E. 2017 WCEA Report

JSERRA CATHOLIC HIGH SCHOOL MID-CYCLE PROGRESS REPORT 26351 Junipero Serra Rd. San Juan Capistrano, CA 92675 January 12, 2017 Accrediting Commission for Schools Western Association of Schools and College

CONTENTS Introduction..................................................................................................... 3 Student/Community Profile Data ................................................................... 4 Significant School Developments................................................................. 16 Ongoing School Improvement...................................................................... 22 Schoolwide Action Plan Progress................................................................. 24 Schoolwide Action Plan Refinements .......................................................... 31 Appendix....................................................................................................... 45 Organizational Chart.................................................................................. 46 JSerra College Acceptances....................................................................... 47 Chapter V: Schoolwide Action Plan (2014, Original) .............................. 52 Technology Plan ........................................................................................ 67 2

Introduction JSerra Catholic High School is a co-educational, four-year college preparatory school. It is a private, Roman Catholic high school, the first lay founded Catholic high school in California. On June 4, 2001, an Affiliation Agreement was approved by Bishop Tod D. Brown, Bishop of the Roman Catholic Diocese of Orange, granting JSerra status as a private Roman Catholic school. The school is governed by a lay Board of Directors (25 members currently) whose Chairman is Timothy Busch. The Board of Directors is the ultimate policy-setting body at JSerra and has fiduciary responsibility for the school. The school is directed by a President and Principal on a day-to-day basis. The President as the school’s Chief Executive Officer, oversees the school’s Vice President for Mission and Faith; Chief Financial Officer and Business Office; Advancement; Admissions; Marketing and Communications; and Operations. The Principal reports to the President. The Principal serves as the school’s Chief Operating Officer. He oversees the Vice Principal for Academics, Vice Principal for Student Life, Deans of Discipline, and Athletic Director. The Administrative Council, comprised of the President, Principal, Vice President, two Vice Principals, and Athletic Director is the primary administrative body for the school. JSerra received its provisional WASC and WCEA accreditations in the spring of 2004. Its full studies, in the spring of 2007 and spring of 2014 resulted in a six-year accreditation being granted to the school. The report below reflects changes to the school’s profile, describes significant new developments at the school, and provides an update on the school’s progress towards achieving its action plan goals since that time. 3

Student/Community Profile Data I. STUDENT INDICATORS A. Enrollment Enrollment Grade 14-15 15-16 16-17 Grade 9 317 321 311 Grade 10 323 308 294 Grade 11 296 310 277 Grade 12 252 286 297 Totals 1188 1225 1179 Analysis Enrollment at JSerra continues to be strong across all grade levels. The school made a deliberate decision as an Administration to be more selective with its admissions process choosing to deny more students in 2015-16 than the previous three years combined. In this past year the school also modified its application to identify more behavioral problems at the time of admission and, consequently, more students were denied admission in 2016-17 than in 2015-16. The number of new students added for the 16-17 school year was very strong and is similar to past years. The reason enrollment slightly dropped was due to attrition. JSerra’s attrition rate is still an area of improvement for the school and is something on which the school is really focusing during this school year. New programs have been implemented to better bond incoming students with one another, and JSerra’s teachers are becoming more proactive when communicating with families. The school is confident the number of students that chose to leave JSerra last year was an anomaly and the school’s proactive measures put in place as a response will ensure attrition improvement for the 2017-18 year. B. Admissions Admissions Year Applications Accepted Enrolled 14-15 702 682 411 15-16 710 676 387 16-17 376 743 695 4

Analysis Admissions into JSerra is determined by an entrance examination, recommendations from junior high school English and math teachers, an essay, and junior high school grades. JSerra’s applications continue to increase as the school grows in prestige and popularity which allows the school to increase its selectivity with its incoming classes. C. Tuition Tuition 16-17 School Tuition Sage Hill $35,960 St. Margaret $30,900 JSerra $16,975 Servite $15,495 Rosary $14,450 Santa $14,300 Margarita Mater Dei $13,900 Orange $12,615 Lutheran Analysis JSerra’s tuition is competitive with other high schools in Orange County. JSerra has raised its tuition in recent years in line with other private high schools in the area. D. Financial Aid Financial Aid Components 14-15 15-16 16-17 $3,075,647 Total Financial Aid $2,893,052 $2,985,774 Distributed 465 443 524 Number of Students 39% on Financial 37% 43% $16,975 Assistance $15,495 $16, 195 $6,614 $6,530 $5,698 Percentage of 39% students on Financial 42% 35% Assistance Tuition Average Financial Aid Award Average Award as Percentage of Tuition 5

Analysis JSerra’s financial aid program has allowed hundreds of students to receive a private school education who otherwise would not be able to afford the tuition and other costs. While tuition has risen, the school has allocated more dollars each year to the financial aid program, and in absolute numbers, more students have received financial aid every year. E. Mobility of Students Reasons for Leaving Reasons 14-15 15-16 16-17 Num. of Students Withdrawn 113 155 14 Academic 20% 15% 7% Larger school/ activities/ 8% 15% 7% athletics Financial 13% 15% 7% Illness/ personal 44% 37% 71% Disciplinary 5% 3% 7% Relocation 10% 15% 0% Analysis The primary reason why students leave JSerra continues to be the social/personal struggles students have making friends in school. Many of JSerra’s students come from public and private schools all over the county and, as such, some leave because they didn’t connect with a group of students or they would rather be in a different school where they have more friends. Further, some students have an “affluent mentality” that unintentionally ostracizes middle class students. As mentioned previously, the school is addressing this issue by enhancing its Link Crew involvement (student group that connects with incoming students) and encouraging all of its students to get involved in sports, arts, or one of the school’s many clubs. F. Ethnicity Ethnicity 14-15 15-16 16-17 Ethnic Origin 0% 0% 0% Native American 13% 14% 15% Asian-Pacific Islander 1% 1% 1% 7% 8% 10% Filipino 1% 2% 1% Hispanic/Latino 63% 57% 61% African American/Black 6% 8% 10% White (non-Hispanic) 8% 9% 0% 1% 1% 2% Multiethnic Undeclared Other 6

Analysis JSerra’s student population closely resembles the ethnic diversity of south Orange County. G. Catholic/Non-Catholic Grade Religion 15-16 16-17 9 Religion 14-15 55% 54% 10 45% 46% 11 C 50% 49% 52% 12 NC 50% 51% 48% C 44% 43% 53% NC 56% 57% 47% C 45% 46% 45% NC 55% 54% 55% C 57% NC 43% Analysis JSerra Catholic High School provides a solid Catholic education. The school does attract a large number of non-Catholic students for many of the same reasons other parochial high schools attract non-Catholic students – discipline, academic excellence, learning environment, and morality-based curriculum. The school’s Catholic percentage has continued to increase in recent years, and while edifying, the school’s broader goal is to attract more faith-based families to JSerra, regardless of religious preference. II. ACADEMICS A. Curriculum The basic program required of all students includes: eight semesters each of Theology and English; six semesters each of Social Studies, Mathematics, and Science; four semesters each of World Language, and Physical Education; two semesters of Fine Arts; and one semester each of Freshmen Communication and Health. By graduation, every JSerra student fulfills the “a-f” requirements for the University of California. Most students at JSerra take eight semesters of science and math, and about half of all students take eight semesters of social studies and six semesters of world language. B. Honors Level Courses Available in 2016-17 Accounting I Honors Advanced Theatre Honors Adv. Dance Production Honors Advanced Women's Ensemble Honors Advanced Drawing and Painting Aerospace Engineering Advanced Painting Algebra 1 Honors 7

Algebra 2 Honors Concepts of Genetics Algebra 2/Trigonometry Honors Constitutional Law Honors Anatomy and Physiology H Contract Honors AP American Government Criminal Law Honors AP Art History Dance 2 Honors AP Biology Dance 4 Honors AP Calculus AB Digital Photography 2 Honors AP Calculus BC Drawing/Painting 2 Honors AP Chemistry Drawing/Painting Honors AP Computer Science Engineering Comp. Science & Software AP English Literature English 1 Honors AP English Language & Composition English 2 Honors AP Environmental Science Film II Honors AP European History Film Making 1H AP French 4 French 2 Honors AP Latin French 3 Honors AP Macroeconomics Geometry Honors AP Music Theory Graphic Design 2 Honors AP Physics 1 Graphic Design Honors AP Physics 2 History of the Arts Honors AP Physics C Intro to Law Honors AP Psychology Introduction to Engineering Design AP Spanish 4 Latin 2 Honors AP Statistics Latin III Honors AP Studio Art Legal Research & Writing AP Studio Art-Photography Neuroscience AP United States History Physics Honors Biology Honors Pre-Calculus Honors Broadcast Journalism Honors Principles of Engineering Honors Broadcast Sports & Ent Honors Sales & Marketing Honors Business Comm Honors Spanish 2 Honors Business Law Honors Spanish 3 Honors Chamber Choir Technical Theatre Honors Chamber Choir Honors Theatre II Honors Chamber Choir Honors Theology 2 Honors Chamber Orchestra Honors Theology 3 Honors Chemistry Honors Trial Advocacy Honors Church History Honors Wind Ensemble Honors Civil Engineering World History Honors 8

