D. 2014 WCEA Report (3)

4. The school’s Summer Study Abroad program offers students real world experience in interacting with people and cultures in other countries and supports life-long learning. 5. The faculty consistently note a supportive administrative structure. The faculty note administrators, deans, counselors, and support staff are committed to student learning and helping the faculty achieve their curricular goals. 6. The longevity and retention of teachers have established consistency, continuity, and collaboration of curriculum delivery. 7. Technology is widely used in the classroom, across disciplines to support the realities of post- secondary education and to meet the needs of modern day workforce. 8. The new evaluation program of faculty is supported by the faculty and has strengthened classroom instruction. AREAS FOR GROWTH 1. The Online Program needs to move completely “in-house” and align with NCAA/ UC and Cal State standards. The school will need to provide resources, training and time to transition to these new standards. 2. Additional professional development opportunities need to be offered to teachers, including the development of a structured teacher mentoring program. In-school professional development needs to be applicable to curriculum, teaching methodologies, and professional improvement. 3. Faculty training in teaching with technology can be improved. Further, the school needs to ensure that its technological hardware is sufficient to meet the needs of a growing student population. The development of a comprehensive Technology Plan is needed. 101

C. SUPPORT FOR STUDENT SPIRITUAL, PERSONAL, AND ACADEMIC GROWTH C1. Campus Ministry/ Community-Based Service Learning To what extent do students grow as persons of faith through appropriate and meaningful experiences of prayer, liturgy, and community based services? The school reflects the four central dimensions of Catholic Philosophy Statement education: message; community; worship; and service. JSerra Catholic High School supports the growth of students as Mission Statement persons of faith through appropriate and meaningful experiences of prayer, liturgy, religious practices, traditions, and community based services in accordance with Gospel values. Philosophy Statement Prayer is an essential part of each school day. Every day begins with a prayer over the public address system followed by the Pledge ESLRs 1.2, 1.5 of Allegiance. Teachers start each class with a prayer which are often student led, fostering a campus that supports faith-based learners. Students are given the opportunity to offer up their Employee Handbook personal intentions before their peers and God, further enriching the ESLRs 1.2 development of the Sacramental expression. Teachers note they regular incorporate matters of faith in their interactions with students. 87% said they always or sometimes incorporate matters of Faculty survey spirituality in their dealings with students. The JSerra community, including students, faculty, staff and JSerra Website, Spiritual families, has the opportunity to attend daily and weekly Mass on Life campus. Daily, in the chapel, Mass is held at 7:15AM for any JSerra community member who wishes to attend. Eucharistic Adoration is offered Monday through Thursday from 8:00AM to School calendar 2:45PM. Weekly, students participate in the exposition of the Blessed Sacrament in their religion classes. Students are offered ESLRs 1.2 the Sacrament of Reconciliation four times a year, promoting emotional growth through spiritual growth. The chapel is available for students to stop by and pray at any time throughout the day. The JSerra community of students, faculty and staff together attend Mass every Wednesday morning in the Pavilion. Students JSerra website: Spiritual lead many aspects of the liturgy during weekly Mass. To participate Life, Campus Ministry: in the Mass, any student may contact Campus Ministry. Students Mission are educated on the celebration and significance of the liturgy. Students participate as altar servers, Caritas Christi Eucharistic ushers, gift bearers, liturgical musicians, and proclamation of the Word lectors. 77% of students deemed opportunities to get involved with in campus ministry as either excellent or good. 102

Faculty members and Spiritual Group committee parents serve as Student Survey Extraordinary Ministers of Communion. All students, staff and JSerra families can participate in Mass by requesting for prayers to be read during the school-wide service, further supporting the JSerra members as a faith-based school community. Before, during and after school JSerra students communicate with Campus Ministers with encouragement to develop a personal relationship with Christ. Campus Ministry fosters student growth in the values of the Gospel through prayer, Monday lunchtime worship, and XLT night fellowships. Further promoting the school’s Catholic identity, JSerra fosters and encourages its community through annual traditional ceremonies School Calendar and faith formation. The JSerra community celebrates its belief in the presence of the Lord in the Eucharist during the campus-wide Eucharistic Procession in November due to the feast of Corpus Christi falling outside the school calendar. The Procession and the faith of JSerra have the support of the city. The San Juan Capistrano Police Department closes Junipero Serra Road, allowing the Eucharist Procession to bless the entire campus while crossing from the athletic campus to the academic campus. During Advent, the JSerra community displays Gospel values throughout the campus. ESLRs 1.5 Prominently displayed in religion classrooms and the chapel are Advent wreaths and a Nativity Scene at the entrance to the Academic Campus. The season of Lent is preceded by the Fat Tuesday carnival followed by the school-wide celebratory Ash Wednesday Mass. To further demonstrate the Gospel values of Lent, meat is not served on Fridays in the Bistro. Each spring, the school honors Mary Our Mother during the traditional May Crowning ceremony. JSerra Catholic High School promotes faith-based learners in co- curricular and extra-curricular activities. Student Government Teacher and Coach meetings, school-wide rallies, clubs and sports teams begin Observation meetings and games with a prayer. The football team with the Chaplain celebrates Mass before games and begins home games ASG minutes with a prayer on the public address system. After football games, the team and coaches gather with the JSerra community of students and families at “The Grotto” where team captains recite a decade of the Rosary before a statue of Our Lady of Guadalupe by the Pavilion in thanksgiving. Additionally, at the beginning of the Interscholastic Equestrian League season the Chaplain blesses the ESLRs 1.2, 1.5 team’s horses and riders. To encourage growth as a person of faith, JSerra students perform Christian service for their community. The Christian Service Mission Statement Program is an essential part of the JSerra educational experience, ESLRs 1.3 103

and is integral to the religious education and spiritual formation of the individual. To engage and develop the dignity of each individual, JSerra Catholic High School requires graduates to complete 20 hours of service per year enrolled. At the beginning of each academic year, students are invited to a Christian Service Fair Parent Student where information is presented by service organizations that qualify Handbook toward their graduation requirement hours. Organizations in attendance include Boys and Girls Club of San Clemente, Family School Calendar/ School Assistance Ministry, Girls on the Run, Kids Konnected, Mission Announcements Basilica Outreach, Santiago Retreat Center and Second Harvest Food Bank of Orange County as well as numerous other charities. Through the various service experiences, the program seeks to develop the virtues of compassion, generosity, and charity in each student through the practice of corporal and spiritual works of mercy, especially as it relates to the underprivileged and ESLR 1.3 disenfranchised. 92% of parents agree with the statement that JSerra fosters service to others. Parent Survey The Christian Service program is under the purview of the Campus Ministry Department and the administration of the Director of Christian Service. Service projects are submitted by students Website: Spiritual Life, through the Christian Service website, x2VOL, which is available Christian Service, for students and parents on the school homepage. Students have X2VOL access to pre-approved organizations by visiting the JSerra website under the Spiritual Life tab under Christian Service or the Director Website: Spiritual Life, of Campus Ministry. Further deepening their commitment to their Christian Service service and strengthening of their faith students may choose a service program and experience of their choice once approved by the Director of Campus Ministry. Students who receive the approval of the Director of Campus Ministry for their service project then submit an entry on x2VOL with contact information of the agency and the supervising manager, hours served, and duties performed. The project complements the education of the whole person through a multi-curricular instruction from the early Religion I course to the culmination in senior American Course Catalog Government course involving the application of the corporal and ESLR 1 spiritual works of mercy. JSerra staff and students attend retreats that deepen their personal and school-wide relationship with God through various prayer experiences. Staff members attend the Orange County Diocesan School Calendar Convocation in August and faculty attends an annual retreat on Holy Thursday, fostering the faith community and family at JSerra Catholic High School. Freshmen students attend a class-wide one- School Calendar day retreat. Sophomore and junior students are offered an optional three-day retreat. The Kairos retreat for seniors is offered four times 104

a year, and is a four-day, three-night retreat that “is the single best religious experience at JSerra.” In 2013, the Campus Ministry Senior Exit Interview Department added a summer one day of reflection retreat for senior comment students that found conflict in the academic calendar year with their extra-curricular activities. The Religion Department curriculum enhances the retreat experience, as it prepares each class for their individual class retreats. Retreats are planned and organized in a manner that is appropriate to the grade level, and are tailored to the respective stages of emotional and spiritual development. Freshmen and sophomore students during retreat are given the opportunity to reflect upon God as collective group with their peers developing their JSerra community and family of faith. The junior and senior retreats foster the development of student faith while spending more time on personal reflection and devotion. Senior exit surveys consistently show that JSerra retreats left a Senior Exit Survey positive and indelible mark on its students. Faculty and student leaders serve as facilitators of school retreats, providing life experience and peer mentoring in the expansion of the attendee’s faith formation. JSerra retreats nurture and educate the individual as ESLRs 1.5 a whole. JSerra Catholic High School encourages all students and staff to grow as persons of faith. 49% of JSerra students identify Mission Statement themselves as a non-Catholic, while 51% are Roman Catholic. Students surveyed are in agreement that the JSerra faculty and staff Philosophy Statement encourage the advancement of Catholic values and spiritual Parent Survey formation of the school community. 88% of parents believe JSerra encourages regular spiritual growth of its students. Students who are not Catholic are committed to other faiths including Protestant Student Survey denominations, Judaism, and Islam. JSerra welcomes students of all religious creeds. This is evident in the addition of the International Student Program introduced in 2010 embracing their cultural and spiritual differences. JSerra produces responsible ESLRs 5.4 Christian citizens who practice respect for self, others and ESLRs 1.4 community, and collaborative workers who use effective leadership and interpersonal skills to foster, develop and maintain relationships ESLRs 5.4 within diverse settings. C2 Student Connectedness Criteria To what extent are students connected to a system of support services, activities and opportunities within the school’s community of faith that meet the challenges of the curricular and co-curricular program in order to achieve the Expected School wide Learning Results? JSerra Catholic High School provides students with a faith-filled Mission Statement 105

