Our Lady of Hungary School - School Improvement Plan 2020-2022
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Our Lady of Hungary School
School Improvement Plan
2020-2022
735 W. Calvert Street
South Bend, IN 46613
574-289-3272
1Index
Mission 3
Vision 3
Core Values 3
Background 4
Parent Participation 5
Technology as Learning Tool 6
Formation 6
Safe and Orderly Environment 6-7
Enrollment 7
Staffing 8
School Data & Analysis 9-14
Goals 15-16
2Mission Statement
What we do
Provide each student with a quality Catholic education in a caring, culturally diverse
environment, and to provide a foundation so all students may become contributing members of
our community.
Vision Statement
What we strive to become
Our Lady of Hungary will be a family oriented school with high expectations for its students. It
is dedicated to increasing student achievement and diversifying academic opportunities in order
to provide students with well-rounded spiritual, academic, and emotional growth where all
students are welcomed and celebrated.
Core Values
WE BELIEVE that the purpose of Our Lady of Hungary is to instill in its students a true love
of God and a reliance on Him.
WE BELIEVE that all individuals should be treated with fairness, dignity and respect.
WE BELIEVE that learning is the fundamental purpose of schooling; therefore, an
atmosphere conducive to learning will be maintained.
WE BELIEVE that positive communication and collaboration among parents, staff, parish
and community will help provide a variety of learning opportunities for our
students.
WE BELIEVE that a balanced curriculum encompassing the intellectual, physical, spiritual,
and artistic domains is necessary for the holistic development of the individual
student.
WE BELIEVE that no greater blessing can come to a family than to know, love, and serve
God together as a family.
3BACKGROUND
Our Lady of Hungary is a Pre-School-eighth grade Catholic school located in the southern part
of Saint Joseph County, Indiana. The two-acre parish grounds are one mile west of U.S. 31, and
one-quarter mile north of Ewing Street. It is an urban area with older housing construction in the
areas served by the school. The school is located just blocks away from the National Guard
Armory.
The enrollment at Our Lady of Hungary has fluctuated over the years, but has been holding
steady between 180 and 210 for the past several years. Enrollment for the 2020-2021 school
year is standing steady at 180, of which 113 are registered parishioners.
The school’s curriculum is fully aligned with the Indiana Standards. All teachers have been
provided copies of the curriculum which can be found in the principal’s office. Student mastery
of the primary standards for each grade level is reported to parents at each grading period.
Kindergarten-eighth grades administer NWEA. NWEA’s Measure of Academic Progress
(MAP) is given three times each year. This assessment is administered in the fall, winter, and
spring. Classroom formative and summative assessments are administered by classroom
teachers. These assessments provide data on proficiency and growth which allows for
triangulation of data.
Student progress is reported formally to parents through progress reports and
report cards every quarter. Parent/teacher conferences are held each fall and as
needed throughout the year.
Our Lady of Hungary School is located in a predominately moderate to low-income community.
The population of the surrounding neighborhoods is composed of mainly single parent families
and senior citizens on fixed incomes. Most of the homes in the area are single-family dwellings,
with about 4,000 residents living in those homes.
The crime rate for the area is high. The entrances are locked during the school day and visitors
must contact the office via a monitor to gain entrance. The school has a strong relationship with
the older adults in the community who keep a watchful eye on the school and its students.
Additionally, there is a strong relationship with local law enforcement.
Our Lady of Hungary has a high population of Hispanic families, with a number of African
American families. The trend over the past several years has been an increase in Hispanic
families which was partially fostered by the addition of Spanish Masses a few years ago.
We are 100% free-reduced population. Many of our families come from the neighborhood
surrounding the school, and the neighboring community is not affluent. Our Lady of Hungary is
identified as a Title I School due to the nature of its at-risk population. We host three Title I
aides from the South Bend Community School.
4Educational Methods: To Inspire Excellence
We hold high standards of academic excellence in which Gospel values are
integrated in everyday activities. School personnel consider each child’s
spiritual, academic, social, emotional, and physical wellbeing. We use many
different types of teaching methods and materials to aid in the students’
success.
Parental Relations: To Foster Mutual Support
We recognize parents as having the primary responsibility for the formation
and education of their children. Following the teaching of the Catholic
Church, we will support, but are unable to assume, the role of parents. We
expect parents to maintain communication with the school and support the
school community.
PARENT PARTICIPATION
Parent participation is expected as part of the Home and School Association
(HASA). Parents participate as resources for classrooms, volunteers,
chaperones, and as volunteers through the many committees within our Home
and School Association (HASA). Parent participation is somewhat
inconsistent, but is improving with continued efforts on behalf of the principal,
pastor, and HASA leadership.
To maintain a consistent level of communication with parents, teachers are in
contact with parents by phone, e-mail, and weekly newsletters in PreK through
eighth grade. The school has an active website and all-school newsletters are
sent bi-monthly at a minimum. Parent conferences are scheduled formally at
the end of the first grading period and as needed throughout the year. Families
seeking enrollment to our school, receive an information packet, a school tour
at their request and family meetings with the principal.
