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The latest edition highlights information about schools, enrollment, and staffing patterns for Catholic elementary and secondary schools for the 2022-2023 school year. [For the 2021-2022 edition, see ED620428.]

The strategies used in multiage classrooms have the capacity to shift instruction in all classrooms because the focus is on individual academic growth within an effective classroom community.

The latest edition highlights information about schools, enrollment, and staffing patterns for Catholic elementary and secondary schools for the 2021-2022 school year. [For the 2020-2021 edition, see ED613137.]

Written during the pandemic and vaccines, the challenge in writing this book is the desire to offer best wisdom and practices now and also make sure that this publication has a shelf life beyond this pandemic. We are living in a time when Catholic schools need to make deep changes, and for that to happen when leaders don't know what the next day (or hour) is going to bring. This book is not just from me. I have invited guests to offer their best practices in a number of areas -- all related to the title of this publication. Their stories and experiences are wonderful.

According to Instituto Cervantes (2017), there are more Spanish speakers living in the United States than there are Spanish speakers in Spain. Tragically, many Spanish-speaking English Language Learners (ELLs) are failing in American schools (Huerta, Tong, Irby, & Lara-Alecio, 2016; Lichon & Dees, 2018). Yet, Catholic schools have demonstrated remarkable success with Hispanic/Latino students. In fact, Hispanic/Latino students who attend Catholic schools are 42% more likely to graduate from high school and two-and-a-half times more likely to graduate college than their peers in public schools (Lichon & Dees, 2017; Notre Dame Task Force, 2009). Why? What are Catholic schools doing to achieve such a high level of success? Based upon extensive research, "Me Puede Enseñar" uncovers important ideas on how educators can better support their Hispanic/Latino ELL students, assist the families of these students, and build internal structures for academic, cultural, and spiritual practices that best serve this student population. This book is a must read for all educators who work with Hispanic/Latino students.

The latest edition highlights information about schools, enrollment and staffing patterns for Catholic elementary and secondary schools for the 2020-2021 school year. [For the 2019-2020 edition, see ED613136.]

The National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools (2012, 2023) (NSBECS) was first developed and is now updated to complement, support, and reach beyond academic and curricula standards to provide schools a roadmap to faith-based education that is governed with integrity and academically, spiritually, and operationally rigorous.

Catholic schools serve both the family, community and society by educating children, young people and adults to contribute to the common good by becoming active and caring members of the communities, cities, and nation in which they live. Service is an important part of Catholic school tents and it helps students equate the relevance of living the gospel mission to their own education and lives. While the positive effects of service learning on the academic and social emotional growth of learners has been well established by researchers, this book explores how service learning can enhance and support the specific mission of Catholic education and how service learning is explicitly tied to a school's Catholic identity.

Tips for Catholic High School Campus Ministry to Grow and Thrive. Campus Ministry sustains and animates the faith life of high school students in a way that dynamically and substantially complements the formation they receive in theology class, in their parish life and their family life. Drawing on the experience and sharing of campus ministers across the country, the authors have put together this survival guide -- a framework of approaches and tips to aid your own survival as campus ministers. Use this book when you need fresh ideas or a simple starting point. Each chapter is full of practical tips on the many different facets of Campus Ministry.

You will soon discover that it literally takes a village to create and implement an effective crisis plan. A host of professionals, from students to first responders, contribute to a cohesive crisis plan. No one wants to plan for the worst, but we must take in the task of protecting the lives we are entrusted with daily. While this may seem like an overwhelming goal, it is attainable and paramount. Our children are gifts from God, and it is our responsibility to protect these precious gifts. My hope is that this guide will be of assistance to you as you review your schools plan or perhaps, even write one from scratch.

The latest edition highlights information about schools, enrollment and staffing patterns for Catholic elementary and secondary schools for the 2019-2020 school year. [For the 2018-2019 edition, see ED595212.]

