Download WCEA/WASC PDF - Bishop O'Dowd High School

Bishop O’Dowd 

High School 

Focus on Learning 

Submitted to 

The Western Catholic Education Association 

and 

The Western Association of Schools and Colleges 

in conjunction with 

The School Department 

Diocese of Oakland, California 

November 2007

Table of Contents 

General Information ...................................................................................4 

Preface ...................................................................................................4 

Focus on Learning Process....................................................................4 

Timeline..................................................................................................6 

Committee Assignments.........................................................................8 

Strategic Planning Committees ............................................................10 

Student and Community Profile................................................................12 

History ..................................................................................................12 

Demographics and School Site ............................................................12 

Student Profile......................................................................................14 

School Administration...........................................................................17 

Teacher Profile .....................................................................................18 

Program................................................................................................19 

Progress Report.......................................................................................21 

Expected Schoolwide Learning Results..................................................27 

Mission Statement ................................................................................27 

Philosophy of Bishop O’Dowd High School ..........................................27 

Bishop O’Dowd High School.................................................................28 

Expected Schoolwide Learning Results ..............................................28 

Expected Schoolwide Learning Results Review Process....................29 

Self Study................................................................................................31 

Category A: Organization for Student Learning ....................................31 

A1. School Philosophy and Mission: .................................................31 

A2. Governance: ...............................................................................34 

A3. School Leadership Criterion .......................................................37 

A4. Staff ............................................................................................43 

A5. School Environment....................................................................46 

A6. Reporting Student Progress .......................................................51 

A7. School Improvement Process.....................................................54 

Category B: Curriculum & Instruction....................................................57 

B1. What Students Learn..................................................................57 

B2. Curriculum and Instruction criterion: How students learn............66 

B3 Curriculum and Instruction Criterion: How Assessment is Used.73 

Category C: Support for Student Spiritual, Personal, and Academic 

Growth ..................................................................................................78 

C1. Campus Ministry/Community Based Service Learning...............78 

C2. Student Connectedness Criterion...............................................83 

C3. Parent/Community Involvement..................................................93 

Category D: Resource Management and Development .................... 100 

D1. Resources ................................................................................100 

D2. Resource Planning ................................................................... 104 

D3. School Finance Resources....................................................... 106 

D4. Enrollment Resources .............................................................. 110 

D5. Development Resources .......................................................... 113 

Focus on Learning – Final Draft_v3 

September 22, 2007 

2

WCEA/WASC/Strategic Plan Action Plan 2007 .....................................117 

Appendix A .........................................................................................125 

Administrative Structures ................................................................125 

Campus Facilities Map....................................................................128 

Bell Schedule 20072008................................................................129 

Calendar Activities .......................................................................... 130 

Summary of Personnel Data ........................................................... 131 

Technology Summer ’07 Training Schedule ................................... 132 

Professional Development Action Plan ........................................... 133 

New Teacher Orientation Agendas .................................................139 

Student Survey Questions .............................................................. 142 

Student Survey Analysis .................................................................145 

Faculty and Staff Survey Questions................................................146 

Faculty and Staff Survey Analysis................................................... 148 

Parent Survey Questions ................................................................151 

Parent Survey Analysis................................................................... 154 

Alumni Survey Questions................................................................157 

Alumni Survey Analysis................................................................... 159 

Appendix B .........................................................................................161 

Advanced Placement Results .........................................................161 

NEDT Program Score Reports........................................................162 

National Merit Recognition.............................................................. 162 

SAT Historical Data.........................................................................163 

HSPT Historical Results.................................................................. 163 

Appendix C .........................................................................................164 

Clubs and Organizations.................................................................164 

Athletic Program .............................................................................165 

Athletic Enrollment Breakdown ....................................................... 167 

Campus Ministry and Christian Service .......................................... 168 

Appendix D .........................................................................................169 

Applicant Schools............................................................................169 

2007 Freshmen Applicants .............................................................170 

Tuition History 20012008............................................................... 170 

Information for College Admissions Officers ................................... 171 

Profile of the Class of 2006 .............................................................172 



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General Information 

Preface 

Bishop O'Dowd High School has experienced significant changes since 

the WCEA/WASC accreditation of 2001. The most compelling change 

occurred in July 2005 when the Diocese of Oakland, under the direction of 

Bishop Allen H. Vigneron, established a President/Principal model of 

governance with a Board of Regents of Limited Jurisdiction. 

Consequently, for the first time in the history of the school, the governance 

of the school is under the direction of a lay president and principal. Since 

the new administration started immediately preceding a WCEA/WASC 

year, an additional year of preparation beyond the traditional six years was 

requested and granted to maintain continuity of purpose. 

Concurrent to the WCEA/WASC process, the school engaged in a 

Strategic Planning process targeted at identifying assumptions, goals, and 

objectives for the next ten years. This process involved the major 

stakeholders of the school in meetings, discussions, retreats, and 

activities designed to generate a plan to guide the growth and direction of 

the school. The combined efforts of both processes resulted in the 

school’s Action Plan. 

Focus on Learning Process 

The recent Focus on Learning process started in spring 2006 with the 

appointment of the SelfStudy Cochairs. With the assistance of the 

Director of Information Services, work began on developing student, 

faculty, parent, and alumni surveys during summer 2006. Survey 

distribution occurred at the beginning of the 20062007 school year with 

results posted for all team members in a shared space on Blackboard®. In 

August, the Leadership Team formed with members including the 

President, Principal, Assistant Principal for Academics, Assistant Principal 

for Campus Ministry, Vice President for Advancement, Director of 

Curriculum and Instruction, Special Council to the President, Chairman of 

the Board of Regents, Parent Association Representative, and the Focus 

Group chairs. The team established Focus Group membership with 

approximately 20 members in each, 23 Home Groups, and the Student 

and Community Profile committee. Additionally, the Leadership Team 

established the processes, committees, and timeline necessary to 

implement the combined WCEA/WASC and Strategic Plan initiatives 

involving all Bishop O’Dowd constituencies. 

The ESLR Review Committee finalized its work on September 12, 2006 

and the SelfStudy CoChairs introduced the formal Focus on Learning 

process to the faculty, staff, and parent representatives at a schoolwide 



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inservice on September 29, 2006. Participants discussed the newly 

revised Mission, Philosophy, ESLRs, survey results, and Home Group and 

Focus Group assignments. Focus Groups and Home Groups gathered 

and analyzed evidence and discussed the SelfStudy process at 

Academic Council meetings, department meetings, and teacher inservices. 

Focus Groups reviewed Home Group evidence and survey 

results and prepared reports based on the SelfStudy Guide Questions for 

their respective areas. In February 2007, Leadership Team members 

evaluated the areas of strength and areas of growth drafted by the Focus 

Groups. 

Strategic Planning committees, with the guidance of Catholic School 

Management (CSM), formed and initiated work in September 2006. The 

11 committees met regularly from September through December to draft a 

set of assumptions and objectives in preparation for the Strategic Planning 

Retreat. Bishop O’Dowd hosted over 75 participants for the Strategic 

Planning Retreat on February 23, 2007 resulting in the formation of 11 

Strategic Planning goals. 

The Leadership Team presented the WCEA/WASC areas of growth and 

the Strategic Planning goals to faculty, staff, parents, students, and 

representatives of the Board of Regents during a full day inservice on 

March 20, 2007. Focus Group discussions and activities resulted in a 

combined Action Plan document that incorporated the goals from both 

groups. 

The President presented the Action Plan to the Board of Regents at its 

yearend session on May 8, 2007. Finally, Bishop O’Dowd hosted a followup 

Strategic Planning Retreat on June 6 to finalize and confirm the goals, 

objectives, and Action Plan. 

The President, Principal, and Board of Regents of Bishop O’Dowd wish to 

acknowledge the tremendous commitment of time, effort, and talent of all 

who have contributed to the preparation of this report. 

“I like the diversity at O’Dowd and feel like 

the counselors are very helpful.” 

– Student Surveys 



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WCEA/WASC Timeline 

DATE EVENT RESPONSIBLE 

9/2006 Determine participants for the Strategic 

Planning (SP) Retreat 

Compile School Profile Data 

ESLR Review Process 

President/Principal 

Profile Committee 

CoChairs 

Review Committee 

9/1/2006 Draft SP Assumptions due 

Determine Participants for Strategic 

Planning Retreat 

Administration & 

Planning Committee 


910/2006 Prepare SP Assessment Narratives Committees 

9/115/2006 Prepare Student, Parent, Faculty, and 

Alumni WCEA/WASC Surveys 

9/12/2006 WCEA/WASC Faculty Meeting 

Focus Group Meetings 

Parent Presentation 

Director of Information 

Services 

CoChairs 

9/712/2006 Recruit and Train Home Group Leaders CoChairs 

9/19/2006 Strategic Planning Meeting President/Principal 

9/1822/2006 Strategic Planning Committee Meetings CoChairs 

9/22/2006 Department Meetings – Home Groups CoChairs 

9/26/2006 Faculty Inservice – WCEA/WASC CoChairs 

910/2006 

10/3/2006 

Home Group Work 

Strategic Planning Meeting 

CoChairs 


10/10/2006 Faculty Meeting CoChairs 

10/16/2006 Department Meetings CoChairs 


Academic Council 

CoChairs 


11/3/2006 Finalize assessment narratives President/Principal 


Dept Meetings – Finalize Handbooks CoChairs 



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11/28/2006 Strategic Planning Meeting 

