administration with making curriculum enhancements to continue to meet the needs of boys and to expand The Regis Experience. Some of the key changes that have impacted Goal II include:

● vertically aligning the curriculum ● developing and expanding our MakerSpace lab and curriculum ● hiring of reading and math curriculum specialists ● implementing additional assessment tools through Renaissance Learning (Star 360) ● increasing professional development experiences through Children’s Learning Institute (CLI),

University of Texas Health Science Center, and Rice University (REMSL) ● preparing for an anticipated schedule change in August 2018.

These momentous changes began in 2015 and were accelerated in January 2017. The SHCOG reflection process provided a timely way for the faculty and parents to voice their concerns regarding the many


changes that have been implemented. While there has been significant progress in many areas, there is much work ahead, and faculty and parents are in various stages of acceptance, confusion, and discontent. While the changes have had many positive, impactful benefits for the students, faculty and parents have remarked that there are too many changes, too fast -‐ all without adequate time allowed to absorb and adjust to each new enhancement.

For the past three years, Regis has actively enhanced the MakerSpace and STEAM programming. In all constituencies, these enhancements are viewed in a positive light and are appreciated by children and adults. There is an overall desire to continue to grow these programs while being mindful of best practices with respect to the use of technology. To this end, the school counselor has engaged several community speakers from Operation Aware, CrimeStoppers, and The Council on Recovery to share insight into the pitfalls of inappropriate use of technology and ways to avoid those pitfalls. The Regis religion teachers participated in an Archdiocesan workshop addressing the rising use of online pornography among children and their role as teachers in helping with the ongoing formation of our youth. Through the SHCOG reflection process, parents and faculty noted that they want Regis to be more involved in helping to developing appropriate digital practices for their children and continuing to provide support and education for adults and children on how best to use technology. In response to the Strategic Plan, the Regis faculty now includes dedicated curriculum specialists. These specialists work with all faculty from early childhood through eighth grade in reading/language arts and mathematics. While the reading specialist had been on the faculty for one year prior in a different capacity, the two math specialists are new to the campus and to Sacred Heart education. Integration of these specialists has been fraught with stress and discontent. There is also concern that some of the best practices that have been implemented might not work for all students or all grade levels. There are significant negative feelings throughout the adult community regarding how the new programs have been implemented and the missed opportunities for collaboration among teachers, specialists, and administrators. Faculty and parents are pleased that Regis continues to offer professional development for the teachers and they recognize that these opportunities help to enhance pedagogy and continue faculty formation in the Sacred Heart tradition. Participating in these innovative professional development opportunities gives Regis faculty the ability to use 21st century teaching practices, learn about additional ways to support critical thinking, and develop more strategies to meet the needs of individual learners. There is a tremendous amount of ongoing professional development and the results are being felt in the classroom through best practices and pioneering teaching strategies. However, the faculty voiced concern about having sufficient time to reflect on the things they have learned to determine the best ways to implement changes in their classrooms. Despite all the learning opportunities for faculty, some faculty and parents remarked that there are varying levels of commitment to teaching at Regis. Further, faculty and parents questioned some members’ passion for working in a Sacred Heart environment and were concerned that for some people Regis is “just a job” while for others “it is a passion.” In an effort to further maximize learning time, Regis engaged Independent School Management (ISM) scheduling consultants to craft a schedule that would be both boy-‐friendly and increase opportunities for cross-‐disciplinary study. The new schedule will be in place for the start of the 2018-‐19 school year. There are many questions and concerns about how the new schedule will affect teaching loads and expectations for adults and how a rotating schedule might work for the entire campus. These concerns


are legitimate and while professional development is planned for Summer 2018 and throughout the school year of 2018-‐19, the anxiety associated with such a big change is real and represents an ongoing challenge for the whole Regis community. GOAL II COMMENDATIONS:

● From the three-‐year-‐old just entering the classroom to the eighth grade student preparing for the high school level, a deep love of learning and a genuine curiosity to engage as a learner permeates the campus.

● Regis graduates are well prepared for high school and go on to have successful academic careers at the next level and beyond.

● MakerSpace has transformed the way boys experience STEAM at Regis. ● When creating the school’s annual budget, priority is given to funding initiatives that will

strengthen and improve all students’ learning experiences. GOAL II RECOMMENDATIONS:

● We would like to provide faculty with additional support to cope with general stress caused by transitions and increasing change including adapting to the new schedule.

● We would like to improve faculty and parent communication, particularly around the curriculum changes and updates.

● We would like to allow faculty time to reflect on their practice, communicate with each other, and collaborate more effectively.

● We would like to continue to find additional ways to help students develop a moral compass with respect to the appropriate use of technology.