and sacrament-based community that educates and nurtures the ESLRs 5.1, 5.2 whole person. Students are connected to a variety of wrap-around services and activities that support educational and personal advancement to achieve JSerra’s Expected Schoolwide Learning Results. Wrap-around services enhance the education and nurturing of the whole person through curricular, co-curricular and extra-curricular individual and student body activities. As a college preparatory school, the entire JSerra community encourages lifelong learners who value and pursue post-secondary education. Through course curriculum, senior students apply to be a part of the Course Catalog Christian Leadership course, a year-long Theology elective. The ESLR 3.1 course develops collaborative workers who use their leadership and interpersonal skills to foster and maintain relationships within ESLRs 1.5 diverse settings. Through various methods of evangelization the Christian Leadership course trains students to assist in leading retreats, facilitating small groups, giving personal testimonies, and leading prayer. Students model their Gospel values through their actions, thus deepening their own relationship and the JSerra community’s relationship with Christ. In 2009 with the growing JSerra student population and need for wider curricular support services, JSerra introduced an Online Education Program. Students are permitted to take certain courses Website: through various approved providers. The Online Education Academics; Online Program is open to all JSerra students and allows students to take Program courses not offered on campus, add courses to their academic day, and are available as an independent study option. This enables support to students with medical or other compelling issues that may prevent them from attending a full academic day. Students who participate in the online education support service become academic achievers who utilize technology to support their learning, and lifelong learners who manage and direct their own ESLRs 4.1, 5.1 learning. Students today find challenges in setting themselves apart from ESLRs 5.2 others students when applying for post-secondary education. In 2010, JSerra Catholic High School presented its students with an opportunity to gain a competitive edge in the academic portion of post-secondary education application through the Professional Magnet Programs. The Pre-Medical Professional Magnet Program (PMPMP) Course Catalog introduced in 2010 and currently in partnership with Providence Little Company of Mary Medical Center Torrance is a four year Website: course of studies; which includes classroom instruction in advanced Academic, math, chemistry and physics as well as, life, and health 106

sciences Students gain clinical knowledge by working with Professional hospital professionals at the hospital under real-life Magnet Programs conditions. Students enrolled in the PMPMP participate in medical simulations, and interact with medical professionals affording them ESLRs 2.1, 2.2, the opportunity to advance in their knowledge of the medical 2.3, 2.4 profession. In 2011 JSerra introduced the Business Magnet Program (BMP) in Website: partnership with the Paul Merage School of Business at the Academics, University of California at Irvine to develop and execute a Professional corporate leadership and business-focused curriculum for its Magnet Program students. Students in the BMP will have the opportunity to attend distinguished lecture series presented by UCI, join applicable UCI ESLRs 2.1, 2.2, clubs and organizations, compete in regional and national business 2.3, 2.4 programs like the Future Business Leaders of America, complete a thesis under the guidance of UCI faculty and MBA students and ESLRs 3.1, 3.2 finish the program with a senior capstone project. Additionally in 2011 JSerra started the Artist In Residence Program Website: (AIR), a program in the arts for students seeking pre-professional Academics, Fine training in the area of their special interest or talent. AIR provides Arts students with pre-professional artistic training in the following areas: Instrumental Music, Visual Arts, Broadcast Journalism, ESLRs 2.2, 4.1, 4.2 Theater Arts, Dance and Choral Music by working artists in their field. Students enrolled in AIR collaborate with colleges and museums such as Soka University, Vanguard University, Chapman University, Laguna Beach Art Museum, Laguna Beach Festival, ESLRs 5.1, 5.2, Imagination Celebration and Arts Alive. At the conclusion of the 5.3 program students complete a portfolio or repertoire of work to present to the college or conservatory of their choice. Website: In 2012 JSerra launched the Pre-Law Professional Magnet Program Academics, (PLPMP) in collaboration with Chapman University. The program Professional gives students the insight into the law field and the expectations of Magnet Program pre-law students enrolled in post-secondary education and law school. JSerra students enroll in academic courses like Speech and ESLRs 5.1, 5.2, 5.4 Debate and perform clinical practice in Mock Trial competitions, enforcing the importance of effective communicators. “Completing Course Catalog the pre-law program in high school will assist the students in their ESLRs 4.1, 4.2 transition from undergraduate to graduate school. Being better prepared will give them a tremendous advantage over other Teacher Interview incoming law school students.” Ensuring lifelong learners that manage and direct their own learning, the Professional Law Magnet Program affords JSerra students the opportunity to pursue the ESLRs 2.1, 2.2, 5.2 beginnings of their post-secondary curricular studies of interest and produces academic achievers that demonstrate the skills to generate 107

a higher order of thinking. In the fall of 2013, JSerra began the Engineering Magnet Program Website: (EMP). Students in the four year program are given the foundation Academics, and tools for students planning to follow an engineering curriculum Professional in college and future career in engineering. The EMP utilizes the Magnet Program Project Lead the Way (PLTW) curriculum a rigorous and innovative STEM (Science, Technology, Engineering and Math) ESLRs 5.1, 5.2 education that produce high order and analytical academic achievers. With the use of professional level 3-D Computer Aided Design (CAD) software and a 3-D printer to manufacture their ESLRs 2.2, 2.3, 2.4 designs, EMP students learn and apply design process, acquire teamwork and communication proficiency, and develop ESLRs 3.2 organizational, critical-thinking, and problem-solving skills. JSerra Catholic High School developed the Student Educational Website: Resource Program (SERP) to support students with documented Academic, SERP learning disabilities. SERP recognizes the need to provide a (Resource learning environment which fosters growth and supports the Program) individual needs of all students. The JSerra resource program consists of a SERP Director, two SERP teachers and a SERP testing Interview with supervisor to ensure that JSerra students succeed in a rigorous SERP Director college preparatory curriculum. 8% of JSerra students are currently enrolled in the resource program. Curricular support Student Survey services offered to JSerra SERP students include a Study Skills course, academic and organizational support before and after ESLRs 2.1, 2.3 school, distraction free environment in the SERP Testing Center, extended testing time, reader and scribe services, and assistance procuring appropriate accommodations on national college exams. 100% of students enrolled in the resource program have gone on to post-secondary education. SERP encourages and supports collaboration between the SERP staff, teachers, parents, and students to foster an environment in which all work together for the common good of each student regardless of curricular challenges. The Resource Program, through its support services, produces academic achievers that read, write, speak and listen effectively while solving problems creatively and analytically. In 2010, JSerra Catholic High School introduced the International Website: Student Enrichment Program (ISEP). The ISEP provides Admissions, international students enrolled at JSerra the support services to International succeed with acclimation and socialization challenges. With 112 Admissions international students enrolled at JSerra for the 2013-2014 academic year, the international program instituted academic and Interview with social support services. Under the Director of International Director of Programs and in collaboration with the Curriculum Committee, International international students take courses specialized for their curricular Program 108

challenges. English 1A, English 2A, English 3A and an Course Catalog Introduction to Catholicism enable second-language learners to participate on equal footing with native speakers in all aspects of ESLRs 1.1, 2.1 academic and social endeavors. JSerra offers international students cultural immersion activities, field trips, home-stay programs and support through Lion Ambassadors. The Lion Ambassador program matches international students with domestic students for social and cultural exchange opportunities. To ensure proper placement and continued support services there is a designated international school counselor. The addition of the International Program provides all ESLRs 5.4 JSerra students an appreciation of varying world views. The JSerra Library Media Center is a facility that bridges support services between the curricular and co-curricular activities on campus. The LMC is open Monday-Thursday from 7:45am to 6pm and Fridays from 7:45am to 3pm. Monday through Thursday, JSerra’s LMC provides all students the facility and opportunity to meet with core course teachers and create collaborative working groups with other students directing their own learning support services. Library services at JSerra include the library catalog Online Public Access Catalog (OPAC), research databases and Website: videos, help with Webquests, instruction format writing and Academics; guidelines to JSerra core course assignments and projects. The Library Library Media Specialists assists students in available resources and support services for the utilization of appropriate technology to support learning as academic achievers. ESLRs 2.4 Under the supervision of the Head of Student Affairs, the Website, Counseling Department values the pursuit of postsecondary Academics: education for JSerra students and parents through their thorough Counseling and encompassing wrap-around services. The department makes Department available academic, career, college, personal, preparatory testing, and referral services. In 2013, JSerra Catholic High School’s Website: Counseling Department consists of five school counselors, a college Academics: program coordinator and a personal counselor. School counselors Counseling serve a student population of under 300 each in grades nine through Department twelve. The department has one counselor who focuses on the International Student Program and another who specializes in College Program academically and socially “at-risk” students. JSerra established a Coordinator Job College Program Coordinator position that organizes and calendars Description college visits for students and college chats for parents. Additionally, the College Program Coordinator supports students in the college application process, sends transcripts, and updates Naviance, JSerra’s online college and career planning tool. The Counseling Department assists and supports families in helping the students grow in self-awareness, acceptance, problem- 109

solving, and decision making tools to manage and direct their own ESLRs 5.1 learning. In addition to social and emotional counseling, the counseling staff assesses student interests, talents, personalities, and long-term goals to best match curriculum with post-secondary education and career goals. Counselors meet annually with their students to evaluate and advise them regarding their academic, School Calendar college, and career plans. In collaboration, the Counseling Counseling Department, administration and faculty meet annually to evaluate minutes: Meetings appropriate curriculum options. The Counseling Department with academic introduces students to a college and career tool, Naviance, guiding departments students through the college search and application process. Under the organization of the counseling staff, students attend ESLRs 5.2 informational meetings with college admissions representatives. Workshops are offered by the counseling staff for college awareness, parent education and tips for the college application. Services of the Counseling Department are effectively communicated on the JSerra website via school calendar, Naviance emails, and the JSerra counseling Facebook, Instagram and Twitter accounts. The Head of Student Affairs oversees Student Intervention Team (SIT), a program providing students who face academic, emotional, personal, or psychological issues with necessary support and guidance. Through SIT, the school assesses where students may need help in adjusting and coping with their issues. SIT offers referrals for family or individual therapy on campus. The personal counselor, in conjunction with the school nurse and a Dean of Students, completes the wrap-around services for the JSerra student and the education and nurturing of the whole person. The personal counselor meets with students on an individual basis to address any Mission Statement social and emotional needs students may encounter, including, but not limited to anxiety, depression, divorce, grief, eating disorders, and abuse. In conjunction with faculty, the counseling department established a formal communication process that identifies students who may be vulnerable to negative social influences. JSerra Catholic High School supports student involvement in co- curricular and extracurricular activities as it educates and nurtures the whole person through personal, academic, and spiritual growth. Mission Statement Student involvement outside the school day allows students to Philosophy develop and cultivate their God-given talents and gifts. Almost 9 in Statement 10 parents and 89% of students agreed with the statement that Parent and student JSerra provides a sufficient variety of curricular activities. surveys Widespread participation in both co-curricular and extracurricular activities is the result of effective means of communication in the digital age through announcements using broadcasting, Twitter via 110

