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A I N T

Focus on Learning

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U G U S T I N E

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C A D E M cY

CHAPTER 4
SELF STUDY FINDINGS

N. B. For ease of reading, this section of the Focus on Learning manual will be presented in a chart format, listing the findings in one column and the evidence in an adjacent column.
A Organization for Student Learning School Purpose __________________________________________________
A1 The school has established a clear statement of purpose that reflects the beliefs and philosophy of the institution. The purpose is further defined by adopted expected schoolwide learning results that form the basis of the educational program for every student.

Findings Following a schoolwide survey, during our initial self-study in 2005, a committee of faculty, administration and parents reworked the old two-page mission statement to be more succinct and accurately define the Academys mission. A single mission statement was developed that clearly reflects the religious and educational beliefs and philosophies of the Academy. In 2011, this statement still fully reflects our raison d'tre, and guides all we do. The mission is published in the student handbooks, website, and brochures and referred to often, orally. Using the mission statement as a starting point and keeping in mind the philosophy of the school, ESLRs were written and revised with input from staff, students, parents, administrators, and school board members until they achieved their current form. The ESLRs are posted in the classrooms, handbooks. Further, a principal activity of our action plan, developing standards, has been structured on the ESLR categories for each subject. ESLRs continue to be discussed at Faculty meetings and found to still be descriptive of our goals, although language was tightened up as a result of our annual review in Fall 2011. 100% of the respondents of the Parent Survey (Fall 2011) said the school fulfills her mission to aid parents in their duty to develop theological, intellectual and moral virtues in her students AND that the school provides a clear statement of purpose that reflects the beliefs and philosophy of the institution and of her families.. 46

Evidence Stakeholders meetings Mission statement posted in classrooms Student Handbook Website Stakeholders meetings Weekly Blue Envelope Website Classrooms All School Assembly Student Handbook Parent Survey

Governance ____________________________________________
A2 The governing authority (a) adopts policies which are consistent with the school purpose and support the achievement of the expected schoolwide learning results for the school, (b) delegates implementation of these policies to the professional staff, and (c) monitors results.

Findings The Board of Governors of the Academy founded the school for purposes which are preserved in the Academys mission, curriculum and general school policies.

Evidence Board Meeting minutes Handbooks Curriculum Historical documents Board Meeting minutes Staff minutes Handbooks Board Meeting minutes Weekly Blue Envelope Parent Meetings Staff minutes Parent Survey

The mission of the school is the principal concern of the Board of Governors as it approves and publishes policies and guidelines that are then passed on to the professional staff for implementation. The Board also guides their decisions which effect classroom level implementation by providing a budget worthy of maintaining consistent faculty base. The Headmaster meets with the Board of Governors regularly and gives updates to the board, the staff, and parents on current projects and student achievement. Further, the Headmaster meets with the faculty at regularly scheduled meetings, and individually, so that policy decisions of the Board can be implemented by the professional staff and concerns or recommendations about student achievement can be reported to the Board in a timely fashion. 100% of the parents indicated that the headmaster facilitates fulfillment of the mission through his direction of the schools daily life.

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School Leadership ________________________________________

A3 The school leadership (a) makes decisions to facilitate actions that focus the energies of the school on student achievement of the expected schoolwide learning results, (b) empowers the staff, and (c) encourages commitment, participation, and shared accountability for student learning. Evidence Stakeholders Committee Surveys Weekly Blue Envelope Staff meetings Classrooms Interview Previous WASC Study Standards Documents Handbook Faculty Meeting Notes Caritas Discipleship Handbook Service Records

Findings The ESLRs were written with input from the staff, students, parents, administration, and board. The ESLRs are referred to in the Weekly Blue Envelope and morning assemblies, posted in the classrooms, discussed in teachers meetings, and form the basic structure of the standards development the whole faculty is working on.

The school leadership, including the faculty, decided that all needed to bind together to produce schoolwide standards in order to more accurately assess student achievement. Schoolwide input determined the need for an enhanced and accountable service program to be instituted. It has been a requirement in the handbook over many years, but it was never systematized, hence energy needed to be given to focus successful outcomes for this part of our expected schoolwide learning results. This critical need has begun to be met with the onset of this current cycle of accreditation.

