Ensuring Educational Excellence (E3) - Edl Educational Excellence (E3) Western Catholic Educational Association Self Study A Self Study for: Bishop Amat Memor i a l Hi gh Scho o l

Ensuring Educational Excellence (E3) Western Catholic Educational Association

Self Study

A Self Study for: Bishop Amat Memorial High School 14301 Fairgrove Ave. La Puente, CA 91746 www.bishopamat.org

March 5-8, 2017

S008 Bishop Amat Memorial High School 1

SELF STUDY PROCESS

A. Organization for the Work of Self Studying

1. E3 Leadership Team

A. Catholic Identity: Christopher De Vera, Marlene Pinel B. School Organization: Kristen Nass C. Teaching and Learning: Michael Del Muro, Gabriel Escovar D. Student Support: Carol Moak, Brian Pedroche, Ivette Salcedo E. Material Stewardship: Deborah Oswald

Monsignor Aidan M. Carroll, School President, Ex-Officio Leadership Team Member Richard Beck, School Principal Gabriel Escovar, Assistant Principal, Self Study Coordinator Christopher Ulate, Data Library Coordinator

2. E3 Home Groups

Home groups were created using the academic departments in which faculty members taught. If faculty members taught in more than one department, they were assigned one of them as their Home Group. Bold letters indicate the Home Group leader (department chairperson).

A. Business/Computer Science

David Caro, Audrey Wei

B. English Karen Alorro, Ernest Ardales, Kristen Dedmon, Michael Del Muro, Randall Dimmitt, Gabriel Escovar, Patricia Hatfield, Courtney Leeman, Marcus Lewis, Wendy Nugent, Ray Rodriguez, Jacqueline Rogers, Christine Shaw

C. Family & Consumer Science

Susan Marquez

D. Mathematics Cynthia Andries, Patti Brock, Fernando Duran, David Ericson, Christopher Fragoso, Aaron Hernandez, Jesus Hernandez, Andrew Isho, Catherine Kawa, Kristen Nass, Jeff Tintle, Eugenia Yrene


E. Physical Education Elizabeth Deines, Brandon Ertle, Guillermo Gonzalez, Stephen Hagerty, Joseph Hoggatt, Michael Manzo, Dena Seman, Cari Woodruff

F. Religion Michael Bertotti, Patricia Contreras, Christopher De Vera, Bernardito Kasilag, Sean Koelle, Mary McCullough, Timothy Murphy, Julia Osiripaibul, Nicole Pfiester, Marlene Pinel

G. Science Dr. John Carter, Michael DiFiori, Dr. Arlene Giliberto, Kayla Harrell, Aubry McSweeny, Matthew Nasont, Mary Nugent, Shanna Yelisetty

H. Social Studies Joseph Canales, Jonathan Cornell, Patrick Davitt, Brian Espinosa, Teresa George, Rosann Graff-Kindt, Daniel Lodolo, Carol Moak, Michael Scott, Christopher Ulate, Ronald Woolsey

I. Visual & Performing Arts

Carol Busser, Trudy De Vera, Jennifer Escovar, Rita Fortner, Jolene Joseph Pudvan, Nicholas Pulido, Katherine Syroboyarsky

J. World Languages Bridget Barstow, Xiomara Blanco, Denise Brown, Rodolfo Hernandez, John Johnson, Sonia Loayza, Cindy Medina, Graciela Root, Ivette Salcedo

3. E3 Integral Groups

Integral Group membership designations were made by the Principal loosely corresponding with faculty and staff interests and experience. Additionally, care was taken to ensure that Integral groups featured at least one member representing every Home Group. Integral Group leaders are indicated by bold type.

A. Catholic Identity Karen Alorro (English), Christopher De Vera (Religion), Jennifer Escovar (VAPA), Cathy Fitzsimons (Science), Patricia Hatfield (English), Aaron Hernandez (Mathematics), Rodolfo Hernandez (World Languages), Joseph Hoggatt (Physical Education), Bernardito Kasilag (Religion), Mary McCullough (Religion), Marlene Pinel (Religion), Aubry McSweeny (Science), Tim Murphy (Religion), Josie Saik (Staff), Elisa Torres (Staff), Ron Woolsey (Social Studies)


B. School Organization Xiomara Blanco (World Languages), David Caro (Bus./Comp. Science), Randall Dimmitt (English), David Ericson (Mathematics), Teresa George (Social Studies), Arlene Giliberto (Science), Kristen Nass (Mathematics), Jolene Joseph Pudvan (VAPA), Michael Bertotti (Religion), Ray Rodriguez (English), Jacqueline Rogers (English), Luis Venegas (Staff), Lori Workman (Staff)

C. Teaching and Learning – Curriculum & Assessment

Gabriel Escovar (English), Rita Fortner (VAPA), Rosann Graff-Kindt (Social Studies), Catherine Kawa (Mathematics), Burt Lao (Staff), Michael Manzo (Physical Education), Susan Marquez (Family/Consumer Sciences), Matthew Nasont (Science), Nicole Pfiester (Religion), Laura Prado (Staff), Graciela Root (World Languages), Christine Shaw (English), Christopher Ulate (Social Studies)

C. Teaching and Learning – Technology

Ernest Ardales (English), Patrick Davitt (Social Studies), Michael Del Muro (English), Michael DiFiori (Science), Brian Espinosa (Social Studies), Christopher Fragoso (Mathematics), Jason Harris (Staff), Andrew Isho (Mathematics), Julia Osiripaibul (Religion), Sonia Loayza (World Languages), Cindy Medina (World Languages), Katherine Syroboyarsky (VAPA), Audrey Wei (Business/Computer Science), Shana Yelisetty (Science)

D. Student Support – Student Success

Denise Brown (World Languages), Carol Busser (VAPA), John Carter (Science), Jonathan Cornell (Social Studies), Kristen Dedmon (English), Sean Koelle (Religion), Jesus Hernandez (Mathematics), Alma Lopez (Staff), Carol Moak (Social Studies), Brian Pedroche (Non-Departmental), Nicholas Pulido (VAPA) Michael Scott (Social Studies), Dione Seals (Staff), Cari Woodruff (Physical Education)

D. Student Support – School Environment

Cindy Andries (Mathematics), Joseph Canales (Social Studies), Elizabeth Deines (Physical Eduation), Fernando Duran (Mathematics), Arlene Franco (Staff), Rebecca Jones (Staff), John Johnson (World Languages), Marcus Lewis (English), Isabel Mena


(Staff), Wendy Nugent (English), Ivette Salcedo (World Languages), Eugenia Yrene (Mathematics)

E. Material Stewardship Darlene Adamek (Staff), Bridget Barstow (World Languages), Patt Brock (Mathematics), Patricia Contreras (Religion), Trudy De Vera (VAPA), Brandon Ertle (Physical Education), Steven Hagerty (Physical Education), Courtney Leeman (English), Daniel Lodolo (Social Studies), Nora Marino (Staff), Mary Nugent (Science), Deborah Oswald (Staff) Jeff Tintle (Mathematics), Anna Valenzuela (Staff).

B. Chronicling the Process of Self Studying The self-study process was chronicled through the use of “Process Forms.” Most formal meetings over the past two years included agenda items related to the E3 self-study process. A Process Form was completed for each of these meetings. Meetings that addressed the E3 self-study process included but were not limited to Faculty Meetings, Leadership Team meetings, Integral Group meetings, and Home Group meetings. Process forms are located in digital format in the Data Library. C. Gathering Data The Data Library was constructed over a two-year period and continues to be augmented. Bishop Amat’s Data Library exists on the Google Drive platform, which allows ease of construction, simple methods of sharing data and responsibility, and straightforward organization. The Data Library was a joint collaboration between two Data Library coordinators (one from 2015-2016, one from 2016-2017), the Leadership Team, the Home Group leaders (department chairperson), and the Self-Study Coordinator. Data has been compiled into five folders, matching the first five principles of the E3 process. In addition, three folders have been added to the Data Library. These folders address the conversations held to construct the Educational Improvement Plan, the Process Forms which document the authenticity of the Self-Study process, and the Student Work folders built by department chairpersons which contain curriculum maps for all courses taught at Bishop Amat and samples of assessments and student work from each course. Bishop Amat will continue to update and add to the Data Library on an annual basis to ensure that it remains a living document.


CHAPTER 1 - Introduction to the School

A. Introduction

1. Name of School: Bishop Amat Memorial High School School Code: S008

2. Address: 14301 Fairgrove Ave., La Puente, CA 91746

3. School’s Year of Inception: 1957

4. Nature of the School:

Ownership Gender Educational Thrust

✔ Diocesan* __ All Female __ College Preparatory

__ Parochial* __ All Male ✔ Comprehensive

__ Religious* ✔ Coeducational __ Other (specify)

__ Lay Group (Identification of this Owner):

5. Governance Structure:

__ Policy Board __ Advisory Board/Council

__ Board of Limited Jurisdiction ✔ Consultative Board/Council*

*As an advisory council, members act as consultants regarding school-related issues presented by the School President; the council holds no reserve powers concerning decisions on school matters. 6. School’s Administrative Structure:

✔ President and Principal __ Principal __ Other (specify)

7. INSERTION of School’s Organizational Flow Chart (1 sheet) after this page.



B. Student Demographics

1. Enrollment

Year 9th 10th 11th 12th Total

2016-2017 352 352 347 335 1386

2015-2016 367 355 347 333 1402

2014-2015 374 364 344 333 1415

2. Catholic Composition

Year Catholic % Non-Catholic %

2016-2017 86% 14%

2015-2016 86% 14%

2014-2015 86% 14%

3. Gender Composition

Year Male % Female %

2016-2017 47% 53%

2015-2016 48% 52%

2014-2015 47% 53%


4. Racial Composition

Year Latino

Caucasian Filipino

Other Asian/Pacific Islander

Multiracial

African American

Native American

2016-2017

66.4% 14.3% 5.5% 6.6% 4.9% 2% .3%

2015-2016

67.2% 14.1% 7.9% 5.3% 4.5% 2.4% .3%

2014-2015

65.1% 14.4% 7.9% 4.6% 5.7% 2% .3%

5. International Students (overall # and this # disaggregated according to country of origin)

There are currently fifty international students attending at Bishop Amat High School, composing 3.6% of the school’s overall enrollment. Countries of origin represented by our current international student population include:

China 40 studentsVietnam 6 studentsMexico 2 studentsCosta Rica 1 studentHonduras 1 student


