Executive Summary

Christopher Columbus High School Archdiocese of Miami

Brother John M Brady, Principal 3000 SW 87th Ave Miami, FL 33165-3245

Document Generated On February 20, 2013

TABLE OF CONTENTS

Introduction

1

Description of the School

2

School's Purpose

4

Notable Achievements and Areas of Improvement

7

Additional Information

12

Executive Summary Christopher Columbus High School

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

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Executive Summary Christopher Columbus High School

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

Christopher Columbus High School is the largest Catholic, college preparatory, all-male secondary school in South Florida. Established in 1958 on a beautifully landscaped 19 acre college-like campus, the school fosters three distinct traditions: the heritage of Catholic education, the pursuit of academic excellence, and the unique spirit and mission of the Marist Brothers to nurture the growth of the whole student in heart, mind, and body according to his level and ability, and particularly of those most neglected.

The school is owned and operated by the Marist Brothers Province of the United States and is accredited by the AdvancED/Southern Association of Colleges and Schools and the Marist Secondary Education Association. It is also affiliated to the Archdiocese of Miami and various national organizations, including the National Catholic Education Association, the National Association of Secondary School Principals and the National Association of College Admission Counselors. Columbus' distinction over various years as one of the top 50 Catholic Schools in the United States acknowledges its commitment to excellence in academics, Catholic identity, and civic education.

The school enjoys a steady, highly qualified and dedicated faculty and staff who carry on the Marist Brothers' tradition of preparing young men for higher education and for their continuous challenge of harmonizing faith, culture and life. Of these -84 laypersons, 17 Marist Brothers and 2 priests -more than half hold an advanced degree and 60% have twenty plus years of teaching experience. Their sustained professionalism and caring disposition ensure the wellbeing and academic success of the school's diverse student population within a 15:1 ratio.

Columbus High School has always maintained an open admission policy that complies with title VI of the Civil Rights Act of 1964, and in keeping faithful to its Marist mission of a marked preference for the neediest, it pursues policies and practices that promote a diverse student body and enable young men of economically struggling families to receive a first-rate Catholic education. To this end, tuition and fees are conscientiously kept the lowest possible, the school accepts students on Florida's McKay Scholarship and Step Up programs, and provides over a million dollars a year annually in financial assistance to deserving families. As a result, the school's student population is representative of Miami Dade County's rich multi-cultural community and diverse socio-economic background. Mostly Catholic, though also including various other religious denominations, the current student body of the school is comprised of 84% Hispanic from different countries of Latin America and the Caribbean, 13% White, 2% African-American, and 1% combination of Asian/Pacific, Pacific Islander and Native American/Alaskan.

Prospective students must submit an application for admission, attain a satisfactory score on the STS High School Placement Test, and provide proof of completion of eighth grade, along with letters of recommendation from their schools or from alumni or associates of Columbus. In order to graduate from Christopher Columbus High School, students must satisfactorily complete all requirements for high school graduation as prescribed by the State of Florida Board of Education, the Archdiocese of Miami, and the Marist Brothers of the Schools. At minimum, these include 24 credits in several core and elective subject areas, including religion, a cumulative grade point average (GPA) of 2.0 or better on the Florida scale, and 100 hours of community service.

Based on clearly-defined and appropriately challenging expectations for student learning, the college preparatory curriculum at Columbus High School is designed to meet the needs, interests and career goals of all students. All of the school's course curriculum frameworks are Page 2 © 2013 AdvancED www.advanc-ed.org

Executive Summary Christopher Columbus High School

aligned with standards and guidelines set forth by the Florida Department of Education, the Archdiocese of Miami, the Marist Brothers, the national councils for each subject area, and the College Board's AP Audits. Classes are taught at different levels of difficulty or acceleration and faculty within each content area consistently update essential knowledge and skills in the development of a balanced program of studies. The curriculum is further coordinated across grade levels and within grade levels to reflect a synchronized sequence of learning. Advanced Placement, dual enrollment, and honors level courses allow students to excel at an accelerated pace while earning college credits and possibly enter college at the sophomore level. Additionally, the school's Mas Family Scholars Program provides the gifted, highly motivated students a program comparable to the International Baccalaureate, by balancing rigorous interdisciplinary study with enrichment activities, guest lecturers, internships, and independent study/research projects.

