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Standards of Excellence Accreditation
Domain 3: Academic Excellence
Standards and Benchmarks
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Standard 7 - An excellent Catholic school has clearly articulated, rigorous curriculum aligned with relevant standards, 21st century skills, and Gospel values, implemented through effective instruction.
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Domain 3 - Standard 7 Scores
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Summary:
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Rosary fully meets the benchmarks of Standard 7. Rosary Academy’s curriculum adheres to appropriate, delineated standards and is vertically aligned to ensure that every student successfully completes a rigorous and coherent sequence of academic courses based on the standards and rooted in Catholic values. The evidence is shown by graded course work, standardized tests, curriculum calendars, course sequencing of academic plans and UC requirements, common assessments, teacher lesson plans, and Catholic values embedded into the curriculum. Standards are adopted across the curriculum and include integration of the religious, spiritual, moral, and ethical dimensions of learning in all subjects. Student performance and work products demonstrate critical, creative, literate, and moral thinking related to solving real-world problems and making decisions.
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​Rosary Academy’s curriculum and instruction for 21st-century learning prepares students to become users of technology, able to create, perhaps publish, and/or critique digital products that reflect their understanding of the content and/or their technological skills. Although student work, projects, and other course work are sources of evidence, the term EXPERT USERS makes it difficult to rate at level 3. Our classroom instruction is designed to intentionally address the affective dimensions of learning, such as intellectual and social dispositions, relationship building, and habits of mind. Unit and lesson plans show deliberate attention to such things as perseverance, risk-taking, collaboration, self-regulation, initiative, etc. Affective dimensions of learning incorporate Gospel values. Our classroom instruction is designed to engage and motivate all students, addressing the diverse needs and capabilities of each student and accommodating students with special needs as fully as possible. Units and lesson plans give evidence of differentiation.
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​Rosary Academy faculty collaborate in professional learning communities to develop, implement, and continuously improve the effectiveness of the curriculum and instruction to result in high levels of student achievement. Our faculty and professional support staff meet diocesan, state, and/or national requirements for academic preparation and licensing to ensure their capacity to provide effective curriculum and instruction. Compliance with these requirements is factored into all employment decisions. The effectiveness of faculty professional development is measured by student learning growth.
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Key Strengths for Standard 7 (1-2 in bulleted list)
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PLCs were formed to generate data that drives instruction.
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Prayer, school charism, core values, and visual signs are evident in every classroom.
Key Growth Areas for Standard 7 (1-2 in bulleted list)
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Improve PLC's and investigate how small schools are organized with a deeper dive into cross-curricular and grade level groups.
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Enhance the educational tech committee and work to improve educational technology efforts, learning management systems, and other educational supporting software.
Rationale:
7.1 Rationale (3)- Service programs, website, class discussions, lesson plans, clubs, retreats, projects, ambassadors, Red & Gold, post-graduation of students and what they do, mission statement, campus ministry, ISOS's.
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7.2 Rationale (3) This would have been rated a 4 but because of the language saying “all” it was rated a 3. Religion classes say prayers, Spanish and French learn their prayers in a different language. Prayers three times a day, weekly masses. Things are highly visible with catholic identity. Catholic visuals (cross), mission in every classroom.
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7.3: Rationale (3) Examples include recognition beyond the school: published art work, students’ articles in OC Catholic, Pathway internships, The Magic Popup Shop Book by Katie Fang and Karina Babish published contributor to an article in MDPI journals?
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7.4 Rationale (2) Unreliable Wi-Fi and content filter issue. Security issues with cheating is problematic. There has been an inconsistent message about technology (are we supposed to be using OneNote, some are still using Moodle, why can't we have Google Classroom, etc.). Students do not know how to format on Word document or an Excel sheet. Students prefer Google Docs.
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7.5 Rationale (3) Director of SEL and personal counselor that students can see, Health & Wellness program and class, Red & Gold, classroom management, Safe Environment that Religion put together, grading practices, new teacher meetings, website.
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7.6 Rationale (3) We have different forms of assessment. Director of SEL and personal counselor that students can see.
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7.7 Rationale (3) Monthly PLC minutes, department meetings, English Curriculum Guide, common assessments (next step: giving and evaluating scores, cross curricular).
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7.8 Rationale (3) Focus a lot more on our faculty more than staff regarding professional development.
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7.9 Rationale (3) Rosary Academy faculty and professional support staff demonstrate and continuously improve knowledge and skills necessary for effective instruction, cultural sensitivity, and modeling of Gospel values. Annual goal setting includes plans for continuous improvement in effective instruction, cultural sensitivity, and modeling of Gospel values. The evidence includes classroom observation records, faith formation opportunities, professional development –effective instruction, teacher lesson plans, documented reflections of faculty and professional support staff, curriculum calendars, surveys of students and parents, and templates for individual faculty goal setting.
