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Bishop Alemany High SchoolWCEA/WASC Self Study 2011

Bishop Alemany High School 11111 North Alemany Drive

Mission Hills, California 91345

Self-Study

Following the

Focus on Learning Process (1999 Adaptation)

Prepared for the

Accrediting Commission for Schools

Western Catholic Education Association

Western Association of Schools and Colleges

Visit

March 21st to 23rd, 2011

Contents Preface .................................................................................................................. ..3 Chapter One, School and Community Profile........................................................ 5 Chapter Two, Student Learning Goals..................................................................13 Chapter Three, Progress Report............................................................................15 Chapter Four, Findings ........................................................................................ 26 Section A. Organization for Student Learning ............................................... 26 Section B. Curriculum and Instruction........................................................... 53 Section C. Support for Student Spiritual, Personal and Academic Growth ... 70 Section D. Resource Management and Development ................................... 87 Chapter Five, Schoolwide Action Plan ................................................................107 Chapter Six, Catholic Identity .............................................................................127 Appendix

Committees ....................................................................................................132 Pertinent Data ................................................................................................138

WCEA/WASC Self Study 2011 Bishop Alemany High School 3

Preface Saint Ferdinand High School was established as a parish high school for girls in 1947 at the San Fernando Mission. The school was staffed by the Sisters of Divine Providence until 1952 when the Sisters of St. Joseph of Carondolet were asked to assume the administration of the school. In September of 1956, Cardinal McIntyre changed the status of St. Ferdinand High School by making it co-institutional and it was moved to a newly built campus on Rinaldi Street in Mission Hills, California, with a starting enrollment of 465 female and male students. The school was renamed Bishop Alemany High School in honor of the Most Reverend Joseph Sadoc Alemany, O.P., second Bishop of California. The school was owned by the Archdiocese of Los Angeles as a part of the Education and Welfare Corporation. Five priests of the Missionary Oblates of Mary Immaculate and one layman staffed the boys’ department. Six sisters of St. Joseph of Carondolet and six lay teachers continued to instruct the girls. In September of 1970, Alemany became co-educational and a diocesan priest replaced the Missionary Oblates of Mary Immaculate as Principal. The Sylmar earthquake in February 1971 severely damaged the chapel; but the school quickly resumed after repairs. In 1972 four Xaverian brothers joined the faculty. During the 1980’s, Alemany grew in numbers and stature. Academically, a full honors and Advanced Placement curriculum were added while maintaining strong college-preparatory and standard courses. A comprehensive retreat program enhanced the Religious studies, athletics grew to include twenty-two sports while the activities department increased the number of clubs and various opportunities for student involvement. Reverend Robert Milbauer, an Archdiocesan priest, was appointed Principal in 1989. On January 17, 1994, at 4:31 a.m., a powerful earthquake permanently altered the history of Alemany. The majority of the Rinaldi Street classrooms were destroyed, requiring the campus to move across the street to Our Lady Queen of Angels Junior Seminary. The Junior Seminary officially closed in the spring of 1995 and Bishop Alemany High School began a new chapter at its current site. The 1996-97 school year marked the start of a phase of building and renovation. A locker hall and the main access road, Alemany Drive, were added to the campus. Reverend James Anguiano, an Archdiocesan priest, became Principal in 1997. In 1998-99, the remodeling of the buildings, including a Counseling Center, was completed to accommodate the growing student body. The Student Activity Center and Gymnasium was dedicated on June 10, 2001 and hosts not only Alemany athletics and activities, but also local diocesan school volleyball and basketball games and playoffs.


Renovations have continued at the campus, to include a frontage sign at the main entrance, a student snack bar, bathrooms in the main hall, an electrical upgrade to provide power for air conditioning, which has been installed in all classrooms and offices. In 2007, the Archdiocesan Department of Cemeteries reclaimed nine acres of unused land that had been used by the school for physical education classes, softball and other athletic contests and practice for field sports. The school was gifted a smaller facility west of the football field on Rinaldi Street in compensation, which was converted to a softball field and soccer practice use. The school had begun a Capital Campaign in 2004 to raise funds for constructing an Olympic sized swimming pool, but the campaign was abandoned in 2007. The Archdiocese permitted expansion of the existing smaller facility, which was completed in 2008. In 2006, the school abandoned its previous mascot “the Indian” in sensitivity to the feelings of the regional Native American population and the student body voted in the new mascot “the Warrior”. In 2001, Dr. John Monnig became the school’s first lay Principal. Frank Ferry, the second lay Principal, was appointed in 2006.


CHAPTER ONE

STUDENT AND COMMUNITY PROFILE COMMUNITY PROFILE: Bishop Alemany High School is located in a triangle formed by the intersections of Interstates 5 and 405 and State Highway 118 in Mission Hills, California. The school is owned by the Roman Catholic Archdiocese of Los Angeles and operated through the Department of Catholic Schools. Bishop Alemany High School primarily serves the communities in the northern San Fernando Valley. In particular, most of the students attending Bishop Alemany High School are from the Northeastern and North Central part of the San Fernando Valley along the Highway 118 corridor from Chatsworth to the foothill areas of Tujunga. The school is a commuter school as evidenced by the great number of vehicles lined up each day to drop off and then pick up students. The partner Catholic and private schools in this area are the main sources of students to the high school though in recent years there has been an increase in students enrolling from public middle schools. In the last two years there has been an increase in the number of students from outside the San Fernando, Santa Clarita and Simi Valleys. Bishop Alemany is open to all students both Catholic and non-Catholic. A study by the American Community Survey estimates that the San Fernando Valley had a population of 1,766,570 in 2007. In the general population Latinos and non-Hispanic whites are nearly even in numbers, combining to comprise more than four out of five Valley residents. In general, communities in the northeastern, central, and southeastern parts of the Valley have the highest concentration of Latinos. Non-Hispanic Whites live mainly in the communities along the region's mountain rim and in the northwestern and southern sections of the valley. The cities of San Fernando, Calabasas, Hidden Hills, and the Tarzana area of Los Angeles are quite homogeneous in racial makeup. Asian Americans make up 10.7% of the population and live throughout the Valley, but are most numerous in the communities of Chatsworth, Panorama City, Porter Ranch and Granada Hills. African Americans compose 5.1% of the Valley's population, living mainly in the sections of Lake View Terrace, Pacoima, Reseda, Valley Village, Van Nuys, and Northridge. Another large ethnic element is the Iranian community with 200,000 people living mainly in west San Fernando Valley. The valley is also home to a large and influential Jewish community. Poverty rates in the San Fernando Valley are lower than the rest of the county (15.3% compared to 17.9%). However, eight San Fernando Valley communities have at least one in


five residents living in poverty. The Pacoima section of Los Angeles is widely known in the region as a hub of suburban blight. Other San Fernando Valley communities, such as the sections of Mission Hills, Arleta, and Sylmar, have poverty rates well below the regional average, even lower than neighborhoods populated by a higher number of Non-Hispanic White residents. The median price of a single-family, detached home in November 2009 was $355,500, down 13.3 percent from the November 2008 price of $410,000 and down 7.7 percent from the October 2009 median price of $385,000. Notices of Default in November 2009 were 1,177. Almost one quarter of students live in the Chatsworth and Northridge areas where the median income for a family of four is estimated at $85,000 per annum. Ten percent live in the Granada Hills and Mission hills areas where the median income is about $61,000. The median household income for all students from all areas is a little over $68,000. Therefore the majority of families of Alemany students are at the middle income and lower middle-income levels. However, many families have incomes significantly higher than the median for individual communities. There has also been an increase in the number of single parent families which has prompted an increase in financial assistance applications. Generally those families who live west of the 405 Freeway are more affluent than those residing east of the 5 Freeway; this is also generally true of families from the Simi and Santa Clarita Valleys. They are for the most part fairly well settled into their respective communities. This is reflected in the low rate of attrition experienced by Bishop Alemany High School. Many of the students have siblings who have either graduated or are currently attending. There is also a long-standing legacy tradition of family members of alumni enrolling in the school. The majority of students come from districts 14, 15, 16 and 17. Tuition is a large percentage of the average family income Cultural descriptors: Culturally, the school is diverse in nature with a strong influence by the Hispanic culture that predominates in the area. However, there is a growing number of Filipino-Americans enrolled in the school and this has brought a strong positive cultural mix to the school community. There has also been an increase in the number of African-American students attending Bishop Alemany since 2006. Since 2004 the Archdiocese has included the category of mixed race in the ethnicity breakdown on the census, which in turn has prompted a decrease in the number of students who were listed as White or Hispanic. In the last four years there has been an increased number of international students, primarily from South Korea. This has created a need for classes in English as a second language. The school employs a counselor whose primary task is to accommodate student needs and keep in contact with relatives and sponsors.


Financial assistance Bishop Alemany offers two options; a grant to the student from the Tuition Awards Program of the Catholic Education Foundation and the BAHS Financial Assistance Program which is actually tuition reduction. Annual disbursement has gone from $291,125 in 2005 to $950,000 in the current year. The school also receives an annual grant of between $24,000 and $30,000 from the Doheny Foundation to provide additional awards. The school did receive $10,000 annually from the Bill Hannon Foundation until 2008. The recent recession has had an impact on many Alemany families where there have been job losses and homes in foreclosure. This has impacted the school in terms of tuition collection and in the granting of financial assistance. Applications for funds have soared from an average of 250 per year before 2007 to an average of 450 in the last two years. There has also been an increase in the number of single parent families which has contributed to the demand for financial assistance. STUDENT PROFILE: In the current school year the school serves 1673 students, as of September 15th 2010. After reaching a low of 1405 at the end of the 2005-2006 school year the enrollment has increased each year, primarily as a result of a more aggressive program of recruitment of freshmen and greater numbers of transfer students in other grades. In the last two years the attrition rate has been very low compared to the past. Overall the student body is 71% Catholic. De la Salle and St. Euphrasia are significant elementary partner schools. East valley schools suffer from low enrollment which impacts Bishop Alemany. However, many students from non-Catholic and private schools are Catholic. The demographic of student ethnicity changed in 2004 when the Archdiocese included the category of mixed race on the census report. Since 2005 there has been an increase in the percent of Hispanic students, a small increase in that of African-American and a decrease in that of White, while the percents for other ethnicities have remained relatively unchanged. In the current school year the Hispanic population is 40.5%, White is 23.3%, Filipino is 12.3%, Multi-racial is 12.9%, Asian 3.2%, African-American is 4.8% and Native American is less than 1%. Enrollment and attrition: Enrollment continues to increase from 1428 in September 2006 to 1673 in September 2010. This can be attributed to Outreach activities and aggressive recruitment. Class size has likewise increased in many subjects to accommodate more students. However available classroom space is insufficient and in the current school year six teachers are peripatetic. There has been a significant decline in the percentage of Catholic students, although 78% of 1428 in 2006 is 1,111 whereas 71% of the current student body is 1,188. However the actual


number of non-Catholic students has increased significantly, which has ramifications in the Religion program. In the last two years there are more males than females in the student body. The daily attendance average at Bishop Alemany ranges between 94 and 96%. The attrition rate at Bishop Alemany High School has declined since 2005. The positive turn in the attrition rate can be attributed in part to the concerted effort of the Administration, the Studies Office, the Counseling Department, the Office of Accommodations and the faculty to implement strategies that are intended to aggressively help students to succeed at Bishop Alemany High School. While there has been an average annual increase of 5% in tuition there has been no discernible impact on enrollment, which has increased since 2006. One of the factors that perhaps contributes to this situation is there has been a commensurate increase in the amount of financial assistance awarded to needy families. Scores on the High School Placement Test given to incoming freshmen indicate that over half of those who register score below grade level in math and English and are therefore under-prepared for the academic program. However while there is an Office of Accommodations to aid those with learning differences, there are only basic or remedial classes at the freshman level. The school should develop programs to help these students learn across four years since currently all students are expected to segue into College Prep classes starting in sophomore year. Between 70-75% of students who begin as freshmen are enrolled for four years and graduate as seniors. Typically, 60% of each graduating class is admitted to either a University of California or a California State University campus. Generally 10% of graduates admitted to various UC schools will actually enroll. Approximately 24% of graduates admitted to the CSU system will enroll and the vast majority of them (about 78%) will attend CSU Northridge. In the average year about 40% of graduates will attend a local two-year college. Curriculum and Instruction. Following the guidelines of the Department of Catholic Schools, the overall curriculum is designed so that each student will meet graduation requirements as well as the A-G requirements of the University of California at their individual level. Those freshmen below grade level on the High School Placement Test are required to take a summer bridge program in math and English and are not placed in a foreign language class in ninth grade so they may take a study skills class, Geography, as well as basic classes in math and English. This prepares them to transition to college prep level in their sophomore year. The school offers Honors and Advanced Placement classes in a variety of courses.


Summary of Student Performance Data. The major tests are:

• The STS High School Placement Test (HSPT)given to all incoming ninth grade students;

• The Iowa Test of Educational Development (ITED) given to all students from 2006-2010;

• The PSAT/NMSQT (formerly Preliminary Scholastic Aptitude Test and Preliminary Scholastic Assessment Test) given to sophomores and juniors;

• The Armed Services Vocational Aptitude Battery (ASVAB) given to selected juniors and seniors;

• The SAT I and II, ACT which are self-selected tests taken by mostly college-bound juniors and seniors.

The school does not disaggregate these test scores by sex or ethnicity. The results are used to inform parents about student ability, to qualify students for the National Merit Scholarship program, to qualify seniors for college admission and to aid the Counseling Department with individual student planning. All freshmen took the PLAN test and all sophomores and juniors took the PSAT in October of the current school year. The results will be available in January 2011. Over the last five years, the average PSAT scores have been consistent. Prior to 2006 all students took the Stanford 9 test, which was used primarily by the counseling department for course placement purposes. The Iowa Test of Educational Development was first given to all students in September 2006. The national percentiles are normed to the 2005 test. ITED composite scores show a mean of the 51st percentile nationally with students performing on grade level in all areas except Science. All grade levels typically score higher in Language and Reading and Social Sciences, average in Math and lower in Science. However, only in the last two years have results been mailed home to parents. The test is indicative of student achievement generally through 11th grade and the median scores shown (see appendix) generally reflect that the majority of students are achieving above the national average. Freshmen generally score poorly in Social Studies and Science on the ITED, possibly because they do not take such courses until sophomore year. The scores for each senior class show a decline from junior year, possibly because the test is normally given in January, when their thoughts may be on graduation and college and as a result they are not so concerned about scoring well.


Mean student scores on SAT tests are below state and national average. It must be recognized that College Admission tests are self-selected and there is no restriction on academic eligibility in order to take them. Status with regard to governing authority expectations The Department of Catholic Schools has been very supportive of the school, which is meeting its expectations with regard to recruitment, enrollment, fiscal stability, curricula and graduation requirements. Faculty/staff demographics In the 2010-2011 school year there are 100 members of Certificated Staff and 44 Classified Staff. Of the Certificated staff, 30 have Bachelor degrees, many with credits towards credentials, 24 own a Bachelor degree and a teaching credential, 14 have a Masters, 32 have a Masters and a teaching credential and 6 have a Doctorate, either a PhD, an Ed D or a JD. Included were 3 members of women religious orders and the chaplain who is a Diocesan priest. Of the Classified Staff twenty-one are in maintenance, gardening and janitorial positions, twenty are in clerical positions, two in technical support and one in food preparation. From 2008 to 2010 there was an increase in the percent of non-Catholic certificated staff from 24% in 2005 to 36%. The attrition rate has been fairly constant at between 12-14% per year. Ethnically, the certificated staff is 70% White, 12% Asian and Pacific Islander, 14% Hispanic and 4% African-American. The classified staff is 67% Hispanic, 30% White and 3% Asian.


Department of Catholic Schools Archdiocese of Los Angeles

Regional Supervisor

Frank Ferry, Principal

School CouncilJanell Cornell Director of Administrative

Services

Parent Association Executive

Luis Sotelo Director of Maintenance Supervisor of Maintenance Staff

Randy Thompson Assistant Principal, Student Life

Chair: Discipline Board

Jan Galla Vice Principal,

Faculty Supervision

Orbie Harrod Michael Solar David Urbach Athletic Directors

Samantha Phillips Angela Urbach Miguel Fletcher Jamie Quaglino Deans of Discipline

Alycia Corcoran Director of ASB

Donald Levan Director of Campus Ministry Fr. Norm Supancheck, Chaplain

Katie Castan Director of School Relations

Robert Warren Director of Christian Service

Julie Cardoso Director of Alumni

Bill Oates Director of Community Outreach

Lori Browne Admin Asst. for VP Substitutes

Department Chairpersons

Michael Schaaff Director of Technology

Certificated Staff

Michael Purnell Director of Library/Media Center

Sr. Anne Kavanagh Director of Admissions and Testing

Emie Decena Registrar

Associated Student Body

Counseling Staff

ASB Officers

Juanita Chauvin Accommodation

Services

Tina Platte, Health Office, Attendance

Cecilia Garza, Caron Willits Outreach Staff

Coaches

Sheila Revere CM Assistant

Rachel De Otero Receptionist

Sarah Crawford Counseling Office

Assistant

James Schmidt, Asst

JoAnn Schnelldorfer Facilities

Class/Club Moderators

Maria Parker Coordinator of

AP Program

Dawn Langham

Gina Perez

Tuition Office Staff

Juliet Fine Assistant Principal for

Curriculum and Instruction

Pat Yomtob Admin Asst

Academic Departments

WCEA/WASC Self Study 2011 12 Bishop Alemany High School

Conclusions: Bishop Alemany’s school population is a microcosm of the community in which it exists

socio-economically and ethnically. The majority of families of Alemany students are at the middle income and lower

middle-income levels. Generally those families living west of the 405 Freeway and in the Simi and Santa Clarita

Valleys are more affluent than those residing east of the 5 Freeway. The school is ethnically diverse with a majority of Hispanic students, from the culture

that predominates in the area and a growing number of Asian-American and African-American students.

In the last four years there has been an increased number of international students, primarily from South Korea. This has created a need for classes in English as a second language.

Enrollment has increased from 1428 in September 2006 to 1673 in September 2010. Since available classroom space is limited class size has likewise increased in many subjects and currently six full-time teachers do not have their own rooms.

There has been a significant decline in the percentage of Catholic students during the last term of accreditation. This may be attributed to lower number of students in some Catholic partner schools.

Scores on the High School Placement Test indicate that over half of incoming freshmen score below grade level in math and English and are therefore under-prepared for the academic program.

Approximately 45% of each graduating class enrolls at either a University of California or a California State University campus while 40-45% or so of graduates will attend a local two-year college.

There has been a recent increase in the percent of non-Catholic certificated staff.


CHAPTER TWO

STUDENT LEARNING GOALS Preamble: Rooted in the proud tradition of Catholic education, Bishop Alemany High School seeks to provide a diverse and comprehensive curriculum to prepare our students for future educational opportunities, for a responsible position in society and for a lifetime appreciation of learning. To this effect, the Graduate of Bishop Alemany High School will be: I. Enriched by Faith, through:

A. Instruction in Catholic doctrine and practice. B. Liturgical and other acts of worship C. Experiences that nourish personal and community faith development.

II. Prepared Intellectually, following a program of studies that promotes:

A. Critical thinking skills B. Problem solving skills C. Written, verbal and non-verbal communication D. Core academic knowledge E. The functional use of technology

III. Committed to Promoting Justice and Peace, by advocating:

A. Key principles of human dignity. B. Respect for diversity. C. Social justice grounded in Church teachings.

IV. Characterized by Moral Courage and Conscientious Leadership, by

manifesting: A. Respect for self and others. B. Responsible citizenship. C. Personal and civic integrity.

V. Distinguished by Concern for Others as demonstrated by:

A. Christian Service. B. Preferential Options for the Poor.


Process When the Leadership Team reviewed and modified the school’s Mission Statement in early 2007, it decided to revise the Student Learning Goals to align with it. This revision took most of spring and fall 2007 to accomplish. In 2010 the Leadership Team replaced the title Expected Schoolwide Learning Results with Student Learning Goals. In early 2010 in preparation for the Self-study there was a concerted effort to elicit changes or updates to the Student Learning Goals from staff, during a one day workshop, students in their Mentor Groups, and parents via the website. The responses were more cosmetic than substantive and generally consisted of recommendations to re-structure the language. Therefore the five goals have remained. The academic departments have made concerted efforts to ensure that the academic Student Learning Goals are implemented in the curriculum. The departments have rewritten their handbooks to address the updated goals. Most of the co-curricular areas, such as Campus Ministry, Student Activities and Athletic, have also revised their handbooks. While the academic goals are constantly assessed in academic departments a solution to the nagging question of how best to establish benchmarks and indicators for the affective goals regarding the spiritual, leadership and service goals has not been satisfactorily determined. The Student Learning Goals are stated in Parent Student Handbook and Faculty Handbook and posted in all classrooms and most offices A more complete description of efforts regarding the Student Learning Goals may be found in Chapter Three in response to progress on previous Action Plan Item #1.


CHAPTER THREE

PROGRESS REPORT Growth Area Action Plan #1: The school leadership and faculty will work on more closely integrating the schoolwide curriculum with the Student Learning Goals and developing accompanying improved standards and assessment techniques as well as benchmarks at which all students will be assessed on attainment. Critical area for Follow-Up

A need exists for the development of a schoolwide plan for the implementation of the Student Learning Goals which should include the following components:

Development of consensus between and among the departments regarding the implementation of the Student Learning Goals Establishment of benchmarks to define the various levels of Student Learning Goal achievement Development of rubrics to be used in assessment of student progress toward achievement of the Student Learning Goals Monitoring of the implementation of the plan

In 2003 there was a major overhaul of the Student Learning Goals, then referred to as ESLRs. At that time there was a concern that the goals not only address the cognitive and academic work but also the Catholic ministry of the school. As a consequence, of the four ESLRs one was directed towards academic preparation while three were aimed at religious formation, character and leadership development, and encouraging positive attitudes towards peace and justice. The difficulty the school has faced in this era of applying measurement to almost every aspect of education is that where the cognitive and academic goals may be assessed and measured metrically, the same is not true of the affective goals. As a school community Bishop Alemany has experimented with various methods to assess how well students are accomplishing them. Following the last visit, there was a meeting of all directors and department chairs for the purpose of examining ways to assess progress. Many suggestions on improving the goals were made. It was decided that one possible effective measurement would be by observation, anecdote and self-reflection.


In 2006 the vice principal's office devised an ESLR tracker that was completed by every student each quarter. This generated an enormous amount of paperwork, took up a great deal of storage space and accomplished little else since there was no satisfactory method of disaggregation although each response was read. There was also discussion and development of a prototype for an exit evaluation done by each graduating senior though it was never implemented. There has been continuing discussion of employing an electronic portfolio for each student to be updated in mentor group period that would allow students to record evidence over four years to verify accomplishment of the Student Learning Goals. This could be effective, as mentor groups will have the same mentor teacher and students over that time period. In 2010, following three years of discussing the concept, the Director of Technology introduced the Moodle and Mahara formats to the Academic Council with a proposal to set up an account for each student for the 2010-2011 school year that would allow students to digitally record evidence of their accomplishments. The Council was very much in favor of moving ahead, however, the project was shelved in fall 2010 because of budgetary constraints. The academic departments have made concerted efforts to ensure that the cognitive and academic Student Learning Goals are implemented in the curriculum and accomplishment is assessed by in-class tests, quizzes, homework, reports, group projects, and quarter and semester final examinations. Prior to 2006-2007, teachers submitted a weekly lesson plan that included a section on which of the academic goals was targeted. The weekly lesson plan was no longer required beginning in fall 2006, except for teachers new to the school. The task of assessing accomplishment of the affective Student Learning Goals has largely fallen on the Religion department, and Campus Ministry and Christian Service programs. However the English department, for example, has taken the lead on the Thanksgiving Food Drive and the entire faculty has participated in service days. The Math department does service learning: tutoring and mentoring of elementary school students and leads the Lenten food drive and distribution. The Associated Student Body officers lead the homecoming food drive and assist with adopt-a-family. The Science department leads the juvenile detention ministry Christmas project. The Religion department adopts families for Thanksgiving, Christmas and Easter and leads the Haddon Elementary School Christmas program. Varsity football members do the Read and Lead program with first graders. The Leadership Team decided to revise the Student Learning Goals to align with the updated Mission Statement in the spring and fall of 2007. The revision was accomplished and adopted in December 2007. The Leadership Team changed the title from Expected Schoolwide Learning Results to Student Learning Goals in 2010 to more clearly establish them as graduation targets for each student.


While the Student Learning Goals are stated in the Parent Student and Faculty Handbooks and posted in all classrooms and most offices, much still needs to be done to ensure that staff, students and parents know what is expected of the Bishop Alemany graduate, and that the goals drive the religious and core curricula, as well as the work of service and leadership programs. There exists anecdotal and affective evidence that students are enriched by the faith community and that they are prepared intellectually for college and life and thus accomplishing the Student Learning Goals to a high degree. A survey of students was done in March 2010 during a Mentor Group period where students were asked to agree or disagree about many aspects of campus life. Questions 1 through 53 on the survey (see Appendix) were direct quotes from the Student Learning Goals and accompanying standards. The response to these statements indicated that the majority of students see themselves accomplishing the goals. There still exists a need to fully implement this Action Plan item and to completely address the Critical Areas for Improvement especially in the establishment of agreed-upon benchmarks. This will continue to be an Action Plan item for the next period of accreditation. Growth Area Action Plan #2 The school will develop and conduct a process to improve student academic proficiency

Critical area for Follow-Up

The school’s instructional, guidance and counseling staff need to analyze thoroughly student performance data among the school’s significant sub-groups and adjust instructional delivery/assessment and/or programs to facilitate optimum learning for all students. Efforts should be made to reduce class size in disciplines where this is deemed necessary.

The major reason behind this Action Plan item was the fact that typically over half of incoming freshmen function below grade level (see High School Placement Test scores in the Appendix). Students in the lowest quartile on the High School Placement Test are required to take and pass remedial classes in English and/or mathematics in summer school before being given full acceptance. They are then placed in Basic English and Pre-Algebra classes, while taking Geography to upgrade study skills and deferring a foreign language until sophomore year.


There is no basic or remedial curriculum for such students after ninth grade. The ninth grade program for all students includes core subjects, Physical Education and a visual or performing art elective. All students move into the college preparatory and/or honors courses starting in tenth grade, often referred to as the ‘Sophomore Crunch”. Test results show a consistency in student overall achievement. There is a correlation of achievement when comparing student performance on the Iowa Test of Educational Development with that on the High School Placement Test. However, since there was a change in the sequential testing program from Stanford Achievement to ITED in 2006, there was difficulty in making a year to year comparison until 2008-2009. The change was made to align the testing program at Bishop Alemany High School with that of the Archdiocesan elementary school system. With a change of principal in 2006, various efforts to improve student proficiency were introduced. Recognition and rewards for high achievement have been established, e.g. 3.0/Perfect Attendance assemblies. The administration has placed emphasis on finding ways and means through after school tutoring, better placement practices, changes made by the counseling department to improve peer tutoring and aids such as planners for all students target assisting low achieving students pass their courses. The daily schedule adopted since 2006 allows for tutoring from 1:45 to 3:00 pm each Wednesday and Thursday. Each teacher establishes her or his own schedule within this framework and department policy. Since 2005 volunteer teachers have staffed the Library/Media Center after school each day to help tutor those students who have academic needs. Students served by the Office of Inclusion Services may be required to attend library tutoring as part of their program. Members of honor clubs such as NHS and Spanish Honor Society are required to tutor. . While there is no written statement, the leadership has made it clear that the school serves the Catholic population regardless of ability or socio-economic status first and then students of other faiths and circumstances as space allows. One major change has been the establishment of the Office of Academic Support Services which was established in August 2006 in order to support the learning needs of every student by properly addressing the individual needs of those who have documented learning differences. The program works to implement suitable accommodations to assist student learning in the school’s college preparatory setting. The goals of this office are:

• To follow the guidelines of the STEP and MAPP processes set up by the Department of Catholic Schools.

• To identify students with learning differences through appropriate documentation, teacher referrals, observations, test scores, and parent input.

