2014 CAIS / WASC / WCEA Self-Study
INTRODUCTION: THE SCHOOL PROFILE
1
THE SELF-STUDY PROCESS
5
PROGRESS REPORT
6
INDEPENDENT SCHOOL DASHBOARD: CRITICAL DATA FOR SCHOOL IMPROVEMENT
10
REFERENCE MATERIALS TO ACCOMPANY THE SELF-STUDY
11
Section 1: Institutional Core Values, Purpose, and Aspirations
Chapter 1: Mission
Chapter 1A: Catholic Identity (from the WCEA E3 format for Catholic schools)
12
12
15
Section II: Teaching and Learning
Chapter 2. Educational Program
Chapter 3. The Student Learning Experience
Chapter 4: Faculty and Pedagogy
Chapter 5. Climate and Community
23
23
27
36
46
Section III: Financial Sustainability
Chapter 8. Admissions and Enrollment
Chapter 9. Finance
Chapter 10. Advancement
54
54
60
66
Section IV: Operations
Chapter 11. Human Resources
Chapter 12. Facilities: Buildings and Grounds
Chapter 13. Health, Safety, and Wellness
72
72
77
80
Section V: Institutional Stewardship and Leadership
Chapter 14. Governance
Chapter 15. Administration
89
89
103
Section VI: Institutional Improvement and Sustainability
Chapter 16 – Self-Assessment, Decision-Making, and Sustainability
108
108
SUMMARY: SELF-STUDY FINDINGS AND CONCLUSIONS
114
INTRODUCTION: THE SCHOOL PROFILE
The School
Bishop Garcia Diego High School (BDHS) is a co-educational Catholic college preparatory high school,
serving students in grades 9 through 12 in the Santa Barbara area. Formerly within the Roman Catholic
Archdiocese of Los Angeles through its Department of Catholic Schools, Bishop Garcia Diego High School
transitioned to an independent, private Catholic school on July 1, 2005. The mission of the school and its
academic program remain the same, while the governance has changed to a Board of Trustees that
ensures the continued progress and viability of the school for the broader Santa Barbara community.
The school first opened in 1926 as Dolores School and then became Santa Barbara Catholic High School,
a co-institutional, private school at Our Lady of Sorrows Parish in downtown Santa Barbara. It was
administrated by the Jesuit Fathers and Sisters of Charity of the Blessed Virgin Mary (BVM) community.
The school relocated to its present campus in 1959, and was renamed Bishop Garcia Diego High School
in honor of California’s first Catholic bishop. Bishop Garcia Diego High School is the only Catholic high
school in the area, with sister high schools sixty miles north and forty miles south.
Mission
Bishop Garcia Diego High School is an independent, Catholic, co-educational secondary school that
welcomes students of all faiths and provides them with the spiritual, personal, and intellectual
knowledge to meet the enduring challenge of realizing their God-given potential in a multi-cultural
society.
Local Community
Located on the northwest edge of metropolitan Santa Barbara, the school serves students primarily
from the cities of Santa Barbara and Goleta, but also from other cities in Santa Barbara County, such as
Carpinteria to the south and Lompoc and Santa Ynez Valley to the north. The county population is
407,000, while the population of Santa Barbara is 90,000. The largest employment categories in the
County include healthcare and education, business and other services, public administration, retail
trade, hotels and food services, agriculture, and manufacturing.
The city of Santa Barbara is a popular tourist and recreational area, well-known for its mild climate,
picturesque coastline, scenic mountains, and numerous parks and beaches. The area is rich in heritage
and cultural diversity and is characterized by its Spanish-Mediterranean architecture and Mission.
The county population by ethnicity is as follows: White/Caucasian 58.3%, Latino 35%, African American
1.5%, Asian 2.8%, Native American 0.4%, other 1.9%. From 1992- 2002, the white and black population
declined 5.7% and 2% respectively, while the Hispanic population increased 32.2%. The positive growth
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
1
in the Hispanic population is expected to continue, as is the declining or relatively flat growth for the
white, black, and other populations.
Regional colleges and universities include Westmont College, University of California Santa Barbara,
Santa Barbara City College, and California State University Channel Islands.
Student Indicators
Bishop Garcia Diego High School adheres to the Catholic tradition of educating the whole person;
spiritually, personally and intellectually. The school’s mission is for students to meet the enduring
challenge of realizing their God-given potential in a multi-cultural society. We offer a values-oriented
educational experience that stresses the importance of faith and service. The student population is
diverse in terms of socio-economic status, ethnicity and academic ability. This cultural blend is seen as a
positive factor that enriches the school community and adds to the identity of a Christian school that
welcomes all faiths, a school where all students become ready for college and ready for life.
Enrollment
The school experienced declining enrollment from 1999 (346 students) to 2003 (253 students). The
school has established an annual target of 80 incoming freshmen (minimum). In 2007 and 2008
enrollment reached slightly more than 300. The 2012-2013 school year began with 267 students and the
2013-2014 year began with 262 students.
The average daily attendance is approximately 97%. The school has a number of policies in place to
ensure that students benefit from the maximum amount of time in the classroom. The attendance office
and the school administration continually stress the importance of student, parent, and teacher
accountability in this respect.
Ethnicity
Approximately 65% of students are Catholic. The ethnic composition is approximately 36%
Hispanic/Latino, 2% Asian or Pacific Islander, 3% African American, 1% Native American, and the
remainder, 58%, is White. The ethnic breakdown of the student body is representative of the greater
Santa Barbara metropolitan area.
Socio-economic Factors
Bishop students come from a wide range of socio-economic backgrounds. Families are concerned with
providing an affordable, values-centered private education despite the already high cost of living in the
community. The availability of financial assistance for families who demonstrate need is a key factor in
parental choice. The school and the community alike are acutely aware of the difficulties posed by the
severe shortage of affordable housing in the city. Rising housing costs and a median house price in
excess of $1M means that only a small and decreasing number of families can afford to live here.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
2
Social Factors
Within the student population are a small but significant number of students who come from singleparent families or from non-traditional family settings. Some of these students may also be termed ‘atrisk’, or ‘at-promise’. A number of support systems exist to supplement the college preparatory
curriculum for these and other students. The school’s counseling services encompass
personal/individual, academic, resource, mentorship, tutoring, and college advice.
Special Educational Support
Approximately 10-15% percent of the student body is identified as having some type of learning
disability. Students in this category have undergone a formal assessment process and receive
accommodations based on recommendations from an educational psychologist. The Director of
Resource Services and the Resource Specialist closely monitor academic progress of students with
whom they work. Students who encounter academic difficulties benefit not only from extra help and
advice from their teachers and counselors, but may also opt for a study period during the day, in which a
tutor is available (provided through Cal-SOAP). Students who are on academic probation are closely
monitored by the academic counselor who works closely with parents and teachers.
Faculty and Staff Profile
A leadership team of five professionals run the day-to-day operations of the school. They are the Head
of School, Assistant Head of School for Curriculum and Instruction, Director of Admission/Advancement,
Athletic Director, and the Director of Spiritual Life.
The school employs 29 full and part-time faculty. One sister serves the school in student support
services. About eighty percent of the certificated personnel hold advanced degrees. The school is
committed to employing the most highly qualified teachers possible and new teachers without teaching
credentials are required to earn a California teaching credential within three years. The faculty/student
ratio is 10:1 and the average class size is nineteen.
Ten support staff enables the school to conduct its daily operations in support of the school mission.
These positions include registrar, administrative assistants, bookkeeper, director of technology, director
of special events, director of development, maintenance staff, and food service staff.
Governance
In January 2004, the school’s Board of Advisors met with the Archdiocesan Leadership Team and
formally requested a change in governance for the high school. A partnership was formed to establish
Bishop Garcia Diego High School, Incorporated, effective July 1, 2005. Articles of Incorporation as a
religious non-profit entity are approved by the California Secretary of State with by-laws approved by
the Archdiocese of Los Angeles and the school’s Board of Trustees. Bishop is recognized as a 501(c)(3)
non-profit organization by the U.S. Internal Revenue Service.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
3
The Board of Trustees is charged with hiring and evaluating the Head of School and supporting the
general and fiduciary welfare of the institution. Daily internal affairs of the school are delegated to the
school head. The ultimate goal of the Board is to ensure the continued presence and success of a
Catholic college preparatory school in the community of Santa Barbara. The Board of Trustees and its
sub-committees have provided exemplary leadership and commitment to the school community in
personal, professional, and financial support. Board committees include: Governance, Alumni Affairs,
Audit/Finance, Building and Grounds, Development, Marketing, Mission Effectiveness, Strategic/Master
Planning, and Technology.
Significant Developments
The present Head of School was appointed in July 2010 and initiated a new administrative model: Head
of School, Assistant Head of School for Curriculum and Instruction, Director of Admission/Advancement,
Athletic Director, and the Director of Spiritual Life. The leadership team is committed to working with
the school community to ensure excellence in all areas of school life.
The Board of Trustees through its standing committees works closely with appropriate school personnel
to ensure the fiscal viability of the school and its mission. Due to local enrollment competition, both
public and private, the Board established a plan to maintain and augment student services and financial
aid awards and increase enrollment. The school offers a cost-based/need-based tuition, while offering
significant financial grant aid to families in need. The tuition rate is currently $14,900 and sixty percent
of students receive financial grant aid totaling over $1.1 million annually from the operating budget and
external sources.
External Factors
The Bishop community benefits from interaction with many diverse groups and organizations at the
local, state and federal levels, with the aim of enhancing the learning experience for all students. At the
local level, students and parents are most closely associated with the school’s decision-making
processes through the Student Government, the Parent Advisory Board, and the Cardinal Club and
preeminently the Board of Trustees. Within the Santa Barbara community the school maintains close
relations with the local parishes, Catholic partner schools, other private K-8 schools, as well as with
business groups and non-profit organizations.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
4
THE SELF-STUDY PROCESS
The self-study process included every faculty and staff member, trustees, selected parents, students,
and alumni.
The co-chairs of this process were the Head of School and Assistant Head of School. The Head chaired
sections I, III, IV, V, and VI and the Assistant Head chaired section II.
Members of the leadership team, faculty, staff, and Board authored the chapters. Click here to view the
chart that outlines the roles and responsibilities of the self-study process.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
5
PROGRESS REPORT
SUMMARY OF ACTIONS TAKEN TO ADDRESS MAJOR RECOMMENDATIONS
Following the CAIS accreditation process in the Spring of 2010, the Visiting Committee made six Major
Recommendations.
Major Recommendation #1:
That the Board reviews the draft of the strategic plan and considers adoptions of specific and
measurable goals; tactics with timelines and assignment of responsibilities; and integration of a
financial model that assesses the feasibility of the plan given a range of future economic conditions.
Evidence of Progress: Following the CAIS visit and accreditation in 2010, the Planning committee of the
Board further refined and edited the strategic plan. A public/external version of the Plan was published
in 2011, available to all current constituencies and prospective constituents of the school. An internal
version of the Plan, including all raw data compiled from the SWOT (Strengths, Weaknesses,
Opportunities, and Threats) analysis is available to the Board, leadership team, faculty, staff, and parent
groups. This internal version is reviewed at various times throughout each school year to specifically
study and address the findings of the SWOT analysis. The goals, timelines, and responsibilities with
respect to the strategic plan are reviewed twice annually and in conjunction with evaluation and goal
setting for the Head of School.
Major Recommendation #2:
That the Board of Trustees considers the long-term viability, under a range of economic and
demographic conditions, of the school’s policy that all qualified students of the Catholic faith will be
able to attend the school regardless of family economic circumstances.
Evidence of Progress: Following the CAIS visit and accreditation in 2010, the Board and the Head have
engaged in regular discussion regarding this major recommendation. The annual tuition is determined
and voted on at the December Board meeting. At this meeting in December 2010, the Head presented
2011-2012 budget scenarios that included a new tuition rate along with a lower overall financial aid
budget for disbursement. The ensuing discussion included reference to what was publicly advertised
when the school became independent in 2005: that all qualified students of Catholic faith will be able to
attend the school regardless of family economic circumstances. There has been a perception, particularly
among families from our three K-8 Catholic partner schools, that as the Bishop High tuition continues to
increase 3-4% annually, these Catholic families are being “financially placed out” of a Bishop High
education. Much of this perception stems from the disparity in tuitions from the three K-8 schools with
an average annual tuition of $4,000 to Bishop High at approximately $10,000 more annually. It was
agreed upon at the December 2010 Board meeting that the Board and school leadership will refrain
from a reference to the statement from 2005, that all qualified students of Catholic faith will be able to
attend the school regardless of family economic circumstances. However, the Head continues to work
with all families with financial need to find a tuition rate that is affordable. The average award to a
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
6
Bishop High student who previously attended a Catholic K-8 school is approximately 50% of the tuition,
leaving these families responsible for the other 50%. In dollars, this represents an approximate $3,000
increase in their tuition from 8th to 9th grade. This figure is based on an assumption that these families
are currently paying full tuition at the Catholic elementary schools. We are aware, however, that many
of these families are receiving financial aid and therefore not currently paying the full $4,000 tuition,
often creating a greater gap. The Head meets regularly with the principals, pastors, and parents from
the K-8 Catholic schools in an effort to educate them on the high school financial aid process and the
actual cost to educate. The Head offers an “open door” policy and regularly meets with any families
desiring a Bishop High education as they seek to make financial ends meet.
Major Recommendation #3:
That the Board of Trustees and Administration generate a range of stress-tested multi-year financial
models, aligned with the to-be-adopted strategic plan, to investigate the financial viability of the
school under a range of economic circumstances that can significantly impact tuition, admissions,
compensation, and financial assistance.
Evidence of Progress: Following the CAIS visit and accreditation in 2010, the Head and the Governance
committee of the Board contracted with two financial experts in independent schools to develop a 10year financial model for Bishop High. This stress-tested model was developed using several years of the
school’s financial records including, enrollment statistics, tuition levels, financial aid awards,
development and advancement trends, and compensation and benefits data. This financial model,
created in Microsoft Excel, is used annually by the Head in preparation for the following year’s budget.
The user-friendly format allows for simple modification of data fields in an effort to greater explore the
impacts of changes in enrollment, tuition, financial aid, and salaries and benefits.
Major Recommendation #4:
That the Board of Trustees and the Principal, together with the College Counseling and Admissions
programs, research and implement the practices of those offices in line with current professional CAIS
standards for independent schools.
Evidence of Progress: The College Counseling and Admissions programs continue to grow. In the 20132014 school year, a new counselor was hired. As a result, a shift was made in the counseling office away
from an alphabetical split between two counselors to a division of duties. One counselor concentrates
on academic and personal counseling and the other counselor focuses on college counseling. Under this
model, both counselors work with all students. The admissions office experienced turnover in the 20122013 school year with two different directors/coordinators. This office is in need of stability. Presently,
the Director of Advancement is handling both advancement and admissions. This is a one-year fix as the
school seeks a new Director of Development for the 2014-2015 school year. With respect to the phrase
“research and implement the practices of those offices in line with current professional CAIS standards
for independent schools,” the school did seek clarification from the 2010 visiting committee as well as
professional in the CAIS office and it was never made clear what “practices” and “standards” were
lacking or in need attention. Further, these “practices” and “standards” were not and are not readily
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
7
available in our research. This item was revisited during the 2012 mid-term review and again it remains
unclear as to the visiting committee’s desired outcome for growth in this area.
Major Recommendation #5:
That the Principal, Vice-Principal, Curriculum Committee and Faculty engage in sustained and
comprehensive discussion of curriculum development, teacher evaluation, and standardizing grading
protocols, to ensure a shared focus on the academic aspects of the mission.
Evidence of Progress: The school has made substantial progress in the area of curriculum development.
Under the direction and guidance of the new school leadership, the Head of School (principal) and
Assistant Head of School (vice-principal) did a thorough review of the family demographics that Bishop
serves, resulting in the selection of the Professional Learning Community model (PLC) to guide
curriculum evaluation and development. In 2010, a Teaching and Learning Vision Statement was
developed by the teachers with the guidance of the Assistant Head of School and Academic Leadership
(Curriculum Committee). This curricular vision has been stewarded since 2010, with trainings provided
to the academic leadership and faculty to implement the PLC model. Three essential questions guided
this process:



What do we want students to learn?
How do we know if they’ve learned it?
How do we respond when they don’t?
Substantial work has been completed that addresses these questions. Much of the recommendations in
the 2013 CAIS self-study involve the need to continue work in addressing these essential questions so
that the teaching and learning vision statement can be realized.
Through this process, a teacher observation/evaluation system was developed collaboratively with the
faculty, founded on the school’s mission, aligned with the California Standards for Teaching
Professionals (2009), and embedded with elements from the Rigor-Relevance framework to have
teachers begin reflecting on their instructional practice. Also developed in 2012-2013 was the formal
Performance Review, which takes place in the Spring between the Assistant Head of School, Academic
Dean and the teacher and is based on classroom observations, teacher reflection, discussion, and other
school data. In the 2013-2014 school-year, the school implemented the Mid-Year Performance Review,
designed to assist teachers in monitoring progress on identified areas of growth from the previous year.
These reviews will take place in January of 2014.
Many departments have made progress in standardizing grading protocols. For example, the Math and
English departments have agreed to use specific and uniform grade weightings for college preparatory
and honors level classes (not AP). Further, the AP program teachers have been working on aligning
academic grades with predicted performance on the AP exam, to better communicate and assess
students against the college board learning criteria for each AP exam.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
8
Major Recommendation #6:
That the school undertake a long-term Master Planning process, driven by the facility, program,
technology, student, and community needs of the school, and aligned with the goals of the Strategic
Plan, that will act as a decision implementation guide for all future construction and renovation
projects.
Evidence of Progress: The Planning (Master and Strategic) Committee of the Board has reviewed and
updated the Mater Plan in the past two years. This ongoing process is driven by facility needs, academic
and co-curricular interests and requirements, and often technological specifications. Together, the
Master and Strategic Plans are used as guides for capital projects. There are many areas of the Master
Plan for 2010 that have been addressed and accomplished. These Plans are available on the CAIS
accreditation webpage for the 2014 visiting committee’s review.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
9
INDEPENDENT SCHOOL DASHBOARD: CRITICAL DATA
FOR SCHOOL IMPROVEMENT
Click here for the pdf link on the CAIS accreditation page of our school website.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
10
REFERENCE MATERIALS TO ACCOMPANY THE SELFSTUDY
Click here for the link on the CAIS accreditation page of our school website
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
11
Section 1: Institutional Core Values, Purpose, and Aspirations
Chapter 1: Mission
A school’s mission statement articulates its core values and purpose. The mission plays an essential role
in informing and guiding the school’s vision of education, and it brings coherence and context to all
aspects of school life. A strong mission statement is a living document that captures the school’s
aspirations, challenges the status quo, inspires reflection and growth, and resonates with constituents in
the school community.
Standard 1: The school has a clearly articulated mission statement, formally adopted by the Board of
Trustees, that defines its core values and purpose. The mission statement expresses the school’s
institutional purpose, distinctive qualities, and vision of education, and it informs all major planning
and decision-making.
Indicators of meeting Standard 1: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The mission statement is a functional document in the life of the school, regularly used as a
benchmark in planning and decision-making, thus providing direction and coherence to school
operations and growth, as well as a foundation upon which priorities are based.
2. The mission is broadly available and is understood and supported by the constituencies of the
school.
3. The mission statement is a force for continuing school improvement.
4. The mission statement is a key component of the school’s marketing, admissions, and hiring
activities.
5. There is a policy or practice of periodically reviewing the mission statement for currency and
relevance, and there is a process for making changes to it. This process occurs minimally once within
each accreditation cycle and includes the active involvement of the Board of Trustees.
Baseline Requirements Checklist for Standard 1: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
1. The school has a written, published mission statement, formally adopted by the governing board.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended
to promote institutional self-reflection and depth of thought. Responses that display insight and
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
12
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one
essay response, it should be clearly indicated.
1. A mission statement is critical to understanding all institutional decision-making with respect to
people, program, physical plant, financial resources, community relationships, and other important
factors. Accordingly, please provide here the text of the school’s mission statement.
Bishop Garcia Diego High School is an independent, Catholic, co-educational secondary school that
welcomes students of all faiths and provides them with the spiritual, personal, and intellectual
knowledge to meet the enduring challenge of realizing their God-given potential in a multi-cultural
society.
2. Describe the most recent review of the mission and explain why it was or was not changed.
The mission of the school was last reviewed before the 2010 CAIS accreditation visit. The mission
statement was reviewed at that time by the Board of Trustees and it was determined that the
statement best served our school community. The mission statement is scheduled for review by the
Trustees in the Spring of 2014.
3. Provide two or three specific examples of how the mission statement played a role in major decisionmaking or planning since the last self-study.
Since the last accreditation visit in 2010, the school’s organizational chart has been revised
significantly. The most noticeable changes included new titles and a new administrative team. Pre2010, the five members of the “Administrative Council” were the Principal, Vice Principal/Dean of
Studies, Dean of Athletics, Dean of Students, and Dean of Activities. Upon the June 2010 retirement
of the principal, the newly hired Head changed the structure to become a “Leadership Team”
including the Head of School, Assistant Head for Curriculum and Instruction, Athletic Director,
Director of Advancement and the Director of Spiritual Life. This change was implemented by the
Head to better represent all major areas of the school and to best align with terminology from the
mission statement. Further, the former principal was a priest and the transition to a lay Leadership
Team motivated the addition of the Director of Spiritual Life to the senior leadership team.
Another example occurred when the Head dismissed a family from the school as the result of the
mother’s online activity on Facebook. The incident involved communications between the mother of
a female student and boys enrolled at school. The communications were printed and shared with
the Head who met with and dismissed the family in turn dismissing the female student because of
the actions of her mother. A conversation occurred and a dismissal letter was presented at the
meeting that clearly outlined and articulated the mother’s actions and how they were inconsistent
with the school’s mission statement, resulting in their dismissal.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
13
4. In considering the alignment of the school’s mission statement with the current operations of the
school and the compatibility of the components of the mission statement with each other, explain
any areas in which there is tension or lack of alignment or compatibility. What efforts are being
made to resolve these issues?
It is the belief of the Trustees, the Head of School, and the Leadership Team that the present
mission statement is compatible and aligned with current operations.
5. With respect to the mission, what are the school’s areas of greatest strength, and in what areas
would the school like to improve?
Key strengths:
● The school community greatly emphasizes character development for students in both
academic and extracurricular settings.
● The spiritual life of the school is rich in offering ongoing faith formation activities for all such
as Masses, retreats, service opportunities, and community-building activities. These support
all members of the school community, but especially students, in realizing their full potential
and deepening their faith.
● The school is conscientious of its growing population of non-Catholic students.
Key growth areas:
● Explore ways to increase the involvement of all faculty members and parents in providing
our students the “spiritual” knowledge needed to realize their God-given potential.
● Explore ways to increase opportunities for multi-cultural activities in our community.
● Increase the number of students who come from a Catholic tradition.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
14
Chapter 1A: Catholic Identity (from the WCEA E3 format for Catholic schools)
1. Catholic Purpose – The school has a mission statement and a philosophy statement that promote the
integration of the Roman Catholic faith into all aspects of school life.
The Bishop Garcia Diego High School mission statement and philosophy are widely recognized
among all constituents of the school and are easily accessible in all classrooms and administrative
offices, in the library, the Parent Student Handbook as well as the Faculty Handbook, in marketing
materials, our admissions packet and in the Board of Trustees orientation packet. The mission
statement and philosophy clearly state that we are a Catholic school that welcomes students of all
faiths. The philosophy expresses that the school will “empower young men and women, educated in
Catholic beliefs, to implement the Gospel message in today’s diverse society.” The theology classes
have implemented the USCCB required curriculum and have adopted a textbook series that aligns
with this requirement, also offering the opportunity for faith formation conducive to students of all
faith backgrounds, assisting them in reaching their full potential spiritually, personally and
academically. Additionally, the Campus Ministry program continuously considers the Catholic
liturgical calendar when implementing programs.
2. Worship – The school ensures regular opportunities for students to experience prayer, retreats, and
the Sacraments.
●
●
●
●
●
●
●
●
●
●
●
Class retreats with Mass included
o 9th grade – 1-day in the fall; half-day in the spring
o 10th grade – 1-day in the fall; half-day in the spring
o 11th grade – overnight 2-day in the fall; half-day in the spring
o 12th grade – ropes course in the fall; 3 day/2 night retreat in the spring
Campus Ministry “Spirituality and Leadership Retreat” before the start of school year
Class chapel visits
Eucharistic Adoration available daily in school chapel (8 am – 8 pm)
School-wide Masses five times per year (on-campus no priest)
Baccalaureate Mass for graduates and their families at a local parish
Catholic Schools Week acknowledged and celebrated with all local elementary parochial
schools
Optional small group meditation during Study Hall
School-wide prayer begins and ends each day, led by a senior member of the Campus
Ministry Team
o End-day Prayer of St. Francis which concludes with “Remember God loves you
Bishop!”
Emergency/special circumstances PA prayer
Each class begins or ends with a prayer
o Recently added as an expectation to the Teacher Observation/Evaluation Form
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
15
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Each sports practice and school assemblies may begin or end with prayer
Weekly lighting of the Advent Wreath during Advent
Stations of the Cross during Lent
Ash Wednesday Prayer Service
Penance Service and confessions during Advent and Lent
May Crowning and school-wide Rosary in May
Recitation of the Rosary via Theology classes in October
Blessing of the Animals Service on the Feast of St. Francis of Assisi
Dia de los Muertos
Students invited to participate in the Cool 2b Catholic Youth Rally
Guest speakers such as Chris Padgett, Leah Darrow, Matthew Kelly, Rabbi Arthur Gross
Guest speakers from local churches
Christian counseling
Local parish representatives are invited to share about their Confirmation programs
Students of non-Catholic faith backgrounds attend all of the school-sponsored “worship” events
listed above. They are free to participate as they wish, as long as there is an honest and sincere
sense of respect. Students of other faiths are invited to be active participants in the events, invited
to apply and are accepted into the Campus Ministry program, and encouraged to share their faith
perspective in theology classes.
After class retreats, students often participate in classroom discussions of their experience and
occasionally write post-retreat evaluations and reflections. One student is quoted as saying, “Class
retreats allow for awakenings and to grow individually and spiritually as well as bond as a class.”
Post-liturgy reflections and classroom discussions occur as well. A student said, “Mass ‘reminds’ me
of God in the busy life of a student and it’s an opportunity to meditate on my faith.”
Bishop has one religious member on our staff. She is available to our students as a licensed marriage
and family counselor. Priests from our local 7 parishes are invited regularly, and gracefully serve the
Bishop community in many ways. They celebrate Mass, participate in various prayer services, hear
confessions, attend retreats, give testimonies, and assist with distribution of Bibles. The Director of
Campus Ministry and Head of School attend Deanery meetings to keep the local priests informed of
their Catholic High School and its priestly needs.
3. Religion Curriculum – The school uses a religion curriculum and instruction that are faithful to Roman
Catholic Church teachings, are subject to authorization of the Local Ordinary, and that otherwise
meet the requirements set forth by the USCCB.
Bishop High School has openly embraced the new curriculum aligned with the doctrinal framework
of the United States Council of Catholic Bishops (USCCB) and will have fully integrated it by the
2014-2015 school year. The school adopted the Credo Series from Veritas Publications. The
members of the Mission Department (Theology) collaborate weekly on learning objectives and
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
16
outcomes, creating tests, and sharing ideas for lessons. This department is in the beginning stages of
working effectively as a Professional Learning Community (PLC).
The school’s philosophy “promotes a Christian environment open to students of all
faiths…empowers young men and women, educated in Catholic beliefs, to implement the Gospel
message in today’s diverse society.” Bishop continuously considers it a duty to follow the curriculum
and instruction that is faithful to Catholic teaching, while simultaneously educating the minds and
nurturing the souls of students from other faith backgrounds.
Testimonials from students regarding theology classes:
9th grade testimonials:
● “Theology classes allow us to expand our knowledge about religion and it also allows us to
connect more with our spiritual side.”
● “We are able to reflect…we can express our opinions…we get to do fun activities.”
● “I’m not Catholic and I still learned a lot.”
● “We are able to participate and we aren’t judged for our answers.”
● “I get to express my beliefs and my feelings.”
10th grade testimonials:
● “I like how we can voice our opinion in a safe place, read from the Bible, and pray the
Rosary.”
● “I love how the teacher encourages us to dig and discover what God really wants to share
through His Word.”
● “We analyze how God’s presence is important in our lives and why.”
● “We discuss morals and values.”
● “Teachers are able to provide an environment where I feel that I am understanding the
purpose for everything God does.”
● “Nothing is shoved down your throat...I like that we are able to express our faith in our own
individual ways, even if we do not share the same faith. We are all accepted into one
community.”
11th grade testimonials:
● “Theology classes allow me to ask questions about my faith.”
● “Our teachers are very accepting of other religions. If we want people to respect our own
religion, we need to respect theirs.”
● “Theology classes have helped me grow in my faith.”
● “You learn to understand the history of our religion and really reflect on it.”
● “They support the students and give a clear understanding of Catholicism, accepting us for
who we are and whatever opinion we may have.”
● “They have taught me how to live as a Christian.”
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
17
4. Religion Teachers – The formation of religion teachers for catechetical and instructional competence
is ongoing.
a) What catechetical training is required prior to the hiring of your religion teachers?
Full time religion teachers have either been certified or are in the process of being certified to
teach the Catholic faith either through the Archdiocese of Los Angeles or another provider (e.g.
online) that is recognized and approved by the Catholic church.
b) How is "instructional competence" measured for your religion teachers?
Instructional competence is measured against the same criteria used to evaluate other teaching
faculty. This criteria, described later in the document, is jointly developed by the Assistant Head
of School, Academic Leadership, and the faculty.
c) What continuing education for catechetical and instructional competence is in place for your
religion teachers?
Continuing education for religion teachers in terms of instruction is handled through “in-house”
professional development that is provided to all teaching staff. To further catechetical
competence, religion teachers attend faith formation days offered by the Archdiocese of Los
Angeles or attend other events (such as Regional Congress) as provided by NCEA or the
Archdiocese of Los Angeles.
d) How often do teachers participate in Continuing education?
For instruction, monthly. For catechetical formation at least once annually per teacher.
e) How is the effectiveness of formation programs measured?
Feedback is provided via surveys for formation days offered by the Archdiocese of Los Angeles,
who then modify presentations as they see fit. Since much of the catechetical formation is done
through workshops or events off campus, feedback is provided to the school through the
teachers as to the effectiveness of those programs. For instructional formation, feedback is
sought from teachers at each meeting there is training that occurs as to what they learned, what
was most effective and what we could do differently. Also, there is an open door policy with the
administration that faculty may use to provide feedback at any time.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
18
5. Partnership with Parents – The school maintains an active partnership with parents whose
fundamental concern is the spiritual and academic education of their children.
Bishop welcomes and values its partnership with parents and sees itself as collaborators in the
spiritual, personal and academic formation and growth of the students. The school philosophy states
that Bishop “recognize[s] parents are the primary educators of their children.” Out of 200 parents
who were surveyed in 2013, over half said that they agreed or strongly agreed that they chose
Bishop for its faith-based mission. Over half of the surveyed parents also feel that they contribute to
the Catholic identity of our school. Parents are highly encouraged to attend all spiritual programs
such as the Junior Ring Mass on All Saints Day, Senior Parents’ Mass, twice per year Day of
Awareness, and the Blessing of the Animals. Senior parents attend the post-Senior Retreat gathering
where they share in the outcome of their children’s retreat experiences. Occasionally, parents are
invited to be part of the Kairos-based Senior Retreat. There was also parental involvement in the
decision on the textbook series for the new USCCB religion curriculum. In February 2014 Bishop
hosts its first Mother-Daughter Tea.
Parents also participate in the following committees and school activities:
 Food preparation for retreats, dances, Spirit Week, and athletic pre-game meals
 Guest speakers in classrooms and at retreats
 Parent Advisory Board and the Cardinal Club
 Marketing Bishop High School to feeder schools (parochial, private and public)
 Adoration of the Blessed Sacrament in the school chapel
In December 2013 the school will celebrate Las Posadas followed by dinner and a family Christmas
Mass. Student, faculty and parent representatives are part of the committee to create the posada
and dinner. The Campus Ministry team will organize the Mass, making sure that it is clear that all
school families are welcome and encouraged to come.
6. Service Orientation – The school helps students develop a service-oriented outreach to the Church
and civic community after the example of Jesus, who said, “I have given you an example so that you
may copy what I have done” (John 13:15).
Bishop provides various service opportunities to foster students’ civic duty rooted in the teachings
of St. Francis of Assisi, who is a reminder of the call to the corporal acts of mercy.
Some examples of on-campus events that are designed to model service values include:
 Back to School breakfast
 Community Service Fair
 Clubs Fair
 Project Santa
 College and Service Trips (CAST)
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
19