The headmaster has an open door policy for any situation needing discussion for teachers, students, and Surveys parents. In order to further enhance faculty/headmaster communication, hour-long scheduled private Interviews meetings have been implemented during the 2011-12 school year, one per semester. Handbooks Meeting schedule on secretary calendar

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Findings The headmaster includes the staff in the decision-making process. All teachers surveyed agreed they have a voice at the school and are part of a collaborative team.

Evidence Staff interview Staff meetings Individual meetings Interviews Weekly Blue Envelope Schedule Board Handbook School calendar Meeting Agendas 2011 Basic Computer 2011 Computers in the Classroom -presentations 2010 Writing clinic for all faculty 2010 Teach like a Champ School calendars Conference schedules

The Board members and Headmaster seek the Wisdom of God in prayer as part of the decision making process and beseech Gods grace and blessings upon faculty and students to supply what each needs to further the academic and apostolic mission of the Academy.

In-Service days are provided on the school calendar for regular school business, as well as periodic professional development and completing the Focus on Learning.

The Administration facilitates parent/teacher conferences twice a year, following the First and Third Quarter Report Cards. Meetings can be parent or teacher initiated.

The cooperation of the school secretary and three faculty members took on the responsibility to share in Faculty Agenda Template the leadership needs of the school, particularly as organizers of the regular faculty meeting. In order to bring more efficiency and clarity to meetings, and move the school ever forward toward its studentcentered goals, an official agenda was created, proposed and adopted. This agenda has been followed for all regular faculty meetings starting in 2009. It keeps meetings on task and is formulated with the schools action plan in its very architecture.

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Staff ____________________________________________________
A4 The school leadership and staff are qualified for their assigned responsibilities, are committed to the schools purpose, and engage in ongoing professional development that promotes student learning. Evidence Personnel Files Interviews Diplomas

Findings Our 18 faculty members have an average of over 20 years experience teaching, with an average of over 7 years teaching here at St. Augustine Academy. 19 of the 18 faculty members hold higher level degrees, Masters or doctorates. Our current headmaster holds a Masters degree in Education Administration and regularly attends educational workshops. The Headmaster is attending a national colloquium on Catholic Identity Across the Curriculum in Nashville, TN in March 2012. Our Mission Statement was revised and the ESLRs were created with input from the teaching staff. Our teachers are committed to helping build well-rounded students academically, spiritually, physically, artistically, emotionally, and who are contributors in their community. The teachers refer to the ESLRs in class lessons and in staff meetings. Teachers regularly devote more than the required number of hours in order to meet the needs of the students. All faculty members are encouraged to attend a minimum of one seminar or conference per year. The school provides a substitute teacher and covers seminar fees up to $150. Postings for many offerings are found in the faculty lounge, or distributed by the headmaster via e-mail. Teachers meet yearly with the headmaster to discuss personal educational goals for the year. Staff members are involved in ongoing staff development during our faculty meetings and work days. The administration requests suggestions from the teaching staff each year for speakers and topics of concern to the staff. 98% of parents surveyed indicated that they feel the staff is qualified for their assigned responsibilities and committed to the schools purpose.

Staff meetings Lesson plan books Observations Anecdotes Faculty Handbook

Headmaster letter/memo Staff meetings Interview Parent Survey

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School Environment ______________________________________

A5 The school has a safe, healthy, nurturing environment that reflects the schools purpose and is characterized by respect for differences, trust, caring, professionalism, support, and high expectations for each student. Evidence Dismissal pass Handbooks Sign-out sheet Board minutes Teacher Duty Schedule

Findings The small, enclosed campus in a good neighborhood provides a safe arena for education. Campus is closed and student pick-up is monitored daily. No student walks off campus without a note from home and the office. All students are signed out by parent/guardian if they leave within the school day. School has a herbicide/pesticide policy for the health of the students filed at school and with landscaping company. All visitors are required to check in at the office upon entry to campus. Students are well supervised on campus throughout the whole day. The office staff has emergency forms on file for each student which are updated as parents notify the office of changes. A copy of each students emergency form is also taken with the students if on a field trip. The school has well developed emergency procedures. We participate in monthly fire drills as well as random earthquake drills. Medicines are kept under lock and key, and dispensed according to State law requirements. No internet service for students at school protects all students from inappropriate websites. Teachers are praying with their children in their classes.