• To work together with teachers and counselors in accommodating the different learning styles and needs of students with special needs.


• To utilize the Support Team Education Plan (STEP) Process as a collaborative, problem-solving approach to explore and discuss possibilities and strategies that will best meet the needs of the students and support teachers and parents.

• To assist teachers with appropriate strategies needed to support students in their classrooms with diverse learning challenges.

• When appropriate, to assist the parents and students in working with their local school district to obtain the necessary diagnostic testing for learning differences.

There was a presentation on writing across the curriculum for the Academic Council and some department chairs passed over the information but there has not been a workshop for teachers. More needs to be done in this regard, which ties in to an overall need for a planned scope and sequence for teacher inservice. The recently-hired Assistant Principal for Curriculum and Instruction has been charged with conducting professional development aimed at improving teaching practices such as the delivery of instruction. Efforts have been made to maintain class size at or below 30 students. However, with the increase in enrollment over the last four years many classes still exceed thirty. The school is limited by available space, increased course offerings, student demand for courses and increased enrollment. In addition, six teachers in the current year do not have their own classrooms and must travel with their classroom in a briefcase. Although there has been a great deal accomplished regarding this Action Plan item there remains much to be done, which is addressed in the current Action Plan (see Chapter Five) Growth Area Action Plan #3: The school will strive to more fully integrate the daily experiences of students into those compatible with building a truly Catholic faith community.

Critical area for Follow-Up

The Mission Statement needs to be revisited by all segments of the school community to develop an agreed upon statement supported by all.

The Administration and Administrative Advisory Council reviewed and agreed upon the following Mission Statement to be used in all publications henceforth after January 2007:

As a Catholic High School, Bishop Alemany is a community enriched by faith that develops intellectually prepared men and women who are committed to promoting a just and peaceful world as conscientious and morally courageous leaders in service to others.


The statement is printed on all stationary, business forms, and is posted in mural form outside of the Principal's office. Discussion at the October 9th, 2006 and November 13th, 2006 Administrative Council meetings addressed having the title “Bishop” on all formal documents. All such documents do read Bishop Alemany High School. In the 2007-2008 the administration mandated the athletic department and bookstore to ensure that the title “Bishop” was used on all official representations. Annual Faculty Retreats have addressed the Catholic identity of the school as well as providing formation on a variety of topic such as “The prophetic call of Catholic education” ( a scriptural retreat lead by Megan McKenna); “Being a member of the body of Christ at Bishop Alemany” (reflection on the meaning of 1 Corinthians 12); and “The abundance of God's grace and goodness” ( a Franciscan reflection on the meaning of Luke 15:11-32). The annual retreat is an opportunity for the faculty and staff to resituate themselves regarding the context of their occupation as a ministry/vocation at a Catholic high school. There have also been regional Faith Formation days sponsored by the Department of Catholic Schools. Morning prayer, which is said campus-wide during the daily news program, is continually evaluated to reflect the liturgical seasons. The faculty is reminded in the weekly bulletin to incorporate prayer at the beginning of each class and typically either the teacher or selected students will take the lead in doing so. The Office of Campus Ministry has purchased different prayer books for the academic departments to use as a resource. Students are greatly involved in the planning of school liturgies and Para- liturgies. Christian Leadership class and other Religion classes, as well as a group called LAMBS have contributed ideas and worked to develop increased participation in creating a climate appropriate to worship. Workshops have been given to students to enhance their participation as Eucharistic Ministers, Ushers, Greeters, Liturgical Dancers and Music Ministers. Schola provides music for schoolwide Masses. Liturgical and Catechetical resources are available in Campus Ministry and within the Religion Department to assist faculty who wish to better prepare their students for liturgy. The Office of Campus Ministry has taken a strong lead in providing regular opportunities for the school community to experience prayer and the Sacraments and to make use of signs, sacramentals, traditions and rituals of the Roman Catholic Church. A full-time Administrative Assistant has been added to the Office of Campus Ministry and a Director of the Kairos retreat program has been added. The school Chaplain works tirelessly to expand the program to include weekend retreats, alumni retreats, family retreats and to focus on specialized community service awareness and projects. One of the most successful ventures has been the creation of retreats for eighth grade students from Catholic partner schools with the assistance of the Office of Community Outreach


The Religion department ensures that the Religion Curriculum is faithful to Roman Catholic Church teachings and meets the requirements set forth by the United States Conference of Catholic Bishops. In 2009, the United States Conference of Catholic Bishops developed a rubric for assessing the Catholic Identity of the Catholic High School. Please refer to Chapter Six for the assessment. The Catholicity of the School is best enhanced when the entire community is dedicated to the mission and purpose of the school. There is still a need to ensure that new hires are able to embrace the mission statement as well as the mission of Catholic education and to orientate new faculty regarding the Catholic identity of the school. Bishop Alemany has made great strides in accomplishing this Action Plan item to a high degree and will continue to focus on assessing spiritual needs, implementing the USCCB guidelines and supporting the school as a truly Catholic institution. Growth Area Action Plan #4 Ensure a stable, experienced faculty through a planned program of recruitment, mentoring, inservice and professional growth and development.

Critical Areas for Follow Up Articulation of a clearly defined plan for ongoing faculty professional growth/development with particular focus on:

a. Inclusion: techniques, methodologies, which assist teaching faculty in dealing with students who have diagnosed learning disabilities

b. Different types of student assessment in the various academic disciplines c. Ways to deal with multi-cultural issues and topics

An examination of the school’s organizational structure is necessary to ensure optimum use of personnel resources which will best serve student learning at Bishop Alemany High School

Since the economic crisis hit in 2008, there has been a lower rate of teacher turnover. When there are openings for teachers and staff, the school advertises on the Alemany, Archdiocesan and NCEA websites and in local daily newspapers. There is normally a pool of applicants who submit applications and resumes each year starting around April. The Principal receives and reviews applications and resume and hires where there are needs with input from department chairs and administrators. Since


maintaining the Catholic identity of the school is a paramount need, there is a concern to recruit Catholic teachers as far as possible.

There have been one or two inservices each year, dealing with, for example, accommodations for students with learning differences, Internet usage and workshops mandated by the Archdiocese. In 2009 the San Fernando Valley Vice Principal’s group jointly organized a well-received inservice day at Bishop Alemany, where teachers from the valley schools presented a series of workshops on a variety of topics for their peers. The new teacher program since 2006 has included workshops on lesson planning, instructional techniques, formative and summative assessment and classroom management strategies. However, more time is needed at the start of each school year to introduce those new to teaching to the essentials of instruction and classroom management. Experienced teachers, who are new to the school, need orientation rather than inservice. However there is still a need for a planned program of teacher inservice, even though teachers and staff have varying levels of needs in terms of methodologies and pedagogies. In the current year an Assistant Principal was appointed to address teacher professional growth needs and plans are underway to develop programs to target specific growth areas.

The organizational chart was adjusted in early 2007 by the Principal following a long process of evaluation, and is revised each year to reflect changes in personnel. The duties of administrators were altered substantially and new assignments were created. The current Organizational chart may be found in Chapter One. The Department of Catholic Schools has an Archdiocesan-wide pay scale. The annual increase has a step increase of 1.5% plus a general increase from anywhere between 2%-5%. Typically, hourly employee rates increase by the same percent. The school has been allowed to exceed the official annual increase if the budget permits. This item regarding working to improve salaries and benefits was overly ambitious since the salary scale and benefits package are set by the Archdiocese and the school is not asked for input. For example, in the 2008-2009 school year, all salaries were frozen at the 2007-08 level Archdiocesan-wide and the school had to comply despite having the ability to give an increase.

Growth Area Action Plan #5 Address the development of a culture of effective communication and collaboration among the administration, faculty and staff.


Critical Area for Follow Up. The school’s Action Plan needs to be amended to address the development of a culture of effective communication and collaboration among administration, faculty and staff. This improved communication may require the introduction of a variety of process driven opportunities involving all parties.

This Action Plan was the result of the 2005 visit where the committee noted that there was a significant communication gap between the administration and staff and that manifested as a lack of collaboration. Primarily it was discerned that decisions were top-down and the administration did not consult the faculty on decisions that affected them. This was changed to a great degree by the appointment of a new Principal in 2006 and both communication and collaboration has improved significantly. In October 2007 a questionnaire was distributed to all faculty and staff. The majority of responses indicated that while teachers do not wish to know all the details of decisions they do desire to have their opinions heard about existing and proposed policies. Faculty/staff meetings, E-mail blasts, weekly bulletin, newsletters, the annual calendar, the automated phone call system, Alemany website and daily announcements are the most effective means of communication. A means of completing the communications loop should be put in place, so that faculty and staff members know that their input is heard and considered. It would be helpful to have minutes of the deliberations and decisions of the Administration and Administrative Advisory Council regularly presented to faculty and staff so that everyone is aware of changes to policy and procedures, upcoming events and their role in the process. Growth Area Action Plan #6 a. Continue to develop a strong and active Advancement Program with a special focus on endowment, alumni relations and giving, grant writing and completion of the Capital Campaign. b. Develop a plan for ongoing renovation of existing facilities.

Critical Areas for Follow Up. The school needs to ensure the development of a plan for the ongoing renovation of existing facilities, which will improve the classroom learning environment for both teachers and students.


The school needs to continue the development of a strong and active Advancement Program with special focus on endowment, alumni relations and giving, grant writing, and on the completion of the capital campaign for the intended future development of Bishop Alemany High School.

The former Director of Institutional Advancement resigned in June 2006. A newly commissioned School Council took office in fall of that year and with the leadership of the new principal it was decided to return to basic concepts of development rather than proceeding with a faltering Capital Campaign. The Capital Campaign Consultant was dismissed in 2006 and the focus shifted to fundraising. The School Council was inactive for two years but has been revived recently. A Director of Fundraising was hired in 2006 and since then has coordinated an improved Annual Appeal by bringing in teams of parents and students to operate a phone-a-thon and by making the whole campaign more competitive. The position of Coordinator of Alumni Relations was established in 2007 to improve the alumni database as well as reach out to alumni to return to campus for receptions and reunions. The current office has purchased a database software program called Raiser’s Edge together with an online contact program called SPARKS in an effort to list and make regular contact with alumni and benefactors. In 2008 the first Hall of Honor ceremony was held to acknowledge the accomplishments of a selected group of alumni and former teachers. The former refectory has been renamed Alumni Hall to showcase the achievements of not only Bishop Alemany alumni but also those of Queen of Angels Seminary, Pater Noster and Daniel Murphy High Schools, now closed, for which the school is the custodian of records, banners and trophies. Alumni have been recognized at home football games by the establishment of a reserved area for them at the east end of the field, where they have refreshments and an unrestricted view of the games. Recently the Director of Alumni was assigned the task of Development and has plans to attend training in this area. The current activities of the new office include fundraising by instituting a schoolwide raffle, expanding the Annual Appeal and continuing to host the annual “Taste of Alemany” event. In addition the office has taken over the operation of the annual Golf Tournament and Casino Night from the Parent Association Board. There are plans to reach out to potential donors and to hire a grant writer. Even though the former Advancement Office had a full-time grant writer, very little was accomplished apart from the Hannon and Doheny Foundation grants, which are automatic for Catholic schools. There is still a need for a long-term strategic plan to address facility needs, but it has to be matched against the ability to fund it. In 2008, emergency work on the electrical power supply to the school used up a significant portion of the school’s surplus fund that had been set aside for repayment of a loan on the gymnasium and for improvements to the plant.


Also in 2008 the school was informed that the Archdiocesan Cemetery Division would reclaim eight acres of land in the northeast corner of the grounds that had been used for practice fields and a softball field. The school was allotted an area of land to the west of the football stadium and a smaller area next to the swimming pool to develop. In the last two years a softball field and practice areas for field sports has been created in the allotted space. The area around the swimming pool has been expanded and landscaped. These projects have likewise cut into available funds. Expenditures for these necessary projects have come largely from the school’s surplus fund maintained in an Archdiocesan Income Pool account. The Archdiocese retains rights to invade this account as needed. The cost to create the softball field and improve the pool came to over $250,000. The cost of the major electrical upgrade was approximately $450,000. As a consequence, the surplus account has diminished to about $70,000 in reserves and funds for paying the balance of the gymnasium loan, which in September 2010 was $592,596, must come from the annual budget. Though there have been some major changes, the essential thrust of this Action Plan item still needs implementation and will be addressed in the current Action Plan.


CHAPTER FOUR

FINDINGS

A. Organization for Student Learning

A 1. School Philosophy and Mission. To what extent has the school established a clear statement of philosophy that reflect the beliefs of the institution, a commitment to Catholic Identity, thoroughness of instruction, focus on the needs of the whole person, and recognizes the dignity of all members of the school community?

Statement of Philosophy: In fulfillment of the Church's mission of Catholic education and in response to parental needs, Bishop Alemany High School exists to bring Jesus and the Gospel message into the formal educational experience of its students. As a Catholic school of the Archdiocese of Los Angeles, Bishop Alemany recognizes that it shares in the Church's mission of evangelization of youth in today's pluralistic society and therefore strongly subscribes to the threefold purpose of Catholic schools articulated by the National Conference of Catholic Bishops (To Teach As Jesus Did, #14, #101): • To proclaim the Gospel message, which offers a new vision of God, the world

and humanity; • To build a school community which responds to the dignity and worth of each

member; • To reach out in service to those in need through prayer and direct

participation in the cause of social justice. In accordance with these goals and in order to assist parents in fulfilling their primary responsibility for the education of their children, the school, by offering a traditional Catholic education of the whole person, addresses the spiritual, moral, intellectual, social, emotional and physical needs of every student. Furthermore Bishop Alemany High School seeks to produce Catholic Christian young adult leaders who use their Catholic education and intellectual gifts to foster peace and justice in the world.


To take even small steps toward the implementation of this philosophy requires discipline on the part of all and sincere cooperation with the grace of God.

The school is effective in this are since there is a clearly articulated statement of purpose in both the school's Statement of Philosophy and its Mission Statement.

Findings Evidence examined The statement of philosophy is set forth on the website and in the Parent Student Handbook.

Parent-Student Handbook

Bishop Alemany Website

The mission statement may be found in the Faculty and Parent-Student handbooks and on the school’s website. It is also painted on the wall on the school‘s main hallway.

Faculty Handbook Parent-Student

Handbook Bishop Alemany

Website Laminated copies of the mission statement are posted on the walls of each classroom.

Classrooms

To what extent does the philosophy and mission reflect the parents as primary educators and teachers as facilitators of learning? Mission Statement:

As a Catholic High School, Bishop Alemany is a community enriched by faith that develops intellectually prepared men and women who are committed to promoting a just and peaceful world as conscientious and morally courageous leaders in service to others.

The philosophy and Mission Statement show that the school is effective in this area although admittedly both should more clearly define that the parents are the primary educators and teachers are facilitators of learning. The mission statement was originally developed by a committee consisting of faculty, staff and parents to be the framework for the student learning goals. It has been revised over the last eight years by the Focus on Learning Leadership Team. The Student Learning Goals are based on the Mission Statement regarding faith, proficiency in leadership, morality, academic skills and so forth. The mission statement and philosophy are reinforced by daily prayer before class, monthly masses, student service organizations and in the student and faculty retreats.


However, teacher surveys indicate parental assumption of responsibility for their children's learning is an area for improvement and that more emphasis should be made throughout the school's writings and communications that the teachers are facilitators of learning and that the parents are the primary educators.

Findings Evidence examined The school's statement of philosophy clearly sets forth the school's position that the parents are the primary educators of their children.

Statement of Philosophy

The school hires teachers and staff members who support and follow the mission statement.

Interview with principal

In 2009-2010 teacher's grade books were made available online so that parents could monitor their children's progress on a regular and ongoing basis and be more involved in the ongoing education process.

Online grade books

The Parent Student Handbook includes a clause that indicates that the parents have agreed to partner with the school in the application of the school's rules and regulations to their children's conduct. The clause is set forth below:

"Parents must recognize that by enrolling their student at Bishop Alemany, they have agreed to comply with and help enforce all school rules and regulations."


To what extent is the mission defined further by adopted Student Learning Goals that form the basis of the educational program for every student? The school exceeds in this area since the Student Learning Goals were written to flow from the Mission Statement. The Student Learning Goals inform all aspects of the educational program not only to address core academic requirements but also to include goals of faith formation, leadership, concern for others, especially the poor, and concern for promoting peace and justice. It is expected that students will accomplish these latter ‘affective’ goals, partly through coursework, especially in Religion classes, but mostly through active participation in the school’s community of faith. As has been stated elsewhere in this document, much work must be done to determine and implement a process for assessing the individual student’s progress towards accomplishing the Student Learning Goals.


Findings Evidence examined

The Student Learning Goals proceed from the Mission Statement

Faculty Handbook Parent-Student

Handbook Bishop Alemany

Website Interviews with

Principal, Vice-Principal and Assistant Principals

Areas of Strength in this Criterion: The school has a clearly articulated statement of purpose which is stated in both the

school's Statement of Philosophy and its Mission Statement. Student Learning Goals flow from the Mission Statement.

Areas for Growth in this Criterion Much work must be done to determine and implement a process for assessing the

individual student’s progress towards accomplishing the Student Learning Goals The Mission Statement and the Student Learning Goals should include a statement that

the parents are the primary educators of their children and that the teachers are facilitators of learning.

More emphasis should be made throughout the school's writings and communications that the teachers are facilitators of learning and that the parents are the primary educators.

There should be a statement regarding parental assumption of responsibility for their children's learning


A2. Governance Criterion To what extent does the governing authority committed to sharing the Catholic vision adopt policies that are consistent with the school’s philosophy and mission and support the achievement of the Student Learning Goals? Bishop Alemany High School is owned and operated by the Roman Catholic Archdiocese of Los Angeles Department of Catholic Schools and is governed by the Archdiocese Administrative Handbook of the Department of Catholic Schools. Policy at Bishop Alemany High School is designed to be in alignment with the policy of the Department of Catholic Schools. The Regional Supervisor periodically reviews the school’s policies to ensure that they are consistent with those of the archdiocese. This question assumes matters that are quite the reverse. The school is accountable to adopt policies that are consistent with those of the Department of Catholic Schools. Therefore the involvement of the governing body is somewhat effective in that policies are clear but monitoring is not consistent. The governing authority needs to be supportive of the school's need to expand its facilities to accommodate the increased population. There is a need for additional classrooms.

Findings Evidence examined Bishop Alemany High School is owned and operated by the Roman Catholic Archdiocese of Los Angeles Department of Catholic Schools who determine policies for all Archdiocesan schools.

Archdiocesan Administrative Handbook of the Department of Catholic Schools

To what extent does the governing authority delegate implementation of these policies to the professional staff? The Archdiocese of Los Angeles delegates implementation of policy fully to the professional staff through the Superintendent for Secondary Schools in consultation with the Regional Supervisor. Policies are revised each year and communicated to the professional staff through the Administrative Handbook of the Department of Catholic Schools. The policies are further defined in the Faculty handbook and communicated to the staff at the school through the handbook, faculty meetings and the meetings of the various committees. Governance at the school site is lead by the Principal who is supported by a Vice-Principal, an Assistant Principal for Student Life and an Assistant Principal for Curriculum and Instruction. The organizational chart may be seen in Chapter One, page 11.


Findings Evidence examined Governance at the school site is led by the Principal who is supported by a Vice-Principal and two assistant principals.

Organizational chart

The Administrative Advisory Council meets every month to facilitate implementation of the school’s policies and achievement of the student learning goals.

School Calendar

There are regular meetings of the Academic Council which focuses on the student learning goals and policies in effect to achieve them throughout the school

School Calendar

Faculty/staff meeting are held once a month wherein policies of the school are discussed, further defined and communicated,

School Calendar Meeting Agendas

The various academic departments of the school meet once a month. In these meeting policies of the school and their application to teaching in the classroom are discussed and reviewed.

School Calendar Department Meeting

Agendas/Minutes

The administration establishes school policy with the assistance of the advisory boards and assigns duties to the teaching, administrative and plant operations staff through the handbooks and periodic meetings.

The Faculty Handbook.

School Calendar

To what extent does the governing authority monitor results? Monitoring of the school by the Regional Supervisor is infrequent and informal, given that there are two supervisors for the whole high school department and may therefore deemed to be ineffective. Monitoring at the school takes place through feedback from the staff at meetings, observations of teachers by the administration and responses to complaints.

Findings Evidence examined Monitoring of results by the Regional Authority is minimal. Interviews with

Principal, Vice-Principal and Assistant Principals

Monitoring by administration at the school is satisfactory. Interviews with Principal, Vice-Principal and Assistant Principals


Areas of Strength in this Criterion: The Archdiocese of Los Angeles delegates implementation of policy to the professional

staff Policies are revised each year and communicated to the professional staff through the

Administrative Handbook. Areas for Growth in this Criterion There should be more frequent and in-depth on-site visits by the Regional Supervisor. The school needs the cooperation of the Department of Catholic schools to address

issues of campus need such as portable classrooms,


A3. School Leadership Criterion To what extent does the school leadership encourage the cultivation of Catholic values and the spiritual formation of the school community? The school leadership places a schoolwide emphasis on forming a Catholic faith community shown by the number and frequency of religious events such as monthly student Masses, Advent and Lenten Reconciliation and the retreat program; religious organizations such as Warriors for Life, LAMBS; service organizations such as Alemany Amigos, Read to Lead and Key Club; and the Christian Leadership class. The school is very effective in this area. There is an annual school wide theme for each year. The administration models Catholic values by participating in masses and retreats. The school has begun a program for students who are baptized but have not taken their first communion to receive their Fist Communion. While enrollment reflects a greater number of non-Catholic students being accepted, they are included and encouraged to participate in faith activities so that they can benefit from Catholic values and be a part of the school faith community. The school does a good job of enforcing discipline standards that are in line with Catholic values and creating an atmosphere where students understand the expectations of those values

Findings Evidence examined There are many faith formation events and opportunities for the cultivation of Catholic values.

Weekly bulletins Notices of service

events School Calendar

To what extent does the school leadership make decisions to facilitate actions that focus the energies of the school on student achievement of the Student Learning Goals? There is a mixed bag of success in this area. The leadership has been active in making decisions regarding the academic Student Learning Goals, for example, in reforming the Counseling department and including more elective courses. However it must be noted that students and teachers have only a hazy vision of the goals and more needs to be done to clarify the vision and promote accomplishment. The school has provided for online access to grade books so that students and their parents can stay informed on ongoing achievement of learning goals. The school has modified standardized testing methods to better facilitate monitoring of achievement of goals.


The school is considering introducing E-portfolios to evidence student work and achievement of student goals.

Findings Evidence examined The School leadership makes appropriate and ongoing decisions that facilitate student achievement of the Student Learning Goals

Faculty Handbook Parent-Student Handbook Bishop Alemany Website Minutes of administrative

meetings. To what extent does the school leadership empower the staff? The school leadership endeavors to delegate to the staff the power to fulfill their job duties according to their individual judgment and skills and is therefore effective in this criterion. Teachers are allowed to create their own curriculum within the framework of the student learning goals, established curriculum and the state standards. Faculty members are given autonomy in their classrooms and the ability to create curriculum consistent with state and archdiocese standards. Teachers are informed as to new and effective teaching methods at faculty development which empowers their teaching in the classroom. While there is autonomy in the classrooms, teachers have stated there is inconsistent enforcement of accountability One burning issue is an outcome of success. The recent increase in student enrollment has meant that five teachers do not have their own rooms and travelling teachers are less effective. There is a need for more classrooms so that teachers have time and space to create environments conducive to learning The certificated and classified staff members are encouraged to give opinions at meetings, to participate in student activities, to join in many groups and to lead clubs. Each year the staff is involved in presenting the components of Family Fun Night. The principal gives recognition of staff accomplishments at faculty meetings.

Findings Evidence examined The leadership makes every effort to empower the staff.

Faculty handbook Minutes of Administrative Advisory

Council Minutes of Warrior Action Group Minutes of Department Meetings Faculty Employment Contracts.


To what extent does the school leadership ensure shared accountability for student learning? The school is effective in this area, in that introducing online grade book and grades has increased parental involvement in the academic achievement of the students. This allows for students to stay informed as to their learning results and for parents to share in the accountability for student learning on an ongoing basis. The school has implemented a policy of common assessment whenever possible so that student learning is uniform among the classes. The administration conducts frequent informal visits to the classrooms and teachers are given immediate informal feedback on observations. Formal classroom observations are done on a regular basis and the results are shared with the faculty. There were formal evaluations at the end of the school year for contract renewal until the 2009-2010 school year. A program of collegial coaching was implemented in the current school year whereby teachers are grouped into pairs and the pairs observe one another on a regular basis and share observations and advice on methodology. Professional development has been improved and on ongoing program known as the Warriors Action Group (WAG) has been implemented. In this program teachers meet once a month to obtain training regarding new and effective teaching methods.

Findings Evidence examined The school leadership is effective in sharing accountability for student learning

Records of teacher observations.

Records of department meetings.

School website. Records of Warrior Action

Group. Interviews with

administrators. Areas of Strength in this Criterion: The leadership makes every effort to empower the staff. A newly improved professional development program. Faculty members are given autonomy in their classrooms and the ability to create

curriculum consistent with state and archdiocese standards.


Areas for Growth in this Criterion Students and teachers have only a hazy vision of the Student Learning Goals and more

needs to be done to clarify the vision and promote accomplishment. More communication between administration and staff is needed in the area of

accountability. The process of end-of-year face to face evaluation by the administration prior to

contract renewal should be reinstated. There is a need for more classrooms so that no teachers have to travel and have time and

space to create environments conducive to learning


4. Staff. To what extent are the school administration and staff qualified for their assigned responsibilities? The school is highly effective in this area since all of the leadership and staff are qualified for their assigned responsibilities. The Principal has a number of years of experience as an administrator in public schools, five years experience at Bishop Alemany and has a master’s degree in education and a juris doctor degree. The Vice Principal has a Master’s Degree in Pastoral Counseling and seven years administrative experience at Bishop Alemany, and the Assistant Principal for Curriculum and Instruction has a doctorate degree in education. The Assistant Principal has many years experience as Athletic Director, Dean of Discipline and teacher. Other leadership staff members have many years of experience as teachers and administrators.

Findings Evidence examined The certificated staff includes six with doctorate degrees, 46 with master’s degrees and 24 teachers with BA plus California teaching credentials.

Annual Census Report

All teachers have college degrees in subjects related to the courses that they teach.

Annual Census Report

To what extent are the school administration and staff committed to the school's philosophy and mission? Administration, teachers and staff show their commitment to the Philosophy and Mission by their choosing to be a part of their Catholic Faith Community and their support of the religious and academic mission of the school. School administration and staff participate in faith formation activities and other school wide activities. All teachers post the school's mission statement in their classrooms.

Findings Evidence examined The school administration and staff are committed to the philosophy and mission.

Posted mission statements.

Records of attendance at schools activities.


To what extent does the school administration and staff engage in ongoing spiritual and professional development that promotes student learning? The school has always required participation in ongoing professional development for all teachers and staff. Historically the leadership and staff members have attended workshops presented at Bishop Alemany High school on a periodic basis and have attended workshops given by the Archdiocese and various school locations. Teachers with less than three years experience have been required to attend training sessions given by administrators and to submit written lesson plans on a weekly basis. However it must be admitted that there was not a planned sequence of experiences at all levels and so the school has been only moderately effective in this area. Recently the Department of Catholic Schools has encouraged spiritual development with annual Faith Formation Days. The annual faculty and staff retreat focuses on an aspect of spiritual life. In the 2010-2011 year there is a greater emphasis on professional development. The Assistant Principal for Curriculum and Instruction is specifically responsible for improving and increasing professional development for all teachers. A new program called Warriors Action Group (WAG) has been implemented to improve the teaching skills of all teachers, but especially those in their first few years of teaching, and to introduce them to new methods and modalities of teaching. WAG meets twice a month and includes ongoing projects and participation. Additionally a Professional Development Committee has been formed to create a sequential plan. Leadership and faculty attended a workshop on November 11, 2010 along with those from other Catholic schools in order to learn more about differentiated instruction

Findings Evidence examined The school administration and staff participate in ongoing professional development and spiritual development.