Service components incorporated in retreats
Service awards given at Encaenia
Assistance with Baccalaureate and Graduation ceremonies
Many faculty members are club moderators for service clubs such as:
 Hands of Others (H4O)
 Red Cross Club
 Dream Foundation
 Brothers and Sisters in Christ (B.A.S.I.C.)
 Interact
 Youth 4 Direct Relief
 Daughters of the King
 Art for Good
 Students for Storytelling
 Equipped 2 Heal
Many opportunities are in place for students to serve together:
 Project Santa
 Set-up/clean-up/serve at events (sports banquets, fundraisers, recognition events)
 Sandwiches for the Homeless
 Equipped 2 Heal
 Habitat for Humanity
 Teddy Bear Cancer Foundation
 Youth 4 Direct Relief
 CAST trips
Bishop students are required to fulfill 100 community service hours prior to graduation. Twenty-five
hours are required per school year. Students who serve 200 or more hours are recognized with
special honor at graduation. In 2013, over half of the graduating seniors had 200 or more service
hours.
Multiple resources are available to students to help them identify service opportunities.
 Mission Center
 Bishop Diego TV announcements
 Bulletin boards/posters around campus
 Bishop Diego website and on Edline
 Theology classes
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
20
7. Signs and Symbols – There is widespread use of signs, symbols, sacramental, traditions, and rituals of
the Roman Catholic Church throughout our school.
Many religious signs and symbols are represented in the school community. The chapel is located in
the center of campus where Eucharistic Adoration is available throughout each school day. In the
center of the front parking lot stands a large cross and at its base is a mosaic of Our Lady of Refuge,
a patron taken from the school crest. Also on the school crest are symbols for the Sisters’ order of
the Blessed Virgin Mary (BVM) and of the Archdiocese of Los Angeles as well as the words upon
which Bishop’s core values are based: Via Veritas Vita. This logo is visible on many school
documents such as diplomas, school letterhead, posters in classrooms and even on playbills.
Bishop’s school logo includes a cross and can be found on apparel as well on a variety of school
documents. There is a crucifix in every room, and in both gyms. The school honors Mary with a place
of honor and importance in the middle of campus against the back wall of the chapel. Her statue is
crowned with flowers in May in a special ceremony. The Prayer of St. Francis mosaic stands boldly in
the quad. The Blessing of the Animals takes place each year on the Feast of St. Francis in front of this
mosaic. Religious artwork is located in the faculty lounge, in some classrooms, and in many offices
around campus. A large cross hangs on the outside of the main gym next to the Cardinal head.
At the end of each day, the Prayer of St. Francis is recited. Several religion classes regularly recite
the Rosary. A handful of teachers meet each Thursday before school to recite the Rosary with
intentions for the school. All teachers are invited. Religion classes make regular chapel visits and
students are encouraged to visit the chapel at any time.
Bibles are distributed to the freshman class at their fall retreat. This is done in a ceremonious and
very special way, often inviting ministers from the churches of non-Catholic students to join in the
celebration of working together. On All Saints Day Bishop holds a special Mass where the school
rings are blessed and presented to the juniors. At Advent the Advent Wreath is blessed and candles
lit; blessing it in the first week and continuing to light it each Monday during the season. Cross
necklaces are given to students at the conclusion of their junior and senior retreats. Appropriate
symbols are given to people of other faiths.
The Mission Center is a special place on campus used for various activities. It is decorated with the
spirit of God’s love, with words to inspire such as “celebrate”, “love”, “serve”, “pray”, “hope”, and
“faith”. One wall is showered with an array of crosses and crucifixes, with room to add more.
Another wall invites students to be people of service by advertising volunteer opportunities around
the community. Shelves are loaded with Bibles and various religious and spiritual books which
students are welcome to check out. Baskets are filled with devotionals and religious-based
magazines.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
21
8. Religious Engagement of All – All school personnel are actively engaged in bringing forth the Good
News of Jesus into the total educational experience.
The faculty and staff at Bishop clearly understand that their work at Bishop High School is a ministry.
As evidence, they make themselves available before and after hours to assist students with their
schoolwork or other needs, have welcoming classrooms and offices with open-door policies,
frequently take time away from their own families to lead and support students on retreats, and
strive to model behaviors and attitudes that exemplify Christian values.
Teacher testimonials:
 “I believe I seek to integrate Christian faith in my academic program by highlighting
examples of core values at work in various disciplines or in current events.”
 “I find integrating the Roman Catholic faith into my academic program is most effective
when using personal reflection questions, studying the lives of the saints, and sharing
personal anecdotes.”
 “I use a weekly Christian topic of focus which includes a Bible passage and is referred to in
our daily prayer.”
 “We talk about our school mission and the Cardinal Standards and weave these themes into
our units of study.”
The college counselor added, “We open meetings with a prayer and I highlight values and content
covered in theology and the culture of our campus as benefits and added value for college
admissions.”
The school provides opportunity for Faith Formation to faculty at least 10 hours per school year,
beginning prior to the start of the school year with a Faculty and Staff Retreat. Occasionally, faith
formation will take place during faculty meetings. The faculty and staff annually participate in the
Regional Faith Formation Day sponsored by the Archdiocese of Los Angeles.
Our school uses a variety of recruitment avenues when in the process of hiring faculty, including
reaching out to Loyola Marymount University, particularly their school of education and their PLACE
program, in search of Catholic educators. Bishop also uses The Archdiocese of Los Angeles’
employment board to list openings. Both of these avenues produce few results, primarily because of
our proximity to Los Angeles and the cost of living and relocating to Santa Barbara.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
22
Section II: Teaching and Learning
Chapter 2. Educational Program
The school’s curricular and co-curricular programs are a clear reflection of its core values and purpose.
The structure and intention of the educational program demonstrate how the school translates its values
into the substance of the student learning experience. The scope and unique characteristics of the
program help to define the school’s market niche and the types of students who will be best suited to
and served by the school.
Standard 2: Guided by the mission, the school clearly defines its curricular and co-curricular programs
and provides coherent documentation of them. The program is regularly evaluated, updated, and
strengthened in order to stay current with relevant educational research, to assure the intended
outcomes in student learning, and to prepare students for the next stage of their academic careers.
Indicators of meeting Standard 2: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The faculty and administration actively engage in an ongoing process of curricular and co-curricular
reflection, review, and evaluation across grade levels and subject areas to improve student learning.
2. There is clear evidence of ongoing instructional planning.
3. The curriculum has a coherent and discernible structure that supports student learning and guides
faculty decision-making.
4. Instructional resources are appropriate to the needs of the educational program.
5. Faculty and academic administrators regularly undertake professional development activities to
keep them current in educational research and best practices bearing on academic program content
and design.
6. The curricular and co-curricular programs address the cognitive, social, physical, and creative needs
of the students, in accordance with the school’s mission.
7. The curriculum is designed to engage, challenge, and support all learners enrolled at the school.
8. The design and evaluation of the curricular program take into account that the school’s graduates
will grow up and live in a multicultural, global, digital, 21st century world.
Baseline Requirements Checklist for Standard 2: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
1. The school has a written, published, comprehensive curriculum guide.
Yes
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
23
2. Secondary school graduation requirements fulfill or exceed the University of California “a through g”
entrance requirements.
Yes
3. The school calendar specifies a minimum of 175 school days per year (which may include shortened
days, in-service days, parent-teacher conference days, and the like).
Yes
4. The school securely maintains student performance records.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. Taking into account the future world in which the school sees its students living, describe how the
curriculum is informed by that vision.
Taking into account the interconnectedness and complexity of the global community and the
multicultural character of the future, the curriculum has moved toward a focus on helping students
put content knowledge into practice through the use of critical thinking skills. This is evident in the
move toward incorporating technology to improve and inform teaching and learning. This is also
evident in the professional development focus on scaffolding instruction, using backwards unit
mapping, in combination with clear learning objectives and appropriate assessments. Further, the
Rigor-Relevance Instructional Framework is slowly being implemented to provide a research-based
instructional model that supports students’ attainment of critical thinking and problem solving skills
required for living in a multicultural society.
2. Describe and evaluate the rationale, process, and outcomes of the school’s most recent significant
curricular changes. How do these changes relate to the school’s mission?
Bishop’s most recent significant curricular change is the implementation of the Professional Learning
Community model, which includes the development of learning objectives based on the California
Common Core Standards. While some private schools implement different educational models, the
rationale behind PLCs and the adoption of the California Common Core Standards was based on our
school population, a student body that reflects the ethnic and socioeconomic diversity of Santa
Barbara. A research based model that has been shown to improve achievement and learning across
socioeconomic status and ethnicity was most appropriate for our school and its mission as a Catholic
high school. Through the adoption of the California Common Core Standards the school has created
measurable learning objectives for nearly every college preparatory course. California Common Core
provides a focused, coherent, clear and rigorous framework for student growth. By implementing
the learning objectives the school has moved toward the goal expressed in the Mission of fostering
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
24
students’ spiritual, personal and intellectual growth. The implementation of the learning objectives
has resulted in more efficient and effective teaching and learning, evidenced in the school’s
quarterly D/F rate and GPAs.
3. How does the school monitor and assess the success of its students once they have graduated?
What does this information reveal about the school’s curriculum, co-curriculum, and the students’
experience of the school?
Using Facebook, Bishop now has access to graduates. Many recently responded to a questionnaire
about their educational experiences and success after graduation. Informally, anecdotal evidence is
received on an ongoing basis when visiting with former students during reunions, at social
gatherings such as weddings and funerals, and at athletic and other school sponsored activities.
This information revealed that Bishop graduates are “ready for college, ready for life” and are
satisfied with their experience at the school.
4. What would the school point out as its greatest strengths of its educational program?
The greatest strength of Bishop’s educational program is the variation in the courses we offer given
our school size, the curricular model (PLC) that we have implemented to support student learning,
the addition of an Advisory period for each student that is 25 minutes in length that currently serves
as a study hall, and the support services we have put in place for students who are struggling (either
through the Counseling and Student Services Division or the STAR program, which was designed to
support students who become delinquent in submitting homework).
5. How effective is the educational program in terms of the stated mission; how does the school assess
and determine this?
Bishop Garcia Diego High School’s Mission is the foundation of its educational program. The
educational program provides students with the spiritual, personal, and intellectual knowledge they
need to be successful at Bishop and for the rest of their lives. Students who successfully complete
Bishop’s curriculum are eligible to attend the University of California, as our college preparatory
curriculum meets and in some cases exceeds entrance requirements to the UC. Acquisition of
intellectual knowledge is therefore measured by our graduation rate and to some extent our college
acceptance rate, which has been 100% for both for the past 11 years. Students’ acquisition of
spiritual knowledge is determined by academic success in religion courses, attendance at Masses
and retreats, and participation in community service. We have begun to look at implementing a
deliberate character formation program consistent with the core-values of the school that helps us
further determine the extent to which the school’s spiritual and personal formation is effective.
Students’ acquisition of personal knowledge is measured by their involvement in various cocurricular activities and through the Cardinal Standards Program. Currently, the Cardinal Standards
Program is a personal summative reflection of individual students’ growth in each of the 6 Cardinal
Standards.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
25
6. Evaluate the effectiveness of the school’s co-curricular programs in light of the school’s mission.
What evidence did the school use in reaching its conclusions?
Bishop has several co-curricular opportunities for students, ranging from clubs and retreats to
performing arts and athletics. All co-curricular programs are focused on student development
consistent with the school’s mission and core-values. In particular, students are held accountable to
the group or team (persistence and self-reliance), and are supported by coaches and
teachers/moderators to ensure students attend to their academic and personal responsibilities in
addition to their co-curricular commitments.
7. Prioritize and explain two of the five most pressing curricular and/or co-curricular issues that the
school needs to address in the near future. If possible, identify strategies that the school might use as
it moves ahead with this work.
In order of priority:




Fully implement the PLC model, with a focus on data-driven decision making in the classroom.
Implement a character formation program that intentionally forms students in accordance with
the mission and core-values of the school. This program will be implemented school-wide (i.e.
curricularly and co-curricularly).
While the educational program is strong, there is a preference for many teachers to use lowlevel instructional strategies that require students to memorize and reproduce. There is a need
to fully develop and implement the Rigor-Relevance framework for instruction to expand
instructional techniques to elevate student learning and critical thinking in the pursuit of
intellectual knowledge that will help them realize their God-given potential in a multi-cultural
society.
Intentionally address the AP pass rate so that our students are more successful on the Advanced
Placement exam that occurs every May. We have begun this process by holding monthly AP
program meetings where AP teachers discuss concerns and progress in the curriculum. Other AP
teachers offer support as requested.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
26
Chapter 3. The Student Learning Experience
Independent schools have historically prided themselves on the individual attention that they are able to
provide for each student, and this traditional commitment underscores the critical importance of making
each student’s learning experience as positive as possible. To accomplish this, schools need to develop
sophisticated understandings of how different students learn, and they need thoughtful assessment
systems that yield useful data that can aid teachers and administrators in most effectively shaping the
learning environment for students. Only schools that are dedicated and successful in these endeavors will
be able to maximize the effectiveness of their carefully crafted educational programs as the students
experience them in daily interaction with the faculty.
Standard 3: The school maintains a vigorous and informed focus on the learning of each student. It
has policies, expectations, procedures, assessment systems, and student feedback mechanisms that
enable it to engage—and maximize the learning potential of—each student.
Indicators of meeting Standard 3: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The school has a clear published statement that communicates its fundamental beliefs and
assumptions about how students best learn, along with an explanation of what those beliefs and
assumptions are based upon.
2. The school has developed procedures to help all students understand how they learn and how they
can improve their ability to learn.
3. The faculty and administration are attuned to and recognize differences in learning styles, abilities,
and approaches among students, including those that may be influenced by such considerations as
previous preparation, developed competence, neuropsychological factors, socioeconomic situation,
gender, culture, race, and ethnicity.
4. The school has developed a thoughtful, in-depth, and multi-faceted system of student assessment,
which compels teachers and administrators to gather and analyze important evidence regarding
each student’s learning and to implement strategies that will help each student to reach his or her
potential.
5. There are established structures and time allotments for teachers to meet at regularly scheduled
intervals and review the achievement and engagement of individual students and groups of
students.
6. The school has established procedures to regularly inform parents about student progress.
7. There is an age-appropriate system in place for counseling students (and, when necessary, parents)
regarding academic and social issues.
8. There are established procedures that the school uses to help students who struggle with learning,
and there are resources available (within and beyond the school) to the faculty and administration
to assist them in identifying and meeting the learning needs of individual students.
9. The school has a process in place to identify students whom it can no longer serve effectively and to
counsel them in a supportive way regarding more suitable schooling options.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
27
10. The school has a structured, ongoing process through which it solicits and analyzes the perspectives
of students and alumni/ae about their experience of the school, and it uses the information from
this process to strengthen the school and improve learning.
11. The school actively strives to create a daily schedule and an annual calendar that allow for students
to be productively challenged and engaged, while avoiding structures and practices that lead to
unmanageable student workloads and debilitating stress.
12. Students themselves express a high level of enthusiasm for and engagement with their academic
work in particular and their school experience in general.
13. Parents generally observe and report that their children have a high level of interest and
engagement in learning at the school.
14. Age-appropriate opportunities are in place for students to provide feedback on their experience of
the teaching and learning environment of the school.
Baseline Requirements Checklist for Standard 3: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
1. The school securely maintains student performance records.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. What are the fundamental assumptions or beliefs about how students best learn that guide the
school’s work? How are those beliefs enacted in the classroom, and how effective are they in
promoting student learning?
The school’s mission statement promotes high expectations for student achievement and learning.
It helps maintain focus on utilizing research based best practices. As it states, Bishop strives to have
students realize their God-given potential. Beginning in school year 2010-2011, changes were made
to the professional development goals. Members of the school’s Curriculum Committee attended
professional development workshops provided by the local County Office of Education. These
workshops focused on the process of creating Professional Learning Communities (PLC). This
knowledge served as a guide to school-wide curricular change.
During the first and second years, teachers focused on writing specific, measureable Learning
Objectives for each of the college preparatory courses they taught. Teachers were encouraged to
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
28
post daily learning objectives to guide instruction and assessment. Following the development of
learning objectives, teachers began the process of collaborating within divisions to analyze their
assessments with the goal of aligning learning objectives with assessment questions. During school
year 2012-2013, professional development included instruction, discussion, and demonstration of
research based instructional strategies that focused on rigor and relevance. Teachers presented
examples of how they implemented these strategies in their classrooms. Currently, work has moved
forward to the implementation of the PLC model. This year Smart Goals were introduced to drive
data-based decision making that promotes student learning.
2. How do (a) the school calendar, (b) the school schedule, (c) class size, (d) student-teacher ratio reflect
the values that the school holds, and how do they impact the student learning experience?
The school calendar was stripped of interruptions to the daily schedule that did not support the
Vision Statement for Teaching and Learning or spiritual mission of the school in an effort to reduce
the overall number of class-time interruptions. Proposed assemblies are reviewed to ensure that
they are specifically tied to school-wide themes or goals. Special bell schedules were designed and
are used to minimize any disruption to the teaching and learning process. The school operates on a
schedule rotation that changes weekly. The goal of the rotation is to minimize the impact of
students who may have early release time for sports. The schedule rotation means that students will
not miss the same class every time an early release occurs.
In school year 2012-2013 Bishop initiated a daily study hall period. This additional time can be used
instead of instructional time for announcements or short assemblies or class meetings. Study hall is
also used to facilitate intervention needed by some students. Students who have a homework
average below 80%, may be referred to the Students that Accept Responsibility (STAR) program to
complete missing work. This program has increased students’ overall GPA and reduced the rate of
Ds and Fs.
In order to facilitate professional development and growth toward the instructional goals, an
additional bell schedule was created (PD Bell) that reduces instructional time from 47 minutes to 40
minutes per period approximately three Mondays per month. This allows for PLCs to meet and work
toward attainment of their goals. The remaining Monday is a minimum day (30 minute classes)
which combines PLC time and announcements from the Leadership Team.
The master schedule is completed each summer. This is done with a focus on balancing class sizes to
create the optimal learning environment for students.
3. If a team of campus anthropologists were to systematically visit all of the classrooms, labs, studios,
athletic fields, and other learning spaces at the school during a normal class day, what typical types
of learning activities would they observe the students undertaking? Which of these learning activities
would be most common or dominant? To what extent would the students regularly appear to be
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
29
excited or engaged by their learning? In what ways would these activities be reflective of the school’s
mission and assumptions or beliefs about learning?
Data gathered from teachers indicate that a wide variety of teaching strategies and activities are
used. These include small groups/collaborative learning, utilization of instructional technology,
Socratic seminar, classroom lecture, classroom discussion, projects, cooperative learning, problemsolving activities, guided practice, demonstration, and the use of daily starters. These activities
reflect the school’s mission by providing intellectual knowledge, enhancing academic skill
development, and challenging students to reach their God-given potential by integrating faith and
spiritual development.
Classrooms were chosen randomly for observation of learning activities and included studios and
athletic areas. Observations focused on types of learning activities observed noting which activities
were most dominant, and which activities appeared to elicit the most excitement and engagement
from the students. Learning activities that produced high engagement and moderate enthusiasm
included:






Problem solving
Group collaboration
Project planning
Demonstration of skills
Guided practice
Demonstration and modeling
However, observations indicated that the use of lecture and questioning led by the teacher resulted
in a less engagement and a lower level of enthusiasm.
During classroom observations students were asked their opinion as to which activities they
believed to be most helpful with learning. The overwhelming opinion of the students was that
classroom discussion (including Socratic Seminar methods) was the most helpful, followed closely by
guided practice while working on a problem, project or personal goal. All students questioned
enjoyed group activities, but not all felt this method to be helpful in overall learning of the material.
Learning environment observations also revealed the underlying influence of the school’s mission
and core values. Teachers were observed encouraging different spiritual points of view by providing
an opportunity for students to create personally meaningful prayers, self-reflections, or meditations.
Teachers also demonstrated concern for students who appeared disinterested or lost as they
interacted with them individually to address concerns. Part of the school’s mission aims at helping
students realize their God-given potential. The effectiveness of many instructional strategies,
resulting in high levels of engagement and enthusiasm, illustrate one aspect of how the school is
aligned with this element of its mission.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
30
4. Consider the school’s practices in educational assessment:
● Describe the discussions occurring in the school about the nature of effective assessment. How
have these discussions informed assessment practices across the grades and/or deepened
teachers’ understanding of assessment?
● How does the school determine the quality of students’ engagement and their growth as
learners, particularly given the school’s mission and the objectives of the educational program?
Professional development is centered on utilizing evidence-based strategies to improve student
learning. Beginning in 2010, all teachers began designing measurable learning objectives for most
college preparatory courses in the school, determined by each division. Please refer to question 1
for a more detailed account of the professional development process currently in place as it relates
to educational assessment.
Focus on assessment and the alignment of learning objectives with assessments has been another
focus of professional development. Establishing the difference between summative and formative
assessments, some teachers have begun using formative assessments and their data to help drive
instruction. Weekly meetings in PLCs help promote meaningful discussion of learning objectives,
their alignment with assessment and instruction, and assessment results. PLC time fosters
collaboration and problem-solving related to improving instruction.
The school gathered data from teachers regarding instruction through the use of a teacher survey.
Survey results indicated that teachers use the following methods to determine the effectiveness of
instruction: assessment results, observations of student performance in class, lab closure activities,
direct feedback from students, success rate as shown by AP scores.
Overall, the quarterly D/F rate and quarterly GPA reveal a decreasing trend in the number of
students earning Ds or Fs since the emphasis on aligning learning objectives, with instruction and
assessments. Further, there has been a noticeable decline in the number of D and F grades earned
by students receiving assistance through the resource program. The school’s resource teachers
record grades for their students throughout the school year. 17% of students receiving resource
services earned a D or F at the conclusion of the first semester 2012-2013 and 14% second semester
of 2012-2013. The 2013-2014 SMART Goal for the Resource Program is to reduce the D/F rate of
students receiving resource services to 5%.
Advanced Placement pass rates are also looked at as a measure of program effectiveness. This
information is shared with teachers to facilitate reflection and make improvements in the
educational program as needed. These data are also shared and discussed in our monthly AP
Program meetings, where all Advanced Placement teachers meet for an hour to discuss studentlearning needs in the AP program. Instructional strategies and collegial support are also offered at
these meetings.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
31
The school’s Cardinal Standards Program also assesses the effectiveness of curriculum and
instruction against the school’s mission. Students reflect on their growth in each of the standards
throughout their 4 years, culminating in their CSP presentation senior year.
5. What does the school do to help students understand how they learn, to capitalize on learning
strengths and talents, and to address their learning needs and challenges?
Bishop offers a Resource Program for students with a diagnosed learning difference. With a recent
psycho-educational evaluation on record, a student will be considered for services in the Resource
Program. Once admitted, the program director consults with the student and parents, and reviews
the cumulative records prior to developing a MAP (minor adjustment plan), which outlines the
student’s learning difference, needs in the classroom setting, and required adjustments to the
individual student learning experience. The program director and resource teacher work with
students individually in order to ensure they are aware of their specific needs, are taking advantage
of resources available, and are staying on track academically.
The mathematics department developed its own Math Intervention (MI) strategy for students who
are struggling with understanding in mathematics. Math teachers monitor student progress closely
and if needed, a student will be given the opportunity to relearn current or previous content from a
different teacher within the department. The students and teachers find this helpful as it facilitates
appropriate pacing, supports different learning styles, allows for collaboration between teachers
about student learning needs, and allows for fast and appropriate learning support and intervention
as needed.
To support English Language Acquisition, in particular Academic Language Acquisition (ALA), Bishop
introduced the Kate Kinsella English 3D course, which is offered primarily for 9th graders in need of
extra grammar, vocabulary and reading support.
The Counseling and Student Services Division offers a three-hour workshop to 9th grade students,
part of which is devoted to the topics of study skills and test preparation. Students are encouraged
to identify their current habits, learn about new skills and what might work best for their needs.
Added to the program for this school year will be a learning modalities survey, including a brief
lesson and discussion on the topic.
The Counseling and Student Services Division works with 10th grade students to complete a career
assessment, and all 10th & 11th grade students take the PSAT. These are opportunities for students
to reflect on strengths and focus on individualized skill development based on personal interest.
For those in greater need of support, the Academic and Personal Counselor will work directly with
students, teachers, and parents in order to develop a student success plan, focusing on both
strengths and student identified areas for improvement. This typically happens if a student falls
below a 2.0 GPA or upon request. This collaborative approach has been highly successful in helping
the student tap into their existing resources and make use of those on campus, ultimately increasing
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
32
his/her GPA. Should a student require additional intervention, the Counseling and Student Services
Division will work together with faculty, the student, and his/her parents in order to brainstorm
additional strengths-based, wrap-around solutions. Should a referral to the Student Study Team be
required, the Director of Resource Services facilitates this process. When warranted, a referral to
the Santa Barbara School District will be made for Special Education assessment.
6. Explain how technology is integrated into teaching and learning. How does the school evaluate its
use and impact? How are decisions concerning the implementation and use of technology made?
All of the classrooms at Bishop allow the integration of technology into the curriculum. Half of the
classrooms are equipped with interactive white boards, which allow for demonstrations,
animations, projection of student or teacher work, and compatibility with interactive software that
teachers use. Math teachers have a calculator emulator that they specifically use with the
interactive white boards to not only train students on the variety of uses for their calculator, but
also to work with educational files that allow students to explore mathematical topics using TINspire based activities and explorations. Several teachers are part of a newly launched iPad pilot,
where they incorporate the tablets into their weekly routine, along with the aid of Apple TV to
project student or teacher work from the tablets. Many teachers incorporate PowerPoint
presentations into their lessons, as well as training students how to create their own
presentations. Videos are incorporated into lessons using LCD projectors or televisions to present
content in a different format, or to accompany the learning of a specific text. The science wing is
outfitted with top-of- the-line technology for gathering scientific data.
On campus, there are two computer lab classrooms, one with Apple computers and one with PCs.
Most technology-related courses are taught exclusively in these labs, instructing students on using
various software programs and basic computer skills: Computer Applications (Microsoft Office,
Photoshop, Illustrator, Animation Design, Advanced Graphic Design, and Introduction to Computer
Programming). There are 12 PC computer stations in the library available for student use throughout
the day that are in addition to the ones available in the two instructional labs. Some classrooms (e.g.
one world language classroom) are equipped with computer stations for student use, as needed.
Additionally, there is a fully equipped television production studio where students run a daily news
broadcast, BDTV. The daily production schedule is entirely student run, from the script preparation,
equipment set up, shooting segments on camera, editing film, and broadcasting the episode.
7. What input does the school gather directly from the students themselves, and how is this
information used in curricular and other decision-making?
The school collects student feedback in March in the form of a student survey soliciting their
interest in potential courses for the subsequent academic year. Some teachers give students an
opportunity to provide feedback via teacher constructed course evaluations which may lead to
curricular or instructional changes.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
33
8. In the past few years, what have alumni/ae generally reported as the most valuable or appealing
features of the learning experience, as well as areas that the school should work to improve? Has the
school made any changes in response?
Feedback from Bishop alumni who are parents of recent graduates, as well as these recent
graduates and their siblings who are current Bishop students were solicited for feedback. These
alumni parents and recent graduates have a unique perspective because they have a connection to
Bishop that has spanned continuous years, decades for some, and even generations in certain
instances. The questions focus on the Bishop learning experience, where it has improved, where it
could improve, and how Bishop High School has responded to the needs and desires of its students
and alumni.
Please see video clips of Bishop Parents who are alumni and have children who are recent
graduates, the recent Bishop Graduates, and siblings who are current seniors or students at Bishop
that will be loaded on the private CAIS page of the school website in January 2014.
Alumni identify the development of faith and academics as going hand in hand. They communicated
the belief that the development of faith brought with it opportunities to apply academic concepts
which helped them in their college life. A strong sense of identity and practical experience through
service projects gave students a base, which they were able to apply academic learning and skills to
new challenging contexts in college and life. Overall, alumni ideas about how the school could
improve the learning experience varied widely. Some suggested that the school put a stronger focus
on college readiness by developing specific programs focused on study, communication, and public
speaking skills. Others suggested that the school create specific programs to address personal
interests in professional fields like medicine, science or art.
9. Based on the responses to the questions above, what does the school conclude are the two or three
most important areas that it should address to optimize the student learning experience?
Alignment of assessments with course learning objectives is an important area of focus and will
continue to be addressed through professional development. The school subscribes to the evidencebased findings that when student awareness of learning objectives is increased and when
assessment is aligned with appropriate instruction, student achievement will also increase. Student
grades and GPAs, indicate a positive trend in student achievement since this focus began. However,
there is a need to see the same positive trends in the success of our AP Program, as evidenced in the
pass rates for all of our AP courses. Many steps have already been taken to support the AP teachers
in supporting student achievement in the AP classes.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
34
In addition, the school will continue its focus on teacher collaboration through PLCs. These areas of
professional development directly relate to the mission statement and the focus on high
expectations for student achievement resulting in them realizing their God-given potential.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
35
Chapter 4: Faculty and Pedagogy
To engage students deeply, cultivating in them both a seriousness of purpose and a delight in learning, is
the work of an effective faculty. A school’s core pedagogical values and practices must not only take into
careful account the characteristics of the learners and the nature of the subject matter, but also reflect
the school’s educational mission. Therefore, the faculty is at the heart of the school’s work. Their
competencies and gifts as professionals, their relationships as colleagues, and their human qualities all
shape the learning environment, as well as students’ individual experiences in and beyond the classroom.
A school’s assessment of and reflection on these critical elements are essential to the vitality and
effectiveness of the instructional program.
Standard 4: The school has a clear set of criteria for teacher effectiveness that reflects its mission and
pedagogical goals and that informs hiring, professional growth, and evaluation. Through regular
assessment of pedagogical effectiveness, which includes student learning outcomes, the school seeks
to strengthen teaching and learning.
Indicators of meeting Standard 4: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. Teachers consistently embody the core values, mission, goals and ethos of the school.
2. The educational background, professional experience, and training of faculty members qualify them
for the specific teaching responsibilities to which they are assigned.
3. The faculty support and work constructively with each other and the administration in achieving the
school’s goals for teaching and learning.
4. Faculty members pursue ongoing personal and professional growth.
5. A regular faculty evaluation process is consistent, well defined, and broadly understood and
supported by the faculty.
6. Teachers work collaboratively and actively pursue building positive relationships with their students
and other adults in the school community.
7. Faculty members actively engage in the ongoing review of program and pedagogy and in the design
and development of innovations and improvements in teaching and learning practices.
8. The school has written, published learning expectations across grade levels and subject areas.
9. There is thorough, comprehensive, and secure cumulative record-keeping in place for the
documentation of student progress.
Baseline Requirements Checklist for Standard 4: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
36
1. A process of faculty evaluation is regularly undertaken and documented.
Yes
Questions:
1. How effectively are faculty members engaged in the process of assessing and improving teaching
and learning?
Teachers at Bishop High are effectively engaged in pedagogical reflection as they continue to
improve their participation in Professional Learning Communities (PLCs). The process of establishing
PLCs began four years ago with significant professional development in this area. This year, the PLCs
changed to vertically aligned teams to better serve students. The small teaching staff made the
previous horizontally aligned teams less effective.
To better facilitate the PLC model, additional time was established for team meetings, each Monday
from 2:20-3:20. In these meetings, PLC members are to discuss student learning, and only student
learning. This is driven by assessment data/results. Through discussion, teachers determine gaps in
learning and options for re-teaching or more effectively providing instruction in the future. Because
the teams are vertically aligned, faculty can also discuss the appropriate scaffolding of learning
objectives and desired outcomes. Each PLC submits a report of their meetings in order to
demonstrate accountability to the PLC process. They are reminded frequently that the time
provided is solely for analyzing and responding to student learning, not for department meetings.
In the last four years, the focus on learning has increased dramatically. While not every department
is a fully functioning PLC, all are addressing student learning more intentionally and more
frequently.
Specific examples of increased effectiveness in the area of teaching and learning include:
 All faculty members align learning outcome/objectives with State Standards and/or The
Common Core and/or the Standards for Theology as determined by the United States
Council of Catholic Bishops (USCCB).
 All college preparatory classes state learning outcomes on the classroom board.
 Almost all faculty members regularly refer to the course learning outcomes/objectives in
class.
 Almost all faculty members align course content and instruction with learning
outcomes/objective.
 Most faculty members follow the rigor /relevance framework.
 Most faculty members utilize backwards mapping (creating assessments before planning
lessons), or are in the process of developing units this way.
 Most faculty members use assessment data to inform their instruction and determine
appropriate interventions.
Overall, teachers are effectively engaged in the process of improving instruction with the focus on
student learning.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
37
2. Explain the process by which the school determines the qualifications of teachers for the courses they
teach. List and explain any faculty assignments that do not align directly with academic preparation.
How does the school support such faculty and ensure their effectiveness?
Openings for teaching positions are posted on the school’s website, Edjoin.org, the CAIS website,
and on the website for the Archdiocese of Los Angeles in order to attract professionally trained and
credentialed faculty. The applications are first reviewed by the Assistant Head of School and the
Academic Dean who oversees the respective department. This eliminates further evaluation of any
applicants who do not meet the minimum requirements (undergraduate degree and teaching
credential for the content area of the opening). The remaining candidates’ application packets are
reviewed for experience and any additional skills or training that elevates their potential
contribution to the school (coaching, club/class moderator, etc.). The potential interviewees’
applications are then given to the Head of School to review, after which the Head of School,
Assistant Head of School, and Academic Dean collaboratively determine who to invite for an
interview. Most interviews include one-on-one and small group meetings that include formal
questions as well as informal discussion. Additionally, the candidate has the opportunity to eat lunch
with the faculty, tour campus, ask his/her own questions, and sometimes teach a lesson. The Head
of School, Assistant Head of School, and Dean then meet to discuss all of the interviewees and
determine to whom they should offer a contract.
Bishop High places a priority on highly qualified teachers and ensures that every full-time faculty
member is credentialed in his or her respective content area (including theology, a certification
obtained through training provided by the Archdiocese of Los Angeles and/or Catholic universities).
There are, however, some part-time positions currently filled by teachers without credentials (e.g.
drama, instrumental music, choir). Regular classroom observations, bi-annual performance reviews,
PLC meeting minutes, and division and faculty meetings all help administrators ensure these
teachers’ effectiveness.
3. Evaluate how program decisions are made within the school through the involvement of teachers
and academic administrators in program planning and decision-making. Assess the process in terms
of its effectiveness and its consistency with the philosophy and culture of the school.
Program decisions in the area of curriculum and instruction are primarily made through the
collaboration of six members of the faculty and staff, including the Assistant Head of School, Dean of
Arts and Humanities, Dean of Mission, Dean of Sciences, the Dean of Counseling and Student
Services, and the Director of Resource Services. Of these six members, four are classroom teachers
with two or more sections. This team meets on alternating Tuesdays to discuss ongoing program
issues, such as a potential change to a block schedule; as well as more immediate problems like
insufficient instructional support in the STAR classroom (mandatory homework completion
intervention). In the majority of cases, faculty feedback is requested on important program
additions, changes, policies, etc. For example, the current teacher observation/evaluation tool was
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
38
finalized only after seeking input from the teachers, and the STAR program has been modified based
on faculty feedback. In contrast, some decisions do not require that level of input. Pressing matters,
for instance, are often resolved within the committee.
This current model for program decision-making is a significant improvement over the prior
curriculum committee which consisted of half of the full-time faculty. With approximately ten
members, the ability to effectively and efficiently address issues was greatly reduced. Less progress
was made. The new model still includes representatives from the various divisions, but the size
allows for greater accountability and responsiveness.
In recent years there have been a number of significant changes within the academic program,
including increasing the number of AP and Honors classes offered, and expanding the Arts and
Humanities curriculum. While the Assistant Head of School makes the final decision on which new
classes will be offered, there are a number of ways to introduce a new course. Teachers, students,
and administrators all have the opportunity to propose new classes. The Curriculum Committee
discusses how any potential new course fits into the philosophy and culture of the school before
recommending to the administrative council the addition of the course. This further illustrates a
collaborative and transparent approach to decision-making. The decision-making process is very
effective in the area of curriculum and instruction and supports the school culture of being
supportive.
4. Reflect on how the school’s values and purpose are embodied by the faculty. What elements of the
recruitment, hiring, and orientation processes help to ensure that new teachers will actively embrace
the school’s core pedagogical values?
The core-values of the school were identified and established for the beginning of the 2012-2013
school-year. Via, Veritas, Vita, (located on our school crest) were concretized based on Scriptural
values consistent the school’s mission as well as the history of the school as illustrated on the
school’s crest. In our recruitment, hiring, and orientation processes we clearly articulate the school’s
mission as a Catholic high school. We have done a better job of communicating the school’s corevalues to recent hires, but have work to do in supporting existing faculty in buying into and culturally
shifting the school and its community to embody these values as a whole.
5. Evaluate the extent to which a commitment to the school’s values and purpose is broadly shared by
the faculty, and explain what happens when it is not.
Teachers were given the opportunity to contribute feedback on the core values and behavior page
of the Parent/Student Handbook, with the expectation that they would be held accountable for
making sure the students follow the model put forth. This was a collaborative effort and is
continuously monitored for the need for potential revisions.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
39
Bishop’s values and purpose are greatly shared by the faculty. Every member of the teaching staff
was invited to comment on this area of their professional responsibilities. Overwhelmingly, they
described how they support forming the whole student in and out of class in ways that reflect the
school’s core values and purpose. Examples include:











Modeling and coaching students on behaviors like respect, academic integrity and
excellence, courtesy, self-awareness, community service/responsibility, etc.
Providing a high degree of individualized attention to students and parents.
The Cardinal Standards Program directly supports the school’s values and purpose and is
facilitated by all faculty.
Recognizing exceptional students by issuing Outstanding Cardinal Awards for positive
behaviors.
Providing positive, supportive and safe classroom environments.
The approach to supporting student conduct is founded on the school’s core values
Making oneself approachable to students so they are comfortable expressing concerns, etc.
(Deans, Counseling, faculty, coaches).
Demonstrating interest in individual students’ co-curricular activities and out-of-school
pursuits.
Aligning the student behavior interventions with the school’s core values.
Reflecting spirituality/faith through class prayer or reflection, behavior/attitude, and
participation in Mass.
Participating in student activities, retreats, fundraisers, etc.
6. How were the school’s criteria for teacher effectiveness developed, and how are they used to support
the improvement of teaching?
The criteria for teacher effectiveness are primarily guided by the California Standards for Teaching
Professionals, which was revised in 2009, as well as following the guidelines of the Rigor-Relevance
framework.
Throughout the school year, both informal and formal classroom observations are conducted by the
Academic Deans, the Assistant Head of School, the Dean of Men and Women, and the Head of
School. Once any observation occurs, the teacher is presented with a hard copy of the Teacher
Observation/Evaluation form that offers valuable information touching on areas of strengths and
areas of growth. If the observer feels that a more formal, one-on-one meeting should take place,
then it is scheduled in a timely manner. In January, for the first time, the Assistant Head of School,
along with the Divisional Dean will be holding mid-year reviews with each faculty member to
highlight areas of strength and progress on previously identified areas of growth. Additionally,
Academics Deans, with the Assistant Head of School, meet with each faculty member for an end-ofyear performance review. Lastly, there is one final meeting at the end of the school year, usually
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
40
with the Assistant Head of School and Head of School, to discuss the year as a whole and discuss
future goals and performance.
Teachers are very supported at Bishop. Each teacher has a Professional Development (PD) binder
and scheduled time to work specifically on PD. Each academic department has a weekly meeting
with their PLC, focusing on student learning. The Academic Deans, the Assistant Head of School, as
well as the Head of School are readily available to support the teachers’ efforts in and out of the
classroom and are all very easily accessible. In addition, in 2012-2013, the school recently added the
role of teacher-coach, but due more responsibilities this year, she is currently not providing this
level of support. She is not a member of the evaluation committee as her sole purpose in this role is
to serve as an added resource for the teachers.
7. Assess the quality and effectiveness of the professional development that the school provides for
teachers as individuals, as members of departments or divisions, and as a larger group of colleagues.
Professional development has been intensive for the last four years. The focus of professional
development was determined by and based on the Vision Statement for Teaching and Learning that
the teachers constructed in October of 2010. Teachers were provided with Professional
Development binders in which they could store PD-specific documents and information that they
could use for reference while they answered four essential questions. The first essential question
was “What do you want your students to learn?” The second question was “How will you know
when they’ve learned it? The third was “How do you respond when they do not?” Every department
began backwards mapping their unit plans, which are aligned between sections when applicable.
They have been learning and practicing with the Rigor/Relevance framework for instruction and
aligning their instructional strategies with the learning objectives. The school also provided
background on PLCs and began implementing these three years ago, though they were restructured
this year to be more responsive to the school’s small size. There was also some instruction in the
Pyramid of Intervention, though it is not fully developed at this stage.
The professional development was mostly done “in-house” by trained administrators who are
professionals in the areas of the focused PD. There has been a concentration in English, Math, and
Social Studies on aligning the curriculum with the Common Core, which included sending faculty
members to off-campus workshops. The Assistant Head of School for curriculum and instruction is
extremely knowledgeable and well-qualified to lead professional development, having a Ph.D. in
Education and his Administrative Services Credential; and the Dean of Arts and Humanities also has
her preliminary Administrative Services Credential. The PD is based on evidence-based research and
tested programs. Deans are readily available to their faculty for additional support, as is the
Assistant Head of School. The faculty meetings are limited to PD and do not spend time on
announcements. Every effort is being made to eliminate time away from the Monday PLC meetings
at the end of the day.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
41
PD has been effective to various degrees. The PD was of high quality overall, based on research
based best practice, and has had an impact on student achievement as documented in the reduced
D/F rate per quarter, and in the GPA of the student body as well as faculty interviews and survey.
There has been much progress with communicating clear learning objectives to students, backwards
mapping units, and collaborating around student learning in PLCs. Bishop continues to grow in the
area of instruction; specifically with aligning it with the learning objectives and rigor/relevance
framework. Additionally, many faculty members utilize a limited number of instructional strategies,
which will likely prove problematic as we continue to align with the Common Core. The growth has
been tremendous given the amount of PD provided in the last three years, however Bishop does not
participate in any standardized testing therefore data on student learning is shallow and a continued
area for growth for the school.
8. Describe and assess the extent to which a culture of collaboration exists for teachers across different
grades, disciplines, and divisions and the impact of it on program and student learning.
A culture of collaboration continues to grow at Bishop following the introduction of PLCs three years
ago. While the process of developing professional learning communities has been productive, it has
not been without challenges. PLCs of teachers who have different courses with students of multiple
grade levels struggle to collaborate. The collaboration that has been done in some PLCs is described
as slow and laborious because it involves creating a consensus. Nevertheless, collaboration does
take place within content areas, across grades, between divisions and specific courses. Examples of
collaboration include the science department efforts to improve student writing, sharing effective
instructional strategies, and agreement upon learning objectives for college preparatory courses.
Measuring the impact that collaboration has had on student performance has been difficult since
Bishop does not utilize a standardized test. Most measurements of student learning progress comes
from unit assessments or, in some cases, quarterly benchmarks that some PLCs have developed. For
example, the vertical alignment of skills allows for growth between grade levels based on a clearly
aligned curricular course sequence that supports and maximizes student learning potential.
Consequently, some upper level courses are growing because more students are reaching higher
levels of understanding.
There have been attempts by some teachers to design cross-curricular projects. Several crosscurricular projects have occurred between English and history, and English, media arts, and Drama.
While the school is not making a universal move toward cross-curricular learning at this time,
teachers are encouraged to explore this as they fit.
9. What are the school’s expectations of all faculty members in addressing the social, emotional, and
ethical development of their students? How effectively are these expectations met? How does the
school determine this?
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
42
The Mission Statement of the school, the stated Philosophy of the school, and the Core Values (via,
veritas, vita) set forth the collective commitment and objective of forming students of character,
compassion, balance and maturity in addition to intellectual and spiritual development (see Mission
Statement, Statement of Philosophy, Parent-Student Handbook p.3-4, Faculty/Staff Handbook p. 1011). Accordingly, a component of the school consists of faculty involvement both in the classroom
and through designated programs designed to foster social, emotional and ethical development of
all students.
The expectation of, and commitment to the important role of faculty in formation of the entire
student is set forth in the Faculty/Staff Handbook (and cross-referenced in Employment Contracts).
Specifically, professional standards #1 and #2 on page 20 state:
1. Teachers will support and implement the Mission, Philosophy and Cardinal Standards of
Bishop Garcia Diego High School.
2. Teachers will work cooperatively and collaboratively with the Leadership Team, Academic
Deans [formerly department chairs] and colleagues to achieve the twin ideals of both
forming and informing young women and men.
Faculty awareness of the expectations for addressing students’ social, emotional and ethical
development is evident from the overwhelming response of faculty respondents who indicated
“completely” or “partially” to the following survey questions:
1)
2)
3)
4)
5)
6)
7)
To what extent are you committed to the school’s values and purpose?
To what extent do you foster individual students’ social development?
To what extent do you foster individual students’ emotional development?
To what extent do you foster individual students’ ethical development?
To what extent do you foster student’s social development in the classroom?
To what extent do you foster students’ emotional development in the classroom?
To what extent do you foster students’ ethical development in the classroom?
Consistent with the awareness of faculty responsibility in addressing student growth in these areas,
portions of some Professional Development meetings are also typically reserved for discussion
about strategies and interventions to assist students in development of social connectedness,
ethical behavior and emotional control, including discussion of appropriate classroom management
techniques and utilization of resources such as personal on-campus counselors and Deans. Indeed, a
recent professional development meeting included presentations on dealing with students in
emotional crisis. Additionally, classroom observations include components evaluating, among other
things, faculty interaction and facilitation of student growth in working collaboratively in a positive
fashion, taking personal responsibility, thoughtfulness and respect toward others, and
demonstrations of appropriate behaviors given the context.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
43
Additionally, almost all faculty members can provide anecdotal accounts of specific situations where
either individually, or in conjunction with Deans, Leadership Team members, or personal counselors,
extraordinary efforts were made to work with individual students in assisting their growth in the
core-values of the school – including developing understanding and prudence in the exercise of
cooperation, awareness, respect, integrity and persistence. As but one example, a faculty member
described his efforts with a student this way:
“We are diligently trying to help him understand his value to this world, and what it
takes to be responsible for his actions, no matter what situation presents itself. While I
believe he has matured over the years, he still has a long way to go. I personally believe
this is the best place, maybe the only place, where he can get what he needs to mature
and finish high school.”
Even within the context of discipline and the school-wide culture of addressing student conduct, the
terms cooperation, awareness, respect, integrity and persistence – core values more specifically
defined in the Parent Student Handbook serve as a basis for communication and critique of
individual action and development. Accordingly, interventions for inappropriate student behavior
focus on counseling and guiding the student as to appropriate choices and actions consistent with
personal growth and Christian values.
To additionally foster social, ethical and personal development (as well as spiritual growth), and to
secure evidence of it, the school enacted its Cardinal Standards program focused on spiritual,
personal and intellectual development of lifelong learners in areas of Faith, Expression, Action,
Service, Thought and Self-Reliance. By definition and rubric, each of these standards refers directly
or indirectly to development and growth in the areas of social, emotional and ethical maturity.
Throughout students’ years at Bishop, faculty members serve as mentors and advisors to students
as they reflect upon and write about their personal growth in these areas through the Cardinal
Standards Portfolio program, and each faculty member is assigned a small cadre of students whom
they assist and evaluate in these areas. The program culminates in oral presentations during the
senior year before the school community. Those presentations and accompanying written portfolios
provide evidence of student growth in the classroom and through opportunities such as retreats,
community service and interaction with individual faculty members.
While there is no formal tracking of “success” of faculty in meeting individual student’s needs in the
areas of social, emotional and ethical development, circumstantial evidence of students’ social and
emotional development can also be found in the extent to which students do not simply meet, but
instead, greatly exceed community service commitments (over 50 students this last year exceeded
school requirements for community service and 38 students had over 200 hours of community
service). Certainly, this is evidence of individual growth in appreciation and application of the
Cardinal Standards. Further, incidents of unethical behavior are minimal with isolated issues of
questionable academic integrity addressed through intervention, counseling and parent
communication.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
44
10. Based on the responses to the questions above, what does the school conclude are the two or three
most important areas that it should address to maximize faculty effectiveness?
Ensure that the school has instructionally effective faculty (based on the observation/evaluation
process) that buy into and support:
a) The direction of professional development for curriculum and instruction (e.g. the PLC model
and/or other research-based educational methods that improve student achievement).
b) A Character Formation effort/program (in progress) to culturally shift the school community to
embody the core-values of the school. Implementation would be planned for Fall 2014.
c) Attendance at and participation in co-curricular functions/activities/committees that extend
beyond the contracted school-day in support of the school’s mission and core-values.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
45
Chapter 5. Climate and Community
While every school is built around the core values and purpose in the mission, the capacity to live out
that mission depends on the quality of relationships among the people who constitute the school
community. The “feeling tone” of a campus—what is often called the climate—reflects the human
dimension of school life: the sense of comfort and inclusion, trust and respect, integrity, playfulness, and
collaboration that suffuse daily life. School climate can be challenging to measure but is essential to
understand because it bears directly on the school’s quality of life and its capacity to implement change.
Standard 5: The school maintains a healthy climate that mirrors the mission. That climate is sustained
through highly effective communication and supports the learning and personal growth of each
student. It reflects a commitment to diversity, equity, and inclusion, and it is evident in the
engagement of the school community.
Indicators of meeting Standard 5: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The school regularly assesses school climate through an inclusive process in order to gauge and
improve the health of the community.
2. Faculty-administration communications and relationships are open, comfortable, and productive.
3. In its communications to parents, other school constituencies, and the wider community, the school
seeks to ensure understanding of the school’s mission and to inspire loyalty and constructive
involvement in the life of the school.
4. Alumni/ae and their parents—as well as other constituencies beyond parents of current students—
are actively informed about, appropriately engaged in, and supportive of the school.
5. In the context of its mission, the school actively promotes diversity and equity in its student body,
fosters cultural competence in its faculty and staff, and seeks to instill in students an appreciation
for and understanding of difference. Students experience the school as a safe, equitable, and
inclusive place.
6. The school is committed to identifying and supporting the needs of the full spectrum of its students.
7. Employee morale is high, and employee turnover is low. Student morale is high and attrition low.
Students and adults generally enjoy and look forward to coming to school.
8. Constituents appreciate, understand, and use avenues of communication with the school.
9. Students, staff, and parents are strong advocates of the school and a significant public relations
asset.
10. There is an effective process by which families are informed and educated about policies and
practices of the school.
11. There is a positive culture of problem-solving and institutional resilience evident in the faculty and
administration of the school.
Baseline Requirements Checklist for Standard 5: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
46
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
1. The school has clearly stated policies and expectations regarding the behavior of members of the
school community, which are well publicized in handbooks, on websites, or by other means.
Yes
Questions:
1. How does the school assess its climate, and how are members of the community engaged in
conversations about the results?
Parents were surveyed in the fall of 2013 and responded by stating that the overall school climate is
inclusive, active, supportive, caring, safe, inspirational, fun, academically and intellectually
challenging. As a result of this community-wide survey, the school offers a monthly Thursday
morning coffee for parents and staff. A Facebook site is established to gauge involvement with
school climate. Avenues for faculty and families to communicate concerns to the administration are
well established. Results from the survey and general climate concerns are shared and discussed at
the monthly parent board meetings, Cardinal Club meetings, with students through student
government and formally or informally through the newsletter and on our school website. Individual
staff members will also meet with specific students or families as needed.
2. What are the recurring rituals and traditions in the school that feel “sacred” to students and adults?
How do they capture or express—and in what ways do they challenge—the school’s identity and core
values?
When asked, students responded that three traditions especially stand out for building life-long
bonds between students, while reflecting their core values, preparing them for life. These traditions
are Welcome Week, which takes place the first full week of school; Spirit Week, during the week of
Homecoming; and class retreats, held twice for each class throughout the year.
Spirit Week comes in first place as the tradition most loved. One student stated that Spirit Week
“brought all the students together to show their Cardinal Pride, to learn the value of good teamwork
and sportsmanship”. Welcome Week is a time when students celebrate a week of honoring new and
returning students, with a special emphasis on helping the freshman class feel included at Bishop.
Small groups of senior and freshman students are paired off to prepare for a friendly, fun,
competitive day culminating with special activities on Friday and a Welcome Dance on Saturday.
Students agree that Welcome week is a great way to welcome new students into the Bishop
Community. Seniors often reflect that Welcome Week is one of their favorite Bishop memories
when reflecting over the highlights of their four years at Bishop. The class spiritual retreats
challenge students to remember the school’s Catholic identity and core values, especially the Senior
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
47
Retreat which takes place over three days at a retreat center off campus. Retreats take place once
each semester for all classes. Students learn to trust each other, break down social barriers, and
foster unity among the class. Various spiritual activities support deeper self-reflection providing a
broader and more authentic integration of spiritual experience and values.
3. Every school is a self-renewing community, into which new members – students and adults alike—
are continuously invited. Reflect on the effectiveness with which newer generations enter into, come
to embody, and in turn change, the culture of the school?
According to parents, Bishop is a place where students and parents learn what it means to be part of
a community; one in which everyone looks out for each other. A sense of feeling comfortable and at
home is the norm for parents. General life values are similar, whether of the Catholic faith or not.
With the various opportunities provided to participate with and deepen social ties to the school, as
mentioned in the previous question, parents enjoy the benefits of open communication with
administration and faculty, bar-be-cues and other dinners and banquets, sports’ and Cardinal Club
events, fund raising events, and school Masses. Many opportunities exist to share their talents in
voluntary service to the school, from baking cookies for events, to providing transportation to
various destinations for students participating in smaller sporting events. All of these opportunities,
and many others not here mentioned, amply provide parents the chance to be an integral part of
the Bishop community.
In the Parent Survey generated in the Fall of 2013, 54% of parents marked the categories agree or
strongly agree with the question that asked if they contribute to the Catholic identity of the school.
Since 60% of Bishop families claim a Catholic identity, with 40% of that number reported as active
Catholics, 54% of the overall parent community reflects a healthy participation in the Catholic
identity of the school. On this same Parent Survey, 82% of the families responded that they feel
welcome and included in the Bishop community.
Significant changes within curriculum and instruction, to spiritual life, marketing, and the parentstudent handbook have begun over the past two years in order to support the diverse and changing
population of students and families inquiring to and enrolling at Bishop.
4. How effectively does the school engage alumni/ae, grandparents, and others beyond the immediate
members of the school community?
Bishop invites alumni to school events such as the annual Cardinal Event, the annual Gala & Auction,
Alumni Mass, and various sporting events, especially the Homecoming game. Bishop sends the
Annual Report to alumni encouraging financial participation. The school also offers a new Alumni
Portal website to facilitate increased interaction with former classmates, faculty and high school
friends to find out about upcoming alumni events and reunions, hear about what’s happening on
campus, update their contact information online, share news and learn more about giving back to
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
48
the school. An annual Alumni Golf Tournament is held to support the Bishop Legacy Scholarship.
This tournament has been a huge success and continues to grow with the support of alumni.
5. With what diversity-related issues does the school most seriously grapple? How has the school made
progress in addressing diversity through the curriculum and in the life of the school?
a) Socio-economic status: Two years ago, the Dean of Counseling and Student Services started
a College Access and Opportunity Advisory Council (comprised of faculty, students, and
parents) to analyze the impact of SES on college admissions and college planning. The
council came up with 4 areas of focus: Academic Support, Communication, College
Planning, Community-Building (Relationships).
 Improvement has been made in some areas of focus; like hiring a bilingual receptionist,
recruiting community support (Pathways through UCSB), free SAT test prep, gradespecific parent socials, a home communication survey, and La Posada dinner & Mass
planned for December of 2013.
 Statistics – students attending City College upon graduation: 37% in 2010, 46% in 2011,
55% in 2012 and 25% in 2013. While there was a significant improvement for 2013, the
Council will continue to work on the 4 areas of focus in an effort to increase 4-year
college attendance upon graduation from Bishop.
b) Diversity of religious affiliation
 Promoting diversity is very important to the Bishop High School community, starting
with the school’s own Mission statement: a school “that welcomes students of all
faiths.” Although an independent Catholic school, Bishop truly welcomes students from
all faith backgrounds. The student body is comprised of Catholic, Protestant, Jewish,
Muslim, and students with no faith background.
 Bishop invites guest speakers to make presentations to students about inclusivity, social
awareness, tolerance, and compassion. For example, a local Rabbi and LMU Law
Professor, Rabbi Arthur Gross-Schafer, spoke to the junior theology classes about ethics
in Spring 2013.
● Several student clubs promote and support diversity at the student level, such as
Brothers and Sisters for Christ, and Jewish Culture Club. Two years ago, the Board of
Trustees created the Mission Effectiveness Committee which promotes diversity by
inviting guest speakers.
● The Office of Admission is aware that students may not consider attending Bishop due
to its Catholic affiliation. The Office of Admission is seeking new ways to reach out to
the community; demonstrating how much our school welcomes students of all faiths.
One of our current Board members, an active member of the Jewish community,
communicates with prospective parents about the welcoming environment to people of
all faiths.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
49
c) English acquisition: Given the size of our college preparatory school, it is difficult to meet
the broad range of student needs. Upon consultation with an English Language Acquisition
expert from Santa Barbara School District, Bishop decided that the best course of action was
to adopt Kate Kinsella’s English 3D program. This would serve to support students with the
most need in the areas of grammar, vocabulary, and reading. The program began during the
2nd semester of 2012-13. The next step is to analyze the English curriculum, Summer Bridge
(English summer school for incoming freshmen with identified low skills in language arts),
and available assessment tools to monitor progress in bridging the achievement gap.
Additional supports in place presently include: peer-tutoring, Cal-SOAP tutoring, and SDAI
strategies in some English and social studies classes.
With regard to culture on campus, the Parent-Student Handbook outlines the school’s Core
Values and Norms of Student Conduct. The Mission Division covers topics of equity and
diversity during retreats and in theology classes. The Deans of Men/Women review these
items with students during assemblies, and during individual intervention meetings.
6. How do current parents contribute to a positive school climate and strengthen the sense of
community on which institutional health depends?
Current parents have many opportunities to contribute to a positive school climate and strengthen
Bishop’s sense of community. Many parents are involved at the Parent Board level, members of
which serve as the primary communicators to grade level families, also soliciting participation in
Parent Board and school driven initiatives. Further, there are approximately 40 parents currently
serving as school ambassadors, working directly with the Director of Admission. Families are also
required to give a minimum of 20 hours of service to the school each year, which can take many
forms. The Board of Trustees also includes several current parents as well as former parents who
offer insight, perspective, and guidance at the governing level of the school.
7. Provide a recent specific example of healthy, effective communication between faculty and
administration regarding a difficult issue. What factors made it successful?
During a faculty meeting in the Fall of 2012, the Assistant Head of School made a chart of the AP
Exam scores for all the AP classes of the preceding May of 2012 exam scores. This action, while
embarrassing for a few AP teachers whose scores were low (half the class or fewer passed), was
intended to make it clear that AP scores are extremely important, both for the student and for the
school. It further aided faculty to see the importance of strong vertical alignment within the
departments, to insure students’ sequential success building up to AP courses. As a result of this
disclosure, teachers of the classes with lower scores, have either left the school, or taken week-long
classes in various parts of the country given by the College Board. Also, Dr. Reiken began monthly AP
Program Meetings for the school year 2013-14 to offer support and discussion of effective teaching
methods of AP classes. These meetings are fostering a more collaborative spirit among the AP
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
50
teachers, especially in the areas of rigor, and in meeting the needs more directly of students who
struggle at this level.
8. In the past, have there been situations where constituents set out to undermine the school’s positive
climate & community? What steps have been taken to reduce the school’s vulnerability in these
situations?
Situations have arisen when students or parents acted against the policies stated in the school’s
Mission. For example, students were suspended for bullying and/or cyber-bullying. On another
occasion parents were asked to leave meetings with administrators when their behavior was
deemed inconsistent with Christian values. One family was asked to leave Bishop when the parents
were confronted with facilitating parties attended by Bishop students where alcohol was served,
held at the parent’s home, and with their knowledge.
In order to reduce the school’s vulnerability in these situations, the Head of School, Assistant Head
of School and Dean of Men amended the Parent-Student Handbook to insure that parents’ and
students’ behavior remain within the boundaries of Bishop Garcia Diego High School’s core values
and ethos.
The addendum states:
Parental cooperation is essential for the welfare of students. Students who are unwilling
to pursue and respect the educational and personal goals prescribed in the Mission and
Core-Values of Bishop Garcia Diego High School also jeopardize their position in the
school. If, in the opinion of the School leadership, a parent’s behavior seriously interferes
with the teaching/learning process, the school may require parents to withdraw their
son or daughter and to sever the relationship with the school.
While the School views parents as the primary educators of their children, parents must
support the Mission and Core-Values of the School, as they support the good order
indispensable for the pursuit of academic excellence and for the high moral tone
expected at Bishop Garcia Diego High School. Should the School’s Mission and/or CoreValues pose a conflict to a family, then it would be in the best interest of the family and
student to not enroll at Bishop Garcia Diego High School. That being said, for families
who do enroll their son or daughter at the School, parents are expected to uphold the
values and goals of the school.
9. Reflect on a time in the last six years when the climate of the school became significantly
challenging. Describe the process used to identify and address the problems that arose.
By 2006, Bishop Diego High School had made the complex transition from a school under the
Archdiocese to a school of independent status. The financial operations had been adjusted to a
place where faculty and staff could be given a considerable pay increase, more in line with what
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
51
public high school teachers were earning in the surrounding community. This move helped foster a
school environment that made it possible for teachers to remain at Bishop High School for a longer
career, since the cost of living in Santa Barbara is considerably higher than in many California
communities. However, in 2008, when the U.S. economy collapsed, it affected the school’s financial
position as well. Father Tom Elewaut, the principal at the time, had to take the difficult step of
either laying off employees or reducing salaries. He made the announcement at a faculty meeting,
and took the time to explain the finances of the school. Fr. Tom supplied charts to show how much
money was coming in, as well as revealing some of the loss the school endured. He acknowledged
that everyone suffered losses on their 403B retirement plans, talked about the U.S. economy in
general, and then appealed to the employees’ sense of loyalty to the school, comparing the
situation to a family who must tighten its belt under hard economic circumstances. Faculty and staff,
in the midst of their understandable and serious disappointment upon receiving this sobering news,
in the spirit of collaboration, were invited to discuss the situation among themselves. The dialog
among the different groups took on themes common to the way in which a discussion of this nature
would occur within a family working through financial difficulties. Faculty and staff acknowledged
the gravity of the situation, followed by a realistic acceptance of the way conditions exist outside of
one’s control, combined with a determination to “tough it out” until more favorable economic times
return. The consensus was to take salary cuts rather than see faculty or staff lose their job.
All of these steps contributed to the effectiveness of the delivery of such difficult news. But one
component really helped to create a sense of acceptance, and minimized the risk of widespread
resentment or low morale among faculty. He spent time reminding everyone of the unique spiritual
quality at Bishop that fosters fortitude in the face of adversity. Fr. Tom appealed to faith that
conditions would smooth out, not only in the broader national economy, but at Bishop as well. At
the end he offered an authentic, Spirit-led prayer.
10. Cite concrete examples – a major event, achievement, crises, and/or challenges—where the
character of the school community clearly showed itself. How did Bishop maintain its character and
core values throughout this transition?
The administration reorganization that took place between 2009 and 2012 was a major event,
achievement, and challenge for Bishop High School. The school transitioned from a Principal/ VicePrincipal “Public School” administrative model to a Head of School/Assistant Head of School
“Independent School” model where the HOS is more focused on strategic planning, institutional
management, development and financial oversight. The Assistant Head of School concentrates more
on Curriculum and Instruction. Also, Department Heads were phased out in lieu of an “Academic
Leadership Team” approach that includes Deans that oversee Divisions of the school, and
establishing the Professional Learning Community model.
Bishop maintains an enduring identity that shapes its character and core values through the
challenges of such changes to the school’s traditional organization. During these transitional times,
most faculty committed to changes that came with a change in school leadership, in large part, by
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
52
the efforts of the Assistant Head of School, supported by the Academic Deans, who designed and
implemented ongoing professional development necessary for the subsequent changes in the
curricular program.
The new Bishop Curriculum Committee relied upon the collaborative spirit traditionally present
among the faculty during the transition into adopting the Common Core Standards. The Curriculum
Committee demonstrated the merits of these standards with evidence from other schools along
with academic research. On the practical side, time was scheduled into the regular work week for
working new goals in the area of curriculum and instruction. Decisions about the direction the
school would take were based on academic research, particularly in the area of curriculum and
instruction.
The time and attention given to the aforementioned changes, together with the high expectation of
compliance, reveals the strong commitment to maintain the highest possible teaching standards.
While at times challenging, as would be expected with the extent of change involved, ultimately,
Bishop students and families benefited from the reorganization.
Both the Head of School and the Assistant Head of School encouraged an open door policy for
communication – remained approachable and supportive throughout the transition time. The result
was that the process went relatively smoothly, considering the degree of change.
11. Take ten pictures or five 30 second videos that richly convey the climate of the school. Please submit
them with an explanation of how these particular samples were created and why they were chosen.
Please see these pictures and/or videos on the CAIS page of our website.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
53
Section III: Financial Sustainability
Chapter 8. Admissions and Enrollment
An admission process, when well conceived, enables a school to attract new members to the student
learning community whose talents and personal qualities will enhance the life of the school. The
interactions of the admission staff and other school personnel with applicants and their families
constitute some of the most direct and important marketing and public relations opportunities available
to the school. A thoughtfully designed and effectively implemented admissions and enrollment process is
important in conveying the essence of the school and ensuring its long-term sustainability.
Standard 8: The school has published, consistently applied admission and financial aid policies and
procedures that demonstrate a commitment to access and diversity in accordance with the school’s
mission. The admission process identifies students and families who are well matched to the school’s
program and values. Admission practices are mission-driven and designed to support the financial
sustainability of the school.
Indicators of meeting Standard 8: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The school is meeting its targets for enrollment.
2. Student attrition is low.
3. The school has clear, published criteria for the allocation of need-based financial aid (and for other
forms of financial aid, if they exist.)
4. Applicant families are provided information that clearly defines the program, communicates the
total costs of attending the school, and identifies the school’s expectations of students and families.
5. The school has explicit, published policies with respect to considering applicants who are (a) siblings
of currently enrolled students, (b) children of alumni/ae, or (c) children of school employees.
6. Admission personnel are actively involved in marketing and public relations activities that promote
the school and generate inquiries and applications.
7. The school has in place admission and financial aid policies and practices that are inviting and
welcoming to the broadest possible range of applicant families suited to the mission of the school.
8. The school has published policies regarding diversity that are well understood and that serve as
guiding factors in the admission and enrollment program of the school.
Baseline Requirements Checklist for Standard 8: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
1. Admission criteria and information are published and easily accessible to applicant families.
Yes
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
54
2. School admission policies and practices comply with the CAIS Principles of Good Practice for
Admissions: http://www.caisca.org/page/2249_Principles_of_Good_Practice_for_Schools.asp
Yes
3. Admission policies and practices comply with all applicable federal, state and local nondiscrimination statutes and regulations.
Yes
4. The school has a published non-discrimination policy.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. Analyze and interpret the school’s dashboard data on admission, enrollment, and financial aid. What
are the main findings and the chief implications for the school that emerge from examining the
data?
The school’s dashboard data reveals a fluctuating enrollment over the past several years. Current
(2013-2014) enrollment is 262 students. The number of eighth grade students who apply and test
for admission has remained fairly constant although the past year saw a slight decline. There are
many possible factors for this decline, the most likely sources being turnover in the admission office,
socio-economics: families with greater financial aid needs, and local competition among three
strong public high schools and a handful of very reputable private high schools. The school has made
very conscious efforts over the past four years to reduce the total amount of financial aid awarded
as is relative to its percentage of the annual operating budget. Please refer the dashboard data and
the finance chapter for additional detail.
2. What data does the school collect and analyze with respect to such considerations as socioeconomic
diversity, parental background, ethnic and racial diversity, and other factors relevant to the school’s
admission objectives and overall mission? Who analyzes the data, and what has been learned from
that analysis?
The school collects through the application process the following data: household structure (i.e.
which parent(s) the student lives with), zip code, job title and employer for both parents/guardians,
religious identification and church/parish/etc., the student’s need to seek additional learning
resource support, and the family’s need to seek financial assistance. This data is analyzed by the
admissions committee which is composed of the Head of School, Assistant Head of School, Director
of Admission, Dean of Counseling and Student Services, Guidance Counselor, and the Director of
Resource Services on a consultation basis for students who self-identify as needing learning resource
support. Throughout the admission committee meetings, the data and factors stated above, coupled
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
55
with the criteria for admission assist to guide the committee to accept the students and families that
may best align with the school’s mission and philosophy.
3. Describe the policies and process by which all admission decisions are made. Who participates and at
what level? Evaluate the effectiveness of this process.
The admissions committee is composed of the Head of School, Assistant Head of School, Director of
Admission, Dean of Counseling and Student Services, Guidance Counselor, and the Director of
Resource Services on a consultation basis for students who self-identify as needing learning resource
support. As stated on our website, the criteria considered for admission are:
8th grade applicants are considered for admission to Bishop High on the basis of the following:
• Academic record in 7th and 8th grade (official transcript required).
• Performance on one of the following placement exams : HSPT, ISEE or SSAT.
• Student reported activities and special talents.
• A letter of recommendation from a school counselor and/or teacher is encouraged.
Transfer applicants are considered for admission to Bishop High on the basis of the following:
• A determination from the Academic Counseling Department that the applicant has taken
specific classes for the purposes of meeting Bishop’s graduation requirements.
• Academic performance in high school (official transcript required).
• A letter of recommendation from school administrator or academic advisor addressing academic
performance, attendance and discipline record.
• Student reported activities and special talents.
International student applicants are considered for admission to Bishop High on the basis of the
following:
• For 8th grade international applicants: academic performance in junior high school or
equivalent.
• For transfer students: academic performance in high school or equivalent and a determination
from the Academic Counseling Department that the applicant has taken the appropriate classes
in order to meet Bishop’s graduation requirements.
• A demonstrated proficiency in spoken and written English as determined by the Admissions
Committee
• A minimum score of 69-70 on the TOEFL iTB Exam.
This process seems to be effective in identifying and accepting qualified students to Bishop Diego.
The goal in accepting any student to Bishop Diego High School is to ensure a match. The school feels
a responsibility to be confident it has the proper resources to support any student and aid him/her
along this four-year (or less in the case of a transfer student) journey to be ready for college and
ready for life.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
56
4. Describe the policies and process by which all financial aid decisions are made. Who participates and
at what level? Evaluate the effectiveness of this process.
Financial aid awards are determined by the Head of School through a process that uses FACTS Grant
& Aid Assessment. All families are invited to apply for financial aid by mid-February each year.
Continuing families must reapply for aid awards each year. Awards are need-based and are
determined from the data provided to the Head of School by FACTS. Student eligibility for financial
aid includes a minimum semester GPA of 2.50 and keeping current with Christian service hours each
year. In addition to school-sponsored financial aid, students are able to apply for one or more of our
special scholarships, including the Rodney Shull Memorial Scholarship, the BISHOP/HIGH
Scholarship, the Mary Iannelli Scholarship for the Arts, the Red Bird Scholarship, the Legacy
Scholarship, and the Charles Kuehl Scholarship, and the Bishop Scholars Scholarship for incoming
freshmen. Financial aid awards are announced in early March at which time freshmen and transfer
acceptances are sent along with re-registration information for continuing students. This process is
effective and maintains confidentiality for families, as the only personnel privy to the financial aid
awards are the Head of School, his assistant, and the Bookkeeper.
5. Describe and evaluate the financial aid program in terms of funding, long-term sustainability, and
how effectively it reflects the school's values and meets near- and long-term goals.
Presently, the financial aid program is funded through the annual operating budget for the school.
The Head of School allocates approximately $900,000 annually for financial assistance (please see
the dashboard data for specific values). As a result of our 2010 accreditation, the visiting committee
recommended that the school make a conscious effort to reduce the overall percentage of the
budget that is dedicated to financial aid. This is being addressed and is reflected in the dashboard
data. The special scholarships referenced in the response above are privately funded scholarships
with monies managed by the school and/or individuals and foundations. The present method for
funding financial aid, while not ideal, has been successful in large part because of the generosity of
benefactors who, on an annual basis help the school to raise these dollars. The school does have a
small endowment fund with a present value of approximately $850,000. The primary goal of this
endowment is to fund the financial aid program in full. Since the school became independent in
2005, it has elected to not use interest earnings from the endowment in an effort to build a greater
foundation. The long-term sustainability of the financial aid program will be dependent on the
growth of the school’s endowment. The financial aid program and its level of annual giving are
consistent with the mission and core values as an independent Catholic high school.
6. If international students constitute a significant percentage of the enrollment, describe and evaluate
the process by which they are evaluated and admitted, brought into the school, and acclimated to a
new culture.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
57
International students do not constitute a significant percentage of the enrollment. In a given year,
Bishop may have between 2-5 international students enrolled. This accounts for 1%-2% of the total
enrollment.
7. What are the most challenging issues in admissions and enrollment, and what is being considered—
or done—to address them?
The most challenging issues in admissions and enrollment are:
a) The annual yield – the number of students who apply and are accepted verses the number who
ultimately enroll. This yield tends to hover between 50%-60%, meaning if 120 students were
accepted, then approximately 60-72 will enroll. There appear to be three main reasons for this
statistic:
1. The family’s inability to afford a private Catholic high school education even with financial
assistance. The school has become very transparent with feeder schools and prospective
families to educate them on total number of students (60%) and the amount of financial aid
awarded annually (approximately $1,200,000), the average tuition paid by those receiving
aid (approximately $7,500 verses the full $14,900), and the importance of their persistence
to meet individually with the Head of School should their financial aid award not be
sufficient to enroll their child given circumstances not obvious through the FACTS report.
2. The school’s inability to “close the deal”, perhaps from a lack of persistence and follow-up
with accepted (and perspective) families. The admissions office now has an active Parent
Ambassador program with a team of about 40 Bishop parents who assist the Director in
continued outreach to prospective and accepted families. The outreach includes familyhosted socials for parents and students, follow-up emails and phone calls from current
parents to prospective parents, and intentionally matching current parent ambassadors with
prospective parents from the same feeder school.
3. The competition of strong local public high schools along with great private high schools.
Santa Barbara is unique in that there are three very good and large (2000+ students each)
high schools and a handful of small private high schools. Unlike some cities where families
will travel quite a distance to school, our clientele is fairly limited to the cities of Carpinteria,
Montecito, Santa Barbara, and Goleta, representing a 20-mile span. Our admissions team of
personnel and parent ambassadors work hard to promote the values-based education,
opportunities for parental/student involvement, safe and family oriented campus, and
college acceptance rate that set us apart from the competition.
b) Retention – the number of students who return each year. Students and families leave our
school for a variety of reasons including but not limited to: a move out of the area, a student’s
choice to be with friends at another local school, dissatisfaction with a particular program or
offering, an inability to pay tuition, or an inability for the student to maintain a 2.0 GPA each
semester. While many of these retention factors are beyond the school’s control, Bishop
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
58
remains committed to ensuring it offers the very best opportunities for all students enrolled.
This includes both academic and co-curricular areas. The Head of School, supported by the
Leadership Team and the Board of Trustees, work to ensure the school hires the most qualified,
engaging, and inspiring faculty and staff who believe in the school’s mission and direction.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
59
Chapter 9. Finance
The strategic management of school finances is essential to providing a high quality educational
program and to ensuring the long-term fiscal health and sustainability of the institution. Effective
financial management depends on the right combination of professional expertise, well-trained
personnel, appropriate policies, internal controls, complete and accurate records, compliance with IRS
and other regulations, and a strong sense of fiduciary responsibility on the part of administration and the
Board.
Standard 9: The school has an operating budget sufficient to carry out the school’s mission with
designated sources of funds to support the school program, plant, operations, and personnel. The
school’s finances ensure the long-term sustainability of the institution, and they are regularly
reviewed by the Board of Trustees, well managed by a qualified staff, appropriately documented, and
compliant with all applicable regulatory and legal financial requirements.
Indicators of meeting Standard 9: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The school is in general compliance with Financial Accounting Standards Board (FASB)
(http://www.fasb.org/home).
2. The school has written comprehensive financial policies.
3. The school has budget policies and practices that are consistent and well documented, and it has a
documented annual operating budget, formally adopted by the Board.
4. The school has personnel specifically trained in finance, accounting, and non-profit business
operations.
5. The school has regular audits or reviews in compliance with CAIS policies.
6. The school has a philosophy and practice of compensation that is effective in attracting and
retaining qualified personnel.
7. Tuition, fundraising, and other revenues are sufficient to cover annual operating expenses.
8. The school has a documented, multi-year financial strategy.
9. The school has a policy and practice of building financial reserves for long-term facilities needs and
unforeseen financial emergencies.
10. The school has a written budget development process.
Baseline Requirements Checklist for Standard 9: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
60
1. The school has an annual audit or review, and an audit in the fiscal year that ends immediately
before the year during which the school is to be visited by an accreditation team. Copies of all
audits, reviews, and IRS Form 990s are kept on file at the school.
Yes (990 is not filed as a Catholic school)
2. The school’s financial policies and practices comply with all applicable state and federal laws and
regulations.
Yes
3. Within the school’s business operations there is a clear segregation of responsibilities that is
understood and consistently followed.
Yes
4. Financial records, whether digital or paper, are secured against fire or other potential loss.
Yes
5. The school has written policies for the management and oversight of investments.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. Analyze and interpret the school’s dashboard data that pertains to finance. What are the main
findings and the chief implications for the school that emerge from examining the data?