The learning process at Columbus is superbly enhanced by the seamless integration of cutting edge technology throughout all 8 academic buildings. The school's sustained commitment to ever-expanding possibilities in the delivery of instruction and student interaction has led to the installation of campus-wide Wi-Fi access, Smart Boards and LCD projectors in all classrooms, fully-equipped science labs, a media/performing arts center, and a state-of-the-art technology complex housing a digital based library, PC and Mac computer labs, and a media production studio. And starting with the academic year 2013, the school will transition from a BYOD environment to full student 1:1 iPad implementation. As a result of its level of commitment, Columbus High School is one of only twenty-five schools in North America to be named a Smart Showcase Elite School for being a leader in the adoption and integration of technology to enhance teaching and learning.

Among all of its extracurricular activities, Columbus is well known for its athletic programs. Columbus is one of only two private schools in the State of Florida to compete at the 8A level. The school's superb athletic facilities comprise varsity athletic football and soccer fields, a baseball complex, tennis courts, a gymnasium, and soon to be completed state-of-the art all-sports fitness complex and wellness center. However, most Columbus students choose extra-curricular activities to expand their talents and practice the skills they have acquired in the classroom. These range from the various academic honor societies and several award-winning programs like the Adelante yearbook, CCNN -the school's TV network, the school's jazz band, and the nationally-ranked debate club.

As a Marist school, Columbus places priority on its extensive Campus Ministry service/outreach program. These endeavor to assist students in an ever-increasing secularized society to grow spiritually through prayer and service via religion classes, masses, retreats, a dynamic coed youth group, and various community service opportunities.

The commitment to all-around excellence is further enhanced by the alumni's affiliation with the Columbus development office. The office was established in the mid 1980's and presently consists of the President, five full time staff personnel, plus many volunteers, parents, and alumni parents. The development office has been the driving force of many of the physical and academic improvements of the school, along with helping to keep tuition costs affordable price and generating funds for the financial assistance of economically struggling families, a number which the school has seen increase in relation to recent economic factor in the local community.

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Executive Summary Christopher Columbus High School

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

Christopher Columbus High School holds fast to the vision of a Marist school as a center of learning, of life, and of evangelizing; leading students to learn to know, to be competent, to live together, and most especially, to grow as persons. As contemporary Marist educators, brothers and laypersons alike, we share and continue Saint Marcellin Champagnat's dream of transforming the lives and situation of young people, particularly the least favored, through offering them an integral education, both human and spiritual, based on a personal love for each one.

School Purpose The following mission statement was originally developed during the school's 2006-2007 self-assessment process for SACS accreditation. It has been reexamined and approved by stakeholders as part of the current accreditation process.

Christopher Columbus High School is a private, Roman Catholic, college-preparatory high school, conducted by the Marist Brothers of the Schools. We aim to make Jesus Christ known and loved, as we prepare young men for higher education and for their continuous challenge of harmonizing faith, culture, and life. We foster a family spirit among all who are committed to the success of the school, and promote opportunities to work together as a community of learners.

The first statement defines who we are. The subsequent three statements enliven our commitment to the comprehensive educational program in academics, spirituality, and physical development. Here is what we mean by each of the three action statements:

"We aim to make Jesus Christ known and loved" Faithful to the mission of evangelization by St. Marcellin Champagnat to the Marist Brothers of the Schools, we aim to educate by bearing witness to the person and message of Jesus Christ. We present the Good News not only in personal terms but also in the form of Jesus' vision of the human community: reaching out to the "least" of our society, seeking the common good of all, and taking responsibility for the future of humanity and of God's creation.

"We prepare young men for higher education and for their continuous challenge of harmonizing faith, culture, and life" We follow Champagnat's vision to lead young people to the experience of personal faith and of their vocation as good Christians and virtuous citizens. Our holistic approach to education is personal, rooted in real life, and practical in assisting young people to acquire learning, competence, and values through discovering the world, others, themselves, and God. We help them to grow in personal freedom and to develop a sense of the demands of life, to become people of hope and personal integrity with a deep sense of social responsibility to transform the world around them by making choices based on Gospel values.

"We foster a family spirit among all who are committed to the success of the school, and promote opportunities to work together as a community of learners" We come together as a single community: students, teachers, staff, parents, alumni, and friends; mindful of our ties to a worldwide Marist Family; supporting one another in complementary roles, and committed to sustained mutual improvement; seeking to create a work environment where everyone feels respected and co-responsible; guiding ourselves by the principles of fairness, justice and transparency.

