A. JSerra WCEA 2020 Self Study

Ensuring Educational Excellence (E3) Western Catholic Educational Association JSerra Catholic High School A Self-Study for JSerra Catholic High School 26351 Junipero Serra Road San Juan Capistrano, CA 92675 WCEA Code: S136 Visit Dates: March 1-4, 2020

Table of Contents Page CHAPTER I: INTRODUCTION TO THE SCHOOL ……………………………...……………. 3 CHAPTER II: SCHOOL PURPOSE …………………………………………………………. 13 CHAPTER III: FINDINGS ……………………………………………………………….. 16 A. Catholic Identity …………………………………………………………… 16 B. School Organization ………………………………………………………. 19 C. Teaching and Learning …………………………………………………….. 22 D. Student Support ……………………………………………………………. 25 E. Material Stewardship ………………………………………………………. 28 CHAPTER IV: EDUCATIONAL IMPROVEMENT PLAN …………………………………….. 31 A. Implementation of the Prior Plan …………………………………………. 31 B. New Educational Improvement Plan ……………………………………… 34 2

CHAPTER I – INTRODUCTION TO THE SCHOOL A. Introduction 1. Name of School: JSerra Catholic High School WCEA School Code: S136 2. Address: 26351 Junipero Serra Road San Juan Capistrano, CA 92675 3. School’s Year of Inception: 2003 4. Nature of the School Lay Group Ownership: Gender: Co-Educational Educational Thrust: College Preparatory 5. Governance Structure: Advisory Board of Directors 6. Administrative Structure: President-Principal 3

7. Organizational Flow Chart B. Student Demographics 16-17 Total 9th Student Enrollment Males Females 17-18 Enrollment Grade 10th 11th 12th Catholic (percent) (percent) 18-19 Grade Grade Grade (percent) 19-20 1168 302 55% 45% 1182 313 291 280 295 51% 56% 44% 1226 315 305 299 265 50% 55% 45% 1246 331 322 298 291 49% 55% 45% 325 305 285 51% Student Ethnic Composition White Hispanic Black Asian Native Multi- Other 61% 10% American racial 2% 59% 11% 2% 16-17 58% 10% 2% 15% 1% 10% 2% 17-18 58% 11% 3% 18-19 3% 16% 1% 10% 19-20 2% 16% 1% 10% 2% 16% 1% 9% 4

International Student Enrollment China Other Asia Europe Africa Latin/South Totals America 100 126 16-17 108 17 4 1 4 130 17-18 116 130 18-19 108 16 2 2 2 126 19-20 11 1 1 1 13 2 1 2 C. School Personnel Demographics Administrative Personnel Name Position Years at Status JSerra Richard Meyer President Full-time Eric Stroupe Principal 8 Full-time Donna Vandenberg Vice Principal of Faculty and Instruction 17 Full-time Patrick Reidy Vice President of Mission and Faith 10 Full-time Tiffany King Director of Finance 6 Full-time Larry Layton Director of Operations 1 Full-time Chris Ledyard Athletic Director <1 Full-time Chris Harrington Admissions Director 4 Full-time Ashley Farrington Advancement Director 3 Full-time 3 Faculty and Staff Faculty Years of Experience Full-time Part-time 0-3 34 6 4-6 12 0 7-10 11 0 11-17 15 1 18 + 13 0 Religion Sex Faculty Demographics Ethnicity Education Male Female Hisp White Catholic Non- Cred. MA PhD Asian Black Other Unspec. Catholic 35 57 4 54 0 28 37 55 45 33 2 5 1 5

Staff (non-faculty) FT Certificated PT Certificated FT non- PT non- 15 certificated certificated 3 52 29 Board of Directors JSerra’s Board of Directors meets eight times per year, approximately monthly during the school year. Additionally, there is an annual Board retreat separate from the meeting cycle. Standing Committees of the Board include the following: Governance, Facilities, Finance, Athletics, Advancement, Risk Management, and Presidential Support. Board of Regents This is an advisory board to the President and the Board of Directors. Unlike the Board of Directors which is a governing entity, the Regents’ purpose is to provide perspective and input on relevant topics regarding the strategic direction of the school. This is a body of approximately 20-30 community members (current and former parents and others who have a passion for the school’s mission) that convenes three to four times each school year. In addition, this group serves as a recruitment tool for future members of the Board of Directors. Parent Organizations • JSPA is the main parent organization for the school. It coordinates schoolwide parent activities, such as the Speaker Series and community building activities such as the Back to School Mass and Bash. It also hosts off-campus events for parents to support community building. It has an organizational structure and is overseen by the Vice Principal of Student Life. • Lady Lions is an organization for JSerra mothers; it is largely a social entity that provides activities for mothers to do fun activities throughout the year. It is overseen as well by the Vice Principal of Student Life. • Athletic Booster Clubs: Most varsity teams have dedicated booster clubs. Additionally, some teams have a Coach’s Circle which supports the team’s fundraising efforts. The level of activity and organization varies by team. • Moms in Prayer is an organization for parents that meets twice per month on campus to pray for the school community and individuals within it. Alumni Organizations See Chapter 4 EIP #5 for goals in alumni development. 6

D. Brief History of the School JSerra was founded in 2003 by a group of parents with a lay, self-appointing Board of Directors that continues to provide strategic direction for the school. It was the first independent private Catholic high school in California and had an opening enrollment of 153 students. In 2006, JSerra's impressive 29-acre athletics complex was completed with an Olympic-sized pool, artificial turf for safety and playability, and a state-of-the-art training center. Early in its history, the school was placed in the competitive Trinity League for athletics. Initially the school’s day- to-day operations was charged to the school’s principal. In 2009, JSerra’s Board of Directors decided to adopt the President-Principal model, which remains the school’s organizational structure. JSerra developed its five acclaimed Magnet Programs in medicine, engineering, business, law, and the arts over the last nine years. In the 2019-20 school year, the school achieved full enrollment for the first time in its history. The curriculum of the school is college preparatory, and in most years, all students matriculate to post-secondary education upon graduation. E. Most Significant Developments in School Life Since the Last Self-Study • Staff Additions o Vice President of Mission and Faith o Human Resources Director o Director of Operations o Director of Educational Technology o Marketing Director o Expanded Admissions and Advancement departments o Expanded Counseling department o Expanded Athletic administration o Expanded security staff • Identity Formation Program • Implementation of PLC Program • Adoption of LMS/Schoology • Creation of middle school summer program (Lion Engage) • JSPA Speaker Series • Facility Upgrades o Installation of security cameras and security fencing o Classroom technology standardization and upgrade o Redesign of common areas such as foyer, chapel, Center Room, music room o Creation of outdoor eating area o Overhaul of HVAC o Installation of lockers inside classroom buildings o Replacement of wi-fi program o Installation of team rooms in gym for several teams o Overhaul/redesign of Broadcast Journalism room o Installation of media boards in the Pavilion o Re-turfing of the baseball and football fields o Junipero Serra statue and faculty longevity stones by front entrance o Mosaics outside the Pavilion 7

F. E-3 Self-Study Groups Leadership Team Olivia Huie Eileen McKeagney (Self-Study Coordinator) Richard Meyer Eric Stroupe Donna Vandenberg Patrick Reidy Integral Groups Group A: Catholic Identity Abdulla, Russ Theology Teacher Theology World Language Amaro, Lorena Teacher Athletics Business/Operations Baggerly, John Assistant Football Coach/Admissions Science Bondi, Mike Human Resources Director Fine Arts Mathematics Cappelletti, Betty Teacher/Medical Magnet Program Auxiliary Support Director School Relations Business/Operations Chodzko, Mark Teacher School Relations Business/Operations Crayton, Jane Marie Teacher/Department Chair Counseling Learning Support Desmond, Bridget Dean of Students Social Studies Athletics Farrington, Ashley Director of Advancement Learning Support Garcia, Carlos Facilities Manager Auxiliary Support Fine Arts Harrington, Chris Director of Admissions English Theology Heffern, Don Head of Security Counseling Administration Holligan, Pat Personal Counselor Mathematics Business/Operations Huston, Teresa Resource Specialist Science Theology Kennedy, Laura Teacher Kirsch, Erik Head Coach - Boys Soccer Lagalante, Carmen Teacher/Director of Educational Tech. McCarthy, Maureen Nurse McClellan, Ann-Marie Teacher McColl, Courtney Teacher Monette, Michael Theology Teacher Morales, Cara Personal Counselor Noonan, Jeanne Receptionist Padilla, Vanessa Teacher Ponce, Antonio Facilities Specialist Pushckor, Krysten Teacher Reidy, Patrick (chair) Administrator 8

Rodgers, Jaime Director of Athletic Training Athletics Smith, Thomas Teacher/Department Chair World Language Sulaka, Lamar Teacher Fine Arts Swaykus, Sarah Theology Teacher Theology Taylor, Mary Victoria Counselor Counseling Telles, Jonathan Teacher English Waters, Rosannah Resource Specialist Learning Support Group B: Organizational Efficacy Besseling, Michiel Teacher Mathematics Fine Arts Brechbill, Sara Teacher World Language Business/Operations Camarena, Lilia Teacher Athletics Learning Support Chen, Kate Database Administrator Auxiliary Support Learning Support Clements, Kevin R. Head Swim Coach/Aquatics Director Advancement Administration Clute, Drew Horizons Director Theology Social Studies Curtis, Sean Substitute Teacher/Football coach Science English Dale, Denise SERP Director Business/Operations Mathematics Davis, Brooke Marketing & Communications Science Athletics Delain, Maggie Administrative Assistant Science Business/Operations Eckert, Zach Campus Minister Administration Counseling Enger, David Teacher Learning Support Fick, David Teacher Fine Arts Auxiliary Support Harlow, Jennifer Teacher Theology English Iglesias, Mary Ann Operations Assistant Business/Operations Mathematics Jaso, Tom Teacher Athletics Kilduff, Jan Teacher/Engineering Magnet Director Ledyard, Chris Athletic Director McAdam, Jennifer Teacher Mendoza, Orlando Facilities Specialist Meyer, Richard (chair) President Miller, Janet Registrar Oka, Russell Testing Center Monitor/Football Coach Phillips, Ryan Teacher Pizzolo, Margaret Nurse Powers, Angela Teacher Prestridge, Claire Teacher Sanchez, Christian Facilities Specialist Shafiyoon, James Teacher Sherburne, Carrie Sports Information Director 9

