WCEA-WASC Progress Report 2/9/16
Moreau Catholic High School
WCEA-WASC Self-Study
Chapter 2: Progress Report Update
Table of Contents
CHANGES AT MOREAU CATHOLIC SINCE THE 2006 SELF-STUDY REPORT ....................................... 2
TRANSFORMING TOMORROW CAMPAIGN ........................................................................................................................... 2
ONE TO ONE LAPTOP PROGRAM .......................................................................................................................................... 2
PROCESSES AND PROCEDURES FOR MONITORING THE SCHOOLWIDE ACTION PLAN ................. 3
ACTION PLAN .......................................................................................................................................................... 4
ACTION ITEM #1: COMMITMENT TO ESLRS ..................................................................................................................... 4
Progress Updates: ....................................................................................................................................................................4
Future and Ongoing Goals:..................................................................................................................................................4
ACTION ITEM #2: CURRICULUM FOR ALL STUDENTS ....................................................................................................... 5
Progress Updates: ....................................................................................................................................................................5
Future and Ongoing Goals ...................................................................................................................................................7
ACTION ITEM #3: SERVICE LEARNING AND CAMPUS MINISTRY .................................................................................... 7
Progress Update: ......................................................................................................................................................................7
Future and Ongoing Goals:..................................................................................................................................................8
ACTION ITEM #4: FUNDING RESOURCES............................................................................................................................ 8
Progress Update: ......................................................................................................................................................................8
Future and Ongoing Goals:............................................................................................................................................... 10
ACTION ITEM #5: ACCOUNTABILITY AND COMMUNICATION........................................................................................ 10
Progress Update: ................................................................................................................................................................... 10
Future and Ongoing Goals:............................................................................................................................................... 11
WCEA-WASC CRITICAL AREA #1: REVISION OF THE MOREAU CATHOLIC ACTION PLAN .................................... 11
Progress Update: ................................................................................................................................................................... 11
WCEA-WASC CRITICAL AREA #2: MASTER-SITE PLAN ............................................................................................. 12
Progress Update: ................................................................................................................................................................... 12
Future and Ongoing Goals:............................................................................................................................................... 12
WCEA-WASC CRITICAL AREA #3: MODERN LANGUAGE DEPARTMENT.................................................................. 12
Progress Update: ................................................................................................................................................................... 12
Future and Ongoing Goals:............................................................................................................................................... 13
WCEA-WASC CRITICAL AREA #4: DISCIPLINE POLICY............................................................................................... 13
Progress Update: ................................................................................................................................................................... 13
Future and Ongoing Goals:............................................................................................................................................... 14
WCEA-WASC CRITICAL AREA #5: EVALUATION OF COLLABORATION CHOICES.................................................... 14
Progress Update: ................................................................................................................................................................... 14
Future and Ongoing Goals:............................................................................................................................................... 15
WCEA-WASC CRITICAL AREA #6: DEPARTMENT COLLABORATION & DEPARTMENT CHAIR’S ROLE ............... 15
Progress Update: ................................................................................................................................................................... 15
Future and Ongoing Goals:............................................................................................................................................... 15
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WCEA-WASC Progress Report 2/9/16
Changes at Moreau Catholic since the 2006 Self-Study Report
Since the previous WCEA-WASC visit to Moreau Catholic in 2006, the school has completed
several major initiatives focused on meeting student needs.
Transforming Tomorrow Campaign
Throughout 2006 and into the fall of 2007, Moreau launched the building project
associated with the Transforming Tomorrow campaign. The Transforming Tomorrow
campaign represented the first large capital campaign for Moreau Catholic. By completion
in the fall of 2007, Moreau Catholic successfully raised more than $2.2 million toward the
expansion of its library, creation of a new student video production studio, the addition of a
new state of the art science lab and improved front lobby and administrative offices. The
total investment from the school was more than $8.2 million and increased the school's
square footage by 9,015 feet. Contributions to the campaign included leadership gifts from
The Valley Foundation and Y&H Soda Foundation, along with the generous support of
Moreau alumni, alumni parents, current families, faculty and staff and community
members.
One to One Laptop Program
With the opening of the new school building, Moreau also simultaneously initiated the
launch of the one to one laptop program at the freshmen and sophomore levels. This
decision came after ongoing needs assessment from the Technology Committee, the
Finance Committee, and Academic Council. Over the course of the subsequent three years,
all four grade levels would be fully integrated with the one to one laptop program. Starting
in the fall of 2006, a group of two teachers from each department was brought together to
serve as trailblazers. These teachers received their laptops in August 2006, four months
prior to all other faculty. This group was given the opportunity to work closely with an
Apple professional trainer to help them learn about the laptop tool, and begin to integrate
technology learning into the curriculum. In January 2007, all remaining faculty members
received their Apple MacBook laptops along with two days of extensive tool training.
