NEEDS ASSESSMENT FOR THE FAITH FORMATION PROGRAM AT BISHOP DUBOURG HIGH SCHOOL

Transcription

1 Final Report NEEDS ASSESSMENT FOR THE FAITH FORMATION PROGRAM AT BISHOP DUBOURG HIGH SCHOOL December 2013 Completed by the Faith Formation Team: Christine Bahr, Parent Representative Michael Bahr, Parent Representative (chair) Paddy Callahan, Faculty Larry Driscoll, Faculty Jennifer Duncan, Faculty Sandy Leibrecht, Faculty Rev. Michael Lydon, President Donna Puetz, Parent Representative Msgr. Michael Turek, Pastoral/Community Representative Rebecca Warren, Student Representative

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3 TABLE OF CONTENTS EXECUTIVE SUMMARY... 2 INTRODUCTION TO THE NEEDS ASSESSMENT... 3 RELIGION COURSES... 6 Points of Pride and Recommendations LITURGIES Points of Pride and Recommendations RETREATS Points of Pride and Recommendations SERVICE Points of Pride and Recommendations CULTURE AND ENVIRONMENT Points of Pride and Recommendations Table Table Table Table Table APPENDIX A: Charter for the Faith Formation Team APPENDIX B: Bishop DuBourg High School Religion Curriculum

4 Needs Assessment for the Faith Formation Program at Bishop DuBourg High School EXECUTIVE SUMMARY In February 2012, Father Michael Lydon, then Vice President for Faith Formation at Bishop DuBourg High School, convened a Faith Formation Team (FFT) to develop and conduct a needs assessment for the Faith Formation Program at Bishop DuBourg High School. The FFT had two primary goals: (1) to create and administer an assessment to students, faculty/staff, parents, and alumni evaluating faith formation; and (2) to propose, consider, and recommend ways to improve current faith formation efforts. Over a period of two years, the FFT developed a charter to guide its work, identified five key aspects of the Faith Formation Program to be assessed, constructed four separate but related assessment instruments, administered and analyzed responses to the surveys, and generated recommendations to be considered by the Bishop DuBourg High School Administration. The five key aspects of the Faith Formation Program that were assessed included: (1) Religion courses, (2) liturgies, (3) retreats, (4) service, and (5) culture and environment. The four respondent groups were: current students, faculty/staff, parents of current students, and recent alumni. Electronic surveys containing both objective and open-ended questions were distributed to each of the four respondent groups in Spring of 2013 via SurveyMonkey. Four hundred fifty-seven (457) students, 50 faculty/staff, 111 parents, and 26 alumni completed the surveys. After analyzing and discussing the results, FFT members generated 34 points of pride and 39 recommendations for changes to various aspects of the Faith Formation Program. In general, respondents affirmed the Bishop DuBourg motto of Faith in Christ Service to Others. They embraced the Catholic culture and environment of Bishop DuBourg, and they appreciated the value of retreats, prayer days, and community service opportunities on the faith formation of students. Recommendations for change included ideas for enhancing parent and student involvement in liturgies, developing special liturgies for various groups, involving upperclassmen in retreat planning for lower grades, expanding options for completion of service requirements, and continuing to address school climate issues, among others. Although this report represents the conclusion of a two-year process of inquiry, FFT members hope that it will be used as a springboard for further discussion and action among the constituents of Bishop DuBourg High School. 2

5 INTRODUCTION TO THE NEEDS ASSESSMENT This report describes results of a needs assessment created by the Faith Formation Team (FFT) at Bishop DuBourg High School. The rationale for developing the needs assessment was based on the desire of the Bishop DuBourg Administration to evaluate the Faith Formation Program and identify strengths and areas for improvement. This report contains six sections this introduction and five sections on each aspect of the Faith Formation Program that comprised the needs assessment. The five areas are: (1) Religion Courses, (2) Liturgies, (3) Retreats, (4) Service, and (5) Culture and Environment. This first section primarily explains the method and procedures used in developing, implementing, and analyzing findings; consequently, it is very descriptive and serves as a record of the needs assessment process used by the FFT. By contrast, the remaining five sections each contain results, points of pride, and recommendations. Several tables and an appendix are referenced throughout this report, and they may be found at the end of the report. Participants Method Four groups of participants were included in the needs assessment. First, 467 students from all grades of Bishop DuBourg High School completed a student survey. In addition, 50 faculty and staff members completed a survey designed specifically to solicit their input. This was followed by two other groups completing surveys, 111 parents answering questions on a parent measure and 26 recent alumni responding to an alumni survey. Tables 1-4 display demographic information on participants from each of the four groups. Faith Formation Program Target Areas The team believed that a needs assessment would facilitate the identification of current programmatic strengths, as well as gaps or weaknesses, which would profit from further attention and development by staff. The team identified the five components, noted above, of the Bishop DuBourg Faith Formation Program that would become the target areas for a comprehensive needs assessment. Instruments The team agreed that a comprehensive, multi-method approach would provide an optimal amount of information for program evaluation. Consequently, the four participant groups were identified and separate surveys were created for each group. The surveys asked multiple questions about each of the target areas, and questions were either in an objective format (e.g., yes/no, select one response that matches your opinion) or an open-ended question, which allowed participants to write in their own responses. The surveys were comprehensive with the parent measure containing the least number of questions (n=46) to the student survey with the most (n=64). Table 5 displays central characteristics of the surveys by noting items by category. 3

6 Procedures Convening the Faith Formation Team Fr. Michael Lydon convened the Faith Formation Team (FFT) on February 29, At that time, Fr. Lydon was Vice President for Faith Formation, Bishop DuBourg High School, and he requested help from the FFT in thinking about an assessment that could provide program evaluation information about the effectiveness of the Faith Formation Program. He proposed that the group commit to a 2-year process devoted to (1) developing a charter to guide the work of the FFT, (2) identifying what aspects of the Faith Formation Program should be evaluated and how the evaluation would occur, (3) creating an assessment instrument, and (4) developing recommendations to the Bishop DuBourg Administration. Initially, there was a slight change in group membership, but the group membership quickly stabilized. The authors of this report constituted the FFT that worked on the needs assessment from February 2012 to December Charter Using a process from the Good Leaders, Good Shepherds program, Fr. Lydon asked the group to develop a charter that would guide the work of the FFT. This process involved identification of group roles (e.g., leader, scribe) and then discussions on developing a team vision and purpose statement for the FFT. The development of the charter took place over three meetings, and it was completed and signed by the team on May 29, Appendix A contains a copy of the charter. Needs Assessment Development and Administration As noted in the charter s Team Outcomes section, the FFT had two primary goals: (1) to create and administer an assessment to students, faculty/staff, parents, and alumni evaluating faith formation; and (2) to propose, consider, and recommend ways to improve current faith formation efforts. The meetings allowed substantive discussions to clarify how the goals would be achieved. By Fall 2012, it was apparent to the team that multiple areas of the Faith Formation Program should be assessed, and the five target areas were identified and defined. At this point, the FFT worked in small groups and developed items for each of the target areas. It was quickly apparent that not all items were suitable for each group to answer, and the development process of the needs assessment became more complex. In working on item development by group, four separate surveys were created. By early 2013, the FFT had completed the four surveys, and these were administered electronically via SurveyMonkey in the early spring. Class time was devoted to survey completion for current students, which resulted in a high, representative response rate by this group. Similarly, time was allocated for faculty and staff to complete their survey at a weekly staff meeting; thus, like the student survey, the results are highly representative of the Bishop DuBourg faculty and staff. Approximately 25% of parents of current students completed the survey, which limited their findings relative to the student and faculty/staff responses. Only 26 recent alumni from the past 5 years completed their survey, and as a result, these findings must be interpreted very tentatively. 4

7 Data Analysis As previously noted, the FFT developed two types of questions used in the surveys. The first type of question used an objective format with a category or a rating. In most cases, these items required participants to select one response that most carefully matched their opinion or attitude. For example, Q6 on the Faculty/Staff survey was: There is sufficient opportunity for faculty and staff to participate in liturgy planning. Participants responded by selecting one of the following five categories: strongly agree, agree, not sure, disagree, or strongly disagree. In some cases, there were fewer than five choices, such as the three categories of yes/no/not sure, for some items. The percentage of responses by category was reported for each item and used for analysis. The second type of item format was an open-ended question. These questions permitted respondents to write as much or as little as they desired. For example, Q4 on the parent survey asked: What religion topics/courses not offered at Bishop DuBourg would you like to see in the future? The length of responses ranged from a word or phrase (e.g., unsure, ethics and morality ) to longer ones that were several sentences in length. To analyze open-ended responses, the FFT developed a coding process allowing a reader (i.e., one of the FFT members) to identify similar responses and place them in a category. The name of the category was developed by the FFT member, who read the responses and organized them into categories. For example, Q39 on the student survey was: The thing that I liked best about the Senior Kairos retreat was This question resulted in 134 responses from participants. After several thorough reviews of the written comments, an FFT member developed seven distinct categories and named each after the theme of the responses. Nearly 40% of the responses to this question were assigned to a category named Making Friends and Interacting with Friends/Small Groups. The second highest category (16%) was Talks. Uses of these coding procedures enabled FFT members to identify the main themes emerging from the responses and report them in a meaningful way. Similar to the objective items, results of openended questions are reported by the percentage of responses in each category developed for that question. Summary This introduction provided an overview of the needs assessment process used to evaluate the Faith Formation Program at Bishop DuBourg High School in Spring The remaining sections describe the survey results for each of the five areas of the Faith Formation Program that were included in this assessment. 5

8 RELIGION COURSES The first section of the survey asked students, faculty/staff, parents, and alumni about Religion courses taught at Bishop DuBourg High School. At the time of survey administration, the Religion curriculum was in transition. See Appendix B for the current Bishop DuBourg High School Religion curriculum. Impact of Courses on Knowledge Seventy-two percent (72%) of students and 66% of alumni reported that their Religion classes at Bishop DuBourg taught them new information about the Catholic faith that they did not know previously. Fiftyeight percent (58%) of parents agreed that their children gained new knowledge from their Religion classes. Q1 : My current Religion class has taught me new information about the Catholic faith that I did not know previously. n=467 Strongly Strongly Q1 Alumni: My Religion classes at Bishop DuBourg High School taught me new information about the Catholic faith that I did not know previously. Alumni n=26 Strongly Strongly Q1 Parents: As a result of Bishop DuBourg High School Religion classes, I see a positive difference in my child s knowledge of the Catholic faith. Parents n=111 Strongly 6