Records of Warriors Action Group

Records of professional development workshops

Records of faith formation workshops.

Records of faculty retreats


To what extent do the administration and staff lead by example and work to create a community of faith? The school leadership has done a very effective job in this area. The community of faith is increasing in strength and participation under the leadership of the Campus Ministry team. Teachers and staff are very conscious that they are role models for students. Administrators and staff participate as role models in the school masses and prayer services. Most teachers begin each class with a prayer. Teachers volunteer as chaperones for Valyermo, Kairos and other retreats. Teachers are involved in social justice and Christian Service activities. However, while not every faculty member is Catholic or invested in Christian ideology or dogma, they understand the need to promote the school’s Catholic values. Areas of Strength in this Criterion: The community of faith is increasing in strength and participation under the leadership

of the Campus Ministry team. Participation of teachers and administrators in the various faith activities. The annual faculty and staff retreat focuses on an aspect of spiritual life.

Areas for Growth in this Criterion More teachers should begin the class with a prayer.


5. School Environment. To what extent does the school have a safe, healthy, nurturing environment that reflects the school’s philosophy and mission? Bishop Alemany High School provides a safe, healthy, and nurturing environment where the school’s philosophy and mission statement are put into practice to a very high degree. The school is firmly based on its Catholic identity and this is evident throughout the campus and in the classrooms. The current administration has encouraged the development of programs to help students feel more secure and welcomed at the school. As a result a number of programs have been established such as the Be My Buddy program to help new students integrate into the culture of Bishop Alemany, Warrior Circle that gives students and opportunity to meet and discuss family, school, and personal concerns and a peer tutoring program to help students with needed extra academic help. In addition, the revamped Counseling department has placed greater emphasis on helping students understand and mange the college process as well as a more systematic approach of dealing with students who are struggling academically. The school also employs a counselor who focuses on helping students with identified special needs and currently works with seventy-five students but that number has been expanding the past few years and will likely continue to expand. Teachers, students, and parents have commented on the safety of the school and the steps taken to ensure a secure campus. A Safe Environment

Findings Evidence examined Bishop Alemany High School is a closed campus. A security guard is on campus from 7:00 AM – 11:00 PM daily.

Observations

Students generally feel safe on campus. Response to question #68 on the Student Survey.

During the school hour, only the front gate is open to monitor all visitors. The security service is utilized at other times as needed for extended hours in case of emergency or school events.

Observations Parent-Student Handbook Emergency Procedures

Handbook

During break and lunch, teachers are posted at various areas around campus to supervise students and to prevent students from entering restricted areas

Faculty Handbook Observation Supervision roster

School administrators are present on the East and West side of campus starting at 6:30 AM every morning to direct student and parent traffic.

Observations Interviews

An after school supervisor monitors students waiting to be picked up.

Interviews Observations


Video surveillance has been placed in many places on campus to ensure safety.


The Library/Media Center is open after school hours for students to work on homework while waiting to be picked up

Parent Handbook School Website Faculty Handbook Observations Supervisor schedule

Teachers are on campus and available for students after school especially during tutoring hours on Wednesday and Thursday.

Observations Department Tutoring

schedules Faculty Handbook Faculty Survey

To prepare for emergencies, the school holds scheduled fire and emergency drills during academic year to help prepare students and staff. School’s emergency plan is communicated to all staff as well. Food, water, and emergency supplies are available on campus in case of earthquake or other disaster.

Emergency Procedures Faculty Handbook Observation Interviews School Calendar

A Healthy Environment

Findings Evidence examined The curriculum at Bishop Alemany High School includes a requirement of two full semesters of physical education and one semester of health to expose students to healthy life styles and choices.

Course Catalog

The athletic department offers the students an opportunity to participate on twenty-two different athletic teams with many of sports being offered at two or more levels.

Athletic Department Handbook

Alemany Website School Profile

Elevators are available for easier access to the second and third floor in the B, D, and E buildings for disabled students.

Observations Interview with

Attendance office personnel

Diversity of student and faculty population also contributes to the positive environment

Faculty Survey Student Survey

Healthy alternatives are provided in the school cafeteria

Observations Interviews


A Nurturing Environment

Findings Evidence examined Classrooms are graced with religious images including statues, paintings, student artwork, motivational statements, and mosaics

Observations

Each day begins with a common school prayer via school’s television system, “Alemany Today,” and a Pledge of Allegiance. These daily prayers help set the tone for the school day

Faculty Handbook School Calendar

Mass is celebrated in the chapel daily and school-wide masses are held throughout the school year. Grade-level masses are also held frequently. Teachers are encouraged to begin each class with a short prayer or reflection to set the nurturing tone for the day.

School website Weekly Bulletins

School’s bereavement policy coordinated through campus ministry and counseling department address individual student needs


Campus Ministry Faculty Handbook Counseling

Department Handbook

Students are encouraged to join extra curricular activities as well as allowed to charter new clubs


School Websites Campus Ministry offers varied organizations for students to be a part of such as Warriors for Life, Pax Christi, SADD, LAMBS and Christian Leadership to enrich student faith and provide an avenue for expression of justice issues

Interviews Campus Ministry

Organizations

Warriors Circle (group counseling) program provides students a safe and nurturing place to share and receive support in dealing with daily and social pressures and other struggles in life as needed

Counseling Department Handbook

Be My Buddy also focuses in developing the whole person of students; Be My Buddy volunteers help freshmen and transfer students adjust to a new environment and become a “buddy” during this transitional period.

Program outline Interview

Mentor teachers are assigned to a class that they will remain with the entire four years and meet with twice a month to help develop social, academic, and collegial skills.

Faculty Handbook List of bi-weekly

activities Academic services provided for students who are identified as special academic accommodations.

Interview with Director


Students are able to self refer to counselors for needed academic or college help


Students with academic difficulties meet with their counselor after each grading period to determine a course of action.

Parent Handbook Counseling

Department Handbook

To what extent does the school environment foster community and the achievement of religion and educational goals? The school environment is highly conducive to fostering a spirit of community for faculty, staff, students, and parents by creating multiple opportunities throughout the year to come together outside of the normal school environment. Also, there is a focus on high academic achievement and ultimately, college admission for as many graduates as possible. Bishop Alemany has a strong Campus Ministry and Christian service program that provides numerous activities and opportunities for students to meet the religion goals of the school through service projects, retreats and other organizations that promote the teachings of the Catholic Church.

Findings Evidence examined An extensive and varied curriculum is provided with an education environment conducive to learning. School’s graduation requirement is parallel with University of California and California State University system’s “A-G” requirement to ensure that graduates are prepared to succeed at college-level.

Course Catalog Alemany Website

Advanced Placement and Honor courses are available to challenge students intellectually and better prepare them for the rigor of college-level curriculum.

Course Catalog Department

Handbooks College and career counseling is available through counselors. Naviance: Family Connection allows students to build an online plan for their post-secondary options. Faculty and parents are able to oversee the students’ progress on Naviance and able to offer guidance and advice.

Counseling Handbook

Alemany Website Naviance Interviews

Peer tutoring in most subjects by 11th and 12th grade students is also available to students who might benefit from more one on one interaction.

Counseling Handbook

Interviews

Counselors and classroom teachers are available to help students Counseling Handbook


both in formal and informal ways. Interviews Regularly scheduled faculty meetings provide faculty and staff members with opportunities to communicate concerns and questions in an appropriate setting.

Faculty Handbook School Calendar Interviews

Faculty celebrates together at an annual retreat, holiday luncheons, graduations, and end-of-year luncheon.

School Calendar

Active supervision of students by faculty and deans contributes to a positive community environment.

Faculty Handbook

Faculty members and deans are very visible to students and are accessible on the grounds during nutrition and lunch break.

Observations Faculty Survey

Campus ministry works with various student organizations and community organizations to bridge a stronger bond among community members.

Campus Ministry Calendar

Campus ministry and Christian service program allow for student and staff to work together for the common good; many students participate in programs such as Warriors for Life, LAMBS, Habitat for Humanity, food drives, and other charity events.

Campus Ministry Calendar

Alemany Website

Key Club provides opportunities for students to contribute or volunteer in service projects throughout the year

Interviews Observation

Exceptional Halloween Dance, Alemany Amigos, Family Fun Night, Family BBQ, Taste of Alemany, and various events throughout the year invites the community members to celebrate the school’s culture and services.

School Calendar Interviews Alemany Website

The school chapel is used not only used for class-level masses, but also for other religious services...

School Calendar Weekly Bulletin

Freshmen and Sophomores each attend a mandatory retreat and service project. Juniors and seniors have voluntary retreats with a majority attending.

School Calendar

Numerous upper classmen students participate in grade-level retreats as leaders

School Calendar Interviews Observations

Areas of Strength in this Criterion: Campus is secure before, during, and after school Security personnel are available to monitor campus Students feel safe at school


Areas of school are supervised by teachers and staff during breaks Emergency and fire drills are held regularly Healthy alternatives are provided in the cafeteria Many programs are set up to help students with academic, physical, and social needs

Areas for Growth in this Criterion Academic services for students who need accommodations should be expanded to

identify and serve the growing number of such students. A more comprehensive school wide program is needed to help students who may be

struggling academically


6. Reporting Student Progress. To what extent does the school administration and staff regularly assess student progress towards accomplishing the schools’ Student Learning Goals? Bishop Alemany High School does an excellent job of assessing the academic Student Learning Goals, but much more could be done to assess how well students are progressing towards accomplishing the others. As stated in Student Learning Goal II, school administration and staff are responsible to prepare students intellectually by following a program of studies that promotes, critical thinking skills, problem solving skills, written, verbal and non-verbal communication, core academic knowledge and the functional use of technology. Teachers regularly assess the progress made towards these goals through the completion of their particular course work.

Findings Evidence examined School administration and staff use a wide variety of methods, including objective tests and quizzes, essays, journal assignments oral and written reports, role-playing and art projects to assess student progress towards accomplishing the school’s academic Student Learning Goals.

Department Handbooks

Course Catalog

The students can assess their progress by checking grades online and homework online. Progress reports are given six times each year and final reports are given at the end of end of each semester.

Alemany Website School Calendar

Students know the expected date they will receive a progress report or a final report card by checking the school calendar.

School Calendar

Students are given opportunities through the Mentor program to self-reflect on how they see themselves and the school working towards meeting the affective Student Learning Goals.

Mentor program outline

To what extent does the school administration and staff report student progress to the rest of the school community? Bishop Alemany has made a great deal of progress towards identifying avenues that will help students and parents keep track of student academic progress. Teachers have always been encouraged to maintain open communication with students and parents but are also required to be available twice a week after school for conferences and tutoring with many also making themselves available during break periods. Beginning in spring semester of 2010, teachers’ grade books were posted online using the Aeries school administration program. Parents and students are given a username and password so that they may check current academic progress. Teachers are expected to


update grades on a weekly basis. The school takes pride in recognizing the achievements of students and recognizes superior performing students through an honor roll list and certificates, published in the monthly newsletter on the school website and at recognition ceremonies. Also, achievements of students are often broadcast on the morning news program ‘Alemany Today’ as well as through administration announcements. The Community Outreach center visits with partner schools and attends yearly “High School” nights where student achievement is also touted. In addition, counselors are not only available to students and parents to help monitor progress and interpret standardized test results but also post student achievement in their newsletters and in parent guidance meetings held in the fall. The affective Student Learning Goals (I, II, II and IV) may be measured partly by academic progress and participation or service projects in Religion class, anecdotally by administrative, teacher and staff observation and partly by student self-reflection. Regarding the Student Learning Goals.-student connection, Bishop Alemany High School has made a good initial step. This connection needs to be expanded for greater student recognition and appreciation. The school recognizes that much more still needs to be done to make this a formal measureable process as addressed in Action Plan #1.

Findings Evidence examined Progress reports are given six times each year and final reports are given at the end of end of each semester. Students know the expected date they will receive a progress report or a final report card by checking the school calendar.

School calendar Parent-Student

Handbook

If parents or students want a more frequent update of progress from each teacher they can get grades online, setting up a parent-teacher conference and sending e-mails.


Counselors talk with all students who receive a grade of C- or below for purposes of intervention. Phone calls are also made home when a student has received a failing grade for a particular grading period.


Counselors meet with students twice a year to review each student’s transcript and update student on needed classes and requirements for college admission


There exists anecdotal and affective evidence that students are enriched by the faith community and that they are prepared intellectually for college and life and thus accomplishing the Student Learning Goals to a high degree.

Student Survey

Much work needs to be done to ensure that staff, students and Progress Report


parents know what is expected of the Bishop Alemany graduate, and that the goals drive the religious and core curricula, as well as the work of service and leadership programs. Areas of Strength in this Criterion: Multiple avenues are available for parents and students to access academic progress. Teachers and counselors are available for consultation and conference School administration readily willing to recognize achievements through

newsletters, email blasts, announcements, or ceremonies. The school takes pride in student achievement and progress Community Outreach helps to spread knowledge of student progress to

surrounding community Areas for Growth in this Criterion Much work needs to be done in order that the Student Learning Goals drive the

religious and core academic curricula, as well as the work of service and leadership. The administration should ensure that staff, students and parents know what is expected

of the Bishop Alemany graduate in terms of Student Learning Goals. Currently only Senior class has a special night of recognition Reporting on progress towards Student Learning Goals is only anecdotal and more

concrete areas for reporting student progress in this area is needed


7. School Improvement Process. To what extent does the school leadership facilitate school improvement, which is driven by plans of action that embody faith formation and enhance quality learning for all students? The school leadership has been somewhat effective in this area and is concerned to facilitate school improvement. The Bishop Alemany High School community has consistently strived to provide a strong connection between the formation and practice of the Catholic faith within an academic context. The Action Plan following the last Visit concentrated on the need to address the accomplishment of the Student Learning Goals, to improve academic performance and Catholicity as well as communication between administration and certificated and classified staff. The Action Plan may have been too ambitious for, while strides have been made in each of these areas, much remains to be done. As will be discussed under Criterion D, there exists a need for formal written strategic plans for development, technology and facilities. While there has been some action in each of these areas since the last visit, generally it has been in response to an immediate need rather than the result of sequential planning. There have been many improvements such as those listed.

Findings Evidence examined Each classroom has a Thin Client computer with internet capabilities and many classrooms have multiple computers available


Every classroom has a telephone and access to a department overhead projector or ELMO. SmartBoards have been installed in four classrooms.

Interview with Technology staff

Observations There have been great improvements in learning environments from new air conditioners in the E Wing classrooms to air conditioning in the theater and library-media center.


The Library-Media center and the three computer labs on campus also enhance the quality of classroom learning. Teachers use this resource often.

Interviews Observations Media Center

Tracking software A Technology Plan is in process of being developed. Interview with

Technology staff The Counseling department has been reorganized.

Counseling Department


handbook The Counseling department has initiated an online program called Naviance which can be accessed by all teachers, students, and parents. This program allows students to create electronic portfolios that can be viewed from any computer.


The school leadership promotes faith formation through Religion curriculum, the Chaplain’s office, Campus Ministry, Christian Service and student leadership programs.

Interview with Campus Ministry staff

Religion Department handbook

To what extent does the school leadership have school community support and involvement? This is a difficult area to measure since the evidence is largely subjective. The following data shows for each entity of the school community what the perceived level of support is at either a high, satisfactory or low level.

Findings Evidence examined The annual Principal survey shows high faculty support. Many teachers are involved in clubs and activities and regularly attend student events

Principal Survey results

Faculty Survey Club Sign ups School Budget lists

Moderators The Classified Staff’s support is generally high. Their involvement was also observed as satisfactory.

Interviews with Classified staff

The Student Body support was found through a school wide student survey. It was found that their support level was satisfactory and their involvement level was high. A large number of students take advantage of the various after-school activities and opportunities.

Student Survey

Parental support is low to satisfactory. The Parent Association Board has small cadre of parents who are involved in 90% of planning events with the school leadership.

Parent Association Board Minutes

Parent Survey

Since the Office of Alumni Relations is in a formative stage the Alumni level of support is low. Many attend sporting events and there have been more class reunions in recent years than ever before.

Interview with the Alumni Coordinator.

According to the results of recent Annual Appeals and Annual Appeal and


Annual Raffle, the Local Community shows a similarly low level of involvement in the school.

Raffle results

The support level of the Department of Catholic Schools was high though it has been observed their involvement was seen as low.

Memos from the Department of Catholic Schools

Observations The use of campus

facilities by the Department of Catholic Schools

To what extent does the school leadership effectively guide the work of the school? The school leadership effectively guides the work of the school by employing a hierarchical structure where tasks are assigned to one level of position and delegated to others. In addition, the formation of different committees such as Academic Council, Administrative Advisory Council, and professional development team help to further guide the school in meeting its mission. .

Findings Evidence examined Those responsible for implementing policy and policy decisions report directly to the person at the level above them.

Faculty Handbook Organization Chart

The school also uses standing committees such as the Administrative Advisory Council and the Academic Council to provide communication and discussion of policy

Faculty Handbook

Faculty and Department meetings are avenues for communicating policy, rules and regulations.

School Calendar

The school has a well-designed flow chart that illustrates the responsibilities and lines of authority.

Student and Community Profile

The Core Administration has weekly meetings to discuss, communicate, and set policy about school life.

Interviews

To what extent does the school leadership provide for accountability through monitoring of the school-wide action plan? The school leadership has been somewhat effective in this area. The Action Plan from 2005 has been updated each year. Many members of the 2005 Leadership team terminated their


involvement and so members have been added and generally constitute the current team. They have been the leadership in monitoring the implementation of the action plan. As may be seen in the Progress Report there has been a mixed bag of success in accomplishing each plan. Changes have been made as parts were accomplished and several new items were added, especially following a leadership retreat in 2007 that was conducted by the Principal, the Chaplain and the Assistant Principal for Student Life.

Findings Evidence examined The Action Plan from 2005 has been updated each year. Action Plan update

files Areas of Strength in this Criterion: The Action Plan from 2005 has been updated each year.

Areas for Growth in this Criterion

More formal process for monitoring school-wide action plan is needed. Regular updates should be given to the school community of action plan updates and

progress towards completion.


B. Curriculum and Instruction 1. What Students Learn. To what extent does Bishop Alemany High School provide a curriculum that is challenging, comprehensive and relevant, fulfills the school’s philosophy and mission, and strengthens Catholic identity, and results in student achievement of the Student Learning Goals through all courses offered? The curriculum at Bishop Alemany High School is structured to provide academic preparation for college and career, encourage interests outside of the classroom such as arts, athletics and service, and give opportunities for spiritual growth. It is both goal directed and varied. While the core subjects are orientated towards the a-g requirements of the UC and CSU systems, the curriculum satisfies the mandates of the Department of Catholic Schools and also offers a variety of electives to support unique student interests and abilities. The school is highly effective in this area. Bishop Alemany has adopted Student Learning Goals that address core academic requirements but also include goals of faith formation, leadership, concern for others, especially the poor, and concern for promoting peace and justice. It is expected that students will accomplish these latter ‘affective’ goals, partly through coursework, especially in Religion classes, but mostly through active participation in the school’s community of faith. All students must fulfill the graduation requirements of the Department of Catholic Schools. They must have four years of religion and English, three years of mathematics and social science, two years of science and a foreign language, a year each of a visual or performing art and physical education as well as three years of electives and one half year of health studies. There is a need, shown by overall grades, test scores and teacher observations, for the school to address individual student learning styles, learning achievements and weaknesses, the degree of English mastery and the need to honor parent (as primary educators) wishes for student placement especially in honors courses. These challenges have often resulted in students being placed in courses that are not necessarily the best educational fit. The development of clear, unambiguous, achievement and readiness standards for admission into Honors and AP classes would support appropriate student placement that is most advantageous to the students—as individuals and as a class. Developing courses beyond the freshman year to continue for each student the growing mastery of grade appropriate math, reading and critical thinking skills would strongly support each student’s experience of a challenging, comprehensive and relevant curriculum. For example although there is a significant number of incoming freshmen who score below grade level on the High School Placement Test they take in eighth grade for admission purposes, basic or remedial courses in math and English and a study skills course in Geography are only offered in ninth grade. Thereafter all students transition to college-prep courses.


The Religion Department follows the curriculum mandates of the USCCB and has both required and elective courses. The English Department offers courses at both college prep and Honors or Advanced Placement levels. There are 3 non-UC/CSU approved offerings. Two are supportive of introductory student learning; one is a Journalism elective offered after school. The course offerings of the Social Studies Department support the 3 required years of study with UC/CSU approved college prep and Honors and Advanced Placement offerings. The Mathematics Department offerings provide for students entering high school with subject area deficiencies as well as for those students entering with algebra and geometry mastery. Advanced students can elect to take advanced topics and calculus at the AP level. Except for the two courses designed for students with mathematics learning challenges, all the other classes are US/CSU approved. All ten Science Department courses are US/CSU approved and the variety of physical and biological courses supports each student’s achievement of the graduation requirement of one from each area. The courses offered by the Foreign Language Department include Spanish, French and Korean. Spanish and French are offered for 4 years. Korean and Spanish courses are designed for bi-lingual learners as well as for those who are primarily English speaking learners. All French and Spanish classes are UC/CSU approved. Students have the opportunity to complete the two year study of a foreign language and to either continue through four years or to begin study in a second foreign language. The Physical Education Department, including the required Health course, has 10 offerings. These cover the needed skills and interests or both the non-athlete and the dedicated, sport-oriented athlete. Course credit is given for students participating on an interscholastic sport, dance team or in marching band. The Visual and Performing Arts Department includes Computer Education courses as well as over twenty-one semester and year long courses that encourage students to explore various art formats or to develop an expertise in one area. Additional electives are offered as well as access to courses provided through Mission College. Graduation from Bishop Alemany High School requires that the student completes a total of 240 units of credit with passing grades in all subjects. These credits include required credits from each department. The normal students course load is 6 classes per semester although those who wish to take a sport, band or dance class will take a seventh class during a zero period. A challenging curriculum

Findings Evidence examined All students must fulfill the graduation requirements of the Department of Catholic Schools. They must have four years of religion and English, three years of mathematics and social science, two years of science and a foreign language, a year each

2010-2011 Course Catalog

Master Schedule


of a visual or performing art and physical education as well as three years of electives and one half year of health studies. The academic curriculum is sequential and follows Archdiocesan standards as well as adapted state standards in the core subjects.


Honors and AP classes are available to students in English, Spanish, mathematics, science and social sciences.


A comprehensive curriculum

Findings Evidence examined In ninth grade, students are placed in courses from basic through honors by virtue of their scores on the High School Placement Test and eighth grade recommendations. From tenth through twelfth grade, all students are placed in college preparatory classes, honors or advanced placement classes that meet both the graduation requirements of the Department of Catholic Schools and the A through G requirements of the University of California.


Admissions Office placement list for 9th grade

Interviews with Counseling

Master Schedule On the average, 58% of incoming freshmen score below grade level on the High School Placement Test

High School Placement Test results (Appendix)

Through specific course work support is provided to freshman scoring below grade level on standardized tests

2010-2011 Course Catalogue offerings in Math, English, Social Studies

Summer school offerings

A relevant curriculum

Findings Evidence examined Responses on a student survey indicate 80% find the curriculum relevant to their future plans.

Student survey

The Bishop Alemany parent and student community is focused on education beyond high school. The BAHS graduation requirements allow and encourage all students to meet the necessary a-g entrance requirements.

Course catalogue Counseling

department statistics on post-Alemany education

The variety of course offerings, (core academic areas, visual and performing arts, physical education, and practical office experience) supports each student’s growth in areas of personal, on-going interest.

Course catalogue Students’ schedules


Relationship to philosophy and mission Findings Evidence examined

The school philosophy states that “….the school, by offering a traditional Catholic education of the whole person, addresses the spiritual, moral, intellectual, social, emotional and physical needs of every student.” The mission statement further stipulates “…Bishop Alemany is a community enriched by faith that develops intellectually prepared men and women….”

School Philosophy Mission Statement

School curricula address and implement both philosophy and mission through coursework and assessment, activities, counseling, Campus Ministry programs and Religion classes.

Course catalog Department

handbooks Parent-Student

Handbook Relationship to Catholic identity

Findings Evidence examined The curriculum of the Religion department has been restructured to align with the directives of the United States Conference of Catholic Bishops on religious instruction with implementation in the 2011-12 school year.

Religion department handbook

Student achievement of the Student Learning Goals

Findings Evidence examined On the Student Survey, statements 1-53 were quoted directly from the Student Learning Goals. There was an average of 80% of students who believe they are accomplishing the goals

Student Survey

Personal and community faith development is reflected in student life after the Bishop Alemany High School years. A large number of alumni attend the Sunday evening Young Adult Mass at Bishop Alemany. A large number of alumni volunteer to lead Kairos Retreats

Observation Campus Ministry

records

Areas of Strength in this Criterion: Bishop Alemany has adopted Student Learning Goals that address core academic

requirements as well as faith formation, leadership, concern for others, especially the poor, and concern for promoting peace and justice

The curriculum is structured to provide academic preparation for college and career, encourage interests outside of the classroom such as arts, athletics and service, and give opportunities for spiritual growth.

While there is a commonality of core subjects studied there also exits a variety of electives to support unique student interests and abilities.


Areas for Growth in this Criterion The school must address individual students’ learning styles, learning achievements and

weaknesses and degree of English mastery while honoring parent wishes for student placement.

The administration should develop courses beyond the freshman year to further promote mastery of grade appropriate math, reading and critical thinking skills to support each student’s experience of a challenging, comprehensive and relevant curriculum.

There should be clear, unambiguous, achievement and readiness standards for admission into Honors and AP classes.

The Academic Council and Administration should develop programs to ensure that the 58% of incoming freshmen who score below grade level on the High School Placement Test have their learning differences accommodated, perhaps by resource specialists.


2. How Students Learn. To what extent does the professional staff use researched-based knowledge about teaching and learning? Based on the current resources and material being taught, the staff effectively uses research based knowledge about teaching and learning. In this approach, students are not simply taught the discipline-based content knowledge that has been generated through research, nor are they simply taught the processes of knowledge construction within the discipline or subject; instead, they themselves become generators of the knowledge. In the Science department the professional teaching staff utilizes strategies that keep classrooms effectively managed, laboratory spaces safe, and students of all abilities satisfactorily engaged. In the Foreign Language department teachers use and create supplemental material, online resources, podcasts, and recordings to reinforce this approach. There is evidence that in the past three years the numbers of students being recommended to a third year of language has increased significantly. Advanced Placement scores are also evidence that details the effectiveness of this approach. Teachers in the Physical Education Department are effective in using research-based knowledge in teaching and learning rooted in scientific research, nutritional guidelines, Presidential Fitness Standards, Weight Lifting Guidelines and content in the high school health and educational textbook that is used. In the beginning of the 2010-2011 school year teachers were given a school-wide survey in which they were asked how they incorporated research-based teaching and learning strategies that address the different learning styles in their classrooms. Seventy-two surveys were completed and returned. Teachers were asked to rate thirty-six possible learning strategies that could be used in their lesson planning. These included more traditional methods such as teacher lecture, note-taking and class discussion as well as hands-on project-based student work and use of technology in the classroom. Research on learning styles shows that presenting material in multiple ways: with visual aids--such as charts, graphs, tables, film clips, and illustrations-demonstrations, hands-on activities, small group discussions, and simulations- help student to develop a great understanding of the subject. Learning is most successful when it is an active and self-conscious process under the direction of a teaching professional. Research indicates that students come to each subject with prior knowledge as well as misconceptions. . On the How Students Learn survey teachers were asked about pre-testing


or student prior knowledge. Some teachers reported that they do not test for prior knowledge in their subject area.


Teacher based lecture and note taking dominate teaching strategies with eighty-six percent of teacher reporting to use lecture, and seventy eight percent using note taking as the top teaching strategies. In several academic areas the percent of teachers using traditional lecture was the highest with all Social Studies teachers (100%), English teachers (91%), Religion teachers (90%) and Foreign Language (86%) to cite a few.

How Students Learn survey / 2010

Forty-eight percent of teachers reported the use of charts, graphs and tables to help in student understanding, with the highest percentage in Math (80%), Science (75%) and Foreign Language (71%).