C. School Personnel Demographics 1. Administrative Personnel

Name Position Years of Experience in

Position

Employment Status

Monsignor Aidan Carroll

School President 16 Full Time

Richard Beck School Principal 5 Full Time

Gabriel Escovar Assistant Principal, Academics

2 Full Time

Deborah Oswald Director of Finance, Development, Marketing, & Admissions

17 Full Time

Ivette Salcedo Assistant Principal, Student Services

11 Full Time

2. Faculty and Staff

Faculty Name Position Years Taught

Employment Status

Karen Alorro English 1 Full Time

Cynthia Andries Mathematics, Academic Counselor 37 Full Time

Ernest Ardales English 16 Full Time

Bridget Barstow Social Studies, World Languages 1 Full Time

Michael Bertotti Religion 2 Full Time

Xiomara Blanco World Languages 32 Full Time

Patti Brock Mathematics 2 Full Time

Denise Brown World Languages 2 Full Time

Carol Busser Religion, Visual & Performing Arts 8 Full Time


Joseph Canales Social Studies, Dean of Boys 14 Full Time

David Caro Business & Computer Science 34 Full Time

Dr. John Carter Science 7 Full Time

Patricia Contreras Religion 9 Full Time

Jonathan Cornell Social Studies 1 Full Time

Patrick Davitt Social Studies 2 Full Time

Kristen Dedmon English 4 Full Time

Michael Del Muro English 11 Full Time

Christopher DeVera Religion, Campus Minister 13 Full Time

Trudy DeVera Visual & Performing Arts 12 Full Time

Elizabeth Deines Physical Education 5 Full Time

Michael DiFiori Science 23 Full Time

Randall Dimmitt English 31 Full Time

Fernando Duran Mathematics, Physical Education 1 Full Time

David Ericson Mathematics 5 Full Time

Brandon Ertle Physical Education 17 Full Time

Gabriel Escovar English 15 Full Time

Jennifer Escovar Visual & Performing Arts 10 Full Time

Brian Espinosa Social Studies 1 Full Time

Rita Fortner Visual & Performing Arts, Dept. Chairperson

22 Full Time

Christopher Fragoso Mathematics 11 Full Time

Teresa George Social Studies, Academic Counselor

32 Full Time

Dr. Arlene Giliberto Science 10 Full time

Guillermo Gonzalez Physical Education 1 Part Time

Rosann Graff-Kindt Social Studies, Dept. Chairperson 37 Full Time


Steven Hagerty Physical Education 9 Full Time

Kayla Harrell Science 1 Long Term Sub

Patricia Hatfield English 21 Full Time

Aaron Hernandez Mathematics 3 Full Time

Jesus Hernandez Mathematics, Dean of Boys 5 Full Time

Rodolfo Hernandez World Languages 17 Full Time

Joseph Hoggatt Physical Education, Social Studies 3 Full Time

Andrew Isho Mathematics 3 Full Time

John Johnson World Languages 13 Part Time

Jolene Joseph Pudvan Visual & Performing Arts 10 Full Time

Bernardito Kasilag Religion, Christian Service Moderator

11 Full Time

Catherine Kawa Mathematics, Dept. Chairperson 10 Full Time

Sean Koelle Religion 14 Full Time

Courtney Leeman English, ASB Moderator 13 Full Time

Marcus Lewis English 31 Full Time

Sonia Loayza World Languages 23 Full Time

Daniel Lodolo Social Studies 14 Full Time

Michael Manzo Social Studies, Athletic Director 16 Full Time

Susan Marquez Non Departmental Electives 35 Full Time

Mary McCullough Religion, Academic Counselor 6 Full Time

Aubry McSweeny Science 3 Full Time

Cindy Medina World Languages, Girls Dean 6 Full Time

Carol Moak Social Studies, Head Counselor 27 Full Time

Timothy Murphy Religion 38 Full Time

Matthew Nasont Science, Dept. Chairperson 8 Full Time


Kristen Nass Mathematics, Activities Director 8 Full Time

Mary Nugent Science 18 Full Time

Wendy Nugent English 21 Full Time

Julia Osiripaibul Religion 2* Full Time

Brian Pedroche Learning Specialist 5 Full Time

Nicole Pfiester Religion, Dept. Chairperson 17 Full Time

Marlene Pinel Religion, Campus Minister 6* Full Time

Nicholas Pulido Visual & Performing Arts, Business & Computer Science

8 Long Term Sub

Raymond Rodriguez English 11 Full Time

Jacqueline Rogers English 12 Full Time

Graciela Root World Languages 3 Full Time

Ivette Salcedo World Languages, Dept. Chairperson

22 Full Time

Michael Scott Social Studies, College Counselor 27 Full Time

Dena Seman Physical Education, Visual & Performing Arts

6 Full Time

Christine Shaw English, Dept. Chairperson, Director of Studies

15 Full Time

Katherine Syroboyarsky Visual & Performing Arts 14 Full Time

Jeffrey Tintle Mathematics, Academic Counselor 13 Full Time

Christopher Ulate Social Studies 5 Full Time

Teying (Audrey) Wei Business & Computer Sciences, Dept. Chairperson

14 Full Time

Cari Woodruff Physical Education, Science, Athletic Counselor

3 Full Time

Ronald Woolsey Social Studies 37 Part Time

Shanna Yelisetty Science 1 Full Time


Eugenia Yrene Mathematics, Dean of Girls 26 Full Time

Bishop Amat’s faculty consists of 81 members. 86% of the faculty are Catholic. 52% of the faculty is female, 48% male. 46% of teachers have a California teaching credential, 52% have earned a master’s degree, and 2% have earned a doctorate degree.

Staff Name Position Years of Experience in Position

Employment Status

Darlene Adamek Development Secretary 10 Full Time

Jose Luis Chavez Athletic Trainer 7 Full Time

Arlene Franco Athletic Secretary 10 Full Time

Jason Harris I.T. Manager 9 Full Time

Naomi Hernandez Development Office 1 Part Time

Susan Hidalgo Development Office 9 Part Time

Rebecca Jones Attendance Office 10 Full Time

Jesse Lopez Maintenance 1 Full Time

Nora Marino Accounts Receivable 14 Full Time

Isabel Mena Attendance Office 23 Full Time

Dan Paredes Maintenance 5 Part Time

Laura Prado Admissions Asst./Secretary

5 Full Time

Lucy Rios Special Events Coordinator

8 Full Time

Refugio Rodriguez Maintenance 3 Full Time

Josie Saik Registrar 9 Full Time

Dione Seals STEP Program Asst. 5 Part Time

Elisa Torres Receptionist/Cashier 5 Full Time

Anna Valenzuela Accounts Payable 12 Full Time


Luis Venegas Plant Manager 18 Full Time

Paul Vigil I.T. Asst. 1 Part Time

Rene Villalta Maintenance 8 Full Time

Mary Pat Wiard Student Store Manager 31 Part Time

Lorraine Workman President/Principal Secretary

14 Full Time

Jorge Zavala Day Custodian 36 Full time

Jose Zavala Night Custodian 8 Full Time

Mary Zavala Night Custodian 32 Full Time

2. Board/Council The Bishop Amat High School Consultative Council is comprised of twelve members representing a variety of professional backgrounds and experiences. As an advisory council, members act as consultants regarding school-related issues presented by the School President; the council holds no reserve powers concerning decisions on school matters. The School President is responsible for seeking prospective council members, who upon accepting an invitation to serve on the council, are assigned to a standing subcommittee for a term of three years. The current membership of the Consultative Council includes ten alumni of the school (denoted by an asterisk) as follows: Mrs. Carly M. Allevato* Certified Public Accountant Mr. Steve Escovar Certified Public Accountant Mr. Larry Hartman* Consultant Ms. Stephanie Lesko* Graphic Design Artist, Group 22, Inc. Mr. Alan Ludwig* President, Pascal & Ludwig Constructors Ms. Analisa Moreno* Principal, Our Lady of the Miraculous Medal Parish School Mr. Jesse Quintana Controller, Valley Vista Disposal Mr. Frank Richardson* President, Karco Engineering, LLC Mr. John Sciarra* President & CEO, National Retirement Services, Inc. Mr. Michael Teague* Financial Advisor, Morgan Stanley Mr. Chris Trujillo* Vice President, Construction – Watson Land Company Mr. Matthew Vermeeren* Attorney at Law, Koch Legal


Standing committees of the Bishop Amat Consultative Council are listed below. As per the bylaws of the council, each meeting includes a report and subsequent discussion by the board membership related to the following areas of the school’s educational program:

● Development/Marketing ● Education ● Finance ● Plant and Facilities ● Spiritual Development

The Consultative Council meets on campus four times annually as scheduled during the months of September, December, March, and June. 3. Identify any Parent Organization

Executive Board Membership: All parents, by virtue of their student’s enrollment, are considered members of the Bishop Amat High School Parent Association. Thirteen parents compose the membership of the Parent Association Executive Board and standing committees as follows:

Mr. Richard Egger President Executive Board Coordinator Mr. Todd Tillman 1st Vice President Hospitality Suites Committee Dr. Gloria Aguilar-Torres 2nd Vice President Curriculum/Assessment Representative Mrs. Mary Ann Steiner 3rd Vice President Faculty Appreciation Coordinator Mrs. Melissa Hesse 4th Vice President Parent Volunteer Event Coordinator Mrs. Viktoria Egger Recording Secretary Meeting Minutes Mrs. Lupe Felix-Franco Corresponding Secretary Mrs. Denise Ferguson Executive Board Member Used Book /Uniform Event Coordinator Mrs. Tatiana Garcia Executive Board Member Used Book/Uniform Event Coordinator Mrs. Kim Kennedy Executive Board Member Mrs. Linda Sano Executive Board Member Mrs. Bernice Reid Executive Board Member Mrs. Martha Romero Executive Board Member

Executive Board Appointments: Any parent of a currently enrolled student may apply for an Executive Officer position on the Parent Association Executive Board. Annually, the Principal makes Executive Officer appointments upon review of all submitted applications. Executive Board membership needs will be reviewed annually during the scheduled April meeting. Subsequent to the April meeting, all parents from the general membership will be invited to apply for open Executive Officer positions for the upcoming school year. Appointments for the upcoming school year will be announced in advance of the first Executive Board meeting in July. Executive Officers are appointed for a term of one year. No Executive Officer is eligible for the same office for


more than two consecutive terms. The Principal may waive this if the position remains vacant. Executive Officers are installed and assume their duties for the upcoming school year during the month of July. A vacancy occurring in any office except for the President is filled by appointment of the President for the remainder of the term. In case a vacancy occurs in the office of President, the First Vice President assumes the responsibilities of the president for the duration of the school year. The terms of service for an Executive Officer of the Parent Association are from July to June. The first meeting of the new school year takes place annually in July.

Executive Board Meetings: The Parent Association Executive Board meets eight times annually according to the following schedule: July, September, October, December, January, February, March, April. The Principal is in attendance at all Executive Board meetings.

4. Identify any Alumni Organization Alumni of Bishop Amat High School are kept informed via the operations of our Alumni Relations Office. Responsibilities of the office include the production of the Alumni Newsletter, coordination of school events such as the annual Alumni Barbeque, and the utilization of social media sites to maintain alumni connection to the school. Additionally, the office frequently works with alumni planning committees to organize class reunions, some of which are hosted on the Bishop Amat campus. Alumni Office representatives as well as members of the school administrative team regularly attend class reunions (both on and off campus) to offer congratulations and to extend an invitation to alumni to visit and stay in contact with their alma mater.