Throughout the remainder of the school year, the focus for professional learning was on
preparing for the one to one laptops, and increasing faculty comfort with the tool. In August
2007, with all 9th and 10th grade students (approximately 500 in total), receiving either a
leased laptop computer, or having purchased an Apple MacBook laptop, the shift in
professional learning moved away from just tool training, to include pedagogical growth in
the area of increasing student centered practices. At Moreau Catholic, laptop learning is
more than just putting a computer in the hands of every student; it is about providing
students with the opportunity to authentically develop the necessary 21st century learning
skills that will be crucial to their success in competing in our global society. Students are
developing the skills to be analytical, critical thinkers, capable of navigating a rich digital
environment in order to build learning networks, and develop their own community of
learners. Through these first two years of the laptop program, we have seen students grow
in many different ways. Most importantly, we are seeing a shift in teaching, moving toward
project based learning, involving authentic assessments of students’ mastery of the content
area.
Most recently, Moreau Catholic High School was selected as one of the few innovative, 21st
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century, 1 to 1 laptop schools from across the nation to participate in developing Challenge
Based curriculum, integrating 21st century skills and outcomes, in a culture of innovation
and creativity using 24/7 access to tools and resources. On November 20–21, 2008, a team
of five teachers participated in an intensive workshop with fellow Apple laptop schools
from across the United States. The teachers then returned to Moreau to pilot the Challenge
Based Learning curriculum within their classrooms. Since 2009, Moreau Catholic High
School has hosted visitors, in partnership with Apple Computer, from around California
and the nation as a model 1 to 1 laptop school. In 2010, Moreau Catholic High School was
named an Apple Distinguished School for its integration of technology with student
learning and instructional practice.
Processes and Procedures for Monitoring the Schoolwide Action Plan
Moreau Catholic High School is dedicated to the ongoing review and assessment of both the
school-identified action plan items and the WCEA-WASC Visiting Committee critical areas
of follow-up. This action plan serves as a road map in the school’s ongoing strategic
planning and school improvement processes. Since the previous WCEA-WASC visit to
Moreau Catholic in 2006, the school has continued to keep its Focus Groups intact and to
meet annually in order to work on the school improvement processes. On November 28,
2006, Focus Groups met to review the Category B Belief Statement. Focus groups used
specific guide questions to consider what evidence would support the efficacy of the belief
statement. On September 25, 2007, Focus Groups met to review Category C Belief
Statement and evaluate the extent to which the belief statement accurately reflected our
current practices. In addition to reviewing the Belief Statement, groups also analyzed our
progress in four of the Action Items that fell under Category C. In preparation for Moreau
Catholic’s third-year progress report, Focus Groups convened on October 29, 2008 to
review one specific action plan item or WCEA-WASC Visiting Committee critical area of
follow-up. Groups looked at examples of both progress and still needed areas of growth.
After each Focus Group meeting, the findings were presented to both the Leadership Team
and the Mission Integration Committee. Academic Council, comprised of all schoolwide
Department Chairs, has also regularly been reviewing progress on the schoolwide Action
Plan items and WCEA-WASC recommendations. Yearly, Academic Council has evaluated the
progress, and identified continued areas of needed growth. In addition to the Focus Group’s
work, the Leadership Team has also continued to remain focused on the Action Items.
Immediately following the 2006 WCEA-WASC visit, the team spent their July 2006 retreat
focused on developing the “Structures and Frameworks to Implement our Schoolwide
Action Plan and WCEA-WASC Recommendations”. Faculty member and previous WCEAWASC coordinator, Cheryl Steeb, facilitated the two-day retreat. The subsequent
Leadership Team retreats in June 2007 and August 2008 also focused on our schoolwide
progress in meeting the Action Plan items and WCEA-WASC recommendations.
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Action Plan
Action Item #1: Commitment to ESLRs
Authenticate the purpose, meaning, and value of the ESLRs among all stakeholders of the
school.