Summers, Damon Teacher/Department Chair Social Studies Testa, Karen Admissions Coordinator Admissions Williams, Kevin Teacher World Language Group C: Curriculum and Instruction World Language World Language Atighetchi, Cherie Teacher Theology Austin, Lori Teacher Business/Operations English Bueche, Sarah Campus Minister English Mathematics Culwell, Lori Administrative Assistant to Athletics Athletics Administration Dama, Christine Teacher Science Admissions DeBoisblanc, Carol Teacher Auxiliary Support Counseling Dioso, Louie Teacher Fine Arts Business/Operations Evans, Donald Associate Athletic Director Physical Education Science Everett, Daniel (Chair) Vice Principal Curriculum and English Innovation Learning Support Finelt, Vickie Science Lab Technician Business/Operations Social Studies Fleiss, Teri Administrative Assistant Theology Auxiliary Support Foster, Kelleigh Nurse Mathematics Fine Arts Huie, Olivia Director of Counseling Athletics Administration Kahl, Jeffrey Teacher Social Studies Advancement King, Tiffany Controller Theology Counseling Licavoli, Lisa Teacher Business/Operations Maffia, Blasé Teacher Marriage, Riley Teacher Martinez, Matt Online Room Monitor and SERP Instructor Mendoza, Victor Facilities Specialist Misiow, Ronald Teacher Norris, Sean Teacher Plaia, Chris Dean of Students Powley, Sun Teacher Smith, Bradford Teacher Stith, Katie Head Softball Coach Stroupe, Eric Principal Summers, Jessica Teacher Tomasino, Miguel Lions Fund Share Director Tuszynski, Matthew Teacher Watson, Erin Counselor Williams, Greg Security 10

Group D: Student Support Services Almejo, Juan Facilities Business/Operations Fine Arts Asmus, Rachel Teacher Learning Support Mathematics Boyer, Mary Beth Online Education Director Auxiliary Support Advancement Chaffee, Carol Teacher/Business Magnet Director Counseling World Language Chenault, Michele Activities Director Social Studies Business/Operations Collins, Laura Family Relations & Engagement Auxiliary Support Science Cress, Katie Counseling Science English Currier, Tiffany Teacher & ASL Interpreter World Language Theology Curtin, Lana Teacher Athletics Business/Operations Drake, Terry Security English Mathematics Garner, Deborah Attendance Clerk Business/Operations Fine Arts Greenbaum, Shira Teacher Advancement Social Studies Guerrero, Sharri Teacher Business/Operations Counseling Hirsch, Barby Teacher Athletics Learning Support Janes, Phillip Teacher Administration Justman, Randall Teacher Admissions Science Kay, Brett Head Baseball Coach/Asst. AD Theology Mathematics Layton, Tim Security Lebeda, Kelli Teacher Lee, Katherine Teacher Magana, Ivan Facilities Specialist McQueen, Monica Teacher/Department Chair Nguyen, Nikki Communications Advisor Ormsby, Brett Teacher/Head Water Polo Coach Oseguera, Iliana Accounts Receivable Pearce, Jennie Counselor Queen, Melinda Admin. Assistant to Athletics Swaney, Kriztia Horizons Instructional Aide Vandenberg, Donna Vice Principal of Teaching and (chair) Instruction Von Der Linden, Stacy JSPA Parent Liaison Waterman, Beth Teacher Wilson, Caroline Teacher Wright, Colleen Teacher Group E: Resource Management Ahle, Patrick Law Magnet Director Social Studies Business/Operations Allison, Jeane Payroll & HR Coordinator Counseling Mathematics Celaya, Monica Counselor Coury, Andrea Teacher 11

Dahlson, Bret Admissions Assistant Admissions Danh, Justin Teacher/Football Coach Learning Support Darling, Dana Teacher/Department Chair Science Diaz, Abel Facilities Specialist Business/Operations Eckert, Sarah Teacher Theology Forbush, Catherine Teacher Fine Arts Gardner, Orion Substitute Teacher Auxiliary Support Hemphill, Amy Teacher English Jess, Laura Teacher Science Kavanagh, Kasey Athletic Trainer Athletics Keiper, Wendy Assistant to the President Administration Kirby, Connor Senior Accountant Business/Operations Li, Jun Teacher World Language Dir of Donor Relations & Miraglia, Mary Stewardship Advancement Collections Manager Morrison, Elizabeth Counselor Business/Operations Murphy, Michele Teacher Counseling O'Berry Emily Girls Tennis Head Coach Theology Orahood, Kirk Teacher/ Substitute Teacher Athletics Coordinator Orloff, Matt Social Studies Pagano, Matthew Director of Finance and Operations (Chair) Teacher Business/Operations Pierce, Alexandria Teacher/Theatre Director Business Rigg, Robb Teacher Fine Arts Robinson, Keith Teacher English Selvaggio, Giorgio Librarian World Language Swedo, Jeanne Boys Basketball Head Learning Support Coach/Admissions Wilkinson, Keith Athletics G. Accessing Self-Study JSerra’s self-study and all related data and documentation is available electronically at this webpage: www.jserra.org/wcea 12

CHAPTER II – SCHOOL PURPOSE Mission Statement JSerra is an independent Roman Catholic high school that encourages students to pursue personal and professional excellence in life. Guided by the teachings of the Catholic Church, we work in partnership with committed parents and inspirational teachers to form the faith, intellect, and character of our young men and women within a Christ-centered, sacrament-based learning environment. Philosophy Statement “Independent Roman Catholic School” JSerra is governed by a self-appointing Board of Directors. While we are not a diocesan school, the sacraments and religious education available at JSerra are offered with the complete knowledge and approval of the Bishop of the Diocese of Orange. “Pursue personal and professional excellence in life” We maintain high standards of excellence for our students in all facets of school life. Through challenging coursework that fosters a keen work ethic and teachers who model professional dedication and personal regard for those around them, we strive to create an environment that encourages students to become the best persons God calls them to be. “Guided by the teachings of the Catholic Church” We are deeply committed to promoting the teachings of Christ as affirmed by the apostolic tradition and divine inspiration of the Catholic Church. We also hold in deep regard other faith traditions and, as such, invite all members of our school community to participate with us in the search for truth and meaning in this world and in the next. “Partnership with committed parents” During the teenage years, it is of paramount importance that parents and the school collaborate closely so our students are provided cohesive, unified direction by the most important adults in their lives. We firmly believe parents are the primary educators. As such, they should be active in the educational process through participation in parenting seminars, teacher conferences, lecture series, open forums with administrators, social gatherings, and Board of Directors or strategic committee positions. Indeed, the school- parent partnership is the most critical one in preparing our students for responsible adulthood. “Inspirational faculty” All faculty and staff, both within the classroom and beyond, fulfill a teaching role as they strive to affirm the dignity of our young men and women and model for them in all circumstances the person of Jesus Christ. Our goal is for everyone at JSerra to engage our students by captivating their hearts and minds with the beauty of the Gospel in order to inspire them to become virtuous, faith-filled adults. “Faith, intellect, and character” 13

We believe forming our students in these essential areas results in a truly integrated and dynamic Catholic education. By \"faith\" we imply not only a belief in the existence of God, but also a desire to know Him, love Him, and serve Him by knowing, loving, and serving others. At JSerra, \"intellect\" refers not only to academic knowledge, but also to wisdom. We help our students grow in the practical application of their reason based on a mature understanding of themselves and their responsibility to society. We also aim to develop each student’s \"character.\" By this we mean the cultivation of human values and the moral discernment necessary for ultimate happiness, both of which are rooted in the cardinal virtues of fortitude, prudence, temperance, and justice. “Young men and women” Rather than use the term \"children,\" we consciously refer to our students as young men and women as this better reflects our vision of them as \"adults-in-the-making.\" This demonstration of respect for our students is an important aspect of our effort to form them to be responsible Christian citizens. “Christ-centered, sacrament-based learning environment” Our mission statement ends with this phrase to leave no doubt as to the source and essence of our school: Jesus Christ. We believe our weekly celebration of an all-school Mass and opportunities for regular confession and adoration afford our entire school community untold graces. Precisely because of our catholic (i.e., universal) nature, we welcome students and families of all religious backgrounds who seek to deepen their faith. Origin and Development of Mission and Philosophy Statements In the spring of 2014, an ad-hoc committee of the Board of Directors convened to review the school’s mission and philosophy statements that had remained unchanged since JSerra’s founding in 2003. Over a two-month period, the group sought to simplify the language while maintaining the spirit of the original documents. The result was a much-abbreviated mission statement followed by philosophy statements that defined key phrases found in the mission statement. The final versions of both the mission and philosophy statement were approved by the Board of Directors in July 2014. Subsequently, the new versions of each were published widely on JSerra documents and website. Integral Student Outcomes JSerra graduates are people of: FAITH who • Manifest their love for God and others through a life of prayer and service. • Engage in their faith as a personal relationship with Jesus Christ. • Respect the sanctity of life in all stages. • Honor the dignity of others as sons and daughters of God the Father. • Practice humility in light of the glory of God. 14

INTELLECT who • Seek wisdom by pursuing the true, the good, and the beautiful. • Employ analytical and abstract thinking to formulate arguments and solve problems. • Develop the art of well-reasoned and persuasive communication. • Embody a strong work ethic and habits of professionalism. • Demonstrate magnanimity to shape a more dignified culture. CHARACTER who • Exhibit fortitude and leadership in the face of adversity. • Model a spirit of joy and gratitude in response to God’s gifts. • Discover greatness through the fruits of collaboration. • Emanate charity, humor, and grace in daily interactions. • Demonstrate integrity through unity of word and deed. Origin and Development of ISOs The school’s ISOs were developed during the 2018-19 school year as a part of the school’s re- accreditation process. As JSerra had previously followed the Focus on Learning protocol, the school had utilized Expected Schoolwide Learning Results instead of ISOs. Consequently, school leadership used the accreditation process to develop ISOs that were focused more on personal growth outcomes as opposed to specific academic skills outcomes. Process-wise, the Leadership Team met as part of a winter retreat and discussed particular virtues that we hope our students would embody by virtue of their having been at JSerra for four years. A list of twelve virtues was created. Following the retreat, in January and February of 2019, student, parent, and staff focus groups were independently assembled to review the list of virtues with descriptors. The groups reached consensus of the key virtues that JSerra students already exhibited. Next, the list was assessed by the entire staff as part of the school’s spring in- service that year. Working in Staff Spiritual Development groups, staff discussed each of the virtues, and, as with the focus groups, consensus emerged as to what the school’s ISOs should be. The Leadership Team then met as whole to tighten the language for each ISO, which resulted in its finalization by March of 2019. The school was deliberate in developing its ISOs around the school’s mission to form “faith, intellect, and character.” The school was also intentional in highlighting key virtues that were important to the various constituent groups who provided input in the formation of ISOs. Following the creation of the ISOs, the school replaced the prior ESLRs in all school documents. As referenced in Chapter 4, EIP #1, the school also plans to highlight particular ISOs each year as part of its Identity Formation program and the school’s monthly homeroom program, which is new for the 2019-20 school year. 15