Goal IIISchools of the Sacred Heart commit

themselves to educate to a social awareness which impels to action.

“Your actions, much more than your words,

shall be an eloquent message to the world.”



GOAL III A wholehearted approach to Goal III is one of the characteristics that makes Regis special. Regis has a strong and long-‐standing commitment to Social Awareness. The school encourages students to live as watchful and responsible citizens throughout their lives, striving to teach students to observe what is going on around them and to help those in need who may not be part of our immediate community. A Lower School student offered, “I [like] Goal III because, to me, it is always nice to help others and those in most need of shelter, food, and water. It is not [just] what you want in life, but also for those who don’t have as much as you do.” A current Board member shared, “Social awareness that impels to action – this is what sets Regis and Sacred Heart schools apart from other schools and other Catholic schools. The kids learn compassion and how to view the world in a way that helps others. This will shape them forever.” Service is an integral part of life at Regis. Even the annual Congé celebration begins with time set aside for the Big Brothers and Little Brothers to work together on a Social Awareness project – considering our duty to others before the fun begins. In the Fall of 2017, as Houston experienced devastation from the effects of Hurricane Harvey, the Regis community’s response was that of hope and outreach to all impacted by the disaster. Our faith and mission enabled us to put the needs of others first and reach out to those within and beyond our community in prayer and support. Families reached out to offer support to each other and affected faculty both during and after the storm. Alumni, eighth grade students, faculty, and their families were invited to help clean up the campus. As the school reopened and the community struggled to return to a “new normal,” the boys were eager to reflect on their experiences and share stories of how they helped their families and neighbors in many different ways. Even months after the storm, the event continues to be a recurring topic, offering many teaching opportunities with real-‐life examples of social awareness in action. Service projects and activities are age-‐appropriate so that all students, from the youngest three-‐year-‐olds to Middle School boys, learn that anyone can help, regardless of their age, as long as they are willing to take action. A Middle School student shared, “Having social awareness is knowing what is happening around you. The ‘impels to action’ part [of this Goal] means that you do something about it. I feel like we really do make a difference when we do our service projects.” Many alumni students shared their appreciation for the foundation in volunteering they learned while at Regis. One graduate shared, “Regis community service programs instilled values that I continue to portray today, and I continue to participate in community service programs and give of my time to help others.” All parent groups noted gratitude to the school for instilling the importance of helping others from an early age. One current parent summed up the positive feeling by sharing, “The community service days and opportunities are one of my favorite things at Regis. It is particularly meaningful when the boys get to interact directly with people that they are serving.” Alumni parents agreed and added, “In a time when Americans are exhibiting less empathy towards others, Regis teachings actively encourage boys to encounter, embrace, help other communities. The boys have heart.” Regis Social Awareness activities help students grow in their concern for one another and the community at large. For many, the emphasis on action is a favorite element of Goal III. One current parent shared, “In today’s world, action is the key to change. It inspires and encourages accountability.” A Board member agreed adding, “…every Goal must, at some point, be turned into action, based on all the other Goals and principles.” Our community is especially enthusiastic to support initiatives that are initiated


by the students themselves. These student-‐led projects are generated as the students, their families, or teachers see a need and organize a plan to act. As a school for fairly young children, it can be difficult to help students understand some of the more complex social justice issues of our world – including marginalization and injustice. The faculty and school counselor work together to develop effective age-‐appropriate ways to discuss these important but daunting subjects throughout the year but especially as they relate to current national and world events. The school has also recently widened its parent education program, including guest speakers on important subjects such as “The Science of High-‐Risk Behaviors” and “Friends, Squabbles, and Bullying – What’s Normal?” as a way to assist parents guiding children in an increasingly complex world. The Social Awareness program has recently moved away from the popular dedicated service days. Many fondly recalled the community-‐building and excitement that resulted from the entire school community coming together to make a difference. Many constituencies reported that they miss this visible, tangible community-‐wide action. There is also a desire to return to the former model of one committee overseeing and coordinating all Social Awareness days and projects with teacher input on the specific service project for each grade level. Much preparation goes into each Social Awareness project or day. Often, the boys will prepare for a project or off-‐campus visit by learning about the people or organization they will be assisting. Goal III allows students to focus on truth and look at people objectively by trying to find similarities rather than noticing differences. Upon returning to school, service days end with journaling reflections by writing or drawing so that students can review the day’s activities, reflect upon them, and explore how to integrate the learning experience into their lives. While this sharing activity is universally applauded, many wish that the reflections and classroom discussions would become an even more integrated part of social awareness activities. A Regis faculty member shared, “I think we can strengthen the (Social Awareness) opportunities for faculty and parents. Service projects are plenty at Regis and their importance is made clear to our whole school community. I would like to see more personal contact in our service activities…Getting to know those in need and understanding their story and appreciating that they are just like me and you can only come from personal contact.” Many respondents agreed, stating that they are also seeking opportunities for direct service for their whole family and, ideally, they would like the larger Regis community to reach out as a group to our neighbors in need. During times of need such as natural disasters or family crises, the school community can always be counted on to support each other but there is a growing desire to augment this self-‐nurturing action with more opportunities to represent the school in service outreach. While there are indeed great needs beyond the school campus, there also exists a desire to encourage the students to look for ways to respect and care for their own surroundings. The faculty, in particular, enthusiastically supports looking for ways to encourage the boys to take care of their campus, stating, “It would be beneficial if students took more ownership in the organizing of community service – perhaps at the school level – to come up with ideas for service within the school itself,” and “The boys can grow in their stewardship of creation and resources here on campus.”