text, and the JSerra website. Students who participate in co- ESLRs 5.1 curricular and extracurricular activities manage and direct their own ESLRs 1.3, 1.4 learning by establishing peer groups who serve as support services that helps them feel better about themselves, develop friendships ESLRs 3.1 important for overall health and well-being, improve their grades, and commit to the school and community. JSerra nurtures the development of collaborative workers in its co-curricular and extracurricular activities producing students that use effective leadership and interpersonal skills to foster, develop, and maintain relationships within diverse settings. Under the direction of the Head of Student Affairs, and assisted by the Head of Curriculum, JSerra provides opportunities to enhance core curriculum with co-curricular instruction. Co-curricular- enhanced courses include classes in the arts, social sciences, and Course Catalog student leadership. JSerra students who participate in art activities demonstrate a high order of thinking, creative problem solving, and ESLRs 2.2, 2.3 who effectively communicate their high standards through their original works. Student activities at JSerra enhance the existing Fine Arts Program by reaching a larger school population who cannot fit these activities into the academic school day. By participating in co-curricular programs students contribute to choir, Course Catalog dance, theater, and yearbook. In addition, the Social Studies Department sponsors the Model United Nations program. The simulation of delegates produces effective communicators who develop an appreciation of varying world views through current events, international relations, and diplomacy. JSerra’s Associated Student Government, based on the post- secondary education model, provides the student body with peer ESLRs 3.1, 4.1, 4.2 developed social and charitable activities. Through collaboration and effective communication, Student Government plans and implements school dances, school rallies, Fat Tuesday Charity Carnival, budgets, and overall school spirit for all JSerra students. Annually, student leaders and the Activities Director attend CADA Camp, a collective workshop in training and Mission Statement techniques. JSerra co-curricular programs enhance the whole student by interconnecting academics with the social needs of the Website: Activities, student body. Link Crew In 2012, JSerra inaugurated the National Link Crew Program. The yearlong Link Crew program assists freshmen students with the transition into high school life providing peer support services to Mission Statement the freshmen and the tools necessary to succeed as a JSerra student. Link Crew helps students connect to the entirety of the school ESLRs 1, 2, 3 experience through academic, spiritual and social activities. 111

Established extracurricular clubs on the JSerra campus promote students who are academic achievers, responsible Christian citizens and collaborative workers. Under the observations of the Head of School Calendar Student Affairs and the Associated Student Government, JSerra’s clubs are organized as academic, personal interest, fundraising, and service based. Annually in September, the JSerra Student Services Website: Activities, Department hosts an Activities Faire to introduce opportunities, How to Start a programs and activities to all JSerra students. JSerra Catholic High Club School offers its students 37 active clubs and club teams. Through an application process, the Associated Student Government can approve any and all new clubs throughout the school year with the ESLRs 2.1, 2.2 approval of the Activities Director. Together, current clubs foster all school wide learning goals. The Interact Club, a student division ESLRs 5.4 of Rotary International, produces academic achievers who read, write, speak effectively and demonstrate a higher order of ESLRs 1.1, 1.2 thinking. The World Cultures Club develops lifelong learners that appreciate a variety of world views. Splendor of Life ensures ELSRs 3.2 responsible Christian citizens who demonstrate the knowledge of the Catholic Church and the Sacramental expression of Christ’s mission. The Habitat for Humanity club, under the national ESLRs 4.1 organization, yields collaborative workers who establish and accomplish appropriate goals with others. The Pep Squad effectively uses communication skills through its members demonstration of originality and high standards all the while competing with a positive spirit. The Pep Squad made up of Cheer and Song Leaders perform at school activities and organized competitions, attend training and technique, sponsored by OC All Stars, and exhibit the physical nature of JSerra’s school spirit. ESLRs 1.4 Athletics teach students critical life lessons, skills, discipline, ESLRs 3.2 cooperation and team-work, time management, dedication, Website: Athletics morality, compliance with rules, and proper work ethics. Thus, JSerra encourages all its students to participate in school Student Survey athletics. Under the purview of the Athletic Director, the JSerra sports program supports students who establish and accomplish effective goals with others. JSerra Catholic High School has three competitive sports seasons (Fall, Winter, Spring) for both boys and girls teams. The Athletic Department has 23 California Interscholastic Federation sanctioned sports, and two non CIF sanctioned sports, hockey and equestrian teams. 82% of JSerra students participate in the extracurricular athletic program. Student athletes are required to maintain a 2.8 grade point average in order to be eligible for play requiring JSerra student athletes to manage and direct their own learning. Student athletes, with the Counseling Department, further manage their own learning through 112

Core Course GPA, an online tool where they check their Division I and II eligibility. Core Course GPA provides access to numerous ESLRs 1.4 resources for student athletes. JSerra supports its individual sport players, but fosters the environment for the development of the team. JSerra student athletes as a team compete for the entire JSerra community. Mission Statement Co-curricular and extracurricular activities at JSerra are clubs, productions, programs, organizations, squads and teams further defining the faith based community as a whole. C3 Parent/ Community Involvement Criterion To what extent does the school leadership employ a wide range of strategies to ensure that parental and community involvement is integral to the school’s established support system for students? Community is at the heart of Christian education. JSerra Philosophy Statement Catholic High School, under its leadership and staff, ensures that communication plays a substantial role in the support system JSerra provides to students, families and the community. Communication and participation are fundamental strategies used by JSerra to guarantee a community of student, staff, parent, family and society. JSerra recognizes that the most significant community for students is their family. Support services and academics at JSerra compliment the collaboration with parents to help Philosophy Statement formulate academically, morally and spiritually strong citizens. JSerra exists to support parents in this important role and therefore encourages parental participation in all aspects Philosophy Statement of school life. JSerra takes special care to convey the Mission Statement, Philosophy Statement and policies to its families through the Parent-Student Handbook. 77% of parents agreed that the school communicates the Mission Statement and Parent survey Philosophy in a variety of ways. Annually, the Parent-Student Handbook is revised for its content and relevance; each fall Parent Student Handbook students and parents are required to read the handbook and required to return a signature card acknowledging its content. The handbook is available in multiple formats: an Website: Parents, Parent- electronic copy on the school’s website, a hard copy at the Student Handbook reception desk, and printed copies in the student planners handed out to each student at fall orientation. To ensure parental and communal connectedness, JSerra uses community gatherings, print media, and technology as means of communication. 113

JSerra’s communication through means of community gatherings begins in early fall. These include an 8th Grade Website: Admissions, Visitation Day in October, ongoing Parent Pride Receptions, Admission Events/Key and prospective parent-student Open Houses which are held in Dates November and January. These community communication events are hosted by the Office of Admissions. These events provide incoming JSerra families and students the opportunity to meet staff and students and to ask possible questions. In the first weeks of the academic school year JSerra, in collaboration with JSerra Parent Association, hosts a School Calendar Welcome Back Barbeque for all JSerra families. The afternoon begins with the first Mass of the year and is followed by a catered dinner and student centered entertainment. This gives new and returning JSerra families the opportunity to spiritually and socially interact, further developing a sense of community. Each September, JSerra holds its Back to School Night presenting parents the School Calendar opportunity to meet with their students’ teachers, learn about detailed course curricula and course expectations. The JSerra Office of Admissions hosts between five and eight Open Website: Admissions, Houses and/or Information Nights annually allowing Admission Events/Key prospective families to tour JSerra and meet with the Dates academic, administration and athletic staff. Open Houses regularly exceed 500 attendees, drawing from numerous Assistant Headmaster communities further illustrating JSerra’s growing success as a Interview distinguished school that educates the whole student. In 2009, JSerra introduced a more intimate social gathering, the Pride Reception. In these events, current JSerra families host receptions in their homes for prospective families providing neighboring families with a closer look at the breadth and depth of educational, social and religious values a JSerra education offers. The Counseling Department offers JSerra families College Nights to further communicate the process of entry into post- School Calendar secondary institutions. JSerra’s Counseling Department hosts an annual College Fair with over 100 college representatives in attendance. This event is for JSerra students, as well as local students from surrounding communities and their families. The junior and senior College Night provides information for students and parents about college readiness, admission procedures, the application process, test School Calendar preparations, financial aid and interviewing for college. The sophomore and freshmen College Night provides JSerra parents and students with planning strategies for college, and 114

college admissions tests such as the SAT, PSAT, ACT, and PLAN. JSerra maintains traditional print media as a means of communication with its parents and the community at large. Making headlines in the news for its academics, activities, community collaborations, events, facility developments and Open Houses, augments JSerra strategies to communicate with members in the JSerra community and the Staff Survey local community thus deepening the connectedness. JSerra is regularly featured in local publications like The Local Dish, Capistrano Valley News, The Capistrano Dispatch and The Orange County Register a regional newspaper. JSerra has also been featured in the Los Angeles Times, a national daily publication. In 2011, under the Office of Advancement, JSerra Catholic High School introduced Crimson Pride, the official JSerra magazine, which is published bi-annually. This magazine communicates the latest news in community achievements, academic and extracurricular accomplishments of students, alumni updates, and other relevant information to the JSerra community of students, families, alumni and community. Student’s academic progress is communicated to students and parents through a mailing of the Progress Reports and Quarterly Report Cards. This traditional form of School Calendar communication, overseen by the Head of Curriculum, with the aid of the Academic Support Services Coordinator, conveys a student’s grade as seen on official transcripts. Technology remains the primary and most utilized form of communication for the JSerra community. JSerra uses the online grade portal, PlusPortals. Faculty use PlusPortals to communicate single assignment grades, overall course grades, Faculty Survey upcoming assignments, homework, course calendars, study guides, rubrics, and curriculum links. Both students and parents create PlusPortals accounts allowing each individual to monitor student progress and communicate with teachers. PlusPortals is routinely updated to ensure information is current. Email remains the preferred means of communication by JSerra parents. The school has the capability to reach members of the JSerra community through Parent Survey PlusPortals, Naviance, and the JSerra Outlook account. In 2011, JSerra instituted a weekly update email blast to all families and staff. The weekly emails communicate 115

