FOL Chapter 1 Profile 01-12 Web

8/3/2019 FOL Chapter 1 Profile 01-12 Web

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Focus on Learning

CHAPTER1

STUDENT COMMUNITY

PROFILE


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A Preface

St. Augustine Academy has, at its core, the unique nature of a very small school. As such

it follows a natural, organic sociological model based upon the sociological Rule of 150.

This type of small organization has a maximum size of about 150 people/families/employees before splitting off into a new group. Such organizations are based on personalrelationships because they are small enough for relationship and anecdotal knowledge to

be pervasive and effective. Prime examples of organizations operating according to thisRule of 150 model are the one room school house, Eastern Catholic parishes, religious

houses, small entrepreneurial enterprises and even Gore Industries (of the famed GorTex

brand.)

By virtue of their size, larger institutions and organizations require relatively complex

structures in order to provide for effective communication, feedback and oversight. Atsmall institutions like St. Augustine Academy, however, such structures are largely

unnecessary. Nor does the nature of the school give itself naturally to division intoseparate task forces or formal committee groups.

We realize that St. Augustine Academys unusually small population, its minimalistic

administrative structures, and its informal and deliberately unstructured means of conducting

almost all academic business, make it unusual in the American school landscape. Indeed one

might say that St. Augustine Academy runs as a committee of the whole, but this term is a

little misleading since the school community is not, as such, a committee. Given these

realities, we understand why visiting WASC teams have at times seemed somewhat mystifiedby our ultra-simple model until they actually see it manifested by the community in action.

What visitors do tend to observe is that faculty, administration, parents, and staff are in nearly

constant communication about almost all facets of the school.

St. Augustines Focus on Learning is reflected by our WCEA/WASC documentation and by

the many files and exhibits available on our campus. But we believe that the key to

understanding the schools high degree of effectiveness will be largely determined by the

visiting teams exposure to the life of our school community.

During our initial full-accreditation visit and again during our three year visit we consulted R.Scott Turicchi, a business leader in the community who runs a quarter-billion dollar a year

high tech firm in Los Angeles. The question we posed to him was, Is our institutional model

valid in the modern world? Both times he emphatically confirmed the model. According to

Mr. Turicchi, it is a model which more and more corporations are using as a means to

evaluate themselves more honestly and completely. By means of this preface we hope to

help the team better understand our methodology as we strive to fulfill our school's mission.


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General Profile

St. Augustine Academy is a small private school offering a classical Catholic

liberal arts education for students in the Kindergarten through 12th grades. It

is co-ed and not affiliated with a Catholic parish. Tuition rates are kept lowand scholarships and financial aid are available. It is open to all students

without regard to race, color, sex, or national and ethnic origin whose familiesdesire the unique academic and cultural environment offered here.

St. Augustine Academy is faithful to the Magisterium, which is the teaching

office of the Catholic Church. Faith and the true teachings of the Church areincorporated into each class. The school realizes that students learn at

different paces, and, because of the schools small size and intimate familial

nature, it can be fairly flexible with student movement between differentcourse offerings. Academic rigor is never compromised but the school is ableto tailor its curriculum to the needs and ability of the individual student.

In addition to providing a challenging classical liberal arts education, St.

Augustine Academy also nurtures the traditional, spiritual and moralformation that Catholic parents strive to instill at home. St. Augustine

Academy recognizes the parents as the primary educators of their children.The mission of St. Augustine Academy is to assist parents in their duty of

fostering within their children growth in the theological, intellectual andmoral virtues. The school handbook sums up this commitment by stating,

The Academy is essentially Catholic and thoroughly academic.

St. Augustine Academy was founded in 1994 by a small group of parents that

recognized the value of creating a school that would provide a comprehensiveeducational program for their children, would support and sustain the

teachings of the Church, and would reinforce the teachings of the parents. Ithas grown from 24 students to the current enrollment of 140 students. Class

sizes are kept small with no more than 18 students per grade. We have

determined that the ideal size for a family focused school is no more than 150students total. To meet this need, St. Augustine Academy intends to keep thestudent population under this number. As can be seen in the chart below, the

addition of kindergarten - 3rd Grade in the 2009-2010 academic year brought

us to a functionally full position. Future accelerated growth is not desired.


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St. Augustine Academy offers a comprehensive curriculum that isimplemented throughout grades K -12. Elective courses are also offered.