GOAL III COMMENDATIONS: ● The whole community is positive about helping others and looks forward to opportunities to

serve. ● The community understands that serving others is an integral part of our Sacred Heart mission

and supports the program fully. ● Students and faculty participate in the Network-‐wide summer service projects.

GOAL III RECOMMENDATIONS:

● We would like to reinstitute the practice of community-‐wide service days. ● We would like to encourage more opportunities for direct service outreach and interaction with

those in need. ● We would like to increase whole family service opportunities as well as projects organized by

sub-‐groups (faculty, Board, parents). ● We would like to allow for more faculty input in organizing age-‐appropriate activities and

discussions for the students in their grade-‐level.

Goal IVSchools of the Sacred Heart commit

themselves to educate to the building of community as a Christian value.

“Be humble, be simple,

and bring joy to others.”



GOAL IV Building community comes naturally to Regis students. A Lower School student shared, “Community… is the best sounding word ever.” Students also expressed Goal IV in terms of it being one of the ways in which they live out being a Christian. One Middle School student wrote that Goal IV “...gives everyone a shot at being friends.” Another explained it as “an everyday Goal that you can do and you don’t need someone else’s help.” Several Lower School teachers gave the example of how the youngest students are accepting of their classmates and new students despite differences they may have. One current parent commented, “It’s not all about us...” because this Goal helps us reveal the love of Christ to connect, support, and strengthen. This sense of family and working together is what helps make Regis special and sets it apart from other schools. Beyond our campus, we engage with our other fellow Network schools as faculty, trustees, students, and families. Regis and Duchesne share many families and have opportunities to come together several times a year including invitations to each other’s fundraisers and family nights. Our two Boards have made a commitment to collaborate and share resources. Students have opportunities to come together to participate in shared curriculum experiences and with Middle School dances and after school socials. Additionally, eighth grade students are able to experience connection with the larger Sacred Heart Network firsthand by participating in the popular Network student-‐exchange program. The Regis community enjoys joining together in our Sacred Heart and school traditions. In particular, Congé and Field Day are always listed as favorite days. As a Middle School student explained, “One way in which we live this Goal at Regis is at Congé. At Congé, we play together, compete against each other and have fun. At Congé we also eat together and do a little service together.” After each feast day Mass, the boys look forward to a special goûter. They are especially happy on the days when we have time to enjoy the snack as Big Brothers and Little Brothers. Within each grade, parents work together to support each other and their teachers in times of family crises or celebrations. The larger school community has shown real strength in helping each other when disaster strikes and is always willing to lend a hand as well as celebrate important milestones. Some long-‐time faculty fondly remember administration-‐led support in crises and celebrations and expressed a desire to return to that model as a way to increase camaraderie within the faculty community. All constituent groups expressed an appreciation for the support and love students show for each other and for their teachers. Students encourage each other in the classroom and on the playing field alike. While there is an expressed desire for more programs highlighting racial, religious, and economic differences, the student body is unified in their support for each other. Although the sense of brotherhood seems to be strong among the students, some adults found a lack of support and respect among their peers. One current faculty member shared, “I think that the boys do a wonderful job of showing community. They do service projects, are respectful and kind to their peers and those older. I think the adults in our community have a few things to work on. Listening and being respectful is something I feel needs work.” Parents also felt that within some grades there was a lack of acceptance and inclusion among parents. “I think we need to remind the parents to actively live out our Sacred Heart values. I know in our class, we adults need more kindness, respect, and to be more inclusive of each other,” reported one current Lower School parent.