Progress Updates:
With the inclusion of the laptop program, and student’s increased access to technology,
Moreau Catholic made a conscientious effort to change student course evaluations from a
paper submission process, to an electronic submission. This change allowed for access to
clearer data about instruction, courses, and the inclusion of the ESLRs. Individual teachers
and department chairs are provided with data regarding the extent to which students feel
the course has addressed the four ESLRs. Department discussions have then included an
evaluation of how the ESLRs are being integrated as part of the content area, identifying
strengths and opportunities for growth. Departments have also begun to integrate ESLR
assessments as part of student’s final exam. Students are asked to reflect upon how they
addressed particular ESLRs through their content learning and through course evaluations
each semester. The athletic department has also begun to include particular ESLRs as part
of their sports evaluation process, to ascertain students’ growth in various areas. ESLRs
have also been integrated as part of the Sprit Week skits. During the 2008-2009 school
year, Moreau Catholic also launched online curriculum mapping through Collaborative
Learning, Inc. This decision came as a result of the 2007-2008 professional learning, and
the curriculum review conducted by Academic Council. Through the use of monthly diary
maps, teachers are able to link curriculum with specific ESLRs being addressed. Teachers
and departments are then able to pull data from Curriculum Mapper in order to evaluate
the extent to which ESLRs are being integrated through the content area. As part of our
three-year long-term goal, we will continue to use the Curriculum Mapper software to
assess gaps in the inclusion of our ESLRs. In 2010, departments continued with the diary
mapping process and began the process of developing essential maps as a way of
identifying key content, skills, applicable standards, and ESLRs across courses.
In the Spring of 2010, ESLRs were reexamined by WASC focus groups. In the Fall 2010
focus groups were tasked with the review, evaluation, and revision (where needed) of the
ELSRs. Based on focus group input, the essential ESLRs remain unchanged and were
reorganized to reflect the Moreau Catholic (Themes/Outcomes) of Information, Formation,
and Transformation. In some cases ESLRs were combined and reworded to reflect the
school’s current focus on technology and Holy Cross charisms and to make them more
accessible to students. This realignment of the ESLRs were ratified by focus groups in
2010-11.
Future and Ongoing Goals:
· Continuing with curriculum mapping as a way to analyze the inclusion of ESLRs across all
levels and all disciplines; identify areas of strength and potential gaps
· Commitment for all teachers to include ESLRs on content area assessments and
assignments
· Utilize online survey tools for students to reflect on their growth in reaching the ESLRs
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Action Item #2: Curriculum for all Students
Review and improve curricular programs to stimulate and develop the academic, social and
spiritual capacities of all our students.
Progress Updates:
During the 2006-2007 school year, Academic Council conducted a curriculum review,
which brought together members from various departments to discuss curriculum
practices and engage in cross-curricular dialogues. The focus of the year was on the Critical
Analysis of Student Learning (CASL program from the Association of Supervision and
Curriculum Design). Each month was focused on analyzing student work samples in
connection with the school’s ESLRs. As a result of this, it was determined that more
foundational alignment of pedagogy and practice was needed to ensure all faculty were
using research-based educational practices. Therefore, the 2007-2008 school year was
focused on reading Integrating Differentiated Instruction and Understanding by Design:
Connecting Content and Kids by author Carol Ann Tomlinson. Key concepts from the book
were integrated into department meetings, faculty meetings and Academic Council
meetings. Professional learning days, focused on particular chapters, allowed for
department and cross-departmental conversations around teaching and learning. Through
the schoolwide professional learning over the last two years, there has been a concerted
effort to shift toward creating student centered classrooms where independent and
collaborative learning are consistently used to engage students in their own knowledge
building. Individually and department goals to improve curriculum to better meet student
needs are supported by a combination of internal professional development monies and
funding through the school's partnership with Hayward Unified School District and No
Child Left Behind.
In response to the changing needs of our student population, a fourth counselor was hired
to work with a smaller section of the alphabet and coordinate the special needs program
for Learning Difference students. This counselor is responsible for implementing,
coordinating, and sustaining the Saints and Scholars Program. Part of the program includes
working closely with parents, students and teachers, to ensure their success at Moreau
Catholic.
Through the integration of technology across the 9th, 10th, and 11th grade years, the
school has also focused on increasing student understanding of the appropriate uses of
technology, and making morally upright decisions on what materials to access on the
laptop. Through the new Technology Camp for all incoming ninth graders, students engage
in discussions around the responsible use of technology, and the pitfalls to social
networking sites, off task behavior, cyberbullying, plagiarism, and cheating. In spring of
2010, the library staff reviewed the existing tech camp curriculum and determined a hybrid
format to standardize instruction would best meet the needs of tech camp instructors and
students. Screencasting software has been implemented to provide instruction along with
videos of MCHS faculty and students. Links, online documents, digital images, and online
submission drop boxes rounded out this course. In response to a growing need for more
proactive intervention around academic integrity, the library staff developed a self-guided
academic integrity tutorial within Moodle for first time offenders of plagiarism and
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cheating modeled after the tech camp format. Interactive quizzes and lessons are designed
to help students understand academic integrity, and learn how they can respond to peers
when pressured to cheat.