Handbooks Emergency forms Calendars Medicine Cabinet Logs Observation Observation Student surveys Faculty Handbook Lab observation

Science supplies are locked in cabinets and are carefully monitored by Science teachers. Safety 51

Findings procedures for advanced classes are thoroughly taught and tested at the beginning of each year. Student-teacher-headmaster relationships allow the voice of the student to be heard. Student creativity is encouraged and applauded by teachers, administration, and staff. Scholarships are provided for students to assist with tuition costs. Student confidentiality is kept. All teachers set aside time to assist students in their studies. Parent/Teacher conferences help ensure that parents are included in the education of their children. The staff meets daily for devotions and prays for general needs of students and their families. Weekly Mass and confessions. Prayer chain involving whole school and Ora Pro Nobis section of Weekly Blue Envelope. Broad religious support from area pastors who visit the school and provide sacraments. The school has court and field facilities for physical education classes and athletics. Playground rules and expectations, along with faculty supervision, help insure student safety. Staff committee reworked a campus-wide emergency plan, summer 2011. Focus group planning new Service Program to be implemented Fall 2011

Evidence Safety Manual in Lab Interview Scholarships/Financial Aid Teacher availability/conference Interviews Calendars Daily Schedule Weekly Blue Envelope Mass Calendar/Schedule Facilities Teacher Duty Schedule Campus-Wide Emergency Plan Caritas Discipleship Handbook

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Reporting Student Progress ________________________________

A6 The school leadership and staff regularly assess student progress toward accomplishing the expected schoolwide learning results and report student progress to the rest of the school community. Evidence Interviews Samples of student work PSAT/SAT results AP Results CTBS results Observation Lesson plans Grade books Weekly Blue Envelope Progress reports Report cards Website Back to School Night Calendars Weekly Blue Envelope Athletic files, Videos Ventura County Star Yearbooks

Findings The faculty uses many different types of assessment to evaluate student learning. The California Test of Basic Skills is given every Spring as an independent, objective picture of student progress. Other assessments include teacher made tests/quizzes, daily assignments, individual projects, book/chapter tests, discussion, seminars, class participation, journals, standardized achievement tests, group projects, oral tests, cumulative tests, individual assessments, student self-assessment, daily work, peer editing, debates, proficiency tests, memorization, essays, teacher critiques, fitness testing, oral presentations, drawings and illustrations, lab notebooks, lab outcomes, monologues, booklets, reflective essays, and performing songs or dances for memorization. PSAT/NMSQT, SAT and AP exams are also taken by our students. The faculty communicates with parents/guardians to help families stay informed of the students progress through e-mails, progress reports, telephone calls, parent teacher conferences, letters, and report cards. Weekly Blue Envelopes from the administration have shared with the parents general results of our standardized testing. Special events are used to share student progress. Back to School Night each September gives parents and teachers another means of communication regarding methods of reporting progress and expectations for students. Student work is showcased on bulletin boards and in varied events, such as open houses, science fairs, history/art fairs, concerts, and performances. Achievements are also often showcased in the Weekly Blue Envelope. Student awards such as the Presidential Academic Awards are presented during school assemblies and end-of-year ceremonies. Weekly press releases to the Ventura County Star also track school and student achievements. The annual Yearbook also chronicles student and school activities in a fun and exciting format in order to be saved for lasting memories.

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School Improvement Process _______________________________

A7 The school leadership facilitates school improvement which (a) is driven by plans of action that will enhance quality learning for all students, (b) has school community support and involvement, (c) effectively guides the work of the school, and (d) provides accountability through monitoring of the schoolwide action plan.