CHAPTER III – FINDINGS Principle A: Catholic Identity Standards 1-2: Mission Statement and Worship Students, parents, and staff alike affirm that the school is solidly Catholic (DL 21-22, 27). Integral group discussion attests that an increasing number of parents and students choose JSerra because of its strong emphasis on faith and its fidelity to Catholic teaching. Our school philosophy is clearly articulated and supports the Mission Statement, both of which reflect the school’s seriousness about its Catholicity. Our newly-developed ISOs are anchored in six central virtues that we believe mark the graduate: love, humility, wisdom, magnanimity, fortitude, and integrity (Core Beliefs). JSerra’s theology teachers are dedicated to students, committed to their faith, and competent in reaching young people. Ten of our twelve theology teachers have theology and or catechetical degrees, and seven have master’s degrees or are working on them. Six have backgrounds in youth ministry. All of them assist on at least two of our ten retreats per year. Several of them lead discipleship groups or faith-related clubs (e.g., Pro-life Club, Soul Sisters). Surveys attest that prayer and worship are integrated into both classrooms and on the athletic field (DL 2, 4-7). Our campus ministry team has recently repurposed retreats to be well- organized and Christ-centered, and it has expanded opportunities to students for participation in the sacramental life. Approximately 40% of our students attend our retreats (Retreat Program), and one of JSerra’s goals is to increase that number. In addition, we offer a weekly youth night (DL Additional Materials) and monthly discipleship groups, quarterly confessions, daily Mass before school, and a weekly all-school Mass (Faith Formation). Standards 3-4: Religion Curriculum and Teachers Our theology department has crafted essential standards and developed coursework that supports the effective execution of the USCCB curriculum (DL 10, 11, 14). The theology department has examined both content and teaching methodologies at each level to ensure all students are being reached, and now looks forward to improving vertical scaffolding of curriculum. Three freshman theology offerings accommodate a diverse student body: Theology 1, Introduction to Catholicism for international students, and Theology Foundations for non- Catholics (DL Additional Materials). The freshman courses introduce philosophical thinking to align theological concepts with reason and to help non-believers ascertain the logic of God’s existence. In consideration of our non-Catholic students, Theology teachers speak often about best practices for answering questions about misunderstood Catholic teaching, and teachers participate in two to three professional development opportunities a year. One anticipated area of growth is developing a four-year prayer curriculum. Since the ISOs are newly developed, the department looks forward to concretely integrating them into department lesson plans. We have dedicated substantial energy in the past five years to recruiting and retaining faithful, spiritually mature young men and women to teach in our theology department. Further, our monthly Staff Spiritual Development program offers the entire JSerra staff on-going spiritual, catechetical, and intellectual formation (DL 16, 17, 29). 16

Standard 5: Partnership with Parents Over 70% of JSerra parents believe they are partners in the faith formation of their sons and daughters (DL 20-22, 39). The school honors parents’ roles as primary educators through a variety of regularly-scheduled opportunities for parents (DL 18-19). Many of our parents attend weekly all-school Mass, and even more are present for our bi-annual all-school speakers. In 2017, we began a monthly parent podcast which reached 1,900 listeners this past year (Podcast). Additionally, an average of 50 parents turn out for our monthly series “Coffee with Courtney.” Three or four evenings a year, we host a “Parenting on Tap” presentation that averages 50-75 parents. One of our most important means of growing the connection between parents and their children is through our quarterly Identity Formation sessions. Students are arranged in small groups by age and gender to discuss a cultural or moral topic, and parents are invited to continue the instruction at home through provided follow-up materials (DL Additional Materials). JSerra offers a host of opportunities for parents to grow in their personal prayer life. Moms in Prayer meets weekly; Dad and Son Hikes occur three times a year (DL Additional Materials); Lenten and Advent Teas and our parent retreat are annual events that have all grown in 2018-19 (Lenten and Advent Teas each by 10%; parent retreat by 20%). This year Legatus and Napa Institute will partner with us to bring inspirational Catholic speakers to our parents and the parents of our partner middle schools. Standard 6: Service Orientation JSerra offers a Christian Service program with many students going above and beyond the call of duty. While efforts should be made to integrate this program fully into the broader faith-life of the school (DL 24), we see strong signs of our ministerial efforts across campus. For example, each year more of our clubs are Christian-service oriented (DL 23, 25, Clubs). Christian Service hour requirements are a starting point for creating a well-rounded Catholic education, and we offer many options for our students (Christian Service). Our Director of Campus and Sports Ministry is expanding the Christian Service program on the athletic side of campus, engaging teams in service and community-building opportunities. Some of our most significant service trips are the Peru Trip (two per year), the annual San Francisco Walk for Life, and the Special Olympics Fans in the Stands (four annually). In our last three graduating classes, the average number of service hours far exceeded the 80-hour requirement (98 average hours with over 50% of students logging 81 or more hours). Standard 7- Signs and Symbols JSerra uses ample Catholic signs and symbols both inside and outside its buildings and facilities (DL 26). Our founding community members had a vision for broadcasting the centrality of our Catholic faith vividly throughout the JSerra campus. This is perhaps most notable for the prominence of crucifixes found in the gym, in the Center Room, and in every classroom. The outdoor crucifix that welcomes visitors to the Pavilion side of campus is complemented by two Marian statues, one at either extreme of the campus, and St. John Paul II and St. Junipero Serra statues decorate our quad and circle, respectively. Recently, we added wall quotes to our gym and three academic buildings, inspirations from Jesus himself, great saints and scholars, and heuristics that illustrate our deepest beliefs as a Catholic school. Our annual Eucharistic Procession during which we block Junipero Serra Road, walk in procession with the monstrance, and bless the four corners of our campus serves as a public demonstration of our faith. Our Advent and May Rosaries, and our Lenten outdoor Stations of the Cross serve a 17

similar purpose (DL 27). Caritas Christi, our student leadership organization, greets visitors to our weekly Wednesday Mass, a public and visible expression of the love of Christ to our community (Caritas Christi). Standard 8: Religious Engagement of All JSerra employees see their work as a mission and share openly about their faith with colleagues and students. Two years ago, we made an intentional shift in our Staff Spiritual Development from monthly theological lectures to brief, dynamic, catechetical presentations followed by small group discussions. JSerra believes all teachers are missionary disciples who effectively carry out our mission through our individual intimacy with Christ and our Christian fellowship. Administrative leaders make a regular point of emphasizing this universal call to holiness and discipleship in order to improve everyone’s contribution to the school’s mission (DL 30-33, 39). Key Strengths: • JSerra’s Catholic identity is intentional and evident. • Theology curriculum is broad, teaching is effective, and classes are praised by students. • Campus Ministry retreats and initiatives lead young people to an encounter with Christ. • JSerra cultivates a strong partnership with parents offering a multitude of opportunities for spiritual growth and fellowship in Christ. • Interior and exterior signs and symbols of our Catholic fidelity abound throughout campus. • The monthly Staff Spiritual Development program and annual staff retreats emphasize the entire staff’s universal call to holiness and discipleship. Key Areas for Growth: • Teachers in all disciplines need to meaningfully incorporate ISOs into lesson plans. • JSerra can increase opportunities for student participation on retreats. • JSerra needs to create a shared vision for addressing misunderstood Church teaching through a vertical examination of theology curriculum. • The Theology department could establish a more unified, four-year prayer curriculum. • JSerra could improve constructs for identifying and supporting meaningful student service opportunities. 18

Principle B: Organizational Efficacy of the School Standard 1: Governance JSerra is unique among private schools in Orange County in that it is the only independent Catholic high school. As such, we are governed by a self-sustaining Board of Directors that is tasked with providing the strategic direction for the school with the onus of implementation resting with our administration led by our President and Principal. Recent key governance milestones achieved by the Board include the following: refinancing the school’s debt to a fixed interest rate and extended amortization schedule, creating new by-laws to reflect the school’s financial independence from its founders, and realigning and consolidating standing committees so they are focused on governance rather than operational objectives (DL Additional Materials). Significantly, the Board and the Administration concur they share a strong collaborative relationship (DL 13). The Board reports a moderate to high level of satisfaction with the effectiveness of its operations and structure (DL 4). In addition, this group also believes JSerra to be highly successful in fulfilling our stated mission of forming the young men and women of our campus (DL 6). One recent change to the Board is the creation of the President’s committee which will provide feedback to the President, conduct his annual review, and determine goals and objectives for each school year. One aspect of governance that arose during Integral Group discussion was a need for greater visibility of the work of the Board such that faculty, staff, and even administration have a better sense of the Board’s annual and long-term objectives. Standard 2: Administration A hallmark of JSerra has been the relative stability of its administration over the past five years. We have a 90% retention rate for core leadership of the school (DL 12). Those administrators who have departed have done so to take the top leadership position in other area private schools (JSerra Organizational Chart) The Administration and the Faculty are aligned in their perception of employees being held accountable for job performance (DL 35). This relationship is further solidified via Faculty Council – a group of teachers elected from their peers who bring concerns and suggestions for improvement to the administration on a monthly basis. Healthy discussion takes place and action items and/or responses are then disseminated to the faculty (DL Additional Materials). Further evidence of effective school administration is reflected in that 98% of parents and 97% of faculty and staff believe that JSerra is an organized, well-run institution (DL 41). As JSerra matures as a school, we continually hone our policies related to human resources. This has caused some frustration within the administration (DL 9) for the increasing complexity of work. For example, in recent years, our hiring and firing processes have become much more thorough and, consequently, labor intensive as evidenced in our comprehensive job application (DL Additional Materials). Standard 3: Instructional Personnel Ninety-two percent of students report a high to moderate level of satisfaction that JSerra faculty care for them as a person and individual (DL 1). This is a critical data point as we pride ourselves on providing an intimate, personalized learning environment, marked by small class sizes and an approachable, concerned faculty. This sentiment was further echoed by students 19