9 Impact of Religion Courses on Faith Although students believed that their Religion classes taught them new knowledge about their Catholic faith, they were less sure of the impact of Religion classes on actually strengthening their faith. Fortyfour percent (44%) of current students said that their classes strengthened their faith, but a third of students were unsure. Only 32% of alumni said that their Religion courses strengthened their faith. More than half (53%) of the parents, however, believed that Religion courses strengthened their children s faith, with 78% of parents crediting that change to Catholic education in general. Q2 : The content of my Religion classes helps to strengthen my faith. n=467 Strongly Strongly Q2 Alumni: The content of my Religion classes at Bishop DuBourg High School helped to strengthen my faith. Alumni n=25 Strongly Strongly Q2 Parents: As a result of Bishop DuBourg High School Religion classes, I see a positive difference in my child s attitude toward the Catholic faith. Parents n=111 Strongly Strongly 7

10 Q3 Parents: As a parent, I have seen a positive change in my child s faith due to Catholic education in general. Parents n=108 Strongly Strongly 8

11 When asked about the impact of particular courses on students Catholic faith, approximately 50% of the faculty and staff were unsure, but very few thought that the courses had no impact at all. Courses that they believed had the most impact on students were 12 th grade - Social Justice, 11 th grade Catholic Morality, and 12 th grade - Christian Lifestyles. It should be noted that the Religion curricula for freshmen changed in and for sophomores in Thus, at the time of the survey, the freshman and sophomore courses were brand new to the faculty and staff. The courses for juniors and seniors were still from the old curriculum with which the faculty and staff were more familiar. Q1 Faculty/Staff: Please rate the impact you perceive each of our Religion courses having on students. Faculty/Staff n=49 9th Grade: The Revelation... 9th Grade: Who is Jesus Christ? 10th Grade: The Mission of Jesus... 10th Grade: Jesus Christ's... 11th Grade: Catholic Morality 11th Grade: Church History 12th Grade: Christian Lifestyles 12th Grade: Social Justice 0% 20% 40% 60% 80% 100% No Impact Low Impact Moderate Impact High Impact 9

12 Participation in Class A little more than 75% of students and alumni reported that they participated actively in their Religion classes. Q3 : In my Religion classes, I participate: n=467 Very actively Somewhat actively Not very actively Not at all Q3 Alumni: In my Religion classes, I participated: Alumni n=26 Very actively Somewhat actively Not very actively Not at all Teaching Methods When asked about teaching methods that had the most positive impact on learning, students and alumni described a variety of instructional activities, including class discussion; movies/videos; lecture, reading text, vocabulary, and taking notes; and small group work. There was no single instructional method that stood out among others. When asked what could make classes more interesting, students said to make classes more relevant; include more activities, group work, and projects; and incorporate more movies and videos. Only about 14% recommended making no changes. 10

13 Q4 : What method of teaching Religion had the most positive impact on your learning? n=435 Class discussion Movies/videos Lecture, read text, vocabulary, taking notes Small group work Don't know SMART Board/PowerPoint Produce a slideshow, paper, presentation Combination of techniques Specific Teacher Assorted Responses Q4 Alumni: What aspect of your Religion classes at Bishop DuBourg High School had the most positive impact on your learning? Alumni n=20 Different aspects Discussion/debates Old & New Testament/Mr. Haessig Senior service project Kairos Real life examples Teacher Movies Nothing

14 Q5 : What can be done to make your current Religion class more interesting? n=373 Make class relevant to now, less bland, improve techniques More activities, group work, projects Use of movies/videos/youtube w/ religious slant No change--like it the way it is Preference for Additional Topics or Courses All participants were asked about Religion topics or courses that they would like to see taught at Bishop DuBourg High School in the future. Nearly 60% of current students said that they did not know what they wanted to be taught. However, of those who answered the question, more than 50% of faculty/staff, 20% of parents, and 40% of alumni cited World/Comparative Religions as a potential topic for the future. 12

15 Q6 : What Religion topics or courses (currently not taught) would you like to see taught in the future? n=388 World/comparative religions, philosophy Sacraments, life of Jesus, scripture Sex ed, theology of the body, marriage/family, gay Science & religion, atheism Optional religion class Devotions, prayer, study of saints Service class/participation in activities Other Don't know Q4 Faculty/Staff: What Religion topics or courses currently not taught at Bishop DuBourg High School would you like to see taught in the future? Faculty/Staff n=23 World religion Pastoral theology (death & dying, morality) Apologetics Mass: Etiquette, understanding

16 Q4 Parents: What Religion topics or courses currently not taught at Bishop DuBourg High School would you like to see taught in the future? Parents n=39 Contemporary issues/contemporary challenges Comparative religions It's good as is/no suggestions Course on the Bible Course explaining the mass Other Q5 Alumni: What Religion topics or courses not offered at Bishop DuBourg would you like to see taught in the future? Alumni n=21 World religions/history of religion Bible studies/scriptures Improvement in what's provided How religions can combine and work together Not sure Atheism Birth Evangelist studies Other points of view

17 Support for Religion Courses Through Other Subject Areas Three questions for faculty and staff were asked about the ability to support Religion courses through courses in other disciplines. It is noteworthy that over 90% of the Bishop DuBourg faculty and staff believed that the Catholic faith could be part of every course a faculty member teaches. When asked if Religion in general could be part of courses from other disciplines, most faculty/staff (57%) agreed that this was possible. The most frequently identified subject area was history (30%) followed by Cavalier Experience/social studies (25%) with an emphasis on the history of social justice. English (12%) and science (12%) had the next highest recommendations for subject area consideration. Q5 Faculty/Staff: The Catholic faith can be a part of every course I teach. Faculty/Staff n=48 Strongly disagree Not sure Strongly Q2 Faculty/Staff: Are there any Religion courses in the current curriculum that could be supported by other subject areas currently being taught at Bishop DuBourg? Faculty/Staff n=49 Yes No Not sure 15

18 Q3 Faculty/Staff: If you answered yes, please explain. Faculty/Staff n=57 Western Civ/World Hst/ Amer Hst--church history Cav Ex/social studies--history of social justice Science/technology--life/moral issues English lit-- personal/social morality Cav Ex/Lit/Hst--Respect/dignity of human life Cav Ex classes (leadership, communication) Business ethics Art courses--projects on religion themes

19 RELIGION COURSES Points of Pride and Recommendations Points of Pride: 1. The majority (over 70%) of students say that their current Religion class has taught them new information about the Catholic faith that was previously not known. 2. As a result of Bishop DuBourg High School Religion classes, over 75% of parents see a positive difference in their child s attitude toward the Catholic faith. 3. Over 90% of faculty and staff think the Catholic faith can be incorporated into every course taught at Bishop DuBourg High School. Recommendations: Topic Area: Teaching Methods: 1. Responses by students to Q4 method of teaching Religion that administrative and instructional staff said had the most impact on learning should be examined by faculty in the Religion Department. They are better positioned to make judgments about the results of this question. Topic Area: Support for Religion Courses Through Other Subject Areas 2. Responses by faculty/staff to Q3 Yes, there are courses within other subject areas that could support Religion topics in their curriculum should be reviewed by faculty in the appropriate subject areas to see if Religion topics can be incorporated. 3. Based on faculty/staff responses to Q2, Q3, and Q5, Religion faculty should consider incorporating World/Comparative Religion content into senior courses. 17

20 LITURGIES The second section of the survey asked students, faculty/staff, parents, and alumni about the liturgies celebrated at Bishop DuBourg High School. Frequency of Liturgies When asked about the frequency of school liturgies, approximately 80% of current students and alumni said that about the right number of liturgies is offered each year. Just ten percent (10%) of current students thought that liturgies were held too frequently and 10% said that they were not scheduled often enough. Alumni answered similarly. Q7 : At Bishop DuBourg High School, I think that liturgies are offered: n=461 Not often enough About the right number of times Too often Q6 Alumni: At Bishop DuBourg High School, I think that liturgies were offered: Alumni n=21 Not often enough About the right number of times Too often 18

21 Parent Participation in Liturgies Sixty-two percent (62%) of parents said that they knew when liturgies were scheduled, but 38% reported that they didn t know or were unsure. Slightly more than half (54%) of the parents said that they felt welcome to attend school liturgies, but only 24% of parents said that they had ever actually attended a liturgy at Bishop DuBourg High School. Q7 Parents: I usually know when Bishop DuBourg liturgies are scheduled. Parents n=101 Strongly Strongly Q8 Parents: As a parent, I feel welcome to attend Bishop DuBourg liturgies. Parents n=101 Strongly Strongly Q9 Parents: I have attended liturgies at Bishop DuBourg High School: Parents n=103 Never Once More than Once 19

22 Parent Suggestions for Liturgies When asked for suggestions for changes to liturgies, nearly 40% of parents recommended notifying and/or inviting parents to attend school liturgies. More than a third (35%) said that no changes were needed. Q10 Parents: If you could change something about liturgies at Bishop DuBourg High School, what would you change? Parents n=32 Invite parents to liturgies--didn't know they could attend Nothing Various suggestions: more liturgies, parent liturgies, etc. Positive comments: Love music, once a month is good Student and Alumni Participation in Liturgies and alumni were asked about their attendance and participation in school liturgies. Sixty-nine percent (69%) of current students and 57% of alumni said that they have/had an opportunity to participate in school liturgies, not just attend them. Q8 : At Bishop DuBourg High School, I have an opportunity to participate in (not just attend) school liturgies. n=462 Strongly Strongly 20

23 Q7 Alumni: At Bishop DuBourg High School, I had the opportunity to participate in (not just attend) school liturgies. Alumni n=21 Strongly Strongly More than half (57%) of the current students reported that they did not feel comfortable or were unsure about participating in the congregation (e.g., saying prayers, singing) during school liturgies and only 33% said that they felt comfortable volunteering to help with the liturgies. Q9 : I am comfortable participating in the congregation during school liturgies (e.g., saying prayers, singing). n=464 Strongly Strongly Q10 : I am comfortable volunteering to help with the school liturgies. n=439 Strongly Strongly 21

24 About one-third (31%) of students said that they would be more likely to participate in school Masses if students planned them. But nearly half (48%) were unsure if that would make any difference. Only 13% expressed interest in actually helping to plan the liturgies. Q17 : I would be more likely to participate in school Masses if students planned them. n=462 Strongly Strongly Q18 : I would like to help plan the Masses at Bishop DuBourg High School. n=462 Strongly Strongly Most students (70%) said that they attended liturgies frequently in grade school, but only 29% attend regularly/weekly now. Slightly more than half (52%) reported that they attend Catholic Masses occasionally or regularly. Q12 : In grade school, I attended liturgies: n=461 Never Occasionally Often 22