D. Brief History of the School

Bishop Amat Memorial High School opened in 1957 and was formally dedicated in the memory of Bishop Thaddeus Amat in October, 1959, by His Eminence, James Cardinal McIntyre. Bishop Thaddeus Amat built St. Vibiana’s Cathedral, which was consecrated in 1876. He opened the first schools in Los Angeles and invited the Vincentians to open St. Vincent’s College, which was the predecessor to Loyola University. The campus site has grown over the years with the 200, 300, and 500 wings added between 1959-1966. Tate Duff Memorial Gym and Kiefer Stadium were added in 1962 and 1965. In 2004, the Carroll Center was completed and hosted its first event (Living Rosary). The Carroll Center features a 1600 capacity main pavilion for Masses, assemblies, rallies, and athletic events. In 1981, Mr. Merritt Hemenway (‘64) was appointed as the first lay principal of the school. He was succeeded in 1990 by Rev. James Anguiano who served until 1992 at which time, Msgr. Aidan M. Carroll, was appointed. On January 1, 2001, Msgr. Carroll was named as President/Principal of the school. In July 2002, Dr. Merritt Hemenway was named Principal and Msgr. Carroll, President. In 2012, Mr. Richard Beck was named Principal.


E. Most Significant Developments in School Life since the Last Self Study

● Christian Service Program: The program, part of the school’s last Action Plan, has been a success. Students document at minimum twenty hours of service a year in a multitude of venues and reflect on their actions. The Christian Service moderator provides a myriad of opportunities for participation, both on campus, in the community, and in the form of donating to various drives and causes. Small Faith Communities were established to provide a forum for faculty “mentors” to meet with their small group, track progress, and offer feedback or advice for participation. The success of the program is largely measured by how many students (222 in 2015-2016) choose to earn 50 or more hours, and how few students are required to take a summer school service class, a consequence of not documenting hours.

● Curriculum Maps: Also a product of the school’s last Action Plan, teachers in academic departments have worked to create curriculum maps that match content and instructional methods to educational standards like the Common Core State Standards. These maps encourage continuity among teachers at level, provide a foundation for building curriculum around widely accepted standards, and act as a resource for new teachers that need the help of a road map for instruction. Curriculum maps are located in each of the department folders under “Student Work Samples.” (e.g. English III)

● Named Scholarships: The school’s continued emphasis on the creation of “Named Scholarships” has been a significant source of financial aid for families in need. Bishop Amat serves families in the local community that can not always afford a Catholic education. Since the school’s last accreditation, Named Scholarships have jumped from 23 to 46 and now boast an investment balance of close $15M, generating over $200,000 in scholarships for students that demonstrate financial need.

● Technology: Despite the absence of a formalized technology plan, efforts to stay current with the ever-expanding use of technology have accelerated significantly since the previous self-study. Specifically, all network servers have been upgraded and are now housed in a refurbished and centralized location on campus. Over the past six years, the school has invested over $170,000 to improve the technology infrastructure by increasing the network bandwidth and wireless capabilities required for the efficient use of electronic devices on campus; however, challenges remain in providing students, faculty, and staff with consistent and reliable access to the school’s online network. Academic use of technology has expanded to include the use of iPad and Chromebook carts by classes, assigned Gmail accounts for all students (with an eye toward incorporating Google Classroom), the addition of Advanced Placement


Computer Science Principles as a course offering, and a restructured curriculum for Digital Literacy - a foundational level technology course required of all students.

● Administrative Team: In 2012, Richard Beck was named Interim Principal after having served as Vice Principal for the previous six years. In 2013, he was officially appointed as School Principal, working closely with the School President under the President/Principal model of administration. For most of the time since Mr. Beck’s appointment, the administrative team has included three Assistant Principal positions as allowed by the student enrollment guidelines established by the Department of Catholic Schools; however for the current school year, the retirement of a veteran administrator has reduced the administrative team to two Assistant Principals.


CHAPTER 2 - School Purpose

A. MISSION STATEMENT Bishop Amat Memorial High School is a four-year co-educational Archdiocesan Catholic high school. The mission of the school is to form a faith-filled community and to provide a quality education that addresses the needs of a culturally and academically diverse student body. The comprehensive instructional program flows from a college preparatory curriculum that empowers students to recognize their potential and to meet educational and life challenges in the future. The school, working in partnership with parents and the community, promotes education in Goodness, Discipline and Knowledge by preparing students to embrace Gospel values, to respect themselves and others, to become life-long learners, and to contribute positively to the community.

B. PHILOSOPHY The school philosophy calls for education in Goodness, Discipline and Knowledge. While it is important that our students experience these values in the academic content of the school, they must above all see them present in the lives of their parents and teachers. Seeing living witnesses who cherish the values they seek to acquire, our students will more readily embrace them for themselves. The call to Goodness involves all aspects of one’s lifestyle. It primarily involves daily prayer through which one comes to know personally the tremendous love of the Father. It includes a willingness to be like Jesus in sacrificing oneself for others, aware of their supreme dignity as human persons. “If anyone wishes to follow me, he must deny himself, take up his cross and follow me.” (Mt. 16:24) Goodness also involves being empowered by the Holy Spirit to join with others in forming a community in service of others and in concern for the physical, social and spiritual environment in which we live. In all aspects of student life, but especially through service and campus ministry, Bishop Amat High School tries to instill goodness as the binding force of the “Amat Family.” The importance of Discipline and a disciplined lifestyle follows from the call to Goodness. The underlying purpose of the disciplinary code is to help students master the internal forces of their personalities so as to enable them to submit themselves to the Lordship of Jesus Christ. Thus obedient, they will be responsible and accountable members of the human family. School regulations such as the distinct dress and grooming regulations are part of the call to self-respect, self-discipline and personal responsibility. The aim of Discipline is not conformity, but authentic freedom to be all that God has created us to be.


The Knowledge taught at Bishop Amat High School reflects the varied needs of our student body, a diversified campus that includes many academic abilities. The multi-cultural student body itself provides an atmosphere of learning that enables the students to affirm their own cultural traditions and to be enriched by the other cultures, which they encounter here. The Knowledge taught at Bishop Amat High School flows from a college-prep curriculum, which prepares students for continued instruction in institutions of higher learning. However, the curriculum is designed with the flexibility to help all students of varied academic abilities to reach their full potential. The instructional program centers on a solid foundation in the scholarly disciplines within a Christian perspective, and along with the co-curricular and counseling programs, gives emphasis to the spiritual, personal, social and physical development of the adolescent. A willingness to participate in this call to a Christian lifestyle is a pre-requisite for admission to Bishop Amat High School. The entire school program seeks to instill a sense of values, integrating knowledge of God and His plan for creation into the entire curriculum of the school, and assisting students in finding their identity in Jesus Christ by giving their lives to Him. C. MOTTO Monstra Matrem, or “show thyself a mother,” describes the spirit of dedication to Our Lady, Mary, the mother of Jesus. She challenges the Amat students to live in the spirit of giving, caring, and openness to the will of God which her life exemplified.

D. INTEGRAL STUDENT OUTCOMES (ISOs)

1. Knowledgeable of Christian principles as taught by the Catholic Church and able to demonstrate these principles through service to their community.

● Students participate in a variety of service experiences as organized by the

Campus Ministry Team, the Christian Service Moderator, Club/Organization Moderators, and the Religion Department.

● Students complete a reflection of their service experiences as an integral component of the Religion curriculum and as a requirement for graduation.

● Religion course projects incorporate content knowledge and service in their assessment.

● Students actively participate in the planning and organization of regularly scheduled student body and class Masses.


● Students are provided with a number of service-oriented experiences such as the Caritas Retreat (Grade 10), and opportunities to serve as retreat leaders for underclassmen (Grade 12).

● Students are provided with religious instruction that adheres to the U.S. Catholic Bishops most current curricular revisions.

2. Effective communicators through the development of reading, writing, and

speaking skills as complemented by the utilization of technology.

● Reading assignments and subsequent evaluation of reading comprehension are regularly provided to students across the curriculum.

● Successful completion of a writing course (Freshman Composition) and a computer course (Digital Literacy) are requirements for graduation.

● All students participate in a formalized program that provides instruction in the mechanics of writing, research, and the citation of sources utilizing MLA guidelines.

● All students are assessed on their writing skills each year through the College Board Score Write program.

● Oral participation is incorporated into the students’ final grade assessments in many courses.

● All students are expected to monitor their own grades online, to access teachers’ web pages, and to communicate with teachers personally and via email as a means of supporting the learning process.

3. Critical thinkers who utilize creative and higher order thinking skills when

presented with new concepts and real life situations.

● Critical thinking exercises and activities are incorporated across the curriculum.

● Students engage in decision-making process through involvement in Student Government, Campus Ministry, and Student Home Group/Integral Group participation.

● In collaboration with the librarian and teachers, students are encouraged to think critically when utilizing Internet sources as a research and learning tools.

4. Proficient learners who demonstrate knowledge of their curricular areas of study.

● Students in all core classes take benchmark and exit exams used to measure

student growth and evaluate effectiveness of instruction.


● Students in all courses sit for core final exams aligned to course standards thereby promoting evaluation of learning that is consistent and equitably rigorous.

● Students participate in a library orientation program as ninth graders and subsequent annual updates to support student use of the library as an effective learning resource.

● Student learning is measured through a variety of standardized assessments including PSAT 8/9, PSAT/NMSQT, SAT, ACT, AP, and IB examinations.

● Students are encouraged to recognize the interrelation of specific content areas as delivered through cross curricular instruction.

5. Responsible citizens who respect themselves and others.

● Students have the opportunity for self-reflection and personal growth through

participation in retreats at each grade level.

● Students develop an appreciation for the diverse cultures of the school community through various curricular and co-curricular activities.

● Students, upon graduation, are provided with opportunity for self-assessment of their educational experience and attainment of the integral student outcomes.

● Students are encouraged to exhibit self-discipline, integrity, and socially responsible behavior both in and out of the classroom through the collaborative efforts of the entire school community.

The school’s Integral Student Outcomes, in their basic form, were created two accreditation cycles ago as Student Learning Expectations. Annually, Bishop Amat reviews and updates (if necessary) Integral Student Outcomes to ensure that they remain vibrant representations of what students encounter and accomplish as graduates. Integral Student Outcomes are posted in every classroom and are primarily used by faculty when constructing instructional plans and course objectives. The Integral Student Outcomes function, along with educational standards like the CCSS, as a foundation for curriculum maps and instructional decisions.


CHAPTER 3 - Findings

A. Catholic Identity Standards Summary

Bishop Amat Memorial High School’s mission to form a faith-filled community is inextricably tied to its Catholic identity as an archdiocesan school and its philosophy to educate students in Goodness, Discipline, and Knowledge (A34). The entire school community aims to provide an excellent educational experience with the intent of preparing all students for the rigors of higher education and the challenges faced throughout 21st century life. All aspects of school life, including worship, academic endeavors, athletic pursuits, and co-curricular activities are woven into the school’s mission to build a faith-filled community and educate children in the tradition of the Roman Catholic Church (A33). As a school focused on integrating its Catholic identity into all sectors of its existence, Bishop Amat provides ample and meaningful opportunities for students to practice and grow in their Catholic faith outside the confines of a traditional classroom. These opportunities generally encompass moments to deepen their prayer lives, experience the Sacraments in and out of liturgical settings, participate in spiritual retreats, and strengthen the greater community through works of Christian service.