Findings The schools action plan was written with input from the staff, students, and administration. Parent and student priorities for improvements were collected through a survey. Further input was solicited through general public meetings and private parent-headmaster conferences.

Evidence Stakeholders Committee Parent and student surveys Interviews Calendars Handbooks Weekly Blue Envelope Auction meeting minutes Volunteer log Fundraising log Personnel files Lesson plan books Student files Teacher grade books School website Email log Weekly Blue Envelope Newsletters

Parents support school improvement projects through fundraisers such as the golf-a-thon, e-scrip, auction and mailings, along with other general appeals. Students also support the school annually with their fundraiser, the jog-a-thon. Parents also support the Academy with contributions, chaperonage, and volunteering time.

The headmaster facilitates the ongoing improvement of the school through administrative observations, lesson plans, progress reports, report card checks, and consistent grading policies.

School information is shared regularly through regularly updated website, email, and Weekly Blue Envelope as well as periodic newsletters. A headmaster letter is a primary tool of communication and is included in the Weekly Blue Envelope.

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Findings School community involvement includes recent school work days to remodel lab and re-coat driveway. Donations of various items improve appearance and functionality of the school, the chapel and the physical education program. Extensive volunteer program ensures the maintenance of our aesthetically pleasing and safe environment. Discussions have been had regarding future facility development. On-going extensive development has reached record successes. This year, in particular, we are running a Capital Campaign in order to eliminate school debt so more money goes into the education of the students.

Evidence Weekly Blue Envelope Newsletters Volunteer log Observation Board minutes Capital Campaign materials. Development materials

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B Curriculum and Instruction What Students Learn ______________________________________

B1 The school provides a challenging, coherent, and relevant curriculum for each student that fulfills the schools purpose and results in student achievement of the expected schoolwide learning results through successful completion of any course of study offered. Evidence Schedule of classes Class rosters Course listings Scope and Sequence UCOP a-g documentation AP Test results In Service workshops. Schedule of classes Teacher meetings Interviews Lesson plans Observations Interviews Master schedule FOL Chapter Six Surveys

Findings The school offers an academically challenging program for all her students. While we do not officially offer honors classes, the students succeeding in the rigor of our program are worthy of honor. Additionally, we require many courses beyond the minimum required for UC system admissions, e.g., 4 years each of science, English, history, math and languages. We also offer Advanced Placement exams for our high school students. As evidence of our rigor, our regular course adequately prepares students for this exam. The few students who cannot handle the standard program are suited with IEPs in order to meet their individual needs while preserving the same requirements of a challenging, coherent and relevant education. To attain coherence in the curriculum, and particularly coherence for the student, the faculty meets regularly in small departmental groups as well as in a committee of the whole. We often discuss and study together all branches of the education. This brings an understanding, awareness of and appreciation for all the related elements of learning to each teacher no matter his specialty. This enhances the universal and true nature of a coherent, integrated, liberal arts education. Course work within different subjects complements and reinforces each other. All subjects, including Science, are taught with an understanding of an eternal Truth which we all are trying to discover. History incorporates essays and English knowledge. The Arts are integrated into regular and extracurricular programs of study. The education is highly relevant to our Catholic Faith. This is detailed in the extra Focus On Learning chapter on Catholic Identity, and the results of our Catholic Identity Survey.

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Findings Emphasis is put on day-to-day application. Math, Science, and English incorporate real-life situations for junior high and high school students. Students score well above the national average on standardized tests. Textbook series increase coherence of the material for certain subjects and are used when available. Supplemental curricula are adopted as needed.