who attended the Integral Group discussions: “At JSerra, I’m a person, not a number.” In a similar vein, students are deeply appreciative that our school culture is one where faculty clearly strive to facilitate their learning (DL 17). These points are not surprising given that 60% of faculty possess advanced degrees in education or their specific discipline (DL 20). Regarding teacher retention, of the 93 faculty members at JSerra, 74% of them have been at the school for less than six years, and 26% enjoy tenure of seven years or more (DL 19). Since we are a relatively young school, this statistic may not be surprising; however, retention of talented teachers is an identified area of growth for JSerra. Standard 4: Support Staff Our support staff find meaningful value in their work and contribution toward the fulfillment of JSerra’s mission (DL 34). This is critical as faculty and coaches are not the only employees who significantly impact the school’s culture. Survey data shows a high level of satisfaction with the general administration of the school (DL 41). What is more, we have an 86% retention rate of support staff dating back to 2016 (DL 31). The Staff strongly believes that a climate of mutual respect permeates the school (DL 9). An area of growth that currently inhibits the support staff’s ability to effectively carry out its duties is technology (DL 29). In response to this concern, the summer of 2019 brought many significant enhancements to the school’s technology infrastructure. Despite recent upgrades, significant technological problems still exist for both faculty and staff (IG Meeting). The staff is overwhelmingly content with the administration’s quality of communication as well as the process used to evaluate job performance (DL 44, 45), but the staff would appreciate consideration for the banding opportunities offered to the faculty (DL29). Standard 5: Organizational Structure Both the faculty and parents find effective the varying modes of school communication, as much in quality as in form (DL 37, 40). Another important aspect of the organization of any effective school is its schedule. JSerra has used a modified block schedule since 2007 (Bell Schedule). Although the bell schedule can be a point of division within a faculty, our teachers report a relatively high level of satisfaction of the efficacy of our daily schedule (DL 36). Related to the schedule, teachers who are required to split their time during the day in multiple classrooms show a high level of stress and frustration (DL 18). The administration would do well to focus on minimizing the physical locations for travelling teachers. As mentioned previously, JSerra is entering the phase of institutional adulthood. In light of this, the school would benefit from an analysis of its current organizational structure. Data- driven, benchmarked answers to these questions will be important as the school looks toward entering its third decade of serving southern Californian students and parents. Key Strengths • JSerra effectively fulfills its mission of forming students, faculty, and staff in faith, intellect, and character. • JSerra’s administration has a high retention rate as well as a high level of parent satisfaction. • JSerra students are highly satisfied with their teachers and instruction. • JSerra support staff feels meaningfully engaged in delivering the school’s mission. • JSerra’s school schedule has proven effective. 20

Key Areas of Growth • The Board can provide greater visibility to the school community regarding its composition and ongoing work. • JSerra can increase the professionalism of human resources while not increasing the complexity of the administration’s work. • Administration can strive to improve the retention rate of faculty beyond the six-year mark. • JSerra should ensure the full implementation of technological enhancements for support staff, faculty, and students. • Administration can focus on improving the quality of travelling teacher schedules. 21

Principle C: Teaching and Learning Standard 1: Curriculum JSerra teachers intentionally align curriculum to Catholic standards, such as the USCCB framework, and other professionally acceptable subject-based standards, such as California Common Core standards and College Board standards. Our graduation requirements deliberately exceed the UC A-G requirements so that students are eligible for our California state schools (DL 1-3). Not only are textbooks selected with built-in standards, but also, teachers identify learning objectives in their daily lesson plans (DL Department Evidence). All disciplines are required to follow curriculum guides based on essential standards, and teachers also enjoy the option to modify their essential standards to align with our Mission Statement and/or to respond to student needs and interests (IG meetings). All AP teachers design their curricula on the College Board standards (DL Additional Materials). AP pass rates also testify alignment with College Board standards (DL 4-5). Teachers in all core disciplines continue to work to ensure the curriculum is systematic and/or sequential. The Course Catalog identifies pre-requisites for all courses. Math, English, and World Language departments are cognizant of building a strong foundation in introductory classes in order to provide students with the skills they need for intellectual growth (JSerra Course Catalog). PLC minutes in each discipline indicate that teachers routinely meet to ensure systematic progression of curriculum (DL Additional Materials). However, JSerra could improve in its interdisciplinary efforts (DL 45-46, IG Meeting). Course offerings are well matched to student interests. Surveys show student satisfaction with the variety of classes, especially with electives and Magnet Programs (DL 36). At the beginning of freshman year, counselors help students create a four-year plan which offers students balance as well as academic challenge (DL 3). Our five sought-after Magnet Programs tailor to students’ long-term career interests. We offer a multitude of elective courses (JSerra Course Catalog). Our SERP students have the option of taking modified courses in English, specially designed for students with language-processing challenges. Also, JSerra has recently initiated its Horizons program which provides an inclusive, language-based educational experience for students with special needs (DL 7). Our international students are offered foundational Theology, ELD, and SDAIE English courses (DL 6). JSerra has a burgeoning and exciting online program, with a two-year plan to incorporate JSerra curriculum and teachers at every level and discipline (JSerra's Online Program). Of course, with a wide variety of offerings and finite periods in a day, scheduling conflicts can arise which limit student choice. Standard 2: Instruction JSerra’s pedagogical methods are effectively varied across disciplines and grade levels, and students report general satisfaction in instruction (DL 17). Students report that lecture and note taking are most prevalent, and teachers also engage students in frequent and effective dialogue (DL 18-19). While instructional modalities vary, collaboration helps ensure consistency in classes that teach the same content, including similar summative assessments (DL Additional Materials). JSerra is making great strides to improve the school’s technology in support of student learning. In the 2019-2020 school year, all 65 classrooms were equipped with new short-throw digital projectors, laptops that connect wirelessly to the displays, surround-sound systems, and 22

voice-lift solutions, dramatically enhancing student engagement. The new technology was incorporated in direct response to dissatisfaction among teachers that the technology was unreliable, and less than 50% were using it effectively (DL 21-23). The school continues to experience difficulty with wi-fi connectivity, however, and plans to replace the entire wi-fi infrastructure in order to improve reliability and coverage across campus. JSerra uses Schoology as its LMS, and most stakeholders are satisfied with this system (IG Meeting). Although online textbooks are used in some social studies classrooms, more ubiquitous use of online textbooks would be appreciated by students and teachers (IG meetings). The school articulates instructional methodologies through its teacher evaluation process. Administrators and department chairs conduct frequent teacher observations throughout the year, and the principal conducts year-end summative assessments as well. The principal generates the observation schedule at the beginning of the year, and teachers are evaluated five to seven times between August and March. Their assessments are emailed to them immediately through Progress Advisor (DL Additional Materials). New teachers are formally observed four times in the first two years of employment. Teachers are expected to engage in professional development opportunities of their own accord. AP teachers regularly attend conferences in order to stay abreast of changes in the curriculum and hone their skills. For the 2019-2020 school year, JSerra implemented a systematic Mentor Teacher program to assist our new teachers and to improve inculcation and retention. JSerra could improve in its encouragement, discovery, and tracking of professional development opportunities for current teachers. Standard 3: Assessment To gauge student learning, JSerra engages in the use of formative and summative assessments. Formative assessments take the form of objective and subjective quizzes, written analyses, oral presentations, projects, and performances. Each discipline ensures that summative assessments are aligned with essential standards identified in their PLC (DL 26). In many cases, the summative assessments incorporate Bloom’s Taxonomy for a scaffolded gradation to higher order critical thinking skills. Student surveys attest that mixed-modality assessments allow students to demonstrate their knowledge effectively (DL 24-25). PLC collaboration ensures that students in same-content classes are assessed equitably. One area of growth for PLCs is the analysis and disaggregation of summative assessment results to improve departmental curriculum and instruction. Starting in the current year and moving forward, the PLC goal is for teachers to meet frequently to analyze assessment results and alter instructional methodology accordingly. To that end, JSerra has revised its bell schedule to include weekly PLC collaboration time (Bell Schedule). JSerra has reviewed standardized test results to find that our students fare quite well. From 2011-2019, JSerra students continue to score increasingly higher than state and national averages (DL 31-32). One point of concern voiced by students is the number of assessments given on a certain day (IG meetings). As an area of growth, JSerra could strive to find a way to balance test-taking days among the disciplines. Standard 4: Reporting Student Achievement JSerra effectively reports student achievement to its stakeholders. Grades are available in real time to students and parents via Schoology. Students report that 75% of teachers update Schoology consistently and reliably (IG meeting). JSerra disseminates progress reports mid- quarter, allowing ample time for improvement before permanent grades are established (DL 40- 23

41). Starting in the fourth week of each quarter, students earning D’s and F’s are required to attend academic study hall (DL 9). Survey results attest that 95% of parents believe our communication with them is good or excellent (DL 38). JSerra holds formal Parent-Teacher conferences twice a year, once in October and again in March (DL 9). Other modes of communication include teacher and counselor emails and phone calls home for both accolades and concerns, public acknowledgement of specific student achievements at all-school Mass, posting of As in classrooms, the comment section in Schoology, updating of school profile (Profile), Lion Report segments (The Lion Report YouTube Channel), and the Paw Print (The Paw Print). Teachers are expected to return parent inquiries within 24 business hours. Although most parents are satisfied with the communication they receive, 30% of parents attest that JSerra has room for improvement in this area (DL 38). Key Strengths • Broad and varied class offerings to meet the requirements, needs, and interests of the diverse student body. • New technology has recently been installed to standardize every classroom, and teachers have been provided with state-of-the-art technology to improve student learning. • Functioning PLCs ensure consistent and critical instruction and equitable summative assessment based on essential standards. • Reporting to stakeholders is successful through diverse mediums. Key Areas for Growth • The school needs to solve its recurring wi-fi connectivity issues throughout the campus. • JSerra can examine scheduling conflicts to better allow students the opportunity to take elective or magnet classes. • JSerra should research and implement more widespread opportunities for differentiation in instruction. • Teachers can improve cross-disciplinary curricular efforts. • Administration can improve in the area of encouraging, discovering, and tracking professional development opportunities. • Teachers can better analyze and disaggregate summative assessment results to improve departmental curriculum and instruction. • The school should examine solutions for heavy test-taking days to balance student workload and alleviate stress. 24