To help faculty use new technology to inform their own practice and transform their
curriculum to meet the needs of our students in Spring 2009 the Library staff customized
an existing technology staff development program, "23 Things" for the Moreau Catholic
community. This program was developed to help faculty explore and experiment with
emerging web 2.0 technologies and social networking tools in the context of student
learning. At the same time the library staff created the MCHS Learning Wiki as a technology
tool and curriculum resource for the school. The library and technology staff continue
professional development around technology by leading round tables at selected
faculty/staff meetings introducing tech tools and demonstrating search tips. Though 2010,
the library staff created Teacher Features to share innovative technology use by individual
classroom teachers with the community and the public. At the midyear professional
development meeting the library staff gives a short presentation each year featuring
different ways the library program supports faculty and staff.
Moodle (an online course management system) became an increasingly popular choice
with faculty in 2009 for hybrid (online and face-to-face) instruction. The library staff took
on the role of training for this software application helping teachers set up accounts and
Moodle course components. The library also serves as the front line of tech support for
other web applications, particularly Web 2.0 applications. Student now can access
supplementary course resourse and experience an online course experience enabling them
greater accessibility to resources and support for their learning. The school is currently
investigating replacement of print textbooks with eBooks or other electronic alternatives. A
dialogue began between the library, administration, science and math departments about
moving the science and math department towards an eLearning model.
Continuing to leverage learning opportunities available through the school's use of laptops
and its networked environment, the library staff purchased software, LibGuides, to create
interactive research guides that can be used as research pathfinders, as companions to
class content, and as informational platforms for campus activities. Moodle and LibGuides
has enabled students to access course content and resources on-demand. To create an
opportunity for more intellectual discourse outside the classroom setting, the library staff
developed a program called Live from MCHS, modeled after Live from NYPL (New York
Public Library). Live from MCHS brings students, faculty, staff, and administration together
to discuss interesting topics and learn from differing viewpoints. A live audience makes for
an engaging and interactive discussion.
On a yearly basis student input through the Student Curriculum Committee along with
discussion at Academic Council has led to the introduction of approximately 2-4 new
courses per year to meet student interest and need. The school began a concerted effort to
meet demand for more technology and applied skill-based courses through the
introduction of Robotics Engineering (2009), Engineering 1 (2010), Green Engineering
(2011), and Gaming Analysis and Design (2011). These courses, an intersection of science,
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technology, engineering, and math (STEM) skills/content, have resulted in the school's
focus on greater collaboration and interaction across STEM disciplines. The school has also
partnered with the University of California's College Prep (Online) course offerings to
provide student an opportunity to access online courses such as AP Calculus BC. In
addition, new course offerings continue to be provided to meet student learning needs.
Student publications have also made a concerted effort to communicate on the academic,
social and spiritual capacities of students. Through the Journalism program, MCTV and
Yearbook, students are sharing more examples of how students are able to balance all three
dimensions as part of their Moreau Catholic education.
The four Holy Cross themes have also been integrated into the daily life of the school, and
where possible, throughout the content areas. This has been particularly evident during
Spirit Week, and following the Morning Prayer. The themes are Building Respect, Educating
Hearts and Minds, Being Family, and Bringing Hope.
Future and Ongoing Goals
·Using the Lead Teacher to support departments in conducting their own action research
based upon student achievement – areas of strength and weakness
· Continuing to use Curriculum Mapping to help in a regular review of the curriculum and
assessment designs; also maximizing the opportunities of cross-curricular projects through
awareness of content, skills and assessments
·Evaluate and improve the use of technology and online resources to make curriculum
accessible to all students
Action Item #3: Service Learning and Campus Ministry
Increase student awareness of the needs of their community and provide practical ways to
address those needs through participation in the Service Learning program and Campus
Ministry programs.
Progress Update:
In response to the need to further investigate the current Christian/Community Service
program and the desire to increase the Service Learning opportunities for students, a task
force was formed in the winter of 2008. The committee was chaired by the Assistant
Principal of Instruction, and was comprised of faculty, staff, students and parents. The
committee identified the need for more faculty training, support and guidance in
implementing Service Learning projects that are directly connected with the content area
learning. The committee also cited the need for a Service Learning coordinator to work
with both internal and external constituents to help in facilitating the full integration of
Service Learning projects.The extensive plan was proposed to both the Leadership Team
and the Mission Integration Committee.
For the 2010-11 school year, a Challenge Based Learning Coordinator position was created.
The school began an exploration of principles of challenge and project based learning to
maximize student service in the context of an existing, real-world challenge/problem
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through student coursework. School faculty participated in research and professional
development around challenge and project-based learning. As a result, Project Moreau was
launched in Spring 2010. This project addresses the various impacts of the Route 238
Redevelopment from a variety of disciplines and allows students to address the various
impacts and challenges from many angles. The oversight of the student completion of
Christian/Community Service was moved to the Assistant Principals with students
provided the option of reporting completed service hours through an online tool
(SweatMonkey) along with a simplification of guidelines for students to complete their
service hours.