Fifty-two percent of teachers report they use film and film clips in their subject area, with the highest in the areas of Religion (90%), Science (75%) and Social Studies (63%) reporting they use film for all students, especially for the visual learner.


Students enter Bishop Alemany High School with many different learning styles, and different levels of skill and mastery.

High School Placement Test Scores

The teacher survey indicates that most teachers Bishop Alemany are effective in their approach and understand this and do their best to teach to all learning styles.


The staff works closely with the Director of Academic Support Services, regarding those students with special needs.


Many teachers are effective, making an impressive effort to incorporate many of the methods for different learning styles the traditional teaching of teacher based direct instruction and note taking dominate teaching strategies.


To what extent does the professional staff design and implement a variety of learning experiences that actively engage students in a high level of learning consistent with the school’s philosophy and mission and Student Learning Goals? The school’s programs are satisfactory and generally effective in this area. Students enter Bishop Alemany High School with many different learning styles, and different levels of skill and mastery. Educational research indicates that students learn best if instructors communicate in multiple ways.


The teacher survey indicates that most teachers at Bishop Alemany are effective in their approach and understand this and do their best to teach to all learning styles. The staff works closely with the Director of Academic Support Services, regarding those students with special needs. Teachers are informed in the beginning of each semester if an individual student is in need of additional accommodations for their particular learning style. Appropriate accommodations are made as needed. The Science department effectively applies a variety of methods to engage students at a high level of learning. Most teachers routinely use a wide variety of technologies in the classroom that hold student interest. Frequent work in the laboratory allows students to actively apply the lessons they have learned in lecture format or from reading their textbook. Learning experiences include but are not limited to guided problem solving, lab work, technical writing, project design, and peer tutoring. In the Foreign Language Department teachers are highly effective in using a multi-modal approach, differentiated instruction, and other pedagogical approaches targeting the four skills found in learning and teaching a foreign language: reading, writing, listening, and speaking. Teachers in this department, use task oriented material: textbook, workbook, online resources, and podcasts. Physical education teachers and coaches are highly effective in their use of a variety of learning experiences through direct instruction, peer group discussion, reading and videos that aid in gaining knowledge and understanding. Kinesthetic skills are use to engage students in active learning and performance in daily class sports whether football, basketball, baseball or choreographic dance routines. In the ninth grade health classes, students learn to use research to create a power point on a health related topic. Although it is clear from the self-survey that many teachers are effective, making an impressive effort to incorporate many of the methods for different learning styles the traditional teaching mode of teacher based direct instruction and note taking dominate teaching strategies with eighty-six percent (86%) of teacher reporting to use lecture, and note taking (78%) as on the top teaching strategies. Many of the reported projects are completed entirely at home. In the current school year, an After School Intervention Program has been developed to address the needs of students performing below grade level proficiency. The after school intervention program, which will be introduced in the second semester is intended to address different student needs. All students receiving Ds or Fs in their academics will be placed into an after school intervention class. The class will address the specific needs of the students based upon the teacher comment codes. If students are “missing assignments or tests”, students will be placed into a class with one teacher ensuring the student is completing all homework assignments. The teacher will teach basic study skills and remediate where necessary.


The after school intervention program will roll out in phases. This first phase will specifically target freshman students failing their courses. Teachers have been selected and will be trained to teach in this program and compensated for their time. Variety of learning experiences – examples given by teachers

Learning experience Department

Students first read the literature story on their own-usually as a homework assignment and then discuss the story in class the following day (Auditory). I will then write main points on the chalkboard so the students can observe the key points of the story (this works for the more visual learners). Students then are given a worksheet or writing assignment that will demonstrate their understanding. Students are then to keep all graded work and notes relating to the story in their binder. These notes will be referred to regularly and be their main study guides for the exams.

English Teacher College Prep English

9

In the Allied Art (9) class students first observed the well known painting "American Gothic". Students were timed for one minute of observation time. Student then wrote a list of what is observed- the subject, colors used and any other important characteristic of the painting on a worksheet form given by the teacher. After the list was completed, students worked in groups of 2-4 and shared their observations of the painting. For homework, students were to find the image of the painting on the internet, print and keep it under the Art Collection section of their notebook.

VPA Teacher Allied Art Observation of VPA Department

Chairman

In Computer Science for freshmen, students are shown how to search Microsoft new documents for an MLA formatted document. The teacher walks students through the various parts of an MLA document. Students are shown, through a demonstration, how to make a few changes to the document. Students learn how to put their name in the header, change the font size and font face. Students review paragraph formatting issues via their own computer. Students are taught how to save the document (Word 2007) and then as an older file type – 97-2003. Lastly students are taught how to save the file as a Rich Text Formatted type document. Students are then shown how to attach all three documents to an e-mail to themselves and to the teacher. They are told to download the 3 file types and see which ones work on their home computer.

Computer Teacher Computer Science II

In the Junior level English class, students are assigned to role play an Act from the Shakespeare play, Macbeth, and provide a lesson on the Act performed – relating it to the rest of the play.

English Teacher English Literature


Students first watch the well known BBC production of Macbeth. Students are requested to evaluate the characters in the play in small group discussions. Students separate the roles, assigning them to each member of the small group. After the roles are assigned, students work in their groups of 5-6 and rehearse their lines for the play. For homework students are to continue practicing their lines for the play, prepare a plan for their stage presentations and create a tri-fold poster for the lesson that will be displayed at the end of their presentation. A writing component must accompany each student’s section of the presentation. This assignment covers: reading comprehension; literary response and analysis; research and technology writing strategies; listening and speaking strategies; delivery of oral responses to literature; study & usage of grade level vocabulary Students in Algebra class take the notes for the section being studied. Students use visual, auditory and kinetic learning techniques to complete the examples with the teacher. Student Cooperative Learning Groups complete the group activity sharing methods and answers. The instructor actively monitors the room and help groups with any questions. Students volunteer to post the work and answers on the board, reviewed and corrected. Time is given for questions and answers to clarify and created a deeper understanding of the concepts. Students write homework assignment into their planners, as well as post online. Homework is done independently. Students can ask questions regarding problems or attend to tutoring to help clarify concepts.

Math Teacher Algebra I

Areas of Strength in this Criterion:

Based on the current resources and material being taught, the staff effectively uses research based knowledge about teaching and learning.

Areas for Growth in this Criterion

Address problems that arise because entering students have many different learning styles, experiences and levels of skill and mastery

Project Based Lessons. Teachers should develop more in-depth project-based lesson plans.

Teachers should better assess prior knowledge so that new concepts and information may build on existing knowledge or be corrected if preconceptions or misunderstandings are evident.


3. How Assessment is Used. To what extent is teacher and student use of assessment frequent and integrated into the teaching/learning process? The school is effective in this area. Assessment is used mainly as a summative and formative means in order to evaluate students on their knowledge and determine the scope and sequence of the curriculum. Students are evaluated in several ways; such as homework, test, projects, presentations, and student-teacher discussions... Throughout each semester, students' grades are based on several assessments: chapter tests, reading assignments, group projects and peer review, homework questions from the text book, oral presentations, midterm, and cumulative final exams at the end of the semester Assessment is used to monitor student understanding and to develop critical thinking skills In addition, assessment is used informally to address progress towards the student learning goals and it provides feedback from instruction. In class activities are used to check student mastery. For instance, as a lesson is presented there are several `examples` of problems that require at least a preliminary understanding of the concept that students volunteer to work out on the board. Moreover, projects are employed to assess conceptual understanding of key standards. English teachers did note that assessment results cannot always determine whether a student is meeting the student goals as some students are auditory or visual learners. In the Math department 80 percent of summative assessments are used to demonstrate a student’s critical thinking skills, problem solving skills and core academic knowledge In regards to visual arts, assessment is used in formative and summative manner. Also, throughout teacher visual evaluation, progress monitoring, participation in class, rubric assessment of artwork, reflections, vocabulary tests and quizzes. Classes are structured entirely around the production of student art projects. Each semester students are expected to complete 4-5 major art projects ad each art project is treated as a Unite of instruction and takes about 3.5 weeks. After the lecture and demonstration there is constant formative assessments by way of class discussion, individual instruction and discussion with each student, and by modeling and observing the methods and techniques used for each project. One teacher stated that assessment contributes to 40 percent of the student’s grade. Furthermore in performance classes, a variety of different assessments is used. For example, performance assessments, self-assessments, and informal are check every day in the classroom to evaluate students' understanding of the material. Also, videotapes of student dancing helps them to watch themselves dance and do a self- assessment. In the choir class, students are observed when they sing; then the teacher determine if they are proficient with the specific music, or if re-teaching is needed and further drills and practice.


In PE and health classes, assessment is used as an evaluation tool for each chapter by use of quizzes (announced and unannounced), cumulative tests for each unit, and mid-term and final exams for the first half and second half of the semesters information respectively. In regards to physical education and lifetime fitness class, students are assessed based on a daily basis on participation on a sliding scale of 1-10 points. In addition, formative assessment is used to evaluate various projects such as a creative sport project and fitness portfolio. Furthermore, fitness testing monitors their physical progress throughout the class. In science classes formative and summative assessment is used throughout the curriculum to evaluate progress, motivate students to study the material, and to diagnose any weak areas in understanding the material. In addition, assessment is used to determine student grades, placement into future science courses, eligibility for AP courses, college letters of recommendation and selection of candidates for the Academic Decathlon team Frequent assessment


Most teachers assess their students daily. Some assess the students formally three times per unit and their units last three weeks.

English department response to survey

Most teachers assess their students every day via verbal questioning and use formal assessments the end of each chapter every other week.

Foreign Language Department response

Teachers use daily and weekly assessments Math department response

Most teachers evaluate their students every day as they perform various classroom activities ranging from leading class prayer, participation in classroom discussions, sharing responses from homework, etc.

Religion department response

Students are also formally assessed after each chapter and in some cases more often by use of shorter quizzes. Students are also assessed on long term projects when applicable.


Students are also assessed daily on behavior, classroom etiquette and respect for others. Discipline issues are noted and reported on progress reports and report cards and when necessary parents are contacted


Teachers assess their students daily Social Studies department response

There is a review of class work 3 times a week. Students have four quizzes or a mini projects. They also have four tests or larger projects. The final exam is not cumulative. The teacher gives a vocabulary test for the final so they do not have to worry about computers or make ups.

Computer Science teacher response

Teachers assess students every day.

Visual and Performing Arts


department response Teachers assess their students every day. Physical Education

department response Teachers assess their students daily Science department

response Assessment is integrated into daily teaching and the learning process. Additionally, adjustments are made to instruction and subsequent assignments based on student level of understanding. If there is a recurring problem with assignments, or students are having difficulty with a topic, teachers will either re-teach or do further demonstrations of the technique or alter the scope and sequence of delivering instruction by including another activity to help them. Through the various assessment tools teachers can evaluate students' common mistakes, and then adjust the lessons of that idea or concept as necessary. Integrated Assessment


In English classes, assessment is used to measure the skills, comprehension, and analysis of students; to evaluate how effective teaching has been; to construct lessons that will improve student weaknesses.


The Foreign Language department employs assessment to check for comprehension and articulation of the language, and to evaluate whether the pedagogical methods being used are working with the particular group of students

Foreign Language department response

Students are evaluated on their keyboarding and file management skills. In addition, students are assigned many projects of 1 to 2 days of length where, for example, they create files in various software products and are evaluated in their ability to create various futures. Also, they make power-point presentations about technology

Computer Science response

In physical education the results and process of assessment is directly integrated into the teaching and learning due to the fact that the assessment results determine what fitness principles and exercises teachers need to spend more time incorporating into the class.

Physical Education department response

Methods of assessment used by faculty


Students are evaluated in several ways; such as homework, tests, projects, presentations, and student-teacher discussions.


In addition, regular homework assignments are credited based on their completion, timeliness and clarity, Quizzes and tests are given to evaluate their progress through a chapter and where

Foreign Language Department response


they need further instruction Students are assessed on daily class work; section assessments in the book, worksheets, outlines, class participation, vocabulary quizzes, chapter content quizzes, chapter tests, and a cumulative mid-term exam and a final exam.

Social Studies department response

To what extent are the assessment results the basis for measurement of each student’s progress to the Student Learning Goals? Assessment results measure individual progress towards achieving the academic learning goals and since progress is measured formally eight times per year and ongoing due to grades online, the school is doing very well in this criterion.


The English department stated that results of assessment are effectively used as a basis to measure student progress in achieving learning goals by using various literary techniques and material.


The Foreign Language department assessments are focused on the academic learning goals II C as students are assessed based on their grammar, usage and mechanics, writing, listening, speaking and viewing written information in order to express themselves effectively.


The Foreign Language department also highly connects with school wide learning results regarding responsibility as student’s notebooks are consistently checked and homework and projects are expected to be completed according to the deadline provided


According to the Math department, the majority of the student’s assessment results are used to evaluate that students are meeting the academic learning goals.

Math department response

The religion department evaluates student progress on the affective Student Learning Goals (I, III, IV) daily. Additionally, assessment is used primarily for the measurement of curriculum objectives regarding respect, encouraging others and leading groups


Within the Social Studies department most teachers are moderately forming connections between Student Learning goals and assessment results.


Because many teachers did believe that assessments results are the main basis for measurement of student’s progress towards accomplishing the academic leaning goals, some teachers see the need for request training in how to align their course material;



with the student learning goals The visual and performing arts department targets student progress on Student Learning Goal II by insuring that all students are learning from the material in various forms including visual, verbal and physical standards. Assessments are provided to illustrate the level of understanding of concepts in each unit.

Visual and Performing Arts department

The physical education and health faculty use results to nurture Student Goals II and III that address preparing students intellectually and following a healthy lifestyle. They also added that based on other physical activities, they influence student character, teamwork and respect for themselves and other


Teachers in the science department use assessment results to measure student progress and learning to a great extent. They all clarified that their assessment tools are all in line to measure school wide learning expectations

Science department response

To what extent are the assessment results the basis for regular evaluation and improvement of curriculum and instruction? Most teachers attributed to using the assessment results to judge their teaching and improve as necessary on a regular basis. In fact, one teacher in particular is in the process of completely adopting a new approach to teach photosynthesis and metabolic processes as there was a general misunderstanding of those subjects last year. This year a Professional Development (PD) team has been created as a response and need for teacher learning to occur since it is known that teacher professional development is a strong indicator of high student learning outcomes. If teachers are learning at high levels, being held accountable to the research based learning, then students increase their learning within the classroom and produce greater learning outcomes.


Due to the differences in learning styles, teachers noted that they utilize differentiated instruction or alternative assessments to highlight the strength of visual, kinesthetic, and auditory learners.


Teachers of English also using the results of assessments to evaluate their teaching techniques and modify them as needed.


Assessment results are used by the department chair to evaluate the success of students to later determine the number of sections needed for each course and the number of teachers needed to teach the courses.

Math department response

The Religion Department regularly utilizes the assessment for the improvement of instruction and helps to determine which



methodologies are more effective. Religion teachers seem to consistently improve their teachings by evaluating their student’s daily progress and investigating the various facets of the curriculum The Social Studies department teachers agree that assessment results are significantly used in regular evaluation and improvement of course design and curriculum. The assessment results enable teachers to understand and highlight student strengths and weaknesses.

Social Studies department

response

The results can also determine the type of assessment or teaching used in future lessons. Some strategies utilized include rephrasing questions, re-teaching and evaluating personal teacher contributions about the subject matter


This department consistently changes their curriculum to improve student experiences and learning processes. Teachers noted that it is important to have favorable results as students must fully comprehend theory to apply various art forms

VPA department response

The physical education department highly improves instruction and curriculum based on assessment results by revisiting topics after exams, providing various types of questions and providing exams that comprehensively evaluate all aspects of the human body


Teachers in the science department concentrate on improving their instruction to better teach their students.

Science department response

To what extent are assessment results the basis for the allocation of resources? Assessment scores do not influence the allocation of resources since budgets for departments are based on their equipment and curriculum needs. They generally include funds in their budgets for conferences and workshops as well as memberships in organizations. This usually includes money for both travel and lodging expenses to encourage teachers to attend professional development workshops around the nation. The Assistant Principal for Curriculum and Instruction intends to utilize standardized test results to respond to academic needs and allocate funds to professional development and/or programs creation to remediate or offer acceleration programs for students based upon test results. In the future Professional Development funds will be allocated towards teacher learning in the areas of deficit based on the PSAT exam. For example, if students’ written and verbal scores are low, allocation of funds will be towards teacher knowledge (books, training) on teaching strategies, curriculum which increase the student scores in this area (i.e.- allocation of funds towards academic vocabulary and writing curriculum trainings). From this point on, any studies funds will be allocated to new programs, professional development training,


teacher learning as a direct correlation to student learning outcomes and standardized test measurements in order to produce higher learning outcomes. Areas of Strength in this Criterion:

Assessment is used mainly as a summative and formative means in order to evaluate students on their knowledge and determine the scope and sequence of the curriculum.

In addition, assessment is used informally to address progress towards the student learning goals and feedback from instruction and in class activity is used to check student mastery.

Areas for Growth in this Criterion The school must utilize standardized test results to respond to academic needs and

allocate funds to professional development and/or programs creation to remediate or offer accelerated programs.


C. Support for Student Spiritual, Personal and Academic Growth.

1. Campus Ministry/Community Based Service Learning To what extent do students grow as persons of faith through appropriate and meaningful experiences of prayer, liturgy and community based services learning? The school does outstanding work in this area. In keeping with the Mission Statement "to develop... persons who are conscientious leaders and morally courageous agents of peace and justice," Bishop Alemany students participate in a variety of prayerful liturgical experiences and service projects. Campus Ministry addresses almost all of the Student Learning Goals, especially areas I, III, IV and V. Over 90% of parents in a recent parent survey (appendix) agree that Bishop Alemany High School encourages Catholic values. The student survey (appendix) reports that 84% of students have acquired essential knowledge of the Catholic religion; 89% respectfully participate in daily and class prayer; 92 5 always try to demonstrate charity, respect and support for fellow students; 94% agree that they show proper respect for adults on campus. This fulfills the Student Learning Goals of having experiences in worship (IB), participating in a Faith community based on Gospel values (IC), committing to promoting justice and peace (IIIABC), moral courage and conscientious leadership (IVABC), and concern for others (VAB). The Administration in order to promote the Catholic mission of the school, has allocated significant human and financial resources to the Office of Campus Ministry. The school has a Campus Ministry Center that occupies a prominent location on the East side of the campus, with office and meeting space and an outdoor environment that is conducive towards the gathering of students for the tasks of ministry. The staff includes a full time director, full-time chaplain, and a full-time administrative assistant. There is also a part-time Kairos Retreat leader, and stipended positions in liturgy coordination, and the facilitation of the Freshmen and Sophomore retreats. Campus Ministry has enjoyed generous budgetary funding towards the building of a successful retreat program, outstanding liturgies, and the development of ministry programming that is active, educational, and campus-wide. The approach of the Campus Ministry team is directed towards the development of student led ministry. Students are encouraged to take ownership of the tasks of ministry. The Campus Ministry Center is a place where they can gather to associate, develop programming that touches their interests and needs, and find resources (human and material) to care for their needs and broaden their understanding. The foundations of this ministry are rooted in the life and teachings of Jesus Christ and are nourished by the traditions of Roman Catholicism. In the best spirit of Vatican II, this Catholic ministry encourages students of all


Faith (and no faith) backgrounds to develop that faith, that they might become the best Lutheran, Buddhist, Jew, etc. that God is calling them to be. All are welcome to join the in the ministry opportunities of the Campus Ministry Center and to take on significant leadership roles in furthering our ministerial scope and outreach. At Bishop Alemany, every student, teacher, and staff member is a campus minister, called to reach out with care, virtue, and energy in fulfillment of the call of God. Experiences of Prayer

Findings Evidence Each day begins with a school-wide prayer televised over “Alemany Today,” The prayer is focused on the liturgical season. In addition, most classes and school events begin with prayer.

Alemany One video tapes

Prayer binder Religion Department

prayer resources All Freshmen participate in a one-day off-site retreat designed to orient them to Alemany's purpose and mission, and their place in the Alemany community. They are in groups of about 60. The retreat helps them to build friendships with each other and with God.

Freshman Retreat booklet

Leader schedule Pictures and posters

All Sophomores participate in an off-site, one-day retreat. They are in groups of about 60 students. The aim is to foster a greater awareness of what is going on in the world around them. They are encouraged to look at their decisions in life. The retreat deals with common teen problems. It is called “Choices.”

Sophomore Retreat booklet


Juniors have the choice of participating in a three-day, two-night retreat. The junior retreat invites them to develop a sense of being, unity, and understanding. The retreat is called “Discipleship” encouraging them to deepen their relationship with family and God. The majority of juniors attend the retreat.

Junior Retreat booklet


Seniors may attend one of seven Kairos retreats. Kairos, “the Lord's time", is a four-day, three-night retreat which fosters the values of the Christian life as candidates strive to build a true faith community. Each Kairos is followed by a meeting one month after the retreat. The majority of seniors attend the Kairos retreat...

Kairos Retreat booklet


Liturgy Students participate in a variety of Masses and para-liturgical services throughout the school year. The Liturgy Coordinator and Campus Ministry Team are instrumental in the recruitment and training of volunteers to serve as lectors, musicians, ushers, and Extraordinary Minister of Holy Communion. Over 70 % of students in a recent survey,


report that they actively participate in school Masses. There is a Mass each month of the school year. Generally the students are reverent during the Masses. The School Schola and Band provide music for liturgies. Students are trained as Eucharistic Ministers, Lectors, Altar servers, Ushers, Music Ministry, etc. Schola and Band visit feeder schools within the community to promote Bishop Alemany High School. Videos, pictures, school calendar, and weekly bulletin are sources of evidence.

Findings Evidence Masses and para-liturgies are held monthly for the entire school community throughout the school year. Some of the Masses are for the entire community of Bishop. Alemany and some break the community into smaller, more intimate groups.

School calendar Video tapes, pictures

A Liturgy Coordinator facilitates the planning, organization, and implementation of the school-wide masses. The coordinator also sees to it that all who serve are trained well.

Liturgy planning sheets

Campus Ministry meeting minutes

Christian Leadership class curriculum.

Students are trained and certified as Extraordinary Ministers of Holy Communion by the Chaplain who has been commissioned by the Archdiocese to issue such certification

List of Students who were certificated

Copy of certificate and list of criteria that must be met.

Masses or para-liturgies that take place throughout the year include: Opening of School, All Saints' Day, Thanksgiving Celebration, Feast of the Immaculate Conception, Ash Wednesday, Mother's Day Mass, and Closing of School Mass. They are also class Masses, and a “Ring Mass.”

School calendar Video tapes, Pictures

Mass is celebrated everyday at 7:00 a.m. in the school chapel for staff, parents and students.

Weekly bulletin and chaplain schedule

The school also celebrates Masses for Our Lady of Guadalupe and Simbang Gabi before the beginning of the school day in the school Chapel. Students serve as readers, servers, and choir.

School calendar Video tapes, Pictures,

Holy Cards At the beginning of the year many teachers request a blessing for their classes. The traditional blessing of the throat is given during religion classes on the Feast of St. Blaise. Bibles are blessed during freshmen scripture classes. The Spanish classes sponsor “Las Posadas.”

Calendar Alemany Today Freshman Religion

lesson plans

The Sacrament of Reconciliation is offered twice a year during Advent and Lent with the assistance of local clergy. The Sacrament is also offered as part of the Valyermo and Kairos retreats. Many students come to the Chaplain’s office seeking Reconciliation.

Campus Ministry meeting minutes

Letter of request to area parishes

Retreat schedules


Community Based Service Learning Bishop Alemany expects students to participate in community service. A full time Director of Community Services facilitates the implementation of the "conscientious leaders" portion of the Mission Statement. Christian Service is most successful when students are engaged in group projects and may either lead to a spiritual conversion or may be the result of a spiritual conversion. Through service the students fulfill the student learning goal of being distinguished by concern for others (Student Learning Goal V. AB). In addition, many class, sport and club activities offer a service component that includes mentoring, tutoring, food and clothing collections and demonstrating skills and donating services to younger children. Club Charters and weekly bulletin are sources of evidence.

Findings Evidence Students participate in a wide range of activities including: tutoring and mentoring children; Habitat for Humanity; homeless feeding; clothing and food drives; Christmas parties for under-privileged children; adopting needy families at Thanksgiving, Christmas and Easter; the annual Exceptional Halloween Dance and the 40 hour Food Fast for world hunger.

School calendar Evaluations and

reflections Certificates Thank you letters Videos

Yearly a speaker from Catholic Relief Service gives a talk on how contributions help others... There is also have a week in the beginning of October dedicated to many peace activities.

Peace Pole Flyers Pictures

The “Alemany Amigos” program invites “at risk” children to the campus for games and crafts. The program, which offers coaching and mentoring for young children in the community about positive role models and alternative choices, has developed from a concern about the increase of gang activity in the surrounding areas.

School calendar Letters exchanged

regarding development of program

Pictures Freshman and Sophomore students particulate in service projects to area homeless shelters and food banks.

School Calendar Parent Permission

Forms Many students volunteer at Providence-Holy Cross Hospital. Observation Areas of Strength in this Criterion: Many activities and events begin with prayer. For example, all meetings, and pep rallies

begin with prayer, etc. Students have taken more of a leadership role in liturgy planning and retreat leadership.

Older students act as leaders for the younger students in their retreats and for the 8th grade retreats.

A large percentage of students and faculty are involved in the retreat and service programs.

As the need for more retreats has grown, the number offered has increased.


Campus Ministry has set up a bereavement program for those who have lost a loved one, in cooperation with the Counseling office.

Areas for Growth in this Criterion Since some staff members are uncomfortable leading prayers at the start of class,

Campus Ministry should find alternative ways to encourage them. An area of improvement would be to encourage and expect more student involvement

in community service projects. The school should further develop the Alemany Amigos Program. There should celebrations on the particular Saints’ days of more cultures present on

campus. There should be a retreat for those juniors and seniors who did not go to their particular

retreat.


2. Student Connectedness. To what extent are students connected to a system of support services, activities and opportunities within the school’s community of faith that meet the challenges of the curricular/co-curricular program in order to achieve the Student Learning Goals. Bishop Alemany High School is highly effective regarding this criterion. Students have a system of support services, activities and opportunities within the school that meet the challenges of the curricular/co-curricular program in order to achieve the Student Learning Goals. The Counseling Department exemplifies the system of support services. Students have the same Counselor for their 4 years, which helps the achievement of Student Learning Goal II, promoting intellectually prepared students. A recent survey found that almost 90% of students believe that they are able to see their counselor when they need to. Support Services Student connection to a system of support services

Findings Evidence examined Students are provided with academic counseling in both group and individual settings. Counselors are available and approachable. Counselors meet with students to discuss grades, especially when a student receives a less than average grade, and also to discuss Iowa test scores, and PSAT scores.

Counseling Department handbook

Counseling Department appointment binder

Counseling agenda for classroom visits

Collection of counseling forms

Since parents are the primary education of their children, the Office of Academic Support Services works closely with parents to identify their student’s areas of strength and areas of academic concern. In addition, the Office of Academic Support Services collaborates with both parents and teachers to create a team approach to meet the learning needs of the students.

Caseload Records (J. Chauvin)

Documents Reports STEP Process

The Warriors Circle Program is a group counseling program that is designed to meet the personal/social needs of our students. It provides students with a safe, supportive place to talk about their daily life and provide support to one another. Curriculum is designed by the counselors and is tailored the needs of each groups’ members.

Warrior Circle forms and schedules

Parent Permission forms

Group Rosters Attendance Sheets Warriors Circle


Results Reports Students are referred to outside counseling for those situations where evaluation is necessary.


College Counseling (Guidance Nights, College Fair, Financial Aid Night, Career Fair, College Wednesdays, College Trips) The Counseling Department organizes guidance nights for all grade levels. The counselors review graduation requirements, college entrance requirements, support programs, testing, school policies, course descriptions, financial aid applications, major/career choices, etc. Each student is assigned a counselor at the beginning of their freshmen year that they will continue to work with until they graduate.