upcoming events, important information, and JSerra news to the JSerra community. JSerra Catholic High School has joined media giants Facebook, Twitter, Instagram and LinkedIn to help communicate counseling news, school events, student activities and JSerra community news in real Website; Home page time. To open JSerra community communications and to allow responses to be heard, JSerra established the JSerra Blog through Wordpress. In 2009, JSerra established JSerra CHS channel, a YouTube folder featuring current students, alumni and staff. With a significance placed on communication, in 2013 JSerra additionally created a YouTube channel for the Broadcasting course and their production of the Lion Report, a student produced news and announcements program for the JSerra community. JSerra’s main source of communication is the website. The website communicates its content with user friendly tabs containing relevant information. The home page features JSerra news and announcements, the JSerra calendar, future Lions links, Parent Survey current Lions links, the bell schedule, alumni link and a search engine. Direct links to JSerra’s Facebook, Twitter, Webmail, Blog and YouTube pages allow the community quick access to multiple technological means of communication. . Parent participation is a vital part of JSerra Catholic High School as stated in the school’s philosophy statement. Together with parents, JSerra strives to help students grow spiritually, emotionally and intellectually. All JSerra parents are members of the JSerra Parent Association. JSPA is an association that works with JSerra Catholic High School’s Administration in support of the school’s mission, programs and activities. Key efforts are directed toward parent information forums, spiritual growth, fundraising activities, student and teacher appreciation Website: Parent, Parent opportunities and positively addressing various other school Associations: JSPA needs and goals as they arise. JSPA is heavily involved in at Bylaws school events such as Lenten Teas, staff luncheons and opportunity drawings, school dances, fundraisers, family tailgates, the Welcome Back Bash, the annual golf tournament, Casino Night, the Shepherd’s Christmas Fashion Show Luncheon, the annual Crimson Ball auction and guest speakers. JSPA provides JSerra parents the opportunity to be involved in the JSerra community. JSerra parents have established parent associations including Booster Clubs for JSerra extra-curricular activities and in 2013 expanding its governance with the addition of the Booster Handbook . Other committees include the Gala Committee, Lady Lions, Parents Website: Athletics 116

in Prayer and The Pride. JSerra families are not required to participate in the associations to have an active role in the lives of their students. JSerra invites families to all assemblies, faith formation events, spirit rallies, and community outreach activities. JSerra is forging an active role in its community. In the surrounding communities, JSerra has creatively made the school known. JSerra began participating in the prestigious Chapman University Holocaust Art and Writing Contest in 2010, and has won first place awards in 2010, 2011 and 2012. JSerra has also achieved prominent placement with awards in the highly renowned Laguna Beach Art Exibit, Pageant of the Masters, theater performances at Soka University, and reoccurring Steel Drum Performances at Downtown Disney. JSerra students participated as walking and riding units in the Laguna Niguel Christmas Parade, organized Christmas Toy Drive and Operation Baby Stork a baby shower for the children of Marines stationed at Twenty- Nine Palms and engaged in local parishes all contributing to community living. Founded in a city rich with history, JSerra contributes to this history by participating in San Juan Capistrano’s oldest community event, the Swallow’s Day Parade. Students of JSerra fundraise for Hoos’Gow Day, a community precursor School Calendar to the parade, in effort to defray the costs incurred to the Fiesta Association to organize the parade. JSerra is currently in the process of developing a partnership with the association providing attendees with parking and the possibility of a shuttle to and from the parade route. The choral and music program continue to participate in the city Christmas Tree Lighting Ceremony as performers in the night’s festivities. Students of JSerra serve on the Youth Advisory Student Interview Board under the direction of the San Juan City Council. The JSerra community and students work in partnership with local business and charities to foster and nurture the education of the whole student. The students and staff quarterly attend City Council meetings to present school updates and accomplishments, further developing JSerra’s relationship with its community. Additionally, JSerra staff members are active participants on community based organizations like the Staff Interview San Juan Capistrano Rotary Club and CREER: an organization that aims to develop the Cultural, Educational and Social potential of Mexican/ Latino children, youth, families and communities so that they may become 117

citizens/leaders and contributors to a prosperous and vibrant South Orange County community. JSerra continues its partnership with the Shea Therapeutic Center, annually organizing students to clean up the center in preparations for their largest fundraising event and JSerra facilities allows the use to the parking lots to house the overflow of fundraiser guests. Students, parents and staff continue to host the Kids4Kids Christmas party for students of San Juan Capistrano. Kids4Kids serves local underprivileged children ages 10-14 providing them with an evening of fun, food and gifts. JSerra annually hosts a College Fair with over 100 universities for JSerra students as well as students from surrounding communities and their families. JSerra Catholic High School permits the City of San Juan Capistrano the use of its facilities through a Joint Use Joint Use Agreement Agreement. Facilities have been used by Atlas Soccer Club, Mariachi Capistrano musical groups and Corazones Alegres Ballet Folklorico. JSerra Catholic High School continues to promote community connectedness as an integral part of JSerra’s overall mission, and strives to ensure that numerous services exist for students, families, staff and community at large to carry out this mission. AREAS OF STRENGTH 1. JSerra Catholic High School creates students who are faith-based learners and educates the student as a whole. 2. A strong majority of the student body participates in co-curricular and extra-curricular activities. 3. Students and parents alike have numerous opportunities to participate in spiritual, social and communal events on behalf of JSerra. 4. Personal and academic wrap-around services are available to all students. 5. As lifelong learners, JSerra students are finding post-secondary schools that better fit their long-term goals through school-provided college speakers and college fairs. 6. With emphasis on working in collaboration, JSerra students become responsible Christian citizens who serve the greater societal community. 7. JSerra has created effective communication tools between student, staff, family and the community in multiple mediums of communication. 118

AREAS FOR GROWTH 1. The school needs to continue to improve the content of its website and ensure it is current. 2. The school needs to develop a school-wide calendar that includes all activities and a system to ensure that all staff and faculty have their events approved by the administration prior to having them placed on the school-wide calendar. 3. To ensure student connectedness, the school needs to continue to refine wrap-around services. The Athletic Director and athletic coaches, while having access to the grade portal, need to check athletes’ grades during the sports’ season as well as off-season. 4. The school should refine written updates to protocols and procedures at the initial faculty meeting of the new school year, and update whenever necessary. 119

D. RESOURCE MANAGEMENT AND DEVELOPMENT D1A. Resources To what extent does the school demonstrate responsible stewardship? The school demonstrates responsible stewardship. As a private school, JSerra is financially independent of the Diocese of Orange and any parish. Its operating budget is financed primarily by tuition. As a relatively young school its capital expenditures are financed through fundraising, donations, loans, and bonds. As of June 30, 2013, the school’s capital assets are valued at Audit report approximately $85MM with additional funds from accounts receivable, cash, and cash equivalents bringing the total assets to $102MM. As for liabilities, the school refinanced its outstanding debt in July of 2013. The aggregate of notes payable is $60MM with deferred revenue and other sundry liabilities bringing the total liabilities to roughly $82MM. Hence, the school’s net assets per the most recent audited statements are $20MM. The school’s largest expense is salaries for faculty, staff, and School budget administration. Revenue from the school’s operation is generated primarily by student tuition and related academic fees. The school’s student body of 1,123 students in 2013-2014 allows the school to operate a balanced operating budget. As the school population grows, the school implements innovative programs on campus. To attract and retain a highly qualified staff, the school has, since Diocese of Orange 2010, adhered to the Diocese of Orange salary matrix for new hires. Faculty Salary Matrix However, some teachers hired before 2010 have not been brought “up to scale.” While the Administration is in the midst of a three year plan to bring all teachers to or above the Diocesan scale, the disparity has been a source of contention among the faculty. Stewardship is also assured through the school’s insurance Insurance Policies coverage. The school’s insurances are provided by the Church Mutual Insurance Company and are reviewed annually. Ultimately, stewardship is guaranteed by the Board of Directors. Board of Directors They remain committed to seeing the school continue to grow in all Bylaws areas and provide sufficient oversight to ensure the school remains Finance Committee financially viable into the future. 120

D1B. To what extent are the resources available to the school sufficient to sustain the school program and effectively used to carry out the school’s philosophy and mission and student achievement of the expected schoolwide learning results? The school’s student body of 1,123 students in 2013-2014 allows the school to operate a balanced operating budget. The allocation of funds reflects the commitment of the school to meet student learning expectations, the school’s philosophy and mission, and educational programs. Since helping students develop spiritually is the first priority of Mission Statement the school, funds and personnel support the school-wide retreat School Budget program, Campus Ministry activities, and Christian Service program. Teachers feel that the students have access to a variety of learning Faculty Council Minutes resources to help them succeed. The availability of support staff, teaching materials, and supplies needs to be reevaluated to support solid instruction, and the school’s facilities are no longer adequate to support the instructional programs. Due to increased enrollment and additional programs, the faculty noted that more classroom and storage space is needed. In addition student-teacher ratios need to be reviewed to achieve optimal class sizes of 25. The school, however, is employing the Faculty Council services of the Austin Company in the winter of 2013 to conduct Minutes a space study, from which recommendations will be made to maximize efficient use of current facilities. This plan will likely include plans for additional instructional space. JSerra is also committed to giving the students a quality college School budget preparatory education. It is a continuing challenge to restrict class Department budgets sizes, maintain equitable teaching loads, and to allow more professional growth opportunities to support instructional needs. Head of Curriculum Department funds and faculty education grants help to support job description professional growth. Beginning in the 13-14 school year, a Head of Curriculum position was created to evaluate curriculum and determine needs. The Board, administration, and staff are committed to providing a campus that is conducive to learning. The school benefits from the financial commitment of the Board. For example, every classroom has a new 60” television and speakers with internet capability and video announcements are broadcasted. 121