Campus-wide prayer happens twice a day over the public address system: immediately at the start of school and at the beginning of fourth block (after lunch). This beautiful prayer tradition sees teachers, students, and staff halt, no matter their location or activity, and participate in community prayer. Additionally, teachers are expected to begin each second and third block class with a prayer, however this is only achieved to a moderate extent (A3). As a general rule, prayer is expected to be incorporated into the beginning of every event on campus, whether it be a class period, a sporting event, a parent meeting, a club meeting, or a faculty meeting. Students are invited to receive the Sacraments in a variety of ways at Bishop Amat. In addition to nine school-wide Masses held in the Carroll Center each year, students may receive the Eucharist during daily Mass at 7:30 a.m. in the school chapel at the center of campus. Mass is also offered as a component of all class retreats. The Sacrament of Reconciliation is offered on a large scale twice annually: once during an Advent Penance Service and once during a Lenten Penance Service. Students are also often given the option of receiving Reconciliation during their class retreats and on Wednesdays during lunch. Students are invited to participate in the adoration of the Blessed Sacrament on the first Friday of every month in the chapel. The retreat program at Bishop Amat High School provides students with an opportunity to disconnect from their daily reality and create space for the prayerful extension of their relationship with Jesus. Four retreat experiences are offered annually, one for each class. The Freshman Retreat occurs on campus and introduces students to the relationship between their schooling at Bishop Amat and their spiritual life. During sophomore year, all students experience Caritas, a service-oriented retreat that takes them to the Los Angeles Regional Food Bank where they act as servants for those in need. This year, Caritas concluded with a Mass at the Cathedral of Our Lady of Angels. Juniors and seniors have the option of partaking in off-campus, multi-day retreats called Emmaus and Kairos, respectively. In addition to


annual retreats, the school administration and Campus Ministers seek out additional experiences to shape the Catholicity of the school. Some of these opportunities in recent years include Dr. Iven, You’re Amazing by Hard as Nails, an after-school retreat sponsored by Net Ministries, and Respect Life speaker Nick Vujicic. The final way in which students actively worship God at Bishop Amat is through their Christ-centered service to the school community, their home parish, and the greater community. In adherence to the Archdiocesan mandate that a service program be tied to graduation requirements, and in an attempt to formalize and improve the Christian Service program that already existed, Bishop Amat High School undertook a revamping of its service program on campus as a part of the last Action Plan. All students at Bishop Amat perform a minimum of eighty hours of Christian Service in a variety of venues to qualify for graduation. The strength of the program lies in the number of students that purposefully exceed the minimum requirement, the quality of written reflections that accompany their service, and the forum for discussion and instruction that Small Faith Communities creates.

All classes offered in the Religion Department meet the curriculum framework set forth by the USCCB. The graduating class of 2013 was the first to completely experience the new curriculum from freshman year through commencement. The Religion Department utilizes textbooks published by Ave Maria Press and St. Mary’s Press. As an extension of Amat’s focus on Family Faith Formation, each course requires students to work with a parent on an assignment once a month. Religion instructors understand that there exists in their classrooms a wide array of backgrounds and experiences in religious faith and knowledge. They make an effort to appropriately adjust their instruction to meet these difficult demands. These challenges have intensified in recent years as the number of international students unfamiliar with Christian precepts and traditions has slowly grown. While faithfully following the academic rigor of the USCCB curriculum, each religion teacher brings his or her own unique expertise and expression of proper Catholic spirituality to the classroom. As a result, students are able to experience diverse teaching methodologies which express unity without uniformity, which is a hallmark of Catholic Education.

The Religion Department actively provides opportunities for teacher formation in the realms of catechesis and instruction. All Religion teachers are certified (one teacher is in progress) by the Archdiocese of Los Angeles Department of Catholic Schools. Additionally, teachers in the Religion department are encouraged to participate as members of the Campus Ministry team (as are teachers from every academic department), to attend the Los Angeles Religious Education Congress, as well as to pursue other activities that allow them to express and develop their faith. Many religion teachers are involved in ministry at their parishes and within the Archdiocese of Los Angeles.

As much as Bishop Amat does to ensure a multitude of opportunities for students to participate in the faith community on campus, the school also recognizes the primacy of parents as educators and spiritual guides for their children (A21). Parents are welcomed as partners in several ways. Like any high school, Bishop Amat invites parent involvement through: Back to School Night, Parent Teacher Conferences, College Night and other counseling events, sporting and performance events, Parent Board meetings, etc. However, as a school with a distinctly Catholic mission, all of these events have a spiritual dimension; this is not only evident through the use of prayer, but also in our philosophical approach that values the importance of parents as the primary catechists of their children. Bishop Amat parents are also encouraged to participate in events that are specifically spiritual in nature. First and foremost, parents are invited to attend the monthly school-wide Masses. Their presence during Liturgy cements the relationship between what is happening on campus and


what should be happening at the home parishes. Additionally, parents are encouraged to participate in Family Faith Formation, which in addition to connecting parents to what their children are learning in the Religion classroom, also creates avenues for participation in prayer, reflection, and general parent meetings on specific topics (October focused on Respect Life).

Bishop Amat High School is blessed to provide all these opportunities on a school plant that is appropriately adorned with Catholic signs and symbols. The most visible of these signs is the statue of Christ which greets all students and visitors as they enter campus from the Main Office. Additionally, the statue of Blessed Mother at the opposite end of the chapel, the Marian grotto near the athletic fields, the large crucifix in the Carroll Center, and the seasonal decorations such as Advent/Lent banners outside the Brutocao Library make for a campus visibly infused with its Catholic heritage.

Bishop Amat High School is proud that all stakeholders participate in spreading Jesus’ Word as expressed in the Gospels throughout the educational experience of a Lancer. Parents consciously sought out a Catholic education for their children and continue to foster those values though the family components of each religion course. Parent attendance at Mass has increased annually and continues to be a focus. Students, parents, faculty, and staff all have multiple mandatory and voluntary opportunities for faith formation. Faculty, staff, and students are all necessary members in several ministries for every liturgical event on campus. This comprehensive religious engagement is key to continuing a lasting and vibrant Catholic identity at Bishop Amat High School. Key Areas of Strength:

● Consistent mission and philosophy that is reflected both in publications like Lancer Life, in the actions and intentions of faculty and staff, and in the traditions maintained throughout the school community.

● Religion curriculum adheres to the framework set forth by the USCCB (A11) and the religion department has expanded course requirements to include more parent participation.

● Systematic and comprehensive retreat program.

● Successful implementation of the Christian Service program, including the genesis of Small Faith Communities, to provide students with mentors and a space for reflection.

● School-wide Masses are formal, spiritual events in which members from every constituency participate in various ministries.

● Religion Department Chairperson, Campus Ministers, and Christian Service Moderator work together to actively seek out new opportunities on an annual basis for Bishop Amat students to experience and grow their Faith.

Key Areas for Growth:


● Explore ways to celebrate students receiving Sacraments while attending Bishop Amat High School (such as Confirmation) and establish protocol for recommending RCIA programs for students interested in joining the Faith.

● Increase faculty and student participation in prayer during second and third blocks. Investigate prayer activities of sports teams, performance groups, and clubs/activities (A3).

● Encourage faculty participation in several areas, namely Mass attendance (non-homeroom teachers), Baccalaureate Mass attendance, and invitations to participate in liturgical ministries and/or retreats.

● Increase the role of Campus Ministry in the Freshman Orientation experience. Investigate the possibility of a teaching Mass.

● Provide scaffolding for International Students, especially at the freshman level, who do not have background knowledge of monotheism, much less the Catholic Christian tradition.

B. School Organization Standards Summary

Bishop Amat Memorial High School is owned and operated by the Archdiocese of Los Angeles. As such, the Department of Catholic Schools, through the Superintendent of Catholic Schools, the Superintendent of High Schools, and the Assistant Superintendent of High Schools, works directly with the school administration at Bishop Amat to create and maintain policies and procedures that uphold the Gospel values and ensure a quality education to a culturally and academically diverse student body. The Department of Catholic Schools serves as a resource for the Principal, providing consultation and guidance in his/her role as the spiritual and educational leader of the school. The Principal communicates regularly with the Assistant Superintendent, participates in all meetings scheduled by the Department of Catholic Schools, and complies with all mandates set forth by the Superintendent. Bishop Amat has utilized a President/Principal model of administration since 2001. The President serves as the Chief Financial Administrator of the school whereas the Principal serves as the Chief Administrator of daily school operations and directs the administrative team and faculty. The Principal is accountable for creating and maintaining policies that drive the school in accordance with its Mission and Philosophy. The Department of Catholic schools are directly responsible for hiring the Principal and conducting annual evaluations that consider insight from all constituencies of the school. The Principal of Bishop Amat High School works closely with the Administrative Team to navigate the school toward the achievement of the Integral Student Outcomes. The 2016-2017 Administrative Team consists of two Assistant Principals (Academics, Student Services), and the Director of Finance, Development, Marketing and Admissions. The Administrative Team meets approximately every one to two weeks to plan future events, discuss imminent matters, and provide for the well-being of all students and other stakeholders. The Administrative Team is supported by the extended administrative team which includes the Campus Minister, Activities Director, and Athletic Director. This


organizational structure functions to showcase the gifts and talents of individuals while providing guidance, encouragement, and accountability. The recent retirement of a member of the administrative team (Assistant Principal, Teacher Supervision and Mentoring) has presented a challenge in the current school year. The administrative responsibilities associated with this position have been temporarily absorbed by the Principal and two Assistant Principals; however, the school looks forward to having an additional member of the administrative team in place for the 2017-2018 school year. The Consultative School Council (CSC) was created in 2005 to ensure that Bishop Amat will continue well into the future through the inevitable turnover of leadership and personnel. The Executive Committee of the CSC, which consists of twelve to fifteen alumni and community leaders, meets quarterly and offers insight concerning matters selected by the President and Principal. Official advisements are made by consensus and are implemented by the school administration. It is important to note, however, that the CSC is not a governing board, and therefore is not a part of the school’s governance structure. Members of the Executive Committee function as chairs and co-chairs of specific sub-committees, where much of the work of the CSC is accomplished. These committees include Spiritual Development, Education, Finance, Development and Marketing, and Plant and Facilities. New members are primarily recruited by the President, who is assisted by the current chairperson. The CSC operates efficiently and contributes meaningfully to the long-term vision of Bishop Amat High School. The instructional personnel at Bishop Amat High School are dedicated to educating their students in the tradition of Goodness, Discipline, and Knowledge, and also modeling the love and patience Jesus showed to his disciples and other followers in the Gospels. Instructional personnel at Bishop Amat are highly qualified educationally, experientially, and continue to further their expertise through professional development opportunities. Teachers undergo a two-year teacher mentoring program which inculcates them in the tradition of Bishop Amat High School and also provides them with contemporary educational methodology and pedagogy, a space to collaborate, and a forum to learn about the day-to-day details that accompany teaching at a Catholic high school. Bishop Amat is proud that close to forty percent of their instructional personnel are alumni that have returned to teach at the school. The school is also proud that 85% of its instructional personnel have a California Single Subject Teaching Credential, a graduate degree, or both. Teachers apply for Title II funds from the Bassett Unified School District, and have access to monies budgeted by the school for the purpose, to attend conferences on curriculum, technology, Advanced Placement, and International Baccalaureate training. Faculty members are supervised through informal and formal classroom visits by their Department Chairperson and an Assistant Principal (or the Principal). These supervisory visits culminate in a summative evaluation the takes many criteria into account, including the instructor’s annual goals for personal growth. Like the instructional personnel, Bishop Amat’s support staff is crucial to the success of the school. Staff are called to work in specific capacities (often with students and families) to give students the best chance of achieving their spiritual and educational best. The consistency of service (over 50% tenured over 10 years) among the support staff is a strength. Their familiarity with the school and its philosophy and traditions helps with the recruitment and retention of students. While the extensive experience of the support staff is an asset to the school, it factors into the lack of a formal orientation process afforded to those staff members recently hired. Unlike new faculty members who participate in three days of orientation/training and ongoing evaluation, staff members do not currently engage in a formalized training or evaluation process. Support staff do participate with the larger school