III. DATA ON STUDENT PERFORMANCE BY SUB- POPULATIONS A. Grade Point Averages Grade Point Averages Class Fall Spring Fall Spring 2015 2016 Freshman 2014 2015 Sophomore 3.53 3.56 3.51 3.53 3.51 3.53 Junior 3.53 3.54 Senior 3.49 3.49 3.54 3.56 3.51 3.52 3.54 3.54 Analysis The composite grade point average shows consistency from class-to-class and from year- to-year, suggesting that rigor is calibrated correctly for each particular class. The B+ mean of the GPA is largely attributable to the significant number of honors and AP classes available to all four classes and the Counseling Department’s efforts to encourage JSerra’s students to take the most rigorous course schedules possible. 9

B. AP Scores Totals 2014: 549 AP exams administered, 81% pass rate (64% Calif., 61% Nationally) 2015: 538 AP exams administered, 86% pass rate (64% Calif., 61% Nationally) 2016: 578 AP exams administered, 87% pass rate (63% Calif., 60% Nationally) Analysis JSerra’s Advanced Placement program continues to grow each year in terms of the number of AP courses offered and the number of students taking exams. The data also indicate the pass rates have generally increased year over year, with last year representing an all-time high for the school at 87%. This rate of passing is comparable to the best of schools in California and the nation, especially for a school of JSerra’s size and with its extensive extracurricular programs. All students who take an AP course at JSerra are required to take the exam. 10

C. ACT Results ACT Results Factors English Math Reading Science Composite # Tested 2013 24.3 24.1 136 2014 25.2 23.9 23.9 23.7 24.5 164 2015 25.9 25.3 170 24 24.6 23.7 24.9 25.5 24.5 Averages 22.1 22.7 22.6 22 22.5 CALIF 20.4 20.8 21.4 20.9 21 NATIONAL 96% 75% 74% 62% 52% JSERRA College Readiness 72% 56% 54% 46% 37% CALIF 38% 28% NATIONAL 64% 42% 46% Analysis JSerra students have the option of taking the SAT or ACT for college admissions (or both). They also have the option of taking the test multiple times. According to the data, JSerra’s individual and aggregate scores demonstrate continuous improvement. This is true for all sub-populations as well. Overall, JSerra students steadily improved their ACT composite scores in comparison to state and national averages. Across all components of the exam, JSerra’s students in the aggregate score 11%-17% higher than state averages. Relative to national averages, JSerra students score between 19%-27% higher on the various components of the exam. The results of the ACT are also used to measure college readiness (which is the 75% likelihood a student would pass a college-level course as a freshman in a given subject.) As is evident, JSerra's students show remarkably higher college readiness on all four parts of the exam, with particular strengths in English. The composite percent (meeting all 4 parts of the exam) grew from 45% last year to 52% in 2015. D. PSAT Results PSAT Results Year Critical Math Writing Total New Equiv Reading/ Skills 2013 EBRW 145.9 1050 2014 50 46.9 147.8 1060 49 52.3 47.2 Prior Equiv 2015 48.3 MATH TOTAL 150 Nat'l mean EBRW 546 1074 528 105 464 932 468 11

Analysis JSerra requires that all of its sophomores and juniors take the PSAT. The data above, however, reflect the test means of only JSerra juniors who took the exam in October of each year. JSerra’s results show improving scores over time. JSerra’s means surpass national averages which is all the more impressive because it is a mandatory test at the school whereas most students nationwide who take the exam do so on a voluntary basis. Similar to ACT results, JSerra’s students in the aggregate score about 15% higher than the national average. E. SAT Results Year Critical Reading SAT Results Writing Skills Total 2013-14 533 Math 536 1626 2014-15 540 557 523 1612 2015-16 541 549 536 1636 559 Calif mean 491 485 1476 Nat'l mean 494 500 482 1484 508 Analysis As with the ACT test data, the SAT test data suggest an upward trend in scores over time. The school does use the results of SAT exams to inform instruction in math and English classes. Score reports, with disaggregated data, are provided to academic departments who use those results to refine and/or supplement existing curricula. Departments also help provide limited test preparation by offering PSAT and SAT practice test questions as components of both classwork and homework. Further, through each student’s Naviance account, students can develop their skills for the PSAT and SAT. The school’s SAT results show continuous improvement in student academic performance. Relative to state and national averages, JSerra’s scores are higher by about 10-11% both in the aggregate and with respect to the individual components of the exam. 12

IV. STUDENT FOLLOW-UP DATA Post-Secondary Studies JSerra Catholic High School’s college preparatory academic program sufficiently prepares its students for post-secondary studies. Virtually all JSerra students matriculate directly to college unless taking a gap year or joining the military. For the last three years, approximately 83% of JSerra graduates have matriculated to four-year universities. Because the curriculum meets the most rigorous college admission standards and requirements, many students are accepted at the college of their choice. For the 2016 graduating class, 86% of students were accepted into one of their self-identified top three college choices. The strong curriculum enables the students to further their scholastic success at post-secondary institutions. (See appendix for list of schools at which JSerra students have been accepted and have enrolled.) 13

V. STAFF A. Composition/Ethnicity/Attrition JSerra Catholic High School is committed to hiring talented, knowledgeable individuals who have a passion for teaching. During the hiring process the school engages candidates in dialogue about their role in furthering the school’s mission and fostering the spirit of the school’s core Catholic values and identity. Currently, JSerra has a staff composed of 158 members, including both classified and certified staff. There are 73 full-time teachers (24 male and 49 female) and six part-time teachers (four male and two female). JSerra’s Academic Support Staff consist of has six Resource Specialists, two Dean of Students, six College Counselors, two Personal Counselors, three IT staff members, and three Campus Ministry staff. The schools leadership is composed of a President, Vice President of Mission and Faith, Principal, two Vice Principals and an Athletic Director. In terms of ethnicity, seventy-one percent of the staff is classified as white (non-Hispanic), ten percent is Hispanic, seven percent is multiracial, five percent is Asian, one percent is Pacific Islander, one percent is Black, and one percent is Native American. Four percent declined to state their ethnicity. JSerra’s staff has grown each year in concert with increases in student enrollment. The attrition rate has averaged twelve percent for faculty and staff the last three years. Reasons for leaving include financial need, pregnancy, continuing education, relocation, and retirement. B. Qualifications/Certification/Credentialing For Assignments All of the 79 teachers have a BA or BS degree. Fifty-eight percent of the teaching staff has a Master’s degree or higher. In addition fifty-one percent holds current or life California Secondary Credentials (or, in the case of Theology teachers, are certified by the Diocese of Orange.) Fifty-eight percent of the school’s teachers have between 11 to 20 years of teaching experience. All administrators have a post-graduate degree, one of whom is working on completing a Ph.D. C. Catholic/Non-Catholic Sixty-three percent of the faculty/staff is Catholic. 14

D. Professional Development Professional Development is achieved in multiple ways at the school. The school holds 2-3 required in-services a year on campus. Additionally, in most years the school attends the Diocese of Orange’s annual in-service. The school also provides financial support for teachers and staff members who are receiving advanced degrees, working towards a credential, or clearing a credential. Beyond this, individual academic departments budget for professional development opportunities for their teachers. Teachers who wish to attend particular conferences or institutes can request funds to attend through their department. If departmental funds have been exhausted, typically the school’s general operating budget will be accessed to support teacher professional development. New teachers receive support through the school’s New Teacher Orientation program and through the school’s mentoring program (see section four below.) PLC activities at the departmental level also provide on-going “in-house” professional development. Teachers as part of their summative evaluation are asked to account for their individual professional development for that year as well as provide plans for future PD. Administrators also are expected to participate in professional development opportunities and the administrative budget reflects that the school provides adequate funds for administrators to attend conferences or otherwise continue their professional development. 15

Significant School Developments Mission & 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. Patrons Day In September, 2016, the school held its first annual Patrons Day, serving a dual commemorative purpose of recognizing both the vision of the school’s founding families and the anniversary of the canonization of the school’s patron. St. Junípero Serra was made a saint by Pope Francis in Washington, D.C. in 2015, an event attended by twenty JSerra students and administrators. Patrons Day will be a recurring event in September of each year in which all the school’s benefactors who contributed $2,003 (year of school’s founding) or more to the Annual Fund are invited to a special luncheon and presentation. The cornerstone of the day’s festivities is a school- wide Mass which the Bishop of Orange is invited to celebrate. Capital Campaign In November, 2016, the school launched its first capital campaign, Always Forward. This event culminated a year-long process of master campus planning in which faculty, staff, and administration provided input in the programmatic and facility needs of the school. An advancement consultant firm was hired to lead the school through an audit of the development department, a feasibility study with major donors, and the campaign planning process. As a result, the school has embarked upon a $10M campaign to make needed improvements on both the north and south campus. The center piece of the campaign is a fourth academic building designed to house daily use spaces for JSerra’s performing arts programs. Significant improvements are also planned for the athletic programs, including team-specific locker rooms, a resurfaced track and field, and exterior restrooms for spectators. The crown jewel of these campus enhancements is a grotto dedicated to the Blessed Mother in thanksgiving to the many blessings bestowed upon JSerra by the Lord since the founding of the school in 2003. Staff Additions As JSerra settles into its ideal school size of 1,250 students, several key hires have been made to solidify departments to better serve the mission of the school. A Vice President of Mission & Faith was hired to unify the Theology and Campus Ministry departments. The position of Director of Operations was created to oversee maintenance, security, and information technology departments. A bona fide Marketing & Communications office was staffed to streamline parent outreach, social media, and website maintenance. Finally, an experienced Human Resources Director was hired to ensure the school adheres to best practices in the realms of hiring, evaluating, and retaining staff. 16

