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// Note to Visiting Committee: //
Welcome to the collective wikispace for Category C. In this wiki you will find record of the focus groups who addressed the criteria questions for C1-C3. Focus groups reviewed helpful documents and the belief statement (listed below) when they first began meeting in 2010. On the left hand side navigation tab, you will find the artifacts from focus group meetings held between 2010-2012. For each criteria question, there are four affiliated pages:

__Brainstorm:__ The collected notes from all focus group meetings. __Narrative:__ The draft narratives that were developed by the core team and reviewed by the focus groups. Subsequent edits were proposed and incorporated into a working draft. __Evidence:__ A map to virtual and physical evidence that is referenced in the narrative. __Strengths/Growths:__ Strengths and growths that were developed into the Schoolwide Action Plan.

We think you will find the Evidence pages to be the best reference as you begin examining the evidence referenced in our narrative prior to your actual site visit on March 4-7 (we've provided quick links to these pages below). Hard copy evidence will also be available to you at the school site during the visit. The other web pages (Brainstorm, Narrative, and Strengths/Growths) offer a glimpse into the process and products of our focus group work which led to the final draft of our self study.

C1 Evidence C2 Evidence C3 Evidence

Focus Group Assignments (Peter Shelley Lead)
Focus Group #6: C1 (Focus Group Chair - Tony Rodriguez) Focus Group #7: C2, C3 (Focus Group Chair - Liz Flores)

Helpful Documents:

**BELIEF STATEMENT (rev 2009)**
The board of trustees believes that Catholic education is centered in Christian values, high standards and expectations, outstanding achievement and self-esteem. To this extent, the school will continue to recognize the talents and achievements of students while providing opportunities by which students are guided to higher levels of informative, formative, and transformative experiences in terms of religious, intellectual, and personal development. We believe that the school community will identify the needs of students and allocate resources to provide opportunities for meeting those needs. This will be accomplished in the context of Father Moreau's vision, “Our students are destined to live amid the activities and problems of the world. They should not be made to live a type of life which they would have to abandon when they leave our school. Rather, our students should be trained in such a way that they may be everywhere what they were in school.”

The board of trustees reaffirms that the beneficial outcomes of the school's cocurricular program are an effective response to the mission of the school. We recognize the sizeable investment of resources it takes to maintain the high standards necessary for cocurricular programs to be administered within the context of the school's mission and philosophy. To this end, the school shall maintain a balance between support for the goals and expectations of cocurricular activities and the goals and expectations of curricular activities. We view each set of goals and expectations as mutually beneficial for all students in the development of the whole person. We are committed to positioning the school as the leading provider of a college-preparatory, values based education throughout southern Alameda County.

C1. Campus Ministry/Community Based Service Learning
Students grow as persons of faith through appropriate and meaningful experiences of prayer, liturgy and community-based service learning which support spiritual formation, the philosophy and mission of the school, and the accomplishment of the expected schoolwide learning results.

C2. Student Connectedness
Students are connected to a system of support services, activities and opportunities at the school and within the community that meet the challenges of the curricular and cocurricular program in order to achieve the expected schoolwide learning results.

C3. Parent/Community Involvement
The school leadership employs a wide range of strategies to ensure that parental and community involvement is integral to the school's established support system for students.

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