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7.10 Rationale (3) Rosary Academy faculty and staff engage in high quality professional development, including religious formation, and are accountable for implementation that supports student learning.
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Evidence (Links)
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7.1 Evidence – Parent Survey Question #31
Faculty/Staff Survey Question # 31
7.2 Evidence – Parent Survey Question #31
Faculty/Staff Questions #24 & Faculty/Staff Survey Question # 31
7.3 Evidence - Parent Survey Question #21
Faculty/Staff Survey Question # 36
7.4 Evidence – Parent Survey Question #26, Parent Survey Question#43, Parent Survey Question #44
Faculty/Staff Survey Question # 26, Faculty/Staff Survey Question# 43, Faculty/Staff Survey Question #44, Student Survey Question # 22, Student Survey Question #23, Student Survey Question #26
7.5 Evidence – Parent Survey Question #36, and Faculty/Staff Survey Question # 36, and Student Survey Question # 33
7.6 Evidence - Parent Survey Question #28
Faculty/Staff Survey Question # 28
7.7 Evidence – Common Assessment Data
7.8 Evidence - Faculty/Staff Survey Question # 30
7.9 Evidence - Parent Survey Question #8 and Parent Survey Question #30
Faculty/Staff Survey Question #8 and Faculty/Staff Survey Question # 30
Student Survey Question #8 and Student Survey Question # 27
7.10 Evidence - Parent Survey Question #12 and Parent Survey Question #19
Faculty/Staff Survey Question # 12 and Faculty/Staff Survey Question # 19
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Standard 8 - An excellent Catholic school-wide assessment methods and practices to document student learning and program effectiveness, to make student performances transparent, and to inform the continuous review of curriculum and the improvement of instructional practices.. ​
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Domain 3 - Standard 8 Scores
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Summary:
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Rosary fully meets the benchmarks of Standard 8. Rosary Academy uses school-wide and student data generated by tools that are in some subject areas to monitor, review, and/or evaluate the curriculum and/or co-curricular programs. Student growth is minimally addressed, and data is minimally used or not used to monitor or assess faculty performance. ​School-wide and aggregated student data are normed to appropriate populations and are shared with all stakeholders.
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Rosary Academy’s faculty use a variety of curriculum-based assessments aligned with learning outcomes and instructional practices to assess student learning, including formative, summative, authentic performance, and student self-assessment. The faculty adjusts instructional practices based on data from assessments.
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​Criteria used to evaluate student work and the reporting mechanisms are valid, consistent, transparent, and justly administered. Rosary Academy faculty collaborate to develop school-wide criteria for valid assessment of students. Parents/guardians and students understand the criteria and can easily access reports.
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​Rosary Academy faculty collaborate in professional learning communities to monitor student learning.
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Key Strengths for Standard 8 (1-2 in bulleted list)
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Common assessments are used to gather information on student learning.
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Academic council meets regularly to discuss curriculum and other relevant academic topics.
Key Growth Areas for Standard 8 (1-2 in bulleted list)
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Devote more time to meet with departments and administration to discuss scope and sequence, pedagogy, and scaffolding.
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Rationale:
8.1: Rationale (2) The last sentence of how data is tied to their teacher evaluation. A combination of teacher and administration creates this information. Evidence that was provided from the group: Aeries (grades), common assessments (not doing it at all levels), and PLC minute discussions.
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8.2 Rationale (3) Language "all” Read this one and think of the PSAT. We should get data and talk with faculty and students. We currently do not do this. We need to better utilize SAT, PSAT, ACT. Standard is stating that we share this information. We do communicate some of the information to some stakeholders.
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8.3: Rationale (3) Variety of assessments are occurring in subject areas- Projects, tests, skits, group work, lesson plans, sports medicine is hands on, royal reporter, pathways program, aeries, self-graded projects, live projects (Spanish, ASL), history-register to vote. Formative, summative, authentic performance and student self-assessment does not happen. Rely heavily on textbooks. It is not across the board/in all areas.
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8.4 Rationale (3) Criteria used to evaluate student work and the reporting mechanisms are valid, consistent, transparent, and justly administered. Rosary Academy faculty collaborate to develop school-wide criteria for valid assessment of students. Parents/guardians and students understand the criteria and can easily access reports. Evidence is shown through rubrics, web-based grade reporting Remark, assessment aligned to the curriculum, criteria for evaluation distributed when assignments are given, and PLC meeting minutes.
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8.5 Rationale (2) Changed from 3 to a 2 Just started common assessments again and do not have enough evidence. Misunderstanding about how many times they can retake a common assessment, which different teachers were unaware it was only once. Some students also refuse to take makeup. More collaboration with PLC and more direction needed from Administration.