The dashboard information provides analysis of registration and tuition times the number of
enrollees; then compares the costs and expenses for the support of benefits, financial aid
distribution, salaries, improvements, and cost increases in all areas. It must be determined if the
tuition rate set will be adequate and support expenditures of the year based on the number of
enrollees.
The Head of School determines the annual budget and evaluates the above information to see if
it is in line with providing necessary expenditures based on enrollment and tuition rate. The
Head of School analyzes the tuition rates of various other private schools to determine if the
school is competitive.
2. What other financial data, including comparative data from other schools, has the school identified
as useful in its financial management? Who analyzes the data, and what has been learned from that
analysis?
A financial model was prepared by an independent financial analyst in 2010 that allows the budget
to be stress tested given various scenarios including changes in enrollment, salary and benefit
increases, and financial aid disbursements. Comparative data from the NAIS/CAIS annual tuition and
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
61
salary study is considered is reviewing annual tuition and personnel salaries and benefits. This data
is analyzed by the Head of School and the Governance Committee of the Board of Trustees.
3. Describe the process for the preparation of the annual operating budget. To what extent does the
operating budget reflect the school’s mission, policies, values, and strategic priorities?
The annual operating budget is prepared by the Head of School and reviewed by the Board of
Trustees. Projected enrollment, tuition level, financial aid awards, fundraising income, and salary
and benefit increases generally guide the draft of the annual budget. There is a very conscious effort
on the part of the Head of School and the Board of Trustees to ensure the annual budget is aligned
with the school’s mission and priorities.
4. Describe and evaluate the types of insurance and coverage limits that the school now carries. In
looking to the future, what changes may be necessary?
Bishop Garcia Diego High School currently maintains the following insurances which renew annually
on July 1. The Comprehensive General Liability includes Property, General Liability, Inland Marine,
Business Automobile, Employee Benefit Liability & Equipment Breakdown. Additionally, the school
maintains Commercial Umbrella and Workers Compensation.
Zurich American Insurance Co
Policy# CPO3701745-08
Policy Period 7-1-13 to 7-1-14
General Liabilty
Property Coverage
Inland Marine Coverage
Business Automobile
Equipment Breakdown
$20,454 Annual Premium
Zurich
Policy # ELL9063231-03
Educators Legal Liability
$1,000,000 Each Incident
$5000 Deductible
7-1-13 to 7-1-14
$13,724 Annual Premium
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
62
Zurich
Commercial Umbrella Liability Policy
Policy # # UMB3701746-08
Policy period 7-1-13 to 7-1-14
$6,000,000 Occurrence
$8,262 Annual Premium
Philadelphia Insurance Company
Directors & Officers Liability
Employment Practices Liability
Policy Period 7-1-13 to 7-1-14
$7,497 Annual Premium
$5,000,000 Limit
$10,000 deductible
Oak River Insurance Company (Berkshire Hathaway)
Workers Compensation
Policy # 2200053490-121
7-1-13 to 7-1-14
$21,494 Annual Premium
Bishop operates under this coverage as recommended by the CPA and the governing board. An
independent insurance agent handles the procurement, and only A+ insurance companies are
considered.
5. Who reviews and evaluates the school’s financial, investment, and endowment spending policies,
and how often does this occur?
The governance committee reviews the school’s financial reports monthly. The operating report is
sent weekly to the members of the Finance Committee for review. If there is any issue regarding this
report it is brought to the attention of the governance committee and the Head of School for
resolution. The financials, investments, and the endowment are subject to a yearly audit by an
outside firm, McGowan & Guntermann.
Morton Capital Advantage is currently managing the investments and endowments of the school.
Monthly online reports are made available to the business manager, Head of School and board chair
for review from Charles Schwab. (See the Morton Capital Management binder.)
The money manager is Cathy Cash, MBA, CFP, and Amber K. Ortiz, VP, Private Client Advisor, Private
Wealth Management, Union Bank/Santa Barbara Bank & Trust. Cathy and Amber come once a year
to give an update regarding the investments and endowment. They make recommendations for any
changes needed to make sure Bishop remains aligned with its Investment Policy. Cathy and Amber
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
63
are available as needed for any questions or changes that need to be made to the accounts
throughout the year. In their yearly report to the board they provide an overview of the
management of the Endowment Account, including any contributions, dividend and interest income,
net unrealized gains, management fees at .80 annually, the current account balance and the account
gain after management fees, and the performance of the account since inception. They provide the
entire board with the portfolio composition and make any recommendations based on current
market data for the future. They manage a reserve account as well with no fees that are readily
liquidated if needed.
6. Assess the effectiveness of the school’s financial management policies and procedures, including the
use of technology and staffing levels. What is being done to correct any inadequacies?
The school finances are managed through Quickbooks. The business office handles accounts
receivable, tuition collection, deposits, reimbursements, and payroll. One 0.75 FTE individual with
the title Bookkeeper and Human Resources Coordinator staffs the office.
Campaigns for growth like building the endowment, purchasing the property, or conducting a large
capital campaign may require additional personnel at a senior level in the areas of finance and
operations.
7. How is the segregation of duties and responsibilities of Business Office personnel supervised and
ensured?
Personnel constraints limit the diversification of the Business Office/Bookkeepers’ responsibilities
and duties. However, the school has in place sufficient accountability through the Head of School
who reviews and signs all checks, reviews and approves all unopened bank statements, and
approves all timesheets and payroll prior to entry. The bookkeeper reconciles bank statements
thereafter, enters payroll information and setup via ADP payroll system, produces all checks, and
deposits all monies turned in via a two-part form where amounts are verified, signed, and copies are
given to both parties.
The Board of Trustees Finance Committee receives a balance sheet each week reflecting the current
status in all accounts. All confidential information is maintained in locked cabinets in the office. The
firm, McGowan Guntermann, is hired to do an annual independent review and audit. The team
spends a week reviewing, analyzing and preparing their audit. Any recommendations are directed to
Head of School and the Audit Committee. All accounting statements are prepared in accordance
with Generally Accepted Accounting Principles for Non Profit Organizations.
8. How does the school ensure transparency in its financial operations, and how are school
constituencies made aware of and educated about the financial condition of the school?
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
64
The Head of School shares the final operating budget with the entire school community in the fall of
each year. This is generally done in person before the start of school with faculty and staff and
shared with parents in October via the school newsletter. An open door policy with the Head
remains in effect at all times for those who have questions regarding the financial operations of the
school.
9. What is the school’s overall assessment of its financial condition, what are its greatest financial
challenges, and what plans are in place to ensure the school’s future sustainability?
The school’s overall assessment of its financial condition is that it is stable. It has over the last 3
years been able to add to both the endowment as well as the reserves. Bishop has not had to use its
reserves for any unexpected events. The school did some initial investigation into starting a formal
endowment campaign to raise between 3-5 million. Currently, there is limited interest from
potential major donors to support this initiative. Until Bishop can secure at least $1 million in
endowment value, there will not be a public campaign. Bishop has been able to secure future
commitments for the endowment thorough donors taking out a life insurance policy with the Bishop
Garcia Diego High School Endowment as the beneficiary. Currently, there are two board members
who have done this and there are another two board members considering this. At some point in
the future Bishop will be the beneficiary of $500K to $1 million for the endowment. This campaign
has been attractive but does not yield the desired revenue that the school would like. If Bishop can
grow its endowment in the future in order to use 5% of the interest yearly to help offset the annual
fund-raising requirements, it would allow the school to start building new programs.
The biggest financial challenge is enrollment. Bishop would like to build enrollment to a consistent
number of 300 students. The school would like to reduce the percentage of financial aid that is
allocated through the annual operating budget to 15-20%. Positive strides have been made in
reducing the amount of financial assistance over the last three years. The school is considering a
business manager or accounting professional on a monthly consulting basis to help the Head of
School and bookkeeper with forecasting.
Bishop has been continually successful in meeting the yearly fundraising goals. The school has been
building the support of the annual fund, which has grown over the last 3 years. In 2010 Bishop
raised $50K, $96K in 2011, and $125K in 2012 for the annual fund. The current families are
becoming regular supporters of the annual fund. The Adopt-a-Student program continues to be very
successful. All of these funds go to financial assistance of current students.
Bishop plans to focus on admissions and retention in the future, along with building the endowment
to make sure that the school stays financially sustainable for future generations. The school has
been blessed by an excellent board of trustees, alums, parents, faculty, staff and students who
consistently give time, talent and money to maintain and grow the school.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
65
Chapter 10. Advancement
A school’s advancement program—which coordinates initiatives in fundraising, marketing,
communications, and constituency relations—is essential to institutional success. Given that most
schools have a significant reliance on their development efforts to help close the gap between tuition and
the actual cost per student, the leadership and philanthropic capacity of the Board of Trustees play a key
role in advancing the institution toward the achievement of its strategic goals, which typically require
expanded funding for people, program, and plant. The advancement staff and the Head of School must
also contribute crucial expertise if a school is to move forward, particularly as they position the school to
improve its public relations and to secure transformational gifts.
Standard 10: Consistent with its mission and proportional to its needs and resources, the school
engages in fundraising, marketing, communications, constituency support, and community relations
to attain its goals and ensure its future viability.
Indicators of meeting Standard 10: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The school has a comprehensive plan and set of strategies for its fundraising initiatives, ensuring the
coordination of planning and implementation efforts to maximize support for institutional needs.
2. There are school personnel with appropriate training, developed skills, and specific responsibilities
for institutional fundraising activities.
3. The school has a well planned and executed annual fund program, which draws upon Board
leadership, volunteer dedication, and staff expertise to ensure high constituency participation levels
and meaningful funding totals.
4. The school has a robust major gifts program, which has led to the successful identification and
cultivation of donors who have the capacity to make lead gifts to the institution.
5. The school is able to raise significant amounts of money for capital and endowment campaigns.
6. A planned giving program is established, and the school has secured commitments from donors who
have identified the school as a future beneficiary of their estates.
7. The school maintains positive relationships with and garners support from key constituencies,
including trustees, current parents, alumni/ae, alumni/ae parents, grandparents, foundations,
corporations, and friends.
8. The Advancement Office takes the lead in connecting the school with the broader community, with
a particular emphasis on communications and marketing, supported by effective work with the
school’s website, its publications, and social media.
9. The Advancement Office and Business Office work collegially and systematically on recording gift
records and restrictions.
Baseline Requirements Checklist for Standard 10: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
66
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
1. The school consistently and accurately documents all gifts to the school and monitors the
designated use of restricted contributions to operations and endowment.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. Analyze and interpret the school’s dashboard data that pertains to fundraising. What are the main
findings and the chief implications for the school that emerge from examining the data?
While Bishop has become more successful in educating its constituent groups of its independent
school, non-profit 501 (c) (3) status in regards to fundraising, it is an ongoing challenge with each
incoming class. Bishop must strive for 100% parent participation in the Annual Fund, and must
continue to focus the same educational efforts on the alumni.
As the economy has improved, so have donations from alumni. A greater percentage are donating
to the Annual Fund as outreach to them has improved.
Staffing cuts (loss of 1.5 FTE in 2011) affected the ability to effectively fundraise. Although the
amount raised has increased over the past several years, the Advancement team is stretched thin. In
2014 – 2015 staffing levels will increase (by 1 FTE) which will allow for the renewal of the grant
application process, begin a focused endowment campaign, revamp efforts for a Planned Giving
program, and begin a capital campaign to address long-term needs of the aging campus
infrastructure. This additional FTE will allow the Director of Advancement additional time to
cultivate and increase major gift constituents.
2. How does the school evaluate and, if necessary, change the “culture of giving” among trustees,
current parents, alumni/ae, alumni/ae parents, and employees of the school?
The Advancement group strives to maintain a level of fundraising that fosters excellence in all areas
of the school. Creation of annual Advancement fundraising goals and achieving them allows the
school the opportunity to evaluate and gauge the success of each appeal. The evaluation process
reflects donor generosity from trustees, parents, alumni and friends of Bishop. To achieve financial
goals, a combination of an effective online strategy, alumni giving, annual fund giving, parent
contributions, and volunteer engagement are requirement for the success of the annual fundraising
program.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
67
3. Identify the roles that the administration, faculty, and trustees see themselves as having in the
cultivation of potential support for the school. What education and support are provided to each
group to ensure their engagement and effectiveness in these roles? Are any changes necessary?
The Advancement group has a strong working relationship with the Head of School, Assistant Head
of School, Board of Trustees, faculty and staff. In today’s economy the entire group understands the
importance of their continued support to help advance the school’s mission. Support systems
outlined below are in place to ensure this success.
●
●
●
●
●
●
Monthly in-service days to educate and update faculty on the state of the school
Weekly Leadership Team meetings to keep lines of communication open
Quarterly Board of Trustees meetings
Monthly governance committee meetings
Funding for continued education of faculty and staff.
Annual Board of Trustee retreat
4. Assess the ways in which the school maintains contact and builds relationships with alumni/ae,
engages them with regard to the advancement objectives of the school, and cultivates them as
potential future donors.
The school engages alumni through many avenues:
● Alumni website portal
● Annual tailgate event
● Annual Fund fundraising appeal
● Annual Report
● Reunions
● Annual alumni athletic games (basketball, baseball and soccer to name a few)
The Advancement team makes personal phone calls thanking alumni for their continued support.
Major donors are invited to coffee and lunch with the Director of Advancement. A gratitude
campaign has been in place to continue to keep alumni connected and informed on what is new at
Bishop Diego.
Additionally, the school hosts an annual Head of School Reception to thank our major
donors/alumni for their financial support and share with them the state of the school.
5. Assess the Board’s effectiveness in leading the school’s fundraising efforts through their own
contributions of major and other gifts and through their involvement in the cultivation and
solicitation of other donors.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
68
In 2005, Bishop Garcia Diego High School became an independent not for profit organization. A
Board of Trustees was created and has successfully managed and contributed to the financial
success of the school.
Members of the Board of Trustees have made significant financial contributions, capital
improvements, and technology upgrades to keep the school competitive with other independent
high schools in the Santa Barbara area. Bishop is very grateful to the Board, many of whom are
alumni and current or past parents. They understand the importance of spreading the word to
potential new parents and cultivating current parents into donors.
6. What steps has the school taken to identify, research, cultivate, and solicit donors with the capacity
to make gifts of such magnitude that the school’s plans, facilities, programs, financial aid resources,
or endowment could be transformed?
In 2006, the school created an Advancement Department, hired a full time Director of
Advancement, Director of Development, Special Events Director, Alumni coordinator and an
in-house graphic designer.
In 2012, the school redesigned the website, allowing for the creation of an online fundraising
vehicle, alumni portal and developed a social media strategy to engage younger donors.
In 2013, the school purchased a tool to analyze the database of donors for net worth and to help
identify key major gift donors to cultivate for future capital, endowment and scholarship campaigns.
The Director of Advancement is working with the Head of School and Board of Trustees to create a
long-term cultivation strategy to match the need of the school’s financial planning.
7. Describe and analyze the scope and effectiveness of the school’s marketing and communications
efforts. What conclusions can be drawn and what do these conclusions suggest should be the
school’s future priorities in this area?
In 2013, the school hired a marketing and PR firm to help the Admissions Director with the school’s
communication plan. A strategic television, radio, and print campaign are in place to spread the
news to the Santa Barbara community. It may be too soon to draw a conclusion about its success
until the 2014 -2015 enrollment numbers are in. Focusing on the school’s strengths and working on
its weaknesses continues to be a priority for Bishop.
●
●
●
●
●
A newly formed Parent Ambassador program helps the Admission Director build enrollment
through outreach to the public school and feeder school families.
A monthly E-Newsletter
Regular e-mail blasts to all parents
Parent Activity Board email blasts that are class specific
Parent socials by grade
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
69
●
●
●
●
“Coffee on the Quad” held the last Thursday of the month hosted by the Leadership Team.
Successful athletic teams
Student Ambassadors
Back to School Night
The new PR campaign introduces those not familiar with the school to the exciting changes on
campus. All campaigns are produced in-house. Student produced projects are being aired on local
television stations providing students with the opportunity to discover the marketing process.
Parent ambassadors provide new networks for fundraising. In addition to making prospective
parents aware of Bishop, they are also some of the school’s biggest cheerleaders in the community.
The monthly e-newsletter and email blasts keep parents informed as to all activities on campus.
Parents are always welcome, at any time, on campus.
The parent socials provide opportunities to meet other parents in their child’s class as well as the
Leadership Team, and obtain important information about the upcoming school year. The parent
social is a replacement for the administrative section of Back to School Night. They were a huge
success.
Coffee on the Quad is another opportunity for the school to be transparent. Parents have the
opportunity to meet briefly with the school’s leadership team, faculty, and staff in an informal
setting on campus. Questions and concerns they may have are addressed.
Having successful athletic programs provides free PR via the local newspaper, on-line e-news, and
television.
Student ambassadors are the face of Bishop. They represent the school well in the local community
as well as for on campus events.
Bishop’s priorities are to build enrollment and increase fundraising through outreach in the local
community and with school families.
8. Describe and evaluate the school’s community relations activities with respect to such entities as
other schools, neighborhood associations, and governmental officials (e.g., planning commissioners,
city council members, city staff, etc.).
Many community activities take place on the Bishop campus. In some cases the campus (or areas of
it) is rented out; in other cases the use is free.
●
Local youth sports programs such as YFL football, AYSO soccer, club basketball and volleyball
programs use the athletic facilities.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
70
●
●
●
●
●
●
●
●
●
●
The school offers free tutoring in Math to 3-8th graders twice a week.
Adoration is offered Monday – Friday, 8am-8pm, with local parish support
The chapel is used for Sunday services by a local Anglican church
Cub Scout day camp uses the campus for several weeks during the summer
Parking is provided for the local county fair (shuttle service runs between the fair and the
campus)
American Cancer Society “Relay for Life” is held on campus annually
High school volleyball and basketball tournaments are hosted with another local private high
school
Annual Science Fair which is open to the public
Santa Barbara Regional Congress uses the entire campus for a 3 day period
Parking and student volunteers provided for St. Vincent’s annual fundraiser
These relationships allow many community members to see campus and meet students, faculty and
staff. It affords the opportunity to present the school to a large, diverse group.
9. Based on the responses to the questions above, what would the school identify as the two or three
biggest issues that it currently faces with respect to advancement?
In order for the department to continue to raise the funding necessary for the school to guarantee
future development, the Advancement department needs to hire a full time Director of
Development whose responsibility it will be to bring in new money from alumni, corporations
sponsors and through grants.
A second position is needed to identify potential Planned Giving donors which will allow Bishop to
build the Endowment Fund.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
71
Section IV: Operations
Chapter 11. Human Resources
The school’s faculty, administrators, and support staff all play essential roles in the school’s ongoing
efforts to offer an engaging learning environment for the students. Independent schools pride
themselves on the adults they employ, seeing all as important teachers, mentors, and role models for
students. Sustainable schools have in place policies and procedures to maintain work environments that
simultaneously meet or exceed legal mandates, make employees feel recognized and valued, inspire
employees with respectful and meaningful performance feedback, provide opportunities for input during
the school’s deliberations, and offer ongoing professional development options. Schools that are
dedicated to creating and sustaining such environments optimize the potential for their students and
community members.
Standard 11: The school maintains positive working conditions, fair and consistent personnel
policies—including hiring and evaluation practices—and appropriate compensation. A collaborative
culture with open communication is fostered to create an optimal environment for the community of
the school.
Indicators of meeting Standard 11: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The school has an effective employee organizational structure for achieving the school’s mission,
carrying out school policy, and conducting the program of the school.
2. The school has a published employee handbook or personnel policies manual that is provided to all
employees.
3. Salaries and benefits are sufficiently competitive with local region peer independent schools to
attract and retain qualified personnel.
4. Employee benefits are understood by employees and meet all legal requirements and regulations.
5. There is a sufficient number of administrators, faculty, and staff to carry out the program of the
school, to ensure the supervision, safety, and health of the students, and to maintain financial
sustainability.
6. The school ensures that all faculty and staff assignments are appropriate in terms of their education,
training, and experience.
7. There are structured opportunities for faculty and staff to be appropriately involved in institutional
planning and decision-making.
8. There is an understood process for employees to express work-related concerns to their supervisor
or other appropriate school personnel.
9. There are regularly accessible and funded opportunities for the continuing professional education of
employees.
10. Decisions affecting the faculty and staff are consistent with the school’s own employee handbook
and written personnel policies.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
72
11. The school’s recruitment practices are consistent with all applicable labor laws and regulations, and
they comply with the CAIS Principles of Good Practice for Employment
(http://www.caisca.org/page/2249_Principles_of_Good_Practice_for_Schools.asp).
12. Supportive, professional working conditions and clear, transparent decision-making and
communications contribute to positive employee morale.
13. Administration, faculty, and staff derive a strong sense of self-efficacy and satisfaction from
their work in the school.
Baseline Requirements Checklist for Standard 11: Schools are typically expected to fulfill all of
the baseline requirements listed below, as they are essential to the operation of an effective
school. If the school responds “no” to any of the items, an explanation for that response is
necessary and can be entered at the end of this section below the checklist. Please delete “yes”
or “no” to reflect the appropriate response.
1. The school maintains an organizational chart or some other written document that clearly
delineates reporting relationships at the school.
Yes
2. The school has written job descriptions that clearly delineate the responsibilities for each
position.
Yes
3. Fully consistent with the CAIS Principles of Good Practice, the school has appropriate
guidelines to assure non-discrimination in hiring, and it publishes its non-discrimination
policy.
Yes
4. The school undertakes and documents a process of performance evaluation of all
employees. Yes
5. The school complies with applicable local, state, and federal labor laws and regulations.
Yes
6. Personnel records for all employees are securely maintained.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are
intended to promote institutional self-reflection and depth of thought. Responses that display
insight and succinctness are preferred over those that rely heavily on sheer volume and length. If,
in order to avoid potential redundancy, a school chooses to answer two or more questions
simultaneously with one essay response, it should be clearly indicated.
1. Analyze and interpret the school’s dashboard data that pertains to personnel. What are the
main findings, and what conclusions does the school draw about its personnel practices,
compensation program, and staffing structure? What are the chief implications for the
school that emerge from examining the data?
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
73
The dashboard data for the areas of faculty and staff suggest adequate teaching faculty for the
number of students enrolled. The data for faculty compensation is also consistent with CAIS
medians (at 97-99% parity) for secondary day school teacher salaries. The financial resources of the
school are dedicated to the faculty and staff in the areas of salary, benefits, and professional
development.
2. Since the last accreditation team visit, what new needs have come into focus, and what
changes have occurred to the school’s personnel organizational structure? What factors
have led to these changes? What impact have these changes had on the school?
Since the last accreditation visit in 2010, the school’s organizational chart has been revised
significantly. The most noticeable changes included new titles and a new administrative team. Pre2010, the five members of the “Administrative Council” were the Principal, Vice Principal/Dean of
Studies, Dean of Athletics, Dean of Students, and Dean of Activities. Upon the June 2010 retirement
of the principal, the newly hired Head changed the structure to become a “Leadership Team”
including the Head of School, Assistant Head for Curriculum and Instruction, Athletic Director,
Director of Advancement and the Director of Spiritual Life. This change was implemented by the
Head to better represent all major areas of the school. Further, the former principal was a priest and
the transition to a lay Leadership Team motivated the addition of the Director of Spiritual Life to the
senior leadership team. The change in titles to Head and Assistant Head better represents the duties
outlined in their job responsibilities and is more consistent with other independent school models.
While the first few years under this new model were difficult for some faculty, staff, and parents to
understand, there is now a sense of better understanding as to who is responsible for what aspects
of the school.
3. What are the benefits policies that are in place to attract, retain, develop, and support
employees (e.g., sick leave, sabbaticals, innovation grants, etc.)? Assess the effectiveness of
current policies in meeting the objectives of the school in this area.
The Head of School and Trustees have made a commitment to attract and retain the most qualified
faculty and staff. Bishop is committed to raising salaries to similar levels of public and private
schools in the area. All fulltime employees are eligible for medical, dental, and vision benefits and a
matching 403b pension plan. The school offers paid benefits of sick time, holidays, bereavement and
vacation pay. Professional development is encouraged and supported by the Head of School and the
Board of Trustees. These funds allow faculty and staff to attend conferences, in-services and training
in their respective fields that keep the staff educated on the current changes and information
available to their profession. The Board of Trustees and private donors periodically contribute to
provide bonuses to faculty.
Small class sizes are an attraction to current and potential faculty. Relative to public and
Archdiocesan schools, there is less bureaucracy and more local autonomy.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
74
4. How does the school assess its effectiveness in identifying and hiring qualified candidates
from diverse backgrounds? What are the findings from this assessment, and what changes, if
any, does the school want to implement in this area in the future?
Due to the unique location of Santa Barbara, the pool of applicants that Bishop attracts for open
positions tends to be restricted to Santa Barbara County. Rarely do candidates apply from outside of
Santa Barbara, mainly due to the cost of living of the city. Bishop currently posts jobs on the CAIS
website, Archdiocese of Los Angeles website, Edjoin, and the school’s website. At times Bishop
receives over 60 applicants for positions (the Dean of Counseling and Student Services position
attracted over 90 candidates), but only a small fraction of candidates meet the qualifications
outlined on the job posting. For faculty, Bishop offers an attractive salary (98% parity with CAIS
means/median teachers’ salary) and benefits package, which includes retirement and health, dental
and vision benefits. While the school always seeks the most qualified candidate to fill a position, it
will show preference to Catholic candidates (when available) who are in the “most qualified” pool,
since Catholic candidates best understand the faith base of our school’s mission. The diversity in the
current faculty and staff is mainly seen in the varying religions that are practiced. There are some
Catholics, some Christians, and some faculty and staff who do not practice a faith. The school also
has diversity in faculty in terms of employment history--some from public schools, others from
private, non-faith based schools. Currently, the school’s hiring practices have been successful and
have brought highly regarded teachers and staff to campus in the past three years.
5. How effectively is the current employee performance evaluation process working in
promoting positive change and growth? Is there anything in this area that would benefit
from review and possible change?
The primary form of faculty performance evaluation is frequent, informal classroom observations.
The Deans and Assistant Head of School utilize a review tool that focuses on the recent areas of
professional development, as well as standard/ongoing expectations based on the California
Standards for the teaching profession. The faculty were given the opportunity to provide feedback
on the revised form prior to implementation. So far, this tool seems effective in providing relevant
feedback, and the school is witnessing greater compliance with curriculum-related and instructional
expectations. Formal observations are not done regularly, but on an as-needed or requested basis.
This is an area of growth.
6. What are the school’s greatest challenges in the area of human resources, and how will the
school attempt to address them?
The greatest challenges in the area of human resources include ever increasing health benefit costs
and the ability attract the best candidates and pay competitive wages that allow individuals and
those with families to live in the local community. Annually, the Head attends a conference with our
healthcare trust (RETA) to explore additional coverage choices for personnel. The objective is to
match excellent healthcare with the best premium prices. Even in times of lower enrollment, the
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
75
school has maintained an 80%/20% Employer/Employee split and a 50%/50% Employer/Dependents
split on health insurance premiums. With respect to offering competitive salaries, the school has
maintained competitively with faculty salaries at 97-99% parity with CAIS. The Head set a goal in
2011 to raise other administrative and staff salaries to 75% of the CAIS medians. These positions
include but are not limited to the Assistant Head, Advancement Director, Admissions Director,
Business Manager, College Counselor, Athletic Director, and the Head. Progress has been made in
this area as pre-2011 salaries were at about 55% parity and now many are at 70% parity or higher
with CAIS medians.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
76
Chapter 12. Facilities: Buildings and Grounds
The physical plant has both tangible and intangible influences on teaching and learning, faculty and
student morale, enrollment and retention, and school climate and culture. A well maintained, safe, and
appropriately sized physical plant is crucial to the educational program. The effective physical plant
supports student learning, provides a sense of place, and is reflective of the qualities of community that
the school hopes to embody.
Standard 12: The physical plant supports and enhances the mission of the school and enables the
school to implement its program effectively. The physical plant is a safe, well maintained, secure, and
healthful environment for students and adults. The school is regularly attentive to the physical plant,
creating and executing plans for the current maintenance and future development of the facilities in
support of the mission and programs.
Indicators of meeting Standard 12: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. Instructional facilities—including space, furnishings, and areas for recreation and play—are ageappropriate and support the educational program.
2. Sufficient personnel and financial resources are devoted to plant maintenance and repair.
3. The school engages in an inclusive, long-term facilities planning process on a regular basis and has a
published plan for the renewal, repair, and replacement of the facilities.
4. The school complies with applicable local, state, and federal requirements for fire, health, safety,
access, sanitation, toxic substances, and emergency preparedness.
5. Independent of regulatory requirements, the school itself has a process for the reporting of unsafe
or problematic conditions in the physical plant.
6. The school has comprehensive emergency plans and regularly reviews its safety procedures.
7. The school manages its traffic and parking in ways that are controlled, safe, and respectful of the
surrounding community.
8. There is appropriate signage on campus so that personnel, students, and visitors feel welcomed and
are able to navigate the campus safely and easily.
9. Mitigation of the school’s environmental impact and the long-term sustainability of the physical
plant are clear priorities for the school.
10. There is a reporting process in place to address needed repairs, safety issues, and maintenance
concerns with regard to the physical plant.
Baseline Requirements Checklist for Standard 12: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
77
1. The school complies with applicable local, state, and federal codes and regulations with respect to
health, building, and safety considerations, including access for persons with disabilities.
Yes
2. The school maintains records of all relevant inspection reports from local authorities (e.g., fire
department, health department, etc.).
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. What are the school’s overall strengths with regard to the physical plant, and how has the school
made efficient and creative use of space in meeting its needs?
The Plant has several strengths: the landscape and park design of the quad is aesthetically pleasing.
The athletic facilities are tremendous, highlighted by two gyms, a training room, and a state of the
art weight room. Since the last CAIS accreditation the school has created a mission center,
admissions center, counseling center, constructed an additional exit to the parking lot to help with
the flow of traffic, and added an electronic message board in the parking lot to apprise parents of
current announcements. The science wing was renovated prior to the last CAIS accreditation, and it
remains a major strength of the school. Lastly, the entire campus is primed for wireless access. The
school has no issues in serving the needs of its students due to space with the current enrollment.
2. What are the school’s needs and challenges regarding the physical plant in terms of the stated
mission of the school and its programs, and how are those needs and challenges currently managed?
The athletic fields are used year round by Bishop sponsored athletic teams, as well as several
community groups. Simply put: the field has limited and insufficient time to regenerate grass. This
overuse negatively impacts practices for the various teams. The classrooms are not consistent in
terms of instructional technology equipment.
The field challenge is addressed by shutting down portions of the field over the summer to heal and
grow. This measure is helpful, though insufficient, resulting in many portions of the field being
reduced to just dirt and dead grass. The technology issue is managed by the use of media carts and
computer labs.
3. Are there any current plans for the further development of the campus? If so, describe the school’s
vision, and describe the factors that might affect the implementation of these plans.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
78
There are current plans for the following projects: The media arts wing is slated for significant
upgrades including a new sound booth and broadcast room. Also, the project will create a state of
the art control room, and fully functioning multimedia classroom. Completion of the wireless project
will add additional towers and installing WAPS to increase signal strength. Completing the
renovation of all classrooms is a priority with six rooms having already undergone renovations over
the past two summers. Beginning discussions are underway on converting the natural grass field to
turf. Additional projects on the horizon are adding air conditioning to the administration building
and other key areas on campus, as well as the complete reconstruction of parking lots. The primary
factor going forward for all of these projects is funding.
4. Evaluate the adequacy of plant maintenance, including such factors as the custodial care, staffing,
and financial resources allocated to it.
The maintenance of the school plant is adequately funded and facilities are well maintained.
5. What approach has the school taken to address environmental sustainability with regard to
buildings and grounds? What specific measures have been implemented, and what additional
initiatives, if any, are contemplated?
Bishop was the first high school in Santa Barbara to install a significant solar electric system. The
second phase has been installed and completed since our last CAIS accreditation. At this time, the
solar system generates roughly half the energy needed to run the plant. The plant irrigation system
is fueled by well water. The bathrooms in the gym and the main building use high-pressure, low-flow
toilets. The newly remodeled science wing has skylights for natural lighting and motion sensors for
lights. The library, adjacent computer lab, and a few classrooms are outfitted with a total of 40 Wyse
virtual computer terminals operating from one school server reducing electric use, heat production,
and repair. Recycle bins are conveniently located around campus.
6. Based on the responses to the questions above, what does the school envision as the two or three
most important areas that it should address with respect to the physical plant?
●
●
●
Media center project
Installation of instructional technology in all classrooms
Athletic field turf project.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
79
Chapter 13. Health, Safety, and Wellness
For schools to be successful in fostering growth and learning, they must make the health and safety of
the students and adults in their on-campus communities a top priority. Accordingly, health, safety, and
wellness provisions are an essential component of a school’s operations, and they convey important
messages about a school’s values and purpose. At a minimum, each school needs to maintain consistent
compliance with local, state, and federal health and safety codes and regulations. Beyond that, every
school must devote itself to sustaining an environment that strongly supports the physical and emotional
health and safety of its community members.
Standard 13: The school has established and effectively implemented policies and procedures that
promote the health and ensure the safety of students and adults on campus and at school events. The
health, safety, and wellness of members of the school community are supported by compliance with
all relevant legal and regulatory requirements. The school takes responsibility for educating
community members and for promoting policies, habits, and practices that encourage and sustain
individual and community wellness.
Indicators of meeting Standard 13: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. All employees understand that the supervision of students to ensure their safety is a priority in all
on-campus and school-related settings at all times.
2. The school has written procedures to deal with injury and illness that are distributed to and clearly
understood by school personnel, parents, and students.
3. The school provides adequate instruction and supervision to reduce hazards to health and safety.
4. Adequate provisions are made for the health care and safety of students while involved in school
activities on and off campus.
5. Sufficient resources, both human and financial, are allocated to the essential work of maintaining
the health and safety of students.
6. There is a regular, systematic review of safety procedures and practices.
7. The school is in full compliance with all applicable local, state, and federal safety and health codes
and regulations.
Baseline Requirements Checklist for Standard 13: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response. Please note that the checklist for this section is not intended to be inclusive of all
legal and regulatory requirements that a given school may need to adhere to. Each school has the
responsibility to confer with its legal counsel for professional guidance and advice regarding
requirements that are applicable to its own situation.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
80
The school has a sufficient number of staff who maintain current cardiopulmonary
resuscitation (CPR) and first aid certifications, and up-to-date records of these
certifications are kept on file at the school.
All students have been fully immunized for diphtheria, haemophilus influenzae type b,
measles, mumps and pertussis, poliomyelitis, rubella, tetanus and any other disease
deemed appropriate by the State Department of Health Services.
The school has policies and procedures in place concerning the release of children to
the correct legally designated adults.
Yes
Food services, if available, are licensed.
Yes
For schools with food service employees, there are written policies—provided to
appropriate staff—governing the handling, preparation, and distribution of food.
Yes
There are adequate provisions for the health, care, and safety of students while
involved in off-campus school activities.
Yes
The school has documented policies and procedures for dispensing medications and
prescription medicines to students.
Yes
The following documents are available for review by members of the Visiting
Committee during their visits to the school:
County health department kitchen inspection permit (if applicable)
CPR certifications
Immunization records
Student emergency authorization forms
List of student health concerns
First aid procedures
Medical release forms (for athletics and other physical activities)
Parent authorization forms (for field trips and school activities)
Bloodborne pathogens plan
Student and adult accident report forms
Sexual abuse policy
Harassment policy
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. In light of the legal and regulatory considerations raised in the Baseline Requirements Checklist for
Standard 13, what has the school learned about itself with regard to health, safety, and wellness
policies and practices? What possibilities or priorities for change come out of this review?
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
81
The school is on track with regard to health, safety & wellness policies and practices; however, the
checklist did initiate training for the entire faculty on use of the defibrillator, an update to the
handout in all emergency bags, and putting the defibrillators on a monthly ‘check-up’ plan.
2. What steps has the school taken to establish and effectively implement policies and procedures that
promote and ensure the safety of, respect for, and inclusion of students and adults on campus? How
effective are these policies and procedures with regard to such issues as harassment, bullying, racial
and cultural prejudice, gender bias, and discrimination based on sexual orientation? What data does
the school have to support its conclusions about the extent to which students and adults feel safe in
the school?
The school publishes a Parent-Student Handbook each year, which is available on the school’s
website. The handbook is frequently referred to in written communication to families, and is utilized
by faculty and staff in implementing appropriate procedures. The Dean of Men/Women make
reference to the handbook in working with students, teachers and parents as it relates to behaviors
that impact safety and wellness of students.
Additionally, creating the Core-Values that guide student norms and conduct (in 2012-13) has
improved the environment for the student body. These too are found in the Parent Student
Handbook.
The discipline policy is designed for the school to maintain a safe, trustworthy environment for each
student. The school’s tough stance with regard to harassment, bullying, racial and cultural
prejudices, gender bias and discrimination foster a safe and welcoming environment. If brought to
the school’s attention, a thorough investigation is completed including continuous communication
with parents.
A Fall 2013 survey of parent satisfaction indicated that 98.5% of respondents “somewhat agreed,”
“agreed” or “strongly agreed” that Bishop provides a safe campus environment.
3. Describe and evaluate school efforts to educate constituents with respect to practices that promote
the health and wellness of the students, as well as of the adults who work on their behalf at the
school. How effective are these efforts?
Bishop effectively places emphasis on health and wellness, which is not just stated in the ParentStudent Handbook, but is part of daily preventative and responsive practice.
Preventative Measures:
•
The campus at Bishop is secure. Bishop is a ‘closed campus’, so students do not leave during the
school day, visitors check in with the receptionist and wear a badge while on campus. Faculty
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
82
•
•
monitor behavior in the parking lot before school and when students are out on campus during
scheduled breaks. There are several surveillance cameras on campus and the school employs
Interquest Canines who visits once a month to search the campus for drugs, explosives, firearms,
etc.
While students and parents are given guidelines for safe conduct in the Parent-Student
Handbook, coaches and faculty participate in online courses, routine maintenance/safety
checks, and CPR/first aid-certification as appropriate. All students have been fully immunized,
except for exempt students, which represents about 1% of the student population. The school
cooperates with health officials for the prevention and control of communicable diseases. So,
any student who has been absent from school because of a reported communicable disease
must have a permit issued by the Public Health Department, a physician, or a nurse before
he/she is readmitted to school.
The school also involves parents and students in the discussion of responsible decision making.
For example, recent assembly topics have included: texting while driving, the impact of
substance use, and the dangers of steroid use.
Responsive Measures:
•
Student health concerns (ex: diabetes) are entered in the student data system, shared with
teachers, and put in teacher emergency bags. For students with a medical authorization form,
medication is kept secure at the front desk. If an injury or illness occurs at school and is minor it
is treated by the Health Facilitator. If the case is more serious parents are called and the student
is sent home. Parents have signed an emergency procedure form which provides information on
how the school will take care of their student in case of an emergency. First-aid supplies are
kept in the front office, with coaches and in each classroom. There are two AED’s are on
campus and the Athletic Department follows the CIF-SS rules for blood-borne pathogens. Illness
or accidents occurring at school are reported immediately to the school office. Before filing the
report of an accident, the date of the issuance is recorded on a claim form. If the claim is made
for an accident not occurring on school grounds, an account of the accident is written and filed.
4. Describe and evaluate the programs that are offered to help students understand issues of peer
relationships, including sexuality if older students are enrolled.




