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

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**__ Liturgy __** · School-wide liturgy is celebrated by entire community, regardless of faith · Masses and other liturgical celebrations are student-created and student-centered **__ Prayer __** ** · **Strong culture of formative prayer experiences ** evident throughout the entire Moreau Community. **  · ** Our community of prayer extends past our current student population well into alumni and their families. ** **__ Service Learning __** Moreau Catholic High School defines Service Learning in a multitude of ways: ** 1. students learn skills that can be taken into the community to provide service ** ** 2. students learn civic responsibility and local community outreach ** ** 3. students assess the needs of the global communities and then take action ** ** 4. students reflect on and share the results of their actions **


 * Do students grow as persons of faith through appropriate and meaningful experiences of prayer, liturgy, and community-based service learning?

"SUGGESTED AREAS TO ANALYZE IN DETERMINING THE DEGREE TO WHICH THE CRITERION IS BEING MET" :


 * the degree to which student classes and activities begin with prayer
 * level of student centeredness in liturgy planning
 * the provisions for retreats/days of recollections
 * the degree to which the curriculum and co-curricular activities are linked to and promote spiritual growth, Christian leadership and service
 * the opportunities available for Reconciliation
 * the degree to which Confirmation programs reflect (arch)diocesan programs and practices
 * additional evidence

**__ Responses to Guide Question __**


 * Student growth as persons of faith are evident through prayer and liturgy, but community-based service learning needs some attention.
 * Definitions of “liturgy” and “service learning” (cross curricular) need to be clearly articulated through all departments.
 * Is there any legitimate service learning present at MCHS?

> __(in response to "the degree to which student classes and activities begin with prayer" and "level of student centeredness in liturgy planning"__
 * PRAYER: **
 * School-wide morning prayer (moment for pause, school-wide respect), led by both students and administrators.
 * Many departments at MCHS (Theology, Math, PE, History, to name a few) begin each session with prayer. Some classes offer a moment of quiet reflection before a test . Some classes have student-led prayers before tests. Many athletic programs -- Football, Softball, Volleyball, Men's Tennis, and others --- offer a prayer before competitions.
 * Many Theology classes discuss how to design student-centered, student-moderated, student-created prayer.
 * Some PE classes write prayers to someone for someone. Tradition of prayer over years
 * Some Math classes offer, in addition to prayer, moments of spiritual reflection
 * It's evident that the "Belief in the power of prayer" is shown throughout the MCHS Community – addressing needs in the smaller or larger community school-wide prayer requests to informal "prayer petition" emails
 * School provides informal and formal prayer opportunities (sports, classroom, Mass, etc.)
 * Graduates, families, and students have given testimony to the power of prayer, as it addresses the needs of our community (alumni, families, etc.)
 * School-wide and classroom prayer follows liturgical calendar, thematic and appropriate for time of year (morning prayer, Mass)
 * Candles set tone in department meetings
 * Sacred Space in classrooms for student use and around the school (counseling office space), want to make the Marion grotto more Holy Cross
 * Proximity to the cemetery and St. Clement's and using these as places for prayer related activities
 * Chapel upstairs used often, library as well as needed
 * not just within a formal structure, but also left up to students at retreats, reflective time to have a personal prayer experience that is appropriate for the individual
 * Example for students set by the example of teachers and adults at school (Back-to-School Night, College Night, Crab Feed, non-student centric events)
 * Informal expression of interest in prayer by students (overheard in the hallways, anecdotal evidence)
 * retreats and classroom days of recollection both utilize tactile approaches - different models of prayer to deepen spiritual awareness (formation)
 * retreats and classroom days of recollection both utilize tactile approaches - different models of prayer to deepen spiritual awareness (formation)


 * In response to "opportunities available for Reconciliation" **
 * availability to school chaplain in general terms (informally)
 * offered formally during Advent and Lent (sign ups)
 * sacramental aspect of Reconciliation is offered during the Senior retreat, made available to all by invitation


 * In response to " the degree to which Confirmation programs reflect (arch)diocesan programs and practices" : **
 * all Confirmation preparation is done through students' parishes, not MCHS
 * after, students help in Confirmation retreats, also through their parishes

"Resources" present during the Retreat Experience (across the Program) - frosh retreat occurs on campus, 1 day, rather than at St. Joseph's School for the Deaf (mandatory) - Soph retreat included BART fare/transportation for all students and chaperons (mandatory) - Junior retreat $70, overnight retreat, use MCHS buses - Senior retreat is $200 and does not include transportation - Junior and Senior retreat are "optional", provide chance for intense transformation - access to opportunities for non-CMT students -- The school community is committed to these retreats at all levels, from the board to the student presenter.

