D. 2014 WCEA Report (3)

sequential learning experiences for students consistent with the school’s Philosophy, Mission Statement and ESLR goals. The faculty is reflective of the school’s commitment to the education of the whole person. They are chosen for their academic excellence and for their character and intent to lead young minds. The school has encouraged innovative curriculum (including magnet programs) that redirect young minds to think beyond the moment to their potential future opportunities. The Head of Curriculum works with new and continuing teachers Lesson Plan to ensure teaching strategies promote student learning, course goals template and objectives connected with state standards and school ESLRs, and that lesson plans incorporate a variety of instructional technologies based on identified student needs. The faculty is also required to identify and connect ESLRs with daily lesson plans as well as course work. JSerra provides students with athletic and extracurricular programs MUN description through sports teams, Physical Education, and Health classes. Students are encouraged to be Christian citizens through the school’s Christian Service program that sends them to people who need them to open their hearts and their minds. JSerra’s students are encouraged to understand the complexities of the world they live in and the importance of education in their preparation for entering the world. As one example, JSerra actively participates in the Model United Nations Program which is an authentic simulation of the U.N. General Assembly and other multilateral bodies The Leadership has established several committees to proactively SIT Program approach those students whose success academically is influenced description by outside factors. The SIT (Student Intervention Team) team is a crisis intervention team that meets once a month to review at-risk students at the school. The purpose of this team is to keep an eye on these students to encourage their success at JSerra. The SERP program is a comprehensive tutorial program for students with learning disabilities. These students are guided through the academic process with the assistance needed for them to be successful. Administrators, counselors, teachers, and parents participate in the school’s WRAP program which addresses students’ struggling academically. The administrative team seeks new and inventive ways to encourage its students to be academic achievers and lifetime learners. Magnet programs have been established in law, medicine, 51

business, art and engineering. These programs demand mastery of the fundamentals and provide an introduction to the skills of these professions. JSerra provides excellent opportunities for its students to develop Link Crew leadership skills. In 2012 the school started the nationally- description recognized Link Crew program. The upper classmen in this organization help ease the transition into high school by providing Caritas Christi Freshmen with a warm welcome and continuous mentoring their description first year. Caritas Christi is a service-oriented organization which means \"Love of Christ.\" It is made up of twenty-six students Lion Ambassadors selected through a rigorous process based on recommendations, description merit, and personal values. They are the “Face of JSerra” and its servants. The Lion Ambassadors welcome international students and help guide them as they face a new language, a new culture and all of the intricate and difficult problems of any adolescent. The school’s student ambassadors create a connection to the JSerra student body. JSerra is building a diverse extra-curricular program to encompass a wide variety of clubs, organizations, publications, and sports. Currently there are thirty-two clubs and activities and forty-two teams participating in twenty-two CIF sanctioned sports. Each of these, in unique and varying ways, fosters social interaction, self- discipline, decision making and other life skills such as leadership, teamwork, camaraderie and commitment to daily obligations. All of these programs provide evidence of the great effort taken and Student survey of the school’s success in supporting and advancing the ESLRs for JSerra’s students. 84% of students believe the school is effective in communicating its ESLRs in a variety of way. The school’s students reflect this effort in their participation and contributions to excellence. The school continues to pursue success in the classroom, on the athletic fields and in clubs and extracurricular activities. To what extent does school leadership empower the staff? The school leadership empowers the faculty and staff in a variety of leadership roles including: ● Curriculum leadership is exercised by the department Curriculum chairpersons, who serve as members of the Curriculum Committee Committee. This committee develops and refines their Meeting Minutes curricula and discusses a variety of issues that relate to their 52

academic departments and the curriculum in general. ● The staff is encouraged to participate in ongoing professional development as individuals, as inter- disciplinary teams, and as departments. The school has implemented Professional Learning Community processes to further allow teams of teachers to make collaborative- based decisions regarding the school’s academic programs. ● Teachers serve on various Board-directed committees which Executive are in place to address school programs and policies. These Organizational committees include: Academic, Technology, Athletic, Chart Religion, and Admissions. ● The faculty actively participates in the selection process for Awards Committee students to be publicly recognized at school-wide awards Meeting Minutes assembly and graduation. ● The school has a Faculty Council that regularly interfaces Faculty Council with the Administration to discuss suggested areas for Minutes improvement. ● The school follows the policy of subsidiarity in terms of Parent Student how teacher-student or teacher-parent issues are resolved. Handbook ● The teacher observation/evaluation process allows for objective criteria to improve their method where necessary Faculty Evaluation and acknowledge their strengths. In the beginning of the forms, year teachers write their own professional goals to direct Professional their professional development throughout the year. At the Growth form end of the year these two processes can be reviewed and a conversation can be held with leadership regarding those goals. ● The school has teachers who serve as department chairs Department Chair who perform a multitude of administrative tasks (budgeting, job description evaluating faculty, conducting meetings, designing/refining curriculum, etc.) ● Three teachers and two Counselors serve as Class Advisors in support of the Activities Director. ● Teachers serve as club moderators and coaches. ● The Directors of the school’s four professional magnet programs are all teachers. ● The Director of the Summer School Abroad program is a teacher. ● Teachers play prominent roles in Campus Ministry, including as retreat leaders. The Director of Campus Ministry is a teacher. Many of the administrators on campus were promoted to their current positions after having served as teachers at the school. These administrative positions include: the Head of Administration and Faculty, Head of Curriculum, Personal Counselor, Director of 53

Campus Ministry, Assistant Headmaster, Athletic Director, and Activities Director. These promotions were in large measure due to the leadership abilities these employees demonstrated as teachers. Each of these people is empowered by the school leadership with responsibilities and authority to carry out part of the school mission. The Administrative Staff encourages faculty and staff input by making themselves available and being approachable. To what extent does the school leadership ensure shared accountability for student learning? JSerra has a unique relationship with both its Board and its parents. Parent/Student The by-laws define the posture of the Board as one of delegation Handbook and oversight for the school. They are to understand and support By-laws the mission, ensure that the organization operates within its bylaws, Mission Statement assure that the school and the Board operate in compliance with and Philosophy applicable laws and regulations, participate in long range planning and development, ensure effective financial management of the school, and oversee the preservation of capital assets and endowments. In addition, the school leadership shares the work of the organization with the community, participates in Board recruitment, actively supports advancement activities, approves and monitors school policies, supports the school administration, ensures the school has appropriate management, and sets compensation guidelines as required to support the school's mission. It is the administration’s obligation to communicate faculty needs, successes, and failures with those who have oversight of the school. As a result, at least one administrator is a member of every Board- directed committee, and the Headmaster attends the monthly Board meetings. At least one administrator attends monthly meetings of the Parent Association. Faculty and administrators are entrusted with the education of Parent –Student JSerra’s students. That mandate involves clear communication Handbook between the parties. Teachers and administrators communicate whenever it is necessary with parents regarding their students via phone, email, or personal conferences. Parents are given the right to appeal actions taken by the Academic Review Committee and the Discipline Review Committee ensuring the rights of each child will be properly upheld. The JSerra administration does all in its power to ensure communication and shared accountability for student learning by creating an environment in which board members, 54

teachers, students, and parents collaborate. Faculty members are held accountable for their roles in student Department learning by formal and informal evaluation by their department Meeting Minutes chairperson and by the administration. Members of the faculty are formally observed multiple times by various administrators during School Calendar the course of the school year. Copies of these evaluations are sent to the teacher, the Headmaster, Head of Faculty, and the Head of Professional Curriculum. At the beginning of each school year, in-services for Growth Form new faculty are led by the Head of Curriculum to help provide a smooth transition to teaching at JSerra. The administration provides blocks of time for departments to meet approximately every six weeks to discuss student learning, teaching strategies and methods, the scope and sequence of courses, assessment, etc. All teachers are required to submit professional growth goals which include professional and personal components. The Head of Administration and Faculty uses these written reports in his annual conference with each teacher. The school leadership ensures that students and parents share accountability for student learning. At the beginning of each course, students are presented with a course syllabus detailing the expectations of each teacher. At Back to School Night held in September, teachers again share their expectations, classroom policies, and upcoming coursework so that parents can assist the students in achieving success. The school also has recently instituted twice yearly parent-teacher conferences to ensure parents and teachers have ample opportunities to discuss student academic progress. Shared accountability for student learning also takes place in many Faculty Meeting forums of administration-faculty communications. Faculty minutes meetings are often used to share student achievements or needs (e.g., review of standardized test scores, best practice methods for Faculty Summer specific pedagogies, in-services.) Emails from the administration to Mailing the faculty regarding student learning are frequent. The administration sends out summer mailings which also have a curricular emphasis to support student learning. The Parent/Student Handbook is used to communicate expectations Parent/Student for parents and students regarding many issues related to the JSerra Handbook school program. The handbook articulates the school’s mission and philosophy. It describes the curricular program and requirements, academic policies, graduation requirements, behavior expectations, and policies in areas of attendance, student health, and emergency/disaster response. All school programs such as Campus 55

Ministry, Guidance Counseling, and extra-curricular activities are Student described for parents and students. At the beginning of each Information Portal academic year, parents and students are required to sign a statement indicating their acceptance, knowledge, and support of all policies. The weekly newsletter and the school website are used to communicate information to parents on upcoming events, policy or schedule changes, and reminders of parental roles that are supportive of school goals and policies. Student achievement is communicated to parents in a variety of ways. First, parents receive constant feedback regarding their child’s academic progress via the Student Information Portal. Parents have online access to grades and assignments for each class. Second, grades and comments on student performance are mailed to parents at scheduled grading periods (eight times per year). Parents are encouraged to communicate directly with the teachers as often as necessary. Teachers are expected to communicate with parents if the student is working below expectations or if they have any concerns. Also, parents are informed about their student’s academic development by the reporting of standardized test scores. These tests include the NEDT taken by freshmen, the PLAN test taken by sophomores, and the PSAT taken by juniors. The Guidance Counselor hosts meetings to help explain to parents how to interpret the results. A4. Staff Criterion To what extent are the school administrators and staff qualified for their assigned responsibilities? JSerra Catholic High School, as stated in the Mission Statement, is Mission Statement School profile an institution committed to developing the whole person. JSerra realizes that one of the most important ways it can accomplish this worthwhile task is to have in the school’s employ administrators and staff qualified for their positions. JSerra, working within the constraints of existing budgets, strives to create salaries, professional growth opportunities, benefits, and an appealing work environment in order to attract and retain the most highly qualified staff possible. As noted in chapter 1, 49% percent of the teaching staff has a Master’s degree. In addition, 59% holds a current or lifetime California Secondary Credential. All teachers are expected to have a Master’s Degree or California Secondary Credential within three years of being hired at the school. 56