The core high school curriculum consists of English, History, Latin,Mathematics, Music, Physical Education, Science, and Theology. Elective

courses and activities include, Art, Drama, Science Club, Debate, various

foreign language, and sports activities. The impact of home school studentsand students entering in the later grades of high school is an important aspectof curriculum development.


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Distinctive Approach

St. Augustine Academy recognizes the parents as the primary educators of

their children and respects their role in determining what is right for their

child.

St. Augustine Academy embraces traditional Christian values, and

appropriate behavior is expected from students, staff, and parents. St.Augustine Academy students excel in this positive learning environment

free from the stresses of popular culture.

St. Augustine Academy has a deliberately small student body, which

enables the staff and faculty to become familiar with the learning style and

personality of each student who walks through the doors. The lowstudent/teacher ratio gives each student the ability to reach his or her

potential in all areas of learning.

St. Augustine Academy has a culture of respect for life, for one another,

for ones family and for ones country. Students are secure in theknowledge that every life is a respected life.

Visitors to the school have commented that the faces of our students shine.

There is something distinctive about St. Augustine Academy, and we

believe it is in the heartfelt eagerness of our students to learn because theyare still innocent and full of wonder. This is how the students come to us.

Our schools overall aim is to guide our students to grow in their love and

knowledge of God. We also believe that learning to love others as Christtaught us to be is best taught through constant practice of the virtues such

as temperance, justice, fortitude, patience and humility.

These virtues and aspirations are modeled every day and everywhere on

campus by all the faculty, staff, parents and volunteers who visit our

campus as well as off-campus on field trips and excursions. During arecent day-long field trip to Nature Bridge our students were complimented

not only on their excellent behavior but also on their level of preparationfor the visit. After every game, win or lose, our students are taught to

gracefully congratulate the opponents. Again, our students are admiredaround the league because of their constant cheerfulness win or lose.

Parents and the headmaster are there to insure that this happens. Older


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children are taught by their parents to monitor the behavior of theiryounger siblings and are especially protective of their charges when

driving them to school. The little ones are accustomed to respecting theauthority of their elders. Siblings relay messages and assignments to other

siblings and to their parents. They enter into the network ofcommunication at St. Augustine Academy at a very young age. The

parents release their children to us while school is in session, but whenschool is recessing, we encourage family interaction. There is no summer

reading list for AP English, and there is little or no homework for studentsduring the holidays because the parents want time to spend with their

families.

The parents have established this familial approach to the school which thefaculty strongly supports. Communication between all the stakeholders at

St. Augustine Academy could best be described as organic.Communication of school and student concerns is rapid and discreet.

Teachers confer numerous times each day, with two to three other teachers;

perhaps, the headmaster will enter into the discussion. Decisions are made

by consensus after having touched all bases with those faculty, parents andstudents involved. This occurs in classrooms, in the office, in the faculty

lounge and while standing on the curb as parents pick their children upfrom school. Confidentiality is preserved while the motors are running.

When teachers want a conference with parents they can use the phone, e-

mail or they can step out onto the curb and greet the parents. Becausethese meetings are less formal, more spontaneous and often require less

paperwork, they are more enjoyable and more immediately efficacious.Teachers enjoy talking to parents especially when they have been friends

with them for years or go to the same church.

In the academic arena a most distinctive element in our curriculum itcould be termed the Queen of the Curriculum -- hearkens back to the

culminating final examination in the classical, liberal arts schools forhundreds of years: Defend a position in writing and orally. The Thesis

Project has become the culminating work of four years of high schoolstudy at St. Augustine Academy in the humanities. It meets the liberal arts

goals in the classical model of Grammar, Logic and Rhetoric.

The Thesis Project for our juniors and seniors is a two year curriculum inwhich students generate their own topic, develop their own thesis and


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integrate speech skills into a 20-minute oral defense of their thesis. Allseniors at St. Augustine Academy defend their theses before a panel of

teachers, administrators and other qualified adult volunteers from thecommunity including Thomas Aquinas College professors with their

classmates in the audience. Additionally, instructional materials have beendeveloped to help students analyze the basic elements of a clear thesis and

generate a persuasive argument from a chosen topic.