Identity Formation JSerra is expressly committed to form the faith, intellect, and character of the young men and women who attend the school. Faith is formed through the theology classes, weekly liturgies, and various retreats offered through Campus Ministry. Intellect is cultivated in the myriad of academic courses a student completes, building not only their academic knowledge, but also wisdom. Character- the cultivation of human values and the moral discernment necessary for ultimate happiness- is tangibly formed in the school’s Identity Formation program. In Identity Formation, students are divided each quarter into male and female groups, which are then further divided by grade level. In each session a different topic necessary to the formation of character and the overall identity of a young adult is discussed. Topics include what identity is and how it is formed, current brain research regarding adolescence, skills to achieve and maintain healthy relationships, managing the ever changing world of social media, and the process of leaving adolescence to become a mature young adult. The impact of the Identity Formation program has been formidable. Students are discovering answers to many of their most pressing questions about themselves, the culture, the broader world around them, their relationship with their parents, the influence of their peers, and their ultimate purpose in life. Expanded Retreat Program Since 2014 the school has expanded its high school retreat program to include one day-long and two freshman overnight retreats, two sophomore and two junior overnights, and three senior Kairos retreats. This has resulted in an increase in the number of students attending retreats. In the 2015- 16 school year over 300 students attended a retreat voluntarily, a number that should be topped this current school year. Concomitantly, the school has expanded its retreat team from two full time members to two full and two part-time campus ministers. Additionally, the content of the retreats has been modified to better reflect the school’s mission and philosophy, and to enable students to have a deeper experience of the Gospel. The consequence of this change has been an increase in the number of students who, when given the chance to explain their retreat experience, have focused on the personal encounter they have had with God and his love. Expanded Ministries: TNL and Discipleship Groups Recognizing that the “one-and-done” experience of attending a retreat does not allow students the time to grow their personal relationship with Christ, a relationship that requires attention and cultivation, JSerra’s Campus Ministry team has added a weekly night of prayer, teaching, music, and games known as “Tuesday Night Lights” or TNL. Young people hear and inspiring talk on the virtues, have a chance to pray, and share their faith with their peers in a fun and relaxed environment. Students who desire even more exploration of the Christian faith and its application to their daily lives can join a small group (male or female, respectively) called a Discipleship Group. Discipleship Groups meet anywhere from once a month to once a week, on the group’s determination. These groups combine a formative component (Bible study, reading of a spiritual book, catechetical instruction) with an accountability aspect (working on growing in the Christian 17

life in one’s family, among one’s peers, or in some other way). There have been over 100 students at a time involved in Discipleship Groups, and the advantage has been to cultivate more young men and women dedicated to their faith and wanting to serve their younger peers. Last year, the school had over 60 high schoolers volunteer at a retreat for their friends or younger classmates as a way to give back to the community and express their love for Christ. FIC Program The FIC program is a program that was developed to help foster interdepartmental relationships and create time to reflect upon the main tenets of the mission of JSerra. FIC, as noted above, stands for Faith, Intellect, and Character, the three pillars of JSerra’s mission. The program works on a three-year cycle in which each year focuses on one of the three pillars. The entire staff is divided into seventeen interdepartmental groups, and four times a year these groups meet to discuss the given topic for the year. In order to provide ample time to build up solid relationships, the groups also operate on a three-year cycle. In other words, one stays in the same group for three years. Having entered the third year of this program, it can be said that the groups have had a substantial impact on cross-departmental relationships at JSerra. LMS/Schoology JSerra has made several developments in its Educational Technology since the spring of 2014. In the 2015 – 2016 school year the school purchased a limited number of licenses of the Schoology LMS as a trial of the product. The trial was a success and in 2016-2017, Schoology was adopted school-wide. This has given the teachers a way to create course websites with diverse kinds of content and assignments as well as the option to collect and grade assignments electronically. The LMS has also improved the student-teacher communication by means of its messaging function and mobile app. Microsoft 365 A software development made in the 2016-2017 school year has been the introduction of Office 365 for education. This has made the full office software available to all students free of charge and a whole suite of web tools. Office 365 has also increased the sharing and collaborating of documents between students and between faculty members. For example, it has facilitated group projects in which each member is creating part of the same PowerPoint presentation, teachers sharing folders and activities, and an increased efficiency in the school’s administration in terms of planning and collaboration. Tablets for Freshmen (and eventually all students/faculty) In the 2016-2017 school year JSerra made a change to its “Bring Your Own Device” plan. Starting with the freshmen and moving forward, students are now required to purchase a specific type of device. Although the school did not mandate a unique model, a very specific list of requirements was developed to help narrow the differences in student computing devices. The most significant change is that all the devices had to be a personal computer, have a tablet mode, and come with a digital pen. This allows teachers to incorporate the latest research on note taking and classroom participation. 18

Mandatory Study Hall The mandatory study hall program is a proactive, RTI effort by JSerra to provide its students, prior to official grading periods, with the opportunity to focus on classes in which they are struggling in order to avoid potential impact upon extracurricular eligibility or required summer school remediation. Students who have a grade of D or F after the quarter progress report are mandated to attend two study hall sessions per week until the given grade has been raised to at least a C. Students may spend this time studying or working with the teacher within whose class they are struggling. This program has proved to be effective for all students, but is has been particularly helpful in lowering sports ineligibly situations. Enhanced Speaker Series and Coffee with Courtney Study after study reveals that the single-most important factor in determining whether a child will reach adulthood and find happiness, stability, and a sense of meaning in his or her life is whether the parents themselves model these same attributes. JSerra’s speaker series began in earnest in 2012 when Olympian, World War II survivor, and author of Unbroken, Lois Zamperini, visited JSerra speaking to both parents and students. In 2013, the school was fortunate to have Rwandan Holocaust survivor and author of Left to Tell, Immaculée Ilibagiza, visit campus and address parents and students. The speaker series took a giant leap forward in 2015 as a result of a significant grant to bring in a number of speakers who could help JSerra’s parents become better mothers and fathers and husbands and wives, with the school’s students the ultimate beneficiaries of these strengthened relationships. The JSerra speaker series builds family cultures rooted in the three theological virtues of faith, hope, and charity. During the 2014-2015 school year, six speakers were invited to campus to talk with parents about marriage, child-rearing, and the unique challenges of raising teens. In this current year, JSerra welcomes four renowned speakers. Two of the speakers will meet with both parents and students and two will focus on parents only to continue the school’s dialogue of raising healthy teens. In addition to the more formal speaker series events, JSerra’s resident psychologist, Dr. Courtney Harkins conducts approximately eight talks per year on a variety of teen social and emotional issues for parents. These talks are held round-table style offering parents the opportunity to share and learn from other parents. The JSerra Parent Association hosts these talks throughout the year. “Coffee with Courtney” began in 2014. College Advisory Board/Enhanced College Counseling A College Advisory Board was established in 2016 for the purpose of collaborating with Directors and Deans of Admissions from several universities which JSerra’s students attend. This collaboration is important in terms of enhancing the college counseling function through better understanding of the admissions processes as well as staying abreast of any important admissions changes. The schools represent a good cross-section of all sizes and types of schools. In November of 2016, the College Advisory Board met with JSerra’s Board of Directors to explain the latest trends in college admissions. The schools represented include: UCLA, USD, SMU, Marist, LaFayette, and UCSC. 19

JSerra’s College Counseling Department has made several programmatic changes since the last full accreditation visit. Specifically, mandatory junior meetings have been implemented for students to begin college research and potential fit. Boot Camps were offered during the summer for students to essentially complete the college application process. JSerra and college reps worked with students to complete applications, essays, request letters of rec, etc. The same Boot Camp is currently being offered as a first period class this semester as well. Lion Engage Program Beginning in the summer of 2015, JSerra introduced the Lion Engage Program. Designed for students entering grades 6-8, Lion Engage is a summertime opportunity to dive into experiential learning. Students learn hands-on from passionate and engaging instructors, interact with high school student mentors, and have fun while doing it! Each session is one week long with both morning and afternoon sessions available. Courses include: Intro to Business, Film/TV Broadcasting, Intro to Law, Studio Art: Creativity Workshop, Foundations of Theater, and Vocal Performance. Expanded All-School Testing In the 2016-2017 school year, JSerra significantly expanded all-school testing and test prep. In October, sophomores and juniors take the PSAT test. In March, students take the following tests: Freshmen (PSAT), Sophomores (Practice ACT), and Juniors (Official ACT). Students are tested free of charge. Alma Mater In the realm of developing school traditions, the school adopted an alma mater, with lyrics written by a school employee. The Alma Mater was practiced in English classes and is recited after some all-school Masses and following varsity home football and basketball games. It is also published in the Parent Student Handbook, included on the school website, and painted on the gymnasium wall. The alma mater reflects both the charism of the school as well as acknowledges the school’s patron saint. Arts Magnet In the fall of 2015 the school adopted its fifth magnet program, the Professional Arts Magnet Program. Unlike the school’s other magnet program, the Arts Magnet allows student to select a concentration based upon their particular art form (choral music, instrumental music, drawing and painting, dance, theatre, graphic design, photography, or broadcast journalism). Like the other magnet programs, the Professional Art Magnet Program requires students to participate in externships and makes ample use of local professional art programs and venues in its educational program. Mock Trial Tournament Realizing that many local schools have mock trial programs, but participate in only one mock trial tournament, the JSerra Law Magnet Program began holding an annual JSerra Mock Trial Tournament. The tournament, held over two weekends in October, allows mock trial programs to get useful practice before the “official” mock trial tournament sponsored by the Constitutional Rights Foundation. JSerra does not charge for the tournament and provides all accommodations, 20