community in key events throughout the year including the Faculty and Staff Retreat, appreciation days hosted by the Parent Association, and the banquets held at Christmas and at the end of the school year. The organizational structure of Bishop Amat High School has been designed and amended yearly (if needed) with the intent to create a spiritual and educational environment that gives students the best chance to achieve the school’s Integral Student Outcomes. As with any large organization, when a major change (expected or otherwise) occurs, solutions are adopted with the intent of benefiting the students and families. A key component of organization is communication. Parents agree that the school communicates with them to a great degree (B40). These communication lines feature the parent and student grade portals, the weekly phone and email blast from the Principal looking at the week ahead, frequent progress reports (7 week and 14 week), the marquee, parent newsletters, text messages though the Remind app, biannual Parent/Teacher Conferences, and opportunities for face to face meetings with counselors and teachers. These structures are well documented in Lancer Life and instructional personnel and support staff are both able to assist parents and students in finding the answers they seek. Key Areas of Strength

● The school’s external communication with families is strong, especially with regard to the myriad modes of communication that exist (B40).

● Instructional personnel and support staff are qualified for their jobs and the hiring and evaluation process for new and existing employees is fair and consistent.

● The school administration faithfully follows the policies and procedures set forth by its governing body, the Department of Catholic Schools of the Archdiocese of Los Angeles.

● Faculty and staff are supported (financially and otherwise) in their efforts to participate in professional development opportunities off campus.

Key Areas for Growth

● The school’s internal communication, particularly between instructional personnel and the administrative team, needs to be opened and improved with emphasis on transparency regarding job responsibilities and lines of authority.

● Internal position openings (stipended or otherwise) are sometimes assigned or appointed instead of being publicized as an interviewing opportunity for instructional personnel.

● Changes to the Administrative Team (generally, retirement) has not always resulted in a replacement. This creates uncertainty regarding job responsibilities and whether workloads are realistic. The same concern (not replacing those leaving or retiring) exists for support staff positions.


C. Teaching and Learning Standards Summary

Bishop Amat High School provides a comprehensive program of study that is designed to meet the diverse academic needs of its student body. The curriculum can be simultaneously described as challenging and relevant to all types of student learners. 99% of students in each senior class meet the rigorous requirement of earning 270 credits to earn a diploma and 99% of students in each senior class attend college after graduating (72% four-year colleges). The curriculum’s relevance is not restricted to its appropriateness for college matriculation. The seven academic periods built into Bishop Amat’s schedule give students the time and space to pursue courses that match their personal interests, allows them to discover and develop their gifts, and encourages them to prepare for their future areas of study.

The curriculum that creates the foundation of each course offering is designed and reviewed to encourage student achievement of the Integral Student Outcomes. These course offerings can best be described as diverse. Approximately 130 course offerings exist (not including sport-specific P.E. courses) for students to explore. Students may enroll in several types of courses, including standard, honors (17 courses), Advanced Placement (18 courses), and International Baccalaureate (10 courses), based upon their desires and level of preparedness. Not including Religion and Physical Education courses, 85% of courses offered at Bishop Amat have been approved as A-G courses by the University of California. Offerings in English and Mathematics draw their curricular base from the Common Core State Standards. These standards serve as a cornerstone when departments and individual teachers write curriculum maps and course outlines. The other academic departments also draw from the CCSS, but also utilize content specific resources like the Next Generation Science Standards. Curriculum maps and course alignment with national and state standards are reviewed and updated annually within academic departments.

Just as Bishop Amat provides robust opportunities for its high achievers, the school also focuses on properly servicing those that learn differently or have more specific academic needs. Low achievers on the High School Entrance Exam are required to enroll in remedial mathematics and/or English courses the summer before attending Amat. In addition, a slower paced math sequence (Algebra ABC) is available to select freshmen who require more time to succeed. Select freshmen students, as identified by the Learning Resource Specialist, take Study Skills in lieu of World Language their first year to acquire skills necessary for high school success and also to alleviate some of the stress and time that accompanies six academic courses. Finally, the entire Summer School program exists as a curricular option for students who wish to accelerate their learning or remediate prior deficiencies. Over 700 students enroll in 35 course offerings during summer school on average at Bishop Amat.

Students learn in various ways at Bishop Amat High School. The dominant form of classroom instruction as reported by students remains teacher presentation on a topic and student note taking. However, the faculty perceives that students learn best when engaged in dialogue and questioning. Instructional methods vary dramatically by academic department. The Visual and Performing Arts department relies heavily on individual student work, group work, and performance that demonstrates skill. Conversely, the Social Studies Department’s instructional methods trend toward teacher lecture, classroom dialogue, and student note-taking. Several courses in the Mathematics Department rely on a “flipped” classroom model, most notably A.P. Calculus AB and BC. The Science Department unsurprisingly utilizes


laboratory work and both inductive and deductive reasoning activities. Students in Religion classrooms report doing group work and taking notes on teacher presentations.

Beyond the survey data, it should be noted that the most visible and perhaps the most effective way in which students learn at Bishop Amat High School is through creation and participation in activities. Journalism students produce weekly news broadcasts and marketing videos for the school. International Baccalaureate diploma students participate in lengthy research projects and present their findings before a faculty panel. Honors U.S. History students stage debates about the origins of American military conflicts and political decisions. Religion students complete assignments with their parents to cement their spiritual development as a family. Choir members toured in Rome and sang in St. Peter’s Basilica in a Mass celebrated by Pope Francis. Students experiment with gummy bears, build muscle structures on skeletons, draw remarkable self-portraits as summative assessments, interact with poetry orally, and critically think about the role language plays in society as they work towards fluency in a second language. These physical manifestations of learning permeate the school culture and are instrumental in the achievement of the Integral Student Outcomes.

Instructional personnel assess student learning informally and formally throughout the course of the school year. Additionally, standardized assessments are utilized several times a year. Teachers’ use of formative assessment include questioning, checking for learning, quizzing, testing, and the evaluation of classwork, homework, writing assignments, and projects. Summative assessments typically take the form of final exams and course benchmarks, which both consist of at least 70% core (identical) content at level. Teachers use formative and summative assessment to pace instruction and check for content mastery. Department Chairpersons review summative assessments and also access grade distributions and 5 and 10 week grade sheets from teachers to promote equity at level. The Curriculum and Assessment Committee meets monthly to examine assessments and plan for better achievement.

Standardized assessment is another major way that Bishop Amat checks for learning and makes future decisions. All freshmen, sophomore, and junior students participate in the PSAT 8/9 and the PSAT NMSQT respectably. Similarly, the vast majority (approximately 85%) of seniors take the SAT or ACT. In addition to SAT/ACT, many students at Bishop Amat participate in courses that include a summative, standardized assessment. These courses, namely Advanced Placement and International Baccalaureate, give students the opportunity to earn college credit and give teachers the opportunity to critically examine their instruction based upon results. All students at Bishop Amat that enroll in an A.P. or I.B. course are mandated to take the accompanying test or assessment.

Student achievement is reported to families through parent access to the grading portal on Screen Text (Bishop Amat’s student information service, hereafter STS) and through progress reports. Upon enrolling their children at Bishop Amat, parents are given access to the Parent Portal, which provides them with real-time updates to their child’s grades. Teachers are asked to keep their grades current within a two-week period. For parents that do not regularly check the Parent Portal, progress reports are mailed to families after seven weeks, fourteen weeks, and at the end of the semester. Students must maintain healthy standing at Bishop Amat or face Academic Probation or loss of eligibility for sports and performance activities. Students are positively recognized through the publication of the Honor Roll, and through class awards ceremonies at the conclusion of each year. The senior class participates in a special, formal evening awards night to celebrate their cumulative accomplishments. Student achievement is also reported through the wearing of academic regalia (honor stoles and cords) at Commencement, through slide shows in the Main Office


announcing college acceptances, and through features in school publications like the online newspaper, weekly news broadcasts, and the yearbook. Key Areas of Strength

● Students are challenged with a relevant and appropriate curriculum that is aimed at college readiness, but is inclusive of all learners. The diverse options (130 courses) and seven period schedule allows for students to specialize, challenge themselves, and pursue their interests.

● The school utilizes a multitude of assessments and aligns these assessments with known pedagogy. These assessments are delivered often and analyzed by the Curriculum and Assessment Committee to ensure student learning and equitable student experiences.

● In addition to internal assessments, Bishop Amat does well to encourage students to participate in courses or programs that involve external, standardized assessments like Advanced Placement courses, International Baccalaureate courses, and SAT/ACT tests. These assessments provide further information for critique, recognition of student needs, and avenues for future growth.

● The curricular offerings and master schedule is dictated by student interest and need. Amat creates courses that match student qualifications and interests. When students showed a growing interest in computer coding, Advanced Placement Computer Science Principles was added. If 55 students are qualified and register for Advanced Placement U.S. History, the school builds two sections.

● Courses at Bishop Amat are overwhelmingly approved as A-G courses by the University of California and teachers have worked diligently to align their instruction with content standards like the CCSS. Curriculum maps provide many benefits to our students and faculty.


● Although the school promotes and supports teacher participation in off-campus professional development opportunities, many faculty feel that bringing professional development to the school site (during faculty meetings, to start the school year, etc.) would provide added benefit (B25).

● Teachers currently utilize too many instructional platforms (STS, school website, Schoology, Moodle, etc.). Communication with parents, student mastery of technology as an instructional tool, and teacher comfort with content presentation would improve if a single online learning platform was mandated (B39), (E9), (E10).

● Students and teachers are not using new student emails to their full potential. All constituencies need training.


● The use of technology as an instructional tool has not fully succeeded at Bishop Amat. Students and teachers do not feel their technology needs are supported by the administration nor the information technology department (E9), (E10).

● The school schedule (and calendar to some extent) does not fully support equitable student learning or teacher innovation. Some class periods receive more minutes than others because of uneven scheduling. Also, teachers feel the school calendar and schedule does not support their need to collaborate within departments and intra-departmentally.

D. Student Support Standards

Bishop Amat High School provides a student support system that emphasizes safety, access to academic resources, and a challenging co-curricular program. Parents and faculty especially feel that the school provides an environment that to a great degree is amenable to faith formation, learning, healthy competition, and future success.