The Our Lady of Hungary School Board has been inactive the past couple of
years. This is an area we are focused on improving as we form a new board
and engage the members in school events, strategic planning, and activities.
The OLH Board and parents will be informed of the School Improvement Plan.
The school’s Strategic Plan continues to be updated each year. Implementation
of the plan will continue in the 2020-2021 school year with the assistance of
the school board and Pastor.
5TECHNOLOGY AS A LEARNING TOOL
At Our Lady of Hungary Catholic School, all students and staff have access to
technology tools. Each classroom has an interactive Smart Board, as well as
access to Chromebooks and iPads. There are multiple document cameras
shared throughout the building. Our teachers are still in need of additional
training before we feel comfortable stating we are using technology effectively
throughout the school.
OLH has a computer teacher, and offers technology classes as one of the
specials offered; however, the teacher is often used to substitute or pulled in
multiple directions.
The primary goal for developing and incorporating the use of technology into
the instructional program is to enhance blended teaching and learning for 21 st
Century learners.
FORMATION
Our Lady of Hungary teaches Diocesan approved catechesis for all of our
students. All students participate in these daily lessons, as well as the events of
the liturgical year. Students attend Mass once a week (limited due to COVID).
Catholicism is infused into every aspect of our daily routines and instruction.
Our day begins and ends in prayer, as well as prayer throughout the day. The
students and staff are encouraged to open their hearts and minds to accept all
Catholic teachings and to live in a way pleasing to God.
SAFE AND ORDERLY LEARNING ENVIRONMENT
Our learning environment is disciplined and safe. The safety of our absent
students is ensured by a daily telephone check done by our office personnel.
Safety within the building is maintained by having all doors locked. A visitor
sign-in system is utilized in the office and all visitors must wear a visitor’s tag
when volunteering in the building. All volunteers who are in regular direct
contact with students must complete the Safe Environment Training which is
mandated by the Diocese of Fort Wayne/South Bend. This includes a Criminal
History Check. Multiple staff members are outside greeting children at arrival
as they exit their family car. Children must be signed out and dismissed with
an adult through the office before our scheduled dismissal. All children going
home are monitored by teachers and aides located at the pick-up area ensure
that children are placed in appropriate vehicles at dismissal.
Our Principal and an additional staff member are certified as School Safety
Specialists by the State of Indiana. The Our Lady of Hungary Safety
Committee meets twice per year with subcommittees meeting on a project
basis. The Our Lady of Hungary School Safety Plan is distributed to all staff
members and a copy is kept in each classroom emergency bag. A safety binder
6is kept in the school office and includes the plan and records of all drills
conducted throughout the school year. The plan is reviewed and updated
throughout the school year based on feedback from staff and recommendations
by outside safety professionals. The Plan includes procedures for crisis
situations including fire, storm, and active shooter, earthquake, outside danger,
flood, power outage and inclement weather.
ENROLLMENT TREND
2016-2017 200
2017-2018 207
2018-2019 213
2019-2020 202
2020-2021 184
Current Enrollment by Grade 2020-2021
Pre-K 8 K 14
Grade 1 16 Grade 2 18
Grade 3 21 Grade 4 16
Grade 5 22 Grade 6 22
Grade 7 22 Grade 8 21
7STAFFING
Our staffing consists of the following:
One fully licensed teacher for each grade level K-8 (junior high 6-8 is departmentalized),
supported by three classroom aides; an instructor for art and gym, and also for music; a part-time
social worker (also bilingual); three Title I teachers and a Title Liaison from the South Bend
Community School Corporation; special education services from the South Bend Community
School Corporation; One Title III teacher; and a Pre-K program supported by a certified
instructor and an aide.
The strength of the staff continues to be their professional aptitude for meeting students where
they are in their learning. Teachers continue to make every effort, regardless of language barrier,
to build positive relationships with parents. Our bilingual school and parish secretary are often
called upon to assist with translations of conversations and documents ensuring that all parents
are kept well informed on school/student happenings.
Grade Licensed Teacher
K Kelly Jones
1 Amy Black
2 Ally Brandt
3 Adrianne Esquibel
4 Michelle McKinney
5 Paige Gonzales
6 Shannon Matthew
7 Chris Nowak
8 Marie Bubelenyi
8SCHOOL DATA ILEARN 2019
E/LA
Grade % Passing
3 47.8
4 45.5
5 45.5
6 36.0
7 45.0
8 63.2
All 46.6
State 47.9
Math
Grade % Passing
3 73.9
4 50.0
5 18.2
6 4.0
7 60.0
8 36.8
All 39.7
State 47.8
Both
Grade % Passing
3 34.8
4 31.8
5 9.1
6 4.0
7 40.0
8 26.3
All 23.7
Science
Grade % Passing
4 36.4
6 12.0
Social Studies
Grade % Passing
5 54.5
9NWEA DATA
1011
12
English/Language Arts Median Growth Percentile Grades 3-8 was 60% growth
Mathematics Median Growth Percentile Grades 3-8 was 39% growth – substantially below the
average. Our English Language Learners achieved 17.9% proficiency which is above the state
average of 7.3%, but still low. There is not an area in the aforementioned charts that do not
cause concern and indicate substantial room for growth and a need for targeted improvement.