Principle D: Vitality of Student Support Standard 1: School Environment JSerra has detailed school policies concerning the safety of students. Teachers are trained annually in emergency procedures. Each year, JSerra conducts three to four evacuation drills with the full JSerra community (DL 1). Each classroom posts an extensive Emergency Procedure Flipchart which instructs students and teachers in fire, earthquake, lock down, and shelter-in- place procedures. In 2019, JSerra hosted a representative from the Sheriff’s Department who walked the faculty and staff through a shooter-on-campus scenario. In Spring 2019, JSerra implemented the Titan HST app on all employee phones, and the app was also introduced to students and parents in the fall of 2019. Continued training on the app is needed for full and effective use. Also, further practice in emergency plans specifically for active shooter and 7th period athletics is warranted (IG Meetings). At the beginning of each academic year, faculty and staff are instructed on staff/student boundaries and mandatory reporting (DL Additional Materials). Human Resources ensures that all teachers are up-to-date on their required annual certifications. This information is captured and updated via HRIS. JSerra provides a physically secure campus. Surveys attest the students’, parents’, faculty’s, and administrators’ perception of the effectiveness of campus security ranges from moderate to great (DL 4-6). JSerra employs five campus security personnel who supervise students at all times. JSerra recently installed a motorized gate at the front of campus; however, some feel that the campus is still too porous, as all gates are only as good as their locks and vigilance of supervision. A new front-desk check-in security program, provided by Hall Pass School Visitor Management, was implemented in Fall 2019. Exterior doors are automatically locked from approximately 8:15 a.m. to 2:45 p.m. Stakeholders agree that JSerra is moderately successful in cultivating a climate of respect that permeates the community, which indicates an area of growth (DL 7-9). The newly developed ISOs, particularly, “Honor the dignity of others as sons and daughters of God the Father,” address this aspect of our school philosophy. Standard 2: Academic Support Beyond classroom hours, teachers are available to students for a half-hour before and after school and by appointment; however, most teachers are on campus for longer. In order to meet the learning needs of students who struggle academically, JSerra has several programs in place. Students identified as having two or more Ds and Fs are required to attend academic study hall. The Math Department conducts a Math Lab for students three times a week after school. A tutor is available for struggling athletes on Mondays during 7th period. International tutoring is offered twice a week after school (Tutoring Information). Our International students, whose enrollment is currently 10.5% of the school population, have needs which are met through several avenues. The English Department offers a SDAIE curriculum at freshman through senior levels, the Theology Department offers an Introduction to Catholicism class tailored to this population, and the Math Department offers lower level Algebra 1 classes to accommodate students with poor placement scores. An ELD class was instituted two years ago as well (DL Additional Materials). The Student Educational Resource Program (SERP) provides services for our special needs students. Students enrolled in the program are offered a study skills class which is 25

mandatory for freshmen, but optional for other grade levels. All teachers are made aware of accommodations for which each SERP student qualifies. The English Department’s “A” classes offer modified curriculum at all grade levels (DL Additional Materials). Our SERP enrollment is currently 12.5% of our school population and has a considerable waiting list (DL 16-17). In 2018, JSerra launched its Horizons program which provides an inclusive educational experience for students with mild to moderate intellectual disabilities or learning delays (Horizons Program). Our high-achieving students’ needs are met with the offering of 23 AP classes and 62 honors classes (Course Catalog). The student survey attests that these classes effectively prepare students for optimum achievement on the AP exams (DL 19). Additionally, the school offers nine classes articulated for college credit, in a partnership with Saddleback Community College. The Counseling Department can measure its success in many ways. Counselor caseloads are relatively low (1:210), allowing counselors to develop meaningful, four-year relationships with students. JSerra employs seven college counselors, one at-risk counselor, and two personal counselors (Counseling Program). Surveys attest that students are moderately satisfied with the services offered by the Counseling Department (DL 21a), which is contradictory to evidence provided by in-house survey results (DL Additional Materials). Also, some parents rely on outside counselors for college admissions guidance. Standard 3: Co-Curricular Programs JSerra offers numerous programs in the fine arts. JSerra offers a range of opportunities both as classes and after school activities, including dance, broadcast journalism, digital photography, theater, choral music, instrumental music, and rock band. In athletics, JSerra is proud of its 23 CIF teams and six club teams. In student government, JSerra offers Associate Student Government (ASG) as an elective class, which attracts about 60 students. Further, Associated Student Body (ASB) is a club that attracts another 25-50 students. In 2019-2020, JSerra offered 24 service clubs, 18 academic clubs, and 14 social clubs (Club Information). The popular Club Rush event at the beginning of the school year gives these clubs a platform for promoting their missions and recruiting members. As the year progresses, however, club interest and attendance seem to wane; ASG can work to improve year-long interest. The level of student interest and participation in co-curricular activities warrants the school’s continuing provision of such activities. Surveys attest that stakeholders are happy with the number of visual and performing arts offerings (DL 28a), but many are disappointed that we have not yet committed to an on-campus performing arts center. Surveys attest that stakeholders are satisfied with the number and scope of athletic offerings (DL 25b). Surveys also attest that stakeholders believe the quality of student government and number of club offerings are satisfactory (DL 25-27c-d). Altogether, the co-curricular offerings fulfill the school’s mission to educate the whole person of a JSerra graduate with emphasis on Faith, Intellect, and Character. Because the ISOs are new, they have not been a guiding force in decision-making about the types of co-curricular programs offered; however, as JSerra incorporates the ISOs into its day-to-day philosophy, the ISOs will serve as the benchmark for future decisions. Standard 4: College Matriculation JSerra offers many college-related support services to students and families such as the annual College Fair, College Representative Visits, college chats and grade-level course 26

selection meetings. Surveys attest that students, parents, and faculty believe that the quality of counseling services is moderate, while the administration believe the quality to be high (DL 30- 32), The attendance of students at meetings and the frequency of meetings, however, strongly suggest that the students greatly appreciate the efforts of the Counseling Department (DL 29). JSerra should address the discrepancy between perceived value of the Counseling Department’s efforts and the evident success of those efforts. The success of JSerra’s Counseling Department is manifest in the percentage of seniors who matriculate to college (DL 34 and High School Profile) Furthermore, JSerra graduates are offered significant financial support in the form of scholarships (DL 35). JSerra graduates are exceptionally well-prepared for the college work. Although there is no available alumni survey data from which to conclude, anecdotal evidence from returning alumni attests that students are well-prepared in all core subjects (IG Meeting). Key Strengths • Stakeholders feel generally secure on campus due to an atmosphere of mutual respect, constant supervision of security personnel, and regularly scheduled emergency drills. • JSerra’s teachers and counselors provide many diverse services and programs to meet the needs of our struggling, SERP, international, and high-performing students. • JSerra offers an abundance of opportunities in the magnet programs, fine arts, athletic, student government, clubs, and activities. • JSerra Counseling offers a wide variety of college-related services, and the success of those services is evident in the quality and broad variety of our graduates’ college acceptances. Areas of Growth • JSerra needs to create and implement emergency plans specifically for a lock-down and 7th period athletics. • The school should intentionally apply the ISOs to serve as a guiding force for co-curricular offerings and to meaningfully affect school culture. • JSerra can work to sustain a year-round interest in clubs. • JSerra should address the discrepancy between the perceived moderate value and availability of the Counseling Department’s programs and the department’s evident success in college placements. 27

Principle E: Stewardship of Material Resources Standard 1: Enrollment Resources JSerra has reached its maximum student population of 1,264. Admissions has established healthy relationships with partner schools through programs such as the Collaboration Breakfast, Rocket Competition, Spelling Bee, Junior High Mock Trial competition, 8th Grade Visitation Day, and Pride Events (DL 4). Survey results attest that 50% of the Administration and 72% of the Board agree that the school’s enrollment operations conform to its mission and philosophy (DL 6). However, the IG members determined better tools are needed to evaluate how these families and students fit JSerra’s mission, such as surveys for recently accepted students and families. Standard 2: Classroom & Instructional Resources JSerra facilities are 15 years old, and so improvements to our technological infrastructure have become necessary. All stakeholders, the Board, administration, faculty, staff and students, concur on this issue (DL 9-10). In response, JSerra initiated classroom standardization renovations in summer 2019 (see Principle C, Standard 2). Facilities upgrades also included network servers, security cameras, secure check-in at the front desk, public address system, and additional media boards. The Black Box Theater recently underwent significant renovations as well. However, surveys and IG meetings attest a large disparity between faculty and administration as to the quantity and quality of teaching resources as well as the quality of the physical environment (DL 7-8). IG meetings further elucidated examples of physical plant concerns, citing that improvements are needed for school furnishings and HVAC (IG Meetings). Standard 3: Plant Resources All stakeholders agree that JSerra struggles with the cleanliness and maintenance of facilities, buildings, and grounds (DL 11-12, IG Meetings, DL Additional Materials). Although JSerra has attempted to address the issue with third-party janitorial vendors and in-house cleaning crews, cleanliness continues to be one JSerra’s top priorities. IG members raised energy-wasting concerns such as the after-hours illumination and air-conditioning of the buildings and gym when the facilities are unoccupied (IG Meetings). From an aesthetics perspective, approximately 70% of all JSerra employees and 50% JSerra board members feel JSerra is an attractive high school (DL 14). Recent renovations such as redesign of the Center Room, Chapel, and entrance foyer, decorative photos and quotes inside the buildings, and security upgrades are intended to keep JSerra well-preserved. Reaching enrollment capacity has caused space-planning issues, such as a shortage of classroom space for courses, full-capacity of students in classrooms, and a scheduling difficulty for science lab time (IG meeting). Standard 4: Funding Resources JSerra’s Admissions and Advancement departments work together to ensure revenue generation operates effectively. Tuition equates to approximately 92% of the total annual revenue. Tuition collection is conducted by JSerra’s Business Office through school administered software, FACTS, and has proven to be exceptionally effective. This is evident through JSerra’s write-off of bad debt, which is $10,000 or less annually (DL 16-19). In accordance with Christian teaching about financial aid, approximately 46% of students are 28