Each year has identified new challenges including developing effectiveresearch topics, organizing topics, learning new library technologies,

developing a detailed bibliography and following the proper format.Because the Thesis Project involves a defense component, guidelines for

evaluating the defense were also developed.


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Students at St. Augustine Academy

The school pulls students from the greater Ventura County area and from all

social and economic categories. The student body is diverse but is united ina desire to uphold the teachings of the Catholic Church. Many of the

students have been previously home-schooled and St. Augustine Academy

represents their first experience with an institutional school environment. St.Augustine Academy honors the trust that home school families place in the

school by maintaining a highly personalized educational experience.

The influx of home-school students into St. Augustine Academy creates a

unique demographic not found in most other schools. Simply assessing each

students initial needs is challenged by the fact that most have had no

standardized testing. Academically they run the gamut from well-preparedto struggling. St. Augustine Academy is dedicated to meeting the needs ofthe parent and assisting them in their duty to educate their children. This

means that we must accept the child where they are and gently encourage

them to reach their greatest potential. We do not turn students away because

they are ill-prepared for their age-appropriate grade level; rather, weindividualize our program to meet their unique needs.

The students are exceptionally poised and confident yet deferential to adults

and authority figures. Because of the small class sizes, there is little problemwith cliques forming or students being ostracized for being a little

different. Every student is valued by the staff, faculty and fellow students.

Scholastically, 4th through 12th graders have historically scored in the top20th percentile on national standardized tests administered annually. The

average SAT score for our graduates, historically, is 1862.

During the last few years, graduates of St. Augustine Academy have chosen

to continue their post-secondary school education by attending a variety of

schools and colleges including Ventura College, Thomas Aquinas College inSanta Paula, CSU Channel Islands, University of Dallas, FranciscanUniversity of Steubenville, Ohio, Loyola and Marymount College in Los

Angeles, Ave Maria in Florida, Wyoming Catholic College, ChristendomCollege in Virginia, and the United States Military Academy at West Point.


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The Parents of St. Augustine Academy

At St. Augustine Academy, we believe that parents and educators

should be of one mind for the most effective education to take place.Communication is an important element in achieving such unity of thought.Parents are provided with a weekly communiqu from the school

headmaster that details school events, concerns and student bodyachievements. They are encouraged to speak to faculty members

immediately regarding any concerns, and the headmaster is always ready tomeet with them.

Typically, parents do not volunteer in the classroom while it is insession. The classes are small and the teaching is focused and intense. The

volunteer services of the parents are better utilized on our field trips, athleticactivities, and school events. However, St. Augustine Academy has

employed several qualified parents to serve as paid teachers with greatsuccess.

All parents are considered primary educators for the students and their

opinions are solicited and respected, particularly when a curriculum change

is being considered. St. Augustine Academy parents are also offered manyopportunities to participate in the schools Faith enriching programs such as

weekly school mass and periodic days of recollection, lectures and retreats.

Aside from involvement in the schools educational process, St.Augustine Academy relies on the help of parents in actual school operations.Each family is asked to give 25 hours of volunteering help each year.

Families help with the cleaning, painting and general school maintenance.They work on school social events, fund raising campaigns, sporting, music,

theater and school dance events. Parents also are involved in offeringspecial elective classes such as sewing, cartooning, and Spanish. By

providing such direct assistance, St. Augustine Academy can keep tuition

costs in check.


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Faculty and Staff at St. Augustine Academy

All faculty members of St. Augustine Academy have earned a bachelor of

arts/science degree and five of our teachers have earned Masters degrees,

with one teacher possessing two Bachelor degrees and another possessingtwo masters. Our 11/12 Moral Theology teacher is a tutor at ThomasAquinas College and has earned his doctor of philosophy in the field of

moral theology. One teacher studied extensively in Europe and taught twoyears in Japan while another served as a principal of a Catholic elementary

school in Maryland for ten years. Years of employment at St. AugustineAcademy range from sixteen years to our new hire for an average of over 7

years at the Academy (7.3) The total years of educational experience amongour faculty averages over 27 years of experience across the faculty, ranging

from over 40 years to one brand new teacher.