25 Q13 : As a Catholic, I currently attend Catholic Masses: n=460 Regularly/weekly Occasionally (one or more times a month) Rarely (one or more times a year) Never Not applicable Impact of Liturgies on Faith More than one-third of current students (36%) said that they feel closer to God when they attend liturgies at Bishop DuBourg High School. However, about a third (31%) said they did not feel closer to God and another third (33%) were unsure. Q14 : I feel closer to God when I attend liturgies at Bishop DuBourg High School. n=456 Strongly Strongly 23

26 Fewer than one-third (29%) of alumni said that attending and/or participating in school liturgies had a positive impact on their faith development. About the same number reported that they currently attend Catholic Masses regularly/weekly, while another 29% checked not applicable indicating that they were not Catholic. Q8 Alumni: Attending and/or participating in liturgies at Bishop DuBourg High School had a positive impact on my faith development. Alumni n=21 Strongly Strongly Q10 Alumni: As a Catholic, I currently attend Catholic Masses: Alumni n=21 Regularly/weekly Occasionally (one or more times a month) Rarely (one or more times a year) Never Not applicable 24

27 Student Suggestions for Liturgies were asked several questions about ways to change or improve school liturgies. When asked with whom they would like to attend school liturgies, most students (71%) said that it didn t matter if they attended with students in their grade only or with the entire school body. Forty-one percent (41%) said that they liked the music that is played at school Masses, but one-third (32%) said that they did not, and a large number (27%) had no opinion either way. When asked to provide specific suggestions for improvements, the greatest number of responses related to enhancing student engagement, making the Mass more lively or interactive. Nearly 30% said that no changes were needed. The alumni offered few suggestions. Q15 : I prefer to attend Mass at Bishop DuBourg High School with: n=461 All of the students in my grade only. All of the students in the entire school. It doesn t matter. Q16 : I like the type of music that is played at school Masses. n=460 Strongly Strongly 25

28 Q11 : If you could change something about liturgies, what would you change? n=446 Engagement: More lively, less boring, sound system, separate liturgies No change--good as is Music: use more modern music, more singing Presider/homilist: Improve homilies, invite other priests Q9 Alumni: If you could change something about liturgies, what would it be? Alumni n=13 Nothing/Don't know Length More school involvement/include more people Optional Better participating options Temperature Formal uniform More frequent

29 Small Group Liturgies Faculty and staff were asked specifically about small group liturgies. The responses were split nearly down the middle. Slightly more than half (53%) said that there was sufficient opportunity for small group liturgies, but nearly 50% did not think there were enough small group liturgies or they were unsure. Although fewer than a quarter of the faculty and staff said that they were interested in planning a small group liturgy, 63% said that they were interested in participating in one. Q7 Faculty/Staff: There is sufficient opportunity for small group liturgies. Faculty/Staff n=49 Strongly Strongly Q8 Faculty/Staff: I am interested in planning a small group liturgy. Faculty/Staff n=49 Strongly Strongly Q9 Faculty/Staff: I am interested in participating in a small group liturgy. Faculty/Staff n=49 Strongly Strongly 27

30 Faculty/Staff Activities Before, During, and After Liturgies Faculty and staff were asked about their activities before, during, and after school liturgies. More than half (56%) of the faculty and staff reported that they discuss upcoming school Masses in class with students in preparation for liturgies. Sixty-one percent (61%) of faculty and staff reported that they have to spend time during liturgies keeping students under control. After Mass is celebrated, 69% of faculty and staff reflect on the day s liturgy (although not necessarily with students). Q11 Faculty/Staff: I discuss upcoming school Masses in class with my students in preparation for the liturgies. Faculty/Staff n=47 Strongly Strongly Q10 Faculty/Staff: I spend time during liturgies keeping students under control. Faculty/Staff n=48 Strongly Strongly Q12 Faculty/Staff: I reflect on the day s liturgy after Mass is celebrated. Faculty/Staff n=49 Strongly Strongly 28

31 Faculty/Staff Suggestions for Liturgies Although faculty and staff offered many suggestions for ways to make the liturgies more prayerful, nearly 30% said that the liturgies are meaningful as is. Those who offered suggestions would like to see less disciplining of students during Mass, more participation of students and faculty, and a greater variety of music, homily topics, and venues. When asked if there was a liturgy that should be celebrated at Bishop DuBourg that currently is not, only 10% of the faculty/staff said yes. They offered seven specific suggestions. Sixty-one percent (61%) of the faculty, however, expressed interest in having a faculty-only Mass. Of those who liked the idea, most thought that it should be held about twice a year. Q13 Faculty/Staff: In general, what would make school liturgies more prayerful for you? Positive comments about liturgy Faculty/Staff n=45 Disciplining of students is distracting Need faculty and student participation Not sure Music suggestions--popular/familiar Different homily topics, visiting homilists Smaller masses/class masses Want a church/chapel (not gym) Music is good, prayerful, sets tone

32 Q14 Faculty/Staff: If you could, what would you change about liturgies at Bishop DuBourg High School? Faculty/Staff n=46 Various music suggestions Smaller venue or class masses Disciplining students More faculty/student participation Good/great! Not sure Upbeat homilies, guests celebrants Location/new church/different church No change/all is fine Q15 Faculty/Staff: Is there a liturgy we should be celebrating at Bishop DuBourg that we currently do not? Faculty/Staff n=49 Yes No Unsure 30

33 Q16 Faculty/Staff: If you answered yes to the previous question, what liturgy should we be celebrating? Faculty/Staff n=8 NA St. Francis Patron saint (Bishop DuBourg) Easter liturgy cultural saints Fourth day liturgy Class liturgies Catholic Schools Week Q18 Faculty/Staff: I would like to have a faculty-only Mass during the school year. Faculty/Staff n=49 Strongly Strongly 31

34 Q19 Faculty/Staff: If you would like to have a faculty-only Mass, how many times per year should we have it? Faculty/Staff n=43 Wednesday morning weekly 2 Semesterly End of the year Beginning of the year Quarterly It's good--no change Middle of the year 4 3 Twice per week Monthly Once Adult Attendance at Mass Approximately 88% of faculty/staff reported that they regularly or occasionally attend Catholic Masses. Parents were not asked specifically about attendance at Catholic Mass, but about practicing their religion in general. Ninety-six percent (96%) of parents reported that practicing their religion was important to them. Q17 Faculty/Staff: As a Catholic, I currently attend Catholic Masses: Faculty/Staff n=49 Regularly/weekly Occasionally (one or more times a month) Rarely (one or more times a year) Never Not applicable 32

35 Q11 Parents: Practicing my religion is important to me. Parents n=101 Strongly Strongly 33

36 LITURGIES Points of Pride and Recommendations Points of Pride: 1. Ninety-six percent (96%) of parents say that practicing their religion is important to them. 2. Nearly 90% of faculty and staff say that they attend Mass on a weekly or a regular basis. 3. Fifty-six percent (56%) of faculty discuss Mass with students before the Mass, 4. Sixty-nine percent (69%) of faculty reflect on the day s liturgy after the celebration. 5. Seventy percent (70%) of students said they had an opportunity to actively participate in liturgies, not just attend them. Recommendations: Topic Area: Parent Participation in Liturgies 1. Responses by parents to Q7 indicate a significant percentage of them don t know or are unsure when liturgies are offered. Consider sending an blast to parents and advertise liturgies on social media (e.g., Twitter, Facebook) one week before the Mass. 2. Since approximately 40% of parents report being unsure or disagreeing with feeling welcome to attend a liturgy, (Q8), have the Student Ambassadors and/or National Honor Society students become personally involved in welcoming parents in order to promote a warm, welcoming environment. The students may act as greeters and distribute music aides. Topic Area: Student and Alumni Participation in Liturgies 3. In several places (e.g., Q8, Q7 Alumni), respondents note the importance of increasing student participation in liturgies. This is the first of several recommendations for trying to accomplish this. We suggest selecting one Religion class that could survey students approximately a month before Mass to identify interest and assign ministerial and planning roles. 4. Student organizations could be asked to plan and organize liturgies. 5. Consider having Campus Ministry provide song lists from which students could select or suggest songs for liturgy. 6. We suggest creating programs with music notation for liturgies. 7. Consider inviting visiting musicians to occasionally lead song during liturgies in accordance with guidelines from the Office of Worship. 34

37 Recommendations (continued): 8. Consider integrating practice time for music prior to the beginning of Mass. 9. Similarly, consider assigning ministries by grade level to promote student participation (for example, freshmen servers, sophomores greeters, juniors lectors, seniors Eucharistic ministers). 10. Related to the preceding point, consider having a student serve in a prominent role during liturgy, such as doing the call to worship or serving as music director. 11. Consult with other co-ed Catholic high schools to obtain information about how they plan and organize liturgies. 12. Request Msgr. John Unger to convene a meeting of campus ministers or Religion Department personnel to discuss how liturgies are planned and organized. Topic Area: Faculty/Staff Activities Before, During, and After Liturgies 13. This recommendation combines a strength and a concern. Given that a majority of the faculty and staff discuss upcoming Masses in their classes (Q11), and given that an even larger majority spend time monitoring student behavior during Masses (Q10), consider the following: a) give a reminder to faculty before the liturgy to discuss with students the importance of promoting a positive, respectful approach to liturgy; b) ask advisory teachers to sit with their students and participate with them during the liturgy; and c) remind all faculty to model appropriate behavior during the liturgy. Topic Area: Faculty/Staff Suggestions for Liturgies 14. Since a majority of faculty and staff indicated a preference for faculty/staff only Masses, consider having such liturgies more frequently. 15. Since the faculty and staff offered several suggestions about liturgical celebrations (see Q16), perhaps it might be a good idea to pursue a themed liturgy creating a new tradition. For example, consider a Founders Day liturgy and celebration related to a significant feast addressing the contributions of Bishop DuBourg. This celebration could bring back DuBourg legends (e.g., distinguished faculty, staff, alums) to speak. A similar approach could be used to celebrate Catholic Schools Week. 35

38 RETREATS The third section of the survey asked students, faculty/staff, parents, and alumni about retreats sponsored by Bishop DuBourg High School or other entities. Retreats Not Sponsored by Bishop DuBourg High School and alumni were asked about their participation in retreats not sponsored by Bishop DuBourg High School. Fifty-five percent (55%) of current students indicated that they had attended a retreat sponsored by an entity other than Bishop DuBourg High School. Half of the students (50%) said that the retreat they attended was sponsored by a Catholic grade school or church. Forty-four percent (44%) of students said that they had attended a Luke 18 retreat. A few named the Reap Team (13%) or Steubenville (5%). Q19 : I have attended a retreat outside of Bishop DuBourg High School (a retreat not sponsored by Bishop DuBourg). n=461 Yes No Q20 : If you attended a retreat outside of Bishop DuBourg High School, where was the retreat held? n=267 Catholic grade school or church Out of town/out of state Camp High school (not Bishop DuBourg) Southside Youth Ministry University Cardinal Rigali Center Can't remember