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Expectations for Student Learning Also emerging from our work on school-wide beliefs and vision, groups of stakeholders approved in 2007 the following set of fifteen statements. These "Expectations for Student Learning" serve a dual purpose. For students, they are concrete actions by which to direct their educational experience and outcomes at Columbus; for the leadership and staff, they serve as key indicators by which to evaluate our school's progress on the programs and processes that guide the learning process.

1.Students demonstrate an understanding of Gospel values rooted in the person of Jesus Christ. 2.Students develop their self-esteem and inner capacity to give direction to their lives according to Gospel values. 3.Students manage and evaluate their behavior, and take responsibility for personal actions (demonstrating honesty, fairness, and integrity). 4.Students demonstrate an understanding of the value of individual service, and are active in providing service to benefit the community. 5.Students are instructed at a level at which they can best succeed. 6.Students demonstrate high expectations and commitment to creating quality work. 7.Students expand and integrate knowledge and skills across the curriculum. 8.Students engage in inquiry, problem-solving, and higher order thinking. 9.Students optimize use of technology and multimedia as learning tools. 10.Students demonstrate mastery of a variety of effective communication skills. 11.Students work with others in a variety of situations to set and achieve goals. 12.Students understand the role of culture and diversity in the community and society. 13.Students act as responsible citizens in the community, state and nation, and demonstrate an understanding of and responsibility for global and environmental issues. 14.Students demonstrate knowledge, skills and competencies through a variety of assessment strategies. 15.Students benefit from ongoing improvements in teaching.

Marks of the Marist Student In recent years, group reflection and discussion by leadership teams and campus ministers of Marist schools in the U.S. led to the creation of a document outlining key hallmarks of a Marist student. The purpose of the document has not been to offer a prescription for all schools to follow, and even within the group discussions of our current self-assessment process some found them too broad for practical application. Rather, as intended, our close examination and group discussion of the document revealed certain confluence between their broad appeal and our more concrete "Expectations for Student Learning." A convergence of the two documents has provided a comprehensive framework for our self-assessment and enabled us to identify specific areas of school-wide success and others requiring attention or improvement. The alignment would be as follows, but note that the numbering for the "Expectations" is not necessarily sequential. As we pursue refinement of this document, we may consider realigning the numbering along the "Marks."

As Marist educators who follow in the footsteps of Marcellin Champagnat, we are called to evangelize and make Jesus Christ known and loved through the complete education of young men and women. We accompany our students in their development as people who are rooted in Gospel and Marist values, who develop into good Christians and virtuous citizens, "harmonizing faith, culture, and life." As such, Marist student should be:

Marist Mark 1. FAITH -FILLED DISCIPLES: Marist students come to possess a strong sense of God and a personal relationship with Jesus, Mary and Saint Marcellin fostered through religious formation, a sacramental life, and prayer. Aligned Expectations: 1.Students demonstrate an understanding of Gospel values rooted in the person of Jesus Christ. 2.Students develop their self-esteem and inner capacity to give direction to their lives according to Gospel values.

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Marist Mark 2. EMPOWERED WITNESSES: Marist students, recognizing Mary as their model and companion, become joyful witnesses to God's love in their lives, enabling them to see Christ in others, to live simply, morally and with integrity, respecting all of life and creation. Aligned Expectations: 3.Students manage and evaluate their behavior, and take responsibility for personal actions (demonstrating honesty, fairness, and integrity). 5.Students are instructed at a level at which they can best succeed. 6.Students demonstrate high expectations and commitment to creating quality work. 7.Students expand and integrate knowledge and skills across the curriculum. 8.Students engage in inquiry, problem-solving, and higher order thinking. 9.Students optimize use of technology and multimedia as learning tools. 10.Students demonstrate mastery of a variety of effective communication skills. 14.Students demonstrate knowledge, skills and competencies through a variety of assessment strategies. 15.Students benefit from ongoing improvements in teaching.

Marist Mark 3. AGENTS OF JUSTICE AND SERVICE: Marist students grow in their understanding of Catholic social teaching and stand in compassionate solidarity with the least favored. Aligned Expectation: 4.Students demonstrate an understanding of the value of individual service, and are active in providing service to benefit the community.