In addition to academic preparation and training, several members of thefaculty have experienced life in religious communities. One teacher is a

professed religious in the order of Sisters of Mary, Mother of the Church,

two are former seminarians, one is a formerly professed religious of theThird Order of the Franciscans who taught in various settings including a

school for Arapaho and Shoshone Native American children in Wyoming,another spent a year as a volunteer associate of the Congregation of the Holy

Cross in Matamoros, Tamaulipas, Mexico, one is involved in the creation of

literacy programs in East Africa, and another spent time working withMother Teresas Sisters of Charity in New York. These experiences bring aspecial enrichment in the faith to the classroom.

Our headmaster has been the guiding force of St. Augustine Academy for

eleven years and the school has prospered and grown in size and statureunder his direction. He supervises the faculty and staff of the Academy and

reports directly to the Board of Directors. He provides at least two State ofthe School addresses to the parents each school year in addition to the

weekly Blue Letter communiqus. He also teaches two classes at themiddle school level and so is better able to know student abilities,

understand teacher concerns, and is better able to keep his finger on thepulse of the school. For the last five years our school has been placed on the

National Catholic High School Honor Roll, sponsored by the ActonInstitute, as one of the top fifty Catholic high schools in the nation. Thishonor is based on three criterion; academics, catholicity and civic education.


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Collaboration between faculty members is frequent and on-going. From thesummer of 2009 to the present, our English faculty have been working

together to revamp our literature list and develop a Poetry Anthology for usein our middle and high schools. Moral Theology for grades 11/12 is team

taught. The teachers of grades 4/5 are in constant communication regardingprogress of individual students, since they share the same room and have

every noon-hour to conference. Various teachers serve as references forothers in their areas of expertise. Peer observation has proven to be a fruitful

experience for those involved. Our Special Education Coordinator oftenprovides much helpful advice to teachers in regards to methods of

addressing the special needs of our students. The musically talented havejoined forces to produce a choir that sings for every Mass and has taken their

beautiful music as a special gift out into the community The faculty, as awhole and in the various subject areas, discusses the results of standardized

tests with a view to improvement of the curriculum and the needs of thestudents. Classes have united for joint field trips and to welcome speakerson topics of common interest.

In addition to their teaching duties in academic subjects, members of ourfaculty serve as department heads, choir director, testing coordinators, AP

director, PE teachers, basketball coach for middle school boys, director ofreligious activities and social justice, director of high school student

maintenance duties, deans of discipline, director of the Junior ClassicalLeague, and as a resource for graphic design skills. Many pitch in and

donate hours of time in support of our fund raising efforts (GalaAuction/Dinner, Golf-a-thon, Student Jog-a-thon) which help to maintain St.

Augustine Academy.

Our faculty possesses a large array of talents employed in their respective

parishes and in the community at large: cantor, choir member, trumpetplayer, lector, Eucharistic minister at Mass; teachers in parish religious

education programs; St. Vincent de Paul Society; Knights of Columbus;parish outreach to homeless; parish rest home ministry; parish drivers to

Mass program; Eucharistic Adoration; Board of Regents Member of ThomasAquinas College; Boy Scouts; steering committee member of Catholics @

Work, arranging breakfast and speakers on topics of interest related to our

faith for Catholics in the workforce; tutoring in various subjects; pro life

events; Board Member of Holy Cross School; Dairy Goat Advisory Boardfor California Dairy Herd Improvement Association; Health Fair for

Uninsured, national consultants with the Institute for Catholic Liberal


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Education, publisher and contributors to the Catholic Schools TextbookProjects History Textbook Series used throughout the nation. One teacher

published an historical novel thorough Paulist Press, about 14th CenturyEngland. This wealth of extracurricular faculty involvement lends itself to

greater expertise in the classroom and testifies to the level of excellencefound in our faculty as role models of faith and citizenship for our students.

St. Augustine Academy employs a full time secretary to assist the

headmaster in clerical tasks and bookkeeping, to maintain the bookinventory and student files, and to accomplish the full spectrum of duties

that commonly fall to a school secretary. Our secretary supports and aidsheadmaster, faculty, parents, and students with efficiency, dispatch, and

grace.

An important advancement in our efforts on Action Plan #1 has been thedevelopment of standards for the English and Mathematics departments.

Teachers were given specific learning standards and asked to correlate themto what was or should be covered in any given year. This was then checked

throughout the next year for accuracy. This is an ongoing Action Plan item.Besides continuing to refine English and Mathematics standards we are now

moving on to complete History curriculum standards.