39 Q22 : If you attended a retreat outside of Bishop DuBourg, who sponsored the retreat? n=245 My grade school or parish Other Reap Team Southside Youth Ministry Can't remember Q21 : If you attended a retreat outside of Bishop DuBourg, what was the retreat called? n=265 Luke 18 Reap Team Other Confirmation Steubenville First Communion Don't remember

40 In addition, 5 of 21 alumni (24%) indicated that they had attended a retreat since graduating from high school. Two reported that they had attended a retreat about prayer at Fontbonne, one named Southside Youth Ministry, and two said that they had participated in a mission/service trip in college. Q13 Alumni: Since graduating from Bishop DuBourg High School, I have attended a retreat. Alumni n=21 Yes No Retreat Planning Although many students said that they had participated in a retreat, only 13% of current students reported that they had ever helped to plan a retreat. Two of the alumni (10%) said that they had helped to plan a retreat since graduating from Bishop DuBourg High School. Q23 : I have helped to plan a retreat. n=459 Yes No Q14 Alumni: Since graduating from Bishop DuBourg High School, I have helped to plan a retreat. Alumni n=21 Yes No 38

41 Thoughts About Retreats Sixty-seven percent (67%) of current students said that they enjoy participating in retreats, 13% said they do not enjoy retreats, and 21% were unsure. Q29 : In terms of retreats in general... n=459 I really do not enjoy retreats at all. I don t enjoy retreats very much. I m not sure. I enjoy retreats a little bit. I really enjoy retreats a lot. Most of the alumni respondents (81%) said that attending and/or participating in retreats at Bishop DuBourg High School had a positive impact on their faith development. Q14 Alumni: Attending and/or participating in retreats at Bishop DuBourg High School had a positive impact on my faith development. Alumni n=21 Strongly Strongly 39

42 Freshman Prayer Day with the REAP Team at Rigali Center All students were asked if they had participated in the Freshman Prayer Day with the REAP Team at the Rigali Center. Sixty-two percent (62%) of current students (n=287) reported that they had attended the Freshman Prayer Day. Those same students answered several follow-up questions. Seventy percent (70%) of them said that the Freshman Prayer Day was beneficial to them, 17% were not sure, and 10% said that it was not beneficial. When asked what they liked best about the Freshman Prayer Day, 30% of students indicated they liked the leaders and 28% cited the opportunity to discuss with and get closer to their peers. Most students reported that there was nothing that could be done to improve the Freshman Prayer Day; however, about 20% of students said that they wanted more opportunities for student interaction and activities. Q25 : Did you participate in Freshman Prayer Day with the REAP Team at the Rigali Center? n=460 Yes No Q26 : The Freshman Prayer Day with the REAP Team was n=281 Not at all beneficial to me. Mostly not beneficial to me. I m not sure. A little beneficial to me. Very beneficial to me. 40

43 Q27 : The thing that I liked best about Freshman Prayer Day was Leaders, speakers, REAP team members, their talks Interacting/discussing/getting close to peers Rock activitiy, asking for forgiveness Don't know Out of school, lunch General positive response (e.g., fun) NA/Unuseable Spiritual, prayer Misc negative response n= Q28 : What do you think can be done to make the Freshman Prayer Day more beneficial to students? n=253 Nothing--good just like it is Don't know More student interaction, activities, involvement Miscellaneous (e.g., lunch, comfortable chairs, Fewer talks/presentations, different talks More talks/presentations, more than one day, More God, more prayer Make it optional Didn't attend

44 The same questions about the Freshman Prayer Day were asked of alumni. Seventy-one percent (71%) of the 21 alumni said that they had participated in the Freshman Prayer Day. They were less sure than current students, though, about its benefits, with 40% saying it was beneficial, 40% unsure, and 20% reporting that it was not beneficial. They said that the thing they liked best about the day was getting to know new classmates better. Unfortunately, only 7 alumni answered the question about how to improve the day, and most did not provide any specific suggestions. Q16 Alumni: When you were a student at Bishop DuBourg High School, did you participate in the Freshman Prayer Day with the REAP team at the Rigali Center? Alumni n=21 Yes No Q17 Alumni: The Freshman Prayer Day with the REAP team was Alumni n=15 Not at all beneficial to me. Mostly not beneficial to me. I m not sure. A little beneficial to me. Very beneficial to me. 42

45 Q18 Alumni: The thing I liked best about the Freshman Prayer Day was Alumni n=9 Getting to know new classmaters better Don't know/can't remember It was interesting Q19 Alumni: What can be done to make the Freshman Prayer Day more beneficial to students? Alumni n=7 Water balloons! Improve weaker components of the day Pray aloud together Keep it the same Don't know

46 Sophomore Day of Prayer and Discovery were asked the same questions about the Sophomore Day of Prayer and Discovery. Sophomores participate in service at various sites and then gather at St. Vincent DePaul parish for lunch and Mass. Forty-eight percent (48%) of current students (n=222) said that they had participated in the Sophomore Day of Prayer and Discovery. Seventy percent (70%) of them said that the Sophomore Day of Prayer and Discovery was beneficial to them, 18% were unsure, and 12% said it was not beneficial. Nearly 40% said that the thing they liked best was the service and another 30% said they best liked working with the children. When asked what could be done to improve the Sophomore Day of Prayer and Discovery, more than 30% said nothing, although 20% said that students should be given more choice (of service activities). Q29 : Did you participate in the Sophomore Day of Prayer and Discovery (service at various sites and gathering at St. Vincent DePaul parish for lunch and Mass)? n=459 Yes No Q30 : The Sophomore Day of Prayer and Discovery was n=220 Not at all beneficial to me. Mostly not beneficial to me. I m not sure. A little beneficial to me. Very beneficial to me. 44

47 Q31 : What did you like best about the Sophomore Day of Prayer and Discovery? n=211 Enjoyed service Enjoyed working with children Enjoyed St. Vincent Enjoyed elderly Other/no response Q32 : What do you think can be done to make the Sophomore Day of Prayer and Discovery more beneficial to students? n=204 Nothing--keep as is Give students choice of service Location (more locations, different ones, etc.) Other More time for service Interactions, reflections, discussions Don't know

48 Fifteen (15) of the 21 alumni respondents (71%) reported that they had participated in the Sophomore Day of Prayer and Discovery. Fifty-three percent (53%) said that the day was beneficial to them, but 27% said that it was not. Like current students, alumni said that what they liked most about the day was helping people. When asked about what could be done to improve the day, 30% said to increase the service component and 30% said to stay off campus. Q20 Alumni: When you were a student at Bishop DuBourg High School, did you participate in the Sophomore Day of Prayer and Discovery (service at various sites and gathering at St. Vincent DePaul parish for lunch and Mass)? Alumni n=21 Yes No Q21 Alumni: The Sophomore Day of Prayer and Discovery was Alumni n=15 Not at all beneficial to me. Mostly not beneficial to me. I m not sure. A little beneficial to me. Very beneficial to me. 46

49 Q22 Alumni: What did you like best about the Sophomore Day of Prayer and Discovery? Alumni n=8 Helping people Don't know Made new friends Q23 Alumni: What can be done to make the Sophomore Day of Prayer and Discovery more beneficial to students? Alumni n=7 Get student service opportunities Stay off campus Participation in mass Don't go to VDP Don't know

50 Junior Day of Prayer and Leadership Twenty-eight percent (28%) of students (n=128) indicated that they had participated in the Junior Day of Prayer and Leadership. Of those students, 58% said that it was beneficial, 24% were not sure, and 18% said that it was not beneficial. More than 30% of students said that what they liked best about the Junior Day of Prayer and Leadership was talking with the class and making better connections with their peers. When asked what could be done to improve the day, about 45% of students said nothing, although 15% said that grouping or the way information was handled should be changed. Q33 : Did you participate in the Junior Day of Prayer and Leadership (different forms of prayer at Notre Dame High School)? n=458 Yes No Q34 : The Junior Day of Prayer and Leadership was n=127 Not at all beneficial to me. Mostly not beneficial to me. I m not sure. A little beneficial to me. Very beneficial to me. 48

51 Q35 : The thing I liked best about the Junior Prayer Day was n=120 Talking with the class/better class connections Speeches/talks/the women's talks The different activities Don't know Miscellaneous responses Rocks--the prayer stones Q36 : What do you think can be done to make the Junior Day of Prayer and Leadership more beneficial to students? n=101 Nothing--good as is Don't know Grouping/way the information was handled More activities/more interesting topics Have more than one/don't rush things

52 Sixteen of 21 alumni (76%) reported that they had participated in the Junior Day of Prayer and Leadership. Fifty-three percent (53%) of them said that the day was beneficial to them, but 60% of them could not remember what they liked most, nor did they offer suggestions for changes. Q24 Alumni: When you were a student at Bishop DuBourg High School, did you participate in the Junior Day of Prayer and Leadership (different forms of prayer at Notre Dame High School)? Alumni n=21 Yes No Q25 Alumni: The Sophomore Day of Prayer and Leadership was Alumni n=15 Not at all beneficial to me. Mostly not beneficial to me. I m not sure. A little beneficial to me. Very beneficial to me. 50

53 Q26 Alumni: What did you like best about the Junior Day of Prayer and Leadership? Alumni n=7 Can't remember/na Different groups & different topics The women's talk Different setting Q27 Alumni: What could be done to make the Junior Day of Prayer and Leadership more beneficial to students? Alumni n=6 Can't remember/na Different groups & different topics The women's talk Different setting

54 Senior Kairos Retreat At the time of the survey, 24% of students (n=109) had participated in a Senior Kairos retreat. Of those, 90% said that the retreat was beneficial and only 7% said that it was not. Forty percent (40%) of the current students said that they most liked the opportunity to make and interact with friends. When asked about what could be done to improve the Senior Kairos retreat, 40% of students said nothing. About 20% said that the activities could be changed, 12% suggested more time to sleep, and 10% said that it should be made longer. Q37 : Did you participate in the Senior Kairos Retreat? n=109 Yes No Q38 : The Senior Kairos Retreat was n=109 Not at all beneficial to me. Mostly not beneficial to me. I m not sure. A little beneficial to me. Very beneficial to me. 52