food, judges, and awards. Consequently, the number of schools participating has increased each year. In the 2016 tournament, twenty-four teams competed. Middle School Academic Decathlon & Spelling Bee In support of academic extracurricular programs of local Catholic middle schools, JSerra hosts a mock Academic Decathlon in January and a Spelling Bee in February. JSerra began the mock Academic Decathlon participation in 2016 and will be beginning the Spelling Bee in 2017. The response from the participating middle schools has been positive and has allowed JSerra to demonstrate the value of academic competition for their students. Educational Technology and Teacher Workshops In line with the school’s Action Plan, the school hired a Director of Educational Technology who, among other things, was tasked to provide substantial professional development in the realm of incorporating and expanding the use of technology in the classroom. She has provided teacher and department specific trainings and also regularly leads schoolwide workshops on the integration of technology in the classroom. Facility Changes In advance of substantial facility changes that will be made possible through the Capital Campaign, the school has had the following campus improvements since 2014: • Two large classrooms were “halved” to create four smaller classrooms. This has allowed the school to better utilize space and create more sections for courses. • An outdoor covered lunch area was created for students. This has had the ancillary benefit of keeping all students at lunch in closer proximity with one another, thereby improving campus oversight of students and enhancing security. • All student lockers were moved indoors, thus protecting student belongings from the elements as well as providing better security. As all exterior doors are locked at night and on weekends, anything in a locker is more secure than as the case when lockers were all outdoors. • The Broadcast Journalism room was completely overhauled, including the creation of a green wall, broadcasting set, and installed studio lighting. Additionally, a separate control room was created. All of this has led to the broadcast journalism classes being able to work in a more professional setting, resulting in better quality productions. 21

Ongoing School Improvement A. Review of Student Achievement Data Student achievement data is reviewed and analyzed by a variety of stakeholders at the school. The Counseling Department, in conjunction with the Principal and Vice Principal of Academics, regularly (meaning as quickly as possible) gather, disaggregate, and distribute for analysis student achievement data to the following groups: • The Board of Directors • The Academic Committee (a Board-level Committee) • The Curriculum Committee (consisting of Department Chairs, the Director of the school’s resource program, the Head of Counseling, the Principal, and the Vice Principal of Academics) • Individual Academic Departments • Admissions and Marketing & Communications (who in turn distribute to the parent and larger local community) In terms of which group has the primary responsibility for analyzing data and developing curricular programs/responses, that would rest with the individual academic departments. A review of individual academic department meeting minutes, particularly in the fall, would evince that the faculty take seriously their role in using the results of student achievement assessments to make curricular and pedagogical decisions. Further, student achievement data is used by the Academic Review Committee when addressing students who are on Academic Probation (or in danger of being put on Academic Probation) B. Implementation and Monitoring of the Schoolwide Action Plan At JSerra responsibility for implementation and monitoring of the school’s Action Plan largely resides with the Administrative Council (President, Principal, Vice President, two Vice Principals, and Athletic Director). The Administrative Council reviews the Action Plan on a regular basis (usually quarterly) in one of its weekly AC meetings to ensure it is being implemented. The Principal uses the first faculty meeting or all-staff in-service each semester to provide a synopsis on how the Action Plan is being implemented. Additionally, the Board of Directors is briefed annually on Action Plan implementation. A review of the school’s Action Plan evinces that the primary responsible actors for implementation of specific Action Plan tasks are the school’s administrators. C. Preparation of the Progress Report This Progress Report was written in the fall of 2016. In the summer of 2016 the Principal addressed the staff describing what the report would look like and identifying the data that would need to be gather and assessed. The Administrative Council and Curriculum Committee were regularly updated on progress of the report. In terms of the stakeholders who were responsible for producing it: 22

• The Student-Community Profile required data collection, analysis, and collaboration from the Counseling Department, Registrar, Admissions Department, Human Resources, and Principal. • The section on Significant School Changes and Developments was a collaborative effort from the President, Principal, Vice President for Mission and Faith, Vice Principal of Student Life, and Vice Principal for Academics. • The Ongoing School Improvement section was the sole work of the Principal. • The Progress on Critical Areas for Follow-up section drew on the input of the Principal, President, Vice Principal for Academics, Director of Online Learning, and Director of Educational Technology. • The Schoolwide Action Plan Refinements section was also written by the Principal. The entire Progress Report was edited by the Administrative Council and was distributed for discussion and refinement to the entire staff. 23

Schoolwide Action Plan Progress The critical growth areas identified in the 2014 Visiting Committee Report were as follows: 1. Revise the school Action Plan, inform the faculty and staff of changes, and regularly update the school’s progress in addressing each task. 2. A comprehensive Technology Plan is needed to adequately support the technological needs at the school. 3. Develop a process to identify, recruit, mentor, and retain mission-oriented faculty and staff. 4. Enhance current professional development opportunities, a structured teacher-mentoring program, curriculum development, teaching methodologies, and student-centered use of technology across all curricula. 5. Formalize a process of gathering, disaggregating, and analyzing multiple sources of data to drive instruction and curricular decisions. 6. Enhance school security including the fencing of the physical campus and providing eveving and weekend personnel. 7. 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. Goal 1: Enhance the delivery of instruction to optimize student learning and to support achievement of expected schoolwide learning results. (Addresses critical areas of follow-up #3, #4, and #5) A key way in which the school has tackled this goal has been the institution of a new faculty evaluation program. The administration researched a variety of evaluation systems and developed one which has incorporated more frequent evaluations of faculty by a wider array of observers (principal, president, both vice principals, department chairs, etc.). The recording and tracking of faculty evaluations is through a program called Progress Advisor. A rubric was developed (and subsequently refined each year) that allows faculty to be assessed on a number of different measures and also allows for narrative comment. The resulting program ensures faculty are evaluated more frequently by a wider swath of individuals. Similarly, the school, which had previously conducted student evaluations only in the spring, began administering student evaluation of instruction in the fall as well to provide teachers with targeted feedback as to their pedagogy. Finally in the realm of evaluation, the summative evaluation process was revamped to assess faculty in five broad areas. The school fundamentally believes these evaluative measures has resulted in a faculty that has improved its preparation and content delivery, creates higher quality formative and summative assessments, and strives to make learning more active. 24

The school has also continued enhancement of its Professional Learning Community program. The school has sent academic department chairs to PLC conferences who in turn have fostered PLC principles within their departments. In terms of time allocation, the school provides more time for PLC activities and meetings to take place. This has resulted in common formative and summative assessments being created and administered, department and/or level-wide analysis of student achievement, fruitful departmental discussion about best practices that should be adopted, etc. The school has also developed an RTI program of sorts, through its mandatory Study Hall program. This program identifies students who are not performing to standard and requires they get necessary tutoring from their instructors to improve their grades. As a result, the number of students on Academic Probation each quarter has decreased relative to the number of students on Academic Probation before the program was instituted. JSerra has also developed a more structured teacher mentoring program in the last two years. Headed by a veteran Social Studies teacher, the program requires new-to-the-profession teacher to be assigned with a veteran JSerra teacher who serves as his/her mentor. Mentoring takes place on a 1-to-1 basis, but the mentoring group (mentors and mentees) also meet collectively to discuss common issues. JSerra has made a concerted effort to ensure quality faculty members are recruited and retained. This has been accomplished in a number of ways. On the recruitment side, the school has established a relationship with the ACE program at the University of Notre Dame. The school plans to conduct further outreach with other similar educational programs at the university level. In the realm of retention, the school has conscientiously striven to keep class sizes at a reasonable level to provide an attractive teaching environment. The administration is committed to allocate resources to that end. Consequently, in the last two years the mean class size has been between 21 and 22 students. To support the role of department chairs, the school has also ensured they all have a “release” period to adequately complete their departmental tasks. The school has also developed a larger and more professional Human Resources Department to attend to the needs of the faculty and staff, which has allowed faculty to have another vehicle in which to communicate concerns to the administration. While not specific to the school’s Action Plan, the school has also better systematized the distribution and analysis of student achievement data. As alluded to above, dedicated time for PLC activities has facilitated this, but also the analysis of department-wide assessments and other assessments (AP, ACT, SAT) has become a central agenda item for the school’s academic departments. Predictably, the school has continued to improve its standardized test scores and college acceptance rates have remained strong. Finally, in the realm of professional development, the school has expanded its on-campus programs (largely in the realm of educational technology) and has allocated more resources to allow teachers to attend professional development opportunities. On campus, “EdTech Workshops” are offered 10-12 times per year. With respect to off-campus opportunities, departments and individual staff have enjoyed greater budgetary allocation for professional development. This has resulted, among many things, in better and more targeted use of technology in the classroom, more teachers being AP and PLTW certified, more teachers taking the PLC approach to instruction and data analysis, and teachers possessing more varied pedagogical skills. 25