Sacred Heart educating is a unique way of teaching which requires continuous Sacred Heart formation for all community members. At the moment, faculty are doing a good job of telling the boys about the Goals, teaching them prayers, and what it means to be a Child of the Sacred Heart, but being Sacred Heart is more than the words and the little bits of information shared on feast days. There is a sense that as faculty become more immersed in the charism of the Sacred Heart, they will be better able to model the Goals to the students. While there is concern that the adult community needs to be more supportive and loving toward each other, there were many ideas expressed about ways in which we have been working on building community. Words like “brings people together,” “people to lean on,” “teamwork,” and “family” appeared throughout our focus group conversations and reflection survey. Adults throughout the community feel a need for connection and communication. The word communication came up repeatedly with the specific comment that “it is vital to building community and we need to do a better job.” Efforts for building more communication include the weekly Tuesday Newsday email to share important community information on events and policies; having bi-‐monthly faculty/staff meetings scheduled during the school day; and continuing the Head of School’s State of the School addresses in the fall and spring. In response to requests for more collaboration and communication, the Administration has invited a faculty liaison from each division to a meeting every two weeks where issues can be discussed and information exchanged. Regis has also sought feedback from parents through an annual end of year survey. Additional suggestions to improve our sense of community include: reinstituting faculty committees and the character education and Advisory programs, scheduling more time for small groups of faculty to meet, and continuing to engage parents. Teachers, parents, and the Board also recognized that Regis needs to work to find additional ways to welcome a wider range of people into our community. One Regis Board member summarizes the issue, “I feel that, as a Board, we are not doing enough to address the lack of economic diversity within our student community. The school is a stellar example of racial diversity but has been challenged with how to offer a Sacred Heart education to students from less economically advantaged backgrounds. The budget is very tight and offering financial aid can be challenging but this is a goal that we must pursue.” Community is what sets Regis apart. We are a family. Like all families, we have areas of strength and areas in which we want to improve. GOAL IV COMMENDATIONS:

● Students are gifted at building community. ● Sacred Heart traditions and feast days are valued and appreciated by all members of the

community. ● Regis reflects the multi-‐cultural diversity of Houston, one of the most diverse cities in the nation. ● Direct experiences with the Society such as RSCJ visits, Network conferences, and Network

service projects for students, are viewed as highly beneficial.

GOAL IV RECOMMENDATIONS: ● We would like to increase adult community building experiences including direct connection and

improved communication, particularly within the staff community. ● We would like to find additional ways to promote dialogue and respectful interaction among the

adults in our community.


● We would like to provide additional activities and opportunities for the entire school community (students, families, faculty/staff) to come together for fun, worship, and service.

● We would like to find new approaches to increasing the socio-‐economic diversity within our community.

Goal VSchools of the Sacred Heart commit

themselves to educate to personal growth in an atmosphere

of wise freedom.

“Character is now seen to be of more value than specialization in learning,

and the demand is that schools should teach how to learn and how to live,

rather than how to earn a living.”

Janet Erskine Stuart, RSCJ


GOAL V As a Sacred Heart School for boys from three years old through their early teens, The Regis School of the Sacred Heart takes the development of the whole child – spiritually, mentally, and physically – very seriously. As graduates leave Regis to go on to challenging, college-‐prep high schools, it is important to ensure that our young scholars have the tools to self-‐advocate and handle challenging situations with grace and confidence. One recent alumnus shared, “Regis does a very good job to promote personal growth. Regis shaped me into a man ready for the world.” Many alumni and alumni parents share that Regis graduates stand out as they move on to high school. One alumni parent noted, “Even those boys who seem to resist and butt heads while students at Regis learn to self-‐advocate and relate more maturely than their peers. A strong sense of maturity is developed here.” The supportive atmosphere of the school provides “a safe place to fail” where students have opportunities to improve in an encouraging environment. Boys try new things and struggle to find their own identity without the fear of ridicule or long-‐lasting repercussions. As one Middle School student shared, “Goal V is very important to me because (it) shapes me to be me.” In Middle School classes, these developing young men learn problem solving and self-‐reliance by dealing with stated consequences when deadlines are missed, or work is not completed. Boys learn by facing the impact of their actions and grow from the experience. Opportunities to troubleshoot with teachers and peers offer students a chance to develop individual strategies that will help them succeed. In Early Childhood and Lower School, the MakerSpace program offers an excellent opportunity for boys to “learn by doing” and discover that success does not always come with the first try, promoting a growth mindset. The collaborative, experiential atmosphere in these classes is a vibrant example of Goal V for these 21st century children. Promoting the boys’ developing self-‐knowledge and confidence, Regis has programs in place that encourage boys to step out and lead. From classroom jobs in Early Childhood and Lower School to leading morning assembly or participating in Student Council in Middle School, there are many age-‐appropriate opportunities for boys to gain experience in leading. The signature Big Brother/Little Brother program offers Middle School boys a chance to mentor and model good behavior and maturity for their 3-‐PreK through first grade Little Brothers. This lauded program is very popular, leading many to express a hope that the program could become more intrinsically woven into daily life at Regis. The recent reinstitution of the school counselor program is heralded as a big step forward. The school’s guidance counselor meets regularly with classes from all divisions to discuss important topics such as bullying, persistence, and empathy. The counseling program is age-‐differentiated to accommodate the school’s wide range of ages. One recent offering is the “Preparing for High School” workshops introduced in spring 2018. This program, offered to eighth grade students during their study hall, covers topics such as decision-‐making, stress management, goal setting, and peer pressure as the boys prepare to take the big step to high school. The school counselor is also available as needed to step in and help on an individual basis with unique behavioral issues or situations. The Lower School teachers voiced an appreciation for this additional classroom support. Outside the classroom, students also have opportunities to participate in co-‐curricular sports and activities throughout the year. In response to parent requests for more individual sports in addition to the traditionally offered team sports, Regis Athletics has doubled their program offerings in the past