Encountering and accompanying those who are physically, mentally, socially, or developmentally different from ourselves causes us to stretch the limits of our humanity. Segregating ourselves from interactive experiences limits what we learn about our world, God's creations, and our own capabilities as Christian humans. We must get out of our comfort zones if we are to do God's work.

This book is a resource for those considering a Catholic education for their children. The purpose of this short narrative is to begin a discussion with parents on Catholic education philosophy and to illustrate how a Catholic faith-based education offers a good deal more than a diploma; it offers vision, direction and purpose. This resource is best suited to supplement recruitment and admissions materials for Catholic schools, and can also be used as an educational resource for school boards, faculty and staff development.

This book is an excellent step-by-step tool for improving your instruction of culturally and linguistically diverse learners in a way that is intentional, pertinent, and managable. The text addresses pedagogical approaches, instructional strategies, relevant research-based theory and the desire to know our students more fully, believing that teachers are eager to see their ELs succeed, the book offers a multitude of helpful hints organized into 10 days of study.

The latest edition highlights information about schools, enrollment and staffing patterns for Catholic elementary and secondary schools. [For the 2017-2018 edition, see ED591954.]

In our encounters of services with those students, so richly blessed with the gifts of bilingualism and cultural diversity, our Catholic Schools have the opportunity to embrace, educate, and empower students, families and communities. Helping our English Learners succeed is our vocation as educators in Catholic schools, and the success of these students is both our distinguished legacy and our bright future.

The latest edition highlights information about schools, enrollment and staffing patterns for Catholic elementary and secondary schools. [For "U.S. Catholic Elementary and Secondary Schools 2016-2017," see ED574496.]

This collection of papers highlights worthy Catholic education programs for replication. "About SPICE" (Carol Cimino, Regina Haney, and Joseph O'Keefe), describes the work of Selected Programs for Improving Catholic Education, noting its recent emphasis on recruitment and retention. "Model Programs" (Carol Cimino), describes the 13 programs chosen for their creative approach to the recent focus on teacher recruitment, formation and retention. "Building on a Rock: A Spiritual Foundation for Catholic Education" (Thomas Groome), describes the elements that are truly transformative for teachers and students. "The Virtual Learning Community for Faith Formation: Pioneering in Cyberspace" (Angela Ann Zukowski), posits a virtual learning community for faith formation via technology."Sadlier's CyberFaith" (Carolyn Cerveny), explains how CyberFaith can help people grow in their faith development by offering a variety of online resources and activities. "Teacher Formation, Minority Recruitment and Retention" (Janice Jackson), affirms human dignity as the emancipative function of education, stressing the importance of mentors for teacher retention and addressing the challenge of recruiting people of color to Catholic education. "The Impact of Federal Programs on Catholic School Teacher Recruitment and Retention" (Dale McDonald), addresses the issue of funding for teacher recruitment and development. "Research on Teacher Recruitment and Retention" (Joseph O'Keefe), outlines current research. (Papers contain references.) (SM)

This book is one in a series that present stories by practitioners in Catholic schools. The papers include: "The Write Traits: Trait-Based Writing Assessment and Instruction for the 21st Century" (Arlene Bertellotti-Weidner); "What's in a Name?" (James Bleecker); "What is a Christ-Centered Environment?" (Michael L. Brock); "Serving Others at St. George School" (Mary Ann Burns); "Forming Support for Students with Disabilities in a Catholic School" (Nancy Collins); "POWER for Learning" (Bonnie Diefendorf); "Scripture and Love" (Sr. Monica Paul Fraser); "Share a Little Bit of Your Love Day: A Service Learning Experience" (Pamela W. Fulham); "ENCORE!!!" (Nancy L. Genzel); "Challenging Students to Read" (Anthony Grasso); "Saints' Families" (Debra Haney); "Eighth Graders Become Thinkers and Innovators through Technology" (Rosemary Henry-Burrough); "Framing Social Service Programs during the School Year" (Sr. Judith Kenaan); "Breaking Down the Walls: Meeting the Special Needs of Students in Catholic Schools" (Janet M. Klosinski); "The All-Day Kindergarten Program" (Evelyn M. Nordberg); "Making Changes: A Middle School Schedule in Progress" (Marie Rinaudo); "Veterans Day and How We Celebrate It" (Barbara C. Sawyer); "Let's Have Fun This Summer" (Florence Schmidt); "Character Education" (Nancy Tattner); "Fun in the Sun at St. Paul's Summer Enrichment Program" (Rosemary Vahey); "Home Base" (Ned Vanders); "Pennies from Heaven Stewardship Program" (Lynette Varner); "Apostolic Service Program" (Patricia Vesely); and "Forensic Program" (Beatrice Weiland). (SM)