Assessment Narratives to Retreat 

Participants 

Academic Council 



CoChairs 




12/18/2006 Responses to Study Packets to CSM Planning Retreat 

Participants 

1/5/2007 Faculty Inservice Day 

WCEA/WASC 

CoChairs 


1/19/2007 Summary Report to SP Retreat 

Participants 

CSM 


Faculty Meeting 

CoChairs 

2/23/2007 Strategic Planning Retreat CSM 





3/20/2007 WCEA/WASC/SP InService CoChairs 

3/28/2007 Finalize Goals CoChairs 

4/3/2007 Finalize WCEA/WASC FG Reports, CoChairs 

Profile 

5/4/2007 Finalize Action Plan CoChairs 

5/8/2007 Present Action Plan to Board President 

6/6/2007 Present Action Plan to Retreat Team CSM 



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Committee Assignments 

SelfStudy Core Leadership Team 20062007 

Stephen Phelps, Ed.D., President 

Joseph Salamack, III, M.A., Principal 

Gio Welch, Board of Regents President 

Lisa Tortorich, M.A. SelfStudy CoChairperson 

Janet Vax, SelfStudy CoChairperson 

Focus Group Category A: 

Organization for Student Learning 

Chairpersons: 

Stephen Phelps 

Renee Early 

Students: 

Tim Kerbavaz 

Briana Votto 

Faculty/Staff: 

Carlos Arriaga 

Ginny Arechiga 

Jeff Beeby 

Fritz Blume 

Judy Coleman 

Sharon Correia 

Lisa Curet 

Brian Cushing 

Else Dittmer 

Amy Fielder 

Cynthia Funai 

Tommy Haines 

Paul Jackson 

Dennis Kohles 

Joy Lopez 

Alex Macmillan 

Sandi Manifesto 

Diana Murray 

Greg Moore 

Lorin Peters 

Paul Perenon 

Mike Rieder 

Leonard Rossi 

Joseph Salamack 

Lina Schoendorf 

Peg Valva 

Pamela Wagner 

Tom Worrel 

Gene Yang 

Suzanne Young 

Focus Group Category B: 

Curriculum and Instruction 

Chairperson: 

Katie Pittman 

Students: 

Keji Fatona 

Keri Ishibashi 

Anne Marcuzzo 

Emily Perales 

Brandon PinkardScott 

Allison Plaisance 


Elissa Accardo 

Romeo Baldeviso 

Tom Beatty 

Sarah Bremer 

Jennifer Carlisle 

Annette Counts 

Pat Cross 

Bonnie Davis 

Liza Dodd 

Dennis Dougherty 

Laura Fine 

Susan Galindo 

Tony Green 

Julie Guilfoy 

Martha Hawkins 

David Hodul 

Jodie Jonas 

Mary Kamian 

Debra Kolsrud 

Ray Lehner 

Dorothy Lubin 

Michael Lucas 

Dona McCabe 

Tim Newman 

Ashley Nulph 

Zachary Polsky 

Karen Proehl 

Fred Randolph 

Kathy Riley 

Frank Rooney 



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Focus Group Category B: 

Curriculum and Instruction (cont.) 

Javier Sanchez 

Louis Segura 

Wayne Shaffer 

Bonnie Sussman 

Jon Thorpe 

Gretchen Tornabene 

Sara Troyani 

Michael Turnacliff 

Doug Vierra 

Douglas Vierra Jr. 

Ute von Doyen 

George Watson 

Lani Wolf 

Focus Group Category C: 

Support for Student Personal and 

Academic Growth 

Chairpersons: 

Fran Warmerdam 

Rachel Pinette 

Students: 

Caroline Caselli 

Caitlin Meyer 

Arianna Parsons 

Parents: 

Lynn Hutchins 

Kathy Knutson 


Cora Antonio 

Sara Bauermeister 

Holly Brown 

Mike Bowler 

Summer Dittmer 

Marc Dominguez 

Prescilla Gonzalez 

Marguerite Green 

Brian Judd 

Chris Kyriacou 

Mark Lederer 

Bill Lyons 

Eva Marlatt 

Jennifer Mullin 

Lisa Mahoney 

Gary Mason 

Trina Oliver 

Dick Roza 

Kathy Soller 

Laurie Thirion 

Focus Group D: 

Resource Management and 

Development 

Chairpersons: 

Steve Depetris 

Michael Petrini 

Student: 

Megan McFarland 


Sondra Arnsdorf 

Claude Barnes 

Anton Brammer 

Kathleen Clapp 

Christine Cooke 

Kevin Cushing 

Jeanne Dupont 

Tommy Gilbert 

Don Goss 

Joan Grell 

Michelle Hawkins 

Kathy Hodson 

Sharon Huff 

Tyler Kreitz 

Jaz Kumar 

Alberto Loyola 

Nancy MacKinnon 

Dan Malmgren 

Briana Miller 

Lys Pence 

Michael Petrini 

Candy Promes 

Thien Pham 

Annie Prutzman 

Steve Twomey 



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Strategic Planning Committees 

Catholic Identity/Charism 

Brian Judd, Chair/AP Campus Ministry 

Stephen Phelps, President 

Fr. Leo Edgerly, Pastor, Corpus Christi Parish 

Dennis Ring, Parent 

Doug Vierra, Chair Religious Studies 

Sr. Rose Marie Hennessy, Regent 

Ray Lehner, Teacher 

Rachel Pinette, Teacher 

Development/Public Relations 

Steven Burke, Regent, Parent 

Kathy Dwyer, Parent 

Cynthia Funai, Counsel to the President 

Michelle Hawkins, Dir of Annual Giving 

Doug Litke, Parent 

Lisa Coffey Mahoney ’76, 

Communications Dir. 

Linda Spencer, Parent 

Ownership/Governance/Administration 

Stephen Phelps, Chair, President 

Evelyn Dilsaver, Parent, Regent 

Joseph Salamack, Principal, Parent 

Janet Vax, WCEA/WASC CoChair 

Gio Welch ’86, President Board of Regents 

Staffing 

Stephen Phelps, Chair, President 

Steve Depetris, Director of Finance 



Lisa Tortorich, AP Academics 

Janet Vax, WCEA/WASC CoChair 

Curriculum/Programs 

Lisa Tortorich, Chair, AP Academics 

Alison Burke, Parent 

Mary Ishihara, Parent 

Jodie Jonas, Teacher 

Doreen Jones, Regent 

Neuritsa Lancaster, President Parent Assoc. 

Michael Lucas, Teacher 

Karen Proehl, Teacher 

Sheila Ring, Parent 

Deborah Roosevelt, Regent 


Lina Schoendorf, Teacher, Parent 

School in the Community 

Joseph Salamack, Chair, Principal, 

Sondra Arnsdorf, Dean 

Sara Bauermeister, Teacher 

Lisa Curet, Web Master 


Michelle Hawkins, Dir of Annual Giving 

Regina Jackson ’80, Regent 

Lisa Coffey Mahoney ’76, 

Communications Dir. 

Fr.Jay Matthews, Pastor St. Benedict 


Brian Rogers ’91, Regent 



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Counseling 

Janet Vax, Chair, WCEA/WASC CoChair 

Anne Bookin, Parent 


Michelle Hawkins, Dir. Annual Giving, Parent 

Kathy Knutsen, Parent 

Lisa Tortorich, AP. Academics, 

WCEA/WASC CoChair 

Fran Warmerdam, Dir. of Counseling, Parent 

Finance 

Robert Jones ’63, Chair, Regent 

Steve Depetris, Dir of Finance, Parent 

Evelyn Dilsaver, Regent, Parent 


Steve Ghiglieri, Regent, Parent 

Enrico Hernandez, Regent 

Enrollment 

Joseph Salamack, Chair, Principal, Parent 


Regina Jackson ’80, Regent 

Lys Pence, Dir. of Admissions, Parent 


Leslie Robertson ’81, Parent 

Deborah Roosevelt, Regent, Parent 

Nicole Shaw ’81, Alumnae 

Diane Smahlik ’62, Regent, Parent 


Facilities 

Gio Welch ’86, Chair, Regent 

Peter Belanger, Parent 

Mike Bowler, Athletic Director, Parent 

Steve Depetris, Dir. of Finance, Parent 

Sr. Kathy Lang, Regent 

Dan Malmgrem, Dir. Buildings & Grounds 

Paul Perenon, Teacher, Parent 


Annie Prutzman, Teacher 

Greg Schopf, Parent 

Burl Toler, Regent, Parent 

Technology 

Joy Lopez, Chair, Dir. Technology 

Susan Bailey, Parent 

Romeo Baldeviso, Teacher 

Kevin Cushing, AP Campus Life 

Steven dos Remedios, Community Member 

Paul Jackson, Dir. Technology Infrastructure 



Gene Yang, Dir. of Technology Services 



11

Student and Community Profile 

History 

Bishop O'Dowd High School is a Roman Catholic coeducational college 

preparatory high school located in the city of Oakland, in the County of 

Alameda. Named in honor of Bishop James T. O’Dowd, the Auxiliary 

Bishop of San Francisco and Archdiocesan Superintendent of Schools, 

Bishop O'Dowd High School formed in order to address the needs of the 

population of the San Francisco Archdiocese. 