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Evidence (Links)
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8.1 Evidence - Student Survey Question # 29
8.2 Evidence - Parent Survey Question #31 and Parent Survey Question #34
Faculty/Staff Survey Question # 34
8.3 Evidence - Parent Survey Question #33
Faculty/Staff Survey Question # 33
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Standard 9 - An excellent Catholic school provides programs and services aligned with the mission to enrich the academic program and support the development of student and family life.
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Domain 3 - Standard 9 Scores
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Summary:
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Rosary fully meets the benchmarks of Standard 8. School-wide programs for parents/guardians provide opportunities for parents/guardians to partner with school leaders, faculty, and other parents/guardians to enhance the educational experiences for the school community. Parents/guardians are invited to participate in a variety of partnership experiences that extend beyond the regularly scheduled mandatory parent/teacher conference.
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​Rosary Academy’s guidance services, wellness programs, behavior management programs, and ancillary services provide the necessary support for students to successfully complete the school program. Students and parents/guardians know about and how to access these services.
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​Our co-curricular and extra-curricular activities provide opportunities outside the classroom for all students to further identify and develop their gifts and talents and to enhance their creative, aesthetic, social/emotional, physical, and spiritual capabilities. These activities frequently involve students’ parents/guardians and give evidence of our commitment to balance activities in all these areas.
Communications regarding these activities are continuous and consistent for all activities. Rosary Academy takes responsibility for community-wide communication and recognition of student accomplishments in these activities and shares them regularly.
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Key Strengths for Standard 9 (1-2 in bulleted list)
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Wellness programs, C4L Learning Lab, and the director of Social and emotional learning support students with the challenges of high school life.
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More retreats, relevant field trips, and the Pathways program have enhanced the students’ opportunities to support student development.
Key Growth Areas for Standard 9 (1-2 in bulleted list)
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Ongoing communication is essential to clearly articulate the needs of students with learning differences from teachers, parents, counselors, C4L personnel, and administration.
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Need for more office hours.
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Rationale:
9.1 Rationale (3) School-wide programs for parents/guardians provide opportunities for parents/guardians to partner with school leaders, faculty, and other parents/guardians to enhance the educational experiences for the school community. Parents/guardians are invited to participate in a variety of partnership experiences that extend beyond the regularly scheduled mandatory parent/teacher conference. The evidence includes percent of parent/guardian participation, descriptions of parent/guardian programs, and goals for parent/guardian programming.
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9.2 Rational (3) Changed from 2 to 3 All students have access to wellness and other programs. Perhaps not all parents may be aware of these programs being offered. Not all students have access to C4L (based on need). Room to improve in communication between counselors and teachers, C4L.
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9.3 Rationale (4) Changed from 3 to 4 Offer all these opportunities in a variety of co-curricular and extra-curricular activities. We review and evaluate programs. Ex: service projects, red & gold, athletic programs, clubs, newsletter. Parents’ advice is solicited about programs. Ex: Trinitas now a PE credit, parent board.
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Evidence (Links)
9.1 Evidence - Parent Survey Question #37
Faculty/Staff Survey Question # 37
Student Survey Question # 20 and Student Survey Question #34
9.2 Evidence - Parent Survey Question #35
Faculty/Staff Survey Question # 35
9.3 Evidence - Parent Survey Question #36
Faculty/Staff Survey Question # 36
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Summary of Domain 3
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Rosary Academy’s academic excellence, Domain 3, has many strengths. Rosary has a clearly articulated and rigorous curriculum aligned with relevant standards, 21st-century skills, and Gospel values, implemented through effective instruction. Key areas of strength at Rosary are: PLCs were formed to ensure that data drives instruction; prayer multiple times a day; the school’s charism, core values, and visual signs are evident in every classroom. Common assessments are now being implemented to make student performances transparent and inform the continuous review of curriculum and the improvement of instructional practices. Rosary’s academic council meets regularly to discuss curriculum and other relevant academic topics to aid in documenting student learning and program effectiveness. Aligned with Rosary’s mission, Rosary’s wellness program, Center for Learning Lab, and the director of social and emotional Learning support students with the challenges of high school life. The addition of more retreats, relevant field trips, and the Pathways program have enhanced the students’ opportunities to development.
In order to elevate Rosary Academy’s current academic excellence, the professional learning communities (PLC) need to investigate how small schools are organized with a deeper dive into cross-curricular and grade-level groups. The educational tech committee is in its infancy and needs to address Wi-Fi issues, learning management systems, and other supporting software. More time is required to meet with departments and administration to discuss scope and sequence, pedagogy, and scaffolding. Ongoing communication is required to clearly articulate the needs of students with learning differences from teachers, parents, counselors, Center for Learning personnel, and administration. The wellness program needs more relevant activities. More office hours can also be utilized effectively.
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