The Campus Ministry program at Moreau Catholic has also continued to foster greater
student involvement and awareness of community needs. Students at the sophomore level
participate in a Service Learning retreat where they visit St. Anthony’s Dining Room in San
Francisco, and spend the day giving back to the community. Through the ninth grade ISearch project, all freshmen are called to research a particular area of need in the
community and complete service hours in that chosen field. Data from the Class of 2012
showed that 88% of students were more excited about supporting the organization and the
service following the project then before. And, almost 100% of the students felt strongly in
their learning as a result of the Service Learning project. Based on student, parent and
faculty feedback, it was also determined that a senior culminating retreat was needed.
Therefore, during the 2007-2008 school year, teachers, students, and the Campus Ministry
Coordinator participated in Kairos retreats with other schools. In the spring of 2009, we
sent two groups of Moreau Catholic seniors on our first Kairos retreats. In order to gain
faculty buy-in and support, the fall 2008 faculty and staff retreat was focused on
understanding the Kairos retreat. In May of 2009, the faculty/staff meeting provided an
update on the student, teacher, and parent experiences of those who attended Kairos. In
response to the 2009 Holy Cross Mission Assessment recommendation for greater
coordination and integration of the school's Campus Ministry program: a Director of Faith
and Service position was created.
Future and Ongoing Goals:
· Continue with the integration of the Kairos retreat program for all senior students
Action Item #4: Funding Resources
Cultivate new and creative ways to increase funding resources to meet the future financial
needs of the school.
Progress Update:
Growth in non-tuition income is a top priority for Moreau, and has seen significant
progress in recent months. Following the appointment or a Director of Institutional
Advancement in December 2008, the department roles and responsibilities were redefined
and culminated with the appointment of two positions in communications The team is
working well together, meeting and exceeding their goals, and in general, gaining respect
from the faculty at large. Under the leadership of the new Director of Institutional
Advancement, a comprehensive development plan for the school was developed. The plan
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outlines strategies to increase Moreau Fund revenue, improve alumni relations, increase
revenue through private foundations and corporations, lower expenses and increase
income in special events, and develop a planned giving program.
Moreau Fund Parent Appeal
An immediate priority is to increase participation in The Moreau Fund by current parents,
alumni and alumni families. Targeted appeals to these constituent groups have been
developed, along with meaningful cultivation opportunities. The presentation to incoming
parents regarding their four-year commitment to The Moreau Fund has also been adjusted
to be more mission-focused and community-based. To improve the ease and convenience
of making a donation, donors can now make a gift safely and securely through our website.
With parent participation in the annual fund, The Moreau Fund, declining overtime to a
disappointing 45 percent, a dramatic change in approach was needed. We decided to
change our solicitation to parents to an annual gift from all families, abandoning the former
four-year pledge asked during the freshman year only. We developed an 8-week marketing
campaign including newly designed print materials, website information, email
communication and a student-produced video. In addition, we formed a committee of
parent volunteers to assist with solicitation of families and executed a “Pledge Day” blitz
including a phone-a-thon. Finally, we added a recognition display in the main lobby that
honors current families who support The Moreau Fund with an annual gift. Early reports
show an increase in parent participation of 8% over last year. We are hopeful to see
continued growth with these efforts in coming years.
Alumni Council
In Fall of 2009 we formed an Alumni Council whose purpose is to support and strengthen
the community of Moreau graduates and encourage active participation in the life and
legacy of the school. The Council seeks to provide a variety of opportunities to connect with
former classmates, teachers and current students through social events, professional and
educational networking programs and ongoing communication. Specifically, the Council
has helped to increase participation by Alumni at events like Homecoming, the Crab Feed,
Golf Tournament, Alumni Career Day and others. In addition, we have increased
communication with and between alumni through the use of Facebook and Twitter.
Currently the Council is helping to solicit gifts for the Teves Theatre Renovation Campaign,
and organize a benefit concert in April 2011.
Tuition Assistance
Funding for tuition assistance continues to be well supported through local foundations,
including recent grants of $20,000 from the May and Stanley Smith Charitable Trust and a
renewed grant of $35,000 from the Y&H Soda Foundation, to name a few. The Board of
Trustees has committed to an additional $100,000 in tuition assistance for the 2009-2010
year to meet the growing need for assistance from our incoming and current families.
Moreau continues to present scholarships to 8th grade recipients at their graduation. The
need for tuition assistance has increased dramatically in recent years. To support this need,
we launched the Funding Hopes and Dreams luncheon in November 2009 to raise
additional funds for the Tuition Assistance Fund. Moreau alumni who received tuition
assistance as students are invited to speak at the event, and our President Mr. Terry Lee
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asks the guests to support the hopes and dreams of low-income students with a
contribution. The 2009 event was completely underwritten by sponsors and offered a
challenge grant for the first $10,000 donated. The total amount raised was approximately
$43,000. In 2010, we increased the amount raised to more than $54,000, with additional
gifts still coming in. This luncheon will continue as an annual event.