Goal 2: Expand and strengthen the technology plan with the goal of developing a long-term strategic technology plan which will assess current resources and needs and ultimately enhance curriculum and instruction. (Addresses critical area of follow-up 2.) The school has made significant headway in addressing this goal. In the summer of 2014 the school appointed an Educational Technology Specialist who spearheaded the process of developing a long-term Technology Plan for the school. A Technology Committee was created, consisting largely of teachers representing each academic department. The committee reviewed a variety of technology plans and relied heavily on the Technology Plan template developed by the Diocese of Orange. The Technology Committee created its Technology Plan (see Appendix) in the spring of 2016 which it has continued to revise. The plan, per JSerra’s Action Plan, also includes a plan to refresh existing technology on a scheduled basis. In terms of specifics, the Committee came to the consensus that the “bring your own device” program which previously existed at the school should be supplanted by a student computer program that required they bring a device that had a more standard operating platform. As a result, beginning in the fall of 2016 all freshmen were required to purchase a PC-based laptop with a touch screen and digitizer pen. Concomitantly, the faculty were all provided with a similar computer. This has transformed teaching and learning in the freshman classroom and the school looks forward to eventually all students using this same platform. Goal 3: 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. (Addresses critical areas of follow-up #6) The school is launching in the 2016 school year a four-phase capital campaign which, at center, consists of a comprehensive master plan that will satisfy the needs of the school at full capacity. A major component of this plan is the construction of fourth academic building that will house most (if not all) of the school’s performing arts programs. The plan will also create and expand (and, where appropriate, update) existing facilities. For example, athletic locker rooms will be expanded, an auxiliary gym and theatre will be built, and the field turf will be replaced. The creation of the Master Plan was a year-long process that required the school to utilize the services of multiple architectural firms who worked with the Facilities Committee, Administration, and several constituencies on campus to ensure best planning and to consider all current and future facility needs. In developing this plan, the school determined its optimal school size to be no greater than 1325 students. The school also has upgraded its operations and facilities programs. In the fall of 2015, the school hired its first Director of Operations. In terms of organization responsibilities, she oversees facilities, IT, maintenance, and security. She was instrumental in introducing an automated maintenance request program called “SchoolDude”. This has expedited maintenance requests and has allowed the school to track the progress of those requests. The school has improved security in a number of ways. All exterior doors now have electrical controls that automatically lock at particular times of the day. Interior classroom doors have also been outfitted with “Lockblocks” 26

to allow teachers to quickly secure their classrooms in the event of a lockdown situation. The school has actively pursued adding external fencing to the front of the campus, but is still negotiating the ability to do so with the city of San Juan Capistrano. As the fencing would be visible from the adjacent street, the city has to issue any permits to add fencing and approval has been an ongoing challenge. In terms of security, the school has expanded its security staff and has purchased additional security carts. This has allowed for security coverage to extend until 8 PM each day and has provided greater security coverage on both the academic and athletic sides of the campus. Based on parent survey data, the JSerra community feels safer because of these developments and no significant security breach has occurred on campus except for after hour vandalism on the athletic side of the campus. Goal 4: Enhance online student learning experience by stabilizing the online program and bringing its curriculum completely in-house. (Addresses critical areas of follow-up #2, #4, and #5.) In July of 2014 the school hired a new Director of Online Learning to not only oversee the existing online program, but in many ways to completely restructure how the program functioned. Since that time JSerra has designed and begun to implement a strong research-based strategic plan for its online education program. The goal of this strategic plan is to layout a three-phase action plan that will guide the school as it brings all of its online classes in-house. In order to build a strong research-based plan, JSerra enlisted the help of the University of California San Diego’s extension center. UCSD conducted interviews and focus groups and provided JSerra with recommendations. These recommendations were used to develop the strategic plan. A brief outline of the strategic plan is as follows: • Phase one, address the immediate critical needs of the program o Start/end dates o Monitor and track student progress o Eliminate credit recovery classes o Reorganize enrollment process to ensure proper academic guidance o Update JSerra’s transcripts to reflect appropriate vendor information • Phase two, build a strong foundation o Evaluate regular and ongoing teaching o Ensure content is accessible and relevant • Phase three, implement JSerra Online o Train JSerra Online teachers o Select and purchase LMS to manage online classes o Purchase content in phases o Test the online program on a small scale and re-evaluate as necessary Having worked with more than five different online providers, JSerra decided that Florida Virtual School was its preferred vendor. JSerra chose Florida Virtual for several reasons, including their flexible start and end dates that would allow the online quarter dates to coincide with the school’s 27

brick and mortar quarter dates. In addition to this, better reporting options and regular and timely communication with online teachers, customer service representatives, and the Florida Virtual principal made this school the best option for JSerra. Florida Virtual content aligns well with JSerra’s standards of rigor and now acts as a publisher to provide UC/ NCAA approved content for JSerra’s online curriculum. Finally, Florida Virtual’s content can easily be loaded into JSerra’s LMS program, Schoology. After assessing several different LMS’s, JSerra purchased Schoology in July of 2015. The school used Schoology on a limited trial basis during the 2015-2016 school year. A small group of brick and mortar teachers and an online teacher were chosen to use and regularly evaluate the effectiveness of the system. Florida Virtual content for a health class was loaded into the LMS program and was taught as a semester class by one of JSerra’s teachers. This class took place during the Spring semester of 2016. During the Fall of 2016, Schoology was made available to all brick and mortar teachers as well as to two in-house online teachers. Having all employees participate in and support the mission and culture of the school is such a mainstay of the fabric of JSerra that it was decided that an online teacher at JSerra needs to be a someone who understands the culture and purpose of the school. For this reason, the school is committed to only hiring online teachers that are present on campus. The Director of Online Learning has identified and will continue to identify qualified teachers to teach online classes. Upon being selected, an online teacher will be trained in effective online teaching methodologies by both the Director of Online Learning and the school’s Educational Technologist. Additionally, online teachers will be expected to attend professional development opportunities. JSerra conducted its first online beta class in the spring of 2016. During this beta stage, several successes were achieved. The online teacher was evaluate student progress and provide assistance throughout the semester. Student-teacher interaction was ongoing throughout the term of the class due to the teacher holding regular office hours and meetings to allow students to seek help face- to-face. Students who were falling behind were emailed and counseled by the online teacher as needed. Weekly assignments were submitted by students, graded, and given timely feedback by the online teacher. Assessment of content mastery was frequently provided by the online teacher as she required students to complete discussion based assessments (DBAs) prior to each assessment. One-hundred percent of the students finished under these parameters and received passing grades. With a successful implementation of beta class, additional courses have been brought in-house for the 2016-2017 school year. In order to continue to expand JSerra’s online program by bringing additional classes in-house, JSerra online must be approved by the NCAA. The program’s original Director of Online Learning unsuccessfully submitted a request to have JSerra’s online program approved. Because of this unsuccessful submission, JSerra will have to resubmit an additional request to be re-evaluated by the NCAA. This resubmission will be submitted once a full academic year of two online classes have been taught and successfully completed. An in-house online health and an in-house online PE class started in August of 2016 and will run through May 2017. Once this submission has been received and approved by NCAA, JSerra will be able to then submit individual class curriculum for approval as well. 28

Upon receiving all necessary UC/ NCAA approvals for JSerra’s online classes, the school will begin to transition its online classes from being outsourced to Florida Virtual’s teachers to being taught by JSerra teachers. Though Florida Virtual will continue to provide 75-80% of the content, JSerra teachers will be able to teach the content with the framework of JSerra’s mission and culture as well as provide necessary and frequent face-to-face interaction. Goal 5: 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. (Addresses critical area of follow-up #7.) Along with inspirational teachers, well-developed curricula, and students eager to be in a faith- based learning environment, one cannot ignore the importance of a solid and stable financial structure to support the institution’s efforts to impart its mission for the benefit of all its constituencies. There are several areas, in a private school environment, to which attention must be paid to ensure its fiscal well-being: financial aid, tuition and fees, and “soft” revenue via fundraising. In the fall of 2014, the school’s financial aid process was revamped to consider awards distributed to students who received the highest number of points via a metric system created by the admissions office. This was done in contrast to a prior system in which aid was provided to families on a first-come first-serve basis. While this still exists to a certain extent as the school does not receive the totality of its applications for financial aid at a single point in time, progress has been made to more thoroughly consider a variety of aspects of a student’s profile when granting tuition assistance. The school has continued its practice of making its financial aid available to a wide swath of students, with more than 40% of families at the school receiving some form of tuition assistance. Launching for the first time in the 2017-18 school year will be a Patriot Scholarship given to a family with a parent who is either current or retired military. The award will be a four-year full scholarship to attend JSerra. This program was made possible via the McDonald Family Foundation. The changes that were made to the financial aid process were implemented after a number of conversations and meetings held by the school’s Admissions Director with several university aid officers who were well-versed in the metrics of determining tuition assistance for large numbers of students. In the realm of tuition and fees, an annual report has been completed and provided to the Board of Directors in which JSerra’s tuition and fee structure was compared with that of every private high school in Orange County. This tool has also provided year-over-year data for tuition increases in each of the schools and has greatly helped the Board to consider the broader marketplace when setting tuition for future years. While the Board has decided to stop short of making the tuition an all-inclusive number that incorporates fees for participating in athletics, significant progress has been made in simplifying 29