John Joseph Mitty, Archbishop of San Francisco, established Bishop 

O'Dowd as a Catholic, coinstructional high school in September 1951 on 

the St. Louis Bertrand elementary school campus. The original student 

body of 120 students was administered by Fr. Mark J. Hurley, Principal, 

two Diocesan priests, and four Adrian Dominican Sisters. In September 

1952, classes met for the first time on the present campus. A grade level 

was added each year until the school reached an enrollment of 900 

students with the Class of 1955 as the first graduates. Diocesan priests 

administered the school until the new Diocese of Oakland formed in 1962. 

Bishop Aldin Begin transferred the administration of the school to the 

Missionary Oblates of Mary Immaculate who administered the school from 

19661978. Under their direction, the school became fully coeducational 

and built a reputation for academic excellence as well as distinction in 

athletics and performing arts. In 1978, the Diocese transferred the 

administration of the school to the Congregation of St. Basil. The Adrian 

Dominican Sisters continued to staff the school until 1984 when they 

withdrew due to declining numbers. The Basilian Fathers initiated major 

physical changes to the campus including a football field with bleachers, 

additional parking, new computer labs, additional classroom wing, 

expanded library, and theater facilities. On July 1, 2005, the Diocese of 

Oakland established a President/Principal model of governance with a 

Board of Regents of Limited Jurisdiction. 

Demographics and School Site 

The population of Alameda County is approximately 1,510,000 with 

410,000 living in the city of Oakland, and the remaining population in 13 

cities and unincorporated areas. 

The city of Oakland is composed of the following ethnic groups: 34% 

AfricanAmerican, 30% EuropeanAmerican, 21% Latino, 14% Asian 

American, and less than 1% other. The average household income in the 

county has increased by 9.05% in the last ten years to approximately 

61,000. In the city of Oakland, which has the lowest average income in the 



12

county, the income growth rate is 15.7% and the median home price is 

$650,000. Due to the increased cost of living, retaining and hiring qualified 

teachers becomes challenging. 

Bishop O’Dowd High School is located on a 14.5acre campus bordered 

by Stearns Avenue, 98 th Avenue, and the East Bay Municipal Utility 

District reservoir. The school has one major entrance and exit with an 

additional dropoff area on 98 th Avenue added in 2001.The widening of 

98 th Avenue, a major artery between Highways 580 and 880 and an 

approach to the Oakland airport, has resulted in increased traffic flow. 

Parking limitations have had an impact on available spaces for student 

drivers. The increase in traffic and the need for parking space have 

necessitated an ongoing dialogue with the Toler Heights Neighborhood 

Association. The school continues to explore mutually acceptable 

solutions. In summer 2006, the administration expanded the lower parking 

lot to provide more oncampus student parking. 

Originally built for 750 students, the school expanded in the 1960s with the 

addition of portable classrooms and a cafeteriaannex to serve as many 

as 1,200 students. A music and drama building was added in the 1970s 

and the library was expanded in 1985. In 1988, the school installed an 

elevator in the classroom building and restroom remodeling occurred in 

the administration and classroom buildings in order to accommodate 

handicapped accessibility regulations. In 1992, a tenclassroom addition 

replaced the thirtyyearold portables and provided extra instructional 

space. In 2000, the new Performing Arts Theatre was completed and an 

allweather athletic field constructed. Currently, Bishop O'Dowd High 

School has 36 classrooms, four science labs, three computer labs, one 

band room, and one drama room. 

Significant reforms in the technology program have occurred since the last 

WCEA/WASC visit. In 2001, the school hosted approximately 220 

computers on campus with 140 of those computers dedicated to student 

use. At that time, there were seven servers, no offsite access to schoolbased 

services and minimal WiFi availability. By 2006, there were 420 

computers on campus with 200 dedicated to student use. Fourteen 

servers manage the various programs including video surveillance, voice 

mail management, videoondemand, online learning, and the student 

management system with parental portal. There is offsite access to email, 

file storage, printing services, grade reporting, and online learning. The 

school initiated wireless services for the campus in 2002. In 2006, WiFi 

access expanded and teachers received tablet computers equipped with 

essential educational software programs. Eighteen remodeled classrooms 

now include wireless, ceiling mounted LCD projectors with DVD/VCR 

players with TV tuner and classroom sound systems. In addition, six 

science classrooms and labs are equipped with ceilingmounted 



13

projectors. Cartmounted projectors are available for teacher use and 

printers are located throughout the plant. Teachers and students print to 

these computers from both on and off campus. 

Student Profile 

A majority of Bishop O’Dowd High School students reside within the 

borders of Alameda County. The present student body of 1,180 is 

comprised of 313 freshmen, 317 sophomores, 266 juniors, and 284 

seniors. The student body is composed of the following ethnic groups: 

53.7% European American, 14.5% African American, 8.5% Asian/Pacific 

Islander, 5.5% Hispanic, 2.5% Filipino, and 0.3% Native American. A 

growing number of students, 15%, identify themselves as “Other” for the 

census. The student body is approximately equally divided between male 

and female students. Census numbers indicate 53% identifying 

themselves as Catholic. 

Other 

1% 

Orthodox 

1% 

none 

4% 

Enrollment by Religion 

20062007 Schoolyear 

unknown 

13% 

Buddist 

1% 

Roman Catholic 

53% 

Protestant 

22% Jewish 

5% 

Bishop O’Dowd attracts students from schools throughout the city of 

Oakland and Alameda County. The majority of students apply from 

Catholic schools, private schools, and public schools, respectively. 

Since 2000, the number of students taking the entrance exam has 

averaged 515. In 200102, the school experienced the beginning of a 

decline in new student applications with a low of 435 applicants in the 

200405. Applicants increased to 500 in 20052006. For 20072008, new 

applicants numbered 550. Four hundred and seventy students were 

accepted and 315 began the school year in August 2007. Twenty transfer 

students enrolled in 200708. Each year, between 50 and 60 students 

apply with documented learning differences. 



14

Overall, entrance test scores (High School Placement Test, HSPT) for the 

last three years indicate an increase in scores in the top quartile and a 

decrease in scores below the 15% percentile. 

80 

HSPT Examination Scores 

Class of 2009, 2010, 2011 

70 

60 

50 

40 

30 

20 

10 

0 

Top quartile Above 50% Below 50% 

Category 

2009 2010 2011 

In October, all freshmen take the National Educational Developmental 

Test (NEDT). Following a twoyear decline in test scores with the class of 

2008 and 2009, scores have increased with the class of 2010. Compared 

to the top quartile trends of the HSPT, it is projected that NEDT scores for 

the incoming class will continue to trend upwards (see Appendix B) 

Composite NEDT Program Score 

86 

85 

84 

82 

82 82 

82 

80 

80 

78 

78 

78 

78 

76 

74 

2003 2004 2005 2006 2007 2008 2009 2010 

Class of 



15

Each year all juniors take the PSAT. Scores from the PSAT determine 

National Merit Scholarship recognition. The school has seen a significant 

decrease in the number of recognized student scholars down from a high 

of 44 for the class of 2002 to 17 for the class of 2007. 

Number of National Merit Scholarship Recognition 

50 

45 

40 

35 

30 

39 

35 

33 

34 

37 

33 

39 

44 

34 

29 

25 

20 

23 

23 

15 

10 

15 

17 

5 

0 

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 

Years 

Continuing in the junior and senior years, students take the SAT 

Reasoning Test (formerly known as the SATI). Bishop O’Dowd scores 

declined in 20052006 after remaining constant for the previous three 

years. 

Bishop O'Dowd' Historical SAT Scores 

600 

590 

580 

570 

560 

550 

540 

530 

2001 2002 2003 2004 2005 2006 

Year Tested 

Verbal 

Math 

In addition, overall scores on the Advanced Placement (AP) exams also 

declined beginning in 2004 through 2006. Scores are slowly on the 



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increase, but remain down from a pass rate of approximately 75% to 60% 

(see Appendix B) 

Total Advanced Placement 

Test Pass Rate 

100% 

95% 

90% 

85% 

80% 

75% 

78% 

75% 

70% 

65% 

74% 

68% 

60% 

55% 

58% 

60% 

50% 

2001 2002 2003 2004 2005 2006 

Tested Years 

In summary, scores for the HSPT and NEDT are increasing while the 

results of National Merit Scholar Recognition, SAT scores, and AP pass 

rates are down. With the change of administration in 2005, a major shift in 

admissions policies occurred which placed a higher emphasis on incoming 

student HSPT test scores and 7 th and 8 th grade grades. As a result, the 

incoming classes of the last two admissions cycles reflect an increase in 

composite HSPT scores and an increase in NEDT scores for the class of 

2010. If current trends continue, classes admitted under the new 

admissions policies should reflect an overall increase in standardized test 

scores. 

School Administration 

The President, Principal, Assistant Principal for Academics, Assistant 

Principal for Campus Ministry, Assistant Principal for Campus Life, Vice 

President for Advancement, and the Director of Finance and Facilities 

serve on the Executive Council, which oversees internal affairs, academic 

affairs, student affairs, and teaching personnel. The Directors of Activities, 

Athletics, and Counseling, Principal, Assistant Principal for Academics, 

Assistant Principal of Campus Ministry, Assistant Principal for Campus 

Life, Vice President for Advancement, the Deans of Students and the 

President (ex officio), serve on the Directors’ Council and manage the 

daytoday operations of the school (see Appendix A). Other midlevel 

administrators serve as directors of programs around campus. 