awarded tuition assistance. Both the Board and Administration are in general agreement that the school’s practice of awarding financial assistance conforms to its mission and philosophy (DL 20-21). To cover operational expenses, JSerra hosts three main annual fundraising events: Lion Nation Golf Tournament, Uncorked: A Celebration of JSerra, and Heart of Gold Day (DL 22). While results of such fundraising efforts vary annually, JSerra understands the critical nature of these advancement efforts, as the school’s sustainability depends on it. To develop third-source income, facility rentals and agreements with the city of San Juan Capistrano have been established. Results of such third-party income are roughly $500,000 annually (DL 23-24). Additionally, to generate philanthropic revenue that advances the legacy of JSerra, the school has embarked upon Always Forward, a $23M comprehensive campaign that prioritizes five key projects across campus: Academic and Athletics Endowments ($10M), Arts Building ($7M), Press Box and Stadium Seating ($3M), Locker Room Expansion ($2M), and Science Lab Renovation ($1.5M). Contributions will significantly impact the lives and education of today’s students, as well as future generations of Lion families. Standard 5: Business Operations JSerra’s compensation and benefits for employees substantially influences its overall budget; approximately 61% of the overall budget is attributed to payroll and the extensive benefits package (DL 31). JSerra practices Generally Accepted Accounting Principles (GAAP), producing complete and accurate financial statements. Cash flow and financial performance are analyzed monthly by the Board’s Finance Committee (see Principle B Sample Board Meeting Minutes). JSerra has loan agreements with financial convenants to ensure reserves are not steadily eroded (DL 34). Furthermore, JSerra undergoes annual third-party audits to ensure complete and accurate financial documentation. JSerra has received clean audits free of any material misstatements (DL 39). The Board and the Administration differ slightly in their perceptions of the quality of the budget-setting and budget-monitoring processes (DL 36-37); however, the Integral Group perception was generally positive (IG Meeting). JSerra’s business operations are under consistent oversight by the Board; approximately 70% of all Board meetings are focused on budgetary concerns (see Principle B Sample Board Meeting Minutes). The Board and the Administration differ slightly in their perceptions of financial operations transparency (DL 40). Anecdotally, Board members and business office employees in the Integral Group suggested that in consideration of increased cyber-security concerns, JSerra could be less transparent about its fiscal standing (IG Meetings). Standard 6: Promotional Operations JSerra enjoys cordial relationships with its parents, alumni, local Catholic communities and the City of San Juan Capistrano. JSerra involves itself with San Juan Capistrano’s civic community, by including the City in athletic events held on JSerra’s campus, participating in the city’s annual Swallow’s Day Parade (DL Additional Materials), and attending San Juan Rotary events. The school communicates itself to its constituent groups via such publications as the Annual Report, the Alumni webpage, dozens of Facebook pages, several Twitter and Instagram accounts, the Blast app, Admissions videos, and other digital and print advertisements (DL 44- 45). Approximately 83% of parents regard JSerra’s communication efforts to be excellent (DL 46). JSerra produces a variety of marketing literature, including our YouTube Channel and our weekly distribution of the Lion LowDown. Student and parent surveys attest that the website is attractive, current, and useful (DL 47-48). JSerra also plants welcome signs on the front lawns of 29

admitted freshmen during the admission cycle. The Integral Group concurs that our marketing literature is effective, since enrollment has hit capacity. There is some discrepancy, which should be addressed, between the Board’s and Administration’s perception of the quality of the promotional operations and its alignment with the school’s philosophy and mission statement (DL 49-50). Standard 7: Strategic Material Planning Administration and Board surveys attest that JSerra’s planning for future enrollment is moderately effective (DL 52); increasing this perception seems to be an area of growth. The Integral Group concurred that talent acquisition and retention is a priority in order to plan for future instructional resources (IG Meetings). JSerra’s planning for future funding is difficult as donors are more inclined to donate a restricted gift. Parents in the Integral Group suggested that Advancement can improve on more consistent outreach to potential donating families. Administration and Board surveys attest that the current school planning is moderately effective regarding the maintenance and development of the school’s physical plant (DL 52). As mentioned in Standard 3 above, maintenance and cleanliness of school facilities is an identified area of growth. Key Strengths • Enrollment resources depict a strong resolve to reach full capacity, as evidenced by a variety of host events and strong relationships with feeder-schools. • Recent technological infrastructure modernization has contributed to instructional success. • JSerra has recently redecorated its major public centers and thoroughfares, lending it a strong aesthetic appeal. • Revenue collection is exceedingly strong. • JSerra successfully substantiates its financial position through annual audits which have all been clean of material misstatements. • JSerra offers financial assistance to a large percentage of enrolling families. • JSerra produces multiple channels of communication for its constituents and maintains a robust social media presence. Key Growth Areas • JSerra must strive to significantly improve the cleanliness and maintenance of facilities, buildings, and grounds. • The school needs to bolster Advancement in its efforts to boost donation giving, including fundraising for operational expenses as well as capital campaigns. • JSerra should re-brand the Advancement department so that all stakeholders willingly take responsibility for this critical area of school success. • Administration must plan for quality replacement for retiring faculty members, especially those who lead vital programs. • The school should develop a robust alumni program to support the school’s advancement efforts and to ensure alumni stay engaged in all aspects of school life. • JSerra could consider an innovative space-planning exercise, devising new arrangements within a limited footprint. 30

CHAPTER IV – EDUCATIONAL IMPROVEMENT PLAN A. Implementation of the Prior Plan from the Last Self-Study The Revised Action Plan as outlined in our 2016 Mid-term Progress Report included five goals. Here are those five goals and a summary of the school’s progress in accomplishing those goals. Goal #1 Enhance the delivery of instruction to optimize student learning and to Progress support achievement of Expected Schoolwide Learning Results. JSerra has completely restructured its faculty evaluation program using a researched-based approach of frequent, shorter classroom visits (using a software program from Progress Adviser). Students evaluate faculty twice per year using a standardized evaluation platform. The summative evaluation of faculty procedure has also been retooled to consciously incorporate JSerra’s “five pillars” as well as standard teaching effectiveness metrics. The PLC (Professional Learning Communities) program has been fully incorporated into the school. Further refinement of the school’s New Teacher Mentoring Program is needed. While the school has developed a robust new teacher orientation program and while department level and PLC mentoring takes place, a formalized mentoring program would be beneficial. A teacher in the 2019-20 school was given responsibility for developing the program more formally. The school has done well to develop recruiting and retention programs. With respect to the former, JSerra has developed good relationships with programs such as Notre Dame University’s Alliance for Character and Education (ACE) program and local colleges of education, such as Loyola Marymount University and University of California Irvine. In terms of the latter, the school has enacted measures (e.g., annual salary increases, class size caps, prep periods for department chairs, and alternative means for career development) to retain quality faculty. Goal #2 Expand and strengthen the technology plan with the goal of developing a Progress: long-term strategic technology plan which will assess current resources and needs and ultimately enhance curriculum and instruction. The school has created positions for and hired an Educational Technology Specialist and Database Manager to support its technology plans and implementation. In the summer of 2019, the school did a complete overhaul of hardware technology in every classroom, creating consistency across departments and buildings. The school’s wi-fi was also replaced in 2019. Teacher computers are replaced in a timely manner. 31

Goal #3 The Technology Plan is reviewed annually by the Technology Committee Progress which is chaired by the Educational Technology Specialist and includes members from each academic department. Goal #4 Progress Students are all required to bring their own devices with parameters defined by the school, including that such devices be tablet convertible laptops. Investigate and implement a comprehensive campus master plan to ensure the most efficient and strategic use of facilities to meet the academic and co-curricular needs of students. Since the last WCEA visit, the school has determined its capacity (1250 students) which is where it finds itself this year. The school has developed a finalized master plan that includes the eventual development of a fourth academic building, which will be exclusively devoted to the school’s various Fine Arts programs (which are currently dispersed among various academic department areas). In the realm of enhancing school security, the school has taken multiple steps to better secure the campus, including adding extensive fencing on both the north and south campus, employing armed campus security 24 hours per day, implementing the app-based Titan emergency notification program, secure check-in at the front desk, and adding 126 security cameras throughout campus. The school’s Facilities Committee has become more inclusive of school constituencies. Enhance online student learning experience by stabilizing the online program and bringing its curriculum completely in-house. JSerra has enhanced the online student learning experience by completing tasks described in the Action Plan. A Director of Online Learning (DOL) was hired in the 2013-2014 school year. During that time, all online courses were outsourced using five different online content providers. As part of the Action Plan, JSerra has reduced the number of content providers to one, Florida Virtual School (FLVS), which has helped stabilize the online program. A new learning management system, Schoology, was piloted to host two online courses. Following a successful pilot, Schoology was implemented school-wide and is the LMS used for all in-house online courses taught by JSerra teachers. The school identifies teachers interested in teaching online through surveys and informal interviews. Training for online teachers is provided through the DOL, conferences, and webinars. 32

Goal #5 After much tenacity, JSerra’s online program was able to obtain NCAA Progress approval in June 2018. With NCAA approval, the school is now able to offer courses developed and taught by JSerra teachers. JSerra currently offers 11 in-house online courses and continues to augment course offerings through FLVS. Because the school purposefully develops in-house course curriculum to assure rigor and parity with the school’s brick- and-mortar course offerings, bringing the JSerra online program completely in-house continues to be a goal. Review and modify accordingly the overall financial structure and protocols including financial aid revenue and distribution, total educational cost calculated by tuition and fees, the self-funding model of athletics, and advancement funding focused more on unrestricted revenue to general school operations. This goal had four sub goals. The first, reviewing protocols to determine the financial aid budget and distribution of financial aid, was fully executed in the 2015-16 school year, and is assessed annually thereafter, to ensure the allocation of financial aid funds is equitable and in alignment with the school’s Mission. The second component was meant to investigate the feasibility of an “all-in” tuition and fee structure. It was in response to the sheer litany of fees that used to exist at the school. Over the last six years, several fees have been eliminated, or, more specifically, subsumed into tuition, including all class fees and retreat fees for seniors. Accordingly, the school’s revamped fee structure is easier to understand and involves far fewer fees than in the past. The third part of this goal concerned a review of the ways in which Athletics is funded at the school, specifically, the extent to which it is self-funded. In the intervening six years, the school did a thorough assessment of the Athletics funding model and consequently reduced the amount of money the school was requiring from the individual sports programs’ budgets for the use of the sports facilities. Now, approximately 80% of these facilities costs that were previously borne by Athletics have now been made part of the school’s general operating budget. The school has also normalized salaries for Athletics staff through a banded salary structure for head coaches. Finally, the last sub-goal required the school to direct more of its Advancement efforts towards unrestricted giving to support general school operations. The school has made progress in this area through a launch of an Annual Fund in the 2015-16 school year. However, some areas of this sub- goal are either still in process (e.g., “creating an individual donor stewardship and solicitation plan”) or have been abandoned (e.g., “combining our two major fundraising events to maximize giving.”) 33