the fee structure. All fees that were assessed for fine arts and science lab classes have been eliminated. The magnet program fees have been simplified and made consistent across all tracts. For next school year, the yearbook fee has also been incorporated into tuition, leaving the annual registration fee and fees to take an AP course (whose revenue is passed directly to the College Board) as the only fees which the majority of students incur. Communication of these changes has been done annually via a letter sent from the President to the parents each January. Feedback thus far on the changes has been generally positive. At JSerra, a unique aspect of the school’s financial structure has been the funding model for athletics. Up until recently, the entirety of a program’s budget was funded via program-specific donations and participation fees from the student-athletes. In addition, a portion of each participation fee was used for general operations of the school’s athletic facilities and infrastructure. Over the past two years, the school has begun the gradual reduction of elimination the “general operation tax” to each sport by returning a greater percentage of each participation fee to the program. Full implementation of the plan to return 100% of each fee to the program is expected to be achieved by 2020. An ancillary benefit of this change in funding model is that it, by increasing the percentage of revenue to a program via hard dollars, it diminished the need to raise soft dollars via a variety of sport-specific fundraising initiatives. Lastly, the school has made significant strides in the area of advancement. Three major events at present generate the lion’s share of fundraising revenue for the school. The annual fund, implemented in the 2012-13 school year with a goal of $300,000, has grown to a program that is targeted to raise more than $600,000 for the 2016-17 school year. In addition, the school’s benefit dinner, reinstated in the 2013-14 school year and rebranded “Celebrate JSerra” is on target to raise more than $500,000 for the current school year. In addition, the money raised from the school’s annual golf outing in the fall (roughly $75,000) now goes toward unrestricted needs for the school. Finally, in the fall of 2016 the school launched its first capital campaign, “Always Forward.” With a philanthropic goal of $7MM, these funds will be used to add an additional academic building to the north campus and make several much-needed enhancements to the facilities on the south campus (e.g. replacement of field turf.) 30

Schoolwide Action Plan Refinements The schoolwide action plan was initially revised in the spring of 2014 based on the recommendations of the 2014 WASC Visiting Committee. Indeed, this was the primary focus of the school’s Critical Area for Follow-Up #1. Annually, as noted in section 3, the Action Plan is reviewed and refined to take into account areas of completion as well as to address new tasks needed to complete the school’s goals. The revisions to the Action Plan have not been overly significant. The Appendix includes the original Action Plan from the spring of 2014. SCHOOLWIDE ACTION PLAN (REVISED) GOAL Enhance the delivery of instruction to optimize student learning and to support achievement of expected schoolwide learning results. RATIONALE It was noted in chapter 1 that the school is becoming more selective in its student admissions. The higher caliber student is better equipped to handle more rigorous curriculum. As the school is near capacity and is at a stage in its development where it can focus on “strengthening” as opposed to “building”, creating programs to improve instruction is appropriate. Further, the school, as noted in chapter 4, needs a more structured professional development program and needs a bona fide teacher mentoring program. While the school has particular aspects of the Professional Learning Community program evident among its faculty, the PLC program has not been fully integrated on campus. ESLRS: • Academic Achievers TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF OF Research data on Summer effectiveness of ASSESSMENT 2014 REPORTING various faculty Completed evaluation Restructure Faculty Evaluation Program Report to programs Curriculum Principal Time, research- Admin Council Committee and Admin Council based notes reporting educational findings books that focus on effective evaluation programs 31

TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF OF Develop faculty Time for Summer evaluation Administrative evaluations, ASSESSMENT 2014, REPORTING program Council schedule for Teacher completed Report to evaluations feedback on faculty at new program, orientation Analysis of meeting; Report teacher to Board of summative Directors evaluations describing new program Create and utilize Principal Access to Completed Sept. 2014 Report at Progress Advisor Progress Advisor Progress Completed faculty meeting to record all Advisor teacher program; evaluations quantitative analysis of evaluations Increase student Principal, Vice Access to web- Completed Nov. 2014 Report to evaluation of Principal of based survey surveys with Completed Academic instruction to Academics program comparative Committee twice yearly analysis; eval describing dates on school effect of calendar; biannual evals teacher feedback on how evals were used Redesign Administrative Current research- Completed Fall 2014, Report to summative Council based sources on summative Completed Academic evaluation summative evaluation form, Committee on procedure/form to evaluations, time survey data student ensure overall from faculty on achievement as teaching support for new a result of new effectiveness is procedures; procedures appropriately year-over-year measured assessment of student achievement Create Professional Development Program Using PLC Strategies as Guideline Develop resource VP Academics, Time, access to Web page Summer Disseminate to bank for teachers Department web and other identifying 2015 and faculty at to enhance Chairs resources to resources ongoing August 2014 pedagogy conduct research faculty orientation meeting Determine needs Department Teacher Curriculum June 2015 Report to of faculty to Chairs observations, Committee and ongoing Academic strengthen overall summative meeting Committee teaching in school evaluation minutes analyses 32

TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) Funds OF February OF Provide budgetary 2016 funds for new CFO, President ASSESSMENT completed REPORTING professional Budget Report to Board development June 2016 of Directors program Principal, CFO Funds, time to Departmental completed Send Department attend meeting Chairs report Chairs to PLC conference minutes Fall 2016 plans at conference to and ongoing Curriculum learn PLC Principal, VP Meeting School calendar Committee procedures and Academics, resources, 2016-17 implementation Department handouts on school year Disseminate needs Chairs program and ongoing times and Offer in-services 2016-17 information to to teachers Administrative Facilities for School calendar school year faculty explaining how Council and ongoing PLC strategies meetings, time to Disseminate will be Department June 2017 times to faculty implemented on Chairs, PLC prepare agendas and annually campus Council leaders thereafter Disseminate to Schedule times on Access to Analysis of Academic campus for PLC standardized test student February Committee, Councils to meet results, Analyses academic 2015 School Profile and collaborate from College performance completed PLC councils Board and ACT Written reports analyze student March 2015 to academic data Department chairs Department Faculty completed administration (e.g. formative meeting time in feedback and summative school calendar Disseminate assessments and plans to faculty standardized test Create New Teacher Mentoring Program and chairs at data) to enhance Curriculum instruction and VP Academics, Time, access to Admin Council Committee curricular Inclusion of decision-making Principal current research minutes plan in Provide annual Employee summary of PLC VP Academics, Time Creation of Handbook activities Principal, Mentor plan, Admin completed at the Lead Council departmental level Minutes Research mentoring programs to determine best fit for JSerra Develop mentoring program plan 33

TASKS RESPONSIBLE RESOURCES MEANS MEANS PERSON(S) OF TIMELINE OF ASSESSMENT REPORTING Identify which Administrative Summative Feedback from March 2015 Disseminate to teachers are best Council, Mentor evaluations, new teachers on completed faculty equipped to serve Lead department chair mentor teacher as mentor teachers feedback on effectiveness faculty Train mentor Mentor Lead, VP Scheduled time, Summative April 2015 Report to teachers in the Academics written evaluation completed Academic methods needed to expectations analysis of new Committee effectively serve teachers; new new faculty teacher retention; student feedback and academic achievement Ensure Recruitment and Retention Programs Attract Quality Faculty Members Determine President, Time to research Codification of November Report to recruitment Principal, various those strategies; 2015 and Academic strategies that Administrative programs; formalized ongoing Committee and effectively utilize Council possible relationships Board of partnerships with budgetary with colleges Directors colleges and outlays and universities universities that share JSerra’s mission Give department Principal, VP Scheduling Faculty August 2015 School master chairs a Academics program feedback on completed calendar “department chair software, department prep period” to sufficient chair adequately budgetary funds effectiveness compensate for and activities job requirements Determine Department Feedback from Student Fall 2015 Report to maximum class chairs, faculty in academic completed Academic sizes to create Curriculum department achievement Committee optimal Committee meeting context (e.g., test Fall 2015 environment for scores, college and ongoing Report to teachers while still Time, funds, placement, Board; meeting school’s access to Academic Employee financial needs programs at Probation rates, Handbook other schools etc.) Develop Administrative alternative means Council Assessment of for career faculty attrition development to rates, employee retain key faculty survey, employee interview 34

GOAL Expand and strengthen the technology plan with the goal of developing a long-term strategic technology plan which will assess current resources and needs and ultimately enhance curriculum and instruction. RATIONALE In Chapter 4, several Areas of Growth were noted by focus group participants. In Focus Group A, participants felt that a school Technology Plan was needed to address present technological weaknesses due to campus and student population growth and to plan for future technological integration of the curriculum. Focus Group B noted that the school needs to improve faculty training in new technology, (i.e. new televisions, new grade portal), improve current wireless connectivity, and address usability of technology in the classroom. There is also a desire to offer teacher training for interactive sites and to interface with online forums for students and teachers. Focus Group B also indicated a need to implement a Technology Plan which considers a comprehensive overview of how technology is used in each classroom. ESLRS: • Spiritually – responsible Christian citizens • Intellectually – skilled lifelong learners and academic achievers – Utilize appropriate technology to support learning • Socially and morally – effective communicators 35

TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF Summer 2014 OF Create position Completed and hire for VP Academics Budget ASSESSMENT Fall 2014 REPORTING Educational Position filled Completed Employee roster Technology Specialist Educational Time for Lesson plan January 2015 Regular reports by Identify Technology liaisons to analysis; student Completed liaisons to technology Specialist monitor new surveys Curriculum \"liaison\" within technology to January 2015 Committee. each department Educational enhance Minutes from Completed to continuously Technology curriculum. meetings Summary of plans' evaluate new Specialist Time to meet main points technology to with department distributed to enhance specific members to Admin Council curriculum discuss/train. departments, Stipends/funds Curriculum Reconvene for liaisons. Committee, Tech. Committee Academic to develop Diocesan Plan Committee, BOD mission Access to other Report statement, assess school's plans recommendations current to Admin Council. resources, and Technology Time for Minutes from assess future Committee committee to meeting needs. meet Determine optimal educational technology curriculum theory Conduct outside Technology Time for Tech. Present research October 2015 Report research Committee Committee to results to Admin Completed recommendations regarding conduct Council. educational Technology research. to Admin Council. technology Committee Budget funds trends (general). for technology Research conferences. educational technology Time to meet Plan completed. Spring 2016 Report trends (local with Presentations to Completed recommendations schools) constituents to ES/DE and to Admin Council. determine Admin Council Create plan to optimal plan. refresh (update and purchase) technology on a regular basis. 36

Begin pilot Educational Training in new Teacher Spring 2016 Reports to program with Technology software/hardw feedback Completed Technology representative Specialist, are programs Committee sample of Teachers in pilot teachers to assess program Time for group Completed Fall 2017 Present findings to plan to develop and report Admin Council, Educational assemble report. Beginning of departments, Complete full Technology Printing costs Fall 2016 and Curriculum written Specialist, ongoing Committee, documentation Technology Time for Student Academic of short and Committee professional surveys/teacher Committee, BOD long-term development, surveys strategic All Stakeholders faculty training Delivery of report technology plan. as needed. Budget analysis. to all staff/BOD Implementation Time for Assessment of of Tech Plan hardware/softw plan's timeline, are roll-out. including Evaluation of All Stakeholders Budget for full refinement. Beginning of Ongoing Technology Plan implementation. Fall 2017; presentations to ongoing Admin Council; Time for annually Delivery of report discussion and to all staff/BOD reporting. Evaluation rubrics 37

GOAL Investigate and implement a comprehensive campus master plan to ensure the most efficient and strategic use of facilities to meet the academic and co-curricular needs of students. RATIONALE As JSerra Catholic High School reaches maximum capacity it is essential to ensure that campus facilities are being used to maximum, efficient capacity. Per feedback noted by faculty in chapter 4, several areas of the campus are underutilized. As school enrollment has increased, security demands warrant a revised campus safety plan. ESLRS • Academic Achievers TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF OF Determine finite Historical data June 2014 school size in Ad Hoc School on class sizes, ASSESSMENT Completed REPORTING order to ensure Size Committee, traffic study, Final Number Headmaster’s efficient and Facilities enrollment data, presented to Report to Board strategic use of Committee school budget Board of of Director’s space. Directors. Hire a consultant President, Funds Headmaster’s to develop long Facilities Delivery of plan March 2014 Report to Board range facility plan Committee, Time for Completed of Director’s, to include the faculty department report at faculty improvement of representatives, meetings, school Collaborative June 2014 meeting campus safety Emergency blueprints, Summary of Completed with external Response Team projected focus groups into Headmaster’s fencing. curricular one document Report to Board Establish focus Subject offerings, budget of Director’s groups that will Department Time develop facility Chairs, Nominating needs based on Administration Committee specific subject Council, Athletic Report to Board areas. Director of Directors Develop a more President, Board Facilities March 2014 inclusive Facilities Liaison Committee of the Committee roster Board of Directors to include more school constituents. 38

Fortify President, Budget, time for Approval and Ongoing Marketing relationship with Admin Council, collaborative implementation Committee to the city of San Board of meetings of campus July 2016, report to Board Juan Capistrano Directors, development completed and JSerra’s Facilities Budget projects Annual School Identify and hire a committee, Report to the city full time Director marketing Access to Job Description of San Juan of Campus committee various schools Capistrano Operations. traffic plans, city Creation of Research and President in traffic traffic plan, Report to school improve traffic collaboration with regulations, assessment of community flow on North and Administrative traffic flow South campus. Council July 2016 Facilities and ongoing committee Facilities reports to Board Committee, August 2014 of Directors, Facilities completed traffic plans Manager, Admin mailed to school Council community. Purchase facility IT Department Budget to Creation or Communicate to software program purchase purchase of faculty and staff to ensure accurate program, time to program, staff and efficient research various feedback on planning of all programs or efficacy of campus activities. create interim program, tool with reduction of SharePoint scheduling conflicts 39

GOAL: Enhance online student learning experience by stabilizing the online program and bringing its curriculum completely in-house. RATIONALE: As mentioned in chapter 4 section A and B, the online program has need of revamping in order to better align online curriculum with in-house curriculum. By bringing JSerra’s online classes in-house, the school will be able to have classes taught by its teachers with curriculum that the school has developed. ESLRS: • Academic Achievers: 2.1-2.4 • Collaborative Workers: 3.1, 3.2 • Effective Communicators: 4.1, 4.2 • Lifelong Learners: 5.1, 5.3 40

TASKS RESPONSIBLE RESOURCES MEANS OF TIMELINE MEANS OF PERSON(S) ASSESSMENT REPORTING Hire a Director of Administrative Time to advertise Employment July 2014, Monthly board Online Learning Council the position and contract completed report (DOL) interview candidates Create a strategic Director of Online Time Completed September Monthly board plan to bring Learning, VP strategic plan 2014/ongoing report online program Academics completed in-house Migrate to the Director of Online An online Budget will August 2016 Weekly VP utilization of one Learning, VP company that has identify single completed Academics meeting online class Academics the most online class with President and provider UC/NCAA provider June 2015 Monthly board Director of Online approvals completed report Purchase Learning, VP Budget Schoology Schoology LMS Academics contract Weekly VP Academics meeting with Director of Online Learning Identify and train Director of Online Budget, Time for Teacher class July Meeting with teachers Learning meetings schedule 2015/Ongoing Director of Online interested in Learning and VP teaching online Director of Online Scheduling of Academics courses Learning online teachers Test new platform and students, Classwork, grades, June 2016 Student transcripts on a sample budget population and transcripts completed Receive NCAA Director of Online Time for data NCAA approval August 2018 NCAA acceptance accreditation for Learning, VP analysis and letter online Academics research program/classes. Fully implement Director of Online Time for Classwork, grades, Fall 2018 Student transcripts in-house online Learning, VP classes Academics scheduling, budget and transcripts 41

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. RATIONALE The school needs better transparency in its financial operations. These changes will allow parents to have a better understanding of the total cost to attend the school. ESLRS TASKS RESPONSIBLE RESOURCES MEANS MEANS PERSON(S) OF TIMELINE OF ASSESSMENT REPORTING Review protocols for determining financial aid budget and distribution of funds Conduct research Director of Time to research Statistical report Spring 2015 Report to on financial aid Admissions describing completed Finance programs at various Committee comparable programs schools Conduct a study to Director of JSerra budget Delivery of Fall of 2015 Report to determine Admissions, analyses from report completed Finance effectiveness of Finance FACTS, survey Committee and JSerra financial Committee of financial aid Board of aid program families Directors Revise financial Finance JSerra Financial Survey of Spring of Parent-Student aid program to Committee, Aid Budget, participants in 2016 Handbook ensure allocation Director of FACTS data, program completed of funds are Admissions School database equitable and in information accordance with school mission Review total educational cost of tuition and fees Complete CFO, Finance Budget, Delivery of Fall 2014 Report to comprehensive Committee, information on review completed Finance review of all President all school fees Committee and school fees Board of Directors Conduct Finance Tuition and fee Delivery of Winter 2014 Report to Board competitive Committee, CFO data from area report completed of Directors analysis of tuition private schools rates and fee structure of area private schools Develop modified CFO, Finance Itemized and Creation of plan Spring 2015 Report to Board tuition plan Committee projected school Completed of Directors budgets and ongoing 42

TASKS RESPONSIBLE RESOURCES MEANS TIMELINE MEANS PERSON(S) OF OF Determine tuition School budget, Winter 2015 rates and Finance comparative ASSESSMENT completed REPORTING revamped fee Committee, analysis of Creation of new Report to Board structure based on President tuitions of tuition and fee of Directors new model competitor structure schools Communicate new Admissions School website, Published Spring 2016 Parent-Student plans to families Department, Admissions tuition and fee completed Handbook, Marketing registration structure, School website Department packet qualitative and admissions feedback from materials families Execute new Business Office FACTS tuition Collection of Fall 2016 School budget tuition and fee management tuition, completed structure program comparative analysis of tuition pre- and post-plan Review the self-funding model of athletics Investigate President, CFO, Time to research Assessment of June 2015 Written budgetary completed Summary for information in Athletic Director and clearance to current President which the school provides funding access school situation, for the core operating financials . Assimilation of expenses of all sports teams Athletic budgets financial Competitive information information . Consolidate President, CFO, Year 1 findings Report based June 2016 Report to researched Athletic Director and Summary upon summary completed President information in utilizing current which the school year school provides funding financials, for the core Current year operating athletic budgets expenses of all sports teams Develop a President, CFO, Year 2 report, Financials, July 2016 Presentation to budgetary model Athletic Director Task committee Proposed completed athletic and information in adjusted financial which the school budgets committees for provides funding 2017 for the core implementation operating expenses of all sports teams 43