17

Teacher Profile 

The faculty consists of 78 instructors: 61 fulltime instructors, six parttime 

and 11 instructors who teach and hold other school positions. Of the 78 

instructors, 50 hold teaching credentials and eight are currently pursuing a 

credential. Forty teachers possess a Masters degree with six currently 

pursuing a Masters degree. Four teachers hold a Doctorate degree with 

two pursuing a Doctorate of Education. Of the 28 noncredentialed 

teachers, seven are in the Religious Studies department and eight are in 

the Fine Arts Department. These teachers all possess a BA or MA in their 

fields. Of the remaining 13 noncredentialed teachers, seven have 

advanced degrees in their fields. Two have bachelor degrees in their 

teaching field, four have a BA or MA in their nonteaching field (see 

Appendix A). 

Eightyfour percent of the faculty and staff identify themselves as Catholic. 

The ethnic diversity of the faculty is as follows: 81% EuropeanAmerican, 

7% Asian American, 5% Latino, 5% AfricanAmerican, 1% Native 

American, 1% Pacific Islander, and 2% other. The graph below compares 

the ethnic composition of the Bishop O’Dowd student body, faculty, and 

the population of Alameda County. 

Ethnic Comparison 

90% 

80% 

70% 

Percentage of Population 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

AfricanAmerican AsianAmerican 

European 

American 

Latin American Native American Other Pacific Islander 

Student 15% 8% 47% 5% 1% 20% 4% 

Faculty 5% 7% 81% 5% 1% 2% 1% 

Alameda Co. 14% 24% 38% 20% 1% 2% 1% 

Ethnicity 



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The average tenure of teachers is ten years. The average number of 

years of experience in education is 16 years. Eight of the faculty members 

are alumni. 

Program 

Current tuition and fees are $12,600 (see Appendix D). Approximately 

20% of the student body receives financial assistance through Bishop 

O’Dowd. Eightyfive percent of financial assistance derives from the 

school budget, 3% from endowment income, and 12% from foundations. 

The school reflects its Catholic identity through the fouryear religious 

education program, schoolwide liturgies, class retreats, and the cocurricular 

programs of Campus Ministry and Service Learning. Each 

school day begins with a Morning Prayer led by a member of the faculty or 

a student. The school day is an alternating day schedule (80 minute 

periods) with a weekly rotation of periods. School days begin at 8:30 a.m. 

and conclude at 3:00 p.m. The alternating day schedule started in 2001 

with three special schedules designed to accommodate the extracurricular 

and cocurricular programs. The average class size is 26.5 

students. 

In spring 2000, the Information Technology Department formed to assist 

faculty and staff with integrating technology across the curriculum. In 

2006, all teachers received laptops and technology training in the areas of 

productivity, presentation, and information technology. In 200607, the 

school introduced PowerSchool® to students and families with the goal of 

providing more immediate and ongoing access to student progress. In fall 

2007, the Counseling Department introduced the college counseling 

program Naviance® and Blackboard® replaced individual teacher 

websites as the primary online tool for posting student assignments and 

class materials. 

The Counseling Department consists of five fulltime counselors. Four of 

the five counselors hold a credential in Pupil Personal Services (PPS), 

one has a Marriage and Family Therapy (MFT) certification and an MS in 

Clinical Counseling. The school offers a wide variety of student support 

services. In 2001, a parttime Special Needs Coordinator facilitated 

extended time and accommodations for special needs students. In 2004, 

the Special Needs Coordinator evolved into a fulltime position. 

Class of 2006 graduates continuing their education at fouryear colleges is 

92%. The percentage of students attending twoyear colleges is 6% with 

the remaining undecided (see Appendix D). 



19

Parents play an integral role in the school community with numerous 

vehicles of communication and support including the Parent Association 

and Friends of the Dragon organizations. Parents are regular contributors 

to school communication through the Dragon Parent newsletter and 

parent gradelevel emails. Additionally, parents offer financial support 

through various fundraising events and assist in organizing and publicizing 

parent information evenings. 

As a means of strengthening relationships with past graduates, the school 

created the Alumni Relations Director position. This director coordinates 

reunions, special alumni events, and maintains ongoing contact with 

alumni. Alumni continue to be involved with the school through class 

reunions, as mentors for career guidance, during Career Day, as well as 

through fundraising and financial support. 

“I feel most of the teachers at Bishop O’Dowd are excellent 

and they really know how to teach well and what they are talking about. 

The campus is very well maintained and I feel very comfortable here. 

I am able to look forward to school starting again after summer vacation.” 

– Student Survey 



20

Progress Report 

The changes since the last WCEA/WASC visit reflect both the leadership 

of the previous administration as well as the present governance of the 

school. The following is a narrative of significant changes and Critical 

Areas for Followup since 2001. 

Critical Area for Followup: Clarify and publicize the roles, 

responsibilities, and accountability of those governing the school. 

The Congregation of St. Basil (Basilian Fathers) administered the school 

for the Diocese of Oakland from 1978 until 2005. 

Under the leadership of Bishop Allen Vigneron of the Diocese of Oakland, 

the school engaged in an indepth Self Study in conjunction with Catholic 

School Management (CSM). The goal of the Self Study was to assess the 

school’s governance model and was the culmination of a tenyear review 

of the governance structure. The recommendation of CSM, confirmed by 

the Bishop, was to establish a President/Principal model administered by 

laity. 

In spring 2005, after an extensive search, the Board welcomed the new 

President of Bishop O’Dowd High School who subsequently accepted the 

recommendation of the Principal search committee. The new President 

and Principal selected a new Assistant Principal of Academics to complete 

the new leadership team. 

On July 1, 2005, the Diocese of Oakland established a President/Principal 

model of governance with a “Board of Limited Jurisdiction” as defined in A 

Primer on Educational Governance in the Catholic Church. The Board of 

Regents concerns itself with planning and policy issues pertaining to the 

general excellence of Catholic education at Bishop O'Dowd High School. 

The new Board of Regents works in close collaboration with the President 

of Bishop O’Dowd High School and formulates policies and plans that 

enable the school to reach established goals. 

In spring 2006, the Superior General of the Basilian Fathers reassigned 

the Basilian Fathers to staff their three existing Basilian schools. 

The need to facilitate the growing programs at Bishop O’Dowd resulted in 

the establishment of two new executive positions including Assistant 

Principal for Campus Ministry and Assistant Principal for Campus Life. 

The Directors’ Council was created consisting of the Principal, Assistant 

Principals, Deans, Director of Student Activities, Vice President for 

Advancement, and Director of Counseling. Additionally, the Executive 

Council meets regularly and includes the President, Principal, Assistance 



21

Principals, Vice President for Advancement, and the Director of Finance. 

Both councils provide minutes to all faculty and staff on a regular basis. 

Under the leadership of the President, the Campus Ministry program 

expanded to reflect an emphasis on cultivating Catholic values and the 

spiritual formation of the school community. In support of the school’s 

Mission, Philosophy, and ESLRs, the Campus Ministry program increased 

its staffing to meet the criteria in key areas including prayer, liturgy, 

retreats, adult spirituality, leadership opportunities, service learning, and 

community outreach. The Campus Ministry Team works in collaboration 

with the Religious Studies faculty to ensure ongoing curriculum 

integration. One fulltime and three parttime positions expanded the 

Campus Ministry staff. 

Critical Area for Followup: Implement a schoolwide faculty 

evaluation and supervision process. 

Under the governance of the Basilian Fathers, a plan for the professional 

development and accountability of faculty and staff was developed. During 

the 200405 school year, Bishop O’Dowd contracted with educational 

consultants to offer summer professional development courses including 

Studying Skillful Teaching and Teaching with Technology. Additional 

courses offered in the summer 2006 and 2007 included Observing and 

Analyzing Teaching, Understanding the Role of the Department Chair, and 

Understanding by Design. No Child Left Behind funds provided significant 

financial support for these professional growth opportunities emphasizing 

best practices in curriculum design and the faculty evaluation and 

supervision process. Bishop O’Dowd has increased emphasis on clinical 

supervision by requiring all department chairs to enroll in the sevenday 

course, Observing and Analyzing Teaching and by offering ongoing 

support and training for delivering both formal and informal observations. 

In fall 2007, the Principal appointed a new Director of Curriculum and 

Instruction to assist the Principal and Assistant Principal for Academics in 

providing support for all teachers and in researching and establishing 

effective and systematic faculty supervision and evaluation processes. 

Recently, the school initiated a Peer Mentoring Program designed to train 

a team of mentors in developing and delivering ongoing peer support, 

observation, and collaboration within a professional learning community. 

Additionally, this program offers wider support for new teachers in 

cognitive coaching as well as cultivating a sense of school mission within 

new hires. Peer mentors receive compensation and professional training 

from outside consultants. 



22

All Bishop O’Dowd faculty and staff now receive an annual performance 

appraisal. Faculty and staff meet with their supervisor in the spring of each 

year to review performance and to set goals for the coming year. 

Critical Area for Followup: Provide more faculty resources 

designed for students with learning disabilities. 

Under the new leadership, the school hired one fulltime counselor to 

support students with learning differences and assist teachers in 

implementing effective and appropriate instructional strategies for 

addressing students with learning differences. Students qualifying for the 

Learning Needs Program must have a documented learning disability. The 

Learning Needs Program offers preliminary diagnostic testing for students 

and families. There are currently 50 students in the Learning Needs 

Program. The Director for Learning Differences reviews diagnostic reports, 

develops individualized accommodations and modifications plans for 

students, and establishes ongoing communication with the teachers of 

students with learning needs. Consequently, a critical role for the Director 

of Learning Needs is to educate and support teachers and parents in 

effectively implementing the Learning Needs Program. Individualized 

teacher training and educational presentations at department and faculty 

meetings as well as parent information evenings offer opportunity for 

additional training and support. 