Marist Mark 4. SERVANT LEADERS: Marist students recognize that they are lovingly created by God with unique gifts and talents which, through their Baptism, they are called to develop and share with the Church and the wider community. Aligned Expectation: 4.Students demonstrate an understanding of the value of individual service, and are active in providing service to benefit the community.

Marist Mark 5. SPIRIT-FILLED MEMBERS OF FAMILY & COMMUNITY: Marist students embody a spirit which celebrates and welcomes all people as members of the one family created by God. Aligned Expectations: 11.Students work with others in a variety of situations to set and achieve goals. 12.Students understand the role of culture and diversity in the community and society. 13.Students act as responsible citizens in the community, state and nation, and demonstrate an understanding of and responsibility for global and environmental issues.

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Executive Summary Christopher Columbus High School

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Christopher Columbus High School's notable achievements and areas for improvement are presented below in light of the student-centered document aligning the Marks of the Marist Student from the Marist U.S. Province and the school's Expectations for Student Learning.

MARIST MARK 1. Faith-filled disciples: Marist students come to possess a strong sense of God and a personal relationship with Jesus, Mary and Saint Marcellin fostered through religious formation, a sacramental life, and prayer. Expectation 1.Students demonstrate an understanding of Gospel values rooted in the person of Jesus Christ. Expectation 2.Students develop their self-esteem and inner capacity to give direction to their lives according to Gospel values. STRENGTHS/ACHIEVEMENTS -Daily mass available along with daily morning and dismissal prayer -Phased implementation of four years of religion requirement for graduation to begin 2013 -Full-week program for National Vocation Awareness Week involving all students through religion classes and community presenters -Greater faculty participation with students in retreats, youth group, liturgy, service, and leadership/coordination within Campus Ministry -Realignment of the student retreat program, with the creation of the sophomore's Service Retreat/Experience and the senior's Exit Retreat -Revamped/strengthened student leadership training and experiences -Well organized and livelier school-wide liturgical celebrations and prayer services -Marist Young Adult Program for post-graduation -From college/career counseling and services to crisis intervention and various other school-wide and year-level specific programs, the school's guidance staff plays a vital in helping student realize their full potential NEEDS/IMPROVEMENTS -None identified

MARIST MARK 2. Empowered witnesses: Marist students, recognizing Mary as their model and companion, become joyful witnesses to God's love in their lives, enabling them to see Christ in others, to live simply, morally and with integrity, respecting all of life and creation. Expectation 3.Students manage and evaluate their behavior, and take responsibility for personal actions (demonstrating honesty, fairness, and integrity). STRENGTHS/ACHIEVEMENTS -Numerous opportunities exist for school-wide recognition of student achievement -Major efforts to deter cheating have proven successful with the addition of turnitin.com and greater teacher monitoring -Excellent substance abuse prevention program that includes random drug testing -Mas Scholars program offers an etiquette seminar/experience for students in freshman year and follow up interview/public speaking seminars for those in junior/senior year NEEDS/IMPROVEMENTS -Review and strengthen enforcement of the school's Academic Honor Code -Engage students in addressing persistent issues with academic integrity, dress code, study skills and time management (see Action Plan 2013, Goal 3) -Engage parents in addressing persistent issues with academic integrity, dress code, study skills and time management (see Action Plan 2013, Goal 3) © 2013 AdvancED

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Executive Summary Christopher Columbus High School

Expectation 5.Students are instructed at a level at which they can best succeed. STRENGTHS/ACHIEVEMENTS -Multi-level curriculum and instruction accommodates special needs of students -Professional development has enhanced faculty's technological expertise. -School-wide enhancement of hardware/software and opportunities for professional development in technology has increased opportunities for teachers and students to incorporate more technology in the teaching/learning process -Addition of E-LS and campus-based standardized testing prep programs offered through Prepworks -Systematic review of curriculum to meet student needs has resulted in the addition of Intensive Math to bolster success with Algebra 1, several new AP classes in art and history, new elective classes that satisfy student interests in the area of literature, mass media, and technology applications -Expansion of summer internship options and opportunities for students in the Mas Scholars Program NEEDS/IMPROVEMENTS -Provide better alignment of standardized test results with course selection process (see Action Plan 2013, Goal 1) -Having uniform quarterly or semester exams will enhance monitoring of student performance and curriculum effectiveness (see Action Plan 2103, Goal 2, Strategy 2) -Have greater professional development in learning styles, brain compatible learning and teaching methods (see Action Plan 2013, Goal 2, Strategy 4) -Teachers, counselors and administrators need to identify and address needs of at-risk students in a manner that is systematic and sustainable (see Action Plan 2013, Goal 1 and Goal 2, Strategy 3) -Provide more individualized/differentiated instruction (see Action Plan 2013, Goal 2, Strategy 1; issue is to be addressed beginning in 2013 with the implementation of 1:1 iPad program and curriculum alignment to the Common Core Standards)