The Catholic Church throughout the world, following the lead of the Second Vatican Council and Pope John Paul II, has begun to define its mission and identity in terms of the rich concept of evangelization. Father Herve Carrier states that evangelization has two essential components: (1) inculturation; and (2) liberation. Inculturation is more than forming a multicultural perspective in ministry. Inculturation speaks to truly making the Gospel message come alive in the hearts of all people. This volume contains a collection of reflections on the topic of inculturation, which is one of the more prominent themes of the new "General Directory for Catechesis." Following an Introduction, there are seven chapters: (1) "The Evangelization of Cultures and Catechesis" (Allan Figueroa Deck); (2) "Inculturation of the Faith: A Challenge in Our Day" (Joanne S. Saunders); (3) "Inculturation and Pastoral Ministers" (Frank Lucido); (4) "Culture as Vehicle of the Gospel: An Asian Perspective" (Cris V. Villapando); (5) "The Journey Home: Inculturation in Native America (V. Paul Ojibway); (6) "Inculturation: An African American Perspective" (Beatrice Cunningham); and (7) "Inculturation in the Hispanic Cultures" (Frank Lucido). (BT)

This guide provides philosophical and theological underpinning for authority and its exercise inside of Catholic schools. It examines authority from a cultural perspective and accords primary consideration to the principles of democracy, Scripture, and church teaching while reflecting upon what these imply for Catholic educational leaders. Chapter 1 considers the foundation of authority as it is expressed through parental authority, steeped in the virtue of charity. Chapter 2 describes the five attributes of authority: substitutional, pedagogical, practical, essential, and humble, which express an ethic of service. Chapter 3 provides a discussion of the religious issues associated with authority, gleaned from three scenes from the Gospel of Matthew. Chapter 4 considers three tools that Catholic education al leaders can use to integrate the philosophical and theological rationale of the decision-making processes. Chapter 5 responds to four questions that Catholic educational leaders have raised concerning authority. Chapter 6 provides an integrated vision of the exercise of authority in building democratic school communities through communion-causing conversations among various stakeholders. Addressing concerns beyond school management and toward cultural leadership leaders can ideally ensure that every member of the Catholic school community engages in decision-making processes. (Contains 91 references.) (RKJ)

For almost 20 years, the U.S. Department of Education has invited schools to seek the Blue Ribbon School Award. A large number of Catholic schools have received this award. For this publication, the Department of Elementary Schools Executive Committee requested principals of awarded schools to write a short article on an exemplary school program to share the ideas underlying them with other schools. The 23 articles include: (1) "School as Family," by Tony Boquer; (2) "SAM: Student Assessment Meetings," by Sr. M. Donna Desien; (3) "Children's Renditions: An Evening of Art," by Jerry Ernstberger; (4) "Musical Notes," by Sr. Joanne Clare Gallagher and Ms. Eileen Ryan; (5) "Service Learning Program," by Joann Gawlik; (6) "Partnering for Social Justice," by Elaine Kelly and JoAnne Risley; (7) "Learning & Growing Together: An Intergenerational Program at St. Charles School," by Diane Keucher; (8) "The Behavior Log," by Stephen R. Labranche; (9) "Art Literacy Program," by Shirley Loesch; (10) "Pizza with the Pastor," by Joan Mastell; (11) "Bill of Writes," by Sister Theresa Maugle; (12) "Cultural Days," by Barbara Migrock; (13) "St. Hilary School's Enrichment Program," by Patricia Nugent; (14) "Community Service Projects," by Adele Nunez; (15) "Transitioning Program," by Sr. Carolyn Marie Schaffer; (16) "Effective Partnerships," by Lois Scrivener; (17) "IDC: Interdisciplinary Curriculum," by St. Mary Amata Shina, OSF, Dr. Jean Patrick, and Carol Stolow; (18) "St. Ann's Blue Ribbon Band Program," by Candace Tamposi and Gary Snyder; (19) "Peer Ministers," by Maureen Trenary and Elaine Nikrad; (20) "A School Behavior Plan," by Elizabeth Trenkamp; (21) "Reading Resources," by Marilyn S. Valatka and Patricia Kobyra; (22) "A Winning Combination: Parental Involvement and Character Counts," by Anita J. Westerhaus; and (23) "Student Mission Statements," by Jackie Zufall. (RT)