Additionally, the school has 80 projectors that can be used by teachers. The school has also made several facility upgrades to support School facilities plan both new and existing academic programs. For example, the Pre- Medical Professional Magnet Program science lab was substantially remodeled and modernized in the summer of 2011. A dance room was converted to an advanced painting studio used for AP Studio Art. The school converted an office into a SERP Testing Center to support student learning. Since the last WCEA/WASC report, and in accordance with the school’s Action Plan, the school created both instrumental and choral music rooms. Most recently, in the summer of 2013, the school converted a classroom into a broadcast studio to support the Broadcast Program and its curriculum. Additionally, 26 new computers were purchased for the Broadcast Studio and Digital Photography classrooms. The state-of-the-art facilities of the school help the students to ESLR 4.1 become effective communicators who can convey significant messages to others verbally, in writing, and by using appropriate technology. Campus security and regularly practiced emergency procedures Emergency Plan provide for a safe and orderly environment for learning. However, emergency procedures need to be evaluated to include emergency Faculty Council protocol for lunch and break. Because each classroom has a minutes phone, access to the 911 emergency system is available to all faculty. Thirty-two security cameras have been installed to Parent, Student, and monitor campus activities. Three security guards work to keep the Employee surveys school safe. However, parent, student, and employee surveys all suggest security needs to be improved to provide a safer environment for the school’s 1,123 students and 130 faculty and staff members. Currently the campus is open and vulnerable to outside influences. Steps need to be taken to enclose and secure the campus and provide a safer environment. Steps are being taken to relocate lockers indoors for security purposes. In fact, phase 1 of a three-part program has already been completed on this front. Faculty Council Some classroom doors have been reinforced with steel plates to minutes provide better security. Employees noted a need for special disaster training given the reality of nationwide school violence and the school’s vulnerable location. Tuition has increased to continue to cover salaries and benefits for 122

a well-qualified staff. However, it is a continuing challenge to School budget offer competitive salaries and benefits and keep tuition at a competitive level. The school’s Advancement program has generally been understaffed (until 2013-14) and it is widely believed the school needs to improve its program of fundraising outside of tuition. In response to developing administrative and educational needs, the school has added the following administrative and support staff positions since the last full accreditation report: Headmaster, Director of Institutional Advancement, Head of Curriculum, Organization Chart International Program Director (and assistant), one full time nurse, one nurse’s assistant, an additional Admissions Assistant, Administrative Assistant, an Administrative Assistant for Athletics, Equipment Manager, Director of Campus Ministry and Christian Service, four additional school counselors and full time psychological counselor. The school has also continued to hire new teachers commensurate with school growth, keeping class median sizes between 22 and 23 annually. As a Catholic school, JSerra is conscious of the fact that not all Financial Aid Program families can afford its tuition without assistance. As such, the school has a substantial financial aid program which annually distributes in excess of $2 million in aid to families in need. Additionally, the school has an Angels Program to assist families in dire financial situations. For instance, the Angels program has funded the tuition costs of students who have a parent pass away or contend with unforeseen financial circumstances. D2. Resource Planning To what extent do the governing authority and school execute responsible resource planning for the future? The Board of Directors, who has ultimate fiduciary responsibility for the school, ensures that the school has sufficient resources for future growth. The Chief Financial Officer, with the Board of Directors, Board of Directors annually develops budget projection plans that span five years. Meeting minutes These five year plans forecast future enrollment, future revenues, Budget Projections and future costs. They, in part, are based on a demographic analysis of south Orange County, including future demographic projections of the area. For example, the school has assessed the potential impact of the following: the size and capacity of other local high schools, the acceptance rates of other private high 123

schools and their enrollment trends, and the growth rates of feeder schools. To ensure fiscal responsibility, annual school budgets are reevaluated and revised, as necessary, sometimes two or more Faculty Council times before final approval. While this is fiscally prudent, it does minutes often cause consternation among school employees who are dismayed by the delays in finalizing budgets. The school also demonstrates responsible resource planning by ensuring that school debt is paid at or, more frequently, ahead of schedule. The Admissions Department has also created a program entitled “Operation Student Retention” to help ensure retention rates are maximized by having the faculty and staff identify students who might be struggling or considering leaving the school. While the data is still quite new, early reports suggest the program is meeting its objectives. The Admissions Department also hosts PRIDE receptions to help prospective students and their parents learn about the school. Its “Shadow Program” also helps foster school spirit and interest in attending the school. As the student survey suggests, a healthy percentage of students who attend JSerra first interacted with the school at PRIDE events and/or in the Shadow Program. Evidence of resource planning can also be demonstrated in the Schedule of Donors school’s efforts at fundraising. Through various programs and and Contributions advancement initiatives, the school receives over $2M annually in contributions above and beyond tuition and fees. Of this sum, slightly more than $300K is in the form of recurring annual gifts from members of the Board of Directors. In early 2014 the school will be launching its first Annual Fund aimed at increasing regular annual contributions among all of its constituencies – parents (both past and present), alumni, benefactors, and staff. The school has developed an extensive marketing program to sustain enrollment and sufficient income for future expenses. The marketing campaign has included print advertising, banners, Open Houses, and television advertising. JSerra’s website is currently being revamped for internal and external purposes. However, it is important that it is kept up-to- date so that families who are interested have current information (pictures, advertising for school events, calendar, main page info/news). 124

D3A. School Finance Resources To what extent are the school’s financial resources adequate to fulfill its mission and programs? The school’s financial resources are meeting the current Audit Report programmatic needs. However, long-term sustainability and growth will require the school to continue to be savvy with its resources. As the campus begins to age, building a facility reserve maintenance fund needs to be part of the school’s fiscal discipline. (For the 2013-14 school year, a $500,000 reserve has been budgeted to start this fund.) The school will also need to ensure that it maintains its debt covenants with its lenders by reserving sufficient funds for the payment of principal and interest. (At present, this represents approximately 20% of the school’s operating budget.) Further, revenue from continued growth will need to be directed to increasing faculty count to maintain a low teacher-student ratio. The school’s budgets also demonstrate the school has sufficient School Budget financial resources to meet the current needs of its various programs. Each February, department chairpersons and club Department Budget moderators submit proposed budgets to their Division Heads. submissions These proposals are examined and then forward to the Chief Financial Officer for review and then submitted to the Board of Directors for final approval. During the school year, chairpersons and club moderators must submit requisitions for the approval of the Division Heads before funds are paid. Oversight of the school’s financial situation is provided by the Organizational Chart Headmaster and Board of Directors. At its meetings, the Chief Financial Officer and Chairman of Finance provide a report to the Board of Directors Board to demonstrate financial solvency. meeting minutes Because operating costs are largely covered through tuition School profile dollars, enrollment trends are important to fiscal viability. The school’s trends with respect to enrollment growth suggest the school can be optimistic about its financial stability and resource growth. As noted in Chapter 1, enrollment has been growing year over year and is at an all-time high in the 2013-14 school year. Because the school has small junior and senior classes currently, it can reasonably expect continued enrollment growth in the next two years. One point of concern for the future, however, is the declining birth rates in south Orange County during the recent past (2000-2004). 125

D3B. To what extent are the school’s financial operations conducted with integrity and in accordance with acceptable accounting practices? The school’s financial operations are conducted with integrity and Audit Report in accordance with acceptable accounting practices. The school is financially headed by a Headmaster and a Chief Organizational Chart Financial Officer. Additionally, the school employs an Finance Committee accounting manager and four other individuals to assist with tuition collection, other accounts receivables, and accounts payables. To provide Board oversight, the school has a Finance Committee which meets monthly to ensure fiscal integrity. The school is annually audited by Ramirez Jimenez International, a firm that specializes in auditing non-profit organizations. Each Audit Report audit report has concluded that the accounting practices of the school conform to accounting principles accepted in the United States and that the school’s financial statements fairly present the consolidated financial position of the school. In terms of school budget processes, the various school Department Budgets departments meet annually and develop individual department budgets based on student and teacher needs. While this seems to be a standard and sound practice, faculty have made the following observations about the budgeting process:  More forethought needed in the purchasing of school wide Faculty Council equipment for possible contingencies. minutes  It is suggested that the timeline for budget approvals be at the end of the previous school year to allow for sufficient planning. Budget timelines should have a specific date for submittal so that departments receive it in a timely manner. This would allow for clarity that departments need for accurate planning. It was suggested that department budgets be based on the previous year.  While faculty and staff surveys confirm that budgetary needs are always adequately met, there is some disillusion about the budgetary process. Specifically, communication Employee survey between the CFO and the various department chairs and JSerra administration could be improved. For instance, the Faculty Council various department leaders and administrators at JSerra minutes often do not receive confirmation that their budgets were 126

approved, nor do they get copies of their budgets after they have been submitted. D4A. To what extent are the school’s admissions policies and procedures consistent with its philosophy? The school’s admission policies and procedures are consistent Philosophy Statement with its philosophy. The school, as indicated in its philosophy, seeks to develop the mind, body, and soul of its students. The school’s admission policies reflect this charge. Specifically, all students who apply to JSerra must provide junior Admissions Forms high school grades, recommendations from both 8th grade English School website and mathematics teachers, and their HSPT score reports. The teacher recommendations ask for both academic and personal assessments of the student. International Students who apply to JSerra must provide TOEFL scores, course placement exams, and previous school transcripts, and participate in two SKYPE interviews to determine suitability for JSerra admission. While the above standards comport with school philosophy, on occasion a small number of students each year are admitted without HSPT and/or 8th grade transcripts, especially when those students apply late in the summer. With respect to international students, the school could do more to ensure that admitted students are adequately prepared for JSerra’s rigorous curriculum. Faculty members, for example, have Faculty Council suggested that the school develop an appropriate assessment test Minutes that can serve as an indicator for proper placement and academic success. The school’s primary means of marketing to students are its Open Houses, Lion PRIDE receptions, Shadowing Program, Middle School Presentations, and 8th grade visits offered throughout the year. These events give the school opportunities to express the school’s philosophy to prospective families. The Chaplain starts the Open House with prayer and then describes the spiritual and faith formation programs the school Open House program offers. The Headmaster, Assistant Headmaster, Head of Faculty and Administration, Head of Student Affairs and Head of Curriculum also address prospective parents and students at Open 127