Student Fundraiser
The annual Student Fundraiser needed a new vision and in August 2009, it got one! With a
completely restructured model, new energy, and a myriad of student incentives including a
free t-shirt and exclusive BBQ for raising $150 or more, student participation increased and
the fundraiser’s net revenue increased by 83% from $26,982 to $49,491. In 2010, the
student participation and revenue from the Student Fundraiser increased significantly
again, raising more than $70,000 (net). In each year, the advancement team made a
targeted effort to keep fundraising costs low by securing in-kind donations and utilizing
parent and alumni connections.
Future and Ongoing Goals:
· Continue to explore additional opportunities to increase fundraising
· Develop affinities with alumni and alumni parents to build stronger bonds with the school
· Continue to build the Alumni Council to assist in bringing more alumni on campus and
supporting more involvement in the life of the school
· Continue to build on the success of the restructured Student Fundraiser
Action Item #5: Accountability and Communication
Develop a comprehensive plan to ensure that accountability measures are incorporated
into all schoolwide programs and new initiatives, including strategies to enhance
communication among all stakeholders.
Progress Update:
The Office of Instruction has been providing faculty and staff with updates on student’s
achievement test data. This data has been part of faculty professional learning, faculty
meeting time, Academic Council discussions, and department discussions. Student test data
has also been imported into PowerSchool in order to help in student placement in courses
and the development of departmental pre-requisites. Under the leadership of the
Counseling Department, achievement test data has been integrated and linked to identify
year-to-year trends through the use of the Explore, PLAN, and ACT tests as well as PSAT
and SAT.
Beginning in the 2008-09 school year, course grade data was provided to academic
departments to begin data analysis of student achievement across courses. Teachers began
with an analysis of their own data in 2008. In 2009-10 this was expanded to include data
analysis of all courses within the department. In 2010-11, grade data included all teachers
and departments so that departments (and teachers) could begin comparative analysis
across school-wide. This grade data analysis led to department and Academic Council
discussions focused on grading and assessment and, along with course evaluation data, is
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part of regular discussion between faculty members and the Assistant Principal of
Instruction. In the summer of 2010 , Moreau Catholic High School faculty jointly read
Rethinking Homework by Catherine Vatterott and embarked on a year-long discussion
within departments on the efficacy of homework practices.
In order to increase communication with parents and students, a telephone and email
notification system was put in place. This is used to communicate with parents, students,
faculty and staff any important announcements, reminders, or to be used in the case of an
emergency. The counseling office also invested in a student counseling system called
Family Connection. Family Connection is a web-based, content management system that
provides a portal for family connection in the areas of academic advising, college and
career counseling, achievement test updates, and overall academic support. Family
Connection has evolved as a portal for students to create an academic plan, register for
courses, and begin the college search/application process. The school's communication
was further enhanced in 2010-11 with a complete web page and publication redesign to
make school news and pertinent information readily accessible to parents and the
community. Through the Student Curriculum Committee, a cross-section of students
provide input and ideas regarding curricular issues or other concerns pertinent to the
wider student -body. Another opportunity for discussion is “Lunch with Mrs. Lek” where
students can meet informally to chat on diverse topics with the principal.
The Assistant Principal of Instruction and the Principal have focused on providing for all
faculty and staff a year long meeting concept map to help communicate the vision and goals
for meeting time and school wide professional learning. The concept map provides a
thematic approach to academic council meetings, professional development time, and foci
for department meetings. During the 2008-2009 school year, we also integrated
faculty/staff meetings into the concept map, to allocate specific time for professional
learning rather than reports and announcements. Following each professional learning day,
feedback is collected from teachers to assess the degree to which the learning objectives
were met. Data has also become a key component for Advanced Placement teachers in
assessing their curriculum in alignment with the AP Exam. At the fall 2008 Advanced
Placement teacher meeting, all AP teachers came together to examine the data from the
past two years, and develop a strategic plan to address needed areas of growth.
Future and Ongoing Goals:
· Continue providing data in order to make informative decisions regarding student
achievement and program success
WCEA-WASC Critical Area #1: Revision of the Moreau Catholic Action Plan
The Visiting Committee recommends that the action plan be rewritten to provide clear,
concise language that includes specific and measurable goals.
Progress Update:
This was completed immediately following the spring 2006 visit, and presented to the
Visiting Committee Chair, Dorothy J. McCrea.
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WCEA-WASC Critical Area #2: Master-Site Plan
The Visiting Committee recommends a re-evaluation of the master site plan to include the
athletic facilities as a priority. The Visiting Committee further recommends the addition of
a full-time assistant to the Athletic Director.