Job description Flyers

A College Career Night is offered for students and parents to expose students to a variety of post-secondary opportunities.


Job description Flyers School calendar

The College Center also provides a financial assistance evening with parents to provide them with support and scholarship information.


Job description Flyers School calendar

NAVIANCE affords all students the opportunity to identify strengths and interests to help them plan their future (i.e., major choices, college choices, career choices). Students, parents, teachers, and counselors are all connected through the program and are able to monitor their students’ progress. The program also allows users to identify which schools our students have been accepted to, which enables current students to connect with alumni

NAVIANCE Program Records

Faculty and staff are also available to talk with students about academics as well as personal issues. Students regularly ask faculty for letters of recommendation for higher education, jobs, community awards, etc.

Tutoring schedule Recommendation

forms Sample letters of

recommendation Written instructions

provided for faculty Students resume

forms Students can request to be matched with a peer tutor when they are struggling in their classes. The peer tutors work with these

Permission Slips Sign-In Sheets


students to provide academic support and to bolster their student’s self-esteem by providing them with opportunities to be successful.

Training PowerPoint

In addition, more than half of the faculty actively participate as leaders or chaperones in the retreat program

Retreat Lists

Additional ways for students to stay connected to school information are via the website and your homework.com

Website Yourhomework.com

The Be My Buddy Program works to help new students feel welcome at Alemany. During the first week of school, “buddies” are strategically placed all over campus helping direct new students. They are also available to mentor any student struggling to make new friends, and they host socials that are open to all Alemany warriors!

Club roster Records

Willow Companions: Bereaved students work as “Companions” to newly bereaved students. Their sole responsibility is to listen, give support, and provide their own insights about the grieving process from their own experience. Their work with students is closely monitored by the Counseling Department.

Postcard Sympathy Packet Roster Permission Slips

In keeping with the mission of the school, BAHS continues to offer an integrated retreat program, beginning with an optional 8th Grade Retreat for local Catholic elementary and select private schools. There is no cost and little expense related to this retreat. Aside from the obvious benefit to the student the Outreach Office establishes a database of potential applicants from the retreat rosters. The 9th Grade Retreat has been relocated to eliminate transportation expenses as the students are transported to a nearby site by their parents. The 10th Grade Retreat was, also, shifted to reduce the cost of transportation. Unfortunately the fee for the overnight 11th Grade Retreat at Valyermo was raised by a large percentage in 2010 –2011. The overnight 12th Grade Kairos Retreat fee was, also, greatly increased in 2009--2010. A memorial fund does exist to aid students with financial difficulty, so there has been no substantial decline in attendance. Student connectedness within the faith community of Bishop Alemany High School is further supported by a well developed and stated discipline policy that clearly defines behavioral expectations. The Deans of Discipline are responsible for the general discipline and Christian conduct of the student body outside of the classroom. Students are assigned a Dean for their four years, but any Dean will deal with any situation that may arise. Evidence can be found in the Parent-Student Handbook. In the sense of Christian justice any student who may have committed a serious infraction of school rules has the opportunity to address the Discipline Board which is composed of five faculty members, two appointed by the Principal, one elected by the faculty and two nominated on input from ASB. The Board, after hearing the student case, recommends


either strict probation or dismissal to the principal, who makes a final determination. Evidence can be found in the Parent-Student Handbook and the Faculty Handbook. The Deans are highly effective in promoting Student Learning Goals III and IV in promoting peace, justice, and respect. A recent survey found that 73% of students agree that the discipline code is fair and just. 92 % of students agree that they observe and cooperate with school and community rules. 88% agree that they follow the Bishop Alemany High School Honor Code and Academic Integrity Policy. 90% agree that they conduct themselves properly at school events. 99% of parents in a recent parent survey agree that Bishop Alemany High School nurtures students in a safe and healthy learning environment. The Deans’ strengths include their commitment to maintaining an environment that is conducive to students having positive experiences. The Deans provide guidance and advice to teachers who ask for assistance with classroom management. Deans spend a better part of each working day speaking with students and building relationships to better understand students and their reasons for disciplinary infractions Activities The school offers an activity program that includes Student Government, clubs, athletics, Academic Decathlon, Speech and Debate, Mock Trial, cheerleading, band, Schola Cantorum and drama. Students are encouraged to enter works for the Art Show, Art Calendar, and Literary Magazine. Students also produce the yearbook and the school newspaper. All these endeavors entail many hours of planning and editing. Student/Athletes are held accountable to the CIF policies regarding player conduct and game expulsion. Students are held to the standards of the Bishop Alemany Parent-Student Handbook that includes a Code of Conduct and Hazing Policy. All coaches are required to sign a Code of Ethics; pass a CIF Coaching Principles course, and be First-Aid/CPR certified that encourages positive role modeling, constructive behavior, and excellent leadership. Students now receive PE credit for participation on a sports team. Ideally coaches are required to allow any student-athlete the opportunity to access tutoring during and out of season on either Wednesday or Thursday. The schedule was re-done specifically for this purpose. In reality, there is inconsistency amongst many of the coaching staff when it comes to tutoring vis a vis practice times. For example even though practice on those days cannot start until 3:00pm, in many cases they begin much earlier. Student connection to a system of activities Findings Evidence The school's Academic Decathlon teams have won the Southern California Private School title and advanced to the state finals 11 of the last 14 years

News Articles Press releases Photos Trophies

The Speech and Debate team, begun in the 2002 school year Speech and Debate


and averages about 10-12 members. The team has won many awards.

brochure Trophies

Video Production Classes produce and direct a daily broadcast which starts with prayer and pledge and broadcasts all daily announcements.

Alemany Today

In recent years, clubs have included Key Club, Anime Club, Cool Kids Club, Drama Club, Honor Guard, Kids for Wish Kids Club, Pax Christi, Warriors for Life, Pure Love Club, Equestrian Club, Young Magicians Club, SADD, Spanish Honor Society, Robotics and Ultimate Frisbee, among others Students may request clubs that further student interests.

Club meeting sign ups

Club Charters Yearbook photos

Students are also offered a full drama department which puts on a Fall Play, Christmas Play, One Act Plays, Spring Musical, and summer drama theatre. There is also a full Dance program which performs a fall and a spring dance recital.

School calendar Videos Programs

Bishop Alemany High School offers 21 varsity sports. Over 800 students are involved in the athletic program.

Athletic Department Handbook

Sport Roster lists Weekly sport

schedules A Dance Club has been added in addition to Cheerleading as a means to increase school spirit.

Flyers Photos Programs

By providing a vast number of opportunities for students to pray and reflect provides a sense of community and encourages participation in the many and varied support services. Campus Ministry, Activities and Athletics promote Student Learning Goals IV and V in promoting courage, conscientious leadership and respect and concern for others. In a recent survey over 90% of students agreed that the Administration always encourages students to succeed academically, athletically, and in their spiritual life. Over 80% agree that they are able to join any athletic team and 74% agree that they actively participate in service to the community. 99% of parents in a recent parent survey agree that Bishop Alemany high School fosters Christian service to others. Student connection to a system of opportunities

Findings Evidence examined Students are given a variety faith experiences, such as daily mass, school wide liturgies, retreat programs, reconciliation services, daily opportunity for reconciliation and individual religion class masses.

School calendar

Bishop Alemany has a full time Service Coordinator. Job Description Christian service opportunities are offered including tutoring, mentoring, staffing food kitchens, food, clothing and book collections, charitable collections, Alemany Amigos, Habitat for

Flyers Permission forms Morning


Humanity, Adopt a Family and the Exceptional Halloween dance.

announcements

The Exceptional Halloween Dance is attended by hundreds of physically and mentally challenged young adults. Students obtain donations, prepare food, gift bags and music and entertain their guests.

Flyers Invitation Guest list Photos, video

A Robotics club was started in 2008 to further student interest in science and technology. During its first year, they were the LA Regional Runner Up and in 2009, they were the LA Regional winners.

Flyers Morning

Announcements Awards Yearbook photos

The annual Close Up Trip to Washington, D.C. gives students a hands-on view of governmental procedures. Students can also attend an educational tour over spring break.

Informational handouts

Brochures School calendar

In recent years, over 30 clubs have included Key Club, Anime Club, Cool Kids Club, Drama Club, Honor Guard, Kids for Wish Kids Club, Pax Christi, Warriors for Life, Pure Love Club, Equestrian Club, Young Magicians Club, SADD, Spanish Honor Society, Robotics and Ultimate Frisbee, among others Students may request clubs that further student interests

Club meeting sign ups Club Charters Yearbook photos

Students may take Schola Cantorum as an elective or as an after school choir. Students may also be a part of the Liturgical Music Ministry

Course Catalog Announcements

Character Counts has been reinstated where students are recognized for exhibiting characteristics of respect, trustworthiness, fairness,

Classroom pillars posters

Award lists The ASB program at Bishop Alemany High School is comprised of sixteen class officers and thirty-four commissioners. The class officers are elected by their peers while the commissioners are appointed by the ASB President, Vice-President, Secretary, Treasurer and Director of ASB. Each class and commission is responsible for planning and executing school activities. They are also responsible for recruiting students who are not members of ASB to participate in the execution of these activities. A branch of ASB is the Student Senate program. Every Mentor Group elects two students to be Student Senators. These Senators meet once a month with the ASB Vice-President, ASB Director and Principal. They act as the liaisons between the student body and ASB and the Administration. It is at these meetings where suggestions and concerns are heard from the Senators. It is also a time when ASB informs the Senators of upcoming events or opportunities for them to be involved in school activities. Clubs also come under the umbrella of Activities. BAHS has many ongoing clubs such as SADD, Warriors for Life, Key Club, Cool Kids Club and Kids for Wish Kids Club. These


clubs are active and meet regularly to plan activities. Additionally, students are given the opportunity to charter new clubs every fall. If a student has an interest that is not met through an existing club, they are able to begin a new club. Each club has a faculty moderator. BAHS has several organized opportunities each year for clubs to showcase their activities and recruit new members. Two of these are, Club Day in October, and Mardi Gras, right before Lent. BAHS sponsors four major dances each year. The Luau takes place in August, Homecoming in September, Winter Formal in February and Prom in May. These dances are an opportunity for students to socialize with other BAHS students and also with students from other schools. Dances are very well-attended. For example, approximately one third of the student body attends Luau and over two-thirds attend Homecoming. The dances are planned in total by the ASB students. They take complete ownership for all decision making from decorations to food to entertainment. The dances, like all BAHS activities, are fully a product of the student leaders. The student leaders in ASB are not only connected to the Activities program, but also have moderators in other areas of the school depending on which Commission they belong to. For example, the Community Service Commissioners report to both the Director of ASB as well as the Director of Community Service. The Ambassador Commissioner reports to the Outreach Department as well as ASB. This communication and collaboration allows for groups on campus to work together for common goals. One such example would be a recent Homecoming Food Drive. ASB collected non-perishable food items and gave those students a discount on their Homecoming Dance tickets. This allowed for ASB to help the Community Service office meet the needs of the surrounding community. A strong emphasis is on developing leadership skills and encouraging student connectedness ASB has a handbook that includes job descriptions, lists of responsibilities, expectations, etc . Areas of Strength in this Criterion: The support program is Christ centered; almost all activities and events start with a

prayer There is a very strong Campus Ministry and Retreat program with high student

involvement. A high percentage of students are involved in athletics, activities, and events and express

a high level of satisfaction regarding their involvement. There is a wide variety of athletics, activities and events that appeal to the entire student

population. The students are given the opportunity to organize and create activities for which there

is a need. The Counseling Department was restructured in 2009-2010 to provide a variety of

programs to promote student success. The deans communicate well with students, parents, and faculty. The deans make the

effort to inform parents and students about concerns or possible solutions to issues.


There is also a concerted effort in the deans’ office to remain consistent yet treat all students as individuals.

Areas for Growth in this Criterion There is a need to continue student activities and leadership opportunities without

compromising academic time. There is inconsistency amongst the coaching staff when it comes to tutoring, practice

times, and the underlying messages that are sent by the coaches to the players regarding academics.

The deans can continue to work with students to bring about a change in behavior as opposed to solely using detention as a deterrent. The deans can also improve how the school community approaches the issues of bullying and harassment through teaching acceptance emphasizing Catholic Social Justice.


3. Parent and Community Involvement. To what extent does the school leadership employ a wide range of strategies to ensure that parental and community involvement is integral to the school’s established support system for students? Bishop Alemany High School is effective in this area. As a Catholic Christian educational institution, it is the goal to provide students with a variety of opportunities for moral, spiritual, and academic growth. Recognizing that the parents are the primary teachers and caregivers for their children, Bishop Alemany provides numerous opportunities for parental involvement in the academic and spiritual lives of their students. The Parent Association provides significant opportunities for parents to involve themselves in several key extracurricular school activities. In a recent parent survey, 93% of parents acknowledge that Bishop Alemany High School recognizes that parents are the primary educators of their students and 99% state that the school encourages parental involvement. In recognition that parents are the primary educators concerted efforts have been made to assist the parents in determining the students’ current academic status. All teachers have been required to place their homework assignments on line for many years, but as of January 2010, all teachers are now required to use the on line grading program. This permits the parents/guardians to view the state of current assignments to prevent any delay in remedying missed work. The teachers are required to record work within two working weeks. The Progress, Quarter and Final Semester Grades are made available through the same program. This has led the Administration to discontinue the Report Card Nights that allowed the parents to personally meet with all of the students’ teachers at one regularly calendared event. An on line guidance program, Naviance, has, also, been purchased to enable the parents or guardians to become more actively involved in the planning and funding of the student’s further education. Strategies to ensure parental involvement

Findings Evidence The Parent Association is comprised of a President, Vice-President, Secretary, Treasurer, and various committee chairpersons. The purpose of this is to increase involvement and participation in decision-making and fund raising events. Parent Board meets monthly before General Parent Meetings which host a variety of topics. Parents also host a variety of social events to give parents the opportunity to meet other families. .

Parent Student Handbook

Minutes from meetings of the Parent Association

A program that increases parental involvement in the school is the Parent Service Program. This program requires that each family complete a 15-hour service program

Database Vouchers Newsletters


Communication between the school and parents includes the Parent-Student Handbook and Calendar, which provide information regarding school event dates and school policies and procedures.

Parent Student Handbook

School calendar

A computer telephone tree message system is utilized to announce or remind parents of events or important calendar changes.

Message tree program

The BAHS website, www.alemany.org, is an informational as well as a recruiting tool for the school. The website provides easy access to the following information: school location and description, alumni information, school calendar, special events, parent service opportunities, requests for prayer and a link to teacher websites. The website recently was revamped to become more user friendly...

Website

Daily mass enables students, faculty, and parents an opportunity to begin each day with a spiritual focus. Students who have suffered a loss will have a Mass offered for their loved one and the family is invited to attend.

Weekly Bulletin

Retreats provide students with opportunities for growth, sharing, spiritual and moral development. During the Kairos retreat for seniors, parental involvement is a key component in the retreat experience.

Kairos parent letter

Mother's Day Mass is a special occasion that allows students and their mothers to celebrate liturgy at school.

Flyer Program

There is also an annual Mother-Son, Father-Daughter dance Flyer Parents attend a Back to School night in early September to meet teachers and receive information regarding teacher curriculum. Parents have the opportunity to experience the daily schedule of their student. Parents new to the school also have the opportunity to attend an informative welcome evening regarding school policies.

School calendar Progress reports

Parents may contact teachers through the BAHS web site providing an alternative to telephone communication.

List of email addresses on website

Campus Ministry is actively pursuing the development of a Campus Ministry Parent Booster Club to further involve parents in the development of Campus Ministry programming

Campus Ministry newsletter

Website

There is an electronic signboard at the entrance to the school that also provides information to the parents

Observation

Parents and families are invited to Family Fun Night each spring Pictures and flyers Parents are encouraged to support and volunteer at the Post Prom event which provides a safe alternative to some post prom parties.

Pictures

Parents have access to on-line grades and are able to continually Aeries


monitor students’ academic progress. Student academic progress reports in the first and third quarter are also available to parents on line.

Parent letter and codes

Website Strategies to ensure community involvement

Findings Evidence Campus Ministry develops and maintains relations with local youth ministers and parishes to share ideas and act as a resource for their programming.

Calendared events

Campus Ministry actively works with local pro-life organizations (e.g. Pregnancy Counseling Center, 40 Days for Life, Knights of Columbus) involving students in community efforts to promote the dignity of all human life

Calendared events Promotional

materials Photos

Campus Ministry sponsors chapters of two international organizations, SADD (Students Against Destructive Decisions) and Pax Christi involving students in community efforts to encourage moral and just actions

Promotional materials

Regular meetings Photos

Many events such as the Golf Tournament, A Taste of Alemany, etc. invite the community to come and participate

Flyer

Alumni are becoming more active by coming for reunions and participating as leaders in the Kairos retreats

Kairos schedule School facility

calendar Community resources are also utilized to support students. Jobs are posted in the Counseling Office. This provides student awareness of employment opportunities.

Flyers Counseling Office

bulletin board Use of facilities by outside groups where students assist e.g. Regional Congress

Letters of affirmation from Bishop. Regional Office, MEND, etc.

College Night is a yearly event that provides students and parents an opportunity to gather information regarding many local universities and colleges

Flyer

Areas of Strength in this Criterion: Christ centered through liturgical services, prayer, crucifixes in classrooms, and various

signs throughout campus. There has been a tremendous growth in parental involvement since incorporating the

parent service program hours and parent booster clubs. The community is more aware of activities and events with the addition of a marquis

sign.


Faculty are expected to regularly update faculty websites with grades posted on line. The addition of on-line grade reporting so that parents have constant access to student

achievement. Areas for Growth in this Criterion It should be mandatory that all classes, school activities and events should start with

prayer The school administration should enlist successful alumni to meet with juniors and

seniors to inspire them


D. Resource Management and Development. 1. Resources. To what extent does the school demonstrate stewardship? Bishop Alemany High School has been effective in its stewardship of financial and other resources by financial operations that sustain the curricular and co-curricular programs, general maintenance of the facility, and providing for essential student and teacher needs. Bishop Alemany demonstrates effective stewardship by following the Archdiocesan required accounting practices, instituting Accounts Receivable tracking software, enhancing the collection of tuition and requiring school purchases to be made from pre-approved budget funds. The disbursement of income follows Archdiocesan procedures for budget development and expenditure. The school checking account rarely has a daily balance of below $1 million. The biennial accounting audit has not notified the Administration of any non-compliant activity. The Blue Bear Tracks program, introduced in 2009, allows all financial information from one family, student, vendor, or organization to be easily compiled. This facilitates the collection of monies due, as well as avoids any delay in payment. Families are required to be current with tuition and fees or to make acceptable financial arrangements four times per year, rather than the prior two. This has greatly reduced the number of students whose tuition is in arrears. The school credit card is now available on a restricted basis and only for those transactions that cannot be made with a purchase order. Bishop Alemany High School has been somewhat effective in providing resources for student success; however, increasing enrollment over the past several years has put a strain on classroom availability, course scheduling, teacher scheduling and access to general purpose rooms such as labs, locker halls, gym, etc. In addition to increased enrollment the diversity of the academic level and economic level of the student population has caused a need to improve resources in terms of course offerings and to hold down the fees and costs of books wherever possible. All activities, clubs and athletic teams are required to have a booster club to do fundraising for their needs. The school budget provides only for the fundamental needs of sports and some activities. In light of the economic times and the fact that more and more students qualify for financial aid, good stewardship should include ongoing oversight of non academic budgets. Monies spent on extracurricular activities and budgets should be viewed with the same scrutiny as academic budgets.


A loan from the Archdiocese for the building of the Gymnasium in 2002 has not yet been repaid, but was renegotiated to extend the term of the loan. The prior surplus balance in the Archdiocesan Income Pool that enabled the Administration to maintain the facilities has been greatly depleted, which offers little assistance in the case of a programming or facilities emergency. But, in keeping with the Archdiocesan requirement the surplus is to be replenished to an amount representing three months payroll. The school has an endowment fund set up in 2004 to eventually assist with financial aid.

Findings Evidence examined The vision, policies, goals, and procedures of the Archdiocesan Department of Catholic Schools form the structure under which the school operates to implement is philosophy and to achieve its particular mission

Archdiocesan Administrative Handbook

The school must set tuition levels and develop other revenues necessary to meet expenses.


The school has established an Autonomous Pious Fund, Bishop Alemany Scholarship Endowment Fund, to generate financial assistance funds

BAHS Endowment Trust Fund Charter

Directors and Department Chairs, in consultation with their members, decide which items will be included in the Department Budget, which is then passed on to the School Budget Controller.

Annual Department Budgets

Budget Request forms

The Principal in consultation with the Budget Controller makes the ultimate decisions in regarding the final or approved budget.

Annual Department Budgets

Budget Request Forms

A Monthly Financial Report is sent to the Department of Catholic Schools and a copy is kept on file in the Administrative and Financial Offices.

Monthly Financial Reports

FACTS Tuition continues to assist with collection of tuition. Financial Year-end reports – tuition receipts.

The school has moved to a complete online registration and collection process. At registration parents/guardians login to a secure FACTS screen and enter the required information Additionally, during this past year many required forms such as dance contracts, emergency forms, and computer agreements have been placed on this online registration procedure.

Registration procedures


To what extent are the resources available to the school sufficient to sustain the school program and effectively used to carry out the school’s philosophy, mission, and student achievement of the Student Learning Goals? The school is currently effective at sustaining the program in order to carry out the school’s philosophy, mission, and student achievement of the Student Learning Goals. Finances are watched closely to ensure that bills are paid in a timely manner, maintenance needs are met, and the payroll is met. Faculty numbers are kept tight to contain large classes, above 30 students, to approximately 27% of the courses. In the efforts to sustain the overall program within a tight budget there are areas that need to be addressed. The philosophy of making a Catholic secondary education available to all whom the school may legally accommodate has led to certain practical problems; such as five teachers that do not have their own classrooms. Toward this goal of availability, the Archdiocese has final approval of annual tuition increases. Despite the assistance of the Catholic Education Foundation Tuition Award program, the school has been moved to offer ever-increasing financial aid, in the form of tuition reduction reaching the amount of $635,956 for 2009-2010. This amount is part of the annual budget as the principal in the school’s endowment fund may not be withdrawn and the interest from the last five years has been small. In the last four years there has been a definitive increase in both curricular and extracurricular opportunities for the students. Curricular offerings are supported through the budget and the extracurricular activities have been supported through significant booster fundraising. The school has been effective in retaining faculty, administration and staff. There has been little difficulty in retaining the teachers in the last several years in part due to the difficult local economic times. Additionally, the Archdiocese imposed a salary freeze during the 2008-2009 school year to support this goal during the national economic crisis. Recently, efforts have been made by the Archdiocese to permit annual salary increases of a greater percentage than in the past to recapture the salary lost during the freeze. In the same time period, the Archdiocese has halved the pension contributions made for its teachers. The financial administration has been complicated by the continued debt from the loan to build the gymnasium, an aging infrastructure that greatly increases the cost of environmental or technological upgrades, the loss of a significant portion of the athletic fields and the newly imposed requirement for a substantial contingency fund. The school faces a significant challenge in dealing with these issues. However the available resources, while of concern, are sufficient to sustain school programs. Resources for department budgets have also been reduced because of economic needs. The Administration has reduced the budgets of the academic departments for each of the last three years. There was a fifteen percent reduction in 2008—2009, followed by a 20% reduction in 2009-2010. There are no formalized budgets for 2010—2011. During the most recent years, department chairs have had limits placed on the budgets rather than a


negotiated process of the past years. This situation makes planning by the Department Chairs complicated. Surveys continue to show teachers desire new technologies in the classroom to prepare students for the college and job futures The philosophy of making a Catholic secondary education available to all whom the school may legally accommodate has led to certain practical problems. The original Conditional Use Permit that specified an enrollment of 1,700 was predicated on the 1995 plan to have a classroom and office block constructed in the area in front of the L buildings. This was never built. The Department of Catholic Schools approves the percentage of annual tuition increase and in the last two years it has been around 2.5%. Despite the assistance of the Catholic Education Foundation Tuition Award program, the school has been moved to offer ever increasing financial aid (in the form of tuition reduction) reaching the amount of $635,956 in 2009-2010. This amount is part of the annual budget as the principal in the school’s endowment fund may not be withdrawn and the interest from the last five years has been small. There has been little difficulty in retaining the teachers at Bishop Alemany in the last several years due to the difficult local economic times. Also, efforts have been made by the Archdiocese to permit annual salary increases of a greater percentage than in the past to recapture the salary lost during the freeze. Unfortunately, the Archdiocese has halved the pension contributions made for its teachers. So, it may be anticipated that even with improving economic times a number of instructors will depart. Basic improvements have been made in some classrooms—such as new paint and lighting fixtures, yet extremely limited technological upgrades have been made. Most classrooms teachers still rely upon chalkboards or whiteboards. A very few classrooms have been equipped with projectors or Smartboards that enable the teachers to effectively share the information on their Internet--connected computers with the students. The information and presentations may be made in the few classrooms that have the appropriate connections between the computer and the television. The steps taken to maintain the interscholastic sports program have amounted to the addition of fees and mandatory fundraising. All sports, major clubs and co—curricular organizations are required to have a booster arm to raise a portion of their budgets. The school budgets for most sports teams have been repeatedly decreased, necessitating an increased reliance on the team fundraising and individual parent booster clubs. The school is effective in maintaining this unusually beautiful campus. The grounds and buildings are kept clean and well maintained for not only the high school but all the many major archdiocese events held on its campus. Annual repairs and maintenance take place on the campus, particularly during the summer. Even with tight budgets some strategic projects have been completed and started over the


past few years. Some were unanticipated such as the major electrical upgrades made for the entire campus during the 2007-2008 campus. The school has been somewhat effective as to its stewardship of technology. Progress has been made but not at the pace that was envisioned in the 2007-2008 Technology Plan. This plan was never fully signed off on due to budgetary constraints. Instead specific budgets for specific projects were allowed. The main issue with improving Technology is finding a viable funding source. Attempts to add fees and fundraisers have not been approved or sufficient to sustain anything but maintenance, infrastructure, and modest growth in supplying the classrooms with hardware and software upgrades. Additionally it should be noted that at the time of the previous Visit, the school employed 3 full time staff members in the Technology Department. Now after six years has more technology, more teachers, more students but only one full time employee, one part time college student, and one student TA available for one period in the Technology Department. Financial Resources

Personnel Resources

Findings Evidence examined In the 2010-2011 school year there are 100 members of Certificated Staff and 44 Classified Staff.

Annual Budget Student and

Community Profile

Findings Evidence examined Bishop Alemany continues to show a balanced budget. Annual Budget

Yearend Financial Reports

The school has an average monthly bank account of between $1.5 and $2 million.

Monthly Financial Reports

The school has Income Pool accounts on deposit with the Archdiocese that totals $941,096. However over $750,000 is in prepaid fees that are typically withdrawn during the year as needed.

Income Pool Reports

Tuition and fees collection has improved substantially since 2008 and in 2009-2010 was $11,482,276

End of year Financial Reports

In the academic school year of 2009-2010 the administration and studies office instituted a new mid-term testing time to ensure that tuition in arrears was caught up.

Studies Office policy

Fundraising secured grant money to complete air conditioning in library/media center and theater

Financial Accounts


Of the Classified Staff twenty-one are in maintenance, gardening and janitorial positions, twenty are in clerical positions, two in technical support and one in food preparation.


In recent years the annual attrition of certificated personnel has averaged 5 to 10. Additionally, newly hired teachers are highly qualified and administration has had many applicants to choose from.


Eleven teachers are currently involved in professional development. The number of teachers with credentials has increased. In 2006-2007, there were 31 out of 90 faculty members with credentials (34%) and in 2010-2011 there are 51 out of 106 faculty members with credentials


Personnel Records Summary of

Professional Development Survey

Substitution Desk has been evolving over the past years and continues to provide support when teachers are not present. The process continues to use Alemany faculty for sporadic coverage and Kelly Services for full day absences.