Gardeners are employed to tend to the maintenance of the grounds, a service

is employed to clean the restroom facilities once a week, and, for the last

eleven years, janitorial services for the campus have been provided by aschool family on financial aid. Additionally, the faculty contribute

generously to everyday maintenance. For example, carpentry skills are usedto install bulletin boards in the hallway or to make minor repairs to the

campus when needed. All teachers are alert to enlist the help of students in

taking care of school property, in returning play equipment or borroweditems to their proper place, in classroom management, and in keeping the

campus clean and tidy. Four high school students are assigned duties eachweek in this regard; this too requires teacher supervision beyond normal

classroom responsibilities. Respect for school property and habits ofcleanliness are, indeed, components of responsible behavior and Christiancharity that the faculty strives to inculcate in our students.

St. Augustine Academy encourages both experienced and inexperiencedteachers to apply to the school. The school believes that bringing in new

blood and new teaching perspectives keep the school fresh while the older


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experienced teacher keeps the school on track. The admission process fornew teachers involves completing an application that includes a narrative.

Teachers are asked a series of questions including discussing importantworks the applicant has recently read involving teaching, or regarding life as

a Catholic in todays world. The interview is conducted by the headmaster asan opportunity to get to know the applicant on a friendly basis; the interview

may last one or two hours.

TEACHER DEGREES CREDENTIAL

Miss Borchard B.A. Education Elementary and Secondary

Colorado

Miss Dillon B.A. Classics

Mrs. Dillon B.S. Nursing

M.S. Science of Nursing

California Community

Colleges Lifetime Instructor

Credential

Mr. Faulk B.A. French Clear: Multi-subjectCalifornia

Sr. Francis Mary B. A. Liberal Arts+ 30, Education

Lifetime: Multiple SubjectCalifornia

Mrs. Rose Grimm B.A. EnglishB.A. Liberal Arts

Holland Hunter B.A. EnglishJ.D. Whittier Law School

Mrs. Krestyn B.A. Liberal ArtsM.A. English

Mrs. Lyon B.M. Performance Voice

M.S. Curriculum andInstruction

Lifetime: Multiple Subject

California

Mrs. Nieto B. A. in Elementary

Education

Lifetime: Provisional

ElementaryKansas

Mrs. Paroski B.S. Applied MathematicsM.Ed. Math Education

Clear: Single SubjectCLAD Mathematics

California

Miss Roberts B.A. French

M.A. French

Life: Single Subject

French/English

Lifetime Elementary

CaliforniaDr. Seeley B.A. Liberal Arts

M.A. Theology

Ph.D. Theology


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Miss Stawiecki B.A. WestmontM.Ed Antioch University

California Clear MultipleSubject Pre-School to 12

Mr. Stebbins B. A. Liberal Arts

M.A. Economics

M.B.A. BusinessAdministration

Mrs. Thomas B.A. History+ 30, Education, English

Mr. Van Hecke B. A. Liberal ArtsM.Ed. Education

Administration

Mr. Zepeda B.A. Liberal Arts

B.A. Philosophy

Mrs. Van Hecke B. A. Liberal Arts

AMI Montessori Certified

(Masters Equiv)

AMI Montessori Certified

Teacher


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Community Profile

St. Augustine Academy is located at the very edge of the Ventura city limits,

in a mixed-use area combining commercial, residential, and agriculturalpurposes within one square block. The school property is bordered by

orchards, fields, a medical clinic, a trailer park for older residents, and awater reservoir.

Ventura County has a large agricultural industry and a significant amount of

business in the biotechnology sector, general service, and the semiconductorindustry. The Pt. Mugu/Port Hueneme military installation is the countys

largest employer. Ventura County has one community college district, a

state college, and two private colleges: Thomas Aquinas College and Cal

Lutheran University. It also has extension campuses to PepperdineUniversity, University of LaVerne, and UC Santa Barbara.

The St. Augustine Academy parent population represents all socio-economic

levels with the highest concentration in the middle class. The school pulls

students from all corners of the county. Many families travel between 10 to

30 miles each way due to the uniqueness of the St. Augustine Academyprogram. The school has a written school policy of student non-

discrimination and, therefore, does not track nor publish any ethnic make-up

of the student body.

Most families are, and have been, active members of the Catholic Church.

Historically a small percentage (fewer than 10%) of students and familiesare not Catholic, but most of these are of some Christian sect. Currently

there is one non-Catholic family attending the school.