Progress Update:
Moreau Catholic, upon the recommendation of the WCEA-WASC Visiting Committee, and an
assessment of current needs, hired an Assistant to the Athletic Director in the fall of 2008
to fully support the needs of that office. During the 2008-2009 school year, the entire
Moreau Catholic High School community embarked upon the process of developing a new
Master Site Plan that would serve as a vision and strategic plan moving forward. All
stakeholders were involved in the process: faculty, staff, parents, students, board of
trustees, and external community members. After a series of informational gathering
sessions with architects from HKIT, plans were taken to the Leadership Team, Mission
Integration Committee and Facilities Committee for further examination and analysis. The
Board of Trustees was presented with several options for the Master Site Plan, and made a
final decision to adopt one of the plans in January 2009. The Master Site Plan was then
presented at the faculty/staff meeting and the Parent Club Meeting.
Future and Ongoing Goals:
· Ongoing communication with community members and potential donors to help facilitate
the first phase of the Master Site Plan: athletic facilities upgrades
· Longer term planning for the implementation of the other phases of the Master Site Plan
WCEA-WASC Critical Area #3: Modern Language Department
In an effort to meet the changing needs of the students and match current trends in
instructional strategies, the Visiting Committee recommends that the Modern Language
Department re-evaluate their course offerings and instructional strategies.
Progress Update:
After surveying both incoming students, current students, and our local Catholic support
schools, the Modern Language department and the Assistant Principal of Instruction
investigated the inclusion of a third language as part of the course offerings. Based upon
survey results, current educational research, and the changing global economy, it was
decided that Moreau Catholic would include Chinese as part of their Modern Language
course offerings. Starting in 2007-2008, Moreau began with a first year level Chinese
course with Chinese 3, Chinese 3, and Chinese 4 offered in subsequent years. In 2010-2011,
the Modern Language department plans to offer a fifth level, Chinese 5 course as well as
French 4. With the inclusion of the laptop program, the Chinese classes offer an online, CDRom, interactive textbook that integrates reading, writing, speaking and listening. Students,
parents, and external educators have praised the course as an exemplary model of
technology integration, active student engagement, using collaborative learning and varied
instructional strategies. Currently, the department is investigating electronic books and
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other online resources to augment or replace textbooks. Also in the 2010-11 school year, in
response to student needs, the department will offer a Spanish for Native Speakers course.
The department continues to annually review and realign course prerequisites.
In response to the recommendation to provide more varied instructional strategies, that
goal has been shared amongst all departments at Moreau Catholic, and not solely relocated
to the Modern Language department. Through the schoolwide Classroom Walkthrough
process, teachers have been examining the extent to which varied instructional strategies is
present within the classroom. Administrators and teachers come together to conduct the
Classroom Walkthrough process 3 times a year, visiting every teacher’s classroom. Data
from these visits are then distributed and discussed at faculty meetings, department
meetings and Academic Council meetings. Individual departments have also been critically
examining the extent to which they deliberately plan for varied instructional strategies
within their lesson plans in order to meet the needs of individual students.
Future and Ongoing Goals:
· Review and assess department curriculum maps as a living and useful document for
articulation of learning outcomes, and the inclusion of higher order thinking skills
· Aligning across content areas a researched and tested set of instructional strategies
WCEA-WASC Critical Area #4: Discipline Policy
The Visiting Committee recommends a re-drafting and distributing of the discipline policy
so that all students and staff have a clear understanding of the discipline policy and the
persons responsible for the enforcement of the policy.
Progress Update:
In order to fully evaluate and revise the existing discipline policy, a discipline review
committee was formed. The committee is comprised of members from all the various
stakeholder groups: administrators, counselors, teachers, students, and parents. One of the
first tasks that the committee took on was a thorough evaluation of the reasons for
disciplinary action being taken. A database was formed to chart detentions throughout the
year and disaggregate the data based on grade, gender, and reason for the disciplinary
action. The committee then began by distinguishing between a philosophy of discipline
from the actual discipline code and enforcement procedures. Subsequently, they began a
redrafting of particular sections of the handbook relating to the discipline policy.
Throughout the past three years, the committee has communicated the updates and
changes with the faculty and staff, along with presentations of the data to support changes.
Faculty and staff have been provided opportunities to engage in dialogue regarding the
discipline philosophy and the specific code. The Leadership Team has also been actively
involved in reviewing the discipline policy in light of our Mission and Philosophy of
education. The school's leadership team annually evaluates, clarifies, and updates the
discipline policy. Over the past three years there has been a concerted effort to increase
communication with students, and parents. The Assistant Principal for Student Welfare,
and the chair of the Discipline Committee, has met with the 24 students on the Student
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Curriculum Committee to gain feedback and insights regarding the revisions. Additional
communication with students has been facilitated through MCTV presentations, ongoing
schoolwide announcements, posters, classroom visits, mailings home, On Course articles
and via the website. In 2009, the schools suspension process was revised to better inform
both students and parents. With the 2010-11 redistribution of duties among the Assistant
Principals, there is ongoing review of consistency and alignment of discipline policies.