“Day of Awareness” – includes topics such as coping with stress, texting and driving, drug
and alcohol abuse, bullying and suicide/depression; this has been an effective means to
reach the entire school on topics important for student safety and wellbeing.
“Reality Check Presentation” during Theology classes – addresses teens and sexuality.
Grade level retreats offer an avenue for class-wide interaction and topic-driven small group
discussions; this has been in place for years and creates open dialogue on sensitive issues. It
also builds trust in our faculty and fosters bonding among students.
The Mission Division’s curriculum emphasizes character development and self-reflection on
attitudes and behavior toward others; this has been extremely effective and is easily
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
83

demonstrated by are low volume of disciplinary infractions and positively during the CSP
presentations in 12th grade.
Personal counseling is available to students or groups of students. Proactive measures such
as taking groups of students out to breakfast are implemented. With an additional personal
counselor on staff, it is anticipated more group work will be offered to support students,
proactively.
5. What is the process for developing, updating, and communicating procedures, policies, and plans for
routine safety issues at arrival and dismissal times, including carpool procedures?
The Assistant Head of School, in collaboration with the Dean of Men and Dean of Women, updates
the Parent-Student Handbook each year. The handbook is made available on the school’s website,
and stakeholders are encouraged to read updates each year. Students or their parents provide their
own transportation to and from school. Most of the students who do not drive themselves are
picked up and dropped off in front of the administration building. The vehicles then circle the lot
and exit the other end of the lot. The front parking lot has speed bumps to keep traffic at a
reasonable speed. Students who drive park in the front lot, while most faculty park in the back lot.
Near the campus are well-marked walkways and signs, but the school has no formal regulations for
that area. Faculty members monitor traffic before and after school in the front parking lot.
Early Dismissal/Release of Students
Students may not leave the campus for any reason once their school day has begun unless they have
their parents’ permission in writing, a parent present to sign-out their child, or the Attendance
Secretary has received a parent email from the email address on file in the office. Permission over
the phone is not acceptable for release of students. The Attendance Secretary and appropriate
administrator must be certain that all legal regulations and insurance requirements have been met
to release a student. Parents requesting their child be released from campus without proper written
permission will have their child released as truant. These rules apply to students who wish to
carpool.
Student Release to Peace Officer: During the school day, peace officers have the right to interview
students who are suspects or witnesses. School officials may not unnecessarily hinder the release of
a student to peace officers. School officials are not liable for releasing pupils for legitimate law
enforcement purposes provided the students are taken from the school grounds with proper care.
Prior to release, a “Student Release to Peace Officer” form must be completed and kept on file.
6. What are the school’s supervision and safety policies and procedures concerning the transportation
of students by the school or by contracted transportation providers?
No school vehicles are used to transport students. Parents and faculty who drive students must
provide a valid driver’s license and certificate of insurance. Drivers are responsible for passenger
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
84
safety measures and ensuring that vehicles are properly maintained. Much of the school policy and
practices on this issue are answered in question 7 below.
7. If the school has programs that take students away from campus for one or more nights, what risk
management policies and procedures are in place for such trips? Evaluate their adequacy and
effectiveness.
Coaches are required to fill out an accident report when student athletes are injured under their
supervision. Football players are required to purchase student accident insurance.
The Athletic Director working in concert with the Head of School hire the most qualified
personnel to work in the athletic department.
● Coaches are required to pass the NFHS Fundamentals of Coaching online certification
program.
● Coaches are required to keep current with CPR/First Aid and must submit fingerprints
and be cleared by the FBI and DOB.
● Coaches keep current in their sport, methods of safe training, and nutrition by attending
coaching clinics.
● The Athletic Director evaluates the coaches and makes recommendations to the Head of
School for renewal of contract or non-renewal.
● The Athletic Director attends home games and informally evaluates coaches.
● The Athletic Director provides coaches with a formal end of the year evaluation.
● The Athletic Director conducts anonymous player evaluations of coaches.
Policies regarding transportation for these activities.
● With the exception of football, parents provide transportation to competitions. Parents
need to provide a valid driver’s license and certificate of insurance.
● Football rents chartered buses from Santa Barbara Air Bus.
● A student may transport himself to a local athletic contest, but must be alone. Students
may not transport another student or themselves to distant competitions.
Procedures for contacting parents in emergency situations.
● All coaches are required to carry medical authorization cards when they travel. The
cards have the contact information for all players on the team, and it has a waiver for
the coach to authorize necessary medical attention if the parent cannot be reached.
● These cards are on campus and the athletic trainer who is on site Monday through
Friday from 3:00pm-7:00pm has a copy of the medical cards.
Methods of review and evaluation of all aspects of the programs.
● The Head of School, in his yearly review of the Athletic Director, provides an evaluation
of the athletic department. This process involves surveying student athletes, faculty,
parents, coaches, and administrators.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
85
Campus Ministry:
Policies and procedures specifically related to this program, including periodic in-house safety
reviews, accident reporting procedures and documentation, and insurance coverage.
● A Certificate of Liability is required when renting an off-campus space for retreats.
● A completely stocked and updated First Aid Kit is available at each off-campus retreat.
● Students’ personal medication is collected before retreats and stored in the First Aid Kit
under the watch of the Director of Campus Ministry. A note from parents stating
permission to receive medication from the Director of Campus Ministry is required prior
to distribution.
Qualifications, hiring, renewal, and evaluation of staff responsible for the program
● The Head of School hires the Director of Spiritual Life.
● The Head of School evaluates the Director at the closing of each school year.
Procedures for review of appropriateness, safety, condition and upkeep of equipment, and/or
facilities used for the program.
● The appropriateness, safety, condition and upkeep of a facility used for an off-campus
retreat are seriously considered before a contract with the facility is signed.
Policies regarding transportation for these activities.
● Parents are responsible for organizing their student’s transportation to and from the
freshman and sophomore single-day retreats which are located within the Santa
Barbara area.
● Chartered buses are rented from Santa Barbara Airbus to transport the juniors and
seniors to their overnight retreats out of the Santa Barbara area.
● Students are not allowed to transport themselves to retreats.
● Parent drivers must provide the school with a valid driver’s license and certificate of
insurance.
Procedures for contacting parents in emergency situations.
● Sports and Activity Off-Campus Forms are required of all students when traveling off
campus for retreat or any other activity associated with Campus Ministry.
● Parents or guardians fill out the form with emergency contacts and medical and health
information.
● The form authorizes the student to participate in the activity.
● The outlines any medical conditions of their student that will render it inappropriate for
participation in a specific activity.
● In the event of an emergency, the parent or guardian is contacted immediately.
● In the event that the parent or guardian cannot come personally to pick up the student
in an emergency situation, names of adults over 18 are also listed for contact and
authorization.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
86
The Head of School, in his yearly review of the Director of Spiritual Life, provides and evaluation
of the Director and all aspects of the program.
College and Service Trips (CAST):
In March, while seniors are on retreat, freshmen, sophomores and juniors go on two-day field
trips planned by faculty and moderated by faculty and parents. Transportation is provided by
Santa Barbara Airbus or parents, depending on the destination of the visit. The policies and
procedures outlined above regarding transportation, filling out of Sports and Activity OffCampus forms, and contacting parents in emergency situations are followed. This also applies to
other field trips.
8. Describe and assess the adequacy of the school’s policies, procedures, and practices designed to
prepare for and respond to major emergencies. Please consider natural disasters (e.g., fires,
earthquakes, floods, etc.), as well as “man-made” emergencies (e.g., campus intruders, weapons on
campus, neighborhood crises, etc.).
Parents and Administration work collaboratively each year in providing training activities.
Comprehensive preparations, procedures, instructions and maps for possible disasters are provided
for each classroom and teacher. All personnel are members of an emergency team with clearly
delineated roles in the event of an emergency. In addition, each classroom has a white bag marked
with a red cross containing disaster first aid equipment and evacuation attendance forms. The
disaster information and proficiency standards for the drills are well organized and appropriate as
are the means of communication.
Each year, parents are informed that it is imperative that the school emergency forms have been
fully completed and returned to the school to assist in student care. In the event of a school-wide
emergency where students may need to be evacuated (e.g. earthquake, fire, or lockdown) the
following protocol is to be observed:
● Students will be evacuated to the sports fields following the school-wide emergency
protocol that is appropriate to the emergency context
● Students may be picked up at the back parking lot gate only by the parent/guardian or his or
her designee as indicated on the School’s Emergency Form on record. Students will not be
released to any other party for any reason
● Students may leave school only after signing out with the appointed school official
● Parents are to avoid unnecessary phone calls to the school so that communications systems
are available to official civic emergency personnel
● Cell phones should not be used by students
● Listen to local radio and TV stations for information and directives
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
87
9. As the school considers the health, safety, and well-being of its community members, what are the
greatest challenges that it faces? What possible steps might be contemplated to address these
challenges?
The greatest challenges are cyber bullying, substance use, and unsafe driving while off Bishop’s
campus. Possible steps to address these challenges might include continued collaboration with the
Parent Advisory Board for school wide assemblies, and parent information events on these topics.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
88
Section V: Institutional Stewardship and Leadership
Chapter 14. Governance
Primary among the leadership responsibilities of the Board of Trustees are establishing the mission of the
institution, hiring the Head of School, planning strategically for the school’s future, and securing the
resources necessary for the school’s success. The Board works closely with and in support of the Head of
School to make sure that it establishes appropriate policies which are upheld and adhered to. A
systematic process that brings those individuals onto the Board who possess the desired skills, resources,
commitment, and dedication will constantly reinvigorate the Board’s membership and heighten its
effectiveness.
Standard 14: The school has an active, engaged, and committed governing Board comprised of
members whose collective and individual strengths support and advance the school. The Board of
Trustees clearly understands and acts on its responsibilities, ensuring that its size, composition, and
practices enable it to be effective. The Board of Trustees sets and safeguards the mission, and it hires,
evaluates, and supports the Head of School. The Board also holds fiduciary responsibility for the
institution, and it strategically plans for the school’s future.
Indicators of meeting Standard 14: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The Board is aware of and acts on its responsibility to regularly review the mission and to update it
as necessary.
2. The Board ensures that it operates in compliance with applicable laws and regulations, maintains
appropriate and updated bylaws, and has its members abide by a conflict of interest policy.
3. The Board takes responsibility for systematic planning for the current and future financial health of
the school, establishes and oversees the annual operating budget, and effectively engages in
fundraising.
4. The Board and Board Chair make it a priority to develop and maintain a mutually supportive working
relationship with the Head of School, using systematic processes for head selection and evaluation
to assist with this work.
5. The Board undertakes systematic planning on a periodic basis, establishes the major strategic
priorities for the school, and takes the lead in implementing Board-level initiatives that follow from
those priorities.
6. The Board operates as an independent entity—or with functional independence within a larger
organization—it has a clearly defined process for its perpetuation, and it has established leadership
succession procedures and practices.
7. The Board is knowledgeable about the school and it systematically gathers, analyzes, and uses data
to make important decisions.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
89
8. The Board has a clearly understood and regularly used process for evaluating its own effectiveness,
individually and collectively, as well as the value and effectiveness of its composition and committee
or task force structure.
9. The Board has a clearly documented committee or task force structure with specified
responsibilities and projects for each.
10. The Board itself helps the school community to understand the scope of its responsibilities and the
necessary differences between Board and administrative authority, responsibilities, and purview.
11. There is a documented job description for individual trustees and for the Board as a whole, which
includes standards and expectations for attendance, participation, and committee or task force
involvement.
Baseline Requirements Checklist for Standard 14: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
1. The Board operates in compliance with a set of written, formally adopted bylaws.
Yes
2. The Board reviews and formally approves the completed IRS Form 990, and its actions are recorded
in the minutes.
Yes (Form 990 not required)
3. Board policies are documented and current.
Yes
4. Minutes of all Board meetings are kept on file at the school.
Yes
5. Board fiduciary responsibilities are clear and documented, and the Board formally adopts the
school’s annual operating budget.
Yes
6. The Board regularly conducts a performance evaluation of the Head of School.
Yes
7. The Board regularly conducts an evaluation of its own performance.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
90
1. What kinds of data and information are provided to the Board of Trustees during a typical school
year, and how is that data and information used both to address the school’s progress in achieving
its stated goals and mission and to inform Board decision-making?
Every May, after the slate of new board members has been approved, the meeting schedule for the
upcoming school year is handed out. All new members receive a copy of the BDHS by-laws along
with the calendar of meetings for the school year.
September
The first board meeting is a combination orientation for new members with a retreat and business
meeting. It is the longest meeting of the school year, typically held on a Friday with Mass, lunch and
business from 12:00-4:00 pm. New and returning board members sign a confidentiality agreement,
introductions are made of the committee chairs and new members are given the opportunity to join
committees. Key members of the school’s leadership team speak so that new members become
familiar with the leadership of the school. The Technology Staff give out passwords for the board
members to be able to access the trustee site on Edline. This site houses the by-laws, lease
agreement, financial policy and all board meeting minutes along with committee meeting minutes
and the internal working strategic plan document. It is also where the most updated roster of
current board members is found.
The Head of School discusses his goals for the current school year, which he develops from the
previous evaluation that board completes in the spring. NAIS Trustee handbooks are given out to
new board members and the board approves or revises the final budget, if necessary, for the
current school year. The marketing plan is shared for the current school year along with the
development/advancement plan for the school. This meeting is also used to take a group photo for
the annual report. The Head of School along with the building and grounds chair report on the
campus improvements that happened during the summer and what projects are slated to occur
during the rest of the current school year, if any.
October
The board usually discusses, evaluates, and updates one area of the strategic plan at each board
meeting throughout the current academic year. This past October the strategic plan related to
finance and the audit was discusses. The Head of School is beginning work on the budget for the
following school year and shares data regarding this. There are reports from the finance/audit
committee at this time along with hearing reports from any of the other board committees. The
board also begins thinking about new trustees to recruit for the following year. Typically there is a
report from the following committees: Mission Effectiveness, Technology, Marketing, Advancement,
and if necessary, Building and Grounds. The board members are encouraged to attend the Cardinal
Event in November, which helps support the athletic programs.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
91
November
The board meeting in November looks in depth at admission and retention for the following school
year. The admissions director provides an update of the fall admission events and what the school is
anticipating for the January application/testing process. The Head of School gives an update of
issues with the school and any committees that have something to report are asked to share at this
time. The Dean of Counseling and Student Services gives a report on what is happening with that
department. The proceeds from the Cardinal Event are usually shared and the annual report is ready
for distribution at this time.
December
The board meets at a restaurant to have a Christmas meeting. The board chair and school host this
event. At this meeting the primary discussion is the approval of the preliminary next year’s budget
along with approval of the tuition increase. The Head of School gives the entire board several
scenarios to discuss from which the governance committee selects and approves. The entire board
votes to approve the recommended budget. The board is asked to attend the January open house
event held at school. The trustees are asked to be thinking about attending the March auction and
to bring outside attendees to the event.
January
There is no board meeting, however trustees are asked to attend the school-wide open house.
February
There is a report on curriculum and faculty development from the assistant Head of School. The
board completes the electronic Head of School evaluation. Potential new trustees complete their
applications. Invitations are extended to the board members to attend the auction in March.
April
The governance committee shares the results of the Head of School evaluation with the entire
board and the board votes on the Head of School contract renewal. The board completes the
electronic Board of Trustee Self-Evaluation. It approves the slate for the governance committee for
the following year and presents the slate for New Trustees. The group who manages the
endowment gives the board a presentation. We review our strategic intent in the area of mission
and Catholic identity.
May
The new trustees and final budget for the next year are approved. The athletic director gives a
presentation on athletics and issues that have arisen during the year. The trustees are invited to
attend graduation. Any old business is addressed. Board committee structures are reviewed for the
upcoming year and recommendations are made to new members.
Efforts have been made to decrease the amount of required general board meetings and
governance meetings to improve participation by members. This has been very effective.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
92
Governance meetings were reduced from weekly to monthly. There were previously 9 general board
meetings, and now there are 6. The committee addresses different strategic intents at each of the
board meetings and this helps the group stay focused and consistently re-evaluating its work. The
Head of School’s goals are used as the guide in his evaluation so that his evaluation stays focused.
The school head evaluation and board evaluation were established using the NAIS trustee handbook
along with the school’s mission and Cardinal Standards (FEASTS).
2. Assess the effectiveness of the Board’s composition, organization, committee or task force structure,
and use of meeting time.
As to the composition of Bishop’s board, the bylaws of the corporation dictate that, “the Board of
Trustees of Bishop Garcia Diego High School is comprised of individuals who represent the
constituent communities of the school and of the Santa Barbara community and shall include a
balance of men and women who are parents, graduates of the school and community
representatives, each of whom has a commitment to the mission of the school and the resources to
contribute strategic insights, stewardship and educational perspectives to the proceedings of the
Board of Trustees.” This formula has proven effective as it brings together a diverse representation
of academic, business, historic and currently involved perspectives. For instance, the current board
consists of, among others, a local attorney who is an alumnus of BDHS with a daughter currently
enrolled, as well as chairs of several prominent local venture capital companies with children who
are currently enrolled or recently graduated. The board also has four current trustees with advanced
degrees in education and nursing. When assessing potential candidates for trustee positions, donor
potential is also taken into consideration.
As to the organization of the board, a slate of proposed officers (Chair, Vice-Chair, Secretary and
Treasurer) is presented to the board for a vote every April. New members are voted on at that time
as well. Because members of the Governance Committee work with the Head of School on oversight
of the management of BDHS’s business affairs, a prospective Board Chair candidate must have
served on the governance committee for at least one year, ensuring a solid understanding of the
day-to-day challenges and opportunities facing the school.
The full board meets six-eight times per year plus an orientation/retreat meeting. Other committees
(listed below) meet as follows 3-4 times per year or as needed:
Governance
Planning (master & strategic)
Marketing
Trustee Membership
Finance
Building and Grounds
Mission Effectiveness
Arts
Development
Technology
Alumni
In order that all trustees are well versed on agenda topics, to ensure a quorum for voting purposes,
and to facilitate smooth operations, any trustee who fails to attend at least 70% of the meetings
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
93
held during a calendar year shall have his or her term end on December 31st of that year. Strict
adherence to this policy minimizes the need for time consuming rehashing of board business.
Committee assignments are nominated by the Chair and emphasize the appropriate strengths
and/or interests of each individual member. Further, while only Trustees shall be members of the
Governance Committee, all other committees are encouraged to include parents, school faculty,
staff and prospective trustees in order to bring diverse skill sets to the task.
In order to maximize its effectiveness as a working body, members of the Board of Trustees receive
ample notice of calendared meeting dates and realistic expectations of time commitments for
committee work, required attendance at school functions and events as well as the expected
financial commitment.
Scheduled board meetings begin promptly at the appointed hour and the board Chair ensures that
agenda items and reports are covered in an orderly fashion with appropriate time allotted for
discussion.
3. How do the Board and its members evaluate their own effectiveness—both individually and
collectively? How productive is this process? What process is in place to address ineffective or
problematic Board members?
The Board conducts an annual evaluation process where each trustee is asked to respond to a series
of questions based upon the Principles of Good Practice found in the NAIS Trustee Handbook. The
survey includes both open-ended questions and questions soliciting the respondent’s agreement or
disagreement with various opinions or statements. The question topics range from general to
specific, addressing the performance of the school, the board, and each individual trustee. The
survey is performed in a way to protect the anonymity of each responding trustee.
Questions from past board evaluations include:
●
●
●
What do you see as the strengths of the Board?
Principal 9: Board composition reflects the strategic expertise, resources, and perspectives (past,
present, future) needed to achieve the mission and strategic objectives of the school. Please rate
how well the board as a whole performs in relation to this principle: The Board uses its
committees to recruit and evaluate potential board members.
Please rate your level of agreement with the following:
o I read all background material provided to me and come to meetings well prepared.
o I am actively engaged in the work of the board and contribute to discussions.
o My particular skills and abilities are fully utilized by this board.
The chairman of the board compiles the responses and delivers the raw results to the Head of
School and the rest of the trustees. The chairman and Head of School meet and confer about the
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
94
results and present findings to the governance committee and full board. The surveys are reviewed
to determine if there are any trends, surprises, areas of concern, or areas of success. Results are
reviewed and utilized by the Head of School in his planning and goal-setting process.
The evaluation process is effective at soliciting honest and confidential feedback from trustees, and
allows the entire board to see and discuss individual issues and areas of concern that might not
otherwise be raised. The board discussions are generally insightful, especially around areas that are
identified as needing improvement. The surveys generally provide guidance and action items to the
Head of School regarding issues and areas that need attention.
The Board does not have a recent history of issues with ineffective or problematic Board members,
so there has not been a need to formally remove or discipline a Board member. Institutionally, there
is a term limit of two 3-year terms, which allows the board to be comprised of both new and
experienced members.
4. How are the work and role of the Board, including its work in setting strategic priorities,
communicated to the constituents of the school?
The role of the Board is clearly articulated to the school community via the school’s organizational
chart and through the Head of School. The work on and towards strategic priorities is communicated
internally to personnel via the Head of School. Annual performance goals for the Head, as
determined by the Board, are shared with the leadership team and in turn with the faculty and staff.
Accomplishments and work towards the school’s strategic intents is shared with school
constituencies via the monthly newsletter, the annual report, the school website, back-to-school
night, and the annual Head of School reception. The Strategic Plan was formally adopted in 2011.
This plan identified nine strategic intents and progress toward their accomplishment is discussed
throughout the year at Board meetings. Aside of items like confidential salary, benefits, and
benefactor information, the school maintains complete transparency with all school constituents,
including faculty, staff, students, parents, alumni, and benefactors.
5. Using a recent significant Board-adopted school policy, explain its origin and process by which it
became a policy. How does it support and strengthen the school? How do its adoption and
implementation demonstrate the separate roles of the Board and administration?
During the last accreditation visit, it was cited that a weakness in the school is an inability to afford a
fulltime Business Manager, CFO, or DFO. The Head does an excellent job managing the school
budget and creatively addressing staffing and funding issues. However, having an expert look at long
range financial planning is desired. Until the 2011-2012 school year, the Board had not looked