House and emphasize, in line with the school’s Mission Statement and philosophy, that the school through its educational program prepares students to be healthy and productive, ethical and responsible, academically proficient, and spiritually grounded. When applications are reviewed by the Admissions Committee, students are assessed in terms of their academic ability as well as their character and past disciplinary record. The school aims to attract students who will pursue post-secondary education and who are of good character. While the school does deny admission to students who do not meet JSerra’s academic standards or have questionable disciplinary records, its admission rate is high for a Catholic high school. This is in large part due to the school’s need to grow enrollment. However, because the school is reaching maximum capacity and should soon have more applicants than spaces available, the school should be able to increase its selectivity in admissions. D4B. To what extent are the school’s marketing, recruitment, and public relations efforts effective in attracting qualified students? The school has been remarkably effective in using its marketing, recruitment, and public relations efforts to attract qualified students as evidenced by the marked growth of its student population. Enrollment 06-07 school year to 13-14 school year 13-14 325 285 281 231 1122 School profile 12-13 278 295 234 216 1023 11-12 309 251 221 257 1038 10-11 238 233 267 220 958 09-10 236 292 230 238 996 08-09 281 214 232 177 904 07-08 211 237 170 143 761 06-07 254 168 149 102 673 The school engages in a variety of marketing techniques to attract qualified students. The school holds two Open Houses throughout the school year and four information nights to introduce the 128

school to prospective families. The school also started an organization called the PRIDE. The PRIDE parents host approximately 16 in-home receptions to attract families from their community and local feeder schools. The school also markets to 34 8th grade feeder schools throughout North San Diego County and Orange County. The school also advertises in several church bulletins and local newspapers. In past years, the school has advertised on local cable television stations. The school’s website includes information about the school and includes links to the Admissions Office School website which explains the admissions process and has the requisite downloadable forms. However, some in the school community feel the school’s website is inadequate in attracting prospective students to the school. The Board-led Marketing Committee has Marketing Committee identified website redevelopment as a top priority for the 2013-14 minutes school year. The Admissions office has created a shadow program that allows seventh and eighth grade students to attend the school for a day, Website: Shadow accompanying a current JSerra student. Students complete a Program description survey at the end of the day and parents are called within two days to evaluate the overall shadow experience. Analysis of the Shadow Program evinces it has been successful in helping grow student enrollment at the school: Despite the healthy growth in its population, the school’s attrition rate for the 2012-13 school year was 12.7%. The primary reasons students have left the school over the past six years are personal, medical, disciplinary, financial and school-related issues. 129

The school has improved each year with respect to attracting qualified students. This is best documented through the mean Annual HSPT summary HSPT scores of its freshmen classes which have increased yearly scores as well as by the decreasing percentages of students each year Academic Probation who are on Academic Probation. data Supporting the admissions goals of the school’s has been the efforts to help students physically get to school daily. The school has bought two buses to service the areas of Newport Beach, Aliso Viejo, Coto de Caza and Rancho Santa Margarita. Additionally, the school provides a shuttle service to and from the San Juan Capistrano train station for those students who commute on the train from north San Diego County. D4C. To what extent is enrollment targeted to maintain effective and meaningful curricular and co-curricular programs that meet the philosophy and goal expectations of the school? The school has developed enrollment targets each year to maintain, and in many instances, nurture the growth of effective Budget Projections and meaningful curricular and co-curricular programs. Budgets are developed well-before the fiscal year begins that take into consideration various admissions targets. Because the school has had growing enrollments in all but one year, it has not had to contend with the problem of potentially reducing any of its program offerings. Further, the school’s Admission Department has developed positive working relationships with key feeder schools whose missions and student profiles are akin to those of JSerra, particularly K-8 Catholic schools. In support of these schools, School calendar JSerra hosts “articulation meetings” every two years to facilitate dialogue and collaboration between JSerra’s teachers and teachers from its large feeder schools. JSerra also gives presentations at many of its feeder schools on the value of a JSerra education and how JSerra’s programs support the continued educational goals of the school’s students. Students who apply to the school also indicate when applying what programs are of interest to them and, once accepted, are School Admissions given the opportunity to apply for admission to the school’s packet specialized programs (such as its magnet programs). 130

The establishment of the International Department in 2009-10 school year welcomed 7 students and has grown to 110 students in the 2013-14 school year with a budget of over $2,000,000. A School budget dedicated international counselor has been established to attend to the unique needs of international families. The school’s financial projections anticipate more modest growth in future years. Two contributing factors are facility capacity and continued tuition increases. Even with modest growth projections, however, the school anticipates that its special programs will continue to expand. D5A. To what extent has the school created an effective development/fundraising program that is consistent with school philosophy? The school has established an advancement program that is Board consistent with its philosophy. The Board of Directors has Organizational established an Advancement Committee that collaborates directly Chart with the Headmaster and Director Institutional Advancement. As a school that seeks to be inclusive and which attracts a student Schedule of Donors body that reflects the local community, the school has established and Contributions the Shepherd’s Program. This fund provides financial assistance to the parents of students who would be otherwise unable to afford private school tuition. The Shepherd's Program has raised more than $5 million over the past 10 years. The school also has two fundraising events every year. The Golf Tournament and Casino Night includes silent and live auctions and takes place each fall. Monies raised from this event are used to support the school’s athletic programs. In the spring of 2014, the school will be replacing its annual Dinner Gala with an Annual Fund. The target for this campaign has been set at $500,000. In all fundraising activities, members of the entire school School calendar community are involved. The Shepherd’s and Golf Tournament Committees, which organize and operate both events, include Board members, parents, and administrators. Most of the participants at both the Shepherd’s event and the Golf Tournament are JSerra parents. Faculty are invited to attend both events at a discounted rate or sometimes for free. 131

D5B. To what extent is there evidence of development planning? Development planning at the school is evident in a multitude of ways. The school has a Development Office and a Director of Organizational Institutional Advancement. The Development Office plans Chart fundraisers throughout the year to continue generating the revenue necessary to operate and grow the school. School budgeting and financial projections include the activities School Budgets of the Development Office. In terms of the operation of the school and providing for its future Department Budgets needs, the school’s various budgets reflect planning. Academic and Athletic departments for instance, are asked to submit IT Department budgets for the subsequent years to account for the growth in the Budget student population and the material needs of particular classes and sports. Similarly, various departments develop budgets that anticipate future expenses and revenues. The IT Department, for instance, must be able to provide enough bandwidth and staffing to meet the needs of an ever-expanding student population. At the beginning of the 2011-12 school year, the administrative Administrative team (Administrative Council) began meeting once a week to Council meeting plan for future development needs. The focus of these minutes administrative team meetings is to be proactive in meeting the demands of the growing school. Personnel and facility needs are assessed; policy analysis, review, and development occur; school- wide goals are established. AREAS OF STRENGTH 1. The Board of Directors has been a good steward of the school’s finances and has ensured through effective long-term planning and resource management that the school has the financial means to support all school operations. 2. The school’s Admissions Department has been successful in marketing the school and concomitantly growing the student population. 3. The Board of Directors has supported the growth of the administration and support staff to support a growing student population as well as the expansion of the school’s many programs. 132

4. The school’s facilities have been renovated to support the creation of new programs and their growth. 5. The school’s commitment to multiple tuition assistance programs has allowed many students to attend the school who otherwise would not be able to afford school tuition. 6. The Board and Administration have aggressively taken measures to increase the salaries of faculty and staff to reward performance as well as to support retention of quality employees. AREAS FOR GROWTH 1. The school is at a stage in its development when it needs to develop a long-term facilities plan, especially as space on campus is at a premium given the fact that student enrollment is not far from maximum capacity. 2. The “open” nature of the campus makes it vulnerable to security breaches. 3. The school needs to make the admissions process more stringent so that only students with strong academic and behavioral backgrounds are admitted. 4. The Administration needs to ensure that contract renewals for teachers are distributed in a timely manner, and not at the very end of the fiscal year. 5. Business Office protocols and processes need to be made more clear to school faculty and staff. 133

CHAPTER V: SCHOOLWIDE ACTION PLAN GOAL Enhance the delivery of instruction to optimize student learning and to support achievement of expected schoolwide learning results. RATIONALE It was noted in chapter 1 that the school is becoming more selective in its student admissions. The higher caliber student is better equipped to handle more rigorous curriculum. As the school is near capacity and is at a stage in its development where it can focus on “strengthening” as opposed to “building”, creating programs to improve instruction is appropriate. Further, the school, as noted in chapter 4, needs a more structured professional development program and needs a bona fide teacher mentoring program. While the school has particular aspects of the Professional Learning Community program evident among its faculty, the PLC program has not been fully integrated on campus. ESLRS:  Academic Achievers TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF OF Research data on Summer effectiveness of ASSESSMENT 2013 REPORTING various faculty Completed evaluation Restructure Faculty Evaluation Program Report to programs Curriculum Eric Stroupe Time, research- Admin Council Committee and Develop faculty Admin Council evaluation based notes reporting program educational findings books that focus on effective evaluation programs Eric Stroupe Time for Teacher Summer Report to evaluations, feedback on 2013, faculty at schedule for new program, completed orientation evaluations Analysis of meeting; Report teacher to Board of summative Directors evaluations describing new program 134

TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF OF Create Sharepoint Access to Sept. 2013 page to record all Richard Meyer Sharepoint ASSESSMENT Completed REPORTING teacher software Completed Report at evaluations Sharepoint faculty meeting page; quantitative analysis of evaluations Increase student Eric Stroupe, Access to web- Completed Nov. 2013 Report to evaluation of Thomas based survey surveys with Completed Academic instruction to Cappelletti program comparative Committee twice yearly analysis; eval describing dates on school effect of calendar; biannual evals teacher feedback on how evals were used Redesign Richard Meyer, Current research- Completed Fall 2013, Report to summative Eric Stroupe based sources on summative completed Academic evaluation summative evaluation form, Committee on procedure/form to evaluations, time survey data student ensure overall from faculty on achievement as teaching support for new a result of new effectiveness is procedures; procedures appropriately year-over-year measured assessment of student achievement Create Professional Development Program Using PLC Strategies as Guideline Develop resource Dan Everett, Time, access to Web page Summer Disseminate to bank for teachers Department web and other identifying 2014 faculty at to enhance Chairs resources to resources August 2014 pedagogy conduct research faculty orientation meeting Determine needs Department Teacher Curriculum June 2014 Report to of faculty to Chairs observations, Committee Academic strengthen overall summative meeting Committee teaching in school evaluation minutes analyses Provide budgetary CFO, Richard Funds Budget February Report to Board funds for new Meyer 2015 of Directors professional development program 135