Summary of Substitute Desk Interview

Technology Resources

Findings Evidence examined Network infrastructure upgraded to 1 Gbps backbone Interview with

Technology Director SAN (Storage Area Network) – 16 TB Interview with

Technology Director Bishop Alemany continues to support 4 computer labs – the media / library center (34 stations), E3 Teaching Lab – (34 laptops), E2 – Part teaching/Part open lab (34 stations), A3 – Teaching lab (32 Stations) for a total of 132 stations.

Technology Plan Observation Summary of

Technology Enhancements

Terminal server for thin client stations with flat panel screens for faculty replaced numerous pc platforms and old CRT monitors. – Fall of 2008

Interview with Technology Director

Every classroom has a computer and there are additional stations in the teacher lounge, staff offices, counseling offices and counseling work room. Most classrooms are outfitted with Thin Client stations. These stations have provided newer equipment and monitors in the classrooms and easier maintenance since the software is housed on the Thin Client server.

Technology Plan – 2007-2008

Summary of Technology Enhancements

Wireless access points have spread throughout specific areas of the school campus. Most notably the gym and Alumni hall. Students can sign a portal agreement and bring their laptops to school.

Technology Plan 2007-2008

Observation

Printers are located in every classroom as well as in all the Technology Plan


offices. Ratio of printers to classrooms has gone from 4 to 1 in 2002 WASC document to 1 to 1 ratio in the current year

Observation

4 new SmartBoard classrooms have been added since the spring of 2010.


Observation 12 Elmo (digital video presenters) carts were purchased in the 2009-2010 school year and given to departments


6 Netbook/Projector Carts have been purchased and rolled out to departments.


In 2007 Bishop Alemany contracted with Educational Network to support its web site. The web site has a consistent look and is easily navigated. Faculty, staff, and administration have access to specific areas so updates can be dispersed throughout personnel. Key areas are supported by an in-house Web Master.

Observation

In 2008- 2009 school year, parents and students could view grade reporting periods online. In the 2009-2010 school year teachers were maintaining their grades via Aeries. In spring 2010 the studies office opened online grading so that parents and students could obtain up to date grading information based on individual assignments and not just at the reporting periods.

Academic Council Minutes

Observation

Naviance software, which allows students, parents, teachers, and counselors to track the student’s progress towards college, was introduced in 2010.

• Technology Budget • Summary of

Technology and Communication Document

Plant and facilities

Findings Evidence examined Major electrical upgrades made for the entire campus during the 2007-2008 campus. New electrical transformer purchased at a cost of $450,000.

Capitol Expenditures

Softball and Soccer Field relocated summer and fall of 2009 Summary of Facilities and Plant Management

New Pool facilities dropped but new “Change Room” is in progress – waiting for electrical work

Summary of Facilities and Plant Management

Air conditioning has been added to library media center and Dance / Wrestling rooms.


New electrical panel for theatre completed in 2009-2010. Supports the effort to create a Television studio.



Crowning of the football field completed.


Entire E classrooms – painted, new ceilings, new light fixtures – summer of 2009


Sporting facilities are being fully utilized and conflicts are on the increase due to increase in activity and enrollment. Request for more space should be addressed in future master plan.

Summary from Athletic Department

Science Labs are over utilized with the increasing enrollment and a future master plan should visit this situation.

Studies Academic Schedule

Areas of Strength Automation of finance systems over the past 6 years has greatly improved the ability of

the school to track its financial obligations Facts collection process has improved the school’s ability to keep track of monthly

tuition and registration payments. Blue Bear Tracks installed as a new tool for tracking and collection payments and

purchase activity for the students and staff of Bishop Alemany High School. Replaced all teacher PCs that were outdated and a conglomeration of models to a new

thin clients approach. Band width across campus improved laying a necessary foundation for a campus wide

network Wireless access to the network and Internet placed in Gym, Alumni Hall, E3 allowing

both teachers and students to have network capabilities. Aeries Online Grading opened giving access to students and parents to online gradebook

as well as grade reporting. Air conditioning grant allowed us to place air conditioning in the media center. New soccer / softball field installed after losing access to previous field Work on the pool area is in progress. Changing locker rooms to be finished Boosters have been established and are supporting many activities that have raised

additional funds to improve the school. Areas of Growth The Scholarship Endowment Fund should be built up as funds have not been

deposited for several years.


D2. Resource Planning To what extent does the governing authority and the school execute responsible resource planning for the future? The governing authority and the school have been largely ineffective as regards this criterion. However, the school has been effective in planning for financial day to day needs. With a reorganized tuition office and new accounting systems for payables and receivables, the school is more accurately maintaining monies collected from students, parents, and fundraising events. Deposits are made daily and the financial status of each family is known much more quickly. New quarter exams have increased the ability of the school to collect tuition in arrears more frequently than just twice a year. With the new accounting practices budgets will also be monitored more closely. As stewards of personnel the school is effective at maintaining faculty and staff. With the ever increasing diversity of student academic capabilities as indicated in the student profile area, there is a need to be more aggressive in developing appropriate course offerings and maintaining and hiring teachers with experience to teach at multiple levels. Additionally current faculty should have professional development to ensure that learning is occurring at all levels. As stewards of facilities, Bishop Alemany is inadequate at formally planning for the future. Assessments of the current facilities and recommendations for maintenance and growth are critical to prioritize funds as well as guide Development needs. However, the Administration has not developed any formal short or long range plans for institutional advancement in Development, fundraising, enrollment, facilities or technology although some are in process. This is a major need. The findings indicate that now that enrollment is stabilized the school must put efforts into creating and maintaining true growth plans for Development, Technology, and Facilities. Without strong plans that address the correct current needs and future needs of a newly energized student body and families the school will not reach its potential of being truly competitive on all fronts. To sustain viable visionary plans financial resources must be planned for and built upon

Findings Evidence examined Bishop Alemany is in the process of updating its Technology Plan. The Peritus Technology Group located in Ventura, CA, is an Information Technology consulting corporation that is assisting us with our new plan. Peritus will work with Datalink Networks to deliver 3-Year Technology Plan. It addresses the areas of funding, staffing, projects and how IT will be intertwined with the curriculum..

Draft of Technology Plan


During the fall of 2010 an online survey of staff and teachers concerning their professional development and technology needs was taken

Survey Results

Areas of Strength Technology plans are in development Enrollment has increased which provides greater income from tuition and fees. Teacher recruitment and retention has improved

Areas of Growth The Administration must develop formal, written short and long range plans for

institutional advancement in Development, fundraising, enrollment, facilities or technology.


D3. School Finance Resource Criterion To what extent are the school’s financial resources adequate to fulfill its mission and program? Bishop Alemany remains committed to keeping the education it offers affordable to all qualified students and is most effective in this area. The school’s commitment to affordable and accessible Catholic education is demonstrated by reasonable tuition and fees and a large financial assistance budget: Between the ’07-’08 school year and the ’08-’09 school year there was an 8.3 percent increase in tuition and fees, and an 8.7 percent increase in student enrollment. These numbers are representative of the fiscal stability of this institution considering the pronounced economic contraction that occurred throughout many sectors of the local economy in the second half of 2008.

Findings Evidence examined Limited increases in tuition and fees collected, which has gone up in small increments the past 4 academic years in correlation with moderate increases in enrollment. In 2006-2007, the total tuition and fees collected was $8,855,947, enrollment was 1423 students

Year End Monthly Financial Reports 2006-2007.

Budget Reports 2006–2007. Interview - Tuition Office.

Student Profile. In 2007-2008, tuition and fees were $10,186,110 while the enrollment total was 1446. In 2008-2009, tuition and fees came out to $11,085,543 with an enrollment of 1572 students. In 2009-2010, enrollment was up to 1615 while tuition and fees came out to $11,482,276.

Year End Monthly Financial Reports 2007-2010.

Monthly Financial Reports 9/09 – 2/10.

Budget Reports 2007-2010.

Interview - Tuition Office.

Student Profile. The number of students requesting financial aid has increased robustly the past two years, after remaining relatively static between ’06-’07 and ’07-’08. Between ’07-’08 and ’08-’09, tuition assistance increased from $74,000 to $158,500 (114 percent). Between ’08-’09 and ’09-’10, assistance increased from $158,500 to $635,956. Aid awards are based on financial needs of students’ families.

Year End Monthly Financial Reports FY 2006 – 2010.





Interview - Bookkeeper.

Tuition paid due from prior years has increased every year for the past 4 years. In ’06-’07, tuition paid due from years prior was budgeted at $5,000. In ’07-’08, it was budgeted at $15,000. In ’08-’09: $29,000. In ’09-’10: $50,500. During ’08-’09, there was a 74% increase in past due tuition, smaller than the 93% increase that occurred between ’07-’08 and ’08-’09. This smaller increase in past due tuition may be indicative of a more aggressive tuition collection practice (i.e. midterm examination passes).

Year End Monthly Financial Reports FY 2006 – 2010.




Interview - Bookkeeper.

Minutes from Academic Council Meeting 10/14/09, 12/9/09, and 5/12/10.

To what extent are the school’s financial operations conducted with integrity and accordance with acceptable accounting practices? In the judgment of the focus group, the school conducts its financial operations with a high degree of integrity and in accordance with Generally Accepted Accounting Principles (GAAP). Bishop Alemany follows Archdiocesan guidelines based upon Generally Accepted Accounting Principles (GAAP) with regard to safeguarding of cash and control over disbursements. The Finance Department follows archdiocesan guidelines for internal control. The school employs proper accounting procedures to record financial transactions and produce accurate and reliable financial reports. Separate accounting codes from the Archdiocesan Chart of Accounts are used for recording and tracking items. Bishop Alemany has adopted the new accounting practices put in place by the Archdiocese of Los Angeles. The Archdiocese has not notified the Administration of any non-compliant activity based upon the biennial accounting audit. The school’s only checking account rarely has a daily balance of below $1 million. The Principal and Vice Principal are the only authorized check signers. The monthly financial report is reviewed and signed by the Vice Principal or Principal. As per Archdiocesan policy, bank statements are first opened, reviewed, signed and dated by the Vice Principal or Principal before being reconciled by the bookkeeper. The bookkeeper then examines and reconciles the bank statement and all cancelled checks. The Budget Controller regularly compares actual revenue and expense figures with the budget and performs other financial


analyses as necessary to provide enough information for corrective measures to prevent an operating shortfall. The Blue Bear Tracks program, introduced in 2009, allows all financial information from one family, student, vendor, or organization to be easily compiled. This facilitates the collection of monies due, as well as avoids any delay in payment.

Findings

Evidence Examined

The Archdiocese provides the required school accounting structure, reporting forms, accounting policies, oversight function and serves as the depository for excess school funds.


Interview with Bookkeeper

Interview with Business Office

Account Payable disbursements are approved by the administration and processed by the accounts payable bookkeeper using QuickBooks Accounting System and based upon approved purchase orders and check requests.




Petty Cash requests (under $25) are reimbursed from the tuition office with a receipt and approval from a superior.


Reimbursements over $25 required either a purchase order (for vendors offering terms) or a check request. These require approval from either the Vice Principal or Principal.


Interview with Vice Principal

Payroll is process through ADP and payroll taxes remitted to government authorities by ADP


Interview with Payroll

The school checking account rarely has a daily balance of below $1 million.


Monthly Bank Statements

New archdiocesan accounting practices – new accounting practices starting in the school year 2010-2011.

Presentation at Faculty Meeting by Business Office 9/22/2010


Areas of Strength: Strong internal controls for safeguarding cash based upon Generally Accepted

Accounting Practices. Detailed procedures for dealing with purchase orders, petty cash, and reimbursements. Proper safeguards are in place for reconciling bank statements.

Areas of Growth: None.


D4. Enrollment Resources Criterion To what extent are the school’s admissions policies and procedures consistent with its philosophy? Bishop Alemany High School’s admissions policies and procedures are most consistent with its philosophy since it offers a traditional Catholic education focusing on the whole person – addressing the spiritual, moral, intellectual, social, emotional and physical needs of every student. The goal is to provide students with an education which will recognize and encourage individual gifts and talents. In keeping with the philosophy of building a school community which responds to the dignity and worth of each member, each student will have a program of studies designed for them. Efforts are made to design the schedule for the students and not trying to fit the students into the schedule.

The application process requires that all prospective students are in good academic standing and complete the standard Archdiocesan application and return it by the annual due date. By going to an online format, the registration process has been streamlined and automated to allow for more consistent data collection and payment of fees. The prospective students must supply student transcripts as well as recommendations from the prospective student’s teachers and pastors. The student must take the Archdiocese Placement Exam that is offered several times between January and April. Some students may be asked to appear for an interview for further evaluation. Once the Admissions committee reviews the completed application process and exams, acceptance notifications are sent in early March. While the school is committed to enrolling Catholic students, the evidence suggests large number of non-Catholic students are applying. The number of admitted ninth graders who are Catholic has declined in recent years from 86% in the 2005-2006 school year to 75% in the 2010-2011 school year – reaching its lowest numbers for the 2008-2009 and 2009-2010 with 68% and 67% of the admitted ninth grade students being Catholic, respectively. To what extent are the school’s marketing, recruitment, and public relations efforts effective in attracting qualified students? Bishop Alemany High School has done an outstanding job in this area. In 2007 the Administration formed the Community Outreach Office for the purpose of communicating with prospective families the opportunities available. The office works year round to create and maintain relationships within the partner schools. Over the last four years, the school population has increased by over 200 students.

Findings Evidence Outreach Office has created a database of between 800 and 1600 seventh and eighth grade students who receive a between 8

Interview with Outreach Office


to 10 mailings a year detailing activities at Bishop Alemany High School. The students from partner schools are invited to a junior high social held the night of our Homecoming football game.


Open House is held in November to give for potential students and their families and opportunity to tour the campus and meet the current students, faculty and staff.


Throughout the year, the Outreach Office gives individual family tours of the campus.

Observation

To what extent is enrollment targeted to maintain effective and meaningful curricular and co-curricular programs that meet the philosophy and goal expectations of the school? Enrollment has seen a growth over the last four years and is targeted at enrolling 425-450 freshmen each year. Given the normal rate of attrition at the other grade levels this will give an annual enrollment of about 1600 students. The income from such enrollment, even though there are reductions in tuition for needy families, is sufficient to sustain the current curricular and co-curricular programs and to add elective classes as space and teacher and student interest allow. An effort to reduce class sizes has been made. Any section with 30 or more students requires an administrator’s approval. This has reduced the percentage of sections with 30 or more students from 34.01% in the 2006 - 2007 school year to a low of 11 and 82% in the 2009-2010 school year. It has since edged up to 26.49% for the 2010-2011 school year. In addition, the number of teacher teaching more than five periods has increased. In the 2009-2010 school year thirteen teachers were teaching more than 5 periods per regular day. For the 2010-2011 school year this number has increased to 18. The conditional use permit issued in 1995 allowed for 1700 students. This was predicated upon the building of 6 additional classrooms in the area of the L-wing which has not been completed. Our current enrollment stands at 1673. Some teachers have raised not only pedagogical concerns, but concerns of classroom physical sizes are not equip to handle the current number of students in the classrooms, especially on the eastside of campus. Composite scores from the High School Placement Test indicate those students scoring below the mean has stayed relatively steady over the past five years - from 57% - 62%. Students scoring in the third and fourth quartiles appear to be relatively steady as well. There is a noticeable drop in the percentage of students scoring in the second quartile – from 32% to a low of 23% - with a noticeable increase in students scoring in the first percentile – from 26% - 37%. One teacher touched on the consequences of this during one of our faculty service days, “students entering are not as academically gifted as we might want and plans to ensure these students are guided and nurtured requires more academic planning.”


The school reputation has improved in the community. According to the 2010-2011 Parent Survey, 61% of the parents rates Bishop Alemany as “outstanding” with its instructional program. Thirty-one rates Bishop Alemany as “good” and 8% as “adequate.” Sixty-eight percent of the parents rate the school’s “focus on student achievement” as “outstanding,” 23% as good and 4% as “adequate.” Seventy-three percent of parents rate the school as “outstanding” when it comes to encouraging parental involvement, 14% rate Bishop Alemany as “good” and 13% rate the school as “adequate.” Sixty-six percent of the parents rate the faculty and staff as “outstanding” with being attentive to the needs of the students, 29% of the parents rate the school as good, and 6% rate as “adequate. Seventy-four percent of the parents believe Bishop Alemany does an “outstanding” job of “nurturing students in a safe healthy learning environment and 22% of the parents rate the school as “good.” From the student surveys, at least 90% of the students agreed or strongly agreed with all six questions involving feeling safe on campus throughout the day. Seventy-six percent of the students agreed or strongly agreed they could express their ideas, thoughts and feelings in an artistic form through art, music, dance or theater. Eight-eight percent of the students agreed or strongly agreed that Bishop Alemany has helped them acquire study skill which applies to academics, activities and real world situations. Ninety-six percent of the students agreed or strongly agreed that they respect the personal rights of other students and adults while 93% agreed they respected the rights of others who hold different opinions or points of views. Eight percent of the students agreed or strongly agreed that their teachers usually use a variety of learning activities to engage students at a higher level of learning. All of these survey results from parents and students point an improved reputation in the community. Areas of Strength A very active Community Outreach Office Student population has increase of over 200 students since 2006. The school reputation has improved in the community.

Areas of Growth The Administration should seek ways to encourage a priority in admission for Catholic

students. Students who function in the first quartile on placement testing necessitate more

academic planning time for teachers in order to ensure students are guided and nurtured properly in their studies.


D5. Development Resources Criterion To what extent has the school an effective development/fundraising program that is consonant with school philosophy? Bishop Alemany has made efforts to maintain development and fundraising efforts. However, actual development and fundraising have been nominal and have not made a great impact on finances. Instituting an effective long-term development and fundraising strategic plan is necessary. The former Director of Institutional Advancement resigned in June 2006. A newly commissioned School Council took office in fall of that year and with the leadership of the new principal it was decided to return to basic concepts of development rather than proceeding with a faltering Capital Campaign. The Capital Campaign Consultant was dismissed in 2006 and the focus shifted to fundraising. The School Council was inactive for two years but has been revived recently. A Director of Fundraising was hired in 2006 and since then has coordinated an improved Annual Appeal by bringing in teams of parents and students to operate a phone-a-thon and by making the whole campaign more competitive. The Director of Fundraising was recently reassigned and has the dual positions of Director of Fundraising and ASB. The responsibility for development has been delegated to the Alumni Director, appointed in August of 2009. The position of Coordinator of Alumni Relations was established in 2007 to improve the alumni database as well as reach out to alumni to return to campus for receptions and reunions. Previously, Bishop Alemany reached out to its alumni through the Director of Alumni Relations. The school, through the Director hired an outside firm to create a database and collect alumni information for this database. A dispute with this company led to the disappearance of the database containing the information of approximately 13,000 alumni. A new Alumni Director was appointed in August of 2009. The Alumni Director has been working on re-creating this database. Currently we have reconstructed approximately one-third of the database by gathering information from alumni attendance at events such as the Taste of Alemany, Golf Tournament, Breakfast with the Principal, an Alumni Homecoming Event and through the website. Other developmental responsibilities include the Annual Raffle, Annual Appeal, and Casino Night. The number one factor influencing major gifts is the degree to which an individual has been meaningfully involved in the mission of an organization. Alumni Relations Programs build on this principle to attract people and dollars. The school recently acquired Raiser’s Edge , a fundraising software, that is specifically geared towards gathering Alumni/Donor information and building up the database. In addition, the school also acquired SPARK to interface our website with Raiser’s Edge. As new alumni information is obtained, it is entered into the Raiser’s Edge database. The school also uses Aeries and Naviance for


current student records. Raiser’s Edge is not compatible with Aeries and Naviance and because of this, newly graduated alumni must be entered by hand. To what extent is there evidence of development planning? During 2004, the BAHS Advancement Office initiated the school’s first endowment fund the Bishop Alemany Scholarship Endowment Fund, held in the Archdiocesan Investment pool as restricted funds. As of November 23, 2010, the balance in this fund is $332,603.56. The interest from this fund will support future scholarship opportunities. However, no additional funds have been added to this fund since the previous administration. There are also a number of memorial scholarships of nominal value available to students: These include the Zinni Memorial Fund, the Jean Duell Memorial Scholarship, the Joseph G. Hynes Scholarship, the Robert Gebauer Memorial Fund, the Woody Bolin Scholarship, the Father Norm Scholarship Fund and the Vincent Zarconi Memorial Scholarship. These scholarships are held as restricted funds within the school’s account. The balance on many of these accounts is nominal. Recently the Director of Alumni was assigned the task of Development and has plans to attend training in this area. The current activities of the new office include fundraising by instituting a school-wide raffle, expanding the Annual Appeal and continuing to host the annual “Taste of Alemany” event. In addition the office has taken over the operation of the annual Golf Tournament and Casino Night from the Parent Association Board. There are plans to reach out to potential donors and to hire a full-time grant writer. However efforts should be put in place to ensure this grant writer is well-qualified. Even though the former Advancement Office had a full-time grant writer, very little was accomplished apart from the Hannon and Doheny Foundation grants, which are automatic for Catholic schools. The instability and dual responsibilities of personnel in the Advancement Office has also inhibited their ability to reach out to the community in order to develop relationships with people who can substantially contribute to the financial well being of the school. Areas of Strength The school acquisition of Raiser’s Edge software and the SPARK web-based interface in

order to more efficiently gather Alumni/Donor information. The use of an outside financial aid company - Private School Aid Service – to determine

awards in order to provide an objective decision for general financial aid. Areas of Growth The school had built an Alumni database containing the information of approximately

13,000 alumni but dispute with the software company led to its disappearance. The school should continue to re-create this database and increase Alumni contact.


The incompatibility issues between Raiser’s Edge, Aeries and Naviance make entry of new alumni tedious. Research and develop ways to better facilitate the transfer of information from Aeries and Naviance to Raiser’s Edge.

The Administration should hire a grant writer to reach out to other potential donors. The Administration should budget to increase the endowment fund to relieve the burden

of using operational funds to provide financial aid to students. No new funds have been added since the last administration.


Chapter Five

School Wide Action Plan Growth Area Action Plan #1. The school leadership and faculty will develop, implement and monitor a plan to assess the degree to which each student is accomplishing the Student Learning Goals. The plan will include benchmarks, performance indicators and assessment strategies. Rationale: In the Progress Report it was stated that there still exists a need to fully implement the Action Plan item from the previous visit

and to completely address the Critical Areas for Improvement especially in the establishment of agreed-upon benchmarks and performance indicators.

Additionally, in Criterion A. 4. the Focus Group determined that students and teachers have only a hazy vision of the goals and more needs to be done to clarify the vision and promote accomplishment

Growth Targets: By the end of school year 2011-2012 benchmarks for each Student Learning Goal, together with appropriate performance

indicators, will be developed by each academic department and appropriate directorates. Selection of power standards, standardized assessments and benchmarks for learning are being considered for future

development to more specifically measure student learning and content being taught in each classroom by the teachers By the end of school year 2013-2014 each student will be maintaining a portfolio, either hard-copy or portfolio, to demonstrate

progress towards accomplishing each Student Learning Goal. The school will seek to develop a means to have graduating seniors present evidence of their accomplishments in high school

to their teachers and parents as part of commencement exercises. Student Learning Goals Addressed: All The Graduate of Bishop Alemany High School will be:


I. ENRICHED BY FAITH II. PREPARED INTELLECTUALLY III. COMMITTED TO PROMOTING JUSTICE AND PEACE IV. CHARACTERIZED BY MORAL COURAGE AND CONSCIENTIOUS LEADERSHIP V. DISTINGUISHED BY CONCERN FOR OTHERS Expected impact on student learning:

Task Personnel Responsible

Resources Needed

Timeline Means to Assess Means to Report

1. Establish benchmark

points for each Student Learning Goal at which progress will be assessed.

Student Learning Goal I. Religion department Campus Ministry

II. Academic Council Academic

departments Assistant Principal

for Curriculum and Instruction

III. Religion department Campus Ministry Christian Service

IV. Core Administration Administrative

Advisory Council Deans of Discipline

V. Christian Service

Meeting Time

Completed by the end of School year 2011-2012

Benchmarks established for each Student Learning Goal

School website Parent-Student

Handbook Faculty

Handbook Department,

Directorate and Club handbooks


2a. Establish performance indicator(s) for each benchmark that assess the degree of student accomplishment

2b. Every teacher of

every grade level and subject must clarify what students must know and be able to do by the end of every school year in accordance with SLG II

SLG: Student Learning Goal I. Religion department Campus Ministry Christian Service

II. Academic Council Academic



III. Religion department Campus Ministry Christian Service

IV. Core Administration Administrative

Advisory Council Deans of Discipline ASB Parent Association

Board V. Christian Service

Meeting Time Completed by the end of School year 2012-2013

Performance indicators established by each curricular and co-curricular area for each appropriate SLG


Handbook Faculty

Handbook Department,

Directorate and Club handbooks


3a. Each academic department will develop curriculum mapping for pacing and power standards;

3b. Each Academic

department will develop concrete measurements for critical thinking skills, problem solving skills, written, verbal and non-verbal communication, and tests for the functional use of technology.

Refer to Action Plan #2 Academic Council Academic



Refer to Action Plan #2 Professional development funds

Refer to Action Plan #2 2011-2012

Refer to Action Plan #2 Measurement Protocol stated in each department handbook Department chairs to ensure that the protocol is used in lesson planning

Refer to Action Plan #2 Department

Handbooks Curriculum

Catalogue Lesson planning

4. The Administration will develop a process for graduate exit evaluations as part of Commencement Exercises

Academic Council Academic



Professional Development on portfolios, visiting school sites that conduct portfolio defenses

Completed by 2013-2014

Rubrics/ criteria for completion of student work/ exhibition of student learning-defining what students should know and be able to do by the end of 4 years at BAHS


Handbook Department

Handbooks Curriculum

Catalogue


Growth Area Action Plan #2 A comprehensive plan to maximize the academic potential of each student Rationale: In order to effectively address the components of the second Student Learning Goal, it is necessary to clearly define learning

outcomes and develop proper means of assessment. Students should have the skills and knowledge necessary for the 21st century where real world applications and college readiness

skills are paramount. Scores on the High School Placement Test given to incoming freshmen indicate that over half of those who register score

below grade level in math and English and are therefore under-prepared for the academic program. Improvement Target: The overall purpose of the program is to provide the skills needed for students to perform within their classes and remediate where necessary Curriculum mapping, common assessments and analysis of results will ensure that all students are gaining the same knowledge

and will show teachers where improvement is needed. Students will increase their basic literacy and math proficiency as well as build confidence in both subject areas to better prepare

them for transition and rigor of high school subject matter content during a summer bridge program between elementary school and high school

Standardized test preparations skills and strategies will be considered part of the curriculum in core content coursework. Students must be taught how to take standardized tests in order to be successful on the exams.

While there is an Office of Academic Support Services to aid those with learning differences, there are only basic or remedial classes at the freshman level for those who are under-prepared. The school will develop programs to help these students learn across four years since currently all students are expected to segue into College Prep classes starting in sophomore year.

Teachers will be trained in how to construct differentiated lesson plans and teach to students with different learning needs. The school will create common standardized assessments that will measure the Student Learning Goals and state standards,. The school will develop and train a Professional Development Task Force that will to develop and analyze assessment data and

develop a school-wide teacher development program. Student Learning Goals Addressed The Graduate of Bishop Alemany High School will be: II PREPARED INTELLECTUALLY


Task Personnel Responsible Resources

Needed Timeline Means to Assess Means to Report

1. Academic departments and teachers individually will develop curriculum mapping for each grade level and subject to include selecting appropriate California state standards.

Academic Council Academic departments Assistant Principal for


Meeting Time Funds to attend

workshops

2011-2012 Classroom walkthroughs comparing curriculum map to actual evidence in classrooms (class audit)

Student learning outcomes of common assessments


Curriculum Catalogue

2. Each department will develop common assessments in grades and subjects for consistency in horizontal alignment.



Cross-curricular and grade level meeting time

2012-2013 Physical evidence of assessments

Student learning outcomes

Common Assessments held in the office of the Assistant Principal of Curriculum and Instruction

Each Department Chair will report to the Academic Council


3. Each department and individual teacher will analyze the results of such assessments to measure student learning outcomes.