The assistant principal of a Catholic elementary school carries out some of the duties (with the needed authority) of the school principal. How tasks and authority are delegated vary and depend upon the personality of each individual school. Fifteen assistant principals wrote essays relating one of their chief responsibilities to show a wide variety of duties and work environments: (1) "Young Author's Day: Student Authoring and Illustration," by Dottie Bessares; (2) "Discipline, Love, and Learning," by Maria C. Carreras; (3) "Early Childhood Programs," by Cindy Compagnone; (4) "Virtue-A-Month Program," by Suzanne Cowdrey; (5) "Analyzing the Role of Disciplinarian," by Judith O. Fisher; (6) "APEX--A Middle School Exploratory Program," by Betsy Kingsbury; (7) "Dual Roles," by Stella Lauerman; (8) "Growth for a Better You," by Carolyn Levet; (9) "Science Fairs: A Valuable Tool in Mission Realization," by Sue Long; (10) "A Plan for Local Inservice: Maximizing the Potential of Students Through Teacher Education," by Maureen Marsteller; (11) "Fostering Responsibility and Accountability: B.I.S.T.," by Jane Maurer; (12) "STOP: Moral Decision-Making in the Upper Elementary Grades," by Amy L. Mead; (13) "Safety in Our School," by Monica Moss; (14) "A.P.T. to Succeed," by Mary Jean Quill; and (15) "School Masses," by Carolyn Wilde. (RT)

This book grew out of the first principals' academy for beginning principals, hosted by the National Catholic Educational Association. Almost 60 principals, all in their first or second year as principals of Catholic elementary/middle schools, from all over the U.S. attended the program. At the conclusion of the academy, the principals wrote brief essays on their most memorable experiences during their first year. Twenty of those essays are collected here in five chapters. Chapter 1 focuses on making changes and building from the ground up. Topics in this section include building a stronger community and new friendships, sowing the seeds of new school spirit, and creating an oasis of stability. The essays in chapter 2 examine ways to create beauty from the inside out and feature titles such as the community of faith, Jesus and joy, and new effort to bring out forgotten beauty. The third chapter features reflections on finding God every day on the job through prayer and scripture, Christian values, and Catholic values, whereas chapter 4 offers meditations on the vocation of being principal and the importance of being called to lead. The last chapter, "Student Love and Appreciation," explores how students can thrive with support and encouragement. (RJM)