Expectation 6.Students demonstrate high expectations and commitment to creating quality work. STRENGTHS/ACHIEVEMENTS -Sustained increases in the AP exams passing rate (82%) over the last five years with equally sustained increases in the number of students participating in the AP program -99.9% of graduating class is accepted into college and class of 2012 reported to have received over four million dollars in scholarships, with about one and a half million coming from the Florida Bright Futures Program -School results on SAT and ACT college entrance exams consistently exceed state and national averages -Columbus won the "Dodge Sunshine Cup All Sports Award" in 2009, 2010 and 2012 for the best high school athletic program for boys in Florida and the "2011 Miami Dade Major Sports Award" for the best boys sports program in Miami-Dade County -Columbus' athletic teams continuously rank among the best in the United States -CCNN (Christopher Columbus News Network) is considered to be the most successful high school broadcast program in the state, sweeping the 2012 competition at the Florida Scholastic Press Association's convention -The Speech and Debate program ranks consistently in the top 10% of the National Forensic League Chapters -Columbus science projects consistently rank among the best at the Miami-Dade Science & Engineering Fair, with many receiving state, national, and international recognition -The Columbus Jazz Band places first every year at the prestigious Music USA Festival in Orlando, FL -Since 2006, the Robotics Club has been successful in competition and currently ranks in the top 10% nationally -Near 70% of participants in the National Spanish Exam Competition receive gold, silver, bronze, or honorable mention NEEDS/IMPROVEMENTS -Continue to engage students in making greater commitment to create quality work and strive for excellence in academics (see Action Plan 2013, Goal 3)

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Executive Summary Christopher Columbus High School

-Review standards across the curriculum, by grade and academic levels (see Action Plan 2013, Goal 2, Strategies 1 and 2)

Expectation 7.Students expand and integrate knowledge and skills across the curriculum. Expectation 8.Students engage in inquiry, problem-solving, and higher order thinking. STRENGTHS/ACHIEVEMENTS -A concerted effort in the last five has provided opportunities for administrators, faculty and staff to meet in small groups and discuss diversification of assessments, taxonomies of higher order thinking, the use of rubrics and writing across the curriculum -Several curriculum pathways have emerged in the last few years in the areas of creative writing and journalism, mass media and communications, digital animation, business and marketing, forensic science and medical related fields. These pathways enable students to gain the necessary knowledge and proficiency to pursue a career path in any number of related fields at the post-secondary level. Where possible these curriculum pathways may be supported by internship experiences that may further enhance the instructional process. -Mas Scholars program has expanded the opportunities and options for student summer internships -Students in life sciences participate in local nature field trips/experiences -Robotics club competitions NEEDS/IMPROVEMENTS -Sustained and systematic processes are required to expand and integrate knowledge and skills across the curriculum, and for students to engage in inquiry, problem-solving, and higher order thinking (see Action Plan 2013, Goal 2)

Expectation 9.Students optimize use of technology and multimedia as learning tools. STRENGTHS/ACHIEVEMENTS -The current Bring Your Own Device program and installation of campus-wide Wi-Fi has enabled students and faculty to integrate more technology in the learning process and has provide the leadership team with valuable information regarding the school's technology infrastructure -The stakeholders commitment for a 1:1 iPad initiative beginning in 2013 will offer greater and sustained opportunities for technology integration in the learning process and the practice/mastery of 21st century skills (real problem applications, using physical and virtual models to refine understanding, applying multiple learning methods for diverse learning styles and using the power of social interaction to improve learning impact) NEEDS/IMPROVEMENTS -Ensure systematic and sustained professional development for faculty and staff that enables the integration of technology within and across subject areas (see Action Plan 2013, Goal 2, Strategy 4) -Provide the necessary resources and greater opportunities for faculty collaboration in the integration and use of technology (see Action Plan 2013, Goal 2, Strategy 4)