55 Q40 : The thing that I liked best about the Kairos retreat was n=134 Making & interacting with friends, small groups Talks or speeches Other Everything! Being a leader Strengthen my relationship with God Letters Q40 : What can be done to make the Senior Kairos Retreat more beneficial to students? n=103 Nothing--it's great! Other Change activities Let us get more sleep Make it longer Not sure

56 Ninety-five percent (95%) of 20 alumni respondents said that they had participated in the Senior Kairos retreat. Eighty-nine percent (89%) of them said that it was beneficial and 11% said that it was not. They said that they most liked talking with and getting to know other students, also serving as a leader. When asked what could be done to improve the Senior Kairos retreat, nearly 40% suggested some sort of change in the scheduling or logistics of the retreat. Q28 Alumni: When you were a student at Bishop DuBourg High School, did you participate in the Senior Kairos retreat? Alumni n=20 Yes No Q29 Alumni: The Senior Kairos retreat was Alumni n=19 Not at all beneficial to me. Mostly not beneficial to me. I m not sure. A little beneficial to me. Very beneficial to me. 54

57 Q30 Alumni: What did you like best about the Senior Kairos retreat? Alumni n=15 Talking/getting to know others Being a leader Brought class together Letters Outreach/helping others Q31 Alumni: What could be done to make the Senior Kairos retreat more beneficial to students? Alumni n=15 Suggestions on logistics (scheduling, rooms, etc.) It's perfect--don't change it! Get students out of their comfort zone Suggestions about the focus of Kairos Other comments

58 Alumni Retreat Almost half (48%) of the alumni said that they would be interested in participating in a retreat with other Bishop DuBourg High School graduates. Q12 Alumni: I would be interested in participating in a retreat with other Bishop DuBourg High School alumni. Alumni n=21 Strongly Strongly Parent Retreat Parents were less interested in attending a retreat with the Bishop DuBourg community. Only 15% expressed any interest and nearly half said that they were unsure. When asked about other faith needs with which Bishop DuBourg might help, only 23 answered the question. A few cited passing on or sharing their faith with their children. Most of the 23 respondents (nearly 60%) said that they were unsure. Q17 Parents: I am interested I attending a retreat with other parents of the Bishop DuBourg community. Parents n=105 Strongly Strongly 56

59 Q18 Parents: What are your faith needs with which Bishop DuBourg might help? Parents n=23 Don't know or not sure Various issues that need attention Passing on/sharing our faith with our kids

60 Faculty/Staff Experience with Retreats Faculty and staff were asked to provide information about their own experiences with retreats. Most indicated that they had been on a retreat about one year ago (in ). About 13% said that it had been more than a year ago, and 11% said that they didn t know. Many faculty/staff (45%) said that they had positive experiences with retreats, although slightly more than 10% said they had negative experiences. Q22 Faculty/staff: The last time I was on retreat was Faculty/Staff n=45 August 2012 (faculty retreat) Fall years ago Don't know Spring 2012 Early 2012 During the school year Jul

61 Q23 Faculty/staff: Describe your experiences, if any, with retreat programs. Faculty/staff n=44 Positive Negative Other/various responses Do not recall Okay Prayerful Leaders of the retreat Both positive and negative Nineteen (19) of 50 faculty/staff (38%) reported that they had led a retreat. Of those who led a retreat, 45% reported that it was a Kairos retreat. Several mentioned more than one type of retreat, including children s retreats, women s retreats, and parish retreats. Q24 Faculty/staff: Have you led a retreat? Faculty/staff n=50 Yes No 59

62 Q25 Faculty/staff: What was the name of the retreat that you led? Faculty/staff n=28 Kairos Miscellaneous responses Youth group or high school retreat Family or children's retreat Parish retreat Women's retreat Respondents were asked specifically if they had led a Kairos retreat. Nineteen (19) reported that they had done so, and 90% of them said that it was beneficial to them. Fifty percent (50%) of them said that the openness expressed by participants touched them most. When asked about what could be done to improve the Kairos retreat, the faculty/staff offered a variety of ideas and suggestions, citing in particular more support from the faculty (28%). Q26 Faculty/staff: Have you led a Kairos retreat? Faculty/staff n=48 Yes No 60

63 Q27 Faculty/staff: I found Kairos to be beneficial to me. Faculty/staff n=20 Strongly Strongly Q28 Faculty/staff: What aspect of Kairos touched you most? Faculty/staff n=20 Openness Student-teacher relationship Talks Letters Confessions "Ah-ha" moment for student

64 Q29 Faculty/staff: What would you suggest to improve Kairos? Need more support from faculty More rest--stay up too late, get up too early It's perfect--don't change anything More 4th day activities We need a sophmore retreat Too strong of a Catholic orientation More time for reflection on talks Earlier in the year for all students Less time away, especially on 3rd day Don't know Faculty/staff n= Faculty/Staff Retreats More than half of the faculty and staff (51%) expressed interest in participating in a faculty/staff retreat held away from the Bishop DuBourg school property. They suggested that it should include both quiet time for personal reflection as well as faculty/team-oriented sharing with others. About 15% said that it should not include an overnight. Nearly half (49%) of respondents said that they would like to receive information about local and Archdiocesan retreats. A very large majority (94%) said that they were personally supportive of Bishop DuBourg s retreat programs. Q30 Faculty/staff: I would like a retreat specifically for Bishop DuBourg faculty and staff away from the school grounds. Faculty/staff n=47 Strongly Strongly 62

65 Q31 Faculty/staff: An ideal faculty/staff retreat would include Faculty/staff n=47 Personally-oriented (quiet time/reflection) Faculty/team oriented (sharing time/social) No overnight Overnight Don't know The current one at the start of year Q32 Faculty/staff: I would like to receive information about local and Archdiocesan retreats. Faculty/staff n=49 Strongly Strongly Q33 Faculty/staff: I am personally supportive of Bishop DuBourg s retreat programs. Faculty/staff n=49 Strongly Strongly 63

66 RETREATS Points of Pride and Recommendations Points of Pride: 1. Bishop DuBourg students report coming from parishes and grade schools that are doing a great job sponsoring or offering retreats; grade school/parishes are sponsoring good retreat programs (e.g., Luke 18). 2. Eighty-one percent (81%) of alums said attending retreats at Bishop DuBourg High School had a positive impact on their faith development. 3. Seventy-two percent (72%) of current students found the Freshmen Prayer Day beneficial. 4. Seventy percent (70%) of students said the Sophomore Day of Prayer and Discovery was beneficial to them. 5. Eighty percent (80%) of students enjoyed the Sophomore Day of Prayer and Discovery, especially the service component in general and, more specifically, working with children. 6. Fifty-eight percent (58%) of students indicated the Junior Day of Prayer and Leadership was beneficial. 7. Ninety percent (90%) of students said that the Senior Kairos retreat was beneficial. 8. Forty percent (40%) said that the Senior Kairos retreat needed no changes. 9. Ninety percent (90%) of alumni said Kairos was beneficial. 10. Nearly 40% of faculty/staff reported that they had led a retreat, either a Kairos retreat (45%) or some other type. Ninety percent (90%) of faculty and staff who led a Kairos retreat said that it was personally beneficial to them. 11. Overall, 94% of Bishop DuBourg faculty and staff are personally supportive of the retreat programs. Recommendations: Topic Area: Retreat Planning 1. Since a significant portion of students (86%) have not helped plan a retreat, consider inviting students to be involved in retreat planning. 2. Because 50% of the alumni responses indicated interest in attending a retreat, and since most alumni have not had a chance to plan a retreat, consider inviting alumni to plan a retreat targeted for Bishop DuBourg alumni. 64

67 Recommendations (continued): 3. Because most students identify the benefits of retreats, consider creating a relationship with Life Teen South to plan retreats for South City and County. Topic Area: Thoughts about Retreats 4. Thirteen percent (13%) of students indicated that they did not like retreats, and another 21% were unsure of how beneficial retreats were. This may be an area where additional assessment (e.g., annual surveys, focus groups) may be beneficial. Topic Areas: Retreat Feedback by Grade 5. Recommendations for Freshman Day of Prayer: o o Respondents were favorably impressed with the REAP Leadership Team. We recommend keeping the REAP Team as the main presenters. We suggest sharing student suggestions for improvement to the REAP Team. Specifically, students indicated preferences for (a) more student involvement (i.e., less lecture) and (b) more breakout sessions. 6. Recommendations for Sophomore Day of Prayer and Discovery: o o We recommend that retreat leaders create a format allowing students to list their priorities for service: elderly, children, homeless, and physical labor. We suggest that students complete a form in Religion classes allowing them to choose their top three preferences. We recommend that Campus Ministry create a student focus group of juniors to assess the Sophomore Day of Prayer and Discovery to identify ways to make Sophomore Prayer Day more meaningful. 7. Recommendations for Junior Day of Prayer and Leadership: o o Fifteen percent (15%) of respondents who provided feedback on the Junior Day of Prayer and Leadership said grouping and the way information is handled could be improved. Consider asking students who participated in the Junior Day of Prayer and Leadership for more specific input as to how to improve these areas. Eighteen percent (18%) of respondents said the Junior Day of Prayer and Leadership was not beneficial, and another 24% were not sure it was beneficial. Consider getting additional information (e.g., annual surveys, focus groups) from students about how to improve the Junior Day of Prayer and Leadership. 65

68 Recommendations (continued): 8. Recommendations for Kairos, the Senior retreat: o o According to student responses, Kairos successfully strengthens student relationships with each another, although fostering a closer relationship with God is not as strongly emphasized. We recommend that the Kairos Team give attention to strengthening each student s relationship with God. Overall, the Kairos experience is powerful and life-changing for many students. Given the strength of the Kairos experience, we recommend Campus Ministry consider how seniors, who have completed Kairos, may become more involved in the Junior Day of Prayer and Leadership. Topic Area: Experience with Retreats 9. Forty percent (40%) of the faculty and staff have led a Kairos retreat, and 90% of them said it was personally beneficial. We recommend that Campus Ministry explore more ways to involve faculty in participating in Kairos retreats. Topic Area: Faculty/Staff Retreats 10. Half (51%) of faculty and staff expressed interest in participating in a 1-day, off-campus retreat that would include quiet, reflection time and team-oriented sharing. We recommend that the Bishop DuBourg Administration explore this outcome to understand if faculty and staff desire a retreat in addition to the one already in place at the beginning of the year. General Recommendation 11. When parents were asked about which of their faith needs Bishop DuBourg could assist (Q18), a majority (55%) responded with Don t know/not sure and another 20% responded with various issues. Since parents are the first teachers of the faith, we recommend the creation of faith-based materials for parents to help them grow in their own faith. This could be communicated through , U.S. Mail, the Bishop DuBourg website, or Facebook pages. This effort could support parents primary role in educating their children in the faith. 66