Members of the Religion Department are practicing Catholics, School budget have a strong foundation in Catholic theology and have been certified or are working toward certification by the Diocese of Orange. The Guidance Counselor and administrators have advanced degrees in education and related fields. As noted above, faculty and administration are encouraged to pursue a teaching credential and/or advanced degrees in their subject matter. Financial assistance is available to those faculty members enrolled in such programs. Staff and faculty are made aware of what financial assistance programs are made available to assist in obtaining additional degrees/credentials. During the hiring process a systematic method is used when considering candidates for employment. Initially the Head of Administration and Faculty identifies the school’s needs and screens resumes for potential teaching candidates. All candidates who are deemed a good fit are interviewed by the Headmaster, the Head of Administration and Faculty, Head of Curriculum, and the Department Chair. Each member of the interview team focuses on a different aspect at the meeting: school mission, appropriateness of the candidate to teach at a Catholic school, academic preparation and competency, classroom management skills, etc. The process has facilitated the hiring of qualified persons for their positions. Newly hired faculty members meet with their Department Chair as New Teacher soon as possible to facilitate a smooth transition to JSerra. As per Orientation the school’s agreement with the Diocese of Orange, all teachers Program new to the Diocese of Orange are required to attend an orientation sponsored by the Diocese. As teachers are hired, the JSerra administration has implemented a thorough orientation process prior to the start of school. At that time the Headmaster, Head of Administration and Faculty, Head of Student Affairs, Head of Curriculum, Deans, and various other Department Directors spend three full days setting the culture and explaining the various programs, policies, and procedures of the school. While the process is long, the evaluation by new faculty and their relatively smooth transition to the school indicate that this is time well spent. JSerra understands that one of the most important ways to Evaluation Form maintain the high skill level of its faculty is to incorporate ongoing evaluation for all faculty, staff, and administration. Each year the faculty and administration are formally observed or evaluated by department chairs, teachers, administrators, and students. Such evaluation data forms the basis for honest self-evaluation and the means for making optimal choices regarding one’s continued 57

professional growth. An additional piece of evidence used to measure the work done by Evaluation of the school’s administration comes from the annual evaluation Administration by completed by the staff. At the end of each academic year, all Faculty faculty and staff evaluate the effectiveness and quality of the work of JSerra’s Administrative Council. The overall positive response Faculty survey given by the members of the faculty indicate that they enjoy working at JSerra and they enjoy working with the administration and various departments. Further, in assessing the administration, 82% of faculty note they believe the administration is qualified for their responsibilities. The fitness of the JSerra administration and faculty is undoubtedly one of the major reasons this school has grown so rapidly and is gaining a reputation for accomplishing its goal of developing the whole person. To what extent are the school administration and staff committed to the school’s philosophy and mission? JSerra Mission Statement: “JSerra Catholic High School is a Parent Survey private Roman Catholic college preparatory institution. 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 is a faith-filled and sacrament-based community that educates and nurtures the whole person. We seek to provide our students with the highest quality academic, spiritual, and co-curricular education; to inspire the pursuit of excellence; to affirm the dignity of each individual; to encourage faith; and to foster a commitment to service. JSerra is directed by parents who participate in all levels of school governance to enable the administration and faculty to achieve the school’s mission.” The Administration’s generosity is a measure of their love and Evaluation of evidence of their commitment to the students and the mission. The Administration by evaluation completed by the faculty regarding the administration Faculty and from students and parents regarding the school and the staff supports this commitment. Administrators and faculty attend Mass weekly with students. Every class begins with a prayer for guidance. Both faculty and administrators participate where possible in retreats. The Administration works to find speakers who will inspire its students and help them to see themselves as God sees them. Staff supports the school’s students at every extracurricular event. The faculty is out at morning break and lunch to supervise and talk to students. Faculty meets with 58

students to help them before school, after school and at lunch. To what extent does the school administration and staff engage in ongoing spiritual and professional development that promotes student learning? The administration and staff participate in various spiritual and Mission Statement professional development activities that ultimately serve to School calendar promote the kind of student learning espoused in the Mission Statement and Expected School-wide Learning Results. Again Mass is held in the school chapel every day at 7:15 for all who can attend. Once a week the faculty and administration join students at Mass. Additionally, JSerra holds monthly spiritual development sessions for faculty and staff. Once a year the school has an off- campus day of retreat for all staff members. To ensure that the entire school community maintains its Roman Catholic identity, the administration seeks to hire and promote the development of staff consistent with the spiritual goals of the school. Every potential employee is made aware of the school’s Catholic identity and the expectation that all members of the faculty and staff act and teach in accordance with the Church’s world view. The Religion Department and Campus Ministry sponsor weekly Adoration, quarterly Reconciliation Services, and class level retreats for all students. The school provides a rich faith opportunity for its administration and staff to share with its students. The school’s Mission Statement promotes the education of the whole person. As a condition of employment and as means of supporting professional standards that promote student learning, all teachers are required to hold a Bachelor’s Degree and a valid California Teaching Credential, or in the process of obtaining a teaching credential, or hold a Master’s Degree in the subject he or she teaches. In addition, all faculty members are encouraged to enroll in academic work or the equivalent in professional growth activities. Each year, money is budgeted and, if possible, time is calendared for faculty members to take college or graduate level courses, participate in AP and SAT workshops, and attend conferences to meet growth expectations. Many of these activities are part of the professional growth plan that must be submitted by each faculty member at the beginning of each year. This formalized procedure provides JSerra teachers the opportunity to meaningfully evaluate their performance with the goal of professional growth to better insure that they are utilizing their specific talents in the best way possible. The faculty is encouraged to incorporate peer evaluation to promote their personal 59

professional growth. The Head of Administration and Faculty, the Headmaster, Head of Curriculum, and Department Chairs conduct formal and informal observations to promote accountability and professional growth. Teachers also benefit from student assessment of instruction conducted annually. Instructional experiences in various areas that promote professional growth are also provided through regular teacher in-services. Throughout the academic year, teachers have received instruction on setting up teacher websites, classroom management, utilizing technology in their courses, student mentoring, and working with students with special needs. To what extent do the administration and staff lead by example and work to create a community of faith? In its Mission Statement, JSerra Catholic High School describes itself as a “Roman Catholic college preparatory school” named after its patron Padre Junipero Serra and inspired by his mission to educate and promulgate the faith. The school is committed witnesses to the gospel of Jesus Christ. JSerra’s teachers and administrators work to create an environment that promotes the truth of His message. In addition to promoting the message of Jesus Christ in the classroom, the faculty strives to promote His message through their actions. Every attempt is made to hire people who share this commitment and constantly cultivate their faith. The administration works to provide a calendar filled with School calendar opportunities to be exposed to the Gospel through speakers and events. The school’s daily life at JSerra is punctuated by prayer at Mass, adoration and in every class. Teachers are enthusiastic about advancing faith through clubs, Mass and extra-curricular activities such as: ● Adopt Marine Families at Christmas Time ● Lilies of the Valley Orphanage ● Toys for Children at Twenty-nine Palms ● Kids for Kids ○ Christmas party for local children in the community ● Build homes for families in Peru JSerra faculty and staff model participation in the weekly, all Employee campus Mass as an example to students. Some of the faculty serve Handbook as Eucharistic ministers and members of the worship band. 60

Faculty and staff have a dress code analogous to the student dress code. A5. School Environment Criterion To what extent does the school have a safe, healthy, nurturing environment that reflects the school’s philosophy and mission? JSerra Catholic High School prides itself on providing a safe, Student, Staff, and healthy, and nurturing environment for not only its students, but Parent surveys also for its faculty, staff, coaches, and administrators. School constituent surveys all noted that JSerra fosters a safe and healthy environment (96% of students and 91% of faculty and staff). Additionally, 75% of parents said the school’s safe and nurturing environment was a primary reason as to why they send their children to the school. Discipline JSerra’s tight-knit community prevents student anonymity and increases individual accountability. The Parent-Student Handbook clearly articulates the school’s dress code, anti-drug, and anti- fighting policies. The school employs two full-time deans to administer these policies and hold students accountable through detention, Saturday school, suspension, and expulsion Physically dangerous incidents (e.g., fights, bullying) are rare. Gang Disciplinary affiliation is not a concern. However, cyber bullying and Report promiscuity are modern technological discipline issues being addressed by the deans. Physical Health School Nurse job JSerra has a fully-functional and effective Nurse’s office with one description, full-time RN and five RNs on call as needed. The Nurse’s office is Parent- Student Handbook, emails available to address physical health issues for both students and to/from Nurse faculty/staff on a walk-in basis. The Nurse’s office also cares for students with special medical needs and/or disabilities. The Nurse’s office frequently informs staff via email of current community health issues and promotes opportunities for healthier lifestyle choices. The faculty and staff are offered flu shots each year at no cost. All classrooms are equipped with first aid kits that are replenished every year. Each classroom has a supply of tissues and bottles of hand sanitizer that are effectively re-stocked and maintained by the Nurse’s office. Students are required to obtain and verify DTAP shots prior to attending school. For athletes, JSerra employs two full-time athletic trainers and has Athletic Trainer athletic training interns to prevent and treat injuries. The athletic job description and 61

trainer teaches one period of Athletic Training which focuses on the Handbook, trainer prevention and treatment of injuries. file/injury reports JSerra has a strict policy that fully promotes an alcohol-free and Parent-Student drug-free environment. Awareness Week in October focuses on the Handbook. School issue with daily announcements, promise drives, guest speakers, calendar and films. Throughout the year, JSerra conducts random on- campus drug testing of its students as well as alcohol and drug screenings at all dances. Students are offered a variety of healthy food choices at the Bistro. Bistro Menu The Bistro staff is cognizant of the food choices teenagers typically make, and provide ample opportunity for students to make healthier choices, including a full salad bar, vegetables with all hot lunches, yogurts, and an abundance of fruit. In addition, JSerra now offers four Sprouts vending machines which offer healthy natural and organic food choices. Freshman students are required to take a semester of Health, which Health curriculum teaches healthy lifestyle practices. guide The full-time maintenance staff devotes its energy to the regular Maintenance upkeep of campus buildings, grounds, and equipment and addresses position job maintenance problems that arise during the school day. The Center description Room and all outside eating areas are cleaned after each lunch period, and restrooms and other campus areas are checked regularly throughout the day. An after-hours contract service provides routine classroom cleaning. Emotional Health Campus The JSerra campus promotes and encourages positive behaviors and observation; ASG values. ASG students adorn hallway walls with posters with curriculum guide positive messages (especially during Awareness Week), and often, faculty or club advisors post articles of interest and encouragement on campus bulletin boards. Students’ spiritual health is addressed through the Catholic features Campus of the campus and habits of the student body. The school observation; participates in the Diocese of Orange’s Safe Environment program (see organizational below). The campus has religious statues (such as Blessed John chart; Religion Paul II in the courtyard and the Virgin Mary) and a crucifix in every Department faculty classroom. JSerra has a part-time Chaplain and receives occasional roster and lesson visits from Norbertine priests. They interact with the students in a plans positive and encouraging manner. Two Carmelite nuns teach full- time in the Religion Department. Students’ weekly chapel visits and quarterly confession opportunities are standard practice on campus and stimulate the emotional health of the student body as a 62

whole. Daily prayer, which often includes special intentions, Campus Ministry contributes to the sense of community and emotional health. mission statement, Kairos, lunchtime Campus Ministry plays a vital role on campus in the way of prayer meetings, emotional health. Campus ministry actively supports the school’s Bible study, XLT, philosophy and mission to meet the needs of the whole person. music ministry at Campus Ministry events (such as lunchtime prayer and XLT) are Mass, retreat well-attended. A four-year retreat program benefits the students’ agendas continued emotional well-being. MFCC job The JSerra staff has a credentialed marriage, family, and child description,; counselor (MFCC). In addition, each guidance counselor addresses the guidance emotional and academic needs of distinguishable student groups, counselor student including those academically at-risk. They meet with students by allocations self- or faculty-referral on a confidential basis to assist students through difficult emotional experiences. Link Crew was established with the intention of assisting freshmen National Link to become more involved and invested in the JSerra community. Crew curriculum, Junior and senior students are trained and assigned a group of 10 JSerra Link Crew freshmen to help navigate day-to-day high school experiences and documentation ensure that freshmen become involved in the many activities the campus has to offer. Academic Well-Being Guidance At JSerra, administration, faculty, and counselors possess a unified counselor student vision for the academic success of the well-rounded student. The allocations school fully encourages students to challenge themselves academically, as well as to maintain a sense of academic balance and reasonable time management in their daily schedules. JSerra maintains a low student-to-counselor ratio that allows counselors greater awareness of and access to student issues. One guidance counselor is designated to focus solely on the school’s at-risk or under-performing students. Furthermore, teachers promote academic well-being by holding Employee Handbook, SERP office hours every month and are available after school until 3:30 Mission Statement p.m. JSerra’s SERP department oversees students with learning disabilities and has policies in place to ensure completion of assignments, regular grade checking, and teacher correspondence. Emergency Response School-Wide JSerra has developed an extensive Emergency Response Plan which Emergency includes contingencies for many of the potential emergency Response Plan, situations the campus could experience. The plan dictates policies faculty in-service and procedures and identifies individuals who are best suited for agendas certain roles. Faculty in-services address the appropriate responses 63