Expectation 10.Students demonstrate mastery of a variety of effective communication skills. STRENGTHS/ACHIEVEMENTS -School offers numerous and varied opportunities for students to receive and practice effective communication skills, including leadership positions in clubs and other activities, retreat presentations, drama presentations, debate club and discussions sponsored by politically affiliated clubs, the nationally ranked speech and debate program, and the Holocaust Awareness Day in sophomore year, where students engage in small group discussions with survivors and families of survivors of the Nazi holocaust -Members of the different honor societies engage in subject area peer tutoring in after-school academic study hall NEEDS/IMPROVEMENTS -Provide a venue/forum for students to voice ideas and concerns directly to the school leadership team (see Action Plan 2013, Goal 3, Strategy 2)

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Expectation 14.Students demonstrate knowledge, skills and competencies through a variety of assessment strategies. STRENGTHS/ACHIEVEMENTS -Administration and guidance have expanded and systematized standardized testing tools that align to the SAT and ACT in an effort to better prepare students for these high-stakes college entrance examinations -Professional development opportunities have broadened teachers' perspective on alternative forms of assessments -Greater integration of technology in the learning process continues to offer alternative methods of assessment -English department requires the use of writing portfolios to track student progress throughout the four years -Religion, English and several World Languages classes require the use of journals for formative assessments NEEDS/IMPROVEMENTS -School leadership must continue to seek ways of expanding student success on college entrance tests (see Action Plan 2013, Goal 1) -Continue to expand opportunities for faculty and staff to experiment with research-based alternative methods of assessment (see Action Plan 2013, Goal 2, Strategies 1 and 2) -Provide faculty and staff the necessary professional development for the interpretation and effective use of the expanded standardized testing tools -ReadiStep, Explore, Plan and the PSAT (see Action Plan 2013, Goal 1)

Expectation 15.Students benefit from ongoing improvements in teaching. STRENGTHS/ACHIEVEMENTS -Increasing and more effective use of technology in the learning process is creating opportunities for teachers to engage in flipped classroom, team teaching, differentiated learning -Regular and expanded opportunities for teacher professional development has enhanced the instructional/learning process, including among others: Smart Board training, Socratic Seminars, creation of a differentiated learning environment, technology integration in learning, AP workshops and seminars, webinars -Students are increasing taking more advantage of online classes for enrichment and credit recovery NEEDS/IMPROVEMENTS -School leadership needs to engage in more systematic classroom observations and effective teacher evaluations and expand opportunities for peer mentoring and professional collaboration (see Action Plan 2013, Goal 2, Strategy 4)

MARIST MARK 3. Agents of justice and service: Marist students grow in their understanding of Catholic social teaching and stand in compassionate solidarity with the least favored. MARIST MARK 4. Servant leaders: Marist students recognize that they are lovingly created by God with unique gifts and talents which, through their Baptism, they are called to develop and share with the Church and the wider community. Expectation 4.Students demonstrate an understanding of the value of individual service, and are active in providing service to benefit the community. STRENGTHS/ACHIEVEMENTS -There is a great variety of clubs, school activities and community organizations where students give generously of their time and talent; among these are Squires and Key Club, Campus Ministry, Habitat for Humanity, Youth group, fund-raising drives for turkeys in Thanksgiving, toys in Christmas, emergency relief in Haiti, Camp Hope in Esopus, NY -"Serve," the new sophomore retreat, is a two day service experience based on scripture and Catholic social teachings, which provides participants an experience of formation and dialogue, prayer and worship, and service to the community NEEDS/IMPROVEMENTS -None identified

MARIST MARK 5. Spirit-filled members of family and community: Marist students embody a spirit which celebrates and welcomes all people as members of the one family created by God.