2013-2014 Each dept. will articulate their successes and means to address learning gaps.

Report on student learning for each department generated by academic dept. chairs and Assistant Principal of Curriculum and Instruction

4. There will be an E-Portfolio for each student containing evidence of learning for every academic class



Professional Development and visits of school sites that use portfolios to measure student learning outcomes (Da Vinci, Chaminade)

2013-2014 Concrete portfolios kept by one department and contained on the database

Alemany Website Portfolios

maintained in Mentor groups

5a. Teachers will have access to knowledge of the basic literacy, reading and writing skills of all of their students

Assistant Principal for Curriculum and Instruction

Professional Development Task Force


Development of a professional development plan which provides structured time for teachers and staff to dialogue in order to address these needs.

2011and ongoing

Academic Council to receive information to be dispensed to teachers

Teacher access


5b. Each student will be assessed to be determined; limited English, GE reading, math limited

Assistant Principal for


Academic Departments

Class time

Assessment results

published each year

Department

minutes

6. Teachers of mandatory grade level electives will teach essential standardized test taking skills within the curriculum



Meeting time Funds for

workshops practice test

materials and skill materials

2011-2013 Department Handbooks


7. The school will create a professional development plan which provides structured time for teachers and staff to dialogue in order to address these needs.

Assistant Principal for Curriculum and Instruction

Professional Development Task Force

Placement of organizational structures, such as protocols for meetings and time for teachers and staff, to efficiently discuss the changing needs of the student population

2011-2013 Through professional development, providing knowledge and tools for teachers to meet the needs of students not performing at grade level proficiency as well as students needing more challenge, those who excel above grade level.

Faculty Meetings Alemany website

8. The school will structure and implement a comprehensive plan for identifying and


Curriculum and

Meeting time Division into

focus groups Funds for

2011-2014 Improvement in standardized test scores by each cohort

Communication with parents

Plan outlined in Curriculum


assisting students who struggle academically.

Instruction Director of Academic

Support Services Counseling Department

workshops and school visits

Catalogue

9. The school will make changes in course selections or course outlines as needed to accommodate all levels of student ability



Funds for professional development on curriculum development

2011 and ongoing



Alemany Website

10. The school will develop policies and procedures for ensuring that students are placed in courses as appropriate to their ability and interests



Director of Academic Support Services


Convocation of responsible personnel to work out procedures

2012-2012 Policies and procedures published in Parent-Student Handbook;

Also in the Faculty Handbook;

Also in Department Handbooks


Faculty Handbook; Department

Handbooks Alemany Website


Growth Area Action Plan #3 Continue to improve Catholic Identity by focusing on the faith, moral and ethical formation of students Rationale: Even though the school has made great strides in improving the Catholic Identity, there is still much to be done to develop Bishop Alemany as a truly Catholic institution, especially in light of the criteria emanating from the United Conference of Catholic Bishops. Improvement Target The staff of the Campus Ministry Center indicates the following five areas for growth:

1. A more concerted effort to assist, inform and advise the Bishop Alemany administration regarding school policies and the development of programming and their relation to Catholic teaching and traditions.

2. To increase faculty commitment to the Catholic mission, in general, and the specific tasks relative to their positions that involve the Catholicity and spirituality of the school.

3. To increase student, staff, and faculty participation in school liturgies, in regards to their physical presence and their active participation.

4. To further integrate the unchurched Catholics and non-Catholics into the active faith live of our school's spiritual life. 5. Increase office, meeting and storage space to meet the demands of growth and activities.

An area of improvement would be to encourage and expect more student involvement in community service projects beyond the religion class requirement, especially since those who have participated believe them to be a valuable and enriching experience. Student Learning Goals Addressed The Graduate of Bishop Alemany High School will be: I. ENRICHED BY FAITH III. COMMITTED TO PROMOTING JUSTICE AND PEACE IV. CHARACTERIZED BY MORAL COURAGE AND CONSCIENTIOUS LEADERSHIP V. DISTINGUISHED BY CONCERN FOR OTHERS


I. CATHOLIC IDENTITY


Resources Needed


Family Education 1a. The Office of Campus Ministry in cooperation with the Administration will develop a family education program in faith formation; using retreats, webinars. Meetings 1b. The administration and the Office of Campus Ministry will conduct parent and student orientation for those who have never attended a Catholic school in regards to Catholic Identity and what it means to be attend an Archdiocesan Catholic school

Administration Office of Campus

Ministry Chaplain


Ministry Chaplain

Time and

facilities for retreats, webinars and meetings

Calendar

dates Meeting

space Time for

planning

Fall 2011 and ongoing Fall 2011 and ongoing

Program Calendar Program outlines Information meetings

schedule Program Calendar Program outlines Orientation meetings

schedule

Alemany Website Information Flyers Director of Campus

Ministry to regularly report to the Administrative Advisory Council

Alemany Website Information Flyers Director of Campus

Ministry to regularly report to the Administrative Advisory Council

2. The Administration and the Office of Campus Ministry will work to increase faculty commitment to the Catholic mission, in general, and the specific tasks relative to their positions that involve the Catholicity and spirituality of the school


Ministry

o Planned

faculty retreats that focus on being a teacher in a Catholic school

Fall 2011 and ongoing

Faculty Retreat outline

Faculty meetings Weekly Bulletin Faith Formation

literature Retreat follow-up

prayer meetings


II. MORAL AND ETHICAL FORMATION


Resources Needed


1. The Office of Campus Ministry in cooperation with the Administration will establish a process for professional development in spirituality and prayer.

Administration Office of

Campus Ministry

Meeting time


Process description

Faculty Meetings

2. The Assistant Principal for Student Life and Deans will develop and implement a process for addressing the issues of on-campus bullying and harassment through teaching acceptance and emphasizing Catholic Social Justice teachings.

The Assistant

Principal for Student Life

The Deans of Discipline

Professional

development opportunities

Budget funding Meeting time Student

assemblies


Inservice and

workshop attendance

Calendar of student assemblies and small group meetings

Alemany website Faculty Meetings The Assistant

Principal for Student Life will report to the Administrative Advisory Council

III. CHRISTIAN SERVICE


Resources Needed


1. The Administration and the Director of Christian

Administration Director of

Budget funds

for materials

Fall 2011 and

List of service

opportunities

Alemany website Faculty Meetings


Service will seek opportunities and means to involve greater numbers of students in community service projects

Christian Service

and transportation

ongoing Lists of participating students

Pictures and videos of projects

Director of Christian Service will report to the Administrative Advisory Council


Growth Area Action Plan #4 Develop and implement a 3-5 year Strategic Master Plan for institutional advancement. Rationale: from Growth areas Currently there are no formal, written master plans for institutional advancement and the school has great needs for non-

encumbered income that may be used to fund facilities and technology improvement. As stewards of the one of the largest Catholic Archdiocese secondary schools, a $13 million annual budget, and a growing

enrollment it is imperative that short and long term plans be developed. Strategic plans for Development, Technology, and Facilities should be designed to work as ongoing documents that are

revisited revised and revised annually by selected stakeholders from within the current student and family population, alumni, faculty, staff, administration, archdiocese, partner schools, and local community.

A large increase in enrollment in recent years has placed stress on the available locker, classroom and laboratory space. The Archdiocese has reclaimed nine acres of land that used to be athletic fields and parking

Growth Targets: o Development Plan

o Development / Alumni Office o Develop a stabilized and professionally trained Development Office. o Bishop Alemany has been successful at sustaining itself from year to year; however, the Development Office must

establish financial goals that will support and sustain the long term and emergency needs of the school. o Establish a permanent and easily maintained Alumni database. o Increase Alumni contact. o Research and develop ways to better facilitate the transfer of information from Aries and Naviance to the Raiser’s

Edge program. o Hire a grant writer to establish a system for obtaining grants.

o Enrollment Needs o Continue working with all partner schools to sustain the enrollment at 1,600 students. o Teachers need more academic planning time for in order to ensure all levels of students are guided and nurtured

properly in their studies. o Master Plan for Facility

o Drafting a 5-year Master Facilities Plan.


o Maintenance planning should be targeted at basic ongoing needs and preventative maintenance. o Classroom and teacher workspace issues should be included in the master plan since increased enrollment has

generated problems in these areas o Planning for long term capital expenditures.

o Technology Plan – o Finalize the new 3 year Technology Plan. Those identified as stakeholders should hold regular meetings to measure

progress, realign priorities, and report to the community at large. Student Learning Goals Addressed: Ultimately the ability to run all programs will depend on success in this area. The Graduate of Bishop Alemany High School will be: I. ENRICHED BY FAITH II PREPARED INTELLECTUALLY III. COMMITTED TO PROMOTING JUSTICE AND PEACE IV. CHARACTERIZED BY MORAL COURAGE AND CONSCIENTIOUS LEADERSHIP V. DISTINGUISHED BY CONCERN FOR OTHERS I. DEVELOPMENT PLAN


Resources Needed


To Raise Funds 1a. The Principal, the Alumni Office staff and the Fundraising staff will develop and implement a strategic plan for a formal professional Development Office 1b. They will also develop a realistic plan for eliciting

Principal Alumni Office Fundraising

Office Principal Alumni Office

Meeting and

planning time Research Time Professional

Development funds

Meeting and

planning time

2011-2012 2011-2012

The Strategic plan The Principal will

hire a qualified and experienced Grant Writer

The Strategic plan Alumni

Faculty meetings Alemany website Annual report

Faculty meetings Alemany website


greater Alumni financial support 1c. The Principal and the Fundraising staff will develop and implement a realistic fundraising plan

Principal Fundraising

Office

Research Time Professional

Development funds

Meeting and

planning time Calendar of

events Promotional

paraphernalia Budget funds

2011-2012 And ongoing

participation and financial records

Fundraising

records Fundraising

calendar

Alumni newsletter Faculty meetings Alemany website Promotional

literature

A plan to target utilizing unencumbered donated funds 2a. The Principal, the Administrative Advisory Council, the Academic Council and Budget Controller will prioritize the short and long-term facility, technology and personnel needs of the school. 2 b. The leadership will develop and implement a

The Principal, Administrative

Advisory Council

Academic Council

Budget Controller

The Principal School Council

Meeting time

for planning A survey of

perceived needs Formation of

the School

Spring 2011 and ongoing Fall 2011 and ongoing

A list of priorities

Formation of the

School Council

Faculty Meetings Parent

Association Board meetings

Alemany Website School Council Alemany website


process to re-establish the School Council to consist of those stakeholders who will provide advice and guidance on the spending of donations. 2c. The Principal and Coordinator of Financial Assistance will seek ways and means to providing greater financial assistance to qualified families 2d. The Principal, the School Council and Budget Controller will set a policy for using extra funds to increase the value of the BAHS Scholarship Endowment Fund thereby relieving the use of operational funds to provide financial aid to students.

The Principal Coordinator

of Financial Assistance

The Principal School Council Budget

Controller

Council A selection

process established

Increased

amounts available up to half of annual tuition

A policy and

process established for remitting funds to the Endowment Fund

Fall 2011 and ongoing 2011-2012

and approved by the Department of Catholic Schools

Financial reports Financial

assistance reports BAHS

Scholarship Endowment Fund policy

Investment Pool records

Financial

Assistance Coordinator reports to the Principal and School Council

The Principal

reports to the School Council

Alemany Website to inform stakeholders

Development office promotional; literature


II ENROLLMENT PLAN 1. The Administration and Outreach Office staff will develop a plan targeted to maintaining and sustaining a specific enrollment and procedures for establishing a waiting list when that number is reached.

Administration Outreach

Office staff

Meeting time

for developing a plan

Fall 2011

A strategic plan

for managing enrollment

The Director of

Outreach will report to the Principal and School Council

2. The Administration and Outreach Office staff will develop a process for ensuring that all qualified Catholic students are given priority in admission. so to encourage a more Catholic student population

Administration Outreach

Office staff

Meeting time

for developing a plan

Fall 2011

A written process

for managing priority admission of Catholic students

The Director of

Outreach will report to the Principal and School Council

III. FACILITIES PLAN


Resources Needed


1. The Administration, School Council and Head of Maintenance will develop a five-year strategic plan for facilities

Administration School

Council Head of

Maintenance

The Principal

will enlist a professional to assess the needs of the

Beginning spring 2011

The plan will be a

working active document

The plan will be revised on an

The Administration

will report regularly to the School Council

Faculty Meetings


improvement Regional Supervisor

school facility; This will

include an estimate of life span and replacement costs.

An estimated budget for these needs should be developed and monitored

annual basis, but projecting 3 years ahead.

Those responsible will hold regular meetings to measure progress, realign priorities, and report to the community at large

Parent Association Board meetings

Administrative Advisory Council meetings

Alemany website

III. TECHNOLOGY PLAN


Resources Needed


Finalize the Technology Document. 1. The Principal, Assistant Principal for Curriculum and Instruction and Technology Staff will ensure that the draft document is finalized

Principal Assistant Principal for Curriculum and Instruction

Technology Staff Designated Stakeholders

Budget funds

for consultant Meeting and

planning time

2011-2012

The Principal,

Assistant Principal for Curriculum and Instruction, Technology Staff and designated stakeholder representatives

School Council

Meetings Faculty Meetings Parent Association

Board meetings Administrative

Advisory Council meetings

Alemany website


will review the Technology Plan

The Plan will be a working document that is revised on an annual basis

Communicate Plan to faculty and staff.

2. The Principal, Assistant Principal for Curriculum and Instruction and Technology Staff will ensure that the Technology Plan is implemented

Principal Assistant Principal for Curriculum and Instruction

Technology Staff Academic Council

Budget

planning to accommodate incremental implementation of the plan

Ongoing Meetings for planning and oversight

Funds for workshops and conventions to research software and hardware products


Faculty and

staff feedback as components are introduced

Surveys and analysis of how well the new technology is meeting needs

School Council

Meetings Faculty Meetings Parent Association

Board meetings Administrative

Advisory Council meetings

Alemany website


Chapter Six Catholic Identity

To what extent does….

the school have Mission Statement and the Philosophy Statement that indicate the integration of the Roman Catholic faith into all aspects of school life?

Bishop Alemany High School exceeds in this area. The Philosophy contains three goals that sum up the purpose of the school: To proclaim the Gospel message, which offers a new vision of God, the world

and humanity; To build a school community which responds to the dignity and worth of each

member; To reach out in service to those in need through prayer and direct participation

in the cause of social justice. Likewise the Mission statement states that Bishop Alemany is a Catholic High School, a community enriched by faith that aims to develop intellectually prepared men and women who are committed to promoting a just and peaceful world as conscientious and morally courageous leaders in service to others. This addresses the religious, academic, and service purposes of the school.

the school provide regular opportunities for the school community to

experience prayer and the Sacraments?

The school offers such opportunities to a very high degree. Every school day begins with a prayer that is read before the daily announcements. This prayer is often tied to the Church's liturgical calendar, paying attention to the saint of the day or the spirit of the liturgical season. Daily Mass is offered in the school chapel. School Masses or Class Masses are celebrated monthly for the entire school community and involve a great deal of student-lead preparation and ministry participation. Freshman and Sophomore students attend class retreats along with their teachers. Juniors and Seniors have the opportunity to attend overnight retreats. Celebrations of the Eucharist occur at all retreats. Reconciliation is offered twice a year for the students and staff. A Chaplain is also available to administer sacraments as requested. The community members are encouraged to begin every class and school meeting/event with prayer.


the school have a Religion Curriculum that is faithful to Roman Catholic Church teachings and meet the requirements set forth by the United States Conference of Catholic Bishops?

The school exceeds in this area. Religion Department members are either certificated through the Archdiocese or are in formation programs. Almost all have degrees in Religious Studies. All textbooks currently being used in the Religion Department have received the approval of the US Bishops textbook committee. Preparations have already begun to implement the new curriculum as set forth by the United States Conference of Catholic Bishops beginning in the 2011-2012 school year.

the local Ordinary approve those who teach the Catholic Faith and is there

ongoing formation for catechetical and instructional competence?

Each year the Religion Department, through the office of the school principal, submits the Religion teachers' names along with their educational backgrounds to the Archdiocesan office of Secondary Education. All Religion teachers are required to have completed or be in the process of completing the Arch-diocesan program for certification.

the school maintain an active partnership with parents whose fundamental

concern is the spiritual and academic education of their children. Campus Ministry is actively pursuing the formation of a Campus Ministry Parent Booster Club to involve parents in the development of its programming and outreach. Parents are invited to attend the daily mass in the school chapel, the Parent board holds two prayer breakfasts each year in which the families of the school are invited to pray together, and the Junior class families are invited to an annual Ring Mass each year at which their school rings are blessed. The school chaplain contacts the families of every student who has suffered the death of a relative/friend to offer assistance and support. Family members are invited to welcome their Senior students following the Kairos retreats and are encouraged to be prayerfully supportive of their student throughout the course of the retreat.

the school have a service-oriented outreach to the Church and the civic community after the example of Jesus Christ who said. “I have given you an example so that you may copy what I have done to you.”

Every Religion class requires the completion of some service by the student during each semester. The Campus Ministry Center offers a number of opportunities for Christian Service during the school year, including participation at events that raise awareness about moral concerns (e.g. abortion, the death penalty, homelessness),


direct service to off-campus individuals/groups (e.g. Operation Gratitude, letter writing campaigns, Covenant House, local nursing homes) and on-campus service (eg. liturgy preparation, liturgy band, liturgical ministries, assisting teachers and offices with the fulfillment of various tasks, preparing meals for the homeless, collection drives). Special drives are conducted to aid our Alemany families who suffer fires, illness, or some other devastation. various tasks, preparing meals for the homeless, collection drives. The The Director of Christian Service also offers opportunities such as the Read to Lead program tutoring at local partner schools; Alemany Amigos, where children from between 2nd and 7th grades from local poorer neighborhoods are bussed to the school on a Saturday and spend a day of games and activities led by Bishop Alemany students; and in cooperation with Religion teachers conducts a Freshman service day as a counterpoint to each Freshman retreat. Freshman Religion classes that are not on retreat are taken to do a service project.

the school make use of signs, sacramentals, traditions and rituals of the Roman Catholic Church? Campus Ministry has provided crucifixes for all classrooms, offices, halls and the gym. Symbols of our patroness, Our Lady, Queen of Angels, are also in all classrooms and offices. Campus Ministry clubs often hang posters around the school that remind the community of issues and themes important to the Catholic faithful. A peace pole was planted outside of the school chapel in the Fall of 2009 as a sign of the schools commitment to the endeavors of justice and peace. The Campus Ministry office has a taken on the identity of a student center with the addition of outdoor and indoor furnishings, all tangibly helping to raise the profile of the integral nature of campus ministry at a Catholic school. A banner displaying the liturgical color of the appropriate Church season hangs outside of the Campus Ministry Center as a constant reminder to situate our day within the context of the liturgical year. During the season of Advent a large and decorated Advent wreath is installed outside of the Campus Ministry Center. Senior students wear their Kairock stones after their kairos as a daily reminder of their retreat experience and their desire to "live the fourth". Exposition of the Blessed Sacrament takes place in the school chapel every First Friday. Mass is celebrated on all Holy Days and special occasions. and prayer services are also common at various times. When needed, the sick are anointed by the school chaplain. A Book of Remembrance, in which the community members write the names of their beloved deceased, is placed at the altar in the chapel during the month of All Souls, November. Many Catholic traditions are promoted, for example: the feast of Our Lady of Guadalupe (December 12) is celebrated with a special morning mass and breakfast,


the Pilipino custom of Simbang Gabi is celebrated in Advent, Dia de los Muertos is marked in October with the creation of altars to the dead, throats are blessed by the school chaplain on the feast of St. Blaise, candles are blessed on the traditional feast of the Presentation (February 4th), ashes are distributed on Ash Wednesday (the ashes come from palm branches that students bring from home and which are burnt at the student lunch area on the day before). Lent is observed with various projects, decorations and prayer services, the faculty/staff is invited to share meatless soup at the Campus Ministry on each Friday after school during Lent, the Stations of the cross are prayed as a community during Lent, a statue of Mary is crowned at student-lead ceremonies in May, and a Baccalaureate Mass is held to pray for our graduating class. The year culminates in the Baccalaureate Mass which is held to pray for the graduating class.

are all school personnel actively engaged in bringing the Good News of Jesus into the total educational experience.

Faculty and staff understand the Catholic mission and the majority are committed to this mission; others cooperate as mandated. New teachers attend a workshop presented by the Archdiocese on Catholic identity. Bishop Alemany High School also meets with new faculty to review the Catholic mission. A strong Campus Ministry program ensures that all staff have adequate resources to promote Catholic identity (prayer books, information, Archdiocesan guidelines). The English, Mathematics, and Social Studies Departments and the Religion Department, take active leadership in promoting Christian service opportunities. Campus Ministry provides a spiritual retreat to begin the school year and the Archdiocese provides faith formation days. Classes and extracurricular activities are required to begin with prayer. Many faculty and staff are student retreat and service project chaperones.

Growth Areas for Campus Ministry: The staff of the Campus Ministry Center indicates the following five areas for growth: A more concerted effort to assist, inform and advise the Bishop Alemany administration

regarding school policies and the development of programming and their relation to Catholic teaching and traditions.

To increase faculty "buy-in" to the Catholic mission, in general, and the specific tasks relative to their positions that involve the Catholicity and spirituality of the school.

To increase student, staff, and faculty participation in school liturgies, in regards to their physical presence and their active participation.


To further integrate the unchurched Catholics and non-Catholics into the active faith live of our school's spiritual life.

Increase office, meeting and storage space to meet the demands of our growth and activity.


Appendix

Committees

Leadership Team:

Frank Ferry, Principal Keith Murphy, Vice Principal through July 2010, Self Study Coordinator Ingrid Alvarez, Teacher, Foreign Language Madeleine Espinosa, Teacher, Computer Science Jan Galla, Vice Principal Sister Sara Goggin, Teacher, Religion Charlotte Mullich, Chair Visual and Performing Arts Department Candy Navarro, Counselor Charles Akins, Teacher, Social Studies Ruben Cortez, Teacher, Religion Timothy Meyer, Teacher, Science Michael Purnell, Director of Library/Media Center Reverend Norman Supancheck, Chaplain

A. Organization for Student Learning.

I. 1. Purpose; 2. Governance; 3. School Leadership; 4. Staff

Chair: TIMOTHY MEYER Sr. Anne Kavanagh Shannon Little Scott Drake Fionnbarr Kelly

II. 5. Environment; 6. Reporting Student Progress; 7.School Improvement

Process

Chair: RUBEN CORTEZ Alisha Kaminsky, Yoojin Kim Ruby Rios Rodriguez Maria White


B. Curriculum and Instruction.

I. What Students Learn

Chair: SISTER SARA GOGGIN Juliet Fine Sr. Jan Link Editha Thurairajah Anjum Qureshi Sharon Veenhof II How Students Learn

Chair: CHAR MULLICH Juanita Chauvin Liz Hise Ronit Liberman Julie Schadek Catherine Snider Manny Crespo Eric Neumann

III How Assessment is Used

Chairs: INGRID ALVAREZ/CANDY NAVARRO Gina Alkazian Andrea Chavez Fiorella Linares Shannon Macias Tim Peeters Lowell Thomas Casey Vear

C. Support for Student Personal and Academic Growth I. Campus Ministry/Service Learning; Parent/Community Involvement Chair: FR. NORM Jennifer Bellusci Ellie Ragonese Mary Wilson Don Levan Bob Warren


II. Student Connectedness

Chair: JAN GALLA Alycia Corcoran Sara Domian Marirose Medina Maria Parker Sami Phillips Angela Urbach Miguel Fletcher Michael Solar David Urbach

D. Resource Management and Development

I. Resources and Stewardship; Resource Planning

Chairs: MADELEINE ESPINOSA / CHARLES AKINS Dawn Langham Gina Perez Nancy Roselund Pat Coyne Mike Schaaff James Schmidt II. School Finances, Enrollment Resources, Development Resources Chair: MICHAEL PURNELL Julie Cardoso Katye Castan Emie Decena Jeannie McClure Bethel Trice Bert Caine Dan Hagadorn HOME GROUPS: Administration Frank Ferry, Jan Galla, Juliet Fine, Randy Thompson


Academic departments English: Virginia Alkazian, Alexis Arnold, Viviane Be, Andrea Chavez, Ronit Libermann, Nancy Roselund, Ramona Schantz,

Catharine Snider, Jennifer Vos, Paul Apolinario, Nick Sithi, Ryan Songco,

Foreign Language Ingrid Alvarez, Glenda Arriola, Leticia Lerin, Fiorella Linares,

Nikki-Raquel Perryman, Anna Rodriguez, Ruby Rodriguez, Miguel Pimentel

Mathematics Mary Killmond, Shannon Macias, Renee Rosen, Editha

Thurairajah, Sara Wobrock, Tim Browne, Tray Meeks, Tim Peeters, Michael Taylor, Casey Vear

Physical Education Angela Urbach, Bethel Trice, Georgia Wilkins, Dean

Herrington, Ted Iacenda, Eric Neumann, Mike Solar Religion Lynn Andrade, Sr. Sara Goggin, Liz Hise, Shannon Little,

Carolyn Moran, Carla Nunneri, Ellie Ragonese, David Blatter, Ruben Cortez, James Rebudal

Science Anjum Qureshi, , Marcia Takahashi, Sharon Veenhof, Keley

West, Bert Caine, Dave Carlson, Maclyn Eick, Tim Meyer, Kevin O’Shea,

Social Studies: Erika Roberts, Charlie Akins, Darrin Carlson, Scott Drake,

Richard Guante, Dan Hagadorn, Kurt Keller, Fionnbarr Kelly, Michael Wellington

VPA Jennifer Bellusci, Madeleine Espinosa, Char Mullich, Julie

Schadek, Bonnie Segraves, Manny Crespo, Lowell Thomas,

Alumni/Fundraising/Bookkeeping/Tuition Katye Castan, Julie Cardoso, Jeannie McClure, Dawn Langham, Gina Perez Athletics/ Activities/ASB Alycia Corcoran, Mike Solar, David Urbach, Orbie Harrod, Dean Herrington Campus Ministry/ Christian Service Fr. Norm, Don Levan, Jason Coito, Robert Warren


Counseling Juanita Chauvin, Karen Choi, Sara Domian, Alisha Kaminsky, Sr. Anne Kavanagh Yoojin Kim, Candy Navarro, Maria Parker, Maria White, Pat Coyne,

Custodial Staff

Maria Luisa Barbosa, Frank Hernandez, Maria Juarez, Joaquin Linares, Catalina Ocampo, Hilda Parvool, Ernestina Perez, Leonor Ponce, Brigida Sandoval

Deans Samantha Phillips, Angela Urbach, Miguel Fletcher, Jamie Quaglino, Pat Yomtob Library/Media Center/ Technology Sr. Jan Link, Michael Schaaf, James Schmidt, Michael Purnell Maintenance/Gardening/Security Staff

Salvador Bedolla, Rene Palma, Luis Sotelo, Roberto Sotelo, Jose Zamora, Raul Bocanegra, Noe Garcia Lagunas, Pedro Lopez, David Medellin, Antonio Arce, Edwin Estrellas, Elias Hallak

Office Staff:

Lori Brown, Janell Cornell, Sarah Crawford, Rachel De Otero, Emie Decena, Pat Martin, Dorothy McCormick, Tina Platte, Sheila Revere

Outreach Staff Bill Oates, Cecilia Garza, JoAnn Schnelldorfer, Caron Willits, C.J. Fulwilder Parent Association Board

President - Kathy Smith; Vice President - Yvonne Landin; Secretary - Marirose Medina; Treasurer - Pam Bingham; Freshmen Class Rep - Jonathan Shoucair; Sophomore Class Rep - Maureen Geller; Junior Class Rep - Stephanie Rubio; Senior Class Rep - Adriana Freedman; Golf Tournament - Don Wisdom; Casino Night - Jennifer Sanchez & Pam Bingham, Co-Chairs; Post Prom - Lori Brown; E-scrip - Leah Trammell; Teacher Appreciation Luncheon - Yvette Barreto; Hospitality - Erisha Spotville-Gudry; Boosters Yvonne Landin & Erika Dodge, Co-Chairs; Annual Appeal - Julie Miller & Michelle Sandoval, Co-Chairs


Parent Advisory Group: Peggy Gelpi, Julie Medina, Jacqueline Ochoa, Marirose Medina, Parent Association Board.