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Curriculum

St. Augustine Academy was founded to provide a classical education in the

modern educational landscape. Classical education is based on teaching the

Liberal Arts, specifically, the first three which are Grammar, Logic andRhetoric.

Teaching children the Grammar of each subject provides them with the rawmaterials with which and about which they can think. Developing Logic is

necessary for the mind to function in the way it was created: to think frompremises to conclusions. And practicing the art of Rhetoric, properly

understood, allows the students to discourse elegantly, carefully andpersuasively, as well as to understand the same. The sum package of this

intellectual training makes for a free human intellect hence,Liberal Arts.

Classical education is defined by practices which fundamentally require acommunity of learners, comprised of students and teachers, who share

mutual respect, interact and communicate with one another, and share ideas.This is in direct agreement with the latest determinations of modern

educational practices. Our attention to studies and conferences which denote

all the latest research indicates that St. Augustine Academys commitment to

the liberal arts is cutting edge, though age-old. The Effective SchoolsResearch over the last twenty years has gone from effective schools, to

effective teaching, to effective learning. Effective learning makes use ofBlooms Taxonomy and other psychological and physiological theories

which more and more point to the importance of teaching children material,

guiding them through the formation of their thinking processes and givingthem the ability to express themselves cogently and clearly.

Saint Augustine Academy is in the process of developing a set of standards

for our school which is based on the outcome which we see our studentsachieving. Because the liberal arts require a body of grammar, we will first

define the content outcomes of each course. Secondly, given our focus onlogic, we will be defining outcomes which clearly indicate an understanding

of logic while allowing for the differing intellectual abilities, ages, andcharacter of our students. Lastly, all students will practice, often, writing

and speaking exercises which will be critiqued, so they learn how to turn aphrase, or, speak/write more eloquently. These are the skills that will result

in life-long learning. Students, upon graduation, should be able to take a


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subject, study its grammar, apply logical thinking to understand and reachconclusions, and communicate ideas about the subject clearly and

effectively. The crowning exercise of this art is the Senior Thesis, in whichall students are required to write an extended argument on a subject of their

choice, related to something they studied in the program, and defend it orallybefore a board of examiners and in front of their peers.

Along with academic skills the curriculum standards created for St.Augustine Academy emphasize the interweaving of moral and theological

principals. All subjects contain codified moral and theological components.In this manner students learn to integrate morality and faith into their

everyday lives, not as separate subjects but as an organic whole.

Basic Skills

St. Augustine designed its basic skill instruction to help students continuelearning throughout life. The program enables students to:

Listen attentively Read perceptively and critically Write effectively Speak clearly, confidently and publicly Defend the faith vigorously and communicate it intelligently

Elementary Education Students are guided toward effective communication of oral and

written thought through phonics, spelling, handwriting and the readingof great literature.

Language skills are integrated into all subjects. Correct grammar is taught in speaking and writing. The basic teachings of the Catholic Faith are taught with the structure

of the catechism and the story of Jesus and His saints.

A classic curriculum is built on: ordered basic knowledge fundamental skills the habitual vision of greatness

Secondary Education Emphasis on development of analytical abilities in mathematics in all

grade levels.


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Euclidian geometry is taught, following Algebra, using Euclidsoriginal text to give students an unparalleled foundation in logical

reasoning.

The goal of science instruction is to: Stimulate a sense of awe and wonder at Gods creation. Stimulate the students natural curiosity and imagination Develop the ability to observe, record data and formulate

hypotheses

Develop the ability to reason inductivelyHistory is taught to lead students to discover mans relation to God,

his neighbor, and his own nature.Literature utilizes the great works of the Western world which are

the material for composition and discussion the elements ofrhetoric and the universality of moral truth.

Theology courses aim to foster in each student a greater love andunderstanding of God and His will for us, an intellectual grasp ofCatholic Truth appropriate to each age level, and a better formed

and informed Catholic conscience from which can spring forth a

free and mature response in the practice of our Catholic culture.Latin is taught as the basis of vocabulary structure of all the

Romance languages.Students actively participate in fine arts, including drama, music,

art and dance.

Physical education/sports teams develop knowledge and habitsrequisite for the care of the body and throughout life.

The daily interactions between children of various ages is a uniqueand attractive feature for a high school.