CHAPTER IV – EDUCATIONAL IMPROVEMENT PLAN B. New Educational Improvement Plan 2020 Area of Critical Growth #1: ISO Cultural Integration Goals for the Action After having created new ISOs that center on six key Christian virtues, Plan JSerra will initiate concrete steps for instructing students in their meaning, importance, and habituation. Rationale for the Action Plan Since our Catholic faith teaches us that our happiness and the perfection of our nature lies in acquiring virtues, and since virtues are habitually good behaviors, we will determine steps that enable students to develop the six key JSerra habits or virtues that we have identified as the mark of JSerra graduates. These habits will be built into school culture by way of student-driven initiatives, classroom instruction, and co-curricular activities. 1. School Culture (Student-Led Initiatives) a) Form a committee of students from each grade level that will brainstorm ideas for integrating the six JSerra Grad Virtues into school culture. b) Finalize ideas for campus-wide virtue integration. c) Guide students as presenters of virtue integration plan and prepare them to make end-of-year roll-out (plan will begin in Fall, but student leaders will present plan in May). Action Steps 2. Classroom Instruction a) Introduce idea at curriculum committee. b) Departments meet to identify how teachers are already incorporating ISOs in their classrooms, either behaviorally or through concrete instructional goals. c) Department chairs gather best ideas to share at curriculum committee meeting. d) Chairs, Vice Principal, and Vice President research other schools who integrate virtue into classroom lessons to gain useful insights. e) These same individuals provide ongoing support for teachers as they continue to increase capacity. 3. Co-Curricular Offerings (particularly Athletics) a) Vice President, Vice Principal, and Athletic Directors link Inside-Out coaching to inculcation of ISO virtues. b) Incorporate virtue-based rationale in school literature such as student handbook, marketing materials, admissions collateral, and other public-facing literature. 34

Acting Agents c) Integrate virtue-centered questions in student and student - athlete evaluations, annual teacher goals, and Progress Advisor Necessary Resources markers. Ways of Assessing • The Vice President and Vice Principal will head up the student Progress and faculty committee searches and will oversee the execution of Ways of Reporting their tasks. Progress • The Director of Campus and Sports Ministry, with the assistance Timeline for of the two VPs, will lead the sports and co-curricular capacitation Completion process. • Various student leaders, volunteer faculty, the deans, an array of coaches and co-curricular moderators will be involved in the data gathering, PD planning, brainstorming, and implementation. • Time is the first necessary resource. • Financial resources include stipend for outside presenters at a workshop, travel funds for school visitations, and the physical roll- out component of the plan, such as banners, t-shirts, posters, and other visuals. • Questions in student and student-athlete evaluations of faculty and coaches. • Surveys to students and staff to determine the importance of the virtues Self-assessment surveys to students to determine importance of the virtues. • Formal and informal observations of teachers and coaches will permit analysis of program implementation and its practical effects in the life of the school. Once plans are implemented, progress can be reported by means of quarterly department check-ins. Chairs can run an inquiry and report findings to VPs, who in turn report to President and Principal. 1. School Culture a) Winter 2020: Form a committee of students and meet to brainstorm ideas for ISO integration. VP and small group of staff gather data from other institutions. b) Spring 2020: Finalize list of student ideas for integration. Students present roll-out ideas to various school stakeholders (peers, athletic teams, etc.). c) Fall 2020: Virtue plan roll-out to all students 2. Classroom Instruction a) Winter 2020: Discuss ISO integration with chairs at Curriculum Committee meeting. Departments meet to suggest ideas for increased implementation. VP and small group of staff gather data from other institutions. b) Spring 2020: Chairs present findings to curriculum committee for discussion and review. Curriculum committee shares best teacher practices and offers suggestions for increased implementation. 35

c) Fall 2020: Chairs and VPs get feedback from teachers and offer continued support for ISO integration in classroom. a) Winter-Spring 2020-2021: VPs, chairs, and student committees assess success of virtue roll-out; suggest methods for improvement; Continued follow-up support provided for teachers. b) Summer-Fall 2021: Incorporate virtue-centered questions in teacher and staff evaluations and on Progress Advisor. 3. Co-Curricular Offerings a) Fall 2020: VPs and ADs meet to discuss coalescing Inside-Out Sports with ISOs. b) Winter-Spring 2020-2021: VPs update school literature with virtue-based rationale. c) Summer-Fall 2021: Incorporate virtue-centered questions in coach evaluations. 36

Goals for the Action Area of Critical Growth #2: Advancement Plan Rationale for the To solidify the advancement arm at JSerra as a core function of the Action Plan school, fully integrated across all departments and whose purpose of supporting and furthering mission is widely recognized as crucial to Action Steps long-term stability. With the school moving from institutional adolescence to adulthood, advancement remains in a relatively emergent state. The team’s efforts are too often viewed to be in competition with other departments and programs in the school. Much work remains to implement best practices and find the right cadence for events, cultivation of donors, and the solicitation of gifts. A strong advancement department naturally provides the resources to the school to develop programs, compensate faculty and staff, and maintain and enhance facilities – all critical to the education and formation of students. 1. Enhance Continuing Efforts a) Transition to a more end-user friendly donor database that better tracks “moves management” and offers more robust reporting. b) Solidify within school culture the three new marquee advancement events of Uncorked, Heart of Gold, and the JESPY Awards. c) Solicit major gifts for each of the components of the capital campaign as well as the general endowment and that of distinctive programs. 2. Develop New Stakeholders: Board of Regents a) Identify and appoint 20-30 individuals to serve on the Board of Regents to bolster philanthropic gifts and serve as a farm system for the Board of Directors. b) Develop an integrated calendar of cultivation events between the Board of Regents and the Board of Directors. 3. Develop New Stakeholders: Alumni a) Ensure all alumni of the school have a record in the database and there is an active process to collect relevant student information prior to their graduation (e.g. creation of class LinkedIn page.) b) Develop a regular cadence for alumni reunions and other points of contact throughout the school year. c) Identify alumni that could be appointed to the Board of Regents or Board of Directors. 4. Collaborate with Athletics 37

a) All gifts to athletics need to be processed by advancement and recorded in the donor database. b) Hold frequent meetings between the advancement and athletic teams. c) Launch a repeatable process to solicit annualized unrestricted donations via VIP parking spaces and corporate sponsorships. Acting Agents 5. Enhance Current Facilities, Faculty, and Staff a) Use faculty in-services and all-staff meetings as a forum to Necessary Resources educate employees about the importance of advancement for school sustainability. Ways of Assessing b) Create geographic space that encourages the collaboration of Progress the advancement, admissions, and marketing teams. Ways of Reporting • President Progress • Director of Advancement (and team) Timeline for • Leadership Team Completion • Campaign Committee (of the Board of Directors) • Board of Directors • Board of Regents • Funds for new database and corollary training • Funds for renovation of a collaborative workspace • Lists for targeting successful alumni and potential Regents • Venues for social events with Regents and Directors • Number and attendance of alumni events held each year • Size and demographics of the Board of Regents and frequency of participation of individual members • Growing base year-over-year of businesses that join the corporate sponsorship program • Maximized revenue from the sale of parking spaces • Accuracy of annual report in reflecting totality of all donations made by benefactors throughout the year • Size of endowment • Number of annual donors to the school (including % of alumni) • Aggregate revenue from all advancement activities • Annual Report for donors • Monthly budget reports from the business office • Profit & Loss statements from advancement events 1. Enhance Continuing Efforts a) Winter 2020 and ongoing: Solicitation of major gifts b) Spring 2020: Adopt and populate a new online donor database c) Winter 2020 and ongoing: Host 2nd annual Heart of Gold day d) Spring 2020: Launch inaugural JESPY Awards event e) Fall 2020 and ongoing: Host 2nd annual Uncorked 2. Develop New Stakeholders: Board of Regents 38

a) Winter 2020-Spring 2021: Identify and appoint 20-30 members for the Board of Regents b) Spring 2020: Develop integrated calendar of events for Board of Regents and Board of Directors. 3. Develop New Stakeholders: Alumni a) Spring 2020 and ongoing each Spring: Creation and initial population of alumni database / LinkedIn page. b) Summer 2020 and ongoing each Summer: Host alumni reunions c) Fall 2020 and ongoing each Fall: Identify and invite alumni to join the Board of Regents 4. Collaborate with Athletics a) Spring 2020: Populate new donor database with athletic donations. b) Summer 2020 and ongoing: Solicit annual donations via VIP parking spaces and corporate sponsorships. c) Fall 2020 / Spring 2021 and ongoing: Hold bi-annual meetings between the advancement and athletic teams. 5. Enhance Current Facilities, Faculty, and Staff a) Winter 2020 and ongoing: Educate faculty and staff at in- services and all-staff meetings. b) Summer-Fall 2020: Renovate offices for shared workspaces 39