69 SERVICE The fourth section of the survey asked students, faculty/staff, parents, and alumni about the service requirements and opportunities at Bishop DuBourg High School. Impact of Service Requirement on Spiritual Development More than half of the students (57%) and alumni (55%) said that they believed that participating in the student service requirement at Bishop DuBourg High School was a valuable part of their spiritual development. One hundred percent (100%) of the faculty/staff and 91% of the parents said the same. Q41 : I believe that participating in the student service requirement each year is a valuable part of my spiritual development. n=453 Strongly Strongly Q32 Alumni: I believe that participating in the student service requirement each year was a valuable part of my spiritual development. Alumni n=20 Strongly Strongly 67

70 Q34 Faculty/Staff: I believe that participating in the student service requirement each year is a valuable part of students spiritual development. Faculty/Staff n=47 Strongly Strongly Q19 Parents: I believe that participating in the student service requirement each year is a valuable part of my son/daughter s spiritual development. Parents n=104 Strongly Strongly Nature of Countable Service Hours When asked if countable service hours should be for service to the community, to one s family and friends, or both, the majority of students (51%), alumni (65%), faculty/staff (56%), and parents (62%) thought that service hours should be counted if they are for community-based service or service to family and friends. Q42 : What do you think about countable service hours at Bishop DuBourg High School? n=456 Should be for communitybased service only. Should be for service to family and friends only. Should be for communitybased service or service to family and friends. No opinion. 68

71 Q33 Alumni: What do you think about countable service hours at Bishop DuBourg High School? Should be for communitybased service only. Should be for service to family and friends only. Should be for communitybased service or service to family and friends. No opinion. Alumni n=20 Q35 Faculty/Staff: What do you think about countable service hours at Bishop DuBourg High School? Faculty/Staff n=48 Should be for communitybased service only. Should be for service to family and friends only. Should be for communitybased service or service to family and friends. No opinion. Q20 Parents: What do you think about countable service hours at Bishop DuBourg High School? Parents n=104 Should be for communitybased service only. Should be for service to family and friends only. Should be for communitybased service or service to family and friends. No opinion. 69

72 Rationale for Countable Service Hours When asked to provide reasons for their answers about service, more than 50% of the students said that service is service regardless of to whom it is directed. More than 60% of the alumni said that both types of service are valuable. The majority of faculty/staff and parents also provided a variety of reasons to support their opinions that countable service hours should include service to the community as well as service to family and friends. To better understand the many reasons given, more time will need to be spent analyzing the individual responses. Q43 : Please explain why you think that countable service hours should be for communitybased service only, service to family and friends only, or both. n=402 Service is service no matter who it's for Other Don't know/no opinion Hard to get hours--easier if we count service to friends Service should be reduced/eliminated

73 Q34 Alumni: Please explain why you think that countable service hours should be for communitybased service only, service to family and friends only, or both. Alumni n=15 Both types of service are valuable Community service gets people out of their comfort zone Believe community-based service is more important Family & friends need our help too It's logistically easier to have both Other Q36 Faculty/Staff: Please explain why you think that countable service hours should be for community-based service only, service to family and friends only, or both. Faculty/Staff n=45 Both family- and community service Only community-based should count No credit for in-school service--it's too easy Unsure--need more information Family-only should count

74 Q21 Parents: Please explain why you think that countable service hours should be for communitybased service only, service to family and friends only, or both. Parents n=84 Reasons for both community-based and family/friend countable Reasons for community-based only No response Closely monitor family/friends service Limitations--transportation, time, access Number of Service Hours When asked about the number of service hours required of students, most respondents indicated that the number required was about right. Fifty-two percent (52%) of students, 60% of alumni, 80% of faculty/staff, and 75% of parents thought that the number of required hours was appropriate. However, nearly one-third (32%) of current students thought that there were too many service hours required of students. The other groups did not share this concern. Q44 : The number of service hours required of students is: n=456 Not enough service hours. About the right number of service hours. Too many service hours. No opinion. 72

75 Q35 Alumni: The number of service hours required of students is: Alumni n=20 Not enough service hours. About the right number of service hours. Too many service hours. No opinion. Q37 Faculty/Staff: The number of service hours required of students is: Faculty/Staff n=48 Not enough service hours. About the right number of service hours. Too many service hours. No opinion. Q22 Parents: The number of service hours required of students is: Parents n=105 Not enough service hours. About the right number of service hours. Too many service hours. No opinion. 73

76 Senior Service Project Participants answered several questions about the Senior Service Project regarding its length, the choice of venues, and its value to students. About half (51%) of the current students and 55% of the alumni thought that allocating 10 school days for the Senior Service Project was an appropriate number of days. Sixty percent (60%) of faculty/staff agreed, as did 65% of parents. However, 29% of students, 25% of alumni, and 25% of faculty/staff said that the Senior Service Project should last longer than 10 days. The only respondents who answered differently were the parents. Ten percent (10%) of parents thought that too many school days were allocated for the Senior Service Project. Q45 : Allocating 10 school days to the Senior Service Project is: n=456 Not enough days. Just the right number of days. Too many days. No opinion. Q36 Alumni: Allocating 10 school days for the Senior Service Project is: Alumni n=20 Not enough days. Just the right number of days. Too many days. No opinion. 74

77 Q38 Faculty/Staff: Allocating 10 school days for the Senior Service Project is: Faculty/Staff n=48 Not enough days. Just the right number of days. Too many days. No opinion. Q23 Parents: Allocating 10 school days for the Senior Service Project is: Parents n=105 Not enough days. Just the right number of days. Too many days. No opinion. were asked how satisfied they were with the choices for the Senior Service Project. Seventyeight percent (78%) of current seniors indicated that they were satisfied, as were 80% of alumni and 80% of parents of seniors. However, 50% of faculty/staff thought that there should be a greater variety of venues for the Senior Service Project. Forty-seven percent (47%) of alumni agreed, but an equal number (47%) were unsure. Several alumni suggested traveling farther from Bishop DuBourg High School to get students out of their comfort zones. Current students and parents were not asked this same question. 75

78 Q46 : This question is for seniors only. How satisfied are you with the choices for the Senior Service Project? n=159 Strongly Strongly Q38 Alumni: When I was a student at Bishop DuBourg High School, I was satisfied with the choices for the Senior Service Project. Alumni n=19 Strongly Strongly Q27 Parents: This question is for parents of seniors only. I am satisfied with the choices for the Senior Service Project. Parents n=45 Strongly Strongly 76

79 Q40 Faculty/Staff: I think there should be a greater variety of venues for the Senior Service Project. Faculty/Staff n=48 Strongly Strongly Q41 Faculty/Staff: What suggestions do you have for additional venues for the Senior Service Project? Faculty/Staff n=40 Need more information to decide Involve more social outreach venues Move to end of junior year Involve out-of-town sites Focus on public outreach Focus on neighborhood service Other work both semesters Move to summer months Q39 Alumni: I think there should be a greater variety of venues for the Senior Service Project. Alumni n=19 Strongly Strongly 77

80 Q40 Alumni: What suggestions do you have for additional venues for the Senior Service Project? Alumni n=8 Travel farther to get out of comfort zone Good Will Read Readers Whole Kids Outreach Use sites near Bishop DuBourg Avoid clerical jobs Commercial sites (opera house, movie theaters) Don't know Faculty/staff, alumni, and parents expressed overwhelming support for the value of the Senior Service Project. Ninety-five percent (95%) of alumni, 98% of faculty/staff, and 91% of parents of seniors said that the Senior Service Project was valuable to Bishop DuBourg students education. Q37 Alumni: How valuable do you think the Senior Service Project is to Bishop DuBourg students education? Alumni n=19 I do not think it s valuable at all. I think it is of little value. I am uncertain about its value. I think it is somewhat valuable. I think it is very valuable. 78

81 Q39 Faculty/Staff: How valuable do you think the Senior Service Project is to Bishop DuBourg students education? Faculty/Staff n=47 I do not think it s valuable at all. I think it is of little value. I am uncertain about its value. I think it is somewhat valuable. I think it is very valuable. Q28 Parents: (This question is for parents of seniors only. If you have not had a senior at Bishop DuBourg High School, please skip it.) How valuable is the Senior Service Project as part of your son/daughter s education? Parents n=45 I do not think it s valuable at all. I think it is of little value. I am uncertain about its value. I think it is somewhat valuable. I think it is very valuable. Service Opportunities at Bishop DuBourg High School Sixty-two percent (62%) of students, 69% of alumni, and 65% of parents said that they would like Bishop DuBourg to provide students with more opportunities for service. However, about one-third of students (31%), alumni (32%), and parents (29%) were unsure, perhaps because the question could be interpreted in different ways. The vast majority (84%) of faculty/staff believe that Bishop DuBourg High School has a well-developed program for student service. 79

82 Q47 : I would like Bishop DuBourg High School to provide students with more opportunities for service. n=422 Strongly Strongly Q41 Alumni: I would like Bishop DuBourg High School to provide students with more opportunities for service. Alumni n=19 Strongly Strongly Q25 Parents: I would like Bishop DuBourg High School to provide students with more opportunities for service. Parents n=103 Strongly Strongly A relatively small percentage of students (37%) and alumni (16%) reported difficulty finding service opportunities on their own. A slightly larger group of students (41%) and 69% of alumni said they had no difficulties. Parents seemed to agree. A larger number (57%) said that their son/daughter had no difficulties finding service opportunities compared to the number who said that they did (33%). 80

83 Q48 : It is difficult for me to find service opportunities on my own. n=423 Strongly Strongly Q42 Alumni: When I was a student at Bishop DuBourg High School, it was difficult for me to find service opportunities on my own. Alumni n=19 Strongly Strongly Q26 Parents: It is difficult for my son/daughter to find service opportunities on his/her own. Parents n=104 Strongly Strongly 81

84 Q42 Bishop DuBourg High School has a well-developed program for student service. Faculty/Staff n=48 Strongly Strongly Service Beyond Bishop DuBourg s Requirement Ninety-three percent (93%) of parents and 94% of faculty/staff said that they participate in community service either regularly or occasionally. Sixty-nine percent (69%) of alumni thought that their participation in service through Bishop DuBourg High School had a positive influence on their desire to engage in service as an adult. Q24 Parents: My family participates in community service: Parents n=104 Regularly Occasionally Never Q43 Faculty/Staff: I participate in community service unrelated to my duties at Bishop DuBourg High School. Faculty/Staff n=48 Regularly Occasionally Never 82

85 Q43 Alumni: My service experiences at Bishop DuBoug High School had a positive influence on my desire to engage in service as an adult. Alumni n=19 Strongly Strongly 83