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St.Augustine Academy Governing Board

St. Augustine Academy is a California private, non-profit corporation. Itslegal owner is its Board of Governors which is ultimately charged with all of

the schools operation, policies, debts, etc. There are currently six members

on the board. Our board members serve life terms unless they resign or aredismissed. Their responsibilities include:

Conducting, managing and controlling the affairs of the corporation Controlling, managing and maintaining the property of the

corporation

Appointing the Academys headmaster to fulfill the Academysmission and vision as expressed by the board

Supervision of the administration to assure the Academys missionand vision are being maintained

Appointing the Chairman of the Board

Fostering the well being and continued development of the Academy Every Board member pledges to offer his Wisdom, Work, and

Wealth to advance and secure the mission of Saint Augustine

Academy.

Board of GovernorsPresident Louise Warnert

Secretary - Robert R. Orellana, Esq.

Treasurer - Michael C. Collins

Members - Thomas Ellis

Abel MontielMichael F. McLean, Ph.D.

Jeffery Schuberg


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WASC Data Interpretation

Preface:

Given the small size of our school and its year-to-year fluctuations in class

sizes, statistical models typical for larger institutions do not accurately applyto our data. In fact, the testing companies do not provide grouping data to us

due to our sample size being too small. It is worthwhile, nevertheless, toexamine the data vis--vis the individual student, but not to make systemic

changes in response to a single years testing records.

It is also notable that a large swing in testing data can be attributed to a highpercentage or a low percentage of exceptionally bright students. This is not

indicative of the curricular outcomes, but rather of the simple chemistry of a

given class. Nonetheless, ongoing evaluation is always occurring in order todetermine whether any curricular issues might be present.

As regards the whole, though, and the incompatibility of statistical models, it

remains that at St. Augustine Academy, a personalized attention is given toevery student in every case. It is also clear that St. Augustine Academy, in

her faculty, students and families indeed, by her very structure is focusedon learning!

Following are charts and graphs of much of the data of the school, from

financial data to school population to test scores. Brief narrativeinterpretations follow each graph or set of graphs.


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Tuition has increased for all levels over each of the last three years. Gross and Net tuition

have both increased as well (see graph on next page). This allows for greater financial

stability and higher salaries for our staff.

Tuition High School

Tuition Grade School


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Salaries and benefits have risen nearly 10% in the last three years in our effort to achieve

a more just wage/compensation package for our professional employees. This is

important to the academys long-term goals of maintaining a stable and professional

faculty and a quality education for our students.

Salaries and Benefits

Gross . Net Tuition


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While attentive to filling our classrooms with the right candidates, we do not make any

use of population mix or data. Our primary goal of enrollment for the school is tomaintain an enrollment in the area of 130-150 students in order to ensure a degree of

financial stability. We have met this goal three years running.

Poulationb

Grade

TotalPoula

tionMix


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The SAT historical data indicate a strong verbal and writing preparation in the Academy.Math, though nearing the 600 range, still lags behind the other two sections. While our

performance averages are still much higher than national percentiles, we feel this is an

area to give greater attention to. It is notable that 2009-2011 scores are below our

schools historical average of 1862. This is due to the greater number of lower-performing students admitted, which is part of the inclusive admissions approach we are

committed to.


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The PSAT Chart indicates a relatively steady level of performance over the past three years.

The data disaggregation shows that the dip seen in the 2010-11 scores is due in part to twostudents who have both been on IEPs, one of whom has left the school, which explains the


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spike in these same group of students performing higher on the SAT, so far for 2011-12. Over

all, the school has seen percentile averages in the 70s, except for one year.

CTBS Scores Comparables by Grade

The general trend of all the data points toimproved performance and scores the longer the

students are at the academy. Our examination of

the data determined that most significant

anomalies are caused by a change in thepopulation change in small classes, one or two

students can cause a marked swing in one year.


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The academys long-term goal for tuition percentage-to-expenses has been 60%. With

tuition covering 55% of our expenses. We hope fill a few more seats filled with full-paying students and plan to continue to levy moderate tuition increases.

so we can get this percentage closer to 60%.


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An evaluation of expenses shows that the vast majority of expenditures is for instructors.

Operations at 5% and interest and fees as 3% of our annual budget indicate a very lean

operation. This lean operational activity allows for funds to be redirected to facultyneeds, especially salaries more closely approaching a living wage.

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