three years to afford boys a chance to discover more about their own unique skills and abilities. Faculty and staff also have opportunities to share their knowledge and skills as they describe best practices learned during professional development conferences and take turns leading opening prayer and reflection for the bi-‐monthly faculty meetings. One standout program that has grown considerably in recent years is Choir. Offered to boys in third through eighth grade, this popular program meets weekly before school. These students now feel confident to lead the musical portion of each liturgy – serving as cantors, providing additional instrumental music, and leading the school community in song. This program has given many boys the opportunity to express their faith and individual talents. Additionally, the Student Ambassador program is often highlighted as a way that Regis boys can lead and share their love of their school with prospective families. Regis Middle School boys participate as leaders in all Welcome Wednesday admission tours, lending their unique perspective to each session. Many new families claim that a major factor in their decision to enroll at Regis was the favorable impression made by the student ambassadors they encountered on their visit. While there are many existing opportunities for Middle School boys, ever more leadership opportunities are sought for Middle School and Lower School boys. There has also been some concern expressed about the recent decrease in opportunities to highlight students’ talents and successes. Many current and alumni parents warmly recall past opportunities for boys to share their talents in plays, honors recognition assemblies, talent shows, and through Student Council-‐led programs. Many in the community have appreciated the recent improvement in the school’s lunch program with more healthy and fresh offerings to provide better nutrition for the students and faculty alike. Making good choices in the lunchroom complements the important lessons learned in Health and PE classes. An atmosphere of wise freedom enables the boys to try new skills and activities, but also requires an atmosphere of clear, consistent expectations and discipline. The boys feel a sense of comfort and stability when they understand predictable consequences of their actions – both positive and negative. As one Early Childhood student shared, “It makes me happy to make wise choices.” The older boys also understand that the desire to make good decisions must come from within. One Middle School boy shared, “When you make the right choice, even when no one is looking, it’s called integrity. Integrity is one of the most vital attributes a person must have.” Parents also appreciate this focus on shaping a strong morality, “I love that the school incorporates maturity, self-‐management, and responsibility into all stages of learning.” To help these developing boys flourish despite occasional missteps, constituent groups were united in a desire for a more transparent, even discipline plan and a more consistent level of acceptable classroom behavior. “We need more consistency with discipline across all grade levels...Expecting these boys to make wise choices yet [the] discipline of them, or the students around them, not reflecting the same is a problem for us,” summarizes the type of comment often heard from current parents. The lack of a consistent discipline plan was also a major concern for faculty in all divisions. One Lower School faculty member summed up the issue as follows, “It would be helpful to have a campus-‐wide discipline program and system, that all teachers are trained in and consistently exercise. I believe accountability is one of


the greatest needs in this area, for faculty, students, and parents. Expectations must be clearly set, clearly articulated, monitored, and responded to appropriately as they are or are not met.” GOAL V COMMENDATIONS:

● The boys show a high degree of self-‐confidence and are willing to try new things in this safe, encouraging environment.

● Regis boys develop an advanced sense of maturity and responsibility that sets them apart as they move on to high school.

● Students learn to speak up and self-‐advocate from a young age, developing a strong core for making right choices later.

● Reintroduction of the counseling program has been a big plus, especially for the lower school students.

● The beloved Big Brother/Little Brother program offers a concrete way for older boys to share what they have learned with the younger boys.

GOAL V RECOMMENDATIONS:

• We would like to encourage the development of an effective, fair discipline plan that is consistently applied.

• We would like to improve respectful communication among faculty members, parents, and administration.

• We would like to increase student leadership opportunities, particularly for the lower school boys.