Critical Area for Followup: Ongoing needs to research, evaluate, 

and implement additional assessment strategies to enhance student 

learning. 

Critical Area for Followup: Implementation of additional inservice 

and professional growth activities directed at using a variety of 

assessment strategies and teaching to a variety of teaching 

modalities. 

The previous administration introduced alternative assessment strategies 

such as student portfolios, research assignments, group projects, 

cooperative learning, student performances, and simulations. Ongoing 

professional growth opportunities and summer curriculum grants provide 

the time and compensation for faculty and administrators to continue to 

learn new and effective assessment strategies for enhancing student 

learning. Specifically, the school has contracted with Lifelong Learning, a 

nationally recognized educational team, to offer ongoing training for 

teachers in curriculum design and assessment. Lifelong Learning has 

offered the Understanding by Design workshop for the past two summers 

and will be coaching teachers on a monthly basis for the 20072008 

academic year. This serves as the basis for establishing and developing 

professional learning communities with the goal of having teachers 



23

collaborate on common assessments, analyze assessment data, and 

refine instructional strategies. 

Additionally, Advanced Placement teachers completed the AP Audit in 

June 2007 and are encouraged to attend AP seminars focused on 

specialized training for AP assessment strategies. 

Critical Area for Followup: Continue to examine the Catholic 

identity of the school. 

In fall 2005, under the leadership of the new President, the school 

engaged in a process to review and revise the current Mission and 

Philosophy to reflect the new governance of the school and to serve as a 

guide into the 21 st century. The committee consisted of members of the 

Board of Regents, faculty, parents, and students. The review process 

involved discussions and revisions resulting in a statement that has 

received support and praise for its clear communication of Catholic 

identity. The new Mission and Philosophy, confirmed and accepted by the 

Bishop and the Superintendent of Schools, are now proudly displayed 

throughout the school, published on the school’s website and featured in 

promotional materials and handbooks. 

The Mission and Philosophy also generated an ESLR review process. 

This resulted in the creation of six global outcomes accompanied by subglobal 

items for each. A process for ESLR integration and implementation 

is included in the Action Plan. 

The Charism Committee, comprised of members of the Board of Regents, 

faculty, administration, and parents, initiated the process of charism 

identification in fall 2006. In fall 2007, key members of the committee 

planned and delivered a faculty inservice focused on charism 

identification and discernment. 

Critical Area for Followup: Increase coordination and collaboration 

among all providers of student support services. 

Bishop O’Dowd High School recognizes the importance of coordination 

and collaboration among all providers of student support services. 

Consequently, a strategic plan for coordinating academic support services 

emerged with positive results including the following programs: 

· Dragon Success: Individualized organization and time 

management support. Trained adult tutors offer students 

specialized curriculum instruction for 90 minutes per week. One 

semester commitment required. 



24

· Academic Support Center (Just ASC): Individualized content 

area support tutoring offered daily by certified teachers before, 

during, and after school. 

· Peer Homework Support: Trained peer tutors available daily 

before, during (MPs) and after school designed for justintime 

tutoring for all students. 

· Study Hall: Monitored study periods scheduled for students in 

need of extra study time. 

· Learning Differences: Specialized counseling and academic 

support services offered for students and families. 

· Technology Support: Fulltime dropin center for students needing 

assistance with technology needs. 

Critical Area for Followup: Create and implement a development 

plan to provide endowment funds to attract and retain highly 

qualified teachers, to support professional growth, and to build 

financial assistance resources for families. 

Bishop O’Dowd recognizes the critical need for tuition assistance and the 

first priority is to increase endowment funds for financial assistance. 

Bishop O’Dowd currently awards over $1,000,000 in tuition assistance. 

This figure has increased from approximately $680,000 in 2005. Clearly, 

the need for tuition assistance continues to grow as the cost of living in the 

Bay Area increases. The school’s operating budget currently funds tuition 

assistance and in the last ten years, tuition has more than doubled. Bishop 

O’Dowd’s target is to increase its endowment to a level that provides a 

solid foundation for increasing financial assistance and minimizes the 

need for tuition increases. Bishop O’Dowd provides tuition assistance at 

the level of 87% of verified need with a goal of keeping the school 

accessible to qualified students by providing 100% of verifiable tuition 

needs. The school plans to limit tuition increases in order to maintain 

affordable education for all families. At this time, the school’s financial 

assistance endowment is approximately $1 million with a shortterm goal 

to build the endowment to $5 million. 

The Board of Regents and the administration recognize the need to 

establish an endowment fund addressing teacher salaries and 

professional growth so that the school is able to continue to attract and 

retain highly qualified teachers. By focusing on building the endowment for 

financial assistance as a first step, additional funds will be available for 

teacher salaries on a more immediate basis. 



25

Critical Area for Followup: Implement Phase Two of the New 

Century Campaign as soon as possible. 

After evaluation of the Phase One New Century Campaign, the 

administration determined that Phase Two was not financially feasible. 

The new governing board initiated a feasibility study to determine donor 

capacity and inclination to support a comprehensive fundraising 

campaign. 

“The commitment of administrators and faculty to providing 

an excellent high school experience is its greatest strength. 

They target the development of the whole child 

– academically, socially, and spiritually.” 

Parent Survey 



26

Expected Schoolwide Learning Results 

Mission Statement 

Bishop O’Dowd High School is a Catholic coeducational, college 

preparatory high school administered by the Diocese of Oakland, which 

affirms the teachings, moral values, and ethical standards of the Catholic 

Church. This unique and diverse community strives to develop young men 

and women of competence, conscience, and compassion through an 

integrated academic, spiritual, and extracurricular program. Bishop 

O’Dowd seeks to develop persons of influence who are loving, open to 

growth, religious, intellectually competent, and skilled leaders committed 

to justice and peace. 

Philosophy of Bishop O’Dowd High School 

Bishop O'Dowd is a coeducational, college preparatory Catholic high 

school sponsored by the Diocese of Oakland serving the diverse range of 

students in Oakland and surrounding communities. Our integrated 

academic, spiritual, and extracurricular programs develop exemplary 

graduates who communicate Christ to others by their lives and enrich 

society with Gospel values. Our school is a partnership of students, staff, 

parents, the community, and the Diocese of Oakland. 

As a Catholic high school, Bishop O'Dowd challenges and encourages all 

members of its community to be loving and rejoice in our diversity. While 

giving preference to Catholics, we welcome students of all faiths who 

embrace our philosophy and are willing to contribute to it. We have rooted 

our educational philosophy in our Catholic heritage so that our graduates 

will care for creation and live extraordinary lives dedicated to building a 

moral, just, and peaceful world. 

“The teachers are very approachable and helpful.” 




27

Bishop O’Dowd High School 

Expected Schoolwide Learning Results 

Guided by the Mission of Bishop O'Dowd High School to prepare students for 

lives of spiritual, intellectual, and personal growth, graduates will be: 

Academic Achievers who… 

• Exhibit knowledge and skills necessary to succeed in college. 

• Practice critical thinking and problem solving skills. 

• Research, analyze, and synthesize information effectively. 

• Demonstrate innovation, creativity, and a love of the arts. 

Spiritual Individuals who… 

• Demonstrate knowledge and appreciation of Catholic faith and traditions. 

• Participate actively in their faith community. 

• Respect diversity of religion and culture. 

• Make moral, ethical, and healthy choices in daily living. 

Effective Communicators who… 

• Exhibit expert writing and reading skills. 

• Articulate ideas clearly and creatively. 

• Use information technology effectively and ethically. 

• Understand divergent points of view. 

Active Leaders who… 

• Model personal integrity, responsibility, and ethical behavior. 

• Use emotional and social skills to build collaboration and teamwork. 

• Embrace diversity and promote excellence. 

• Demonstrate effective decisionmaking skills. 

Responsible Global Citizens who… 

• Model human connectedness through a commitment to social justice. 

• Respect cultural and ethnic influences. 

• Work for a moral, just, and peaceful world. 

• Exhibit care and respect for the environment. 

Lifelong Learners who.... 

• Demonstrate openness to growth. 

• Take responsibility for their own actions and the welfare of others. 

• Critically assess the values of contemporary culture in light of the Gospel. 

• Promote justice and peace in service to their faith. 



28

Expected Schoolwide Learning Results Review Process 

In preparation for the 2001 WCEA/WASC Focus on Learning visit, Bishop 

O'Dowd High School engaged in a schoolwide process to draft a set of 

Expected Schoolwide Learning Results (ESLRs) for current and 

prospective graduates. The process resulted in a list of 13 ESLRs that 

were adopted by the Board of Regents and confirmed by the faculty, staff, 

students, and parents. The school incorporated the ESLRs into all facets 

of the school community. These key school standards became the focus 

of curriculum planning, instructional supervision, leadership goal setting, 

and were visible throughout the school, in school publications, and on the 

school’s website. 

In fall 2006, the new leadership team initiated the task of reviewing and 

revising the previous ESLRs to reflect the newly revised Mission and 

Philosophy of the school. The review called for an examination of the 

current ESLRs with regard to organization, clarity, and relevance for 21 st 

century teaching and learning. The ESLR Review Committee referred to 

key documents such as the newly adopted school Mission and 

Philosophy, Skills for the 21 st Century, Themes from Catholic Social 

Teaching, as well as sample ESLRs from Catholic high schools in the 

surrounding community. 