to take in the event of an emergency. JSerra conducts school-wide fire, earthquake, evacuation, and Classroom Flip lockdown drills throughout the year to prepare students in case of Charts such emergencies. Each classroom is equipped with a spiral-bound flip chart instruction manual on emergency procedures which is placed prominently by the front door. Some improvements could be made in this area. Flip charts need to be updated on an annual basis. Classrooms currently lack earthquake kits and students may be ill-prepared for larger emergencies, such as nuclear fallout. Many classrooms only have a singular egress. Additional drills per year are necessary to better ensure student safety. The school lacks extra food and water in the event of a major disaster. On the athletic side of campus, there are two full-time NATABOC Coach contracts, certified athletic trainers. An Emergency Action Plan is posted in walk-on coach’s the offices and reviewed at annual coaches meetings. All coaches are also required to be trained in CPR and concussion awareness. packet, CIF Bylaws Diocesan Safe Environment Program Online JSerra has implemented the Safe Environment program according certification test; to guidelines set forward by the Diocese of Orange. The program departmental Safe establishes a written code of conduct for employees and volunteers Environment who work with children and youth and addresses issues of sexual Sequencing abuse and misconduct. All departments are required to participate documents in the Diocese’s plan to ensure integration throughout the curriculum. The Chaplain approves all Safe Environment plans. Campus Borders Faculty Council An ongoing concern of the JSerra campus is its porous campus minutes borders. Although school policy clearly states the school is a Student Survey closed campus, there is no physical fence or gate system in place to Staff Survey ensure the campus is indeed closed. This physically open campus has potential security risks. Opening daily and weekly Mass to visitors leaves the school vulnerable. Only 67% of students deemed campus security as excellent or good. Similarly, 44% of staff believes security of buildings and grounds needs improvements. The administration has recently hired a consulting firm to assess the campus and make recommendations for future improvement and possible expansion. JSerra employs three security guards to supervise the campus and ensure students’ safety throughout the duration of the school day. School administrators and security guards maintain communication 64

through a walkie-talkie system that works effectively. To what extent does the school environment foster community and the achievement of religious and educational goals? Religious Goals School calendar, The most poignant way JSerra fosters community and achieves ESLRs, teacher religious goals is through the celebration of Mass. Mass is offered lesson plans daily on a voluntary basis and weekly on a mandatory basis. Also, to further the school’s identity as a religious community, all extracurricular activities and events (athletic, performing arts, etc.) begin with prayer. Teachers expand on homilies from Mass in their classrooms and lesson plans. The JSerra religious community spirit is further fostered by the Organizational visible and active presence of clergy and sisters. The Rector, Fr. chart, Religion Robert Spitzer, serves on the Board. The Chaplain is available to department faculty all students and staff for counsel on emotional, spiritual and roster relational issues. The faculty includes two Carmelite sisters. Various priests visit quarterly to offer the sacrament of reconciliation. The religion department fully implements the United States Religion Conference of Catholic Bishops’ framework for high school department curriculum. All students must take four years of religion classes and curriculum, perform 80 hours of volunteer Christian service as a requirement for student Christian graduation. The faculty as a whole fully supports the Magisterium service hour of the Catholic Church. The faculty and administration participate in records, school spiritual development gatherings once a month and spiritual retreats calendar twice a year. Campus Ministry fosters a tangible sense of community among Campus Ministry students and supports the religious educational goals of the school schedule, senior exit through its many activities. Campus Ministry provides on and off- survey, Mission campus retreats at every grade level. The Kairos retreats for seniors Basilica RCIA have been life-changing experiences for some students. Campus charter Ministry offers students opportunities for both lunchtime and evening worship once a month: XLT (Exalt), featuring prayer, praise and worship music, adoration, guest speakers and fellowship. Students are encouraged to visit the Campus Ministry office freely. Campus Ministry also works with the Mission Basilica parish to offer an RCIA (Rite of Christian Initiation of Adults) program for non-Catholics who would like to explore the possibility of converting to Catholicism. Several on-campus and extracurricular organizations provide further opportunities for students’ spiritual growth and fostering of 65

religious community spirit. Caritas Christi provides students with a Caritas Christi model of Christian behavior and offers opportunities for spiritual Mission Statement, growth and service to JSerra. The JSerra Parent Association School calendar, (JSPA) hosts Lenten and Advent Teas as well as faith-based JSPA calendar of parenting workshops. The JSerra choir went to the Vatican and events; JSerra sang for the Pope as well as to St. Patrick’s Cathedral in NYC to website and blog; sing for Cardinal Dolan, president of the United States Conference Haiti Club charter; of Catholic Bishops. The Haiti Club provides assistance to an Peru Club charter, orphanage. The Peru Club provides an opportunity for students to Summer Aboard travel to Peru twice a year to do missionary work. The Summer lesson plans Abroad program makes religious education a focal part of its curriculum. Educational Goals Employee Teachers provide time before, during, and after the school day for Handbook their students and parents. The open-door policy of the headmaster, administrative team, deans, and guidance counselors make them readily accessible to serve the students’ academic, personal, and emotional needs. The Counseling Department helps students navigate and track their JSerra Annual college admissions planning through Naviance. In the last four Report years, college acceptance at four-year universities has increased School counseling dramatically (e.g., 82% of the class of 2013 is attending four-year records, School universities.) The number of acceptances at the nation’s most Profile prestigious universities has also increased along with scholarship offerings. Such university acceptances and scholarship offerings are posted in the counseling center. All students must meet with their school counselor to review a four-year graduation plan. In order to promote and expand students’ understanding of college Counseling offerings, the Counseling department holds an annual College Fair department with over 100 colleges in attendance. In addition, college schedule, School representatives visit for presentations throughout the year. calendar JSerra offers a variety of educational opportunities to meet the Course Catalog, needs of a broad spectrum of students. JSerra offers Advanced JSerra Online Placement and honors courses, as well as pre-professional medical, program business, Artists in Residence, engineering, and law magnet description, programs. JSerra has a developing online education program to magnet program assist the changing needs of today’s students. The SERP mission statements, department, which includes four full-time and two part-time SERP program employees and a testing center, is dedicated to providing description professional services to students with special educational needs. Community Outreach ASG charter, City JSerra attempts to reach out to the surrounding community in of SJC website, 66

several ways. JSerra’s participation in the Swallow’s Day Parade Shepherds displays school pride to the local community. A JSerra student Financial Aid serves annually on the San Juan Capistrano Youth Advisory Board. Program The students involved in the Kids for Kids program put on an description, annual Christmas party for the underprivileged children in San Juan Christian Service Capistrano. The Shepherds Financial Aid Program provides documents, JSerra scholarships for lower income families to attend JSerra. To show website respect for military families, JSerra students organize toy drives, formal dress drives, and rummage sales. JSerra website, school schedule The Welcome Back Bash and Mass are essential to kicking off the Calendar school year on a positive note with a spiritual foundation. The Christian Service Program gives students the opportunity to JSerra website interact with the underprivileged and disenfranchised population of the local community. The 80-hour Christian service requirement provides an opportunity for students to reflect upon and discuss the experiences of their successes, frustrations, and values in servicing others, especially in differentiated populations. Magnet programs invite local guest speakers from the community Magnet programs into the classroom for presentations on their specialty. The mission statements business magnet program pairs students with local business for internships. The Fine Arts program also conducts an outreach ASG charter, program in the spring wherein students from seventh and eighth student surveys, grade feeder schools are invited to submit student artwork for dance attendance awards. records Internal Sense of Community The Lion Report, ASG is dedicated to inspiring school spirit. Student participation in The Paw Print, school activities such as spirit weeks and dances has improved Broadcast dramatically over the past two years. Journalism curriculum guide The creation, publication, and dissemination of student-created media such as The Lion Report (student broadcast news, now Link Crew charter, broadcasting the morning announcements) and The Paw Print student surveys (student newspaper) foster community spirit among students and faculty and keep the JSerra community abreast of current affairs.. School Calendar, new teacher Link Crew successfully assists freshmen with the transition into surveys, teacher high school life and provide investiture into the school community. surveys, department chair The administration fosters a sense of community through monthly job descriptions spiritual and staff development activities. The administration assists new teachers with their transition through a three-day orientation program prior to the start of the school year; department chairs continue that assistance throughout the year. The 67

administration also plans several staff development events throughout the year. Teachers are encouraged, often with financial support, to participate in on- and off-campus professional growth activities. Furthermore, the faculty enjoys a healthy camaraderie and respect Faculty survey, among colleagues. Faculty and staff support one another with an school calendar encouraging environment through periodic social events. The recognition of staff birthdays, the Christmas party, and the end-of- the-year party are examples of such events. To what extent is the school environment characterized by a respect of differences, trust, caring professionalism, support, and high expectations for each student? Programs that Service Differentiated Populations SERP program The Student Educational Resource Program (SERP) department Mission Statement fosters an environment that supports respect for differences and high expectations for students with documented learning disabilities. Teachers are aware of these students and provide accommodated differentiation in instruction. The SERP program includes a Testing Center to provide assessment resources for students who need them. The school works with the College Board and the ACT to provide accommodations for students taking standardized exams. The SERP staff also regularly draws upon outside resources to support students with specific learning disabilities. JSerra has a rapidly-growing International Program. Ten percent of International the student population originates from Asia, Europe, and South Program Mission America. For the most part, these students are integrated into the Statement and school’s full English-speaking curriculum. Sheltered instruction enrollment rosters, (SDAIE) is provided where necessary for religion and English Curriculum Guides classes. International students enjoy participation in JSerra’s social for English 1A-2A- and athletic programs as part of their American high school 3A and Introduction experience. However, more could be done to better integrate to Religion International students into the mainstream. In addition, JSerra is working toward improving course placement procedures for International students. JSerra is developing its online program to support those students Online Program with distinct learning challenges, serious medical issues, or description Course scheduling challenges. The flexibility of the program allows the Catalog school to better serve the distinct needs of a diverse student body. Currently the online program utilizes outside vendors for its curriculum choices. The administration’s goal is to bring the online program entirely in-house, employ JSerra teachers, and offer a 68

specifically-designed JSerra curriculum. JSerra offers honors and AP classes for the academically advanced Course Catalog student. The growth of the school’s AP offerings has been commensurate with the growth of the student population. Students Course Catalog, can begin taking honors courses in their freshmen year, based upon Magnet Program placement exams administered to the student during the spring of mission statements their eighth grade year. Magnet programs, including medical, engineering, business, law, and the Artist-In-Residence programs offer a variety and intensity of special-interest and career learning opportunities for students. Efforts by the Administration School calendar, The Administration supports teachers through professional Faculty Council development, and teachers are treated as professionals. The agendas and Administration listens to the concerns of the teachers through both minutes, teacher Faculty Council and on a case-by-case basis. surveys The Administration provides caring support to the student body Student survey, through direct means. The fully-staffed Counseling Department senior exit survey, includes personal and academic counseling. The school’s deans and Counseling security personnel help to ensure that students respect themselves Department and one another through enforcement of dress code and high Mission Statement standards of campus behavior. Efforts in Academic Instruction Curriculum Each academic discipline makes efforts to incorporate issues of Guides; SERP diversity into their curriculum. World Language and Social Studies Program classes explore cultural and ethnic backgrounds of various peoples. description, ESLRs The Religion Department emphasizes the dignity of each human person. The English department focuses on world literature with a social justice theme. The SERP department encourages respect for learning differences. The entire student body benefits from participation in the International Program, which encourages its students to mix into American culture. JSerra’s ESLRs reflect a respect for diverse populations. Although students of all faiths are accepted at JSerra, the school Student interview teaches a Catholic curriculum in its religion classes. Some students have voiced concern, however, that their non-Catholic points of view are disregarded or not taken seriously. Religion teachers maintain an atmosphere of respect in the classroom as they fulfill their responsibility of teaching the Catholic faith. JSerra has room for improvement in the area of respect for cultural 69

sensitivity. More could be done to encourage understanding of, and sensitivity to, other cultures. For example, although the school recognizes Black History Month with a guest speaker, perhaps more could be done for this occasion, or other suggestions could be made for inclusion of additional ethnicities and cultures. A6 Reporting Student Progress Criterion To what extent does the school administration and staff regularly assess student progress toward accomplishing the school’s ESLRs? Assessing student progress toward accomplishing the ESLRs is an Curriculum guides, ongoing process. The types of assessments used include tests and teacher quizzes, projects, written work, group discussion, classroom observations, observations, and standardized test results. PlusPortals At department meetings, teachers align their curricula with state Lesson plans, standards and ESLRs, and then agree upon formative and department summative assessments for their students’ progress. Results of meeting minutes these assessments are then analyzed by the instructor, department, and/or administration. This feedback helps the teachers recognize when instruction has been successful, where review is needed, and what changes need to be made for future curriculum and instruction. Teachers administer final exams/projects (summative review) at the end of each semester to measure mastery of the subject. Vertical planning at the departmental level also ensures a progressively increasing level of accomplishment. Each faculty member is required to write lesson plans with clearly Lesson plan template stated learning objectives in alignment with the ESLRs and state standards. The religion department bases its instruction on the United States Conference of Catholic Bishops’ curriculum framework. The Curriculum Committee evaluates the school’s ESLRs annually, Curriculum to determine how, collectively, the students are achieving the Committee minutes ESLRs and to determine if the ESLRs need revision. These discussions allow the school to determine areas of action to ensure al0l ESLRs are being achieved. Results on standardized tests taken in October (PLAN for Counseling Key sophomores and PSAT for juniors) help assess student progress on Dates, Planning a national level. The administration assesses standardized testing Council and data to ensure students are meeting and exceeding national Academic standards. Committee minutes, School 70