• We would like to further develop the Big Brother/Little Brother program to deepen these relationships and offer regular mentoring opportunities for the older boys.

• We would like to offer more opportunities for improving work/life/faith balance.


FOUNDATIONAL PRINCIPLES – BOARD OF DIRECTORS IN THE GOALS AND CRITERIA, THE SOCIETY OF THE SACRED HEART DEFINES THE MISSION OF THE SCHOOL AS PART OF THE SOCIETY'S EDUCATIONAL MISSION IN THE CATHOLIC CHURCH. The Regis Board stays aligned with the Society’s mission through regular interaction with our RSCJ trustees. Currently, Sister Sharon Karam, RSCJ and Sister Lucie Nordmann, RSCJ hold these important positions. These women help to remind us of the unique duties as a Sacred Heart Board and help keep Board work aligned with the Goals. Beginning with the initial New Directors’ orientation, each new trustee gains an understanding of the school’s vital relationship with the Society and the Catholic Church. Reflecting the makeup of our student population, not all Directors are of the Catholic faith, but all understand the importance of working in cooperation with the teachings of the Catholic church. To formalize this understanding, the Board recently updated its nominations selection criteria to include specific language about this key connection.

EACH SCHOOL IS ACCOUNTABLE TO THE SOCIETY THROUGH THE SACRED HEART COMMISSION ON GOALS FOR ADHERENCE TO THE GOALS AND CRITERIA. The Regis Board of Directors truly understands their role as caretakers of the mission of Sacred Heart and stewards of the school. Directors fully participated in the SHCOG self-‐study process, attending focus group sessions and participating in online surveys. Consistent efforts are made within the group to ensure that all members are well-‐versed in the history, mission, and foundational elements of the Society and the Goals. As one trustee shared, “The school educates students and the school community on the Goals and reinforces them. The Board reviews and reiterates the Goals, reviewing Goals at each meeting.” This practice constantly reminds Board members that they must keep the Goals and Criteria at the forefront of decision making.

While the Board does follow the Foundational Principles, trustees reported that they do not feel as familiar with them as they do with the Goals. As one trustee shared, “The Regis Board attempts to understand and live by the foundational principles while making difficult decisions. At times referencing the Principles is not articulated but is assumed. I'd like the Board to refer to the Foundational Principles more often while deliberating on issues.” Increased familiarity with the Foundational Principles would only serve to strengthen our work and help to avoid “mission drift.”

In 2017, the Regis School and Duchesne Academy trustees began a practice of gathering twice per school year to increase collaboration and communication between our two Houston Sacred Heart Boards. This relationship has allowed a means to continue the conversation about the Goals and mission of Sacred Heart on a larger scale and to look for ways to share strengths. During these meetings, the group spends time building community, sharing best practices, and periodically analyzing case-‐studies that challenge members to resolve problems through the lens of the Goals and Criteria.

EACH SCHOOL'S BOARD OF TRUSTEES AND ADMINISTRATION ESTABLISH AND UPHOLD POLICIES THAT ARE CONSISTENT WITH THE GOALS AND CRITERIA. The Regis Board is currently in the midst of a five-‐year strategic plan A Sacred Commitment. Strategic Plan Initiative #6 “Building an Exceptional Board” has led to an increased focus on the Goals, Network, and Sacred Heart mission as the Board seeks ways to grow as a distinctly Sacred Heart Board. As one Director shared, “... our Board members clearly demonstrate their intention to make choices and be accountable for decisions based on Goals and Criteria.” There is a desire within the Board to more


purposefully align decision making and funding allocations with the Goals. While attempts are made to allow time for discernment and to ensure that decisions made support and align with the Goals, these attempts are sometimes sidetracked by deadlines and limited time. As summed up by a trustee, “In times of true discussion, it should become more of a habit to approach the decisions with the Goals in mind.” Through the SHCOG self-‐study process, there has emerged a clear desire within the Board to seek ways to increase socio-‐economic diversity within the school, increase time spent on long-‐term strategic thinking, and develop ways for the Board to take action and commit to Social Awareness activities as a group. The Board reports interest in creating more of a cohesive, visible team working together both within and outside of the school. Directors summed up the concerns by stating that the Board must avoid, “...only seeing our role as a fiduciary reality, as opposed to [being] a model community for all to see.” THE SCHOOL ALLOCATES ITS RESOURCES TO SUPPORT EACH GOAL AND ITS CRITERIA. Recent realignment of the annual budget process uncovered areas of potential savings and opened the way for funds to be reallocated in a manner more closely tied to supporting the Goals. For example, in support of Goal II, funds are made available to ensure that the school administration has the materials and programming needed to provide an excellent educational experience for all students. Funds are also now more available for faculty and administration to increase attendance at Network workshops and conferences. Finally, recent Board-‐approved funding for improved vertical curriculum alignment, the Star 360 testing program, a new math and reading specialist program, and an ISM scheduling study all show continued support of the mission and Goal II. As one Director shared, “The effort put into cutting unnecessary operational expenses in order to better focus finances helps [us] clearly define the mission of the school.” THE SCHOOL IS IN COMPLIANCE WITH PROFESSIONAL STANDARDS AS STATED BY ACCREDITING AGENCIES. The Regis Board funds and supports all school administration efforts to comply with required professional standards as well as to meet and go beyond professional development requirements for faculty and staff. Funds are made available for Regis administration and staff to attain required training as well as additional training that will benefit them as professional educators.

