C2

=Category C: Support for Student Spiritual, Personal and Academic Growth=

Moreau Catholic High School students are connected to: a varied series of academic and personal support services overseen by the Office of Instruction, extensive co-curricular activities through varied social and personal enrichment programs and challenges, and a community of faith cultivated in partnership with CMT and the Theology Department.

C2

 * Are students connected to a system of support services, activities, and opportunities at the school and within the school’s community of faith that meet the challenges of the curricular/co-curricular program in order to achieve the expected schoolwide learning results?

Suggested Areas to Analyze
> achievement of the expected schoolwide learning results > instruction > ability
 * 1) student profile
 * 2) the correlation of personalized student support with student
 * 1) the level of school coordination of a system of support services that allows maximum effectiveness
 * 2) processes for intervention or referral
 * 3) the relationship of the support services and activities to the classroom
 * 1) the level of involvement of teachers with students within and outside the classroom
 * 2) the strategies to develop students’ self-esteem, a personalized approach to learning, and connections to the learning environment
 * 3) the availability of adequate services, including referral services, to support students in such areas as health, career and guidance counseling, personal counseling and academic assistance
 * 4) the degree to which the co-curricular activities are linked to the expected schoolwide learning results
 * 5) the level of involvement of students in curricular/co-curricular activities such as student leadership organizations
 * 6) level of participation in government-funded programs
 * 7) the demonstration of respect for persons of diverse backgrounds and
 * 1) the methods utilized for ensuring that leadership potential is recognized and developed
 * 2) student use of support services
 * 3) student interview and survey data on the effectiveness of all support services
 * 4) the relationship of support services and activities to continuing education, career planning and preparation
 * 5) additional evidence


 * Areas of Strength**

3. The level of school coordination of a system of support services that allows maximum effectiveness

Evidence: - Counseling Dept: 3,000 visits to counselors for support. - Attendance Office: 96 % positive feedback from parents - Business Office: 94 % positive feedback from parents

5. The relationship of the support services and activities to the classroom instruction

Evidence: -- Saints and Scholars: Parent meetings and Classroom strategies for students -- Curriculum Mapping: Tools to help teachers in the classroom -- Technology and the Library -- No Child Left Behind funds for teachers to improve classroom instruction -- Field trips: physics - Great America, anatomy - Tech Museum, sports and society - Stanford, english - SF, drama - Plays, government - Trial, spanish - Day of the Dead exhibit, -- Retreats: Sophomore Immersion and projects in classroom -- Cookies Coco and Cram -- More support for SOPHOMORES

6. The level of involvement of teachers with students within and outside the classroom

Evidence: -- Prefecting of events -- Academic Support -- Math contest -- Technology by Teachers -- Cookies Coco and Cram -- Jersey's to Teachers


 * Areas of Growth**

1. Student Profile

Suggestions: ~ Using this more effectively or strategically. ~ ASC could use the profile to communicate more to students and parents

12. The demonstration of respect for persons of diverse backgrounds and ability

Suggestions: -- Affiliate ourselves with organizations that pitch messages about diversity -- More powerful messages like the one received by Mr. Hawkins -- Homeroom Committee to help lead in discussions about diversity and respect -- Survey results show that many do not feel respected at the school -- Frosh Retreat speaks about many of these messages -- Black History month article: students were disappointed by lack of messages about the history of diverse cultures. -- students have a voice about the themes and messages pushed by the school

7. The strategies to develop students’ self-esteem, a personalized approach to learning, and connections to the learning environment.

Suggestions: -- Saints and Scholars know how to advocate for themselves -- Student of the Month: How many teachers nominate -- School facilitate a time for teachers to send out nice notes for students -- Grading on time! Oversight? -- Extension of study skills for students that need that support

Guiding Questions


 * Areas of Strength || Evidence ||  || Areas of Growth || Evidence ||
 * 3. || Very good work with various programs on campus. ||  || 1. || a personal page that provides information for the student's involvement. Can we improve this? ||
 * 9. ||  ||   || 11. || ??? ||
 * 5. ||  ||   || 12. || Incorporate everyday, rather than providing a month. ||
 * 6. || Tech involvement. ||  || 15. || What are the surveys students take and where is the date from that survey? What do we do with the info? ||
 * || reference virtual evidence page. ||  || 6. || Data about teacher involvement. ||
 * ||  ||   || 7. || Data. How many teachers send out notes? How do we actually show this? Survey about activities? ||
 * ||  ||   || 14. || How many students use support services? Are they the same students? ||
 * ||  ||   || 8. || What are the preventions for interventions? What are the signs we see prior to intervention. More conference dates? ||
 * ||  ||   || 13. || Do leaders have a clear mission statement/vision statement?

Other Areas of Growth to address:

Online support through software to **recognize students coming in with lower tests scores**.
 * Distinct Math Lab,** resource for teachers to tutor students

Teacher and ISP support. Training for ISP students to understand american culture. Ongoing orientation. ||

Virtual Evidence Link
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