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Expectation 11.Students work with others in a variety of situations to set and achieve goals. STRENGTHS/ACHIEVEMENTS -School clubs, organizations and activities provide students with many opportunities to create and have a sense of community; some of which include Campus Ministry, Model U.N., the Student Activities Committee, the annual school Walk-a-Thon, the Mother-Son and FatherSon Mass and Breakfast, and various fund-raising walks where there is greater participation of other family members and alumni NEEDS/IMPROVEMENTS -School leadership needs to study the feasibility of implementing project-based learning

Expectation 12.Students understand the role of culture and diversity in the community and society. STRENGTHS/ACHIEVEMENTS -The annual Student Awareness Day is a day-long prejudice reduction program where students meet with Holocaust Survivors to learn about choosing justice and tolerance -The Civic Voices International Democracy Memory Bank Project enables students to research and interview local civic activists who commit to making the community and world a better place -Rho Kappa and SIHA regularly sponsor guest speakers and special presentations of cultural and civic interest NEEDS/IMPROVEMENTS -None identified

Expectation 13.Students act as responsible citizens in the community, state and nation, and demonstrate an understanding of and responsibility for global and environmental issues. STRENGTHS/ACHIEVEMENTS -The week-long Close Up trip to Washington DC immerses students into the political life of the nation's capital, provides for discussion of current national issues NEEDS/IMPROVEMENTS -None identified

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Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

The Self-Assessment Process The self-study process for the 2013 AdvancEd and SACS CASI Quality Assurance Review was initiated in the fall of 2011 as part of the continuous improvement process at Christopher Columbus High School. AdvancEd's Adaptive System of School Improvement Support Tools (ASSIST™) provided a user-friendly systemic approach for reaffirming our school's purpose and direction, gathering and analyzing relevant data, and developing interventions to improve student performance and overall organizational effectiveness. The master plan developed at the onset of our process and presented to all stakeholders at opening sessions served to keep us on track. The timeline included below provides in greater detail the steps outlined by our reaccreditation plan. We were very successful in accomplishing all tasks in a timely manner thanks to the tremendous effort of all our stakeholders.

The self-study leadership team included: the Principal, Br. Michael Brady, the two Academic Deans, Mrs. Patricia Call and Mr. Pedro GarciaCasals, and three members of the faculty, Mrs. Teresa Chomat, science master teacher, Mr. Keith Crossman, English Department Chair, and Mr. Juan Vila, Chair of the Guidance Department. Our self-assessment also benefited from the extensive experience of Mrs. Call, Mr. Garcia-Casals and Mrs. Chomat, who have facilitated previous self-study and Quality Assurance Review visits for accreditation. Mrs. Teresa Chomat and Mr. Keith Crossman facilitated the QAR Team's visit. In preparation for the accreditation process, members of the Self-Study Leadership Team also participated in several of the Assist training workshops offered by the Florida SACS CASI Office and trained using the various resources materials available on the AdvancEd's website.

Our AdvancED/SACS CASI accreditation process has been organized and carried out with a firm commitment to the principle of collaborative and collegial analysis, planning, and implementation. In doing so, it has remained faithful to our school's mission of "fostering a family spirit among all who are committed to the success of the school." Mindful of the fact that stakeholders are only firmly vested in seeing the process through when given a participatory role, the Leadership Team and various committee leaders have made every effort to ensure that, at each juncture of our self-study, stakeholders engaged in genuine dialogue and discussion, verified the accuracy of the information presented, and validated its relevance to student performance and the school's organizational effectiveness.

The faculty, staff and administrators -organized by subject-area and/or cross-curricular teams -lead the serious effort of brainstorming, refining, reviewing, and drafting the different documents of the report. The Self-study Leadership Team was responsible for coordinating and synthesizing all gathered information and recommendations for final review and full stakeholder validation. Students, parents and community stakeholders received regular updates regarding the ongoing process and offered observations and recommendations.

In preparation for the last phase of our self-study process, the Quality Assurance Review visit, Mr. Garcia-Casals submitted the required documentation to AdvancED SACS CASI on February 20th, 2013.

We greatly appreciate the efforts of Dr. Eveleen Lorton, Chairperson of the QAR visiting team, for her prior visit to our campus and the various telephone and email exchanges where she generously offered good advice and recommendations for the process. We are indebted to her and the other members of the QAR team, Mr. Thomas Armstrong, Mr. James Deputy, Ms. Brenda Hawkes and Mr. Ben Hopper for agreeing to participate in this review, as well as for all their expert advice and professional support to the betterment of our school.