SELF-STUDY Part III


MAJOR COMMENDATIONS

● Regis offers multiple opportunities to develop and deepen individual spirituality through liturgies, prayer groups, morning prayer assembly, and espacio.

● Students consistently exhibit a deep interest in and love of learning.

● The community understands that serving others is an integral part of our Sacred Heart mission

and supports the program fully.

● Students exhibit a strong sense of brotherhood and readily build community.

● In keeping with the school mission, “where boys become scholars and gentlemen in the Sacred Heart tradition,” Regis students thrive and develop a strong core of self-‐confidence, maturity, and responsibility in the school’s safe and encouraging environment.

● Regis alumni resoundingly declare that the Sacred Heart Goals have stayed with them beyond

their time at Regis which is a testament to how the Goals are being taught and lived here.

SELF-STUDY Part IV


MAJOR RECOMMENDATIONS

● We would like to find ways to encourage individual development of a more personal relationship with God and find more ways to deepen our understanding of other faiths in our community.

● We would like to pursue additional ways to assist new students, families, and faculty members

in fully understanding the welcoming, inclusive nature of Sacred Heart.

● We would like to improve transparent, respectful communication within the full community.

● We would like to offer increased support for faculty during this time of transition.

● We would like to refine the schoolwide service program.

● We would like to improve and expand community building experiences for all constituencies -‐ but particularly for the adults in the community.

● We would like to ensure that a consistent, effective, and fair discipline plan is in place for all.

SELF-STUDY Part V


REGIS SHCOG PROCESS AND CONSTITUENCY INVOLVEMENT STEERING COMMITTEE Angela Scott, Chair, Registrar/Database Manager Christine Broadston, Middle School English and Social Studies teacher Anita Bryant, Parent/Board of Directors Megan Kilbride, Kindergarten Teacher Sandra Peterson, 3PK Teacher Dennis Phillips, Head of School Donna Piga, Director of Technology Janna Roberson, Assistant Head of School Beth Schneider, Director of Admissions The steering committee worked to ensure that every member of the community had an opportunity to actively engage in the SHCOG reflection process. To that end, the adults were invited to participate in multiple formats at a variety of times so that all voices could be heard. The steering committee used Survey Monkey, targeted focus groups, a “silent brainstorm” technique, and small group discussions to elicit data for the SHCOG reflection process. The students were invited to participate through art projects, discussions, and written responses in their classrooms. As the steering committee began the planning process for SHCOG in the fall of 2017, one of the first activities for the committee was to examine closely the Foundational Principles and the Goals and Criteria. Almost immediately, it became apparent that the Goals and Criteria were more familiar and comfortable to the committee than the Foundational Principles. As a result, the steering committee chose to ask only the Board and the Regis Faculty and Staff about their understanding of how the school is currently living up to the Foundational Principles in the online survey. The net result was that there was overwhelming agreement that Regis abides by the Foundational Principles among the Board and the Faculty and Staff. However, the steering committee recognizes that this obvious gap in full understanding of the Foundational Principles is a clear opportunity for The Regis School. An outline of the overall timeline of the SHCOG committee and the activities for the reflection process is shared below: Spring 2017 Chair Selected – Angela Scott

Committee is formed August 11, 2017 Sister Ann Taylor, RSCJ visited Regis faculty and Steering Committee Steering Committee met for the first time Established steering committee meeting dates Discussed nurture/plant/weed exercise August 17, 2017 First internal steering committee meeting August 24, 2017 Weather interruption -‐ Hurricane Harvey preparations began in Houston School is cancelled until Tuesday, September 5 Steering Committee Meetings postponed until September 21, 2017