TASKS RESPONSIBLE RESOURCES MEANS MEANS PERSON(S) OF TIMELINE OF ASSESSMENT REPORTING Send Department Eric Stroupe, Funds, time to Departmental June 2015 Chairs report Chairs to PLC CFO attend meeting plans at conference to conference minutes Curriculum learn PLC Committee procedures and implementation needs Offer in-services Eric Stroupe, Dan Meeting School calendar Fall 2015 Disseminate to teachers Everett, resources, and ongoing times and explaining how Department handouts on information to PLC strategies Chairs program faculty will be implemented on campus Schedule times on Administrative Facilities for School calendar 2015-16 Disseminate campus for PLC Council meetings, time to school year times to faculty Councils to meet prepare agendas and ongoing and collaborate Provide annual Department chairs Department Faculty June 2016 Written reports summary of PLC meeting time in feedback and annually to activities school calendar thereafter administration completed at the departmental level Create New Teacher Mentoring Program Research Dan Everett, Eric Time, access to Admin Council April and Disseminate mentoring Stroupe current research minutes May 2014 plans to faculty programs to and chairs at determine best fit Curriculum for JSerra Committee Develop Dan Everett, Eric Time Creation of June 2014 Inclusion of mentoring Stroupe plan, Admin plan in program plan Council Employee Minutes Handbook Identify which Administrative Summative Feedback from June 2014 Disseminate to teachers are best Council evaluations, new teachers on faculty equipped to serve department chair mentor teacher as mentor teachers feedback on effectiveness faculty Train mentor Dan Everett, Eric Scheduled time, Summative July 2014 Report to teachers in the Stroupe written evaluation Academic methods needed to expectations analysis of new Committee effectively serve teachers; new new faculty teacher retention; student feedback and academic achievement Ensure Recruitment and Retention Programs Attract Quality Faculty Members 136

TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF OF November Determine Richard Meyer, Time to research ASSESSMENT 2015 REPORTING recruitment Eric Stroupe various Codification of Report to strategies that programs; those strategies; Academic effectively utilize Eric Stroupe possible formalized Committee and partnerships with budgetary relationships Board of colleges and outlays with colleges Directors universities that and universities share JSerra’s Scheduling mission program Faculty August2015 School master software, feedback on calendar Give department sufficient department chairs a budgetary funds chair “department chair effectiveness prep period” to and activities adequately compensate for job requirements Determine Department chairs Feedback from Student Fall 2015 Report to maximum class faculty in academic Academic sizes to create department achievement Fall 2015 Committee optimal meeting context (e.g., test and ongoing environment for scores, college Report to teachers while still placement, Board; meeting school’s Academic Employee financial needs Probation rates, Handbook etc.) Develop Administrative Time, funds, Assessment of alternative means Council access to faculty attrition for career programs at rates, employee development to other schools survey, retain key faculty employee interview 137

GOAL Expand and strengthen the technology plan with the goal of developing a long-term strategic technology plan which will assess current resources and needs and ultimately enhance curriculum and instruction. RATIONALE In Chapter 4, several Areas of Growth were noted by focus group participants. In Focus Group A, participants felt that a school Technology Plan was needed to address present technological weaknesses due to campus and student population growth and to plan for future technological integration of the curriculum. Focus Group B noted that the school needs to improve faculty training in new technology, (i.e. new televisions, new grade portal), improve current wireless connectivity, and address usability of technology in the classroom. There is also a desire to offer teacher training for interactive sites and to interface with online forums for students and teachers. Focus Group B also indicated a need to implement a Technology Plan which considers a comprehensive overview of how technology is used in each classroom. ESLRS:  Spiritually – responsible Christian citizens  Intellectually – skilled lifelong learners and academic achievers (2.4) -Utilize appropriate technology to support learning  Socially and morally – effective communicators TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF Complete by OF 1. Reconvene January 1, Tech. Committee Eric Stroupe, Diocesan Plan ASSESSMENT 2015 REPORTING and include new Dan Everett, Access to other Minutes from Summary of plans' members who Department school's plans meetings Complete by main points distributed will develop Chairs, other January 1, to Admin Council mission stakeholders Vendor's 2015 departments, statement, assess recommendation Curriculum Committee, current Eric Stroupe, Vendor Academic Committee, resources, and Dan Everett, presentation BOD assess future Technology Budget for needs. Committee vendor Report 2. Determine recommendations to optimal Admin Council. educational technology curriculum theory; utilize educational technology vendor to guide direction. 138

TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) 3. Conduct OF Complete by OF outside research Technology Time for Tech. June, 2015 regarding Committee Committee to ASSESSMENT REPORTING educational conduct Present research Report technology research. results to Admin recommendations to trends (general). Budget funds Council. Admin Council. Research for technology educational conferences. technology trends (local Technology Time to meet Plan completed. Complete by Report schools) Committee with Presentations to August, 2015 recommendations to 4. Create and constituents to ES/DE and Admin Council. implement a plan DE/Technology determine Admin Council to refresh Liaisons optimal plan. Complete by Regular reports by (update and Budget for Lesson plan Fall, 2014 liaisons to Curriculum purchase) Eric Stroupe, updates/purchas analysis; student Committee. technology on a Dan Everett, es. surveys regular basis. Technology Complete by Present findings to Committee, Time for Completed Fall, 2015 Admin Council, 5. Identify Department liaisons to report departments, technology Chairs monitor new Curriculum Committee, \"liaison\" within technology to Academic Committee, each department enhance BOD to continuously curriculum. evaluate new Time to meet technology to with department enhance specific members to curriculum discuss/train. Stipends/funds 6. Complete full for liaisons. written Time for group documentation to of short and develop/assemb long-term le report. strategic Printing costs technology plan. All Stakeholders Time for Student Beginning of Delivery of report to all 7. professional surveys/teacher Summer 2015 staff/BOD Implementation development, surveys of Tech Plan faculty training as needed. Time for hardware/softw are roll-out. Budget for full implementation. 139

TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) 8. Evaluation of OF Beginning of OF Technology Plan All Stakeholders Time for Fall 2016; discussions/rep ASSESSMENT annually REPORTING orting. Budget analysis. Ongoing presentations Evaluation Assessment of to Admin Council; rubrics plan's timeline, Delivery of report to all including staff/BOD refinement. 140

GOAL Investigate and implement a comprehensive campus master plan to ensure the most efficient and strategic use of facilities to meet the academic and co-curricular needs of students. RATIONALE As JSerra Catholic High School reaches maximum capacity it is essential to ensure that campus facilities are being used to maximum, efficient capacity. Per feedback noted by faculty in chapter 4, several areas of the campus are underutilized. As school enrollment has increased, security demands warrant a revised campus safety plan. ESLRS  Academic Achievers TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF Complete by OF Determine finite Historical data June 2014 school size in Ad Hoc School on class sizes, ASSESSMENT REPORTING order to ensure Size Committee, traffic study, Final Number Complete by Headmaster’s efficient and Facilities enrollment data, presented to March 2014 Report to Board strategic use of Committee school budget Board of of Director’s space. Directors. Complete by Hire a consultant Rich Meyer, Funds June 2014 Headmaster’s to develop long Facilities Delivery of plan Report to Board range facility plan Committee, Time for Completed of Director’s, and improve faculty department Collaborative by March report at faculty campus safety. representatives, meetings, school Summary of 2014 meeting Emergency blueprints, focus groups into Establish focus Response Team projected one document Headmaster’s groups that will Subject curricular Report to Board develop facility Department offerings, budget Facilities of Director’s needs based on Chairs, Time Committee roster specific subject Administration Nominating areas. Council, Athletic Committee Director Report to Board Develop a more of Directors inclusive Facilities Rich Meyer, Terri Committee of the Morris Board of Director’s to include more school constituents. 141

Fortify Rich Meyer, Budget, time for Approval and Ongoing Marketing relationship with Admin Council, collaborative implementation Committee to the city of San Board of meetings of campus Complete by report to Board Juan Capistrano Directors, development July 2016 and JSerra’s Facilities Budget projects Annual School Identify and hire a committee, Report to the city full time Director marketing Access to Job Description of San Juan of Campus committee various schools Capistrano Operations. Headmaster in traffic plans, city Creation of Research and collaboration with traffic traffic plan, Report to school improve traffic Administrative regulations, assessment of community flow on North and Council traffic flow South campus. Facilities Complete by Facilities Committee, July 2016 committee Facilities reports to Board Manager, Admin Complete by of Directors, Council August 2014 traffic plans mailed to school Need for facility IT Department Budget to Creation or community. software program purchase purchase of Communicate to to ensure accurate program, time to program, staff faculty and staff and efficient research various feedback on planning of all programs or efficacy of campus activities. create interim program, tool with reduction of SharePoint scheduling conflicts 142

GOAL: Enhance online student learning experience by stabilizing the online program and bringing its curriculum completely in-house. RATIONALE: As mentioned in chapter 4 section A and B, the school’s online program needs revamping in order to better align the school’s online curriculum with its in-house curriculum. By bringing online classes in-house, the school will be able to have classes taught by its teachers with curriculum that the school has developed. ESLRS:  Academic Achievers  Collaborative Workers  Effective Communicators  Lifelong Learners TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF OF ASSESSMENT REPORTING 1. Hire a Dan Everett, Eric Time to advertise Employment Complete by: Monthly board Director of Stroupe, and Rich the position and contract August 2014 report Online Meyer interview Learning candidates (DOL) 2. Create a Dan Everett and Time Completed Complete by: Monthly board strategic Rich Meyer strategic plan September 2014 report plan to bring online program in- house 3. Migrate to Dan Everett and An online Budget will Complete by: Weekly Head of the Director of Online company that has identify single January 2015 Curriculum utilization of Education the most online class meeting with one online UC/NCAA provider the Headmaster class Director of Online approvals and Monthly provider Learning board report 4. Identify Time Online teacher January 2015 Meeting with teachers Director of interested in development Online developing Learning and online stipend agreement Head of classes Curriculum 143

5. Purchase Director of Online Budget Finalsite contract January 2015 Weekly Head of LMS portion Learning, Dan Curriculum of Finalsite Everett meeting with website the Headmaster and Monthly 6. Identify Director of Online Budget, Time for Teacher class January 2016 board report teachers Learning Meeting with interested in meetings schedule Director of teaching Director of Online Online online Learning Budget, Time for Training January 2016 Learning and courses Head of 7. Identify Director of Online meetings certification and Curriculum and Learning Meeting with implement results Director of training Online opportunities Scheduling of Classwork, Spring Learning and for online online teachers grades, and Semester 2016 Head of teachers and students, transcripts Curriculum 8. Test new budget Complete by: platform on August 2016 Curriculum a sample Committee population Fall 2016 Meeting 9. Hire an Dan Everett, Eric Time to advertise Employment Monthly board Educational Stroupe, and Rich the position and contract report Technology Meyer interview Specialist candidates Weekly Head of Curriculum 10. Fully Director of Online Time for Classwork, meeting with implement Learning, Dan scheduling, grades, and the Headmaster in-house Everett budget transcripts and Monthly online board report classes 144