--more teachers participating in retreats Is the Kairos experience important enough to make it possible for all students and faculty? Clarification of the term "retreat" for faculty members in order to highlight the importance of this event to all students and their Holy Cross experience. Helping parents and students plan for the cost of Junior and Senior retreats early
 * (PRAYER) Area of growth: **

making some aspect of the experience accessible to all students (difficult to balance costs, time out of class, etc). finding ways to ensure that students who want to attend Kairos will be able to financially
 * (PRAYER) Area of strength: **


 * LITURGY **

---more participation in singing ---Clearer Tone setting in class and outside of the class (before entering the Church) -–Tone setting should include a sense of community, greeting your neighbors. ---How to bridge this gap: "Social energy" vs. "disrespect". Need a more formal way to address this in a manner that is consistent and uniform amongst teachers and students. More school-wide structure for preparation/expectation (a template of sorts?). This can start in the classroom and carry a "zero tolerance" weight --- the timing of Mass during the school day. The shift from class to mass to class can be confusing for teachers and students. Morning -- not all student body would be present? Afternoon -- disruptive to sports, access to gym. When?
 * Areas of growth: **

V ariety of grade-level speakers, perspectives, faiths, traditions, grade levels – this shows enormous growth. --- Wednesday morning masses – student involvement in recent years. --- Bringing in representatives from outside Parishes – returning to lead retreats, class masses (formation! Transformation!). ---Mass is student-created --- Calendar important holy days of obligation Presence of art/dance/music during mass that is generated by non-CMT students --- Music is offered by a liturgical choir that is organized around mass needs --- explanation of the process of liturgy (what, why) for non-Catholic students, providing explanation and alternative ways of participating Mass is experiential/engaging - pace and flow, physical participation, student-led homily, reflection --- Mass is offered to the entire community, there are always parents, member(s) of the board, etc in attendance ---including St. Clement students and staff in a community liturgy to honor Blessed Basil Moreau A Eucharistic celebration of the liturgy for the Frosh, Junior, and Senior retreats. A para-liturgy for the Sophomore retreat.
 * Areas of Strength: **


 * COMMUNITY BASED SERVICE LEARNING **


 * Moreau Catholic High School defines Service Learning in a multitude of ways: **

-- students learn skills that can be taken into the community to provide service -- students learn civic responsibility and community outreach -- students assess the needs of the global and local communities and then take action -- students reflect on and share the results of their actions

-- assess if there is a community needs for a structured, "formal" service learning program -- better publicity of the various service learning projects being performed -- more opportunities for recognition of student accomplishment through service learning. a forum for sharing best practices regarding service learning within and between departments
 * Areas of Growth **

--- many aspects of a service learning program are present across academic departments and student organizations and clubs --- Clubs have followed the spirit of the Service Learning model --- Frosh I-Search Project in English class --- Soph St. Anthony's immersion retreat
 * Areas of Strength **

Guiding Questions


 * < Areas of Strength ||< Evidence ||<  ||< Areas of Growth ||< Evide ||
 * < LITURGY

Moreau Catholic provides an opportunity to experience the Liturgy through diverse perspectives. || During Liturgy, there are a variety of grade-level guest speakers, perspectives, faiths, traditions, – this shows enormous growth. Retreat Program ||<  || more student participation in singing (liturgy) ||<   ||
 * < (**prayer**) Strong culture of formative prayer **evident throughout Moreau Community** ||< Wednesday morning and school wide masses – student involvement in recent years.