86 SERVICE Points of Pride and Recommendations Points of Pride: 1. One-hundred percent (100%) of faculty, 91% of parents, and 57% of students indicated that service requirements were an important part of their spiritual development. 2. The total of 150 hours of service over four years seems to be the right amount affirmed by the respondents. 3., their parents, and alumni believed that there was sufficient variety of service projects from which seniors could choose. 4. Eighty-eight percent (88%) of seniors and alumni were satisfied with their choices for the Senior Service Project. 5. Ninety-eight percent (98%) of staff, 95% of alumni, and 91% of parents of seniors value the Senior Service Project as important for seniors formation. 6. Eighty-three percent (83%) of faculty and staff said Bishop DuBourg has a well-developed program for student service. 7. Ninety-four percent (94%) of faculty and staff and 93% of parents participate in service regularly or occasionally. 8. Nearly 70% of alumni claimed that their participation in service had a positive influence on their desire to do service as an adult. Recommendations: Topic Area: Nature of Countable Service Hours 1. Given that all four response groups overwhelmingly affirmed the value of service to family and friends, we recommend that a group of administrators, faculty, staff, parents, and students review the current policy and procedures on service and consider revising them. Topic Area: Service Opportunities at Bishop DuBourg High School 2. Consider developing standing partnerships with existing agencies in St. Louis that need regular assistance (e.g., Feed My People, DuBourg House, Sister Jackie's Let's Start). 3. Because students would benefit from greater access to information on service opportunities, we recommend the development of virtual sites (e.g., Twitter, Facebook, Bishop DuBourg website) and a physical location (e.g., bulletin board) to publicize strategies for finding service opportunities. 84

87 4. Consider development of service partnerships in the community and/or overseas. This could expand service opportunities to various minority groups (e.g., Native Americans) or to international communities (see responses to Q39 and Q40 alumni, Q41 faculty/staff). General Recommendation 5. Given that service is clearly a Point of Pride for Bishop DuBourg (see above), consider building upon this strength by inviting professional laypeople in the Church to witness to their lives of faith and service. Examples might include Javier Orozco, John Foppe (Director of St. Vincent DePaul who despite his disability is very active and inspirational), Zip Rzeppa, or Michael Mette. 85

88 CULTURE AND ENVIRONMENT The fifth section of the survey asked students, faculty/staff, parents, and alumni about the Catholic culture at Bishop DuBourg High School. Physical Signs of the Catholic Faith A large majority of the students (89%), alumni (94%), parents (96%), and faculty/staff (100%) said that they could tell that Bishop DuBourg is a Catholic school by the physical signs in the school environment. Q49 : I can tell that Bishop DuBourg High School is a Catholic school by the physical signs, such as the crucifix, statues, and other reminders of the Catholic faith. n=445 Strongly Strongly Q44 Alumni: I can tell that Bishop DuBourg High School is a Catholic school by the physical signs, such as the crucifix, statues, and other reminders of the Catholic faith. Alumni n=18 Strongly Strongly 86

89 Q29 Parents: I can tell that Bishop DuBourg High School is a Catholic school by the physical signs, such as the crucifix, statues, and other reminders of the Catholic faith. Parents n=103 Strongly Strongly Q44 Faculty/Staff: I can tell that Bishop DuBourg High School is a Catholic school by the physical signs, such as the crucifix, statues, and other reminders of the Catholic faith. Faculty/Staff n=46 Strongly Strongly Administrators Model Teachings of Catholic Church Most students (74%), alumni (78%), parents (83%), and faculty/staff (89%) thought that administrators at Bishop DuBourg understood, accepted, and modeled the teachings of the Catholic Church. Q50 : Administrators at Bishop DuBourg High School understand, accept, and model the teachings of the Catholic Church. n=445 Strongly Strongly 87

90 Q45 Alumni: Administrators at Bishop DuBourg High School understand, accept, and model the teachings of the Catholic Church. Alumni n=18 Strongly Strongly Q30 Parents: Administrators at Bishop DuBourg High School understand, accept, and model the teachings of the Catholic Church. Parents n=101 Strongly Strongly Q45 Faculty/Staff: Administrators at Bishop DuBourg High School understand, accept, and model the teachings of the Catholic Church. Faculty/Staff n=48 Strongly Strongly 88

91 Faculty, Staff, Coaches, and Club Moderators Model Teachings of Catholic Church In addition to administrators, respondents also thought that the faculty, staff, coaches, and club moderators at Bishop DuBourg High School understand, accept, and model the teachings of the Catholic Church. Seventy-two percent (72%) of students, 78% of alumni, 81% of parents, and 67% of faculty/staff indicated positive responses. Q51 : The faculty, staff, coaches, and club moderators understand, accept, and model the teachings of the Catholic Church. n=445 Strongly Strongly Q46 Alumni: The faculty, staff, coaches, and club moderators understand, accept, and model the teachings of the Catholic Church. Alumni n=18 Strongly Strongly Q31 Parents: The faculty, staff, coaches, and club moderators understand, accept, and model the teachings of the Catholic Church. Parents n=102 Strongly Strongly 89

92 Q46 Faculty/Staff: The faculty, staff, coaches, and club moderators understand, accept, and model the teachings of the Catholic Church. Faculty/Staff n=48 Strongly Strongly Demonstrate Catholic-Christian Values and Beliefs Although respondents said that the administrators, faculty, and staff at Bishop DuBourg High School model the teachings of the Catholic Church, they were less sure of students. Only 36% of students and 47% of alumni said that students at Bishop DuBourg High School demonstrate Catholic-Christian values and beliefs. However, parents and faculty/staff were more positive about students. Seventy-one percent (71%) of parents and 67% of faculty/staff thought that students demonstrate Catholic-Christian values and beliefs. Q52 : The students at Bishop DuBourg High School demonstrate Catholic-Christian values and beliefs. n=446 Strongly Strongly Q47 Alumni: The students at Bishop DuBourg High School demonstrate Catholic-Christian values and beliefs. Alumni n=19 Strongly Strongly 90

93 Q32 Parents: The students at Bishop DuBourg High School demonstrate Catholic-Christian values and beliefs. Parents n=103 Strongly Strongly Q47 Faculty/staff: The students at Bishop DuBourg High School demonstrate Catholic-Christian values and beliefs. Faculty/Staff n=48 Strongly Strongly Parents Model Catholic-Christian Values and Beliefs Respondents were asked not only about students, but about the parents of students. Forty-one percent (41%) of students and 58% of alumni said that the parents of Bishop DuBourg students model Catholic- Christian values and beliefs. The parents themselves were more positive than the students about their own modeling; 66% said that the parents model Catholic-Christian values and beliefs. Faculty/staff, however, did not agree. Only 38% of the faculty/staff said that the parents demonstrate Catholic- Christian values and beliefs; more than half (54%) indicated that they were unsure. Q53 : The parents of students at Bishop DuBourg High School model Catholic-Christian values and beliefs. n=446 Strongly Strongly 91

94 Q48 Alumni: The parents of students at Bishop DuBourg High School model Catholic-Christian values and beliefs. Alumni n=19 Strongly Strongly Q33 Parents: The parents of students at Bishop DuBourg High School model Catholic-Christian values and beliefs. Parents n=102 Strongly Strongly Q48 Faculty/Staff: The parents of students at Bishop DuBourg High School model Catholic-Christian values and beliefs. Faculty/Staff n=48 Strongly Strongly 92

95 Parents as Primary Educators of the Faith The majority of respondents said that they thought that parents should be the primary educators of the faith for their children. Fifty-six percent (56%) of students, 79% of alumni, 83% of parents, and 92% of faculty/staff agreed. Q54 : I believe that parents should be the primary educators of the faith for their children. n=446 Strongly Strongly Q49 Alumni: I believe that parents should be the primary educators of the faith for their children. Alumni n=19 Strongly Strongly Q34 Parents: I believe that parents should be the primary educators of the faith for their children. Parents n=103 Strongly Strongly 93

96 Q49 Faculty/Staff: I believe that parents should be the primary educators of the faith for their children. Faculty/Staff n=48 Strongly Strongly Enabling to Reach Potential As a group, respondents were very positive about the role of Bishop DuBourg High School in helping students reach their potential. Sixty-three percent (63%) of students, 89% of alumni, 80% of parents, and 76% of faculty/staff said that Bishop DuBourg High School enables young people to reach their full potential. Q55 : Bishop DuBourg High School enables young people to reach their full potential. n=444 Strongly Strongly Q50 Alumni: Bishop DuBourg High School enables young people to reach their full potential. Alumni n=19 Strongly Strongly 94

97 Q35 Parents: Bishop DuBourg High School enables young people to reach their full potential. Parents n=103 Strongly Strongly Q50 Faculty/Staff: Bishop DuBourg High School enables young people to reach their full potential. Faculty/Staff n=46 Strongly Strongly Developing Leaders in Faith Sixty-one percent (61%) of students, 58% of alumni, 69% of parents, and 83% of faculty/staff said that Bishop DuBourg High School develops leaders in faith. Q55 : Bishop DuBourg High School develops leaders in faith. n=445 Strongly Strongly 95

98 Q51 Alumni: Bishop DuBourg High School develops leaders in faith. Alumni n=19 Strongly Strongly Q36 Parents: Bishop DuBourg High School develops leaders in faith. Parents n=103 Strongly Strongly Q51 Faculty/Staff: Bishop DuBourg High School develops leaders in faith. Faculty/Staff n=46 Strongly Strongly 96

99 Developing Leaders in Service In addition to developing leaders in faith, 67% of students, 79% of alumni, 73% of parents, and 76% of faculty/staff said that Bishop DuBourg High School also develops leaders in service. Q57 : Bishop DuBourg High School develops leaders in service. n=447 Graph not available Q52 Alumni: Bishop DuBourg High School develops leaders in service. Alumni n=19 Strongly Strongly Q37 Parents: Bishop DuBourg High School develops leaders in service. Parents n=103 Strongly Strongly 97

100 Q52 Faculty/Staff: Bishop DuBourg High School develops leaders in service. Faculty/Staff n=46 Strongly Strongly Support for Faith and alumni were asked if they felt supported in their faith at Bishop DuBourg High School. Fifty-nine percent (59%) of students and 63% of alumni said that they felt supported. However, 17% of current students and 32% of alumni said they did not feel supported in their faith. A large majority of parents (79%) and faculty/staff (83%) said that they thought students do feel supported in their faith. Q58 : I feel supported in my faith at Bishop DuBourg High School. n=444 Strongly Strongly Q53 Alumni: I feel supported in my faith at Bishop DuBourg High School. Alumni n=19 Strongly Strongly 98