Evidence Lesson plans Interviews Observations CTBS, PSAT, SAT and AP Test Summaries Text books Curriculum inventories

Many courses keep material relevant by offering choices of topics on papers and projects. One manner Lesson Plans of teaching, in particular, is relevance at its best the seminar method, where students discuss literature Observations under the tutorial guidance of their teacher. Interviews Community service opportunities are provided on campus and off, with the help of the student council arrangements or teacher direction. There is a strong formative assessment procedure in place. The daily follow-up, checking for understanding through grading the homework, supports the research-based methodology of constructivism. The teachers do a thorough job of making sure that scaffolding is in place before constructing new knowledge onto pre-existing knowledge. The staff has two scheduled curriculum meetings per year, pre- and post-school year. Additionally, the staff meets as needed to discuss the curriculum. When meeting, the teachers bring curriculum, current as well as samples of proposed new curriculum, to be considered for adoption. The ESLRs are reviewed and juxtaposed with the current curriculum. In addition, standardized test scores are reviewed to identify areas of concern. With the exception of a few elective classes, all of the materials and textbooks, along with the syllabi of the high school classes have been submitted to UCOP for approval. We have an updated inventory of current curriculum materials we are using throughout the middle school/ high school in our Scope and Sequence. Observation Student Council By Laws Observation Surveys Lesson Plans Faculty interviews Staff meetings Calendars UCOP a-g document

Scope and Sequence.

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How Students Learn ______________________________________

B2 The professional staff (a) uses research-based knowledge about teaching and learning; and (b) designs and implements a variety of learning experiences that actively engage students at a high level of learning consistent with the schools purpose and expected school-wide learning results.

Findings The teachers strive for personal and professional growth and development. All teachers attend on site in-service learning sessions. A recently adopted policy furthers this development by requiring all teachers to participate yearly in off-site seminars and conferences. The administrator is directing a national curriculum development project and is a member of the Association for Supervision and Curriculum Development. 100% of parents surveyed indicated the school provides a safe, healthy, nurturing environment characterized by respect for differences, trust, caring, professionalism, support, and high expectations for each student. 95% of parents surveyed indicated that the homework assignments, projects, papers and testing activities are integrated with student learning and are a fair measurement of each students progress. The teachers use diverse teaching styles such as teacher-led direct instruction, student-led instruction, technology use in lessons, journaling, modeling, speech presentations, demonstrations, constructivism, problem solving, seminars, brainstorming, laboratory experiments, graphing of data, and computeraided lessons, etc. Teachers regularly read articles and books to gain research-based knowledge about instructional methods, and educational trends, news, etc. Teachers assign varying types of assignments such as group projects, individual projects, oral presentations, and seminars (group discussions). Students are assigned research projects, both group 58

Evidence Teacher in-services Handbooks Interviews Personnel files Parent Survey

Observations Lesson plans Equipment Teachers and Principals professional materials in Faculty Lounge Observations Lesson plans

Findings and individual, to deepen their understanding of the topic at hand. Juniors and Seniors write and publicly defend an extended research paper called a Thesis. Teachers prepare the students to defend their faith as they challenge the way students think by exploring multiple sides of issues such as teaching creation vs. evolution, teaching about other religions, and looking at pros and cons of various topics. Teachers incorporate technology into the curriculum and instruction. Hardware and software is available to strengthen skills and aid in teaching concepts with video experiments, visual aids, etc.

Evidence Grade books Jr. and Sr. Thesis papers Observations Lesson Plans Surveys Observations Lesson plans Equipment

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HOW ASSESSMENT IS USED ______________________________________

B3 Teacher and student uses of assessment are frequent and integrated into the teaching/learning process. The assessment results are the basis for (a) measurement of each students progress toward the expected schoolwide learning results, (b) regular evaluation and improvement of curriculum and instruction, and (c) allocation of resources. Evidence Gradebooks Observation Lesson plans