Members of the ESLR Review Committee included the President, 

Principal, Assistant Principal for Academics, Director of Instructional 

Technology, Assistant Principal for Campus Ministry, Director of Annual 

Giving, Social Studies Department Chair, Religious Studies Department 

Chair, WCEA/WASC SelfStudy CoChair, Director of Alumni Relations, 

two student ASB leaders, and a Parent Association representative. 

Committee members communicated with their various constituencies and 

met formally three times to share research, discuss suggestions and 

concerns, and draft new ESLRs. The first meeting was held on September 

8, 2006 with the goal of generating a workable list of global outcomes. At 

the September 14 meeting, the committee drafted a preliminary set of 

global ESLRs and discussed appropriate subglobal ESLRs. The agenda 

for the final meeting on September 27 was to confirm the final draft and 

develop the opening statement as the framework for the ESLRs. 

The Board of Regents under the leadership of the President approved the 

final ESLRs. The WCEA/WASC Cochairs shared the newly revised 

ESLRs with the Bishop O’Dowd faculty and staff at the September 29 

Faculty inservice. 

The ESLRs have served and continue to serve as key components in 

formulating the Focus on Learning document; have been instrumental in 



29

guiding the organization of curricular areas, served as a focus of 

discussion at Student Council meetings, Academic Council meetings, 

Department meetings, Directors’ Council, President’s Council, and faculty 

inservice days. 

On October 31, 2006 an inservice was conducted with the Academic 

Department Chairs with followup on January 5, 2007, and February 13, 

2007. In subsequent department meetings and Academic Council 

meetings, faculty and staff engaged in a process to provide evidence in 

support of the newly adopted ESLRs. 

“O’Dowd is providing an excellent academic program. 

The staff is knowledgeable and they care about individual needs. 

Our son is thriving in the atmosphere that O’Dowd is providing.” 

– Parent Survey 



30

Self Study 

Category A: Organization for Student Learning 

A1. School Philosophy and Mission: 

To what extent has the school established a clear statement of 

Philosophy that reflects the beliefs of the institution, a commitment 

to Catholic identity, thoroughness of instructions, focus on the 

needs of the whole person, and recognizes the dignity of all 

members of the school community? To what extent does Philosophy 

and Mission reflect parents as primary educators and teachers as 

facilitators of learning? To what extent is the Mission defined further 

by adopted expected schoolwide learning results that form the basis 

of the educational program for every student? 

With the newly restructured Board and President/Principal model, the 

Board, President, Principal, and key leaders revised the Mission to 

strengthen focus on Catholic identity in summer 2005. The newly 

constituted Board focused on the Mission during their first retreat in July 

2005 and later that summer, the Bishop of the Diocese of Oakland and the 

Board of Regents formally adopted the Mission of Bishop O’Dowd High 

School. Additionally, the key leaders and members of the school 

community reviewed the Philosophy in the spring and summer of 2006 

and revised it to emphasize Catholic identity and to align more completely 

with the Mission. The Board of Regents and Bishop accepted these 

changes to the Philosophy and the school consequently disseminated the 

newly adopted documents to the community. 

The newly revised Mission was introduced to the faculty, staff, and parents 

at the beginning of 200506 and the new school Philosophy introduced to 

the faculty, staff, and parents in September 2006. The school website, 

Parent/Student Handbook, and all school publications reflect the new 

Mission and Philosophy. Ninetyfive percent of parents agree that the 

Mission accurately characterizes Bishop O’Dowd High School. Eighty 

percent of faculty members agree that the Mission and Philosophy are 

clearly defined and evident at Bishop O’Dowd. Seventyfive percent of 

students state that they understand the Mission and Philosophy. The 

administration recognizes the need to articulate and implement the newly 

revised Mission and Philosophy into the life of the school community. 

After completing the revision of the Mission and Philosophy, it became 

apparent that the Expected Student Learning Results (ESLRs) needed reevaluation. 

A committee involving all major stakeholders of the school 

formed in fall 200607. This committee developed and disseminated a 



31

series of drafts of revised ESLRs over a period of two months to various 

stakeholders. The Leadership Team formally accepted the new ESLRs in 

October 2006. 

The school values and affirms that the education of our students is a 

partnership between parents and the school as evidenced by the 

statement in our Philosophy that “Our school is a partnership of students, 

staff, parents, the community, and the Diocese of Oakland.” These words 

acknowledge the connection between school and home in the education 

of students. 

The school strengthens the partnership between home and school through 

the school website, PowerSchool®, course websites on Blackboard®, 

Naviance® (college counseling), Dragon Parent (parent magazine), 

Bishop O’Dowd weekly Enews, Teen Challenge parent meetings, grade 

level parent workshops, and Student/Parent Handbooks. The school 

website includes schoolwide information such as schedules, calendars 

and announcements, teacher websites, student access to school services, 

and library databases. PowerSchool®, introduced to parents in winter 

2007, is an online grade management program where parents and 

students can access current academic progress. Blackboard® and 

Naviance® continue the partnership by providing tools for posting critical 

class materials and dynamic college counseling information online. These 

online technology tools strengthen the partnership between students, 

parents, and teachers as they work together to support students in 

achieving course outcomes. 

The Bishop O'Dowd High School Mission states, “Our integrated 

academic, spiritual, and extracurricular programs develop exemplary 

graduates who communicate Christ to others by their lives and enrich 

society with Gospel values.” The Expected Schoolwide Learning 

Expectations reflect the Bishop O’Dowd Mission and demonstrate six key 

themes: Academic Achievers, Spiritual Individuals, Effective 

Communicators, Active Leaders, Globally Responsible Citizens, and Lifelong 

Learners. The major topics and their descriptors define the learning in 

the academic, spiritual, and extracurricular programs evident at Bishop 

O’Dowd High School. The ESLRs clearly articulate the outcomes of a 

Bishop O’Dowd education for parents and students. The school needs to 

offer opportunity for parents to embrace and understand how the ESLRs 

support student educational and spiritual growth. Additionally, the school 

should implement a process for communicating the ESLRs and effectively 

evaluating outcome achievement. 



32

Areas of Strength 

1. The recently revised Mission, Philosophy, and ESLRs reflect the vision 

of Catholic, college preparatory education at Bishop O'Dowd High 

School. 

2. The school strengthens its partnership between home and school 

through the school website, PowerSchool®, course websites on 

Blackboard®, Naviance®, Dragon Parent (parent magazine), Bishop 

O’Dowd Enews weekly update, Teen Challenge parent meetings, 

grade level parent workshops, and Student/Parent Handbooks. 

Evidence 

· School website 

· Mission, Philosophy, ESLRs 

· 2006 Surveys 

· The Dragon Parent 

· Enews weekly update 

· Student/Parent Handbook 

· Board Minutes 

· Teen Challenge agendas and materials 

· 21 st Century Skills 

· Parent Workshop Agendas and PowerPoint® presentations 

Areas of Growth 

1. Develop a plan to raise awareness of the new Mission, Philosophy, 

and ESLRs in the school and greater community. 

Rationale: After a review of the faculty, student, and staff surveys, 

evidence suggests a disparity amongst the various constituencies with 

regard to the awareness of the Mission, Philosophy, and ESLRs. 

2. Develop a process to assist teachers in incorporating and 

implementing the new ESLRs into curriculum and instruction. 

Rationale: Students and teachers agree on the need to clearly 

articulate and more effectively integrate the ESLRs in teaching and 

learning. 

3. Develop a process for evaluating the extent to which the students are 

achieving the ESLRs. 

Rationale: Teachers state that they are teaching the ESLRs 

informally. Effective evaluative tools and data are critical for 

assessment of student achievement of the ESLRs. 



33

A2. Governance: 

To what extent does the governing authority, committed to sharing 

the Catholic vision, adopt policies which are consistent with the 

school’s Philosophy and Mission, and support the achievement of 

the expected schoolwide learning results for the school? Does the 

governing authority delegate implementation of these policies to the 

professional staff? Does the governing authority monitor results? 

The Board of Regents, the President, and the Principal adopt policies that 

are consistent with the school’s Philosophy and Mission and support the 

achievement of the ESLRs. The Mission Effectiveness Committee, as a 

standing committee of the Board of Regents, ensures that all policies 

considered and ultimately adopted by the Board of Regents are consistent 

with the school’s Mission and Philosophy. The Superintendent of Schools 

for the Diocese of Oakland also meets with the President and Principal 

and the Board Chair to ensure that policies are consistent with the 

Mission. One example of the school’s commitment to the Mission and 

Philosophy includes the adoption of the revised ESLRs designed clearly 

articulate the Mission and Philosophy. In order to ensure school 

community ownership of the ESLRS, the governing authority and 

administration agree on the need for the development of an annual 

process to review ESLR effectiveness. 

The expansion of the Campus Ministry Program exemplifies the governing 

authority’s commitment to the Mission and Philosophy. In 20062007, the 

administration elevated the position of the Director of Campus Ministry to 

an Assistant Principal for Campus Ministry. The expansion of student 

support services also demonstrates the governing authority’s commitment 

to the Mission, Philosophy, and ESLRs with the appointment of two new 

positions including the Director of Learning Needs and the Academic 

Support Center Coordinator. In fall 2005, the new administration 

developed a series of programs and policies to provide additional support 

for struggling students. The Board of Regents clearly demonstrated its 

support for these policies and programs by allocating additional funding 

and personnel for the Dragon Success Program, Learning Needs 

Program, Academic Support Center, Peer Homework Support, an 

additional counselor, Summer Curriculum Grants, and enhanced 

professional development. These resources and programs have resulted 

in earlier and more effective intervention when a student first begins to 

have difficulties. 