In order to more clearly communicate with parents, a telephone and email notification
system was purchased. This past year, parents have received weekly phone messages if
their student received a detention.
Future and Ongoing Goals:
· Creation of benchmarks to monitor disciplinary action taken
· Ongoing feedback from teachers, students, parents and ongoing discussions with the
Leadership Team
WCEA-WASC Critical Area #5: Evaluation of Collaboration Choices
To reduce the conflict of choice between clubs and academic tutoring during the
collaboration period, the Visiting Committee recommends that staff explore developing
choices where participation in clubs does not conflict with academics.
Progress Update:
In order to fully engage all stakeholders in an evaluation regarding collaboration, a
committee was formed which includes administrators, faculty, counselors, and staff
members. The committee began meeting during the 2007-2008 school year, and is still
continuing to meet. In order to get a clearer sense of student and faculty needs, a
schoolwide survey was launched during a homeroom period to collect information from
current ninth, tenth and eleventh grade students, as well as faculty members. The key
findings of the initial data was that collaboration is valuable and valued by the community,
however, it needs to be more clearly defined, with more structure in place to ensure clarity
of expectations. A second survey, along with teacher interviews, was conducted to gain
more in-depth knowledge. This revealed a strong need for designated days for academic
and club or activity periods. Early findings were presented to the Leadership Team, and the
Mission Integration Committee. Both groups provided clarifying questions to help the
Collaboration Committee focus their work for the upcoming semester, and moving forward.
Beginning in 2009-10 , gold days were extended to 2:35pm to accommodate two
collaboration periods. Gold days were further designated as either "Academic" or "Activity"
along with specific expectations for both faculty and students about the use of designated
collaboration days. Time at faculty/staff meetings and via MCTV was given to educated the
community regarding the new expectations around Collaboration as well as "option charts"
which graphically laid out options for students during both activity or academic
collaboration periods. Designated collaboration days were incorporated into the
community calendar and the student planner to assist the community with planning for the
effective use of collaboration. In 2009-10, an electronic sign-in process was initiated to help
keep account of student locations. Additional offerings such as college essay writing
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workshops and peer tutoring (through the Academic Support Center) were made available
during Academic collaborations.
Future and Ongoing Goals:
· The Collaboration Committee will continue to meet over the next year to review the data,
engage all stakeholders in an evaluation of the recommendations, and establish a set of
accountability measures to assess the success of the implemented change.
· Survey of faculty and students to be conducted 2011-2012 to make next set of
improvements for collaboration design
· Continued community education and reminders about designations
· 2011-2012 would like to see a comprehensive intramural program launched
· Continued academic workshops made available during academic collaborations
WCEA-WASC Critical Area #6: Department Collaboration & Department Chair’s Role
The Visiting Committee recognizes the value to the students when teachers within each
department share common goals and commitments and recommend that the department
chair in each department be allocated time to complete this task within the academic day.
Progress Update:
Based on the recommendation from the WCEA-WASC visiting committee, Moreau Catholic
removed from all Department Chair’s contractual obligations, lunch supervision duties, and
the mandated six substitutions. Department Chairs are now only called upon for
supervision or substitution when expressly needed. Academic council also conducted
during the 2006-2007 school year a curriculum review, which brought together members
from various departments to discuss curriculum practices and engage in cross-curricular
dialogues. The focus of the year was on the Critical Analysis of Student Learning (CASL
program from the Association of Supervision and Curriculum Design). Each month was
focused on analyzing student work samples in connection with the school’s ESLRs. As a
result of this, it was determined that more foundational alignment of pedagogy and
practice was needed to ensure all faculty were using research-based educational practices.
All department chairs were also given the opportunity to participate in a summer 2007
Leadership Training facilitated by Lorraine Ozar from the Loyola University of Chicago,
Director for the Center for Catholic School Effectiveness. Out of the eleven department
chairs, six current chairs participated, along with three additional department members.
During the summer of 2008, all new and veteran department chairs were also part of a full
day Department Training that focused on Instructional Leadership. Academic Council time
has also begun to mirror the shift in faculty-staff meetings; moving away from reports and
announcements to time dedicated to learning.
Future and Ongoing Goals:
· Find more opportunities to recognize the value of department chairs
· Department Chair training in August 2009 on the use of Curriculum Mapping to reduce
gaps and redundancies across the curriculum, and increase student achievement
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