The administration requests that parents take an annual survey that, Profile among other things, ascertains their motivation for sending their children to JSerra. Graduating seniors complete an exit survey at Parent Survey, the end of their senior year. The survey asks them to assess their Senior Exit Survey; overall experience at JSerra, including the academic, athletic, Alumni Survey spiritual, and social aspects of their high school experience. JSerra has also developed an alumni survey to assess whether, over the long term, JSerra has prepared students for college success and in what areas the school. To what extent does the school administration and staff report student progress to the rest of the school community? Reporting to Parents PlusPortals, Parents currently have access to student progress through progress report PlusPortals. Parents and students can check student grades and documentation, progress through PlusPortals at any time. Teachers are expected to counseling emails update grades on a regular basis. Student progress in each course is reported four times each semester (eight times a year). Printed progress reports and grade reports are disseminated at the middle and end of grading periods. Teachers are expected to contact parents as necessary via emails Employee and phone calls to discuss difficulties or successes in the Handbook, classroom. Teachers are required to keep their grade book current, Planning and the Head of Curriculum regularly checks PlusPortals to ensure Committee minutes compliance. The attendance office contacts parents in the case of an absence. Beginning in the 2013-14 school year, JSerra holds semi-annual, School calendar, all-school parent conference meetings wherein parents and Planning teachers have the opportunity to meet to discuss individual student Committee minutes performance in each of their academic classes. The counseling department holds parent information night to Counseling Key reflect on and evaluate PLAN and ACT scores. Further, the Dates; e-blast counseling department sends out regular e-blast newsletters to emails families to keep them abreast of upcoming events. The school’s website and email blasts help communicate to parents JSerra website, news about student performance. For example, when the College weekly e-blast to Board releases its information on AP Scholars, the school posts parents; JSerra that information on its website. The JSerra blog disseminates blog information on notable academic or athletic accomplishments for the larger community. 71

Internal Reporting Curriculum The school’s campus provides an environment in which teachers Committee minutes, Planning Council and administrators can regularly discuss student progress. At minutes; counseling department emails monthly Curriculum Committee meetings, department chairs report and discuss school-wide student progress. Guidance counselors meet with each department to report overall student achievement. When a student is on academic probation, the counseling department notifies the student’s teachers; teachers in turn report to Counseling their methods of academic support. The counseling department could better track alumni progress and accomplishments such as college graduation rates, graduate school acceptances, and college and professional athletic accomplishments. Reporting to the Community JSerra publications, JSerra reports to the community through several portals. JSerra JSerra website, publishes regular public relations reports on student progress, counseling including Crimson Pride magazine and the JSerra blog. The school newsletters; school annually produces a School Profile which is made available on the profile school’s website. Counselors work diligently to gather data and send e-blast newsletters on college acceptances and scholarships. Printed graduation The administration publishes SAT, ACT, and AP scores. and Baccalaureate programs, JSerra JSerra publicly recognizes student achievement following weekly website, The Lion Mass, at Graduation, at the Senior Awards assembly, at the Report, The Paw Baccalaureate Mass and at the Undergraduate Award Assembly at Print, daily the end of each year. School publications such as The Lion Report, announcements The Paw Print, and regular daily announcements also recognize student achievements. A7. School Improvement Process Criterion To what extent does the school leadership facilitate school improvement, which is driven by plans of action that embody faith formation and enhance quality learning for all students? Under the direction of the Board of Directors, the Headmaster is Organizational responsible for implementing and monitoring the school-wide Chart action plans. One way in which the Headmaster and administrative team Teacher evaluation facilitate school improvement is through regular teacher form, Professional evaluations. Administrators and department chairs conduct Goals, frequent formal and informal classroom visits throughout the organizational school year. Teachers are evaluated on instructional and 72

assessment skills, classroom management, and school-wide chart relationships. A narrative / summative report is prepared and shared with the staff members at the conclusion of the formal evaluation process. Furthermore, teachers develop professional goals at the beginning of the year, which are then re-distributed at the end of the year for personal reflection. The administration also encourages the faculty to participate in School and regular professional development in order to facilitate school department budgets, improvement. The school provides funds for individual teachers to school schedule attend professional conferences. Several school-wide in-service programs are scheduled each year. The Head of Administration and Faculty researches programs that will assist teachers in self- improvement. The administration also meets with Faculty Council to address Faculty Council concerns of the faculty. The Faculty Council meets monthly with agenda and minutes the administration to develop action items to facilitate school improvement. Embodiment of Faith Formation Organizational Fr. Spitzer, the Rector, has proposed an interdisciplinary Faith and chart; school Reason Initiative to provide students with tools to defend and schedule promote their faith through logic and reason. Although met with overwhelming interest in all disciplines, the Initiative has not yet been implemented a year and a half after its initial proposal. The Rector has provided in-service lectures for faculty and parents. However, because of outside commitments and speaking engagements, Fr. Spitzer is only available to come on campus and celebrate Mass occasionally. The faculty have great respect and admiration for Fr Spitzer and would welcome his more frequent physical presence on campus. JSerra’s Chaplain implements his plan for faculty spiritual School calendar development at monthly spiritual development meetings. The chaplain also celebrates weekly Mass and coordinates quarterly confessions for the students and staff. His regular presence on campus adds to the spiritual direction of students and staff. Enhancement of Student Learning Curriculum Guides The administration ensures that each department develops and maintains curriculum guides for each course. The curriculum guides establish learning expectations for each class at each grade level, and ensure consistency among multiple teachers of a single subject or level. Curriculum guides also ensure the school is meeting state educational standards and ESLRs. 73

The administration is working to further facilitate school Technology improvement through technology upgrades. It acknowledges that Committee meeting the recent growth in school population has not been met with an agenda and minutes upgraded comprehensive Technology Plan. A Technology Committee was formed to develop such a plan. To what extent does the school leadership have community support and involvement? School leadership has community support and involvement JSPA schedule, through JSerra Parent Association (JSPA), an open membership JSPA meeting organization formed to serve as the communication instrument for minutes JSerra parents. JSPA’s activities include hosting speakers for relevant events for parents, supporting fundraising activities, and organizing student and teacher appreciation activities. Meetings are held monthly to provide a forum for JSPA to communicate views to the administration and Board of Directors. Parents further support school leadership in a number of Financial individual ways. For example, parents participate actively in documentation, fundraising events (e.g., Golf Tournament and Casino Night, school calendar, Knights of JSerra and the annual fund), student projects (e.g., JSerra Blog, Kids-4-Kids Christmas Party), and charitable and logistical observations at support services for the school. Parents assist at weekly Mass as weekly Mass, Eucharistic ministers. The financial support from parents provides Shepherds Financial significant funding for the Shepherds Financial Aid Program, Aid program scholarship program, and endowment funds. Members take great pride in JSerra’s athletics program and Observations at demonstrate their support of school leadership at various athletic athletic events; events. Parents also participate in Booster Clubs for the different Booster Club sports on campus. descriptions Through its magnet programs, JSerra appreciates the support and involvement of the local hospitals, various local businesses, and surrounding universities, including the University of California Irvine and Chapman University Law School. Students interact with professionals in these various communities both to enhance their education as well as to provide service. To what extent does school leadership effectively guide the work of the school? The administrative leaders effectively provide students and faculty JSerra Mission with guidance in order to meet its stated goals. The administration Statement, successfully communicates to the faculty through monthly faculty organizational chart, meetings, periodic in-services, and dissemination of minutes of Planning Council minutes, Faculty 74

weekly administration meetings. The administration ensures that Council minutes, teachers create and meet their individual professional goals, and teacher evaluations conducts regular classroom observations and both informal and formal evaluations of teachers. One significant challenge with which the school contended in the Organizational last three years is the overturn and reorganization at the highest chart levels of leadership, specifically in the key roles of rector, president, and principal. The school needs a protracted period of stable school leadership. Unstable leadership has exacerbated the detachment between the Board of Directors and the faculty/staff. The outstanding work of the remaining administration, however, has ensured stability and growth. Specifically, the Vice Principal for Curriculum and Instruction (now Head of Administration and Faculty) was instrumental in maintaining stability. One adverse effect of the reorganization is that administration has been slow in offering returning faculty their annual contracts, which preferably would be offered well before the beginning of the fiscal year. Also, communication between administration and faculty regarding contractual issues (e.g., PTO days, after-hours parent conferencing sessions) could be improved. To what extent does school leadership provide accountability through monitoring of the school-wide action plan? Because the staff has grown substantially since the last Action Plan was developed, a large percentage of the staff is unaware of the existence or implementation of the school’s Action Plan, and does not connect the status reports with an Action Plan. The administration needs to find ways to make the entire school community aware of the Action Plan and its timeline for implementation. Although little is known specifically about the formal school- wide Action Plan, administrative leadership consistently maintains high expectations of the school’s faculty, staff, and students in all areas: academically, spiritually, athletically, and behaviorally. AREAS OF STRENGTH: 1. The school’s ESLRs support the holistic education developed in the school’s Mission Statement and Philosophy, with an emphasis on developing responsible Christian citizens. 75

2. School leadership provides clear support for Catholic identity and exploration in the classroom. 3. Despite recent reorganization of key administrative leadership roles, the acting vice-principals, faculty, and staff displayed the faith and fortitude necessary to ensure continuing stability for the student body. 4. The administration facilitates continuous school improvement by conducting regular teacher evaluations, annually reviewing curriculum guides, encouraging teachers to participate in professional development, and providing school in-services that promote improvement of individual teachers as well as the school as a whole. 5. There are many leadership opportunities for faculty in clubs and campus organizations. 6. The deans and security staff maintain a safe environment on campus through firm disciplinary measures and clear articulation of rules through the Parent Student Handbook. 7. Physical health is addressed through a fully functional Nurse’s station, full-time athletic trainers, drug and alcohol screening, healthy food choices at the Bistro, and a fully-staffed maintenance crew which safely maintains campus grounds. 8. Emotional health is addressed by the display of positive messages in the hallways, the Catholic features and faculty on campus, the Safe Environment program, Campus Ministry, an on-staff MFCC counselor, full-time school counselors, and Link Crew. 9. Academic well-being is addressed through promoting a balanced lifestyle, an effective Counseling Department with a dedicated focus on at-risk students, faculty office hours specified for tutoring, and a fully functional SERP department. 10. Religious goals are met by weekly celebration of the Catholic Mass, the regular on-campus presence of the Chaplain, the Christian Service graduation requirement, faculty spiritual development, and the roles of Campus Ministry, Caritas Christi, and other campus spiritual organizations. 11. Educational goals are met by the school-wide college prep curriculum, a wide offering of AP, honors, and magnet courses, the development of an online program, and the SERP department. 12. JSerra successfully reaches out to the surrounding community through municipal participation, Shepherds Financial Aid program, outreach to military families, the Welcome Back Mass and Bash, and inviting prominent community members on campus as guest speakers. JSerra promotes a sense of internal community through a dedicated ASG, internal media and publications, Link Crew, new faculty orientations, and faculty/staff social mixers. 13. JSerra successfully reports student progress to parents through PlusPortals, direct communication with parents including emails, phone calls, parent-teacher conferences, counseling department information nights, and website updates, blogs, and e-blasts. 76