carefully at how the endowment was invested and whether it was effectively managed.
In fall of 2011, the finance committee reviewed the endowment fund and how it was invested. It
had been invested with Prime Vest into four asset allocations: 45% in Bonds, 38% in US Lg/Mid-Cap,
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
95
12% Int’l and 5% US SM Cap. Santa Barbara Bank Trust approached the board with an opportunity to
have a new group, called Morton Capital Advantage, take on the investing of our Endowment. The
group reviewed the current Investment Policy and offered their services of monitoring the
endowment to help the school better meet its fiduciary responsibility.
They made the following recommendations:
● Portfolio will be less volatile if it is more diversified. Recommend moving from four asset classes
to a minimum of seven asset classes.
● Limit investment in any one mutual fund to a maximum of 9%. Having 42% in two mutual funds
(Pimco Total Return and JP Morgan Core) is not recommended
● Lower US Equity exposure from 38% to around 19%
● Add tactical plays of around 13% to take advantage of short term investment opportunities
when warranted.
● Add investments that are not correlated to either stocks or bonds as a defensive mechanism of
around 16%
● Hire a fiduciary rather than a brokerage to cover the fiduciary liability imposed on boards.(See
attached article from the Journal of Financial Planning.)
● Utilize institutional mutual funds as they have lower expense ratios.
● Employ active investment management through a team of professionals so they can
immediately respond to “black swan” events such as Japan tsunami, manger changes, etc.
● Have investment advisers actively measure the duration of the bonds in the portfolio so bond
nest asset values will not be as affected by future rising interest rates.
In January of 2012 Morton Capital did a presentation to the governance/finance committee and it
was agreed by these committees to bring to the board a recommendation to transfer the
endowment funds from Prime Vest to Morton Capital. Morton Capital came to the February board
meeting to present their recommendations. After the presentation the board made a motion to
transfer the Endowment Funds from Prime Vest to Morton Capital. The board unanimously
approved the motion.
Bishop now has daily access to review its endowment account online. The financial advisor from
Morton Capital comes yearly to the board meetings to review the account and make any
recommendations to the board. Currently, the account is stabilized and the endowment grew from
$523,557 in February of 2012 to $724,703.82 in March of 2013.
6. Briefly describe how the Board has undertaken strategic planning. Using a recent example, describe
the Board’s effectiveness with regard to identifying strategic issues, formulating strategic priorities
and implementing productive initiatives
In school year 2008-2009 and 2009-2010 Bishop Garcia Diego High School conducted a strategic
planning process for all aspects of the school in four phases: 1) preparatory work, 2) strategic
assessment, 3) strategy formulation, and 4) review, approval and publication of the formal strategic
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
96
plan. At the conclusion of the effort, the Board mandated that the strategic planning document and
progress to date be assessed each year and that a strategic planning process be initiated every 3
years to update the strategy and plan.
The strategic assessment reviewed background documents, secondary data, and collected primary
data in the form of interviews and surveys. The strategy formulation process analyzed the data and
created the new strategy for the school. The final phase involved a review of the strategy,
incorporation of comments, and revisions before approval and publication. The strategic planning
process culminated with a formal strategic plan in a detailed report (internal use only) and a
summary report for general publication. A special strategy committee was formed to conduct the
strategic planning process. Members were selected from the school’s Board of Trustees and
included the Head of School (Principal) and Assistant Head of School (Vice Principal).
Summary of Bishop Garcia Diego Strategic Planning Process
Phase
Timeline
Activities
1. Preparatory Work
January 2008 to May 2008
Propose strategy
framework, approach,
methods, scope, resource
plan, timeline, selection of
strategy committee
members
2. Strategic Assessment
May 2008 to June 2009
(12 months)
Collection and analysis of
primary and secondary
data source. Board
updates
3. Strategy Formulation
March 2009 to March
2010 (12 months)
SWOT analyses,
development of revised
vision, mission
statements, strategic
intents, and strategic
priorities. Board updates
4. Review, Approval and
Publication of Formal
Strategic Plan
March 2010 to June 2010
(3 months)
Board analysis, discussion,
critique, and refinement
of formal strategic plan,
publication of detailed
report.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
97
Phase 1: Preparatory Work
Before the strategy project was initiated, the Head of School and the Chair of the Board of Trustees
worked to secure necessary resources, assembled relevant background materials, established a
timeline, consulted with Board members, and solicited volunteers to conduct the strategy process.
In addition, the School was able to enlist a board member with a background in strategy to lead the
project.
Phase 2: Strategic Assessment Process
Work on the project began with a thorough assessment of prior strategic work and critical school
documents. Of particular importance were a series of supporting documents (i.e. financial analyses,
market studies, and feasibility analyses) and legal documents and School By-Laws that supported
the transition of the school from a Roman Catholic High School run under the authority of the
Diocese of Los Angeles to a fully independent private Roman Catholic high school. Bishop Garcia
Diego High School completed the transition in November 2004.
The strategic assessment also entailed review of current and planned financial data, review of the
current state and master plan for the physical plant, review of computer and instructional
technology requirements (current and future), review of current organization structure and
governance procedures, review of faculty development and review processes, review of student
admissions, student cohort performance, student award history and matriculation history,
advancement and fund raising activities and plans, marketing of the school, execution performance
on major initiatives, and a review of the school’s mission, vision, Cardinal Values implementation,
and strategic priorities.
The strategic assessment generated primary data to support the analysis. Specifically, interviews
were conducted and information solicited from donors, alumni, and parent groups including the
Parent Board and the Cardinal Club. A major survey was designed and conducted of the parent
body. Separate surveys were given to the parents, faculty and current students of the school.
Various secondary data sources were also reviewed including national and local U.S. Census data
including birth statistics and regional household income statistics. By the end of summer 2009, all
data from primary and secondary sources had been compiled and analyzed.
Phase 3: Strategy Formulation Process
The strategy formulation process began in tandem with the end of the strategic review phase. The
strategy committee conducted numerous review sessions to review and revise the school vision and
mission statements in view of the strategic review. Few substantial changes were made. Major time
and energy were spent in the SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis,
the development of the strategic intents and the definition and refinement of strategic priorities.
Primary and secondary source data played heavily in the strategy formulation process. Throughout
this process the strategy committee provided updates to the Board of Trustees and solicited Board
input and opinions.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
98
Several preliminary outlines of various sections of the formal strategic plan were circulated among
strategy committee members during the fall semester of 2009. A draft formal strategic plan and
detailed report was completed and drafts reviewed in early 2010 by the strategy committee
Phase 4: Review, Approval and Publication of Formal Strategic Plan
The third and final phase of the strategic planning process began with a review of the draft strategic
plan and detailed report by the Board of Trustees in spring 2010. Board members reviewed the plan
over three separate regularly scheduled board meeting and approved the final draft of the detailed
report and the outline of the public version of the report in 2011.
Lessons Learned
The entire strategic planning process from Board of Trustee initiation to completion and approval
took 30 months. The process illustrated the value of a broad strategic scope, the inclusion of
multiple school constituencies inside and outside the school, the involvement of the Board of
Trustees, a designated strategy committee to lead the process, the collection of primary data and
secondary data to form strategic perspectives, and the rigor of a transparent process. Although the
broad inclusion and transparency of the process added to the total elapsed time of the strategic
planning process, it proved to be worth the effort. The process uncovered new opportunities, new
areas of need, areas for improvement and a deeper appreciation of school strengths and identity.
The school benefited immensely from the strategic planning process.
7. For schools with religious affiliation: What is the relationship of the Board of Trustees of the school
to the governing Board of the religious institution or sponsoring organization, and how effective is
this relationship in serving the mission and supporting the independence of school operations.
Bishop Garcia Diego High School (BDHS) is an independent Roman Catholic high school that serves
student of all faiths and seeks to maintain a vibrant Roman Catholic Identity and a commitment to
excellence in its Catholic educational mission as stated in the By-Laws of the School in Article 1,
items 3 and 4:
1.3 Mission. Bishop Garcia Diego High School, Inc., is a Roman Catholic co-educational school
that welcomes students of all faiths and provides them with the spiritual, personal and
intellectual knowledge to meet the enduring challenge of realizing their God-given potential in a
multi-cultural society. Unless otherwise determined by the Board of Trustees pursuant to Article
4.6 of these Bylaws, the school shall operate as a secondary school serving grades 9-12.
1.4 Philosophy. Bishop Garcia Diego High School, Inc., is a Roman Catholic co-educational school
serving the families of the greater Santa Barbara area. The administration and staff, in
partnership with the parents as primary educators and the faculty as facilitators of learning,
strive to foster the spiritual, intellectual, emotional, social, physical and cultural development of
the students in accordance with the Roman Catholic tradition as directed by the Ordinary of the
Archdiocese of Los Angeles.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
99
Originally Bishop Garcia Diego High School was owned and operated by the Archdiocese of Los
Angeles. In November of 2004, through an innovative and mutually beneficial legally binding
agreement, as specified in the By-Laws, the Archdiocese of Los Angeles enabled the school to
become an independent self-sufficient institution.
In addition, item 1.6 of the By-Laws stipulates that Bishop Garcia Diego High School must provide
Roman Catholic religious instruction for all students at the school, in perpetuity.
1.6 Specific Purpose. This Corporation has been formed for the specific purpose of operating a
Roman Catholic co-educational school in the tradition of Roman Catholic education, in
perpetuity within the meaning of Section 501(c)(3) of the Internal Revenue Code of 1986, as
amended.
The School, as an independent Catholic institution, therefore, is bound by contract to maintain its
Roman Catholic identity and to provide Roman Catholic curriculum that is in accordance with the
teachings of the Roman Catholic Church and its standards (hereafter referred to as The BDHS
Catholic Mandate).
BDHS Board of Trustee Responsibility to Religious Affiliation and Mission
From a governance perspective, the Board of Trustees must comply with and assure that the ByLaws are maintained. The By-Laws are specific with regards to religious affiliation and that
relationship to fulfilling the mission of the school. Therefore, a specific responsibility of the Board of
Trustees is to implement a governance framework that promotes and sustains the Catholic Identity
of the School and The BDHS Catholic Mandate.
To maintain the independence of school operations, the Board’s governance framework specifically
encourages, works with, and holds accountable the Head of School and other leaders in the School’s
administration to diligently safeguard and continually assure that all school activities, curriculum
development, classroom materials, and course delivery activities adhere to The BDHS Catholic
Mandate as specified in the By-Laws.
The Board of Trustees also ensures that The BDHS Catholic Mandate is maintained over time
through four additional measures. First, the Board actively solicits and elects local clerics and
religious as members of the Board of Trustees to sustain active involvement and advisement on
matters of Catholic Identity, mission effectiveness and The BDHS Catholic Mandate. Second, the ByLaws also provide additional support for The BDHS Catholic Mandate in Article 3, item 2 of the
mandate with the appointments in collaboration with the Archdiocese:
3.2 Number. The Board of Trustees shall consist of not less than thirteen (13) or more than
twenty-one (21) Trustees. In collaboration with the Regional Bishop/Episcopal Vicar, the
Archdiocesan Leadership Team will appoint one of the three Archdiocesan representatives atlarge and the Regional Bishop/Episcopal Vicar will appoint two representatives.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
100
Third, the Board maintains a board-level committee devoted to Mission Effectiveness that
informs the board, works to advocate continued fidelity to Catholic Identity, and strives to
enhance the overall spiritual health and development of students of all faiths. The Mission
Effectiveness Committee has developed a list of eight standards as criteria to judge the
effectiveness of the school’s Catholic Mission and guide the Board’s governance process in this
area. Fourth, the Board of Trustees also elects a member from the Mission Effectiveness
committee to serve as one of the five Board Members (including the Board Chair) on the
Governance Committee that works directly with the Head of School on all matters of School
Governance.
Thus the relationship of the BDHS Board of Trustees to the governing body of the religious
institution, namely, The Roman Catholic Church as represented by the local Ordinary, is defined
through the By-Laws of the School and the legal stipulations outlined in the By Laws.
As outlined above, the Board of Trustees has formulated a governance structure, framework and
process to assure that the Roman Catholic identity and The BDHS Catholic Mandate is sustained
while maintaining the independence of the school’s operations. At the same time, the framework
provides ample opportunity for the Board to work with the Head of School and other key
administrative leaders to ensure educational excellence or remedy any failures in this important
area of the School’s mission.
8. Assess the clarity and effectiveness of the separation of the Board’s role, purview, and scope of
authority from those of the administration.
Board members have a very clear understanding of their defined roles, responsibilities, and
limitations with respect to school operations. Trustees understand their role to support and ensure
financial stewardship, hire and evaluate the Head, and serve on one or more Board subcommittees
serving strategic initiatives. Each September, this is reviewed at the annual trustee
orientation/retreat. New trustees are also provided a copy of NAIS’ Trustee handbook for
Independent School Boards. Best practices in this handbook are referenced at the fall orientation
and as needed throughout the school year. A handful of trustees are also current school parents and
these trustee-parents are provided additional guidance from returning trustee-parents in defining
and keeping separate these two important roles. The school’s organizational chart is critical as a
visual to best understand the role and reporting relationship of a trustee. For trustee-parents, the
Head and school leadership team communicate to faculty the same message that these roles are to
be separate and when meeting with a trustee-parent, the conversation is about their child only.
Reporting of the day-to-day operations to the trustees is handled by the Head. Presently, the Board
and Head have a very collegial relationship and the board supports the Head in formal and informal
ways like ensuring fair compensation within the school’s means, keeping the Board focused on the
big-picture, while allowing the Head to administer the school, and remaining available to the Head
for advice and support at all times.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
101
9. Based on the responses to the questions above, what are the two or three most important areas that
the Board of Trustees should address with respect to strengthening governance and meeting major
needs of the school?
The Board should address the following with respect to strengthening governance and meeting
major needs of the school:
a. Expand the diversity of trustees from a variety of backgrounds and professions.
b. Explore new avenues for revenue through trustees’ own social and professional networks.
c. Review Board committees and align to strategic intents.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
102
Chapter 15. Administration
The Head of School and administrative team have full responsibility for developing, leading, and
supervising the operations of the school. The administration’s responsibilities entail collaboration with
the Board regarding strategic issues and also with the faculty and staff regarding the school’s efforts to
build and sustain a high quality program. It is the work of administration to build a professional culture
where the faculty are committed to their own development as teachers and learners; where curriculum is
regularly reviewed and renewed; where communication is open and frequent; where future directions
arise from a clear educational vision and a spirit of collaboration; and where every adult is committed to
the nurture and support of every student.
Standard 15: The administration effectively leads the school in assessing, planning, and innovating, as
well as in managing the educational program and the overall operations of the school. The
administration takes responsibility for establishing and maintaining a healthy, collaborative, and
supportive environment for teaching and learning, and it actively promotes ongoing school
improvement.
Indicators of meeting Standard 15: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. The school’s administrative leaders, working in collaboration with the Board, prepare for the next
stage of growth, help to organize strategic planning processes, and plan for resources needed in the
future.
2. The school’s administrative leaders provide direction and deploy resources to sustain and improve
curricular and co-curricular programs and to make the student learning experience as positive as
possible.
3. The Head of School, who is qualified by education, experience and abilities, effectively articulates a
shared educational vision and embodies the values of the school in his or her work.
4. The members of the school’s administrative team are qualified by education, experience, and
abilities to carry out the duties and responsibilities which are delegated to them and to support the
school’s efforts toward institutional improvement.
5. Opportunities are provided for administrators, faculty, and staff to be involved in the planning and
decision-making processes concerning professional development activities.
6. The administration ensures that there are communication channels available to students, parents,
faculty, and staff to offer suggestions and voice concerns.
7. The Head and administration work effectively together, both individually and as a team, modeling
the kinds of collaborative professional relationships they seek in faculty.
8. The Head makes it a priority to develop and sustain a mutually supportive working relationship with
the Board Chair and Board members.
9. The Head and administrative team members communicate effectively with one another and with
the faculty and staff. The faculty and staff experience this communication as being regular, reliable,
open, honest, and effective.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
103
There is no Baseline Requirements Checklist for this Standard.
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. What are the strengths of the administrative team, and how are they reflected in the environment
that the school has created for teaching and learning?
The school’s leadership team is comprised of five individuals: the Head of School, Assistant Head of
School (who oversees Curriculum, Instruction, and Student Conduct), Director of
Advancement/Admission, Director of Spiritual Life, and the Athletic Director. The strengths of this
team include collegiality, availability, flexibility, forward thinking, determination for success, and a
true sense of dedication to their job and the school. Through their respective roles, these strengths
are permeated throughout the school and lay the foundation for success in the areas of curriculum
and instruction, spiritual life, and athletics. This team operates with the school’s mission at the
forefront when making critical school decisions. The leadership team also exhibits a strong sense of
transparency with faculty and staff. The five team members encourage active participation and
involvement among faculty and staff and provide an open door policy. With respect to teaching and
learning, the Assistant Head of School chairs the curriculum committee, which in turn sets goals for
curriculum and instruction that align with school wide goals as developed by the Head of School and
Board of Trustees, when possible. The curriculum committee of Academic Deans and the Director of
Resource Services serves as an academic leadership team at the teaching and learning level with
faculty and students.
2. What structures and practices are in place to ensure effective communication among administrators,
individually and as a team, and between administration, faculty, and staff?
The leadership team meets approximately three times per month as a group. The Head of School
meets individually with each team member on a daily and as-needed basis in between team
meetings. Pressing matters in need of an immediate group decision are dialogued via email if/when
necessary. Weekly email updates are sent to faculty and staff the Friday before a new week with
important announcements and information from the leadership team. This update is also a vehicle
for faculty and staff to include announcements. The third Monday of each month is a scheduled
minimum day and reserves three hours for faculty professional development and meeting time.
Time is slated at the start of these meetings for the leadership team to share updates with faculty
and staff about their respective area of the school. The Head and Assistant Head visit classrooms
weekly to bi-weekly, also providing an opportunity for face-time between faculty with prep periods
and the leadership team. The team encourages faculty and staff to visit their respective office, as
the policy remains open door.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
104
3. How have the professional growth and development goals for administrators been determined and
pursued? Has this process been effective in developing needed strengths in administration?
Professional growth and development goals are generally determined through collaborative effort
between the Head and each member of the leadership team, individually. Each team member
outlines their professional goals, reviews and revises these goals with the Head, and from there
determines the support needed to execute the goals. Professional support for these goals has
included but is not limited to workshops with the local county office of education, conferences on
spiritual life at the University of Notre Dame and at Steubenville, ISM and CASE conferences on
admissions and advancement/development, NCEA annual conventions and expos, and CAIS regional
and Head/Trustee conferences.
4. What avenues and programs are in place that help to develop leadership capacities among current
and potential administrators at the school?
As referenced above, the present leadership team does partake in professional development
relevant to their respective roles as needed and warranted. Faculty and staff who may demonstrate
or exhibit a potential for leadership are often placed in roles that may allow them to thrive and gain
necessary experience. In the past few years, this has occurred with personnel in the counseling
office, English faculty, social studies faculty, and in educational technology. These faculty members
have been invited to assume additional responsibilities in their areas of interest and are supported
members of the leadership team. Support has also included professional development workshops
like the ones mentioned above with the county office of education, CAIS, and NACAC to name a few.
5. What is the role of administrators in clarifying the school’s professional expectations for faculty and
in addressing deficiencies in the quality of any teacher’s performance?
The Assistant Head of School and Academic Deans in collaboration with the Head of School, as
needed, work to clarify the school’s professional expectations and address deficiencies in the quality
of teacher performance. Walk-through observations occur regularly by the Assistant Head of School,
Deans, and Head. The Deans and Assistant Head of School also perform longer, more formal
observations in support of professional growth expectations as set forth for each teacher each
spring. Deficiencies in the quality of any teacher’s performance are noted in print and addressed
face-to-face as needed. In the past year, the Head, in collaboration with an employment attorney,
worked to revise the faculty employment agreement. The nature of the changes included the
elimination of a tenure-like clause for faculty with three or more years of service to the school. The
motivation behind this change, also supported by the board of trustees, was to encourage
inspirational and superior instruction year to year. The Head and Assistant Head are committed to
embracing and rewarding excellent teachers, supporting and working with teachers in need of
coaching, and removing deficient teachers.
6. How do administrators, individually and as a team, gauge institutional and programmatic needs?
Describe how they typically deploy resources to meet those needs. Are these processes effective?
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
105
The leadership team is very forward thinking and new and exciting ideas for institutional or
programmatic advancement are often discussed and then implemented. Leadership team meetings
or individual meetings between team members and the Head regularly center around a “I’d like to
try…” conversation. This excitement, enthusiasm, and passion for growth are just what the school
thrives on. Arguably, the leadership team has their pulse on the needs of students as four of the five
members teach courses daily. The fifth member coordinates the student ambassadors and therefore
has regular contact with students in marketing and showing off the school. Resources are deployed
as necessary for institutional and programmatic needs. Needs that do not require a financial
commitment are quick and easy to deploy through the appropriate channels of faculty and/or staff.
Needs requiring significant and/or unbudgeted financial resources are either tabled until the next
budget year or in the case of a now-is-the-time need, the Head may appeal to the board of trustees
or to benefactors to support the idea in the immediate future. The school exercises caution in these
cases to not tap and exhaust the same benefactors over and over again.
7. How do the Head and administration manage the aftermath and challenging outcomes from difficult
decisions? Cite a recent example that illustrates key dynamics.
The most difficult decisions made by the administration at Bishop pertain to personnel and money.
In the past two years, we had to reduce the number of faculty as a result of lower enrollment to
balance the budget so that student programs were not sacrificed. Reducing personnel is never easy.
The aftermath of these decisions was managed by clear and transparent communication with school
community, reiteration of the open door policy of all administrators for those with questions or
concerns, and the administration’s focus on the positive, including the preservation of student
programs.
8. What are the most significant dilemmas that the Head and administration face that do not have
easily identifiable solutions? What headway, if any, has been made in these areas?
The most significant dilemmas facing the Head and leadership team presently center around
enrollment, finances, and the retention and pursuit of the most highly qualified faculty for the
school. The school has made some headway in pursuing the most highly qualified teachers with the
hiring of an English and science teacher who replaced ineffective instructors. We make every effort
to retain our best teachers with a competitive compensation and benefits package, consistent with
CAIS means and medians for secondary school teachers, with the goal of providing salary increases
despite declining enrollment. Since the finances of the school are so closely tied to enrollment, fresh
marketing campaigns targeting full-paying families and untapped pools of potential students (e.g.
the public school sector), have been implemented with the goal of increasing the student applicant
pool and attracting families who can pay the tuition.
9. Based on the responses to the questions above, what are the two or three most important areas that
the school should address with respect to the administration or the challenges that lie ahead for it?