The rules, policies, and cultural traditions that help to create the school environment at Bishop Amat have been implemented and honed over the years to ensure a high level of safety. Campus safety is ensured through emergency preparedness, a closed campus, and appropriate supervision (D4). Emergency plans are practiced at the beginning of each school year by the entire school community. All faculty/staff are aware of their roles and have been trained for action in the event of a fire, earthquake, campus intruder, or other emergency. Emergency drills are sometimes repeated in the second semester, without warning. Faculty members are also encouraged to be first aid, AED, and CPR proficient by participating in the Heartsaver certification process provided by the school’s professional Athletic Trainer.

Bishop Amat maintains a closed campus. Visitors must check in through the Main Office, as all other school entrances are closed/locked once the school day begins. Visitors wear recognizable yellow stickers to visually announce their presence. Deans of discipline (4) provide supervision during breaks and lunch, in addition to before and after school. They are assisted by four other faculty members during lunch to monitor behavior and student movement through the campus. After hours, the school employs a security guard to ensure safety among students that are present for athletic, performance, or club events. Additional safety measures include a contract with Interquest Detection Canines for drug and weapons prevention utilized on random school days and planned events like school sponsored dances.

The climate of respect on campus is most visible through the goodwill and empathy shown by students to one another (D7), (D8). Bishop Amat enrolls students with wide ranges of academic abilities, physical skills, and health situations. For example, students with autism, missing limbs, or severe health ailments like spina bifida not only survive at Bishop Amat, they flourish. This attitude amongst students is not only a testament to the families that choose to send their children to Bishop Amat but also to the faculty and staff that work diligently to ensure all students are treated in a Christ-like way and are given the opportunity to succeed.

Students are supported academically through the generous efforts of teachers who maximize their availability and through formalized programs built to provide scaffolding for students with specific needs. Generally, teachers are contracted to be on campus from 7:45


a.m. until 3:30 p.m. to attend to their duties and make themselves available for students who need additional help. Most teachers make their students aware of their preferred availability for tutoring through syllabi and verbal instructions. Students also take advantage of peer tutoring hosted by the California Scholarship Federation every day in the school Library. The Brutocao Library functions as a hub for student work, research, tutoring, and before/after school learning.

Students that require more specific academic help are assisted by the Inclusion Program, located in the Learning Resource Center. The Inclusion Program works with families and students to build learning plans for students that learn differently. Often times, students arrive at Bishop Amat with an Individualized Education Program (IEPs) or a 504 Plan to address their specific needs. Using these documents, the Learning Specialist initializes the Support Team Education Plan Process (STEP) to create adjustment plans which enable learners with special needs to succeed in the general education classroom. The Learning Specialist also works to provide referrals or assistance from the local public school district for undiagnosed special needs learners. The school’s Inclusion Program provides a wide array of resources to over one hundred students.

Bishop Amat’s English language learners almost entirely consist of international students, approximately 80% of which are Chinese. Of the 50 international students attending Bishop Amat, 18 are freshman students. These students participated in a week long after-school orientation program to acclimate them to life in the United States and Bishop Amat’s school culture and traditions. Additionally, all international students at Bishop Amat complete a one semester, online ELL course in addition to the typical freshman curriculum.

The final component of academic support involves the Counseling Department. Five academic counselors work with students to address academic needs or deficiencies, plan their coursework over four years, identify and explore careers and college majors, and provide standardized testing opportunities to prepare for college matriculation (D21), (D22c). Sophomore and junior students at Bishop Amat have taken the PSAT in October for many years. This year, the freshman class took the PSAT 8/9 for the first time. In conjunction with the High School Placement test, these standardized test results provide several years of data which helps the school guage academic achievement and annual progress, especially in relation to other students in the Archdiocese, state of California, and nation. The five academic counselors at Bishop Amat are supported by the Athletic-Academic Counselor and College Counselor, both of whom work with students who have more specific or specialized needs in the college application process. Many before school, after school, and evening programs are hosted by the Counseling Department for families including College Night, Financial Aid seminars, NCAA information nights, junior college information nights, “Counselors and Coffee” discussions, CSU/UC/CC application workshops, etc.

In addition to academic support systems, Bishop Amat has built an ample co-curricular program that aims to serve the many needs of its diverse student body (D26), (D27). Student self-reporting figures closely match school calculations regarding participation in athletics, performance arts, student government, and clubs. Over 60% of students play a sport, over 30% of students participate in the arts, and 10% and 50% of students participate in student government and clubs respectively (D24). Parents, students, faculty and administration feel that the co-curricular programs are of a high quality and add value to the educational experience at Bishop Amat. The athletics program supports 11 boys sports (with multiple teams present within each sport) and 10 girls sports (with multiple teams present within each sport). Performance arts include marching band, choir, dance, and theater.


The co-curricular program largely functions to support the school’s fifth ISO, which affirms that Lancers will become responsible citizens who respect themselves and others (D25). Participation in athletics, performance arts, clubs, and student government are all group endeavors that require trust, teamwork, and mutual respect. Teams and groups pray together. They fundraise together (and with their families). They complete team/group service projects annually. The co-curricular program at Bishop Amat is absolutely integral to the school’s Mission and is one of the more popular reasons why prospective families are attracted to the school.

Finally, once students are ready to move on from Bishop Amat, they utilize a robust college counseling program. First and foremost, each student works with their individual academic counselor for basic college needs. The College Counselor assists students with more detailed needs involving specific university academic programs, scholarship search, and financial aid. Workshops, seminars, and events are held throughout the school year for both students and parents to assist with the college matriculation process. 99% of seniors at Bishop Amat report attending college after graduating (72% four year colleges) and seniors in the class of 2016 earned close to $14M in academic scholarships (not including athletics). Alumni surveys consistently match self-reports in regard to college matriculation and attainment of BA/BS degrees. Key Areas of Strength

● The climate and environment at Bishop Amat ensures safety and promotes well-being. Students, parents, and faculty agree that the policies and Catholic traditions in place support students as they grow in faith and as learners. (D4) (D5) (D6)

● The Counseling Department provides a systematic program that has consistently provided students with resources and opportunities to succeed in high school and obtain access to their higher education goals.

● The school’s co-curricular program is large, supported, and diverse enough in offerings to meet the needs of a large and diverse student body. Pathways exist to allow students to create new programs and opportunities (new sports, club sports, club offerings, etc.) that meet their needs.

● Graduates of Bishop Amat High School continue to earn college admission and scholarship opportunities. Bishop Amat alumni are studying across the country at many prestigious institutions of learning.

● Student support systems at Bishop Amat offer many morning, afternoon, and evening programs to involve parents and provide them with the resources they need to navigate a complex world.


● Communication lines need to be strengthened between admissions, counseling, and deans of discipline. At-risk students must be identified and supported early in their high school experience. To that end, processes need to be created to link a student’s personal history, attendance record, behavior record, and academic struggles.


● Communication between deans, counselors, and families should be emphasized to benefit at-risk students. Even though families have internet access to student information like grades, attendance, and behavior/discipline, the school recognizes that families of struggling students are often the least likely to utilize those resources.

● Use of the Naviance counseling suite is not being maximized by the school community. Counselors, students, and families require training and opportunities to use the comprehensive college and career readiness platform.

● Student email addresses are not being used to their full potential. Counselors and Deans of Discipline must investigate ways to increase their impact and presence as resources through more targeted and proactive communication.

E. Material Stewardship Summary Paragraph

Bishop Amat currently has the largest student population in the Archdiocese of Los Angeles. There is no doubt that multiple factors contribute to make this possible, including Amat’s Catholic identity, its commitment to the community, and its tradition of academic and athletic excellence. However, a crucial component to the school’s vitality and ability to serve the families of the San Gabriel Valley is the responsible stewardship of financial resources by the President and school leadership. This stewardship has placed Bishop Amat in a position to continually upgrade its facilities, plan for future capital campaigns, and provide the necessary resources for student achievement.

Bishop Amat’s enrollment operations are conducted by the school’s marketing and admissions staff, supervised by the Director of Finance, Admissions, and Development. These recruiting practices involve but are not limited to visits to partner schools, high school recruitment fairs, the planning of Open Houses and Shadow Days, and the encouragement of programs for middle school children like sport camps (e.g. Hit & Hustle football camp), arts programs (e.g. Junior Lancer Choir), and the Summer Enrichment program. The school maintains healthy relationships with its chief partner schools, however it must be noted that last year alone, Bishop Amat drew from 116 feeder schools.

Despite significant efforts to market the school, several challenges have continued to emerge. The first and most daunting is the financial struggles that many prospective families currently face. Bishop Amat is able to enroll close to 1,400 students is due to the tuition assistance that families receive. The socioeconomic realities of the school’s target constituencies are such that 50% of students at Bishop Amat need and receive tuition assistance of some kind, totaling $1.8M in disbursements ($2,500 average award). The other major challenge has been the recent popularity and growth of a specialized public high school in Pomona, International Polytechnic High School (iPoly). Bishop Amat remains committed to finding ways for families to access a Catholic schooling experience that prioritizes spiritual development, academic excellence, and an outstanding co-curricular program.

Instructional and learning resources meet the needs of students and faculty at Bishop Amat. Classrooms are outfitted with necessary and requested items, departments have budgets that allow for purchases and training, and upgrades are made annually to things like


teacher computers and classroom appearance. The school utilizes two main pieces of software, a student information system called Screen Text Software (STS) and the school website which is powered by Edlio. Needs are met and resources are appropriate for creating an environment in which teaching and learning can take place successfully.

However, surveys consistently found that instructional personnel rated the quality of the physical environment of the classrooms (E11), the quantity and quality of the technological resources at the service of the teaching and learning (E9), the quality of the technological infrastructure that supports school internal operations (E10), and the quality of the maintenance of the school internally as medium. The school plant however was rated better for external maintenance (E12), which may in part be linked to contracting a new landscaper in recent years.

The school plant adequately accommodates the many co-curricular programs available to students. The vast amount of programs available and operating concurrently however require coaches and advisers to share and compromise when planning the use of facilities, which is a hallmark of most high schools. The Carroll Center gymnasium has been a boon to athletic programs and the arts, and the future Performing Arts Center, which will be built on the site of the current Faculty House, will create more space for all programs to grow.

Bishop Amat achieves a balanced operating budget through careful financial consideration, years of experience, and consistent event planning. The President and Principal are determined to maintain the school’s financial foundation and, under the leadership of the President, have generated more than twenty years of balanced budgets. The Consultative Council also participates in budget development and advise the President on financial matters across the educational spectrum. Tuition and fees remain the greatest source of income for Bishop Amat, making up over 85% of all receipts. The school also uses funds from third party sources like the Catholic Education Foundation and grants from organizations like the Doheny Foundation and the Rose Hills Foundation. Finally, three major annual events generate receipts for Bishop Amat: the Extravaganza, the Scholarship Benefit Dinner, and the Golf Tournament. The consistency witnessed in these endeavors provides assurances to all constituencies that Bishop Amat has a healthy financial life.

Under the supervision of the President and the Director of Finance, the school’s business operations and accounting practices are faithfully observed and meet the standards set forth by the Department of Catholic Schools (DCS). Administration, faculty, and staff are compensated by the salary scales determined by the DCS. Bishop Amat has the ability to provide additional stipends to compensate teachers for duties above and beyond their contracted responsibilities. The school adheres to the DCS’s request for monthly financial reports and additionally generates a “Daily” report of revenue and expenditures. The school insists on creating an annual surplus of no less than $300,000 a year and maintains $1M in reserves at all times. Bishop Amat is dedicated to publishing the facts of its budget and business operations in the Annual Report. Traditionally, the operating budget is presented to parents, faculty, and the Consultative School Council in separate meetings.