14. JSerra successfully reports student progress internally through Curriculum Committee meetings as well as department meetings and ongoing communication with the counseling department. 15. JSerra successfully reports student progress to the community through the school website, and School Profile, end-of-the-year graduation and award ceremony brochures, and public relations publications such as Crimson Pride. 16. JSerra enjoys strong parental involvement, especially from the JSPA, fundraising and financial aid organizations, and athletic booster clubs, to provide charitable, logistical, and communicative support. AREAS FOR GROWTH: 1. While significant progress has been made in recent years to improve Board-Staff relations, there needs to be clearer delineations of Board authority and governance. 2. Support for new teachers could be improved. Specifically, the school would profit from a structured mentor system for new faculty which would include required classroom observations by new faculty. 3. Given the important role of department chairs in the functioning of the school, there needs to better evaluative tools of department chairs, including mechanisms to allow teachers to evaluate their department chairs. 4. The Faith and Reason Initiative, which initially met with wide acceptance, was neglected shortly after its proposal. The Rector could be more physically present on campus to help actuate it. 5. A school Technology Plan is needed to address present technological weaknesses due to campus and student population growth and to plan for future technological integration of the curriculum. 6. The school needs a protracted period of stable school leadership. This will certainly help to fortify the relationship between the Board of Directors and the faculty/staff. 7. Most of the faculty and staff are unaware of an active school-wide Action Plan and do not connect the status reports with an Action Plan. The administration needs to regularly inform the faculty as to the school’s progress in completing Action Plan tasks. 77

B. CURRICULUM AND INSTRUCTION B1 What Students Learn To what extent does the school provide a challenging, comprehensive, and relevant curriculum for each student that fulfills the school’s philosophy and mission, strengthens Catholic identity and results in student achievement of the Expected School-wide Learning Results through successful completion of any course of study offered? The curriculum at JSerra is challenging, comprehensive, relevant, and fulfills the school’s philosophy and mission, strengthens Catholic identity, and results in student achievement of the ESLRs. Perception data confirm this. 96% of parents agree with the Parent, Staff, and statement that their child is academically challenged at JSerra. Student Surveys Similarly, 96% of faculty believe JSerra provides a challenging, comprehensive and relevant curriculum for each student. Students answered the same questions with 88% agreeing. The curriculum at the school supports the student in becoming a ESLR 1.4 responsible Christian citizen. Many classes begin with a Senior Exit Surveys prayer. All students attend weekly Mass and spend time in School Calendar Eucharistic Adoration in their Religion classes. Students must (retreat days) take four years of Religion classes in order to fulfill the school’s graduation requirement that students must demonstrate ESLR 1.1-1.2 knowledge of the Catholic Church and the teachings of Christ. The four-year retreat program also endeavors to nurture the students’ moral development by offering opportunities away from school for them to reflect on their relationships with their friends, family, and God. Students practice respect of self, others, and the community ESLR 1.3-4 through their involvement in the school’s Christian Service Parent-Student program and in their curricular and extracurricular interactions Handbook with their fellow students. Each student is required to complete 80 hours of service hours. Many classes require students to demonstrate a respect for ESLR 1.4-1.5 others and self. Religion classes, for example, often utilize student journals wherein students must answer questions relating Curriculum Guides to respect; the Social Studies, English, and World Language and Lesson Plans for departments offer several classes where students learn to respect Religion, Social Studies, and English the values and ways of life of other people and cultures. JSerra clubs also develop lifelong learners who develop an ESLR 5.4 78

awareness of varying world views, JSerra’s Environmentality Environmentality Club organizes recycling in all buildings. The students also Club donate formal gowns to Marine wives for the Marine Ball on a yearly basis. The student body also participates in the Toys for Tots program where truckloads of toys are donated to the Marine Corp base at 29 Palms. In doing so, JSerra’s students develop an appreciation for varying worldview and demonstrate Gospel values through actions. The school’s comprehensive academic programs allow students to become academic achievers. In an effort to encourage ESLR 2.1-3 students to demonstrate higher order thinking skills and solve problems creatively and analytically, many teachers assign problems of an open-ended nature where students must think for themselves, analyze information, and respond with well thought out responses. Additionally, with the new Vizio TVs and other technology in the classroom, teachers develop projects that call ESLR 2.4 students to use appropriate technology to support their English Curriculum learning. For instance, research assignments in English courses Guide require students to read and interpret multiple print and digital English lesson plans resources, create bibliographies, and use online catalogs and citation tools to generate lengthy analytical papers. In the Social Social Studies Studies department, students enrolled in World History and Curriculum Guides United States History are required to compare and contrast Social Studies lesson disparate historical eras. AP U.S. History, AP European History, plans and AP United States Government and Politics classes require analysis of original documents. Because of this, students are required to conduct research-based analysis utilizing primary resources. Many relatively new courses in the Social Studies Department (Military History, History of Sports, Ancient World History, Psychology, and US Foreign Policy) were created, in ESLR 5.4 part, to help students develop an appreciation for varying worldviews. Students in the Math Department engage in Fine Arts Curriculum application problems that often involve accumulation, analysis, Guides estimation and evaluation of data which is conveyed in group Religion Curriculum and independent math projects. In Fine Arts, students must Guides creatively discover how to present a visual message. Religion Religion lesson plans classes contribute to higher-order thinking skills by challenging the students to discuss their religious beliefs in relation to the transcendental questions of life, such as, why do we exist. In the Science lesson plans Science Department, students are involved in experiments on a weekly basis that are organized in a manner to improve the students’ critical thinking and creative and analytical problem Freshmen Success solving. Additionally, in the P.E. Department, the Freshmen lesson plans Success course requires that all freshmen develop cognitive awareness by reflecting on their learning modalities. Indeed, in 79

all departments, students are regularly expected to illustrate complex reasoning. ESLR 1.1-1.5 Additionally, classes at JSerra require students to have an awareness of the Catholic Church and gospel values. The Religion department encourages students to demonstrate knowledge of the Catholic Church and the teachings of Christ. For example, the department fully implemented the Religion Department Bishop’s new nationwide framework for religion curriculum in Curriculum Guides the 2012-13 school year. Additionally, students are afforded the opportunity for the Sacrament of Reconciliation once per quarter. The Didache textbook series adopted by the school is approved School Calendar by the Diocese and offers the student a strong exposure to Catholic teachings. Many departments and courses integrate faith into their lessons through discussion, connection between faith and cultures, and employing Christian virtues in daily life and behavior. In English, World Literature offers comparative discussions based on religion and cultures. American English lesson plans Literature/AP Literature offers connection to historical texts from a Catholic perspective. To ensure the students are exposed to literature appropriate to the Mission and Philosophy of the school, English reading lists are reviewed by the school’s Materials Committee. The Sophomore level curriculum focuses on human rights and social justice issues from the various genocides students’ research. These genocides call the students to action. Freshmen level research focuses on individual rights as they complete a contemporary U.S. institutional discrimination Religion lesson plans research project. All levels of English come from a Catholic perspective in literature using texts that compare and contrast in faith and customs. In Campus Ministry, especially in the last three years, the school has greatly expanded its retreat program for all grade levels, which has allowed the students to grow both in their faith and learn more about the Catholic Church and her Planning Council Minutes teachings. For example, in the 2011-2012 school-year, a two-day School wide calendar retreat was added for sophomores. Praise and worship takes place throughout the school year. “XLT” evenings are offered once per month. The confirmation programs from different parishes are encouraged to attend. Also, to encourage globally aware, responsible students who ESLR 5.4 are life-long learners, the school endorses a Study Abroad JSerra website: Program. To further facilitate the students’ understanding of the Summer Abroad program larger world, the school has developed a five credit course that is designed to develop the students’ cultural awareness by having them study and visit a foreign country. The program has developed Italian Culture and Irish Culture classes that explore 80

the politics, history, art and architecture, and literature of both Course lesson plans Italy and Ireland. Students in said courses spend two weeks in the country of their study, getting firsthand experiences with the culture they had been studying at JSerra. Additionally, the English Department sponsored A Tale of Two Cities enrichment trip that allowed the students to spend two weeks in London and Paris after finishing the book. The trip offered students a real look at the culture and history of the countries directly connected with their learning from English classes. In order to provide relevant and comprehensive curriculum, Departmental departments create curriculum guides, unit guides, and lesson meeting minutes for plans to ensure consistency and appropriate use of pedagogical English, Social methods. Annual curricular goals are based on improvement in Studies, Math, diagnostic results, standardized tests, AP scores. Vertical and Science horizontal planning at department meetings offer instructional development to ensure alignment with standards. The curriculum is designed to prepare students to be lifelong ESLR 5.1-4 learners who pursue postsecondary education. In an effort to Course Catalog Course Curriculum prepare students for college, courses follow national and state Guides guidelines as well as U.C. requirements and guidelines. Ideas for Curriculum Committee meeting new classes and other curricular issues are the topics of minutes discussion at department and curricular meetings. Although Departmental meeting minutes relatively young, the school has added approximately 30 new courses in the last five years to reflect the learning desires of the students, response of the school to college requirements, and the academic demand from the school’s Magnet program courses. (e.g., Shakespeare’s World, Comparative Religion, Tolkien and Lewis, Introduction to Philosophy, Probability and Statistics, Calculus BC, AP Statistics, and the various courses that are part of the school’s professional magnet programs in medicine, business, law, and engineering.) The improving results of standardized test scores are another School Profile indication of JSerra’s strong academic program. In the school’s first two years, JSerra’s cumulative standardized test score means were near state and national means, but there has been a decided increase in JSerra’s mean scores since 2005, suggesting that the school has strengthened its academic program. Particularly impressive are the school’s increasing scores on the ACT exam given the ACT exam’s correlations to success in college. At graduation, JSerra’s students are prepared for college. Alumni have indicated a primary reason for this was JSerra’s emphasis 81

on teaching students to convey significant messages through ESLR 2.1- 2.4 Senior Exit Survey verbal, written, and technologically appropriate models. Student Sample Tests JSerra’s emphasis on writing across the curriculum, especially in Course Syllabi English, Religion, and Social Studies classes, is perhaps the primary reason for this. Teachers have a writing component on ESLR 2.1 most tests. Annually, all JSerra students complete a research paper in their English classes. The English Department’s standards for documentation of research (MLA) are in the English Department handbook as well as the teachers’ PortalPlus pages. The English Department also integrates instruction from the Library Media Specialist and provides research papers to the Media Specialist for grading of MLA and research elements utilizing a specialized rubric for this purpose. Because these writing standards are regularly referenced in other courses, students leave JSerra prepared to write effectively at the post- secondary level. MLA format is taught to all freshmen in their Freshmen Success class within the first month of school. JSerra’s curriculum has been created to allow for a continuum of Course Catalog learning that requires mastery of course material before students’ progress to the next academic level. The JSerra Course Catalog Parent- Student details the sequencing of courses, both college preparatory and Handbook accelerated. Students are introduced to “Typical Courses of Department Study” to illustrate the baseline academic expectation that JSerra placement exams holds for each student. The prerequisites and requisites for Department minutes accelerated (Honors and Advanced Placement) courses are also clearly identified. The JSerra Parent-Student Handbook Math Department describes the placement procedure for students seeking Flow Chart placement into accelerated courses, which include minimum grade point averages, recommendations from the student’s Parent-Student instructors, and placement examinations. The school also ensures Handbook the correct class placement of incoming freshmen by administering placement exams in mathematics, English, World Language, and Science. These exams were developed by the respective department chairs and are annually revised (if necessary) based on analysis of student achievement. Further, students are allowed and encouraged to move into honors math courses throughout their four years at JSerra by showing mastery of content and strong work ethic. However, any student who receives a D or F in their course must remediate it in order to graduate. JSerra has continually diversified its course offerings to give its Course Catalog students as many curricular options as possible, allowing students of varying abilities to successfully complete the school’s graduation requirement. The JSerra online curriculum 82