Findings Teachers use varied types of assessment throughout the class sessions such as projects, quizzes, homework, labs, essays, illustrations, peer editing, and class participation. Some teachers use in-class grading to provide immediate feedback of results from homework and extend learning by discussing wrong answers. Students also do self checks, journaling, peer edits, and observe results of experiments. After the adoption of our ESLRs, stakeholders met to craft evidentiary signposts. Guidelines for determining achievement of each ESLR were agreed upon. An ESLR Assessment Timeline has been put in place that specifies when and in what context each ESLR will be specifically assessed. The staff meets to examine and discuss results of standardized testing. Data is disaggregated by the staff and strengths and weaknesses are noted and acted upon. If desired results arent achieved, teachers and administration are open to curriculum changes. The Dolciani (Houghton Mifflin) Algebra curriculum was adopted over the past few years in response to concerns over mathematics skills and has proven beneficial. Teachers are willing to improve and/or change teaching methods to meet objectives. All faculty members participate eagerly in faculty seminars. The administration provides curriculum and supplemental materials including publisher created assessment tools to achieve individual class objectives. The administration responded to parent concerns regarding testing and homework overload by instituting a policy whereby teachers schedule test and project due dates on a centrally located calendar. 95% of parents indicate that the homework assignments, projects, papers and testing activities are integrated with student learning and are a fair measurement of each students progress, and 98% agree that the school is regular about student assessment and regular reporting of student achievement to the parents.

Stakeholders meeting minutes ESLR assessment timeline CSTB/PSAT/SAT data Staff meetings Curriculum

In-service classes Seminars Curriculum Supplemental materials Staff minutes and memos Classroom calendars Parent Survey

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C Support for Student Personal and Academic Growth Student Connectedness ____________________________________

C1

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 co-curricular program in order to achieve the expected schoolwide learning results.

Findings Providing on and off campus activities and opportunities to assist students in achieving expected schoolwide learning results.

Evidence Field trips Chapel Curriculum, Homework Teacher files Test records Frequent teacher contact Tutors/IEPs/Adv. classes Small classes School calendar Classroom prayers Speakers / All Saints Course list Report Cards/ Transcripts Resource teacher

Small school environment provides highly individualized learning opportunities.

Theological virtues are developed within the schools curriculum, prayer life, availability of sacraments, general code of conduct and community service opportunities, including our partnership with Catholic Charities and Ventura County Life Centers. Intellectual virtues are provided for within the variety of courses within the curriculum, teacher attention to individual students, extra courses available periodically (including band, art, drama, music, etc.).

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Findings

Evidence

A Parent Survey supports the understanding that the headmaster, board and faculty always work toward Parent Survey school improvement, maximizing student learning. [98% Agree] Study hall and a on-call resource teacher help provide services to students of all abilities. Moral virtues are being promoted by the atmosphere of the school, from teachers to parents to students. Community service programs, required service hours, recycle programs, student-led clean-up, student council and sports programs all provide ample opportunities for growth. Individualized curriculum School daily schedule Handbook Student Duty Sheet Calendar Volunteer Log Student files Weekly Blue Envelope Graduation Day Awards

Popular honor roll awards for academic and civic example further promote development of all the virtues.

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Parent/Community Involvement ____________________________

C2 The school leadership employs a wide range of strategies to ensure that parental and community involvement is integral to the schools established support system for students. Evidence Mission Statement Application Packet Web Site Weekly Blue Envelope Calendars Handbooks Orientation (Sept.) Parent-Board Mtg (Jan.) Graduation/Awards (May)

Findings The core of our Mission is to assist parents in their obligations. Everything else flows from this purpose.

Parents, relatives and friends are invited to attend weekly masses, various religious events, students programs, and other social events.

Three required events each year keep parents abreast of school issues.

A Parent Survey supports the understanding that the headmaster, board and faculty always work toward Parent Survey school improvement, maximizing student learning. [98% Agree] Active fundraising involves all parents annually. The Jog-a-thon involves extensive student participation in order to further their involvement as stakeholders in the school and in their own education. Weekly communication, bi-annual parent teacher conferences, headmaster open-door policy and encourage an open communication among stakeholders. Our direct mail program sends our approximately 8 mailings per year to all our families and the wider community, numbering in the 600 range, to inform them of happenings in the school. Newsletters are sometimes part of this program. 63 Gala (Fall) Jog-a-thon (Winter) Golf-a-thon (Spring) Weekly Blue Envelope Handbooks Direct Mailings and Newsletter Archive.

D Resource Management and Development Resources ______________________________________________

D1 The resources available to the school are sufficient to sustain the school program and are effectively used to carry out the schools purpose and student achievement of the expected schoolwide learning results.