Bishop Amat promotes itself to its parents, alumni, benefactors and friends through email newsletters, the annual report, mailings, and the school website. These promotional materials have steadily increased in quality and visual appeal partially due to the school’s relationship with a local printer owned by an alumnus. The annual report is an important document that provides friends of the school updates on student achievements and college acceptances. It also records how the school is distributing its income, including donations. Finally the annual report gives the school the opportunity to thank those who participated in giving opportunities throughout the year. The school website is mostly used by current


families, however it does function as another way for alumni to read digital versions of publications, receive news about future events, and donate electronically.

The school’s strategic material planning efforts are directed at maintaining the resources it currently possesses while aggressively saving to upgrade the plant to improve all aspects of the school. First and foremost, these planning efforts recognize that future enrollment will only be sustained by preserving the school’s affordability through financial aid and scholarships. Secondarily, the school creates line items in the operating budget for new classroom equipment and supplies, maintenance of existing classroom equipment, academic department operating expenses (educational materials) and technology additions (computers, hardware, software, etc.). In addition, the school budgets between $300,000-$500,000 annually for capital improvements. Recent capital improvements include but are not limited to upgrading the stadium sound system, replacing the phone system, building a wifi network, adding air-conditioning units to classrooms, constructing an all-weather track, and replacing sod in the stadium and practice fields. Bishop Amat’s financial stability and thoughtfully planned budget acknowledges that prioritizing the school’s educational resources and co-curricular programs is vital the school’s continued health and success.

Key Strengths

● The school has a long tradition of balanced operating budgets, sound accounting practices, and responsible planning for the future. Budgets are constructed with the intent of encouraging student engagement with their Catholic faith, creating an environment conducive to sustained academic excellence, and maintaining the school’s rich tradition of athletic and artistic achievement.

● The school has maintained healthy relationships with important sources of third party revenue including major grants and foundations. These relationships, along with the continued emphasis to build Named Scholarships, has allowed Bishop Amat to maintain its enrollment and service the families in its community.

● The development and marketing teams have supported several programs that focus on bringing prospective students to our campus to experience life at Bishop Amat. Providing these services is an important way the school thanks its neighbors and friends, but also serves to educate newcomers about the school’s excellence.

● The school has shown a sustained commitment to improving the infrastructure and resources available to its stakeholders on an annual basis.

Key Growth Areas

● Staffing areas should be assessed to determine whether all needs are being met (e.g. classroom/facility upkeep, audio/visual responsibilities, I.T. availability for faculty/students).

● Administration, faculty, and staff must work to build cordial and healthy relationships with parents grounded in the teachings of Jesus and consistent with the school’s philosophy of Goodness, Discipline, and Knowledge.


● The school must develop new strategies for building relationships with alumni and connecting them back with their alma mater.

Discerning Areas for Critical Growth Areas for Critical Growth

● CATHOLIC IDENTITY

○ Explore ways to celebrate students receiving Sacraments while attending Bishop Amat High School (like Confirmation) and establish protocol for recommending RCIA programs for students interested in joining the Faith

○ Increase faculty and student participation in prayer during second and third block. Investigate prayer activities of sports teams, performance groups, and clubs/activities (A3)

○ Encourage faculty participation in several areas, namely Mass attendance (non-homeroom teachers), Baccalaureate Mass attendance, and invitations to participate in liturgical ministries and/or retreats

○ Increase the role of Campus Ministry in the Freshman Orientation experience. Investigate the possibility of a teaching Mass

○ Provide scaffolding for International Students, especially at the freshman level, who do not have background knowledge of monotheism, much less Catholic Christian tradition.

● TEACHING AND LEARNING

○ Although the school promotes and supports teacher participation in off-campus professional development opportunities, many faculty feel that bringing professional development to the school site (during faculty meetings, to start the school year, etc.) would provide added benefit (B25).

○ Teachers currently utilize too many instructional platforms (STS, school website, Schoology, Moodle, etc.). Communication with parents, student mastery of technology as an instructional tool, and teacher comfort with content presentation would improve if a single online learning platform was mandated (B39), (E9), (E10).

○ Students and teachers are not using new student emails to their full potential. All constituencies need training.

○ The use of technology as an instructional tool has not fully succeeded at Bishop Amat. Teachers do not feel their technology needs are supported by the administration nor the information technology department.


● STUDENT SUPPORT

○ Communication lines need to be strengthened between admissions, counseling, and deans of discipline. At-risk students must be identified and supported early in their high school experience. To that end, processes need to be created to link a student’s personal history, attendance record, behavior record, and academic struggles.

○ Communication between deans, counselors, and families should be emphasized to benefit at-risk students. Even though families have internet access to student information like grades, attendance, and behavior/discipline, the school recognizes that families of struggling students are often the least likely to utilize those resources.

○ Use of the Naviance counseling suite is not being maximized by the school community. Counselors, students, and families require training and opportunities to use the comprehensive college and career readiness platform.

● MATERIAL STEWARDSHIP

○ Administration, faculty, and staff must work to build cordial and healthy relationships with parents grounded in the teachings of Jesus and consistent with the school’s philosophy to reduce attrition and maintain consistent enrollment.


CHAPTER 4 - Educational Improvement Plan

A. Implementation of the Prior Plan from the last Self Study

Action Plan 1: The school will redesign its Christian Service Program to enhance the accessibility and participation of school community members in a wide range of service opportunities. The Christian Service Program at Bishop Amat High School was revamped and reenvisioned in concordance with the last Focus on Learning accreditation cycle. Students at Bishop Amat now record, at minimum, eighty hours of Christian service as a requirement for graduation. The program has been refined over the six years to enhance the Small Faith Community and mentoring experience as well as making the requirements more accessible and realistic. The program’s success and viability is seen through the number of students who choose to record many hours beyond the minimum requirement, the quality of the written reflections, and the small number of students that must take summer school to complete their hours. The Christian Service moderator is instrumental in making students aware of opportunities and gathering data and records. The school did not create a school-wide service project, but last year the faculty commenced with a faculty-wide service project as part of their annual Faculty Retreat. Action Plan 2: The school will develop a formalized program of coordinated inter/intradepartmental collaboration among teachers to foster an appreciable alignment of curriculum, instruction, and assessment of student learning across grade levels. Bishop Amat completed this segment of the Action Plan to a great extent. The faculty worked within academic departments to create curriculum maps (e.g. 1, 2, 3, 4, 5, 6) that are aligned with recognized standards and speak to the Integral Student Outcomes. These maps will be updated in coming years to reflect changes in the curriculum and changes in instructional methodology. During faculty meetings, teachers were given several opportunities, over the years, to read and discuss articles that pertained to educational pedagogy, instructional trends, and changes in views on curriculum delivery. Additionally, Bishop Amat has taken full advantage of the Archdiocesan emphasis on curriculum and instruction by sending faculty members to the professional development seminars and workshops organized by Dr. Daniel O’Connell, Director of High School Curriculum for the Dept. of Catholic Schools. Academic departments made a commitment to meet at level to ensure equitable educational experiences among students. In addition, courses like Science in Literature were approved to foster intradepartmental collaboration . Finally, Bishop Amat participated and hosted the workshops produced by the Department of Catholic Schools that provided a forum for elementary school teachers to collaborate with high school teachers to align mathematics instruction based upon the Common Core State Standards.


Action Plan 3: The school will continue its efforts to maintain student enrollment and participation in its varied academic and extracurricular programs through increased marketing efforts and by broadening the scope of scholarships, grants, and financial assistance opportunities. Bishop Amat has maintained enrollment through the last six year period despite declining enrollment in partner schools and sustained economic hardship for local families. This has mostly been accomplished by creating new revenue sources for financial assistance, improving the quality of marketing materials, and supporting innovative ways of bringing prospective students to the school site. The Development Department’s focus on Named Scholarships has been successful and beneficial. The amount of Named Scholarships has doubled (from 23 to 46) in the six years since the school’s last accreditation. In that same time period, the Endowment Trust Fund has doubled. In addition, Amat’s partnership with Orbit Printing has produced marketing materials, like the Annual Report and the Information Brochure, that are visually striking. Finally, the genesis of Shadow Days and growth of the Summer Enrichment Program have brought prospective students on campus so they can experience the quality of a Bishop Amat education. Action Plan 4: The school will develop a formalized process of articulation, revision, and implementation of its established Technology Plan to enhance the quality and relevance of instruction and learning. The school’s realization of Action Plan 4 was only accomplished to a fair or moderate extent. A formal Technology Plan was not developed and articulated to all stakeholders. In lieu of a formal plan, the administration made annual improvements to the technology infrastructure at the school site, mainly in the area of wifi and bandwidth expansion, and articulated changes and improvements during faculty meetings. The major achievement in regard to this portion of the Action Plan came in the form of redesigning the school website. Edlio (a web design company) was contracted to build a website that was user friendly, increased faculty and staff participation, and generated new ways for parents to access information and communicate with the school. The school’s website today is updated daily and is a valuable tool for all stakeholders.


B. Current Educational Improvement Plan (EIP)

AREA FOR CRITICAL GROWTH

CATHOLIC IDENTITY

GOAL OF THE ACTION PLAN

Increase the participation of all constituents in faith formation on campus and simultaneously affirm the importance of each student’s spiritual life in their domestic church and at their local parish or worship community.

RATIONALE FOR THE ACTION PLAN

Students at Bishop Amat yearn for more accessible ways to practice their faith life at school, including prayer, the celebration of the Eucharist, and participation in spiritual retreats. Students and faculty have also expressed interest in fostering stronger faith connections with parents and families. The influx of international students and anecdotal reports of non-practice from Catholic students suggests that more should be done to create accessible learning opportunities focused on the foundations of the Catholic faith. Creating program structures that encourage greater participation in local parishes and building ways to increase faculty involvement on campus would serve to strengthen the Catholic identity of our high school.

ACTION STEPS AND TIMELINE

Spring 2017 ● Sacraments: Increase affirmation of earned Sacraments by

including acknowledgement during a school-wide Mass. Students in first and second year Confirmation programs will be asked to stand. A prayer/blessing will be said for the success of their spiritual journey.

● Curriculum: Create a separate course next year for International Student support (freshman adjustment course). This course will have the same course name (Christ in Scripture) and cover the same content, but will be done so in an environment that assumes little prior knowledge of Catholic faith traditions.

● Participation: School administration will review school policy and the Faculty Handbook to consider ways of encouraging more universal participation in Amat’s spiritual events.

2017-2018


● Prayer Book: Christian Leadership students under the leadership of the Campus Ministers will research prayer books and create a Bishop Amat specific prayer book to be used in classrooms for daily prayer. Efforts will be made to include the Yearbook staff and Orbit Printing for design consultation.

● Freshman Orientation: Christian Leadership students will work alongside ASB to incorporate Bishop Amat’s spiritual tradition into the Freshman Orientation experience. Implementation planned for Fall of 2018.