September 21, 2017 Steering Committee regrouped and discussed a path forward post-‐Harvey Sept – Dec, 2017 Steering Committee had weekly meetings to develop and implement plan for reflections October 2017 Head of School utilized weekly Tuesday Newsday letter to introduce SHCOG to

the community Steering Committee updated the Faculty with the plan for reflections within our community Steering Committee continued weekly meetings and deliberate review of each Goal and its criterion with respect to nurture, plant and weed

October 25, 2017 #GOALStrong Logo developed and plans for publicity launched – bookmarks

created, banners for the campus, t-‐shirts for faculty printed, Tuesday Newsday announcements began

November 2017 Steering Committee developed focus group questions and held a pilot session

among faculty to test them out Steering Committee chair met with the Parents’ Association to begin their engagement process

Lower School students began their reflection activities Focus group of Grandparents reflected on the Goals

December 2017 Development of survey monkey tool for online survey on Goals and on

Foundational Principles January 2018 Google Drive access established for steering committee to share data

Series of data collection events ● Board took Survey Monkey on Foundational Principles and had

reflection discussion at January Board meeting ● “Young” alumni focus group lunches held at two local high schools

where many Regis students attend high school ● Current parents participated in a focus group ● Alumni parents invited to a reception and reflection after the

celebration of our Feast Day Mass for St. John Francis Regis on January 31

● All adult constituents and alumni invited to participate in Survey Monkey on the Goals and Criteria

● Faculty participated in two Goal reflection activities – the first was a tirage on the Goals and the second was a “silent” brainstorm

● Faculty received new #GoalStrong t-‐shirts to be worn on spirit days

● Series of faculty focus groups held ● Middle School students wrote reflection pieces about the Goals


February 2018 Board reflected on Goals and Criteria at February Board meeting Faculty focus groups continued

Steering Committee identified themes for each Goal with strengths and challenges

March-‐April, 2018 Steering Committee drafted reflection document May 2018 Draft Reflection Document presented to the whole community for review June 2018 Reflection Document revised and finalized August 2018 Visiting Committee itinerary developed September 2018 Visiting Committee travel plans organized October 2018 Reflection Document submitted to SHCOG National Committee November 2018 Visiting Committee on campus

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O

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Sh

are

with

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Dev

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con

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Dev

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narr

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d sp

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Cu

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Mod

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spor

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Imp

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Goal #1FAITH

Goal #2INTELLECT

Goal #3SERVICE

Goal #4COMMUNITY

Goal #5MATURITY

THE

REG

IS E

XPE

RIE

NCE

: pa

th to

bec

omin

g a

scho

lar

and

a ge

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SCHOLAR AND A GENTLEMAN

Str

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indi

vidu

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Con

tin

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prog

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tow

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in

depe

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kill

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cal a

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petit

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Par

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ly in

pra

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and

asse

mbl

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bse

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faith

mod

eled

Ex

per

ien

ce r

ever

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Lead

the

com

mun

ity in

wor

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M

odel

act

ive

faith

for

you

nger

boy

s P

arti

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etre

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Mat

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age

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Intr

odu

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once

pts

and

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liter

acy

activ

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M

ove

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ego

-cen

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lear

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to

grou

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arni

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Pra

ctic

e at

tent

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lear

ning

Dev

elop

the

pra

ctic

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pra

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Lead

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com

mun

ity in

pra

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and

song

P

ract

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activ

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Un

der

stan

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and

won

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od

Lear

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he im

port

ance

of

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g pr

ayer

ful

Par

tici

pat

e ac

tivel

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sch

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iturg

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Bec

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awar

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the

nee

ds o

f ot

hers

Dev

elop

aw

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of t

heir r

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in t

he

larg

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omm

unity

In

trod

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d t

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port

sman

ship

Inve

stig

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phys

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wor

ld

thro

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obse

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and

hand

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di

scov

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Beg

in t

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arn

inde

pend

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read

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Dev

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STE

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B

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and

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ski

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Ser

ve p

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nee

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t ar

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m

Wit

nes

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pact

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rvic

e fir

st

hand

En

gag

e in

per

sona

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war

dshi

pC

olla

bor

ate

on m

eani

ngfu

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vice

pr

ojec

ts

Ser

ve d

irec

tly o

utsi

de t

he s

choo

l Le

arn

abo

ut t

he d

ispa

rity

of re

sour

ces

Ob

serv

e im

pact

of

actin

g to

geth

er

Intr

odu

ced t

o th

e re

flect

ion

com

pone

nt o

f so

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aw

aren

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Focu

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path

y an

d th

e ne

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rs

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ve o

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s th

roug

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assr

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job

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arn

to

care

for

oth

ers

Par

tici

pat

e in

ser

vice

pro

ject

s

Sacred Heart Commission on Goals 2018 Self Study

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Transcript of Sacred Heart Commission on Goals 2018 Self Study