This collection of essays deals with the integration of the social teaching of the Catholic Church into Catholic schools. The collection contains the following chapters: (1) "Focus of SPICE 2000: How To Integrate Jubilee Justice into Schools throughout the Millennium" (Carol Cimino; Regina Haney; Joseph O'Keefe); (2) "Model Programs" (Carol Cimino); (3) "Understanding the Social Traditions of Thought and Action" (Joan Rosenhauer); (4) "Living the Social Teaching of the Church" (J. Bryan Hehir); (5) "Spirituality, Solidarity, and Social Analysis" (Jane M. Deren); (6) "Social Teaching of the Church from the Black Catholic Perspective: We've Come a Long Way; We've Got a Long Way To Go" (Addie Lorraine Walker); (7) "Global Economic Issues and the Church's Social Teaching" (Douglas Marcouiller); (8) "Integrating Social Teaching into the Life of Educational Institutions" (William J. Byron); (9) "Perspectives from the United Kingdom" ("The Catholic Education System: England and Wales" (Peter Boylan); "The Rule of St. Benedict Adapted for Use in Schools" (Vena Eastwood); "Avita pro Fide: Zeal for the Faith" (Tony McDonald); "Building a Positive Ethos: The Experience of St. Columba's High School" (Dan McGinty); "Charter and Beacon: A U.K. Perspective" (Kathleen Higgins)); and (10) "Perspectives from the Panel" (Peter Boylan; Pat Garrity; James E. Grummer; Mary C. McDonald). (Contains information sources.) (BT)

The essays in this collection reflect on effective practices conducted in Catholic schools. Essays were written by participants in the 2000 principals' academy. Under "Section 1: Religious Education" are the following essays: "Kingdom Builders" (Sr. M. Joseph); "Sacramental Programs, Parish Programs" (J. Thaler); and "Virtues in Progress" (R. J. Bootz). Under "Section 2: Apostolic Service Programs" are these essays: "Project Joy: Understanding Justice" (S. T. Cruse); "School Community Outreach Program" (J. M. Mugg); and "Service in the Curriculum" (B. Butts). Under "Section 3: Curriculum Practices" are these essays: "Curriculum and the Arts" (E. M. Paul); "Supporting the Academic Curriculum" (P. Brown); "An Adventure in Integration" (T. L. Ewell); "Reading and Flexible Grouping" (S. Renehan); "Computer Program" (J. Ferry); "Changing a Curriculum" (M. Secoda); and "Curriculum Mapping" (M. Abramshe). Under "Section 4: Early Childhood Education" are these essays: "Aiding Transitions in Early Childhood" (C. Guidry); and "A Kindergarten Reading Program" (L. Torrez). Under "Section 5: Early Adolescence Education" are these essays: "Middle School Orientation and Open House" (Y. Deckard); "A Middle School Schedule" (M. Rinaudo); and "Home Base" (N. Vanders). Under "Section 6: Differentiated Instructions" are these essays: "Adapting to Student Differences" (C. A. Williams); "Integrated Thematic Instruction" (J. Pohlman); and "Many Instructional Levels" (Sr. E. M. McGowan). Under "Section 7: Staff Development" are these essays: "Mentoring New Teachers" (M. G. Thomas);"Curriculum and Staff Development" (A. Mitchell); and "Delegation: A Management Tool" (T. Boquer). Under "Section 8: Developing the Self-Disciplined Child" are these essays: "School-Wide Discipline Program" (A. Brand); "The Importance of 'Love and Logic'" (D. K. Repichowski); "Respect and Responsibility Program" (Sr. A. Joelle); "Christian Behavior Program" (A. F. Clough); and "Violence Prevention Program" (N. Kryger). (BT)

This book presents the following case studies of how some Catholic schools have integrated technology: (1) "A Plan for the Integration of Technology" (Teresa Anthony); (2) "Integrating Technology in the Classroom" (Charlotte Bennett); (3) "From Commodore 64 to the Millennium Technology" (Ann Heidkamp); (4) "A Technology Project for the Eighth Graders" (Anna Adam); (5) "We Can't See the Vision If Our Eyes Are Closed" (Deborah A. Schwope); (6) "The Importance of Staff Development in Technology" (M. Eileen Barrow); (7) "Best Practices in the Integration of Technology" (Susan Poetzel); (8) "Technology 2000" (Patricia Prerost); and (9) "Curriculum Drives the Usage of Technology" (Kathleen Kiley). (MES)