Area of Critical Growth #3: Professional Development Goals for the Action To enhance the professional attitudes, pedagogy, technology, Plan classroom management, and leadership skills of all faculty, staff, and Rationale for the administration. Action Plan To encourage self-discovery and professional growth through personal and career interests. Action Steps To measure success through improved student performance and more engaged learning. Teacher surveys reveal the desire for encouraged and systematic professional development. Professional development opportunities are an added benefit that can improve teacher retention. Current and past professional development has lacked a systematic approach structure. Opportunities are left to self-discovery and have not been institutionally encouraged. Accountability for professional development has not been tracked, nor has resulting student improvement trajectories been assessed. 1. Conference/Workshop Discovery, Attendance, Tracking, Reporting, and Assessment a) All AP teachers whose curriculum is undergoing a major overhaul attend three-day AP conference. b) All Honors and willing CP teachers attend one-day AP conferences. c) Identify department-specific professional development needs. Examples include but are not limited to:  All English and SERP teachers trained in recognizing learning disabilities and implementing instructional methodology (e.g. Lindamood-Bell)  All Theology teachers trained in PLC by attending the annual Las Vegas conference  All Science teachers trained in incorporating Catholic philosophical worldview into science curriculum. d) Identify administration’s and middle-management’s professional development needs and interests. Examples include but are not limited to:  Administrators and willing department chairs trained in transformational leadership  All department and magnet chairs trained in HR/management.  Administrators, teachers, and/or counselors attend the National Catholic Educators Association (NCEA) annual conference  CUE or other educational tech conference 40

e) Seasoned teachers incentivized to attend and present at national conferences. 2. In-House Teacher Training: a) First year teachers hired without a teaching credential are only given four sections of instruction. b) The fifth period is for formalized in-house teacher coaching provided by JSerra. (This may include the entire theology department.) Acting Agents 3. Systemize inter- and intra-departmental Teacher Observations: a) Annually assess current evaluation forms to ensure they meet Necessary Resources pedagogical standards. Ways of Assessing • Administration: Budgeting Progress • Vice Principal of Instruction and Curriculum: Vision and Structure Ways of Reporting • Department and magnet chairs, teachers, and HR: Implementing Progress and tracking Timeline for • All Staff: Discovery, Experiencing, and Reporting Completion • Curriculum and teacher(s) for uncredentialled teacher-training • Funding for PD attendance (including travel expenses) as well as for incentivization programs • Structure and time for teacher observations • Time for researching and coordinating PD opportunities • Structure for tracking teachers taking advantage of PD opportunities • Automated PD attendance tracking system, possibly in Paycom • Student performance metrics (higher AP scores), more engaged students (surveys) • Measuring and tracking teacher retention rate • Improvements on student evals of instruction • Reporting form for each conference • Observation form for inter- and intra-department observations • Self-reporting of PD incorporation and professional growth • Department chair year-end summative evals • Year-Beginning (and Year-End review) of Professional Goals with requirement for professional development 1. Conference/Workshop Discovery, Attendance, Tracking, Reporting, and Assessment a) Spring 2020: Establish PD budgeting, tracking, and reporting system b) Fall 2020: Teachers, dept chairs, and admin identify and commit to at least one upcoming PD opportunity in the next two years; PD choices to be recorded on teacher’s Goals and Objectives; dept chairs to hold meet with teachers to solidify 41

Goals and Objectives; seasoned teachers incentivized to present at national conferences c) Fall 2020-Summer 2022: attendance, tracking, reporting, and assessment of PD opportunities d) Winter 2021: Dept chairs to meet with faculty to review goals and hold teachers accountable e) Spring 2021: Dept chairs to meet with faculty to review goals and hold teachers accountable f) Spring 2021 and Spring 2022: Surveys of teachers and students to assess efficacy of implemented PD methods 2. In-House Teacher Training: a) Spring 2020: Establish systemized curriculum, timeline, and trainers for in-house teacher education plan for non- credentialled teachers. b) Summer/Fall 2020: Identify uncredentialled teachers and trainers c) Fall-Spring 2020-2021: Implement in-house teacher training curriculum d) Spring 2021: Survey to assess in-house teacher training program 3. Teacher Observations a) Spring 2020: Establish system and requirements for inter- and intra- departmental observations b) Fall 2020: Roll out program to faculty; task department chairs with tracking c) Fall 2020-Spring 2021: Observations and reporting underway d) Spring 2021: Survey faculty for efficacy e) Fall 2021 to Spring 2022: Repeat process 4. Teacher Evaluation Forms a) Fall 2020: Stakeholders meet to discuss current form and make necessary revisions b) Fall 2021: Stakeholders meet to discuss current form and make necessary revisions 42

Area of Critical Growth #4: Facilities and Environmental Awareness Goals for the Action To ensure facilities are adequately maintained in terms of Plan cleanliness. To better track and improve responsiveness to facilities requests. Rationale for the Action To implement a campus-wide preventative maintenance program. Plan To ensure the school incorporates practices that promote eco- awareness, limiting waste and providing for greater sustainability. Action Steps Teacher surveys and feedback suggest the school can improve its overall janitorial program and degree of cleanliness. The school generate unnecessary paper waste and has limited recycling programs. The school wants to better model for its students environmental responsibility and teach them how to be more eco-friendly. Respecting God’s creation by reducing waste and recycling is in line with the school’s Catholic mission. There are monetary savings to be made with better utilization of resources. 1. Improving School’s Maintenance Programs a) Hire a dedicated Director of Operations b) Assess best practices in terms of whether to outsource the following: IT, janitorial, specialized maintenance, and landscaping. c) Develop a janitorial schedule for routine cleaning, identifying for staff what is cleaned on a daily, weekly, and monthly basis. d) Evaluate current tracking system for facilities and IT requests. e) Review Facilities Audit and assess current preventative maintenance program’s ability to proactively address concerns. f) Analyze current staff to determine if additional maintenance/custodial staff are needed. 2. Increasing School’s Environmental Awareness/Improving Sustainability a) Purchase durable recycling bins, organic waste bins, and shredders to promote paper recycling. b) Conduct an energy audit to determine ways to reduce use of utilities. c) Increase use of efficient energy items, such as timers for heating and air conditioning and LED lights. 43

Acting Agents d) Develop broad campaign to educate students on the importance of recycling and efficient utilization of Necessary Resources resources. Ways of Assessing e) Work with school Bistro to reduce use of consumables and Progress replace with recyclables. Ways of Reporting f) Implement teaching practices to reduce use of paper, such Progress as online administration of exams and utilization of other paperless assignments. Timeline for Completion g) Investigate potential use of solar energy on campus. • Director of Operations • Sustainability Committee • Facilities Committee (from the Board of Directors) • Facilities Manager • Facilities Department • Eco Club (student organization) • Bistro Management • Auditing Agency • School community (teachers, administration, parents) • Money to purchase solar, bins, shredders, etc. • Tracking program for maintenance/IT requests • Facilities Audit • Training for teachers and students to reduce, reuse, recycle • Efficiency expert to assess ways school can reduce waste and be more environmentally conscious • Analysis of recycling efforts (e.g. reduction of use of consumables) • Analysis of energy bills • Analysis of tracking reports • Reduction in expenditures on paper products • Faculty feedback in Faculty Council regarding school cleanliness • CR&R and SDG&E Assessments • Annual budget • Board report • Faculty Council minutes • Facilities Committee minutes • Sustainability Committee minutes 1. Improving School’s Maintenance Programs a) Spring 2020: Hire Director of Operations, Create a routinized maintenance program b) Summer 2020: Determine what, if any, service programs should be outsourced and locate providers, if necessary. Implement new tracking system for maintenance and IT requests. Train staff on new tracking system. 44

c) Fall 2020: Review Facilities Audit from 19-20 School Year to ensure a well-crafter preventative maintenance program is in place and being followed. If necessary, revise to ensure long-term sustainability of critical programs. 2. Increasing School’s Environmental Awareness/Improving Sustainability a) Fall 2020: Purchase durable recycling bins, organic waste bins, and shredders to promote paper recycling. Conduct energy use audit and implement suggestions to improve energy efficiency. b) Spring 2021 and ongoing: Develop broad campaign to educate students on the importance of recycling and efficient utilization of resources. Hold in-services for staff to help them deliver program goals to students. c) Summer 2021: Work with Bistro to reduce use of consumables. Inservice teachers on programs to reduce use of paper in the classroom. d) Fall 2021: Investigate feasibility and possibly begin implementation of solar energy programs on campus. 45

Area of Critical Growth #5: Technology Goals for the Action To ensure JSerra’s program for technology is pedagogically sound, Plan reliable, and efficient. Rationale for the Action JSerra’s Technology Plan needs to be updated based on teacher Plan feedback. Network infrastructure also needs to be enhanced to ensure teachers and students can reliably use technology in the Action Steps classroom. Much of the technological infrastructure at the school is outdated. The School’s SIS system has issues in terms of Acting Agents integrating with other data bases. The school looks to continually Necessary Resources utilize software that best supports learning. 1. Replace school’s wireless network with modern hardware (wireless access points, core switches, edge switches) 2. Investigate cloud-based security for school’s various programs currently hosted on campus. 3. Upgrade faculty laptops in line with pedagogical expectations of the school. 4. Modernize all classrooms with ultra-short throw projectors, new speakers, voicelift system, and wall mounted control panels. 5. Develop network access policies that support cyber security and maintain appropriate firewalls. 6. Install PA system to south campus. 7. Review and if necessary revise current Technology Plan to support best learning practices for teaching and learning. 8. Ensure IT department is structured in most efficacious manner, with roles assigned in a sensible way and with sufficient staffing. 9. Develop and institute asset tagging program to support good inventory practices. 10. Develop program for technology refresh timelines. 11. Investigate possible replacement for the school’s current SIS system and replace if necessary. • Technology Committee • Educational Technology Specialist • Finance Committee • Leadership Team • IT Department • Money for investments in technology overhaul • New technology (laptops, classroom infrastructure, network components) • Time for the Technology Committee to meet to revise Technology Plan 46

Ways of Assessing • Administrative Evaluation Survey Progress • Network and wireless status reports Ways of Reporting • Student Surveys Progress • Faculty Council comments • Technology Committee Minutes Timeline for • Revised Technology Plan Completion • Faculty Meetings • Board of Director reports/presentations Fall of 2019-Spring of 2020: replace existing and install new wireless access points, core and edge switches, classroom projectors, classroom speakers, classroom control panels, voicelift systems, white boards, and all staff laptops. Spring 2020: Ensure network access controls are in place to support reliable wireless access and to secure network. Spring 2020- Evaluate structure of IT Department and make any necessary staffing adjustments to ensure best functioning. Spring 2020-Spring 2021: Revise Technology Plan in accordance with new technology and best teaching/learning practices. Revisit and, if necessary, revise policies regarding student computers. Spring 2020-Summer 2020: Transition to new SIS system and provide training for users. Summer 2021-Summer 2022: Institute asset tagging program for IT equipment Fall 2020 and ongoing: Provide professional development for departments and individual teachers to ensure technology is being utilized effectively on campus. Fall 2021: Develop technology refresh system and timelines 47