allows students to pursue a greater number of classes than are JSerra Website offered at the on-campus site. From credit recovery to Advanced Placement, the online curriculum provides students with various learning styles to complete courses that they would not normally be exposed to in a standard classroom. However, the program’s offerings need to be aligned with the school’s standards. JSerra’s counseling department is charged with the responsibility of helping students select their courses (in consultation with Counseling parents and teachers) and to ensure that the student is aligned Department meeting with graduation requirements, and that they are meeting the minutes long-term goal of preparing the students for post-secondary education. Each senior and their parents meet with their ESLR 5.2 counselor at the beginning of their senior year to specifically discuss their options for post-secondary education. To what extent is the priority of religious instruction and formation evident in the curriculum? Religious instruction and faith formation are central to the curriculum at JSerra and fulfill the school’s philosophy and mission. The curriculum strengthens the Catholic identity of the school and fosters the students’ relationship with God. Students demonstrate ESLR 1.1-1.5 knowledge of Church teachings, Sacramental expression of Christ’s mission, and demonstrate Gospel values. Students are required to take a religion course yearly. In addition to their Parent-Student coursework, students must complete 20 Christian Service hours Handbook per year in order to graduate although most students exceed this number. All members of the JSerra community feel that JSerra Parent, Student, and has a strong and vibrant Catholic identity. For example, 89% of Staffs surveys. faculty agreed that the school staff demonstrates a commitment to Catholic philosophy. Teachers, as representatives of the school, promote faith Lesson Plans formation. All classes are expected to begin with prayer. Students Formal Evaluation are encouraged to lead the prayer, especially in upper-level Form courses. The Religion Department plays a large role in religious instruction and faith formation. Religion classes visit the Chapel Religion Department weekly for Adoration of the Blessed Sacrament. The Didache meeting minutes textbook series used by the Religion Department relies heavily on Church documents, Scripture, and the Catechism of the Catholic Church to introduce students to the central teachings of the Church. The school sponsors an RCIA program through the School website Mission Basilica that enrolls approximately eight students per year. 83

In other academic departments, students are exposed to religious English Department instruction. Students in JSerra’s English classes are regularly Curriculum Guide required to discuss and analyze moral and ethical themes in English lesson plans literature with respect to the teachings of the Church. These discussions allow the students to see the relevance of Christian Science Department teachings and values in their daily lives. Science classes discuss lesson plans controversial issues (stem-cell research, abortion, creationism and evolution) with the emphasis being on how the Church has Employee Handbook responded to these issues. The school has developed school-wide guidelines to teach particular controversial topics, such as evolution. Curriculum Guides All of JSerra’s academic departments have developed a mission statement that outlines how their discipline contributes to the moral instruction of the school’s students. The Materials Parent-Student Committee also plays a curricular role by ensuring that all Handbook readings the students encounter are age-appropriate and do not contradict the teachings of the Church. Specific departments have also developed their courses based on English Department particular themes. The English Department is illustrative of this. Curriculum Guide English I curriculum focuses on issues of identity and righteousness. English II curriculum focuses on issues of social English Department justice. English III and IV and both AP English Literature and Syllabi Language focus on issues of faith and reason. It is common for some departments to discuss moral issues, sometimes in alignment with the homily given at JSerra’s all-school weekly Mass. Teachers attend spiritual in-services once a month to deepen their Community Building knowledge and understanding of Catholic beliefs and morals, Calendar enabling them to incorporate these values into the curriculum. The school year begins with a faculty retreat and there is a second retreat on Holy Thursday. Additionally, the school offers a daily morning Mass and Latin Mass on Tuesday after school that all members of the school community are invited to attend. Visual Observation From a visual perspective, the classroom environment promotes Catholicity. All classrooms are decorated with a crucifix and a picture of Pope Francis. Teachers adorn their classrooms with other religious iconography, such as pictures of Christ, the Blessed Virgin Mary, the saints and other religious inspirational artwork. The hallway in building 2 has pictures of St. Michael and Junipero Serra. There is an image of the Virgin Mary in the office lobby, a statue of the Blessed Mother by the lockers and a 84

statue of Blessed John Paul II in the quad. On the Athletic (south) side of campus, there are various Catholic images, including a Grotto. Job Description JSerra hired a Marriage and Family Therapist in 2011-12 who sees student on a teacher-referral basis. The Marriage and Family Therapist deals with student’s personal and family problems that may hinder their personal growth and development. JSerra shows faithfulness to the Catholic Church in additional School Calendar ways. JSerra celebrates weekly Mass for the entire school community, including parents who attend on a regular basis. In addition to weekly Mass, the school has a Eucharistic procession once a year. The school has a yearly May Crowning. Student confessions are heard once per quarter, and the chaplain is Guest Speaker Leah available for confessions by appointment. At school assemblies in Darrow, Dr. Aaron recent years, Catholic speakers have addressed the student-body Kheriaty, and Tom on diverse issues such as abortion, stem-cell research, chastity, Monaghan and Christian living, ensuring the students were instructed about the Church’s teachings. In 2012 the students were able to hear a Guest Speaker Louie World War II prisoner of war (Louis Zamperini) tell his story of Zamperini faith, forgiveness, and redemption in the midst of incredible physical and mental abuse. All students read a biography of Zamperini as part of their schoolwide reading assignment in the summer of 2012. B2. How Students Learn To what extent does the professional staff use research-based knowledge about teaching and learning? The JSerra professional staff stays updated in research-based knowledge about teaching and learning. All instructors are contractually required to complete a Professional Growth Plan (as well as Spiritual Growth Plan) on an annual basis. The purpose Department meeting of the Professional Growth Plan is to ensure that teachers are minutes continually seeking self-improvement. The administration offers teachers two annual all-day in-services focused on professional development and several others throughout the year that are shorter in nature. In-services have focused on, among other things, Professional Learning Communities, use of rubrics in grading, analyzing standardized test results, personality and learning styles, technology best practices, and stress reduction techniques. Additional faculty-wide in-services are held once per Faculty Meeting semester. Monthly faculty meetings also involve guest speakers. Minutes Individual departments receive professional subscriptions to Departmental various journals in order to improve practice methodology and 85

professional knowledge. Additionally, the Head of Meeting Minutes Administration also disperses pedagogy and information to improve teaching practices. In 2010 the school began incorporating Professional Learning Community practices in a number of different ways. Teacher peer review (of tests, projects and curriculum) is encouraged in all disciplines. Several in-services were given to help teachers understand how to incorporate PLC activities. Teachers are required to do PLC activities in departmental meetings, such as Department Meeting developing and reviewing the results of common summative minutes assessments, analyzing one another’s lesson plans and activities, developing formative assignments, and generally engaging in more collaborative activities. For example, some teachers subscribe to professional advancement journals. As a result, students can move between teachers in the same department without negative consequence if a schedule change arises at the quarter or semester. Teachers are at the same pace with the same material to ensure fluidity in course changes. The Math department, specifically Geometry and Algebra I and II teachers, meet weekly to ensure teachers pacing is comparable. The Math and English departments horizontally and vertically plan to ensure that the students have the requisite prior knowledge to be successful in courses as well as to ensure that teachers focus on mastery of content vital to success in the subsequent courses. This works toward confirming that the assessment of students is accurate. Additionally, many teachers teaching the same course and level work collaboratively on unit guides and lesson plans. The faculty is encouraged to attend professional workshops during the summer. All of JSerra’s Advanced Placement instructors participate in AP Summer Institute workshops. Administrator Teachers have attended a myriad other conferences specific to observation their disciplines. For instance, teachers in the SERP program and English 2A teachers participated in a conference on dyslexia. Teachers within the Math department attend institutes hosted by Texas Instruments to increase the technology used in the classroom. JSerra budgets for these learning opportunities to JSerra budget encourage faculty to hone their teaching skills. JSerra also helps defray the cost of graduate degrees and teaching credentials for its teachers, thereby encouraging teachers to continue their training. Several faculty members are currently pursuing advanced academic degrees and/or teaching or administrative credentials. Staff in the SERP department have also enrolled in classes in pursuit of advanced degrees. Some of the Math department 86

attends a developmental conference called CMC. Many faculty, however, believe there should be more funds devoted to professional development. JSerra has also pursued a sustained effort to improve its academic programs through collaboration with other schools. Bi-annually School calendar since 2008, JSerra has offered articulation meetings with its primary feeder schools. The purpose of these meetings is manifold. JSerra’s faculty is able to describe the skills they would hope their entering students would have in order to better align curriculum, the feeder schools get feedback on the performance of their individual students at JSerra, lesson plan ideas can be shared, and JSerra’s teachers learn what the students are specifically being taught prior to coming to high school. The school is committed to continue efforts to articulate with the 8th grade teachers at feeder schools. Summer reading for all students and faculty target research on “community of learners” and Diocesan guidelines. For example, School Website: in 2012 students and staff read Unbroken and had the subject of Summer Reading the biography, Louis Zamperini, speak with the school about his Assignment experiences and conversion to Christianity. JSerra’s faculty are amply represented in their respective professional organizations. The induction of the Medical Magnet, Law Magnet, Engineering Magnet, and Business Magnet have professionals within the disciplines instruct students on theoretical and practical applications of their education. JSerra has teachers who are members of the National Council for the Social Studies, the National Council for Teachers of English and AP English Electronic Communities, the National Council of Teachers of Mathematics, California Mathematics Council, the Foreign Language Teachers Association, and the Photo Imaging Education Association (PIEA). Teachers of Fine Arts connect with a community of educators sharing innovative teaching resources and ideas with Adobe educational exchange. Through these organizations, the school is a part of a national network of educators at all levels that broadens perspective. For example, JSerra has implemented all four years of the Bishop’s Curriculum Framework one year ahead of the Diocesan timeline in the Religion Department. Additionally, the SERP department has relied on studies of effective resource programs to ensure class sizes are small (smaller than 10) so that differentiated models of learning can be effectively used. Also, the SERP department has a dedicated Testing Center to allow for a distraction-free environment for testing. 87