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TIMELINE *EDS = Early Dismissal Schedule

PHASE I. INTRODUCTION &VISION --Teams of faculty, staff and administrators engaged in the following actions: 8/16/2011 - Self-Study Introduction, Work on student expectations (Marks of a Marist Student) 9/13 EDS* - Shared Mission in Marist Education, Presentation by Br. Richard Van Houten 9/28 EDS* - Introduce SAR Standards, review school mission, beliefs and vision 10/19 EDS* - Review/discuss indicators and artifacts for SAR, Standard 1: Purpose and Direction 11/9 EDS* - Develop school vision in light of Marks of the Marist Student

PHASE II. PROFILE --Working by departments, teams of faculty, staff and administrators engaged in the: September to October - Departmental review of progress on Action Plan 2007 --Teams of faculty, staff and administrators engaged in the following actions: 1/11/2012 EDS* - Review of school profile on standardized test results (SAT/ACT and aligned test - PSAT, PLAN, EXPLORE) Actions for sessions from 2/29 to 5/4 included an initial survey among teams of faculty using Surveymonkey.com and AdvancEd's concept maps for each of the Standards, followed by small group discussions on the results of these surveys to identify strengths and areas for improvement for each indicators of the Standard. 2/29 EDS* - Review/discuss SAR Standard 3: PART 1 of Teaching and Assessing for Learning 3/21 EDS* - Review/discuss SAR Standard 3: PART 2 of Teaching and Assessing for Learning 4/18 EDS* - Review/discuss SAR Standard 2: Governance and Leadership and Standard 4: Resources and Support Systems 5/4 EDS* - Review/discuss SAR Standard 1: Purpose and Direction and Standard 5: Using Results for Continuous Improvement --Students, parents, faculty/staff and administrators completed: 8/14 - 9/7 - Stakeholder Opinion Surveys --Faculty, staff and administrators, assigned to committees for each of the AdvancED Standards, engaged in the following actions: 8/20 - 9/14 - Organize/review results and data to prepare Standard Assessment Report (SAR): work involved results from the small group review/discussion sessions on each of the Standards and other resources from suggested lists of possible evidence, and the drafting of a narrative for each Standard that addresses each of the pertaining indicators.

PHASE III. PLAN --Teams of faculty, staff and administrators engaged in the following actions: 8/15 (FULL DAY) - Goal-setting process and development of Action Plan 2013: Action involved small group discussion and presentations on school's Expectations for Student Learning, identifying with evidence the 3 strongest and the 3 needing improvement. 9/17 (FULL DAY) - Goal-setting process and development of Action Plan 2013: Actions involved summary presentations by committees on each of the 5 AdvancED Standards and small group discussion to identify areas for improvement. --The Leadership Committee engaged in the: 10/3 and 10/17 - Review of artifacts collected during the Profile phase and defined goals based on opinion surveys of staff, parents and students, results from work and in-services on the Expectations for Student Learning and AdvancED Standards. Action included setting up committees to develop goal objectives, strategies and activities for Action Plan 201. --The faculty/staff, administrators, students, parents, and Directory Board engaged in the following action: 9/18 - 11/30 - Draft Action Plan 2013 for school-wide improvement and School Assessment Report (SAR); artifacts used included: opinion

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Executive Summary Christopher Columbus High School

surveys of staff, parents and students, results from work and in-services on the Expectations for Student Learning and AdvancED Standards. --Representative students and members of the Leadership Committee engaged in: 11/05 - Student open forum on school self-assessment process. Student representation included the different year level classes and from each of the three curriculum levels (CP, Honors, and AP). --The entire administration and self-assessment facilitators engaged in: 11/16 - Visit by Dr. Eveleen Lorton, QAR Chair for introductions and preliminary discussion of the accreditation process.

PHASE IV. RESULTS --The faculty, staff and administrators, assigned to committees on the Action Plan and SAR, as well as the Leadership Committee engaged in the following action: 1/7 - 2/19/2013 - Finalize work on Action Plan 2013, SAR, Executive Summary, and all other required documents for the QAR visit. --The Leadership Committee engaged in submitting: 2/20 - AdvancEd documents for QAR team visit --Teams of faculty, staff and administrators engaged in the following actions: 2/25 (FULL DAY) - Presentations and open forum discussion on school documents submitted for the QAR team --The faculty, staff & administration engaged in: 3/13 EDS* - Preparation for QAR visit --School directory Board and members of the Leadership Committee engaged in: 3/19 - School Directory Board presentation on school self-assessment process and QAR visit. --March 20th & 21st, 2013 QAR Team, students, select parents, faculty/staff, Administration, and select members of the School Board Directory and community engaged in the QAR visit.

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