Increasing the enrollment of the school to a student body target of approximately 300 students.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
106


Hiring and retaining the most qualified teaching professionals who buy into and support the
Catholic mission of the school.
Exploring new and augmenting current sources of revenue to support school-wide growth.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
107
Section VI: Institutional Improvement and Sustainability
Chapter 16 – Self-Assessment, Decision-Making, and Sustainability
Taking stock of a school’s institutional health on a regular and ongoing basis and analyzing the resulting
information and data to guide change and improvement are important key elements in developing longterm institutional vitality and sustainability. Substantive school improvement is built upon an
examination of meaningful data that reveals trends, and change requires a candid assessment of
strengths, needs, weaknesses, and opportunities. Schools that ignore data gathering and analysis in
major decision-making place themselves at risk, as it is challenging to make consistently wise
institutional choices when important facts are unavailable. By contrast, sustainable schools analyze data,
ascertain its meaning, and use it to inform and guide institutional change initiatives. The data gathered
through this process can help not only to deepen the understanding of challenges facing a school, but
also to promote collaborative reflection, planning, decision-making, and, ultimately, school
improvement.
Standard 16: The school regularly engages in mission-based assessment practices that include the
collection, analysis, and effective use of relevant data. This data is important in evaluating the
school’s educational programs, as well as in informing decision-making in other areas of school
operations. The school readily identifies and promotes changes needed for school improvement in a
manner that marshals sufficient resources and garners the community support necessary for
successful implementation.
Indicators of meeting Standard 16: Schools that are meeting the standard at a high level will typically
exhibit most or all of the following indicators.
1. Student performance data and information gathered about student learning is used to inform
ongoing instruction, program review, and revision.
2. The staff has a clear role in organizing and providing useful data indicators of school health and
effectiveness.
3. Board members and staff are experienced and adept in the use of data in decision-making.
4. Avenues are created for students, parents, school personnel, and alumni/ae to provide feedback on
the school’s effectiveness and considerations for improvement and change.
5. Data and information gathered about student learning guide a systematic professional development
program designed to achieve continuous improvement.
6. Major change initiatives are a) based upon the analysis of relevant data, b) carefully planned, c)
guided by the school’s mission, d) communicated to constituencies, and e) monitored through an
accountability plan.
7. The school additionally uses data from external sources to understand social, demographic,
economic, and other trends and to inform its decision-making.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
108
8. There is broad appreciation within the school of the importance of a strong capacity for institutional
self-awareness and of sustained engagement with the understandings that such awareness
provides.
Baseline Requirements Checklist for Standard 16: Schools are typically expected to fulfill all of the
baseline requirements listed below, as they are essential to the operation of an effective school. If the
school responds “no” to any of the items, an explanation for that response is necessary and can be
entered at the end of this section below the checklist. Please delete “yes” or “no” to reflect the
appropriate response.
1. The school fully completes the annual data entry in all sections of the Independent School
Dashboard.
Yes
2. The school participates fully, accurately, and in a timely manner in the data collection undertaken
annually by CAIS and NAIS.
Yes
Questions: Please respond to each of the following questions, keeping in mind that they are intended to
promote institutional self-reflection and depth of thought. Responses that display insight and
succinctness are preferred over those that rely heavily on sheer volume and length. If, in order to avoid
potential redundancy, a school chooses to answer two or more questions simultaneously with one essay
response, it should be clearly indicated.
1. Using three major change initiatives in the past five years, demonstrate how data was used to
identify a challenge and formulate the needed change. How does the school assess the effectiveness
of the new initiatives?
Curriculum and Instruction: The school has made substantial progress in the area of curriculum
development. Under the direction and guidance of the new school leadership, the Head of School
(principal) and Assistant Head of School (vice-principal) did a thorough review of the family
demographics that Bishop serves, resulting in the selection of the Professional Learning Community
model (PLC) to guide curriculum evaluation and development. In 2010, a Teaching and Learning
Vision Statement was developed by the teachers with the guidance of the Assistant Head of School
and Academic Leadership (Curriculum Committee). This curricular vision has been stewarded since
2010, with trainings provided to the academic leadership and faculty to implement the PLC model.
Three essential questions guided this process:



What do we want students to learn?
How do we know if they’ve learned it?
How do we respond when they don’t?
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
109
Substantial work has been completed that addresses these questions. Much of the
recommendations in the 2013 CAIS self-study involve the need to continue work in addressing these
essential questions so that the teaching and learning vision statement can be realized.
Through this process, a teacher observation/evaluation system was developed collaboratively with
the faculty, founded on the school’s mission, aligned with the California Standards for Teaching
Professionals (2009), and embedded with elements from the Rigor-Relevance framework to have
teachers begin reflecting on their instructional practice. Also developed in 2012-2013 was the formal
Performance Review, which takes place in the Spring between the Assistant Head of School,
Academic Dean and the teacher and is based on classroom observations, teacher reflection,
discussion, and other school data. In the 2013-2014 school-year, the school implemented the MidYear Performance Review, designed to assist teachers in monitoring progress on identified areas of
growth from the previous year. These reviews will take place in January of 2014.
Many departments have made progress in standardizing grading protocols. For example, the math
and English departments have agreed to use specific and uniform grade weightings for college
preparatory and honors level classes (not AP). Further, the AP program teachers have been working
on aligning academic grades with predicted performance on the AP exam, to better communicate
and assess students against the college board learning criteria for each AP exam.
Food service: An all-school parent satisfaction survey in the fall of 2013 suggested that one of the
weakest areas of the school was that of food service. Around the same time, the Trustees
established a goal for the Head to improve the financial position of this program and its food
offerings. The parent response to the survey and the Board goal prompted another survey specific
to food service. Student government polled students at the same time. Written comments
suggested and overwhelming desire for healthier food options and 85% indicated they would be
willing to pay more for better quality and healthier food. As a result, the Head eliminated the
current personnel and selected one of three bids to provide food service. This will be implemented
in January 2014. Under the new model, there will be zero personnel cost to the school as the new
model uses an outside service and the proposed menus include fresh and healthy food options.
Implementation of STAR (Student That Accept Responsibility): Using data that suggested low quarter
and semester grades were often the result of missing or incomplete homework assignments, this
program was designed to support these students. At the same time, the minimum semester GPA to
be eligible to receive financial aid increased from a 2.0 to a 2.5. As a result, with the implementation
of these two measures/programs, the D/F rate per quarter and semester has dropped.
2. How does the school educate the faculty and administration in the appropriate use of data to inform
instruction and improve teaching and learning? What, if anything, could be done to make these
education efforts more successful?
The Assistant Head of School in collaboration with the school’s academic leadership team has
provided four years of professional development focused on using data to drive classroom
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
110
instruction. This has been a significant change for teachers, as with the appointment of the current
Head of School and Assistant Head of School there had been little work done in curriculum
development with a focus on data driven decision making. This change has been challenging for
some, as it focuses on collaboration between teachers and eliminates the sense of “independent
contractors” that the teaching staff had been used to. These efforts have illuminated the school’s
lack of data in general. However, with all of the Professional Learning Community work lead by the
academic deans and the Assistant Head of School, common benchmark assessments and other
assessment tools are being developed in an effort to drive instruction and to generate more student
learning data to help us drive curricular efforts.
In order to make these efforts more successful the school leadership has responded to concerns
from faculty that there has not been enough time to complete this work. Consequently, the school
leadership has reserved Mondays as “short bell days” with between 1-2 hours provided for PLCs to
meet and work on developing these tools and to collaborate about the curriculum. More time,
however, is still needed.
These efforts would also be more successful with a school culture shift, which includes faculty buy-in
to the PLC model. Substantial training has occurred over the past three years on the PLC model;
faculty have been provided Professional Development binders which include all training and support
materials necessary to conduct this work independently and collaboratively. Still, however, there are
some faculty who do not yet see the value in this model, evidenced by feedback reported by some
teachers and Deans to the Assistant Head of School. In order to remedy his cultural problem, faculty
still struggling with this model shift (away from independent contractor and toward professional
collaboration within the PLC) could be sent to targeted professional development training around
the PLC model. Also, the school could open a search for highly qualified faculty that understand the
PLC model and are willing to work within it.
3. In its decision-making processes, how does the school simultaneously encourage innovation and
manage risk as it plans for the future or contemplates change? Provide relevant examples.
Following the 2010 CAIS accreditation visit, the school contracted with two individuals who are
experts in the area of school finance. These individuals created a 10-year stress test model for the
school using actual budget figures from the previous few years. The model allows the Head to adjust
major income and disbursement areas like tuition, financial aid, salaries, benefits, capital projects,
and fund raising. This model is allows for anticipated or projected change and has the potential to
minimizes risk. The model is used by the Head of School as a reference when planning the annual
budget and when reviewing the past year.
4. What data that the school does not currently have would aid decision-makers in their work of
leading the school? Is there potential data regarding factors that are hard to measure that the
school would find useful in decision-making and planning?
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
111
The school would benefit from data that indicates the giving potential for the school’s major
benefactors, trustees, parents, and alumni. The Director of Advancement has begun exploring
services of this nature. Knowing the giving capacity of our constituents is a critical, and presently
unknown, factor in our fundraising campaigns. The advancement office plans to partner with a
company to conduct this assessment in the 2013-2014 school year.
5. Using concrete examples, describe how significant change has occurred in the past at the school.
When it has been successfully proposed, implemented, and embraced, what factors have made this
possible? When proposed change has not been implemented or when it has been implemented but
has not been successful, what has impeded it?
An example that worked: Implementation of STAR (Student That Accept Responsibility). Using data
that suggested low quarter and semester grades were often the result of missing or incomplete
homework assignments, this program was designed to support these students. At the same time,
the minimum semester GPA to be eligible to receive financial aid increased from a 2.0 to a 2.5. As a
result, with the implementation of these two measures/programs, the D/F rate per quarter and
semester has dropped.
An example that did not work: The horizontal teaming model for the PLCs. The school is simply not
big enough to use horizontal teaming, as it creates too much planning pressure on faculty. Switching
to a vertical team has been a drastic improvement.
6. As the school looks ahead at the prospect of implementing the major changes identified as important
in various chapters of the self-study, what are the two or three most important things it must do to
set the stage for the successful implementation of these changes? Are there any considerations
regarding the overall process of change at the school that need attention or resolution at this time?
Personnel changes (faculty): continue with regular observations; provide clear and meaningful
feedback through documentation; establish goals and areas for growth; provide coaching and
support throughout the entire process.
Increase fund raising: advertising, vetting, and hiring of a Development Director (Spring 2014);
evaluate data for assessment on giving capacity of major donors, parents, and alumni.
Enrollment: stability in the admissions office at the director level; vary and target outreach and
marketing strategies to specific populations.
7. What are the two or three most important areas that the school should address with regard to its
effective use of data for self-assessment, decision-making, strategic planning, and the
implementation of change?
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
112
Enrollment: increase enrollment, reduce attrition, and retain students who are the very best fit for
the school.
Finances: remain competitive with salaries and benefits; increase fund raising revenues from new
funding sources; continue to explore and endowment campaign.
Effective Faculty: seeking experts in their field, who buy into the mission, core-values, and direction
of the school and who are the best at delivering clear instruction and developing curriculum within
the educational paradigm that has been adopted.
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
113
SUMMARY: SELF-STUDY FINDINGS AND CONCLUSIONS
1. What emerged from and was substantiated by the self-study process as the school’s areas of
greatest strength?

The Catholic Identity of the school is visible and celebrated in many ways.

There is a very strong sense of community, school pride, and family atmosphere among
stakeholder groups.

The school leadership team is committed to assessment, evaluation, and implementing changes
as needed in various areas of the school to improve the student formational experience.

The academic and co-curricular programs are strong and ever evolving to best reach students
and family needs and interests.
2. What new and useful information about the school was generated by research or discussion
associated with the self-study process? What did the school discover about itself?
The parent satisfaction survey was eye opening in many areas of the school. While the open-ended
comments from the survey acknowledged the four major strengths above, among others, concerns
were identified in the following areas:






Effectiveness of named faculty
Some academic departments perceived as weaker than others
Food service in need of an overhaul
Growth in enrollment
Increasing tuition
STEAM Academy growth and development
3. In drawing upon the analysis of issues and the identification of future work contained in the selfstudy chapters, what would the school now designate as its most important five to eight institutional
strategic priorities for the next several years?
a) Enrollment – Attracting and retaining the most qualified students
b) Marketing – Strategically align marketing campaigns with prospective student and family
interests
c) Finances – Increase fund raising dollars in the areas of grants, endowment, and new monies
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
114
d) Effective Faculty - Seek expert faculty in their field, who buy into the mission and direction of
the school and who are the best at delivering clear instruction and developing curriculum within
the educational paradigm that has been adopted
e) Curriculum and Instruction – Continued training and professional development for faculty within
the PLC paradigm as well as the adoption of an instructional framework that focuses on
developing students’ higher level thinking skills. Also, a focus on developing an integrated
technology program that supports student learning
f) Planning – Continue and expand a deliberate and targeted review and alignment of the Master
and Strategic Plans
g) Catholic Identity- Continue developing our unique Catholic identity through the newly identified
core-values. Look to implementing a character formation program that strengthens our school
mission and markets our Catholic identity to a broader base of prospective students
Bishop Diego High School
2014 CAIS / WASC / WCEA Self-Study
115