Student led prayer in class

Established traditional prayer offered before athletic matches

Present in sports programs, academic departments ||<  ||< Clearer Tone setting in class and outside of the class (before entering the Church) ||<   ||
 * ( liturgy) Bringing in representatives from outside Parishes – returning to lead retreats, class masses (formation! Transformation!). ||< Alumni from outside Parishes preside over masses, Diocesan representatives and Holy Cross ||<  ||< Tone setting should include a sense of community, greeting your neighbors as opposed to

Before each liturgy, tone setting in the classroom should occur ||<  || Presence of alumni and extended family at liturgical celebrations. ||<  ||<   ||<   || Moreau Catholic High School defines Service Learning in a multitude of ways:
 * ( liturgy) Masses and other liturgical celebrations are student-created and student-centered* ||< Masses are planned by CMT and include participation by Choir and various student groups (Dance, Band, sports programs, clubs, etc). ||<  || How to bridge this gap: "Social energy" vs. "disrespect". ||<   ||
 * < (prayer**) Our school campus has strong tangible evidence of devotional symbols and objects to serve as a reminder and opportunity for reflection/informal prayer** ||< select images, paintings, crosses, statues, Holy Cross seal containing relic of Blessed Basil Moreau at school entrance ||<  ||< (prayer**) Opportunities to use prayer across departmental curriculums.** ||< Prayer is not consistently found in every department ||
 * < (prayer**) Our community of prayer extends past our current student population well into alumni and their families.** ||< prayer requests are often sent to administration, school chaplain, Institutional Advancement's publications, faculty and staff.
 * < (prayer**) Diverse forms of prayer are used as a tool within the Moreau Community to emphasize communication with God.** ||< Theological curriculum ||<  ||<   ||<   ||
 * < (liturgy) School-wide liturgy is celebrated by entire community, regardless of faith ||< Non-Catholics participate and plan in mass, Interfaith prayer service, option of receiving a blessing instead of Communion ||<  ||<   ||<   ||
 * < SERVICE LEARNING


 * 1. students learn skills that can be taken into the community to provide service**


 * 2. students learn civic responsibility and local community outreach**


 * 3. students assess the needs of the global communities and then take action**


 * 4. students reflect on and share the results of their actions** || 1. Many Moreau Students assist their own Parishes with preparation for Confirmation and Retreats, Bible Study Camps, Athletics (coaching various sports), Fine and Visual Arts (performances), Sketches of Memory Project, Peer tutoring in the Academic Support Center, Link Crew

2. Freshman I-Search Service Learning Project (CST themes), Our Lady of the Rosary Book Drive, Mock Trial community competition, local political campaigns, St. Anthony's Soph Immersion, Holy Cross Immersion (local), Golf Team community outreach event at Stonbrae, Nuestra Gente kids' breakfast club, Football coaching staff and players youth football clinics, MCHS Athletes help at Rotary Club Fishing Derby at Lake Chabot, Softball Beat Cancer with a Bat fundraiser,

3. Philippines and Holy Cross Immersions (National), Culinary and Red Cross Club aid for Japan, Soles for Souls, Operation Christmas Child, Samoa Relief, Haiti Relief, Hurricane Katrina, Indonesia, Lost Boys of Sudan...

4. I-Search, Presentations to the Board of Trustees (Holy Cross Immersions), St. Anthony's Soph Immersion Grade presentation,Reflection Papers on CCS Hours... ||<  || Areas of Growth **

1. assess if there is a community need for a structured, "formal" service learning program

2. better publicity of the various service learning projects being performed

3. a forum for sharing best practices regarding service learning within and between departments

4. more opportunities for identifying areas of community needs

5. More opportunities for Curriculum Coordinator (Armstrong) to share best practices with faculty and staff. ||< 1. Moreau has a variety of definitions for service learning, all of which operate independently but effectively.

2. More articles in the Explorer, create MCTV weekly spotlight/digital posters on hallway LCD TVs during passing periods, all school published materials (Vector, etc,) section on the website, morning announcements, stairwell and hallway bulletin boards

3. Collaborative Department meeting times, Academic Council meetings, Faculty/Staff meetings

4. Continued development of Sweatmonkey.org and Volunteermatch.org, better use of Internal Resources (Faculty/Staff connections to the community - example: Flores - St. James Parish, Katen - Knights of Columbus, Lee - Rotary Club, Lek - Oakland Diocesan, Muhr - CYO...)

5. Designate more time during Faculty/Staff Meetings, Department meetings (STEM, etc) for curriculum coordinator to present. ||

Virtual Evidence Link
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