CHAPTER VI: CATHOLIC IDENTITY OF THE SCHOOL The Catholic identity of JSerra Catholic High School is central to all of the school’s programs and activities. Indeed, as a private, Roman Catholic High School, a primary emphasis of the school’s founders was to build an a Catholic high school which would impart to its students the truths and beauty of the Catholic faith and would focus on moral and character development in all of its various programs and departments. This mission of the founders continues to thrive at today’s JSerra. To determine how well the school’s Catholic character is ingrained in all of its programs, the staff met as departments and collectively to conduct a self-assessment on the eight standards developed by the Western Catholic Education Association. These meetings took place in the fall of 2011 when the school was working under the assumption it was to have its accreditation visit in the 2012-13 school year. To gauge how well the standards were being met, each department was asked to 1) provide evidence for each standard and 2) determine a level of achievement using a four-stage rubric (highly effective, effective, somewhat effective, and ineffective.) The Leadership Team then aggregated the results and disseminated them to the staff in the spring of 2012. A. Mission and Philosophy Standard #1: The School has a mission statement and philosophy statement which indicate the integration of the Roman Catholic faith into all aspects of school life. The overall school assessment was deemed highly effective.  JSerra’s Mission Statement and Philosophy give strong evidence to the school’s Catholicity and fidelity to the teachings of the Roman Catholic Church. As stated in the Mission Statement, “We strive to promote the Gospel of Jesus Christ according to the Magisterium of the Church and to guide our students to become leaders who live in accordance with Gospel values.”  JSerra’s Mission Statement and Philosophy are found throughout school documents and the JSerra website.  JSerra’s ESLRs emphasize the holistic education of students, but prime among them is the focus on developing “Responsible Christian Citizens”  The Mission Statement, Philosophy, and ESLRs, in part and sometimes in whole, are mentioned at school events, such as schoolwide Mass, faculty meetings, Open Houses, and other school community functions. B. Prayer and Sacraments Standard #2: The school provides regular opportunities for the school community to experience prayer and the Sacraments. The overall school assessment was deemed highly effective. 145

 The school regularly provides an opportunity for the school community to celebrate Mass. In addition to schoolwide Mass each Wednesday, Mass is held in the school chapel 4-6 times per week. Sports teams and other school groups also have Masses specific to their group.  Each school day is begun with a prayer over the public address system.  Teachers are expected to begin each class period with prayer.  Students pray in a variety of forms throughout the school day, including both memorized and spontaneous prayers.  Administrative, Board, and committee meetings always begin with prayer.  The school offers the students the sacrament of Reconciliation on a quarterly basis.  The school follows the liturgical calendar of the Church, which is explained in Religion classes and at a schoolwide Mass.  Campus Ministry holds “XLT” prayer and worship events several times a year, where upwards of 200 students attend.  Students can participate in a four-year retreat program where prayer and Mass is a standard feature.  All students in the context of their Religion classes spend ten minutes per week in the school chapel in Eucharistic Adoration.  The school celebrates schoolwide Mass during the Holy Days of Obligation (Immaculate Conception, All Saints Day, May Crowning).  The school has a schoolwide Eucharistic Procession each fall and May crowning in the spring.  The school year is initiated by a family Mass on a Saturday evening followed by a dinner. C. Curriculum Standard #3: The school uses a Religion curriculum and instruction that is faithful to Roman Catholic Church teachings and meets the requirements set forth by the USCCB. The overall school assessment was deemed highly effective.  The school has implemented the United States Conference of Catholic Bishops curriculum framework across all grades.  All textbooks used in Religion classes have been approved by the USCCB.  The school fully complies with the Diocese of Orange’s Safe Environment objectives.  The teaching of the faith and moral development of students are the responsibility of all academic departments, not just Religion. In English and Social Studies, in particular, the curriculum is aligned with Catholic values and resources are drawn upon in support of Church teaching and/or to support the moral development of the school’s students.  Church documents (e.g, pastoral letters, papal encyclicals, the Catholic Catechism of the Catholic Church, and Bible) are regularly utilized across the curriculum.  The school employs a “Materials Committee” to ensure that all movies, books, and other class materials comport with the Mission of the school. This committee meets on an ad hoc basis to assess the intrinsic value of materials students might be exposed to. D. Teacher Formation and Certification 146

Standard #4: The formation of teachers for catechetical and instructional competence is ongoing. The overall school assessment was deemed effective.  In accordance with the guidelines of the Diocese of Orange, the majority of Religion teachers hold a Master’s Degree in Theology or are certified as Master Catechists through the Diocese. Those who are not are currently in the process of working towards their Master’s Degree in Theology or Master Catechist certification.  The Diocese of Orange receives an annual update of the Religion Department’s formation for review and approval.  JSerra’s faculty and staff attend monthly Faculty Spiritual Development meetings led by a priest who usually lectures on a particular theme for a given year.  JSerra’s faculty and staff participate in two religious retreats, one before the start of school and one on Holy Thursday. The retreat on Holy Thursday is held at the Norbertine Abbey and includes guest speakers (usually priests) who discuss the integration of faith and teaching.  Administrators regularly send emails to staff on spiritual matters to support the staff’s spiritual growth and to instruct them on important moral matters.  Guest speakers at faculty meetings often have as their focus moral matters. For instance, when Prop. 8 was being voted upon, an organization supporting traditional marriage spoke to the school staff to help support the staff’s understanding the matter from the Church’s perspective.  The Headmaster is an active participant in the hiring process ensuring that all employees in addition to being competent in their duties will also abide by the teachings of the Church in interacting with students. E. Parents as the Primary Educators Standard #5: The school maintains an active partnership with parents whose fundamental concern is the spiritual and academic education of their children. The overall school assessment was deemed effective.  The school provides regular speakers dedicated for parents who speak on matters of faith. These include several Advent Teas and Lenten Teas.  The school’s Mission Statement and Philosophy both give clear credence to the idea that the “parent is the primary educator.”  Parents are heavily involved in the spiritual life of the campus. They attend all-school Mass on Wednesdays and many attend the various daily masses given throughout the week. In all-school Mass, parents, in addition to school staff, serve as Eucharistic Ministers.  Parents participate in Eucharistic Adoration throughout the week at the school chapel.  Parents provide support on retreats, often helping financially and by providing meals for students and staff.  The school has sponsored father-son retreats and mother-daughter teas where the emphasis has been on developing healthy child-parent relationships with an emphasis on spiritual growth. 147

 Annually, the school honors grandparents in a “Grandparent’s Mass” on an all-school Mass day.  Parents receive regular communication from the school in a variety of forms regarding spiritual/religious activities on campus.  Teachers utilize electronic gradebooks and portals to ensure parents are aware of their child’s academic progress.  Some departments noted, however, that not all parents share in the school’s enthusiasm for moral and spiritual development. For instance, some parents will “sign out” their child from weekly Mass for often dubious reasons. F. Christian Service Standard #6: The school helps students develop a service-oriented outreach to the Church and civic community after the example of Jesus who said, “I have given you an example so that you may copy what I have done to you.” (John 13:15). The overall school assessment was deemed highly effective.  JSerra requires all students complete twenty hours of Christian service on an annual basis in order to meet graduation requirements.  Many of the clubs on campus are service oriented: Peru Club, Haiti Club, Lions for Africa.  Teachers participate in service to their community as well. As one example, the Counseling Department organizes a service day for staff on Martin Luther King Day.  JSerra specifically targets the local community in its service projects. The school hosts an annual Kids-4-Kids party to provide toys at Christmas for impoverished local families. Similarly, the school hosts an annual toy drive for the Marines at the Twenty-nine Palms Marine Corps Base.  The school has a selection-based service club of seniors, Caritas Christi, who provide a variety of services for the school and to the local community. G. Signs and Sacramentals Standard #7: There is widespread use of signs, sacramental, traditions, and rituals of the Roman Catholic Church throughout the school. The overall school assessment was deemed highly effective.  Religious artifacts (e.g., pictures of Pope Francis, crucifixes, spiritual posters) are standard in all classrooms.  The gym and other multipurpose areas of campus have crucifixes.  Several religious statues (including a Grotto) exist on campus.  The campus includes a chapel. H. Evangelization Standard #8: All school personnel are actively engaged in bringing the Good News of Jesus into the total educational experience. The overall school assessment was deemed effective. 148

 The school staff includes a Chaplain who is on campus each day to provide counsel for students. It also includes two Carmelite nuns who teach in the Religion Department.  All full-time personnel except Security and the school receptionist, are required to attend the school-wide Mass each Wednesday.  It was noted, however, that the level of engagement varied by position. For instance, the maintenance staff and part-time coaches are not typically involved in catechetical ministry in the same way a teacher would be. 149

CHAPTER VII: WASC SUPPLEMENT FOR ONLINE PROGRAMS JSerra Catholic High School’s online program was started in 2011. The program was designed to offer online classes for students that wanted to take an eighth class, needed to remediate a class, or missed school for medical or sports reasons. With this goal in mind, the Board of Directors and the then President created a new position called Vice President of Online Services. This new position was filled in the Spring of 2011. 1. Online School Program and Course Description JSerra’s online program was designed to help expand its ability to offer classes without having to spend additional money on teachers or infrastructure. For this reason, JSerra decided to charge a fee for each online class, making it a self-funded program. JSerra’s online classes are provided by outside vendors. The school has utilized the following online education providers: Aventa Learning, Connections Academy, Florida Virtual School, Apex Learning, National University Virtual High School, and Pearson GradPoint. Due to the format of these vendors, all online classes are sold as semester classes. Since the beginning of its online program two and a half years ago, JSerra has successfully enrolled students in 1,507 semester classes. These classes have either already been completed or are still in-progress. Below is a breakdown of how many classes have been offered and with which companies. Online Course Number of Classes Completed or In-progress Provider 844 256 Aventa Learning 345 3 Connections Academy 2 57 Florida Virtual School 1,507 Apex Learning National University Pearson GradPoint Total 2. Online Instruction Description JSerra’s online classes are provided by outside vendors. Courses contracted with Aventa Learning, Connections Academy, Florida Virtual School, Apex Learning, and National University Virtual High School are all taught by teachers provided by said companies. The school does not employ any particular Learning Management System for its online classes, but rather its students use the systems provided by the various companies with which JSerra contracts. 150