● Teaching Mass: Campus Ministers explore scheduling a teaching Mass to provide our non-practicing Catholic students and non-Catholic students a foundation for appreciating the parts of the Mass and the sanctity of the Liturgy.

● Family Faith Formation: Revamp the website to increase user experience. Brainstorm ways to increase visibility and online interaction.

● Sacraments: Work with the Director of Studies to identify and recognize students at the annual class Award Ceremony for completing Confirmation and/or other Sacraments.

2018-2019 ● Prayer Book: Publish and require purchase of Bishop Amat

Prayer Book by all students. Place a copy in every classroom to assist teachers with engaging in prayer at the beginning of class.

● Freshman Orientation: Full implementation in August. After the event, Christian Leadership students will critique its success and start planning improvements for next year.

● Class Masses: Plan to create space in the school calendar for class Masses to be held in the Performing Arts Building.

● Sunday Mass: Explore how to increase BAHS presence at Sunday Mass (better utilize practicing Catholic teachers). Ask other Catholic high schools how they capitalize on their faculty involvement at local parishes. Build a plan to use faculty as ambassadors at their local parishes.

2019-2020 ● Sunday Mass: Implement local parish plan (faculty

ambassadors? Etc.) ● School-wide service project: Brainstorm/plan school-wide

service project. When? What? How? Consider increasing the


amount of hours of Christian Service expected of students, considering they will be participating in a 4-5 hour project.

● Class Mass: Implement first year of freshman/sophomore/junior/senior class Masses in the Performing Arts Building.

2020-2021 ● Prayer Book: Edit and revise the Bishop Amat Prayer Book.

Create a new edition to be published over the summer. Students will purchase new book.

● School-wide service project: Implement school-wide service project. Create surveys for students, parents, faculty, staff, and administration to analyze the success of the program. Devise ways to improve the experience the following year.

● Sunday Mass: Reassess plan for faculty involvement in local parishes. Create systems that encourage new (practicing Catholic) faculty members to share their faith on campus and through their home parishes.

2021-2022 ● Prayer Book: Publish new edition.

ACTING AGENTS

Principal, Campus Minister, Religion Department Chairperson, Christian Service Moderator, Assistant Principal - Academics, Activities Director, Christian Leadership student members, Yearbook staff.

NECESSARY RESOURCES

-Initial funds to publish prayer book (to be recouped through sales) -Small budget to purchase additional certificates for awards ceremony -Time/energy/willingness of faculty

ASSESSING PROGRESS

-Groups like Christian Leadership will critique and evaluate their impact after planning events like Freshman Orientation. -Continued WCEA surveying and data library collection will track perceptions of campus prayer. -Continued WCEA surveying and data library collection will track student/family participation in home parishes. -Qualitative observation during Mass to measure/discern solemnity and appropriate participation. -Christian Service moderator and Religion Department will debrief after first school-wide service project.


REPORTING PROGRESS

-Survey submission to data library -Meeting minutes (Religion Dept.)


TEACHING AND LEARNING


Promote a student-centered learning environment that fully readies graduates for the expectations of colleges and universities in the 21st century.


Students and educators have different needs and require different skills to succeed than they did fifteen, if not six, years ago. To meet those needs, Bishop Amat must provide faculty with support and opportunities for professional development. Additionally, use of the Google education suite will be emphasized to encourage student production, creativity, and collaboration in learning. Finally, the technology leaders on campus must come together to build communication lines, future plans, and opportunities for growth.


Spring 2017 ● Technology Committee: Administration will arrange for the

creation of a Technology Committee. The committee will be a collaborative group including members of the I.T. Dept., faculty, staff, students, administration, and alumni. Discussions will center around committee membership and the goals of the committee.

● Google Certification: Inform faculty regarding the opportunities available online through Google for Education. The administrative team will reach out to each academic department to gauge the interest level of teachers who wish to seek certification.

2017-2018 ● Google Classroom: Hire a professional education consultant

to provide a professional development day (August) to introduce the Google Education suite, especially Google Classroom, to teachers.

● Student emails: Freshman students will activate their emails during Freshman Orientation. 10th-12th grade will check


functionality and alert I.T. of login problems the first two weeks of school.

● Internal Professional Development: Create space for Bishop Amat faculty members (Google Certified 1) to present best practices at a minimum of one faculty meeting per semester.

● Technology Committee: Convenes monthly. The meeting minutes generated from each gathering can be discussed in Home Groups. Annual goals include increasing homogeneity in available tech in all classrooms, clarifying procedure for reporting broken/malfunctioning equipment, and research and discussions of how to best implement a Bring Your Own Device (BYOD) policy in future years.

2018-2019 ● Google Classroom: Hire a professional education consultant

to provide a professional development day (August) to introduce more advanced features of the Google Education suite, especially Google Classroom, to teachers.

● Conference Attendance: A small group of teachers (minimum level 1 certification) will submit applications to attend a major EdTech conference (ISTE, CUE, etc.) Teachers will demonstrate findings at a minimum of two faculty meetings.

● Technology Committee: Continue monthly meetings. Yearly goal surrounds drafting a BYOD policy to be implemented in the 2019-2020 school year.

● School-wide Feedback: Survey faculty, students, and parents regarding the use of the Google education suite during the spring semester.

● Innovative Teacher of the Year: The administrative team will discuss the possibility of creating a program that recognizes teachers for innovative instruction that emphasizes student centered learning, especially collaboration and creation.

2019-2020 ● BYOD Policy: Implement BYOD policy. ● School-wide Feedback: Survey faculty, students, and

parents regarding the use of devices in the classroom during the spring semester.

● Conference Attendance: A small group of teachers (minimum level 2 certification) will submit applications to


attend a major EdTech conference (ISTE, CUE, etc.) Teachers will demonstrate findings at a minimum of two faculty meetings.

● Innovative Teacher of the Year: Program implementation. Applications due in March. Winner announced in May.

2020-2021 ● Technology Committee: Revise BYOD policy and

communicate changes to school community.

2021-2022 ● BYOD Policy: Implement revisions to the BYOD policy.

ACTING AGENTS

Principal, Assistant Principal-Academics, Director of Finance, I.T. Director, Technology Committee, Google Certified Teachers, all faculty.

NECESSARY RESOURCES

-Continued investment in bandwidth and other technology related infrastructure on campus. -Budgeted funds for professional development conferences. -Faculty meetings must be restructured/reenvisioned to allow time for teacher presentations. -Budgeted funds to hire a presenter (2 years).

ASSESSING PROGRESS

-Meeting minutes from Technology Committee. -Annual surveys starting in 2019-2020 school year to assess implementation of BYOD policy. -Quality of teacher presentations in faculty meetings. -Quality of teacher applications for “Innovative Teacher of the Year.” -Standardized test scores and other annual assessments.

REPORTING PROGRESS

-Survey submission to data library. -Technology Committee findings will be relayed in Home Groups. -Teachers that attend technology conferences will present in front of the entire faculty. -Innovative Teacher of the Year applications will be submitted to the data library.



STUDENT SUPPORT/MATERIAL STEWARDSHIP


Strengthen the school’s communication with students and parents, in accordance with the school’s Mission, to positively affect students’ high school experience and thereby increase high school success, aid college matriculation, reduce attrition, and maintain a healthy enrollment for the school.


Although parents and students approved of Bishop Amat’s modes of communication to a high degree, the E3 process has illuminated the need to improve internal communication. Administration, faculty, and staff must build positive working relationships with families. This especially pertains to at-risk students, and students not realizing their academic and personal potential. By fully maximizing Naviance’s Family Connection, Amat’s comprehensive counseling platform, more students can be served and more students will benefit from a Bishop Amat education.


Spring 2017 ● Counselors, deans of discipline, and admissions staff will, as

groups, create ideas and proposals to address internal communication. What pieces of information are needed for each group to serve students best?

● Create a three year plan for Naviance implementation that addresses counseling needs (training), parent needs (training), and student needs (training).

● Add Naviance’s “Test Prep” component to the suite to address standardized test scores. Discuss the addition of “Alumni Tracker” for future years.

2017-2018 ● Counseling department, deans of discipline, and admissions

staff will begin to use Naviance as a documentation and communication tool through the use of “Journals.”

● Two evening parent sessions will be scheduled each semester to provide training in the use of Family Connection (Naviance).


● Assistant Principal, Academics, will research local schools using Naviance and communicate with them regarding best practices.

● Assistant Principal, Academics, will meet with I.T. several times throughout the year to ensure proper student data transmission to Naviance.

● Review progress at year end, through meetings, to discern if the school needs to invest in further Naviance training.

● Evaluate and revise the process through which parents withdraw their child from Bishop Amat.

● Review and update the Faculty/Staff Handbook for relevance and accuracy. Draft an addendum that outlines best practices for interaction with families.

● (1st semester) Introduce the idea of faculty summer reading. Ask faculty to make recommendations for books to be considered based upon the parameters set forth by the Principal. (2nd semester) Distribute summer reading for faculty. This book will serve as a foundation for the subsequent year’s theme.

2018-2019 ● Distribute revised Faculty/Staff Handbooks. ● A comprehensive guide and outline of expectations will be

drafted regarding which aspects of Naviance will be most utilized during every year of a student’s high school experience.

● Counselors will receive more training for the Naviance platform, either from the Assistant Principal, Academics, or Hobsons, Inc.

● Instructional videos will be created to help students and families use Naviance’s Family Connection.

● Full implementation of the new student withdrawal procedure.

● Evaluation of school calendar. Research instructional minutes, length of school day, and creative options with the intent of creating space for students to access Family Connection in added homerooms.

● Distribute summer reading for faculty. This book will serve as a foundation for the subsequent year’s theme.

2019-2020 ● Implement new calendar with added homerooms.


● Utilize homerooms for student use of Family Connection. Students will be using their own devices, as this coincides with the first year of BYOD implementation.

● Distribution of electronic comprehensive guide to Family Connection to families.

● Utilize information from new student withdrawal procedures to inform decision making and future goals.


2020-2021 ● Review and update the Faculty/Staff Handbook for relevance

and accuracy, using knowledge gleaned from exit interviews. Update addendum on best practices with new faculty ideas.

● Review and update the comprehensive guide to Family Connection.


ACTING AGENTS

Principal, Assistant Principal-Academics, Assistant Principal-Student Services, Director of Admissions, Registrar, Counselors, Deans, all faculty, all staff.

NECESSARY RESOURCES

-Commitment to add a component (Test Prep) to the Naviance suite. -Possibly purchase training opportunities for counselors. -Time in the school calendar to add homerooms. -Funds to purchase the annual summer reading book for faculty.

ASSESSING PROGRESS

-E3 survey questions concerning communication. -Added E3 survey questions that relate to Family Connection. -School enrollment. -Observation of faculty enthusiasm for summer reading. -Qualitative measurement of student use of Family Connection.

REPORTING PROGRESS

-Counselors will report progress to the Assistant Principal, Academics. -Deans will report progress to the Assistant Principal, Student Services. -Staff will report progress to the Director of Admissions. -Faculty will report progress to their administrative evaluator.



Documents

Ensuring Educational Excellence (E3) - Edl Educational Excellence (E3) Western Catholic Educational Association Self Study A Self Study for: Bishop Amat Memor i a l Hi gh Scho o l