Choosing texts that conform to state and national standards is an ongoing process. In determining which materials should be used in the classroom, a careful process of textbook selection takes place in all departments. The English department’s novel list is vetted by the Materials Committee. This ensures that textbooks are current, reflect state standards, follow University of California guidelines, and model Christian values. To what extent does the professional staff design and implement a variety of learning experiences that actively engage students as a high level of learning consistent with the school’s philosophy and mission and expected school-wide learning results? Teachers design and implement a variety of learning experiences that actively engage students at a high level of learning in all areas consistent with the school’s Philosophy, Mission, and ESLR’s. To ensure effective instructional planning, all teachers are expected to submit lesson plans to their department chair and Head of Curriculum for reference and evaluation. Reflected in these plans Employee Handbook are a variety of methodologies, teaching styles, and learning modalities as well as specifically which ESLR’s are being met. For example, lesson plans indicate such methodologies as projects, videos, student debates, computer research, labs, worksheets, visits to the Blessed Sacrament, etc. Differentiated instruction is also the norm on campus. 90% of faculty state they frequently or usually Faculty survey engage in differentiated instruction. Teachers who teach the same course are expected to work together Department Meeting throughout the year, planning scope and sequence, common Minutes formative and summative assessments, assignments, etc. All teachers informally meet to develop at-level cooperative lesson plans, and assessment. The Science Department also meets weekly to discuss labs and assessments. The Math and Science Departments also have inter-departmental meetings to ensure that the requirements involved in both subjects are met and taught harmoniously. Similarly, the English and Social Studies Departments meet to determine chronological approach to teaching parallel works. In addition, teachers often share new ideas for methodology at department meetings throughout the year and take courses that assist them in the development of strategies that actively engage students. While new teachers meet at the beginning of the year to familiarize them with the school and its procedures, the school needs to improve on developing a formal new teacher mentoring program. JSerra was, in part, founded to be a school where new instructional 88

methods would be used, especially in the area of technology. From Lesson Plan Template the school’s first day of operation, all students have been expected to bring a laptop to campus. Similarly, teachers all have and use Faculty survey laptops in their classes. 67% of teachers note they always or regularly incorporate computer-based technologies in their lesson AP Chemistry lesson plans. There is an expectation that lesson plans will include plans technology, with the most common use being teacher-directed PowerPoint presentations. For example, AP Chemistry students do Student survey most of their assignments online. 84% of students noted that teachers use computer based technology to engage students actively and help them succeed more effectively. Similarly, 81% of students agree that technological resources help them complete assignments. Resources have been allocated to support the technological Annual Budget mission of the school. As a result, the school is equipped to be wireless in terms of Internet access and student and teacher Online Gradebook, printing. All of JSerra’s students and teachers have a JSerra email Plus Portal account to facilitate communication beyond the classroom. Some teachers allow students to submit their classwork using email. JSerra teachers make use of websites for their classes where students can find links, downloads, assignments, and discussion boards to facilitate the technological mission of the school. Parents and students are informed about grades on an ongoing basis. The school uses the web based Plus Portal, which gives parents and students online access to teachers’ grade books and assignment calendars. Students are expected to utilize the Portal as a method of communication between other students, parents, and instructors. An improvement would be to increase the Internet bandwidth to allow an entire class to be online at the same time. Additionally, instructing teachers on various technology uses of equipment and programs would be beneficial to the teaching staff. Particular departments are also charged with the responsibility of Employee Handbook instructing students in the effective use of technology. For instance, Freshmen Success instructs students on proper email protocol and Microsoft Word. The English department faculty must teach students how to use Microsoft Word and its attendant applications. Social Studies faculty are required to give assignments that involve Microsoft PowerPoint. Science and Mathematics faculty must teach students how to use Microsoft Excel and give assignments that require use of Excel. The SERP department instructs students to make a habit of consistently utilizing the schools websites in order to progress in classes. 89

Student assignments often include a technological (computer- ESLR 4.4 based) requirement, which enforces student fluency in multiple modes of communication. Religion, English, and Social Studies ESLR 4.1 classes make frequent use of the Internet for research and for in- Math Department class assignments. World Languages classes frequently use Curriculum Guides internet-based tutorials provided by the textbook’s publisher. And Lesson Plans Online discussion boards are used in English and Science courses. JSerra’s Fine Arts Department has also developed an extensive number of courses that utilize technology. These include five broadcast journalism classes (one of which utilizes an on-campus broadcast studio), two computer courses, and three photography classes. Utilizing the latest Adobe software. The AP Studio Art program submits portfolios via technology for evaluations. Students digitize their portfolios in order to submit their work to the College Board for evaluation. The Math Department works tirelessly to ensure that students are not asked to merely regurgitate facts from the textbook, but real-world problems are incorporated into lesson plans. The department utilizes clinometers for measuring height of objects too tall to measure with conventional instruments; Excel spreadsheets are utilized to analyze data for probability and statistics. In Business Math and Economics, students learn about the stock market from how it functions and how students can use it for their own personal benefit. Students need to learn how to use graphing calculators as an aid to curriculum. JSerra’s teachers are constantly striving to increase their English Lesson Plans knowledge within their respective fields, whether through attending conferences or earning higher degrees. JSerra hires AP Score reports people who are professionals in their field. The English English lesson plans Department uses a variety of teaching tools to assess learning modalities and teach to a variety of learners. Teachers utilize student directed instruction through the Harkness method, which allows students to lead discussion based on the literature they are reading and assess one another’s comprehension. Likewise, teachers use the Socratic method to assess student comprehension of materials. Students act out plays in AP Literature and English II to understand staging and theatrical elements in relation to the literature. Students participate in persuasive activities in English II and AP Language to understand how rhetorical devices persuade readers. AP Pass rates in AP Literature and AP Language far exceed national average at 90% and 89% respectively. The English department developed standardized unit tests that cover Bloom’s Taxonomy from freshmen year to senior year levels. Students use Wordle, Teach Talk, Prezi, and Glogster for blogging and technology integration in response to various works of literature. 90

Students at the freshmen through junior year develop research papers utilizing various databases and integrate into a cohesive, research paper. Inquiry activities are a common feature in the Science department. Science Curriculum In Chemistry, students perform laboratory activities almost every Guides week that relate to the curriculum currently being learned. Having Science Department a separate fully-stocked lab allows the students to have these Lesson Plans experiences. Biology and Physics courses also use inquiry labs to spark student engagement and to have them think about the world around them. Students are able to hypothesize and then test their ideas. Dissections and microscope labs, looking at real specimens, are used in Anatomy and Physiology, so students can have a true hands-on science experience. In Fine Arts, most classes require the creation of a year-long body Fine Arts Curriculum of work (portfolio) to show the growth process in the arts of their Guides and lesson choice. Students are tasked with a variety of projects dealing with plans as many new materials as possible. Student entering the upper levels of the arts program begin to master those media through projects and performances. With the implementation of the Artist in Residence program, students have been given access to the Student Showcases at SOKA University Performing Arts facility to have the experience Laguna Beach Art of performing in a professional venue. Students have exhibited at Museum, The City of professional museums. Students of the Visual Arts have published Huntington Beach a hardcover book called Beauty Perceived to benefit the Children Galley, The Pageant of of the Blind. Students performed in other community venues as the Masters Junior well including Downtown Disney, San Juan Camino Playhouse, Artist Gallery Carnegie Hall and several church venues. Students are given the opportunity to show their work in professional exhibitions or School wide Calendar perform in public the skills they have learned in their art form over the course of the year. The school has opened its Artist-In- Course Catalog Residence program to part time teachers that are working artists in their field to expand the scope of curriculum to give the school’s students pre-professional training. The school has also developed courses that take advantage of local AP Environmental resources. The AP Environmental Science course, for example, Science lesson plans can take samples from a wide array of Southern California bio systems. Local authors have also guest lectured, including an AP U.S. History lesson authority on Christopher Columbus. Art classes have visited local plans museums; French classes have attended plays in French; and photography classes make ample use of the community’s local resources. For the past eight years all juniors, in conjunction with their United States history classes, have heard lectures from original Tuskegee Airmen as part of Black History Month. 91

Seniors, as part of their government classes in 2008 and 2012, and Law Magnet Course midterms in 2010, they served as student poll workers in state and Guide national elections. AP U.S. History partake in Constitutional Rights Foundation to listen to speakers, and the Law Magnet ESLR 5.1-5.5 Program participate in Mock Trial program. All of these learning experiences enforce life-long learning, student managing their own learning, and enforcing life-long education. JSerra’s faculty is given the responsibility of ensuring that all Employee Handbook students understand the academic requirements needed to successfully complete each class. The primary means of informing students about such expected level of performance is through teacher syllabi. Teachers are required to submit copies of their syllabi to the Head of Curriculum and Instruction, their department chairpersons, and to each of their students. Students are required to read their various syllabi, review with their parents, and then return a sign-off sheet acknowledging receipt of the syllabus and understanding of the syllabus to each of their teachers. Faculty and student survey data confirm that all students receive the syllabi and are aware of the academic requirements of their individual classes. In terms of the expected level of performance on particular Department Rubrics assignments, JSerra’s instructors are strongly encouraged to use rubrics that are also made available to their students. Performance levels of the teacher should be targeted, and be known to students daily. These should be qualitative goals. Nonetheless, administrative observations suggest that teachers do not use rubrics as frequently as they might. JSerra professes to be a school that develops students who will be academic achievers that demonstrate higher order thinking ESLR 2.1-2.4 skills and solve problems creatively and analytically. In every academic department, the curriculum has been developed to help prepare students to be critical thinkers. Specific class assignments support this goal. JSerra’s faculty, where appropriate, are encouraged to utilize open-ended essay questions that require students to use critical thinking skills. Religion and English classes regularly require students to respond to thought-provoking questions in journal assignments. Class discussions from these journal assignments often evince students are developing higher order thinking skills. Mathematics and science classes assign application problems to encourage students to think analytically. B3A. How Assessment is Used 92

To what extent is teacher and student use of assessment frequent and integrated into the teaching/learning process? Teacher and student use of assessment is frequent and integrated into the teaching/learning process. Teachers design and use a variety of assessment tools. Over 80% of students agreed that Student survey faculty use a variety of assessment methods in their classes. Among these assessments are exams (objective, short-answer, and essay), quizzes, essays, oral presentations, portfolios, science laboratory experiments, research papers, student physical performance, student produced videos, online pre- and post-assessments, and many Lesson Plans others. The English department uses on-demand writing as assessment. Teachers share the results of these assessments with the students to further enhance the learning process. For example, many teachers review the results of their exams with their students with particular emphasis on those questions of the exam that were most frequently answered incorrectly. For students who particularly struggled on a test, teachers often review their tests individually during their office hours. Scantron question analysis forms are regularly utilized to ensure test questions are a good measure of assessment. Students are encouraged to discuss assessment answers with their teachers. Some teachers provide the opportunity to correct or re-take quizzes so students learn from their mistakes in preparation for the chapter test. Teachers are also encouraged to use item analysis to determine the validity of their multiple choice questions. Through Professional Learning Communities, teachers share and Department evaluate one another’s tests to offer the most challenging Meeting Minutes assessments to students. Teachers who teach the same classes often collaborate with regard to tests. Most classes with multiple sections Unit Guides use the same summative exams, regardless of the teacher. For Unit Tests example, in Chemistry all teachers use the common formative and Department summative assessments and meet to discuss how students Meeting Minutes performed in each section to evaluate the students’ mastery of the chapter. All science classes of the same course use a common final. The teachers meet at the end of each semester to discuss results of finals and how students performed and address any issues with missed concepts or areas that need improvement for the next year. In some classes, particularly English and Social Studies, first drafts Lesson Plans of essays are handed in to the teacher and then returned with corrections for use when writing a final draft. Similarly, many teachers allow students to submit research papers ahead of` time and then the teacher will give the paper a “free edit” before the paper is due. The Library Media Specialist is available both on and off-campus assistance to help students in the formatting and citation 93

elements of their research papers. Some teachers even allow Department Rubrics students to rewrite essays for a new grade or for extra credit. Students are also allowed to play a role in the assessment process. Some teachers allow students to submit test questions that can be used on subsequent tests. More directly, some teachers assign performance evaluation rubrics to their students to allow students to assess their counterparts on in-class presentations. Students often are encouraged to discuss the strengths and weaknesses of their counterparts’ work and must provide constructive criticism. For example, in art classes students critique each other’s artwork as a means of re-editing. All of these methods benefit the students by helping them learn or relearn the subject matter covered by the assessment. Teachers are expected to frequently assess their students’ work and Employee knowledge. Formative assessments take place on a biweekly or Handbook monthly basis in almost every class. In many classes, formative assessments are used to monitor student progress. In math and Lesson Plans science classes, students are assessed through daily warm-up activities and frequent quizzes. In ASL class, students are required to silently converse and give presentations during and after every unit covered. The Religion Department uses the ACRE test to assess the freshmen class’ level of knowledge in regards to theology and personal perception. With this information the school can better meet the needs of the students when planning for the year. The seniors take the ACRE test as a means of evaluation and evidence of learning. Teachers are encouraged to use a variety of assessment methods to incorporate the fact that not all students learn alike. B3B. To what extent are the assessment results the basis for measurement of each student’s progress toward the expected school-wide learning results? A wide variety of assessments form the basis for measuring each student’s progress toward meeting the expected school-wide learning results. Students’ progress toward the ESLRs can be measured in their successful completion of coursework. In religion classes, for example, students’ knowledge of the ESLRs 1.1-1.5 Catholic Church is assessed through the religion curriculum projects and tests. The classroom is also a place where students learn to practice respect of self, others and community. Students are able to experience the Sacramental expressions of Christ’s mission by attending weekly Mass and receiving the Sacrament of Reconciliation quarterly. Students use the ESLRs in 94