TASKS RESPONSIBLE RESOURCES MEANS MEANS PERSON(S) OF TIMELINE OF ASSESSMENT REPORTING Review advancement funding and move toward more unrestricted revenue to general school operations Identify additional Director of Time to research Budget 2014-15 Report to funding streams Advancement, and identify best school year Advancement for annual President, practices completed Committee, campaign and Advancement Board of unrestricted funds Committee Directors Launch Annual Director of Develop Campaign October Report to Campaign with an Advancement, campaign reports 2014 Advancement additional President timeline and completed Committee, $115,000 in intermediate Board of unrestricted funds goals Directors to school Create individual Director of Time to create Creation of Fall 2014 Monthly reports donor stewardship Advancement plan, resources plan, Budget and ongoing to Advancement plan and on plan analysis completed Committee solicitation plan development Chair and for best prospects President from 2013-2014 campaign Combine two Director of Develop Final June 2014 Report to major fundraising Advancement, marketing plan fundraising through Advancement events for raising President around event to results March 2015 Committee, maximum Advancement secure additional completed Board of unrestricted funds Committee, Event attendees, Directors Volunteers sponsors and donors 44

Appendix 45

Organizational Chart 46

JSerra College Acceptances, 2014-2016 (asterisk denotes students attending) Adams State University* California State University, Dominguez Adelphi University Hills* Allegheny College AMDA - College and Conservatory of the California State University, East Bay California State University, Fresno Performing Arts California State University, Fullerton* American International College California State University, Long Beach* American University California State University, Los Angeles Appalachian State University* California State University, Monterey Bay Arizona State University* California State University, Northridge Auburn University California State University, Sacramento Austin College California State University, San Bernardino Ave Maria University* California State University, San Marcos* Azusa Pacific University* California State University, Stanislaus Babson College Calumet College of Saint Joseph Bard College Carnegie Mellon University * Baylor University* Carnegie Mellon University in Qatar Bellarmine University Carroll College (Montana) Belmont University* Case Western Reserve University* Beloit College Centre College Berklee College of Music* Chaffey College* Berry College Chaminade University of Honolulu Biola University* Champlain College* Boise State University* Chapman University* Boston College Christendom College Boston University* Christian Brothers University Bradley University Claremont McKenna College* Brandeis University Clemson University Brigham Young University* Coconino County Community College* Bryant University* Colby College* Bucknell University* College of Charleston* Butler University College of the Holy Cross* Cal Maritime College of William and Mary California Baptist University* Colorado College* California College of the Arts* Colorado Mesa University* California Institute of the Arts Colorado School of Mines California Lutheran University* Colorado State University* California Polytechnic State University, San Colorado State University, Pueblo Columbia College Chicago Luis Obispo* Concordia University - Irvine* California State Polytechnic University, Cornell College Cornell University Pomona* Cornell University* California State University, Channel Creighton University Islands* California State University, Chico* 47

Dartmouth College* Hult International Business School - London DePaul University Humboldt State University Dominican University of California* Idaho State University Drexel University* Illinois Wesleyan University* Duke University* Indiana University at Bloomington* Eastern Illinois University Iowa State University* Eastern Kentucky University Ithaca College Eastern Washington University Jacksonville University* Eckerd College James Madison University Elon University John Carroll University* Embry-Riddle Aeronautical University - John Paul the Great Catholic University Daytona Beach* Johns Hopkins University Embry-Riddle Aeronautical University - Johnson & Wales University (Providence) Prescott* Kansas State University Emerson College* La Salle University Emmanuel College Lafayette College Emory University* Lasell College Fairfield University Lehigh University Fashion Institute of Design and Lewis & Clark College Merchandising, Los Angeles* Lewis University Fashion Institute of Technology Liberty University Fisher College LIM College (Laboratory Institute of Fordham University* Franciscan University of Steubenville* Merchandising) Franklin & Marshall College* Lindenwood University* Franklin University Switzerland* Linfield College George Fox University* Long Island University, Brooklyn Georgetown University* Louisiana State University* Georgia Institute of Technology Loyola Marymount University* Gettysburg College Loyola University Chicago* Gonzaga University* Loyola University Maryland Gordon College Loyola University New Orleans* Goucher College Lynn University Grand Canyon University* Maine Maritime Academy Grinnell College* Manhattan College Hampton University Manhattan School of Music* Harvard University* Marist College Hawaii Pacific University* Marquette University* Hendrix College Maryland Institute College of Art High Point University* Marymount California University* Hilbert College Marymount Manhattan College* Hofstra University Maryville University* Holy Cross College Massachusetts Institute of Technology Hope College MCPHS - Massachusetts College of Hope International University Howard University Pharmacy & Health Sciences* Menlo College Mercyhurst University 48

Merrimack College Purdue University* Miami University, Oxford* Quincy University* Michigan State University* Quinnipiac University Mills College* Radford University Milwaukee School of Engineering Randolph College Monmouth University* Regent's University London Montana State University, Bozeman* Regis University Morehouse College Rensselaer Polytechnic Institute* Mount St. Joseph University Rhodes College Mount St. Mary's University (Chalon)* Richmond The American International Mount St. Mary's University (Doheny) Murray State University College in London National University of Ireland, Galway Rider University New York Institute of Technology Ringling College of Art and Design New York Institute of Technology, Rochester Institute of Technology* Manhattan Campus Roger Williams University New York University* Rollins College North Carolina State University Rose-Hulman Institute of Technology* Northeastern University* Rutgers University-New Brunswick Northern Arizona University* Saint Francis University Northern Kentucky University Saint John's University (MN)* Northwestern University* Saint Joseph's University Norwich University Saint Louis University* Notre Dame de Namur University Saint Mary's College* Occidental College Saint Mary's College of California* Ohio University Saint Peter's University Oklahoma State University* San Diego State University* Oregon State University San Francisco Conservatory of Music Otis College of Art and Design* San Francisco State University* Otterbein University San Jose State University* Pace University, New York City* Santa Clara University* Pacific Lutheran University Savannah College of Art and Design Pacific Union College* School of the Art Institute of Chicago Pacific University School of Visual Arts* Pennsylvania State University* Seattle Pacific University Pennsylvania State University, Hazleton Seattle University* Pensacola Christian College* Seton Hall University* Pepperdine University* Siena College* Pierce College* Simmons College Pitzer College* Smith College Point Loma Nazarene University* Sonoma State University* Point Park University South Dakota State University Portland State University* Southern Methodist University* Pratt Institute* Southern Oregon University Princeton* Southern Utah University Providence College* St. Edward's University* St. John's University - Manhattan Campus 49

St. John's University - Queens Campus* United States Naval Academy* St. Joseph's College - Brooklyn Campus* University College Dublin St. Lawrence University University of Arkansas Stanford University* University of Arkansas at Little Rock Stetson University University of California, Berkeley* Stony Brook University* University of California, Davis* Suffolk University University of California, Irvine* SUNY College of Environmental Science University of California, Los Angeles* University of California, Merced and Forestry University of California, Riverside* Syracuse University* University of California, San Diego* Temple University University of California, Santa Barbara* Texas A&M University* University of California, Santa Cruz* Texas Christian University* University of Central Florida Texas State University University of Chicago* Texas Tech University* University of Colorado at Boulder* The American University of Paris* University of Colorado at Colorado Springs The Art Institute of California -- Orange University of Colorado at Denver University of Connecticut County University of Dallas* The Catholic University of America University of Dayton* The Citadel University of Delaware* The College of Wooster University of Denver* The George Washington University* University of Evansville The Master's University* University of Florida* The New School - All Divisions* University of Hawaii at Manoa* The Ohio State University* University of Idaho* The University of Alabama* University of Illinois at Urbana-Champaign* The University of Alabama at Birmingham University of Kansas* The University of Arizona* University of Kentucky The University of Georgia* University of La Verne* The University of Iowa* University of Louisville The University of Manchester University of Maryland, Baltimore County* The University of Montana, Missoula University of Maryland, College Park The University of North Carolina at Chapel University of Massachusetts, Amherst University of Massachusetts, Boston Hill University of Miami* The University of Oklahoma* University of Michigan The University of Texas, Austin* University of Minnesota, Duluth The University of Texas, Dallas* University of Minnesota, Twin Cities Thomas Aquinas College* University of Mississippi* Transylvania University* University of Missouri Columbia Trine University University of Nebraska at Lincoln* Trinity University* University of Nevada, Las Vegas* Truman State University University of Nevada, Reno Tulane University* University of New Hampshire at Durham United States Air Force Academy* United States Merchant Marine Academy* 50 United States Military Academy*