101 Q39 Parents: My son/daughter feels supported in his/her faith at Bishop DuBourg High School. Parents n=103 Strongly Strongly Q54 Faculty/Staff: I believe that students feel supported in their faith at Bishop DuBourg High School. Faculty/Staff n=48 Strongly Strongly Faith Formation as Part of Academic Program Parents and faculty/staff were asked if faith formation was an integral part of the academic program at Bishop DuBourg High School. Although several parents and faculty/staff were unsure (18-19%), not a single parent or faculty/staff member disagreed. Q38 Parents: Faith formation is an integral part of the academic program at Bishop DuBourg High School. Parents n=103 Strongly Strongly 99

102 Q53 Faculty/Staff: Faith formation is an integral part of the academic program at Bishop DuBourg High School. Faculty/Staff n=48 Strongly Strongly Faith in Christ Service to Others All respondents were asked about the extent to which the learning environment at Bishop DuBourg High School reflects the school motto, Faith in Christ Service to Others. Over 80% of the respondents from alumni, faculty and staff, and parents affirmed the learning environment. A lower percentage (65%) of students agreed with this. Q59 : The learning environment at Bishop DuBourg High School clearly reflects the school motto of Faith in Christ Service to Others. n=445 Strongly Strongly Q54 Alumni: The learning environment at Bishop DuBourg High School clearly reflects the school motto of Faith in Christ Service to Others. Alumni n=19 Strongly Strongly 100

103 Q40 Parents: The learning environment at Bishop DuBourg High School clearly reflects the school motto of Faith in Christ Service to Others. Parents n=102 Strongly Strongly Q55 Faculty/Staff: The learning environment at Bishop DuBourg High School clearly reflects the school motto of Faith in Christ Service to Others. Faculty/Staff n=47 Strongly Strongly 101

104 CULTURE AND ENVIRONMENT Points of Pride and Recommendations Points of Pride: 1. All four groups of respondents students, alumni, faculty/staff, and parents overwhelmingly affirmed that sacramentals, such as crucifixes, candles, banners, prominent words affixed to the canopy, and other physical manifestations of the Catholic faith easily identify Bishop DuBourg as a Catholic high school. 2. All four groups also overwhelmingly affirmed (70%-89%) that administrators, faculty, staff, coaches and club moderators understand, accept, and model the teachings of the Catholic Church. 3. Over 80% of parents and the faculty/staff believe that faith formation is an integral part of the academic program. 4. Parents (80%) and alumni (89%) overwhelmingly believe that Bishop DuBourg High School helps young people reach their full potential. 5. Faith in Christ Service to Others is very well known as the Bishop DuBourg motto among our respondents, and it has become our branding message. 6. A majority of each of the four response groups believes that Bishop DuBourg develops leaders in faith and service. 7. A majority of staff, teachers, and parents believes that students demonstrate Catholic-Christian values. Recommendations: Topic Areas: Demonstrate Catholic-Christian Values & Beliefs/ Faith in Christ Service to Others 1. We recommend the creation and use of student focus groups (staffed with those who are active in their faith) to understand two sets of responses by students. o o The first pertains to how students could be better supported in their faith and deepen a climate of respect among students (see Student Survey Q52 and Q55; see Alumni Survey Q47). The second question is to ask students to assess the applicability of our motto, Faith in Christ Service to Others, among students (see Student Survey Q59). 102

105 Recommendations (continued): Topic Area: Parents Model Catholic-Christian Values and Beliefs 2. Approximately 65% of parents (Q33) agreed with the statement, parents of students at Bishop DuBourg High School model Catholic-Christian values and beliefs. By contrast, 33% were uncertain. Since parents are the first teachers of the faith, we recommend the creation of faithbased materials for parents to help them grow in their own faith. This could be communicated through , U.S. Mail, the Bishop DuBourg website, or Facebook pages. This effort could support parents primary role in educating their children in the faith. (This is a similar recommendation to one found in the section on Retreats). 3. Only 38% of faculty and staff agreed with the statement, parents of students at Bishop DuBourg High School model Catholic-Christian values and beliefs (see Q48). Given that 63% are unsure or disagree, we recommend that the Bishop DuBourg Administration consider doing further assessment with faculty and staff to better understand their concerns and to plan possible steps to address this issue. General Recommendation 4. We recommend that the Bishop DuBourg Administration continue its work to actively improve the school climate of Bishop DuBourg through Campus Ministry, the Care Team, the Student Dean, and the Climate Task Force (established June, 2013). 5. We recommend that a team be created to work with the Administration to oversee the implementation of these recommendations; this team would meet periodically to ensure that the plan is implemented in a timely way. 103

106 Table 1 Characteristics of Number Gender Female 242 Male 204 Race American Indian/Alaska Native 16 Asian American 13 African American 45 Native Hawaiian/Pacific Islander 6 Caucasian 321 Hispanic 19 Biracial/Multiracial 20 Religious Affiliation Catholic 341 Protestant 11 Other 53 No religious affiliation 41 Current year in school Freshman 106 Sophomore 100 Junior 111 Senior 131 Faith participation Active 91 Growing 198 Struggling 94 None 64 Note. A total of 446 students answered demographic questions out of the 467 students who completed the survey. 104

107 Table 2 Characteristics of Faculty and Staff Number Gender Female 26 Male 21 Race American Indian/Alaska Native 0 Asian American 0 African American 0 Native Hawaiian/Pacific Islander 0 Caucasian 43 Hispanic 2 Biracial/Multiracial 1 Religious Affiliation Catholic 43 Protestant 2 Other 2 No religious affiliation 0 Faith participation Active 34 Growing 9 Struggling 5 None 0 Note. A total of 47 faculty and staff answered demographic questions out of the 50 faculty and staff who completed the survey. 105

108 Table 3 Characteristics of Parents Number Gender Female 84 Male 19 Race American Indian/Alaska Native 1 Asian American 0 African American 3 Native Hawaiian/Pacific Islander 0 Caucasian 97 Hispanic 2 Biracial/Multiracial 0 Religious Affiliation Catholic 93 Protestant 2 Other 7 No religious affiliation 0 Faith participation Active 64 Growing 14 Struggling 23 None 1 Child(ren) current placement a Freshman 27 Sophomore 31 Junior 24 Senior 31 a Parent may list more than one child. Note. A total of 103 parents answered demographic questions out of the 111 parents who completed the survey. 106

109 Table 4 Characteristics of Alumni Number Gender Female 11 Male 8 Race American Indian/Alaska Native 0 Asian American 0 African American 0 Native Hawaiian/Pacific Islander 0 Caucasian 18 Hispanic 1 Biracial/Multiracial 0 Year Graduated Earlier than Religious Affiliation Catholic 10 Protestant 1 Other 3 No religious affiliation 5 Faith participation Active 5 Growing 4 Struggling 4 None 6 Note. A total of 19 alumni answered demographic questions out of the 26 alumni who completed the survey. 107

110 Table 5 Number of Items by Category on Each Survey Type of Survey Student Faculty/Staff Parent Alumni Religion Courses Liturgies Retreats Service Culture/Environment Demographic Items Total Items

111 APPENDIX A Charter for the Faith Formation Team 109

112 Bishop DuBourg Faith Formation Team Charter Document Template May 29, 2012 Team Name: 1. Team Vision: One easy-to-recall sentence to capture the hopes and dreams for your team and the community it serves. Purpose Statement: 2 nouns, 2 verbs, and statement of perfect world. Connect to goals and DuBourg s mission and plans. Faith Formation Team, Bishop DuBourg High School The FFT will assist Bishop DuBourg in forming faith-filled Christian leaders as they take their place in the world. The FFT will use our ideas and talents creatively to assess the faith formation efforts of BDB and recommend improvements so that our students, staff and faculty will mature in faith and witness to the world. Values: Rank order and define the values by which your team will operate. Respectful towards one another interrupting not allowed Punctual and organized meetings Active listening specific feedback Safe environment confidential Fun Humor Relaxed Environment Common ownership of group no passive aggressive behavior Clear, directive and collaborative leadership Decisions by consensus Members come prepared Forward motion needed, firm outcomes Positive can do attitude Passion excitement for the faith Presume good faith of others, nonjudgmental of one another No hijacking of meeting by any one member Food at every meeting Garner and decide with good data Each person has a voice Understand the culture of the group 2. Team Outcomes Define the key responsibility areas (KRAs) and SMART goals for the team. What does your team do and why? What outcomes will it achieve by when? Key Responsibility Areas (KRAs) Goals Develop leaders in faith and service Create and give an assessment to the faculty, staff and students evaluating our efforts at Faith Formation at BDB. To propose, consider, and implement ways to improve our current efforts. 110

113 Timing: Highlight any major milestones including the beginning and end time for the team. Resources and Budget: Define what people, organizations, tools, and money the team plans to use to achieve the purpose. 3. Team Operating Guidelines: Define the meeting structure and timing, problem-solving process, policy for making decisions and resolving conflicts and any other operating guidelines. 4. Team Norms and Ground Rules: How will you communicate and share feedback, deal with commitment and involvement of members, set tone and celebrate successes? 5. Team Roles and Responsibilities: What are the collective, paired, and individual responsibilities? 1. Complete Charter May 29, Preview Current Faith Formation Efforts (will take two meetings? Late May early July?) 3. Develop an assessment tool based on this preview will take 3 meetings (late Aug mid Oct., late Nov.) 4. Show assessment tool to Administration, Religion Dept and selected Advisory Board members 5. Revise the assessment tool accordingly 1 meeting (Jan) 6. Execute the assessment tool to all faculty and staff and representative sample of students (Feb. March) 7. Create report of results, including recommendations for improvement May June July August 8. Report back to BDB administration and Advisory Board (August or Sept. 2013) The FFT will be comprised of volunteer members representing BDB administration, faculty, students, alumni, and a community stakeholder. BDB will provide resources for development of assessment materials and tools. The FFT will: Develop an agenda for each meeting and distribute to the FFT prior to the meeting Move forward with identified outcomes Meet approximately every 6 weeks for the next two years or so Evaluate briefly each meeting at its conclusion The FFT will adhere to the following norms and ground rules: Consensus collaborative agreement, embrace the direction of the group, can trust in the goodness of the group Conflict listen to others perspectives, be non-judgmental, and open to discussion Respect work respectfully with one another Positive disposition maintain positive attitudes toward the FFT work Passion incorporate our passion for our faith Team Leader: Mike Bahr Meeting Facilitator: Mike Bahr Scribe: Jennifer Duncan Process Observers: Becky Warren, Donna Puetz Timekeeper: Msgr. Mike Turek 111

114 6. Charter Endorsement Team Members Signatures: 112