34

The governing authority delegates all policy implementation to the 

professional staff through the President and Principal of the school as 

evidenced by the minutes of the Board of Regents meetings. The 

President, the Principal, and appropriate members of the administrative 

staff and faculty develop the specific details necessary to implement these 

policies as evidenced by the minutes from the Executive Council, 

Directors’ Council, and other school administrative groups. The governing 

authority monitors results through a variety of means. The President 

regularly confers with the Board Chair, attends the monthly Board of 

Regents meetings, and presents both a written and oral report on the 

school’s major programs and their results. The President and other school 

administrators attend monthly Board Committee meetings to report on 

developments at the school. 

Inclusion of Board Members on Strategic Planning Committees affords 

them the opportunity to analyze and study student achievement of the 

ESLRs. The inclusion of the Board Chair as a member of the 

WCEA/WASC Leadership Team provides him the opportunity to monitor 

student achievement. 

Additionally, the Board of Regents schedules regular presentations by 

faculty and students as part of its monthly meetings in order to stay 

informed about the key areas of the school. In spring 2007, presentations 

to the Board included an overview of Campus Ministry, Admissions, and 

Curriculum. 


1. Evidenced by its willingness to allocate the necessary resources, the 

governing authority remains committed to the Mission, Philosophy, and 

ESLRs. 

2. The governing authority delegates all policy implementation to the staff 

through the President and Principal. 

3. The governing authority is committed to clear communication between 

President, Principal, and Board. 

Evidence 

· Mission 

· Philosophy 

· Board Minutes 

· Directors Council and Executive Council Minutes 

· Board Membership 

· WCEA/WCEA/WASC and Strategic Planning InServices 



35

Area of Growth 

1. Promote ownership of the Mission, Philosophy, and ESLRs by all 

constituencies. 

Rationale: When faculty, parents, and coaches work in partnership 

toward common goals, a renewed appreciation develops within the 

community for Mission, Philosophy, and ESLRs. 



36

A3. School Leadership Criterion 

To what extent does the school leadership encourage the cultivation 

of Catholic values and the spiritual formation of the school 

community in various ways? To what extent does the school 

leadership make decisions to facilitate the actions that focus the 

energies of the school on student achievement of the ESLRs? To 

what extent does the school leadership empower the staff? To what 

extent does the school leadership promote shared accountability for 

student learning? 

The school leadership encourages the cultivation of Catholic values and 

spiritual formation through a variety of opportunities. The expanded 

Campus Ministry program oversees and facilitates the various dimensions 

of faith and Christian service at Bishop O’Dowd High School. These 

include liturgies, retreats, charity drives, prayer services, and service 

projects. Junior and senior students lead retreats for freshman and 

sophomore students. Faculty members facilitate junior and senior retreats 

of two and three day duration respectively. The Director of Campus 

Ministry position has been elevated to Assistant Principal for Campus 

Ministry and now manages a Campus Ministry Team. The team includes 

two parttime classlevel moderators, two parttime adult spirituality 

coordinators, one fulltime Service Learning Coordinator, and a halftime 

support person. 

Bishop O’Dowd’s Service Learning Program launched in fall 2006. 

Students in the class of 2010 are required to complete 100 hours of 

service during their four years. Freshmen serve a minimum of 15 hours 

volunteering with the elderly within the context of their Hebrew Scripture 

course. Sophomores attend a oneday service immersion with their 

Catholic Experience class, serving and learning from the homeless. 

Juniors complete service within their Christian Morality curriculum. The 

administration demonstrates its support of these programs by allocating 

the resources and staff necessary to accomplish the goals of the program. 

Students and faculty evaluated the Campus Ministry program through the 

2006 survey process. The survey results reflect an evaluation of the 

former Campus Ministry Program due to the concurrent launching of the 

expanded program and the administration of the survey. Student and 

faculty surveys indicate that 72% of the teachers affirm that school 

liturgies and prayer services are celebrations of who we are as a school 

community and 76% of the students state that the Catholic identity of the 

school is clear. Fiftysix percent of students state that cocurricular 

activities provide support and opportunity for the development of personal 

faith. There is need to address the overall student and staff 



37

connectedness to the Catholic identity of the school. This data suggests 

that evaluation and promotion of the expanded Campus Ministry program 

should be ongoing. 

Ninetythree percent of parents indicate that the school respects Catholic 

practices and traditions and that a sense of spirituality is evident at the 

school (99%). The parents feel strongly that the school fosters a sense of 

community responsibility through its Christian Service programs. (ESLR II) 

The school’s ESLRs guide decisions regarding student achievement. For 

example, new courses reflect our six ESLR themes including a freshman 

Biology option, Connections: Freshman Science Foundations, Italian 

Language, AP Psychology, Computer Art II, and History of the Middle 

East. 

Improvements in tracking and supporting atrisk students reflect the efforts 

to ensure student achievement of the ESLRs. The Assistant Principal for 

Academics, in partnership with the counseling department, monitors atrisk 

students through meetings and review of academic records. The 

Director of Learning Needs forms a partnership with students, teachers, 

and parents in support of student academic success. This new partnership 

directly assists struggling students early in the semester, reducing the 

attrition rate due to academic failure and strengthens the overall academic 

program. (ESLR I) 

Classroom teaching reflects current trends and tools for effective 

instructional technology integration. Leveraging innovative technology, 

teachers are able to expand their instructional strategies, address diverse 

learning styles, and teach 21 st century skills. Providing all teachers with 

laptops allows for efficient access to a superior range of technology 

programs and additional support for their professional growth. In 

responding to the needs of students and parents for enhanced access to 

student progress, teachers publish assigned work on Blackboard® and 

post grades online through PowerSchool®. These tools allow students 

immediate access to course requirements, grading policies, assignments, 

and grades. The new programs continue to strengthen partnership with 

parents and promote student achievement of the ESLRs. (ESLR III) 

The school administration is committed to empowering faculty and staff to 

foster a culture of collaboration toward a common vision. Faculty members 

annually vote for two faculty representatives who regularly communicate 

concerns and ideas to the administration. The Academic Council 

comprised of the administration, department chairs, and parent and 

student representatives, meet monthly to discuss the needs of the 

academic departments, set academic policies, and discuss new course 

offerings. Additionally, the executive secretary distributes meeting minutes 



38

to all faculty and staff for Executive Council, Directors’ Council, Academic 

Council, and Department Meetings as appropriate. 

In spring 2007, the administration initiated a Peer Mentoring Program to 

broaden teacher support and enhance the curriculum evaluation 

processes. Each department designated key faculty mentors who received 

specialized training to assist new and returning teachers. Mentors help 

teachers incorporate the ESLRs into their curriculum and instruction, form 

collaborative groups, and evaluate and model best practices in their 

subject areas. The goal of this mentoring model is to inspire teachers to 

collaborate in order to support student achievement of the ESLRs. 

Teachers new to the school begin their experience at a New Teacher 

Orientation, a twoday inservice designed to provide knowledge of and 

familiarity with the school’s Mission, Philosophy and ESLR’s as well as 

basics for starting a new school year. New teachers receive a packet of 

materials well in advance of the August inservice. The materials include 

the New Teacher Handbook, organizational tools, tips for navigating 

Bishop O’Dowd and books designed to address strategies for classroom 

management. During the inservice, new teachers build a supportive 

learning community that continues to gather at lunchtime throughout the 

school year. New teachers also meet their trained peer mentor at this 

orientation. Throughout the first year, peer mentors perform formal 

observations, complete logs, meet informally with their colleague, and 

serve as a guide through the daily operations of the school. At the end of 

the school year, new teachers submit an evaluation of the school’s efforts 

to welcome and support new teachers. The analysis of the results serves 

as a planning tool for program growth. 

The leadership has dedicated significant resources to professional growth. 

Funds made available through the Professional Development budget and 

No Child Left Behind (NCLB) exceeded $200,000 for the 200607 

academic year. The funds support faculty attendance at seminars, 

conferences, courses, advanced degrees, and faculty workshops. 

Additionally, the Summer Curriculum Grant Program, $50,000 in 200708, 

supports teachers in collaborative curriculum development specific to their 

departments. Faculty listed support for professional growth as one of their 

top areas of strength on the faculty survey. Ninetyone percent of teachers 

stated that there is sufficient support and encouragement for their 

academic growth. 

Evaluations empower and provide direction to the faculty in identifying 

areas of strength and growth. Ninetyone percent of teachers feel 

supported by their departments in their work with students. However, only 

62% of teachers state that professional evaluation is used as an effective 

tool for fostering professional growth. In fall 2007, the administration 



39

created a new position entitled Director of Instruction and Curriculum 

designed to assist the Principal and Assistant Principal for Academics in 

providing more effective teacher evaluation and support. The need to 

develop strategies for a more consistent teacher evaluation program is an 

area of growth. 