Student Advisory Group: Janice Medina ASB President, Stephanie Audish, Julienne Buendia, Vanessa

Freedman, Nikki Herrera, Candice Margiotta, Alyx Metcalf, Madicyn Williams, Nick Castagnola, Tyler Dabovich, (12th Grade); Anjelica Jackson, Katie Smith, Celina Vitocruz, Connor Orr, (11th Grade); Lauren Bennett, Samantha Shea, Jonathan Buendia, Sean Saavedra, (10th Grade)

Technology Michael Schaaf, James Schmidt


PERTINENT DATA Student and Community Profile Data. Demographics: The population of the San Fernando Valley disaggregated by ethnicity and household income is from a 2007 study by the American Community Survey of the San Fernando Valley

Area Population

Aged 15-19

White Hispanic Asian/ Pacific Islander

African American

Median Household income

Canoga Park , District 5

86,975 7% 30% 48% 17% 2% $53,133

Tarzana – Encino District 6

84,755 4% 73% 16% 8% 2% $98,057

Reseda – Van Nuys District 7

191,040 8% 30% 55% 8% 5% $46,846

Sherman Oaks –Studio City District 8

122,825 3% 73% 13% 8% 4% $107,826

North Hollywood District 9

189,130 7% 35% 52% 7% 4% $42,442

Sunland-Sun Valley District 13

122,520 10% 37% 50% 9% 3% $54,692

Panorama City – Arleta District 14

105,910 7% 10% 75% 11% 2% $47,713

Sylmar – San Fernando District 15

152,895 8% 8% 83% 4% 4% $54,674

Granada Hills/Mission Hills District 16

150,725 10% 31% 52% 9% 4% $61,113

Chatsworth-Northridge District 17

136,835 10% 52% 23% 17% 6% $85,456

Santa Clarita (2008) 177,045 17% 69% 20% 7% 3% $84,253

Simi Valley (2007)

118,687 15% 81% 12% 6% 1% $70,370


Student Profile Major Catholic Partner Schools: Number admitted to Alemany as freshmen.

School Location 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11Chaminade Middle

Chatsworth 2 4 2 4 2 1

De La Salle Granada Hills

42 29 46 39 36 39

Guardian Angel Pacoima 7 9 11 7 8 10 Mary Immaculate Pacoima 12 17 7 12 10 11 Our Lady of Lourdes

Northridge 9 12 7 11 11 16

Our Lady of Lourdes

Tujunga 3 9 3 7 5 3

Our Lady of Peace Sepulveda 12 7 12 20 9 5 Our Lady of Perpetual Help

Santa Clarita

4 4 11 8 7 8

Our Lady of the Holy Rosary

Sun Valley 5 5 13 2 5 9

Our lady of the Valley

Canoga Park

4 7 7 8 10 4

Santa Rosa San Fernando

12 11 8 12 10 10

St. Rose of Lima Simi Valley 10 9 10 11 15 11 St. Bridget Van Nuys 9 9 21 7 13 11 St. Catherine Reseda 7 8 5 6 11 5 St. Didacus Sylmar 15 17 20 18 15 14 St. Elisabeth Van Nuys 6 2 9 9 4 6 St. Euphrasia Granada

Hills 15 26 16 11 8 20

St. Ferdinand San Fernando

12 15 13 12 7 12

St Genevieve Panorama City

11 6 8 5 7 10

St. Jane Frances North Hollywood

15 10 5 5 8 9

St. John Eudes Chatsworth 9 7 4 8 9 8 St. Joseph the Worker

Winnetka 2 3 6 6 9 7

St. Patrick North Hollywood

6 0 3 4 2 7

Other Catholic 22 4 17 50 44 21 Non-Catholic 185


Initial Enrollment: As of September 15th each year

Year 9th 10th 11th 12th Totals Total M F M F M F M F M F 2005-2006 153 176 189 177 164 228 162 175 668 756 1424 2006-2007 163 200 155 171 187 168 159 225 664 764 1428 2007-2008 208 211 166 198 157 172 183 170 714 751 1465 2008-2009 253 244 202 209 171 192 151 169 777 814 1591 2009-2010 232 182 250 225 201 191 168 191 851 789 1640 2010-2011 243 215 221 182 214 215 186 196 864 808 1673

Catholicity:

9th 10th 11th 12th School %C %NC %C %NC %C %NC %C %NC %C %NC 2005-2006 86 14 80 20 72 28 72 28 78 22 2006-2007 76 24 76 24 80 20 84 16 79 21 2007-2008 81 19 79 21 81 19 79 21 80 20 2008-2009 68 32 80 20 77 23 80 20 76 24 2009-2010 67 33 67 33 77 23 75 25 71 29 2010-2011 75 25 67 33 66 34 76 24 71 29 Ethnicity: Native

American Filipino Pacific

Rim Asian

African American

Hispanic White Multi- Racial

2005-2006 1.8% 12.5% 6.1% 1.3% 37.8% 33.2% 8.1% 2006-2007 .8% 13% 4% 3% 45% 28% 7% 2007-2008 .3% 13% 3.9% 3% 44.7% 28.1% 7% 2008-2009 .4% 13% 4% 2.9% 43.8% 28.9% 7% 2009-2010 1% 12% 4% 4% 40% 29% 10% 2010-2011 0.4% 12.3% 3.2% 4.8% 40.5% 23.3% 12.8 Change in enrollment by starting and ending numbers. School Year Starting Ending % Change

per year Change year to year

ending/starting % Change year

to year 2005-2006 1424 1402 -1.54% +27 +1.93% 2006-2007 1429 1423 -.42% +42 +2.32% 2007-2008 1465 1427 -2.59 +164 +11.5% 2008-2009 1591 1572 -1.19 +68 +4.3% 2009-2010 1640 1581 -3.59% +92 +5.8% 2010-2011 1673 XXX XXX XXX XXX


Percentage of courses with more than thirty students, by year and department

Courses 2006-07 2007-08 2008-09 2009-2010 2010-11 Religion 41 23 29 17 42 English 32 34 17 20 36 Social Studies 61 43 25 24 24 Mathematics 42 34 30 14 27 Science 29 6 18 10 22 Physical Education 10 7 23 7 32 PE Athletics (Girls/Boys) 16 10 19 7 23 Health (Girls/Boys) 0 0 31 6 56 Foreign Language 20 45 26 3 36 Fine Arts 30 19 21 10 24 Computer Science 9 0 0 0 27 Visual/Performing Arts 33 22 25 11 23 Mentor Groups 0 7 6 0 5 Miscellaneous 0 0 0 9 0 Other 0 6 6 1 4 Average Overall 35 24 21 12 27


Post graduation plans

Year 4-yr college 2-yr college Voc. Inst. Armed Svcs F/T Work Unknown2005 206 61% 122 36% 3 1% 3 1% 0 3 1% 2006 241........63% 126 33% 4...........1% 3........... ..1% 0 7...........2%2007 205 58% 131 37% 4 1% 0 4 1% 10 3%2008 NA NA NA NA NA NA 2009 193 61% 111 35% 3 1% 3 1% 3 1% 3 1% 2010 NA NA NA NA NA NA

High School Placement Test Numbers of students who took the HSPT and enrolled in grade 9, disaggregated into quartiles based on National Percentiles

Cognitive Skill

Cognitive Skill

Basic Skill Basic Skill

Basic Skill

Year of Graduation

Quartile Verbal Quantitative Reading Math Language Composite

2014 76-99 103 78 81 84 82 84 (20%) Tested 2010 51-75 69 73 87 79 105 79 (18%) 431 tested 26-50 97 137 121 105 102 109 (25%)

456 enrolled 1-25 162 143 142 163 142 159 (37%)

2013 76-99 87 71 68 75 64 81 (21%) Tested 2009 51-75 65 89 103 81 98 79 (21%) 381 tested 26-50 78 102 85 91 82 88 (23%)

414 enrolled 1-25 151 119 125 134 137 133 (35%)

2012 76-99 122 100 107 102 89 107 (21%) Tested 2008 51-75 91 106 96 79 108 107 (21%) 471 tested 26-50 96 134 138 127 127 151 (30%)

508 enrolled 1-25 162 131 130 147 132 141 (28%)

2011 76-99 88 70 73 68 79 82 (22%) Tested 2007 51-75 75 79 93 81 109 77 (21%) 371 tested 26-50 96 114 107 100 97 114 (31%)

420 enrolled 1-25 112 108 98 122 86 98 (26%)

2010 76-99 50 49 39 54 54 47 (16%) Tested 2006 51-75 55 65 61 67 77 66 (23%) 285 tested 26-50 77 90 97 68 87 90 (32%)

362 enrolled 1-25 103 81 88 96 67 82 (29%)


PLAN Academic Assessment (October 2010) Percentage of Bishop Alemany students in National Quartiles

Year of Graduation

Quartile English Mathematics Reading Science Composite

2014 75-100 15% 11% 16% 12% 10% 50-74 28 22 33 19 31 25-49 33 52 24 33 28 1-24 24 15 27 36 31

Iowa Test of Educational Development

Class of 2007 06-07 12th NP GE

Composite 52 12.6Reading Total 64 13

Spelling 65 13 Math Total 49 12

Social Studies 49 11.9Science 39 10.2

Core Total 45 11.1

Class of 2008 06-07 11th 07-08 12th

NP GE NP GEComposite 54 11.8 48 12.3

Reading Total 61 13 52 13+Spelling 63 13 62 13+

Math Total 51 11.4 46 11.8Social Studies 51 11.3 46 11.8

Science 47 10.6 41 11.1Core Total 50 11.2 51 13+

Class of 2009 06-07 10th 07-08 11th 08-09 12th NP GE NP GE NP GE

Composite 50 10.2 58 13+ 38 10.2 Reading Total 54 10.8 59 13+ 43 11.3

Spelling 62 12 65 13+ 59 13+ Math Total 48 9.9 57 13+ 42 10.9

Social Studies 46 9.6 57 13+ 32 9.2 Science 42 9.2 55 13+ 34 9.6

Core Total 49 10 61 13+ 42 10.7


Class of 2010 06-07 9th 07-08 10th 08-09 11th 09-10 12th

NP GE NP GE NP GE NP GEComposite 49 9.1 53 11.4 56 12.0 49 12.2

Reading Total 55 9.6 54 11.4 56 12.5 53 13+Spelling 68 11.4 65 13+ 66 13+ 64 13+

Math Total 53 9.4 51 11.0 52 11.7 49 12.4Social Studies 45 8.5 50 10.8 49 11.4 50 12.5

Science 43 8.5 50 10.7 53 12.0 44 11.3Core Total 40 8.0 55 11.6 52 12.4 52 12.8

Class of 2011 07-08 9th 08-09 10th 09-10 11th NP GE NP GE NP GE

Composite 54 10.4 54 11.2 61 13+ Reading Total 57 10.6 56 11.4 63 13+

Spelling 67 12.3 63 12.8 69 13+ Math Total 53 10.1 51 10.6 58 13+

Social Studies 52 10.1 53 10.9 61 13+ Science 53 10.1 51 10.7 62 13+

Core Total 59 10.7 56 11.3 63 13+

Class of 2012 08-09 9th 09-10 10th NP GE NP GE

Composite 55 10.2 57 11.8Reading Total 56 10.2 61 12.2

Spelling 67 11.6 65 13+ Math Total 55 10.0 53 10.9

Social Studies 54 10.0 58 11.8Science 55 10.0 54 11.2

Core Total 58 10.4 59 12.0

Class of 2013 09-10 9th NP GE

Composite 55 10.2 Reading Total 57 10.4

Spelling 67 11.6 Math Total 55 10.0

Social Studies 56 10.2 Science 54 9.9

Core Total 59 10.5


PSAT RESULTS: Self-selected College Bound Juniors 2007 through 2009-10. All Juniors and Sophomores starting 2010-11

CLASS OF: CRITICAL

READING MATH WRITING PERCENTAGE

COLLEGE READY

2007 44.5 45.2 NA NA 2008 44.8 44.4 NA NA 2009 44.8 44.4 NA NA 2010 45.9 44.7 45.6 NA 2011 NA NA NA NA 2012 45.2 44.6 42.5 19%

2013(Sophomores) 41.5 41 39.8 17.2% SAT I RESULTS: Math, Verbal, Reading, Writing BAHS CALIFORNIA UNITED STATES M R W M R W M R W

2005-2006 485 493 495 518 501 501 518 503 497

2006-2007 489 492 498 516 499 498 515 502 494

2007-2008 476 485 490 515 499 498 515 502 494

2008-2009 472 470 471 513 500 498 515 501 493

2009-2010 473 475 475 516 501 500 NA NA NA

SAT II

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010English Literature 529 507 521 510 489 Math Level IC 455 449 471 471 473 Math Level IIC 550 528 531 562 578 Biology 520 520 476 533 515 Chemistry 599 619 644 588 609 Spanish 679 669 631 714 686 US History 511 498 513 501 492


ACT (Average) Year Number

tested English Math. Reading Science

Composite

2005-06 BAHS NA NA NA NA NA NA CA NA NA NA NA NA NA US NA NA NA NA NA NA 2006-07 BAHS NA NA NA NA NA NA CA NA NA NA NA NA NA US NA NA NA NA NA NA 2007-08 BAHS NA NA NA NA NA NA CA NA NA NA NA NA NA US NA NA NA NA NA NA 2008-09 BAHS 35 21.0 19.5 22.1 20.3 20.8 CA 21.8 22.8 22.4 21.4 22.2 US 20.6 21.0 21.4 20.9 21.1 2009-10 BAHS NA NA NA NA NA NA CA NA NA NA NA NA NA US NA NA NA NA NA NA


Advanced Placement Examinations (Number of students)

SCORE (Year)

BIOLOGY

CALCULUS AB

CALCULUSBC

CHEMISTRY ECON MACRO

ENGLISH LIT.

ENGLISH LANG

EURO/ WORLD

HISTORY

U.S. HISTORY

PHYSICSB

GOVT SPANISHLIT.

SPANISH LANG.

5 2006 NA NA NA NA NA NA NA NA NA NA NA NA NA 2007 1 8 0 4 2 0 2 0 0 5 0 0 5 2008 0 7 0 0 0 3 0 0 1 0 0 9 2009 0 8 0 2 0 1 1 3 2 0 0 7 2010 0 4 1 1 4 1 1 5 1 2 2 9

4

2006 NA NA NA NA NA NA NA NA NA NA NA NA NA 2007 2 12 0 7 5 20 10 3 8 0 4 3 12 2008 0 15 1 6 1 7 3 2 2 0 4 10 2009 0 9 3 4 2 4 1 5 7 0 2 11 2010 0 6 2 3 3 7 5 8 10 3 5

3


2 2006 NA NA NA NA NA NA NA NA NA NA NA NA NA 2007 6 15 1 4 13 15 6 4 12 3 16 1 4 2008 3 17 0 6 10 24 7 11 15 2 7 0 2009 4 18 1 3 1 30 3 11 17 5 4 1


2010 4 10 0 6 8 42 8 15 16 3 12 1



Certificated Staff Profile

Qualifications 2005-

2006 2006-2007 2007-

2008 2008-2009

2009-2010

2010-2011

Undergraduate 2 2 1 1 0 0 BA/BS 31 32 33 36 34 30 BA/BS + Cred 16 18 23 16 15 24 MA/MS 19 21 10 18 19 14 MA/MS + Cred 15 13 18 23 27 32 PhD/EdD/JD 7 5 5 5 5 6 Ethnicity 2005-

2006 2006-2007 2007-

2008 2008-2009

2009-2010

2010-2011

White 65 63 64 68 75 73 Hispanic 11 14 10 17 14 14 Asian/Pac Islander/Filipino

11 12 12 10 6 6

African American

2 1 4 4 5 7

Religion 2005-2006 2006-

2007 2007-2008 2008-

2009 2009-2010

Catholic 64 58 57 69 67 67 Non-Catholic 25 33 33 30 33 33

2005-2006

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Total 89 91 90 99 100 100 Arch Priest 1 1 1 1 1 1 Rel. Order Priest

1 1 1 1 0 0

Religious- Female

3 3 3 3 3 3

Religious- Male 0 1 1 1 0 0 Lay – Female 41 44 43 51 55 56 Lay - Male 43 41 41 42 41 40


Faculty Attrition

Reason 2005-2006

2006-2007 2007-2008 2008-2009 2009-2010

Not Renewed 1 6 1 2 2

Retired 4 3 1

Hired at other Catholic school

4 2 3 3

Hired at public school

3 2

Hired at other school

2 3 1 2

Left Profession 5 4 2 3 1

Totals 19 17 7 12 4

Classified Staff

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

Clerical 15 15 14 15 13 16

Food Service 1 1 1 1 1 1

Maintenance 5 6 5 5 5 5

Custodial 9 8 9 9 9 9

Gardening 4 4 4 4 4 4

Advancement 2 1 1 1 2 1

Technology 1 1 2 2 1 2

Security 0 2 3 3 3 3

Outreach 0 0 2 2 3 3


Survey of Bishop Alemany High School students March 2010

Statement Strongly Agree Disagree Strongly Agree Disagree1 I have passed my Religion classes each semester. 59% 33% 6% 1%

2 I believe I have a good knowledge of Catholic doctrine and practice 25% 52% 15% 7%

3 I know the parts of the Mass 36% 44% 16% 3%

4 I always participate in Mass by saying the proper responses 31% 43% 19% 6%

5 I always attend all school wide and class liturgies 38% 38% 17% 6%

6 I always attend and participate in Advent and Lenten reconciliation services 20% 34% 35% 9%

7 I always respectfully participate in daily and class prayers 43% 46% 8% 3%

8 I always try to demonstrate charity, respect and support for my fellow students 32% 60% 7% 1%

9 I always show proper respect for adults on campus 61% 33% 3% 2%

10 I always make good ethical and moral decisions based on Christian values 20% 57% 18% 4%

11

In my classes I employ a thought process system that includes identifying, analyzing and synthesizing essential information 25% 54% 17% 4%

12 I am usually aware of current events and take a position on the issues 17% 52% 26% 5%

13 I usually participate in classroom discussions 27% 49% 19% 5%

14 I know what is meant by deductive and inductive reasoning processes 24% 41% 27% 8%

15 I usually try to find help to solve challenges in my academic life 29% 49% 16% 6%

16 Skills I learn in one subject can help me to find solutions in other subjects 36% 49% 13% 2%

17 I usually use correct written expression and usage in essays 33% 52% 13% 2%

18 I am able to express my thoughts and feelings clearly in written and oral form 32% 51% 14% 3%

19

I believe that I can express my ideas, thoughts and feelings in an artistic form through either art, music, dance or theatre. 41% 35% 16% 8%

20

I am able to speak before an audience on topics that require me to do research, find evidence and draw conclusions 25% 47% 20% 8%

21 I have passed all required and elective courses so far 59% 27% 10% 4%

22

I believe that Bishop Alemany has helped me acquire study skills that will apply to academics, activities and real world situations 34% 53% 10% 3%

23 I have acquired essential knowledge of the Catholic religion 31% 53% 13% 3%

24 of English language and literature 38% 49% 11% 2% 25 of a language other than English 34% 43% 15% 8% 26 of mathematics 37% 47% 11% 5% 27 of science 36% 47% 14% 3%


28 of social studies 35% 47% 13% 5% 29 of visual and performing arts 40% 43% 12% 5% 30 of physical education 49% 37% 10% 4%

31 I know the benefits of leading a healthy and financially sound lifestyle 33% 49% 12% 6%

32 I know how Federal, State and local governments function. 14% 37% 31% 18%

33 I have had hands-on experience with technology in projects in my classes. 27% 45% 20% 8%

34

I am able to use computer hardware and software to assist me in research and in completing projects in my classes 44% 44% 9% 3%

35 I will know the key principles of Catholic social teaching. 28% 49% 17% 6%

36 I usually practice Catholic Christian values in my daily life 25% 48% 19% 8%

37

The course in Social Justice has given me a foundation with which I can analyze any problem regarding living in society and form a reasoned judgment 28% 49% 15% 8%

38 I usually act with justice, charity and kindness in my daily interactions with people 34% 57% 7% 2%

39 I always participate in school activities that recognize the contribution of various cultures and ethnicities 26% 49% 20% 5%

40 I always follow the school standards of modesty and cleanliness 46% 46% 5% 3%

41 I always respect the personal rights of other students and adults 60% 36% 3% 1%

42 I always respect the rights of others to hold different opinions or points of view from mine 50% 43% 5% 2%

43 I usually make positive ethical choices that benefit myself and the school community. 33% 57% 8% 2%

44 I usually set myself goals for the year and have a plan to achieve them 34% 48% 15% 3%

45 I usually conduct myself properly in at games, dances, activities and other school events 48% 42% 7% 3%

46 I know and always follow the Bishop Alemany Honor Code and Academic Integrity Policy 35% 53% 10% 2%

47 I usually am a person of integrity and honesty 42% 51% 5% 2%

48 I usually observe and cooperate with school and community rules 42% 50% 7% 1%

49 I usually participate in character building activities, such as 'Character Counts!' and 'Victory with Honor' 19% 39% 33% 9%

50 I will exercise the right to vote and be an active member of my community 47% 41% 8% 3%

51 I always participate in Christian service projects of the school and my classes 27% 47% 21% 5%

52 I usually participate in other acts of service to the school community through my team or club 27% 47% 20% 6%

53 I usually give volunteer service time to one or more charitable agencies each year 26% 44% 25% 5%

54 I know Bishop Alemany's Mission Statement. 19% 37% 32% 12% 55 I know the school's statement of Philosophy 16% 33% 37% 14% 56 I could state the five major Student Learning Goals 15% 34% 33% 18%


57 I will have accomplished the five major SLGs by the time I graduate 30% 50% 15% 5%

58 My teachers often refer to the SLGs when they give instruction 18% 41% 28% 13%

59 My teachers usually use a variety of learning activities to engage me at a High level of learning 32% 48% 14% 6%

60

I can name the members of the Administration, that is, the Principal, Vice Principal and the Assistant Principals 34% 44% 17% 5%

61

The Administration always encourages students to succeed academically, athletically and in their spiritual life. 40% 50% 7% 3%

62

I believe that the Administration, teachers and other school personnel are strongly committed to Bishop Alemany's Mission 39% 50% 8% 3%

63 I am able to see my counselor when I need to 41% 47% 9% 3% 64 I am able to join any athletic team I wish 39% 42% 14% 5%

65 If I am having problems in a class, I am given the opportunity to attend tutoring and get the help I need 39% 49% 8% 4%

66 I am able to get spiritual counseling and help when I need it 36% 51% 10% 3%

67 I believe that Bishop Alemany's Discipline code is fair and just 29% 44% 18% 9%

68 I feel safe when I am at school 44% 46% 7% 3% 69 I feel that it is safe to use the restrooms at school. 45% 45% 6% 4%

70 I feel that it is safe to be on the school grounds after school 48% 45% 5% 2%

71 I feel safe when I am in the halls between classes and at lunch and nutrition 51% 41% 5% 3%

72 I feel safe at school activities like dances and sports 47% 43% 7% 3%

73 I feel that Bishop Alemany has a very safe and peaceful campus 42% 46% 8% 4%

74 My parents or guardians are involved in volunteering for school events by doing their Service Program 29% 43% 19% 9%

75

The majority of my friends at Bishop Alemany are happy with the school programs, policies and procedures 26% 49% 18% 7%


Parent Survey 2010-2011

SCALE: O = Outstanding G = Good A = Adequate I = Improvement needed NJ = Unable to judge

PART A.

Statement O G A I NJ 1. Bishop Alemany High School ........ XX XX XX XX XX Has a clear statement of philosophy 60% 36% 4% 1% Shows a commitment to its religious purpose 74 22 3 1 Has a thorough instructional program 61 31 8 1 Focuses on the needs of the whole person 63 25 5 5 1 Gives opportunities to review the school philosophy 56 31 10 4 Recognizes parents as the primary educators of their students

58 30 5 3 4

2. The Leadership of Bishop Alemany High School... XX XX XX XX XX Establishes policies consistent with school philosophy 62% 35% 2% 1% 1% Establishes clear lines of authority 60 31 2 1 1 Creates an organizational structure to support learning 59 25 8 3 Implements policies consistently 57 29 12 1 4 Seeks input and participation form the school community 56 25 10 1 9 3. The Leadership of Bishop Alemany High School... XX XX XX XX XX Encourages Catholic values 74% 15% 3% 3% Focuses on student achievement 68 23 4 4 Encourages faculty and staff participation 63 21 6 3 7 Encourages parental involvement 73 14 13 1 4. The Faculty and Staff of Bishop Alemany High School are.... XX XX XX XX XX Committed to sharing Catholic values 68% 20% 4% 3% Dedicated to the school philosophy 65 23 4 1 2 Attentive to student needs 66 29 6 4 1 Accessible to students and parents 63 23 9 6 Supportive of student success 69 25 4 2 5. Bishop Alemany High School.... XX XX XX XX XX Nurtures students in a safe and healthy learning environment

74% 22% 3% 1%

Emphasizes respect for one another 74 20 3 1 2 Fosters Christian service to others 81 16 2 1 Promotes the dignity of the individual in a Christian community

75 16 6 3

6. The Faculty and Staff of Bishop Alemany High School XX XX XX XX XX Communicate effectively regarding individual student progress

49% 36% 9% 5% 1%

Make the student learning process a priority 59 31 6 5 7. Bishop Alemany High School.... XX XX XX XX XX


Regularly reviews school needs 53% 23% 11% 2% 8% Works towards accomplishing school learning goals 51 26 9 8 Is accountable to the community 48 28 6 2 11

PART B.

Statement O G A I NJ 1. Bishop Alemany High School ........ XX XX XX XX XX Provides a challenging, comprehensive and relevant curriculum

55% 38% 6% 4%

Emphasizes student achievement 60 37 4 4 2. Bishop Alemany High School ........ XX XX XX XX XX Provides a variety of learning experiences 63% 37% 4% 4% Provides a variety of quality curriculum materials 50 34 7 1 3 Motivates students to learn 51 27 8 3 6 Determines individual needs 50 29 18 3 4 Uses current technology in learning 46 34 15 2 8 3. Bishop Alemany High School ........ XX XX XX XX XX Evaluates student work consistently 46% 29% 6% 4% 10% Uses standardized testing to improve curriculum and instruction

45 27 8 1 14

PART C

Statement O G A I NJ 1. Bishop Alemany High School ........ XX XX XX XX XX Provides for extended learning activities 48% 38% 6% 1% 7% Encourages safety and health education 53 30 11 1 5 Provides referral services 40 26 8 2 24 Involves students in extra-curricular activities 61 25 8 7 Initiates Christian Service projects 48 32 8 2 16 2. Bishop Alemany High School ........ XX XX XX XX XX Encourages parent participation 57% 28% 8% 1% 6% Promotes involvement with partner elementary schools 43 22 8 1 26 Maintains involvement with the local community 50 25 6 1 19 Evaluates student work consistently 50 27 14 5 6 Uses standardized testing to improve curriculum and instruction

54 23 9 3 11

PART D

Statement O G A I NJ 1. Bishop Alemany High School ........ XX XX XX XX XX Maintains financial stability 18% 34% 5% 1% 15% Provides functional instructional facilities 50 38 6 2 6 Maintains adequate school plant facilities 55 28 10 7


Allocates sufficient resources for student learning 49 28 10 3 11 2. The Leadership of Bishop Alemany High School ........ XX XX XX XX XX Plans for long-range financial needs 43% 21% 7% 1% 28% Utilizes available resources well 48 22 11 19 Follows the annual budget process 35 20 7 1 37 Employs good development and marketing strategies 24 28 8 6 34 Ensures that financial operations are conducted with integrity and acceptable accounting practices

38 27 5 31

Has an effective fundraising program 45 24 12 5 14 Has a recruitment program that attracts qualified students 41 32 13 1 13 Ensures that admission policies and procedures are consistent with school philosophy

46 32 10 2 10