1. Enrollment Resources
The school’s enrollment operations are well conceived and well run, toward securing the
student population that the school mission intends.

Key Questions for reflection and discussion concerning ‘Enrollment Resources’ in light of the corresponding data gathered in the Data Library:

1. How well do the recruitment/admissions policies and practices embody the school’s mission and philosophy?   
2. How significant is the impact of tuition assistance on overall enrollment?  
3. How healthy are the school’s relationships with its “partners”—i.e., the elementary/middle/junior high schools that are proximate to it?
4. How much does the proximity of other Catholic high schools affect the school’s
recruitment/admissions?  the proximity of other private schools? of charter schools?
5. How well has the school maximized efforts to recruit/admit the students to whom its mission directs it?  

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.1‐6]

2. Classroom and Instructional Resources
The classroom and instructional resources are sufficient both in quality and in quantity for the school to deliver an excellent educational program.

Key Questions for reflection and discussion concerning ‘Classroom and Instructional Resources’ in light of the corresponding data gathered in the Data Library:

1. How adequate in the service of the school’s educational operations are the
instructional/learning resources at hand for teachers and students?
2. How adequate in the service of teaching/learning are the technological resources (i.e., hardware and software) that the school provides/uses?    
3. How adequate in the service of the school’s educational operations is the physical environment of each classroom (i.e., adequate regarding desks, chairs, tables, windows, sunlight, lighting, heating‐and‐cooling, etc.)?
4. How adequate in the service of the school’s educational programs is its technological
infrastructure?  how adequate this infrastructure for the school’s administrative operations?  how well‐maintained is this technological infrastructure itself?

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.7‐11; also, see C.21]

3. Plant Resources
The school plant — facilities, buildings and grounds — is of such size and quality as to
constitute a fit house for the school’s essential operations.  

Key Questions for reflection and discussion concerning ‘Plant Resources’ in light of the corresponding data gathered in the Data Library:

1. How clean and well‐maintained are the facilities, buildings and grounds?   
2. How attractive are the school premises?
3. How adequate in the service of the school’s curricular and co‐curricular programs are the facilities, buildings, and grounds?  how adequate are these in the service of the school’s administrative operations?

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.12‐14]

4. Funding Resources (i.e., revenue generating)
The school’s funding sources and operations — tuition, annual events, and third‐source
income — are of such quality as to yield revenues sufficient at minimum to off‐set annual
expenses.

Key Questions for reflection and discussion concerning ‘Funding Resources’ in light of the corresponding data gathered in the Data Library:

1. How thoughtful and extensive is the planning that generates tuition revenue?  how effective the practice of tuition collection itself?  how successful the result?  how subject to oversight and review by the school’s governance body?   
2. How thoughtful and extensive is the planning for annual event‐based fundraising?  how
effective the staging of such events?  how successful the results?  how subject to oversight and review by the school’s governance body?
3. How thoughtful and extensive is the planning that generates third‐source income?  how
effective the practices that generate this revenue stream?  how successful the result?  how subject to oversight and review by the school’s governance body?
4. How does the need to generate scholarships/tuition assistance influence the school’s revenue planning?  How does Church teaching about assistance influence this planning?  Are there satisfactory results regarding the provision of scholarships/assistance?
5. How well do the school’s revenue‐generating operations reflect its mission and philosophy?  

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.15‐26]

5. Business Operations
The school’s business operations — budgeting, accounting, etc. — are sound as to planning, implementation, reporting, oversight and review.

Key Questions for reflection and discussion concerning ‘Business Operations’ in light of the
corresponding data gathered in the Data Library:

1. How does the need to generate just compensation and benefits for its employees influence the school’s budget planning?  How does Church teaching about compensation influence this planning?  Are there satisfactory results regarding the provision of employee compensation/benefits?
2. Regarding accounting operations, how much care is taken to ensure that standard accounting procedures are observed?  (to ensure) that cash flow is continuous?  that tuition is reconciled on a regular basis and that outstanding tuition monies are pursued?  that payroll operations adhere to legal requirements?  that financial reserves are not steadily eroded?  that, if applicable, debt service is responsibly carried out?
3. How much care is taken to ensure that there is financial documentation of all fiscal aspects of the school?  
4. What is the overall quality of the school’s budget operations?     
5. How ample is the oversight and review of all budget and accounting operations by the school’s governance body?
6. If applicable, what is the overall quality of the current capital campaign in which the school is engaged?  
7. How transparent to parents, to donors, and to other friends of the school are the school’s fiscal facts and operations?

Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.27‐43]

6. Promotional Operations
The school’s promotional operations—public relations and marketing—effectively
communicate school news and attract support for the school from within and beyond the
school community.

Key Questions for reflection and discussion concerning ‘Promotional Operations’ in light of the corresponding data gathered in the Data Library:

1. How cordial are the relations that the school enjoys with its parents, alumni/ae, benefactors, and friends? (how cordial) its relations with Church publics?  its relations with civic community publics?  How well does the school cultivate these relationships?  
2. How effectively does the school communicate itself—its students’ achievement, its activities, its distinctions, its news—to internal and external publics?
3. How attractive is the school’s marketing literature?  How attractive its website?  How diverse are the forms (the media) of school marketing?   
4. How effective are the school’s promotional operations in building relationships, in
communicating schools news, in promoting enrollment, and in engendering donor support?
5. What is the quality of oversight and review of promotional operations by the school’s
governance body?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.44‐50]

7. Strategic Material Planning
The school exercises responsible material resource planning for its future.

Key Question for reflection and discussion concerning ‘Strategic Material Planning’ in light of the corresponding data gathered in the Data Library:

1. How well does the school (with its governing body) plan for the future regarding enrollment?
2. How well does the school (with its governing body) plan for the future regarding instructional and classroom resources?  
3. How well does the school (with its governing body) plan for the future regarding promotional operations?
4. How well does the school (with its governing body) plan for the future regarding funding?
5. How well does the school (with its governing body) plan for the future regarding the
maintenance and development of the school plant and campus and any other facilities that it uses?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:E.51‐52]

Written Requirements
1. Summary Paragraph . . .   After thorough discussion/analysis of the seven (7) Standards of Material Stewardship (based on the Key Questions), write an overall summary paragraph that reflects the school’s evaluation of itself in relation to these Standards.   
2. Identification of key strengths and key areas for growth . . .  In bullet format, identify any key strengths and any key growth areas within school experience in relation to these Standards.  Include a brief rationale and (include) citation of Data Library evidence in support of each identification.