Another area of needed improvement and focus is attendance. With a decrease in attendance
rates over the past several years, it is clearly an area of needed and direct focus. Last year,
tardies were not closely monitored as students were given over 20 minutes beyond the bell to
arrive. We ring our morning bell at 7:50, and any student arriving beyond that is now required to
get an attendance slip. Tardies and absences are closely monitored and our social worker is
making calls to parents. Attendance calls are made daily by the bilingual secretary, principal,
and the social worker. Attendance plans will be implemented if necessary on an individual basis.
The principal, teachers, and social worker will all continue to be vigilant on student attendance.
Year Attendance Rate
2018-19 93.84%
2017-2018 94.02%
2016-2017 95.17%
2015-2016 95.50%
Data Analysis:
There is great concern in E/LA and math and attendance as we fall below the state average for
total percent passing and attending. The comparison of percentages demonstrates room for great
improvement and growth in these three areas. I do feel that the attendance issue is also
impacting overall achievement.
13Implications:
Curricular decisions in all areas will need to be reviewed as we work to identify key standards
and methodologies for more impactful instruction. Professional development will focus on core
subjects and how to implement and adjust teaching strategies to accommodate the academic
needs of the students. Additionally, materials and resources need a closer examination to ensure
we are focused on delivering a viable and rigorous curriculum.
Academic standards have been lacking partially due to the dearth of leadership and focus on
academics as the school adjusted to several new principals in a short period of time.
With the gap in learning from the spring of COVID-19 shutdowns, we began this school year
assessing our students with NWEA MAP. We are still in the process of gathering and analyzing
that data. The principal will be conducting one-on-one meetings with the classroom teachers to
gather input and delve into the data to find the starting point of each individual student. In late
November, or early December, we will once again give the assessment to measure the growth in
the first grading period and continue to closely examine the curriculum and fidelity of delivery.
14GOALS
Goal 1: Students will demonstrate growth in English/Language Arts
Support Data: NWEA MAP data, ILEARN
Benchmark Activities/Interventions Person(s) Timeline
Accountable
Increase overall 1. Professional development All teachers Begin
school passing focused on best practice and standard/curriculum
score to above for E/LA strategies administrator focus this year
state average by 2. Identify key standards 2021.
minimum 5 3. Review of curriculum and
percentage points resources to ensure best Increase by end of
practices are implemented year 2022 with no
with fidelity in all grades decrease this year
at all times
Goal 2: Students will demonstrate growth in math
Support Data: NWEA MAP data, ILEARN
Benchmark Activities/Interventions Person(s) Timeline
Accountable
Increase overall 1. Professional development All teachers Begin
school passing focused on best practice and standard/curriculum
score to above for math strategies administrator focus this year
state average by 2. Identify key standards 2021.
minimum 5 3. Review of curriculum and
percentage points resources to ensure best Increase by end of
practices are implemented year 2022 with no
with fidelity in all grades decrease this year
at all times
Goal 3: Students will demonstrate an increase in attendance
Support Data: PowerSchool attendance
Increase overall in 1. Identify cause for All teachers, On-going
students attending attendance issues through administrator,
regularly and on consistent follow-up by social worker
time. We will principal, teachers, and
increase social worker.
attendance by at 2. Work with local
least 3% points authorities to ensure
this year. students are coming to
school and arriving on
time.
3. Implement reward system
for improved attendance.
15Intervention and Remediation Plan
Our Lady of Hungary School will develop a remediation plan to include identification of
students who are falling below expected grade level benchmarks. We will utilize NWEA MAP
to identify and monitor student growth throughout the year, as well as ILEARN to identify at-
risk students. We will identify skills not mastered, develop interventions and strategies, and
monitor progress. Teachers are able to pull diagnostic reports which indicate growth in areas of
math, reading, and E/LA. Teachers will meet regularly with the administration to review data
and progress.
We need to find time to allow our staff an opportunity to work vertically to align curriculum, and
to conduct professional conversations with teachers above and below their current grade level.
This was time that they used to have, but with a change in leadership over the years, and a
shortage of substitute staffing and time, has been taken away from teachers. The staff is working
far too much in isolation. INTERVENTION: Weekly staff meetings can be used to allow
vertical alignment of curriculum, assessment, data review, and professional development.
School business items can be addressed by the principal via in-person conversations or written
communication.
Student progress must be more closely monitored as indicated by NWEA and ILEARN results.
Teachers must be cognizant of where students are in their continuum of learning.
INTERVENTION: Progress charts will be developed by staff to use as a visual for tracking
student growth. This will assist staff in early identification of students who are on the proverbial
bubble for passing (if currently failing) or failing (if passing at an at-risk low level) ILEARN, as
well as keeping the monitoring of growth at the forefront of all conversations with students,
parents, and administration. Growth will be monitored throughout the year as NWEA MAP will
be administered three times.
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