classroom environment to help promote education and respect. All JSerra students perform Christian service to their community as part of the Christian Service requirement necessary for graduation. JSerra measures academic achievement across the curriculum. In ESLR 2.1-2.2 all classes, as a matter of course, students are measured to see if they are able to read, write, speak, and listen effectively. Religion Lesson Plans Students write essays and debate in their English and Social ESLR 2.3-2.4 Studies classes which is evidence that students demonstrate Math and Science higher order thinking skills. For instance, many writing Lesson Plans assignments require students to demonstrate cause and effect. ESLR 2.4 Essay prompts also regularly ask students to make inferences. In Religion classes, students journal and write essays regarding moral issues, scripture, and teachings of the Church as applied to contemporary times. Math and science classes afford students the regular opportunity to make hypotheses and solve problems creatively and analytically through lab experiments, assignments, and tests. The math textbook series, in fact, includes a series of “challenge” questions that ask students to answer questions based on the mathematical principles of the chapter, but does not give parallel examples for the students to draw upon, forcing students to rely on their own resourcefulness to successfully solve those problems. Since most of these are word problems, teachers typically require students to phrase their answers or solutions in the context of the problem. Geometry students are asked to apply their knowledge of trigonometry and measure the height of various buildings and structures on campus. Additionally, they are asked to create a report that analyzes what they have learned and how it was applicable to potential college majors and careers. The classroom environment also affords the JSerra student ample ESLR 3.1-3.2 opportunity to be a collaborative worker. In World Language classes, in particular, JSerra students regularly work in the context Curriculum Guide of small groups, practicing their conversational skills and Lesson Plans developing skits. In dance classes, students develop collaborative Social Studies Lesson choreographed projects. In photography classes, students collaborate and work together to create dynamic lighting in photo shoots. Students work in teams to create photographic panoramas. Students in science classes participate in collaborative learning by working in teams during laboratory assignments and reviewing material. In English classes, books are discussed in literary circles, and students work together on classroom skits. Additionally, students work collaboratively on discussion questions, performances, and essay editing. In Social Studies classes students work on collaborative assignments in the form of classroom presentations. In Religion classes, students read and discuss 95

scripture in groups, complete group projects such as developing Plans prayers, and producing class presentations. Physical education classes are replete with opportunities for students to establish and Religion Lesson Plans complete effective goals with others. Indeed, students often compete in the context of teams where strategy must be utilized for ESLR 3.1-3.2 those teams to successfully achieve their goals. P.E. Lesson Plans SERP utilizes assessment results in all academic classes to support students by assisting students to become lifelong learners through managing their own learning, through daily grade checks, goal setting for the quarter and semester, and developing a personal action plan to reach those goals. SERP ESLR 5.3-5.4 assesses student ability to determine the course and effectiveness of their learning through monitoring of student entries in planners on a daily basis. The evaluation of student work also determines if JSerra is helping ESLRs 2.1-2.4, 4.2-4.3, the students develop the skills necessary to become life-long ESLR 5.1 learners. JSerra’s English department has developed an extensive Lesson Plans summer reading program that assesses the students’ ability to School Calendar manage and direct their own learning. Students are expected to ESLR5.3 complete these assignments on their own initiative in an out-of- classroom context. Outside reading assignments throughout the ESLR 5.4 year ask students to read based on their interests and complete long-term assignments. The physical education department has developed several assessments that compel students to establish personal priorities and achievable goals. For instance, students in the Conditioning and Fitness class are required to develop a personal training plan based on an initial fitness test. Similarly, in Health students are required to identify physical and interpersonal goals and measure their progress towards these goals throughout the course. JSerra’s students are also assessed to see if they have developed an appreciation of varying worldviews. In Religion, the Christian leadership class prepares students to lead retreats, and become active participants in their parish life. All students are given the opportunity to participate in the sacraments, attend weekly mass, and spend time in adoration which affords them the opportunity to develop lifelong habits and a personal relationship with Christ. Students in the speech and debate class utilize internet research to gather evidence for their positions on contentious world issues. B3C. To what extent are assessment results the basis for regular evaluation and improvement of curriculum and instruction? 96

The results of student assessment form the basis of modifications English Lesson Plan and revisions to the curriculum and instruction on an ongoing basis. At the level of individual classes, teachers use exams and AP Summary and quizzes not only as a means of measuring student knowledge, but Analysis Reports also as a means of determining what modifications are needed in the curriculum. For example, teachers often offer study sessions, study guides, and individual assistance to help students prepare for subsequent assessments. In Social Studies, students are provided with tools from which to study. It is, however, the student’s responsibility to develop their own individual assessment prep. When assessment results demonstrate that students do not understand the material, teachers adjust methodologies and re- teach the material. In the English department, students are able to review and correct missed questions on tests. Research papers are co-graded by the Library Media Specialist after library instruction relating to the particular project. Two separate rubrics are used - one by the teacher, one by the Library Media Specialist. Following assessment, changes are made to the content of instruction, manner in which instruction is delivered, and amount of time spent on each area in order to improve student scores on those research projects. This process occurs every year, so that assessment remains relevant to instruction. AP classes use the report created through AP test data to determine areas needed for improvement and focus in the next year. All teachers, as matter of course, review tests. If a majority of students miss a common question, teachers analyze the question to see if it was written unclearly or if the students are missing a fundamental concept. If the question was written unclearly, it may be removed from grading and if it was a concept that was missed, the teacher is expected go back and re-teach that concept. In the Religion Department, teachers update and edit lesson plans Religion Lesson Plans each semester based on assessments given in prior course work. Course Catalog This can lead to the creation of new courses. For instance, in the 2012-2013 school year a new religion course was added that was specifically geared to international students who have had little or no exposure to religious formation. Also in 2012-2013, new honors religion courses were added for more advanced students. In the English Department, English 1A and 1B classes were added Course Catalog in 2012-2013 to accommodate international students. Both courses’ curriculum address language acquisition, visualizing language, and grammar. Ever since the onset of Professional Learning Communities activities in 2010, the school has made it a priority to ensure 97

analysis of common formative and summative assessments is a Department Meeting regular feature of department meetings. Teachers are expected to Minutes review student performance on such exams to determine where instruction should be modified. Teachers of the same course assess these results to determine why there might be variance in test results among teachers. Likewise, administrators analyze the grade distributions of Department Meeting teachers to determine if modifications and revisions of the Minutes curriculum and instruction are necessary. Teachers whose grade distributions are too low or too high will be asked to assess their teaching to determine if the appropriate level of course rigor is being maintained. Administrators also use such grade distribution analysis as a discussion point with faculty in determining whether particular facets of the curriculum need to be reinforced. These assessment results help individual teachers evaluate and improve instruction. For example, teachers may be requested to provide study sessions and study guides to help ensure student success. At department meetings, assessment of student progress and problems within subject areas are addressed. Course offerings are reviewed and adjusted by department members as a result of such assessment. For example, Intermediate Algebra was added to JSerra’s curriculum because many students were struggling with Algebra II/Trigonometry after completing a year of geometry. Conversely, more advanced classes (i.e., AP Calculus BC, AP Statistics, Latin IV Honors, magnet classes) have been added to address the educational needs of higher performing students. JSerra has made great strides in determining whether course Student Evaluation of objectives have been accomplished. At the student level, all Instruction surveys students are surveyed once per semester in each of their courses to determine the extent to which course objectives have been met. The course surveys, among other things, ask the students to assess how well the course has achieved the goals as stated in the course syllabus. The Head of Faculty and Administration, along with the Head of Curriculum, analyzes the results of these surveys to assess whether course objectives are being met. SERP teachers are paired with individual students to function as mentors on a weekly basis to adjust program/curricular focus based upon weekly grades. Students meet with the SERP Director a minimum of once per quarter to assess effectiveness of program and study approaches. The SERP Director and teachers collaborate with counselors in selecting the appropriate courses and instructors based upon diagnosed challenges, learning styles, and past 98

academic success. Parents are contacted by SERP teachers and Director on a regular basis to evaluate effectiveness of student’s study plan and to adjust accordingly. Departmental Meetings address adjustments to individual student plans. From the standpoint of the faculty, each teacher is supposed to meet with the Head of Faculty and Administration at the end of the academic year to review their courses over the preceding year. However, these meetings have not taken place in the last three years because of turnover and vacancies in that position. Department chairpersons are expected to evaluate course objectives both in the context of the courses in their department as well as with individual meetings with teachers. The results of these meetings, in part, shape to whom administrators assign courses in subsequent years. JSerra’s students take standardized tests. All sophomores take the PLAN exam, and all juniors take the PSAT exam. All of these exams are administered on the JSerra campus. Additionally, all students enrolled in AP courses are required to take the AP exam as part of the course. JSerra students also take on their own volition other standardized exams such as the SAT Reasoning and the SAT Subject tests as well as the ACT. All students take the ACRE test as part of the school’s freshmen and senior religion curriculum. Latin students participate in the National Latin Exam. Since the school’s last full accreditation visit, there has been Academic and substantial improvement in terms of how the results of Curriculum Committee standardized tests are used to improve instruction. Because the meeting minutes data on these exams is disaggregated, teachers are allowed to target specific changes in their curricula to improve student achievement. The aggregate results of standardized testing have been shared with members of the Academic and Curriculum Committees B3D. To what extent are the assessment results the basis for the allocation of resources? The results of assessments help determine the allocation of resources. Department members meet throughout the year to assess curricular and instructional needs related to resources. In February Department Budgets of each year, department chairpersons submit to the administration a proposed budget. The budget contains expenditures to help teachers meet the goals of the curriculum and reflects areas of need from student assessments. The paper-and-pencil exam results for some lessons have demonstrated the need for alternative 99

assessments and created recent budgets that have included outlays for videos, educational software, manipulative for math classes, science laboratory materials, art supplies, subscriptions to online testing services, new updated software for graphic arts and photography classes. Faculty in-services are funded to address the needs of both students and faculty. Results of the faculty end-of-year survey Faculty Evaluation of provide topics for the bulk of the following year’s in-service. The Administration Survey school provides funds for and encourages all faculty to attend educational workshops, conferences and in-services. Teachers are encouraged to continue their education and the school provides reimbursement of up to $2000 per year for courses taken, which Administrative budget has been used by faculty members who are working towards advanced degrees. Resources have also been allocated as a result of standardized test Department budgets assessment. For example, AP teachers use the College Board Score Staff survey report to determine the strengths and weaknesses of AP courses. JSerra provides the funds necessary for AP teachers who want to improve their craft by attending College Board AP workshops and purchase materials to better prepare students for the AP exams, such as copies of released exams. However, many teachers feel there should be an increased support for professional development. SERP departmental budget is adjusted based upon the specific SERP Department student mix of disabilities. For example, implementation of the budget Lindamood Bell ® academic therapies during the 2011-12 academic year is in direct response to a proliferation of Reading Disorder/ ADHD assessment results. SERP Test Center funding is based directly upon the success of SERP students who utilize the Test Center as compared with SERP students who test in the regular classroom setting. AREAS OF STRENGTH 1. College acceptance rates reflect the academic preparation of JSerra’s students for post- secondary education. 2. The school offers a varied curriculum to meet the needs of a diverse student population. The school, further, has been proactive in developing new curricular programs (e.g., online, magnet, specialized courses for international students) to support student learning and achievement. 3. The implementation of Professional Learning Communities (PLC) concepts and strategies has fostered collegiality, improved pedagogical methodologies, and supported curriculum alignment for all academic departments. 100