Findings Resources available to the school include tuition revenues and donations, grants, etc. In addition, an undocumented resource is the many hours, talents and activities which the faculty and parents provide above and beyond their scheduled and expected duties. Fundraising activities include annual Golf-a-thon, Gala dinner auction, and Jog-a-thon. Periodic direct mail campaigns are issued (7 in 2010-2011). Headmaster visits benefactors. Board solicits individual and corporate donations. The school is providing an excellent education, utilizing very effectively all incoming funds. However, salaries should be higher for faculty in order to provide a just wage and retain younger faculty who desire to make teaching a career while raising a family. Salaries have increased nearly 30% over the last six years. Annual tax returns completed from an outside CPA help us manage funds appropriately. A Parent Survey indicated that resources available to the school are sufficient to sustain the program. 78% of parents agreed with this statement, while zero respondents disagreed, and 22% indicated they did not know. School grounds are maintained in a safe and healthy manner in order to enhance the learning environment and ensure the safety of the children. Budget controls allow for ground maintenance and upkeep. Increased enrollment over the last six years has required various modifications to accommodate more students. Consistently increased numbers raise the question of more permanent, larger facilities. Considering this need has reached a critical nature for our institution. 64

Evidence Financial Records. Annual Budget Calendar Interview Direct Mail Archive Book Budget Payroll records Audit Reports Parent Survey

Annual Budget Financial Records Student Duty Sheet New Classroom Wall

Findings

Evidence Locker/Patio Expansion Lab Remodel Annual Budget Financial Records Title II and V records. Records and interviews. Annual Calendar Faculty bulletin board. Interviews AP Conference AP Manuals Title II and Title V funds. Surveys Budget Board Minutes

Annual teacher input is solicited for textbook updates or changes, needed classroom materials, and inservice topics. Annual budget and No Child Left Behind funding support these needs.

Accounting practices include on-site personnel and off-site bookkeepers, confirmed annually by external CPA. The Academy offers (and pays for) teachers professional development opportunities. In-house professional development is also offered periodically.

Budgetary decisions are based on the mission of the school first, and secondly, the most pressing need. Those needs are determined by input from parent, staff, and teachers via meetings, on-going discussions, and requests from parents.

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D2

The governing authority and the school leadership execute responsible resource planning for the future.

Findings School administration and board combine efforts to review previous years financials in preparing Annual Budget for coming year and long range planning. Involvement of all stakeholders in the fundraising activities of the Academy. Reports to all stakeholders, individually and collectively, on the progress of the financial state of the school and their involvement therein. The Board of Governors oversee annual fundraising activities in order to ensure all parties are doing their part in making budgetary goals. Board has also begun discussions regarding a new Capital Campaign to ensure long term functionability and sustainability of both campus facilities and faculty salaries. The Academy adopted use of Tuition Contracts for planning purposes for both families and the school.

Evidence Interview Required participation Tuition contract Weekly Blue Envelope Winter Parent/Board Meeting Board Minutes Campaign Materials

Tuition Contracts

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Summary
Saint Augustine Academy is meeting the criteria that were set forward in this Focus on Learning instrument. The school is continuing to grow and expand. This Focus on Learning project was undertaken with the goal of school improvement. Overall strengths and areas for growth were identified and are listed below. Overall Strengths 1. 2. 3. 4. 5. 6. Safe, healthy and joyful environment for learning. Excellent religious program and opportunities. Small class size affords more personal attention. Sound academic program resulting in high achievement. Positive role models in our very committed teachers. Faculty and administration committed to ongoing improvement.

Overall Areas for Growth 1. Continue to utilize assessment data to drive instructional decisions and develop essential learnings (standards) for all core subjects with specific measurable benchmarks. 2. Develop classical program and expand principal aim of teaching according to the liberal arts of grammar, logic and rhetoric. 3. Formulate and implement an ongoing and systematized Service Program to further enhance the schools mission to inculcate the moral and theological virtues. 4. Study the feasibility and need for further Campus Development, as the projections demand for the next decade.
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