Selected Programs for Improving Catholic Education (SPICE) was initiated in 1996. This venture of the National Catholic Educational Association, in partnership with the Jesuit Institute at Boston College, identifies exemplary Catholic educational programs from around the country, and invites the schools and dioceses named to share their ideas and practices in a 3-day gathering called Conversations in Excellence at Boston College. The focus area of SPICE 1999 was "Forming Innovative Learning Environments through Technology." Specifically, the SPICE committee was looking for programs that seamlessly weave the use of technology into every aspect of the learning experiences for students. The 1999 Conversations in Excellence symposium was held at the University of Dayton, running concurrently with another program, "New Frontiers for Catholic Schools." Following an overview of SPICE 1999 (Carol Cimino), this book describes (in chapter 2) each of the 11 model programs selected for SPICE 1999 (Carol Cimino), including ideas for implementation along with contact information about school and diocesan personnel who are willing to help others to replicate or adapt what they have done. SPICE 1999 presentations included in subsequent chapters are: "Technologies of Liberation: Education in the New Century" (David D. Thornburg); "Increasing Students' Participation via Multiple Interactive Media" (Andrey L. Kremer with Christopher Dede); "Approaches for Reflecting on Communication from the Perspective of Catholic Education" (Angela Ann Zukowski); "Computer Literacy-Media Literacy: What's the Connection?" (Frances Trampiets); and "Checkpoints for Excellence in Curricular Technology Integration" (Judith Oberlander). This volume also contains a compilation of a survey on the past SPICE programs (Thomas McLaughlin), and a discussion of the results of the Quality Education Data 1999-2000 Catholic school technology survey (Joseph M. O'Keefe). (AEF)

This collection of essays addresses the particular qualities of character education in Catholic schools. The focus of the essays is on developing Christian character in students and the envisionment of the Catholic school graduate as a Christ-like person. Specific suggestions are made for early childhood, middle school, and secondary school teachers. The eight essays are as follows: (1) "Character Development in the Catholic School" (Patricia H. Cronin); (2) "Character Education and Our Children" (Mary Sherman); (3) "The Gift of Love...The Heart of Virtue" (Mary Carol Gentile); (4) "Character Education: Reflections from a High School Principal" (John Hoffman); (5) "A Perspective from a Religious Educator" (Kimberly Klugh); (6) "A Reflection from a Superintendent of Schools" (William Carriere); (7) "A Perspective from a Catholic University Educator" (Mary Peter Travis); and (8) "Character Development Is Non-Negotiable" (Matthew J. Thibeau). (BT)

Two pastoral priorities that today's catechetical leaders place toward the top of their agenda are assessment and integration. Each priority has a rich fullness, grounded in the church's contemporary catechetical documents. This book tells the story of what youths know about their faith and how they put their faith into action. The chapter titles include the following: (1) "The Key Catechetical Principles Pertaining to Assessment"; (2) "Methodology for the Study"; (3) "Students' Religious Knowledge"; (4) "Students' Religious Beliefs, Practices, and Perceptions"; (5) "Relationships are Central to Religious Value Development"; (6) "Predictors of Religious Knowledge and Religious Practice"; (7) "Summary and Conclusions." (LB)

Focusing on the goal of character education, this book provides the Catholic educational community with a resource for building in students a strong sense of self, including self-identity, self-worth, and self-esteem. Four pillars of self-esteem are presented: security, autonomy, initiative, and industry. These pillars are illustrated with information on symptoms of insecurity, shame, guilt, and inferiority. Illustrations of practices educators can use to assist students in developing self-esteem are grouped under four age categories: (1) early childhood; (2) middle childhood; (3) early adolescents; and (4) administrative. Finally, strategies for using this resource as an in-service program are presented. The book's six chapters are: (1) "Understanding Student Identity Formation and the Self-Esteem Connection"; (2) "Fostering Student Security Formation"; (3) "Fostering Student Autonomy Formation"; (4) "Fostering Student Initiative Formation"; (5) "Fostering Student Industry Formation"; and (6) "Being a Catalyst of Love for Catholic Elementary School Students." The book's appendix details basic plans for implementing school staff inservice workshops. (Contains 22 references.) (SD)