The administration of Bishop O’Dowd High School promotes datadriven 

decisions when discussing and evaluating student learning and ESLR 

effectiveness. Class statistics allow department chairs and administrators 

opportunity to compare grades assigned by subject in an effort to create 

continuity across teachers and courses. Through analyzing various data 

sources, the administration shares the accountability of student learning 

with the teachers. In addition, PowerSchool® and Blackboard® provide 

systemic data evaluation opportunities. Further analysis and synthesis of 

data promotes shared accountability for student learning and is an area of 

growth. 



40


1. The addition of the fulltime Assistant Principal for Campus Ministry 

and the expansion of the Campus Ministry team enhance the spiritual 

leadership and spiritual direction of the school. 

2. The administration has demonstrated its support for the Service 

Learning Program through the design and major expansion of the 

program and the hiring of a fulltime Service Learning Coordinator. 

3. New programs, courses, and policies continue to strengthen 

partnership with parents and have promoted student achievement of 

the ESLRs. 

4. The administration has demonstrated its commitment to empower 

faculty and staff to create a culture in which all work toward a common 

vision. 

5. Funds made available through the Professional Development budget 

and No Child Left Behind (NCLB) exceeded $200,000 for the 200607 

academic year. 

6. The Learning Needs Program and the partnership with students, 

parents, and teachers is a valuable resource in support of student 

academic success. 

Evidence 

· Professional development documents 

· Parent information evening agendas 

· Learning Needs documents 

· Course catalog 

· Learning Needs binder 

· Position descriptions 

· Faculty handbook 

· Academic and Executive Council minutes 

· Campus Ministry Summer Curriculum Grant 

· Service Learning program strategic plan 

· Technology Plan 


1. Evaluate and promote the expansion of the Campus Ministry program, 

including the new Service Learning Program. 



41

Rationale: Systematic evaluation of new programs results in effective 

program administration and organization that benefits all 


2. Address the overall student and staff connectedness to the Catholic 

identity of the school. 

Rationale: Student and faculty surveys, as well as student 

demographics (54% Catholic), indicate a need to review 

connectedness to the Catholic identity. 

3. Develop strategies for a more consistent teacher evaluation program. 

Rationale: Evaluations empower and provide direction to the faculty 

in identifying areas of strength and growth. 

4. Develop effective strategies for analysis and synthesis of data in order 

to promote shared accountability for student learning. 

Rationale: There is no system in place to assure effective 

implementation of researchbased assessment strategies (e.g. 

horizontal alignment of curriculum and assessment). 

“It [the Peer Teacher Mentoring Program] provides a venue and vehicle 

for intellectual exchange on a regular basis since 

both parties are held accountable to meeting with each other 

and meeting certain milestones throughout the school year. 

That is, because of the frequency of these informal meetings, 

there seems to be a certainty of growth that is not experienced 

in the large faculty meeting gatherings or 

the department meetings.” 

Faculty Member 



42

A4. Staff 

To what extent are the school administration and staff qualified for 

their assigned responsibilities? To what extent are the school 

administration and staff committed to the school’s Philosophy and 

Mission? To what extent does the school administration and staff 

engage in ongoing spiritual and professional development that 

promotes student learning? To what extent do the administration 

and staff lead by example and work to create a community of faith? 

Bishop O’Dowd High School remains committed to hiring and retaining 

highly qualified administrators, teachers, and support personnel. A 

rigorous recruitment and hiring practice ensures highly qualified and 

competent staff. The majority of Bishop O’Dowd faculty members hold 

baccalaureate and credentials relevant to their subject area. Most faculty 

members have earned graduate degrees or are in process of earning an 

advanced degree in their field. Furthermore, Bishop O’Dowd seeks to 

ensure that staff members are assigned positions and responsibilities 

matching their educational backgrounds and professional expertise. Major 

administrative hiring decisions involve search/interview committees 

representing major stakeholders. Qualifications for administrators include 

experience, graduate education, and ongoing professional development. 

Significant professional growth resources for advancing degrees are 

available to all faculty members. Consequently, five teachers pursued their 

teaching credential in the 200607 school year and several continue work 

on advanced degrees. 

The Mission and Philosophy statements are integral to the work of the 

school and permeate every aspect of campus life. Faculty, staff, parent, 

and student representatives collaborated on the revision of the Mission 

and Philosophy and the development of the ESLRs. The 2006 faculty 

surveys indicate that 85% of the faculty members agree with the 

statement “I understand and support the Mission and Philosophy of the 

school.” The administration supports the professional and spiritual growth 

of all employees. According to the Faculty Survey, 88% believe the school 

administration supports the professional development of faculty through 

allocation of release time and resources. Ninetyone percent indicate that 

there is sufficient support and encouragement for their academic growth. 

The administration is committed to providing additional faculty growth 

opportunities to foster ownership of the newly revised Mission and 

Philosophy. 

Facilitating the design and revision of the Mission and Philosophy, the 

Board, administration, and staff continue to demonstrate their commitment 

to the Mission and Philosophy of the school. Faculty, staff, student, and 



43

parent representatives played an integral role in the selection of the 

ESLRs and the approval of the Mission and Philosophy. In addition, 

discerning support for and willingness to promote the Mission and ESLRs 

are integral to the hiring process. 

To achieve the school’s Mission, Bishop O’Dowd administrators monitor 

the faculty’s pursuit of excellence in all dimensions of school service. The 

courses offered through the Professional Development Program seek to 

promote student achievement of the ESLRs. The school collaborates 

extensively with other schools to share resources and expertise in order to 

offer a wider variety of course offerings. 

The hiring of a fulltime Director of Instructional Technology and a parttime 

assistant provides opportunity for ongoing and consistent 

professional development further demonstrating the administration’s 

commitment to professional growth. The technology team prepares 

teachers in effectively leveraging digital technology, integrating innovative 

software, and implementing effective course management systems. 

Additionally, the school provides all faculty members with personal laptops 

and installed LCD projectors in classrooms for enhanced instructional 

productivity. There is need for ongoing training of all professional and 

support staff in the use of current and planned software and digital 

hardware. 

Faculty members further support the ESLRs by providing leadership for 

extracurricular activities such as athletic coaching, Mock Trial, Amnesty 

International, Key Club, Black Student Union, Asian Student Alliance, and 

other cultural clubs. They serve as retreat and immersion leaders, 

accompany students on service learning projects and environmental 

service projects, and direct and coach students in a variety of offcampus 

drama and music performances. 

The administration encourages the development of a community of faith. 

The school year begins with a faculty/staff retreat providing valuable time 

for spiritual renewal and community building. The staff and administration 

attend schoolwide and gradelevel liturgies, faith sharing opportunities, 

and student retreats. Each morning, school begins with prayer lead by a 

staff member, administrator, or students from various faith backgrounds. 

The newly reorganized Campus Ministry Program provides weekly Mass, 

prayer opportunities, and a Lenten series, all of which offer members of 

the broader community ways to practice and share spiritual disciplines. 

Few faculty and staff attend. Last year, the Campus Ministry Program 

launched a modest but growing Adult Spirituality Program. There is need 

to evaluate and expand this new program in order to better support faculty 

modeling of the spiritual and religious values expressed in the ESLRs. 



44


1. The administration fully supports a welldeveloped professional growth 

program and extensive collaboration with other Bay Area high schools. 

2. The administration supports the professional growth of faculty and staff 

through the laptop program and the new Director of Instructional 

Technology. 

3. Stateofthe art software and course management systems such as 

PowerSchool® and Blackboard® promote student learning. 

Evidence 

· WCEA/WASC Faculty/Staff Survey 

· Campus Ministry materials 

· Club rosters 

· Club minute notebooks 

· Faculty Handbook, pay scale, and faculty meeting agendas 

· Parent Association documentation 

· BOD website 

· The Dragon Fall 2005 and 2006 

· ESLRs 

· Mission Statement 

· Dragon Parent Aug/Sept 2005 

· Faculty/Staff Excel Chart 2006 – 2007 


1. Gather and evaluate data on the degree to which each faculty 

member, administrator, and staff member is qualified and trained for 

his or her positions. Act to ensure that all Bishop O’Dowd employees 

have the training required for highlevel job performance. 

Rationale: There is insufficient reliable data in this area and no 

consistent requirement for administrators, faculty, and staff to update 

skills. 

2. Gather evidence regarding spiritual needs of faculty and staff. 

Rationale: Faculty and staff have expressed a desire for more 

support in the area of personal spiritual growth. 



45

A5. School Environment 

To what extent does the school have a safe, healthy, nurturing 

environment that reflects the school’s Mission and Philosophy? To 

what extent does the school environment foster community and the 

achievement of religious and educational goals? To what extent is 

the school environment characterized by a respect for differences, 

trust, caring, professionalism, support, and high expectations for 

each student? 

Bishop O’Dowd High School strives to provide a safe, healthy, and 

nurturing environment reflective of the school’s Mission. Students and 

parents are expected to read and abide by policies and procedures as 

stated in the Student Parent Handbook, delineating clear school policies 

pertaining to responsible student behavior including drugs, alcohol, 

cheating, electronic devices, and liability. Emergency cards, fire drill, and 

earthquake procedures are reviewed and updated annually. Faculty 

members are trained annually in emergency procedures. Emergency 

evacuation instructions and first aid kits are present in every room. 

In an attempt to maintain the personal safety of each student, the school 

adheres to requirements set by the Diocese of Oakland’s Safe 

Environment for Children Project precautions. Faculty and staff undergo 

yearly safe environment training and workshops through the Shield the 

Vulnerable initiative. 

In order to help maintain student health, the school offers teen education 

programs for both students and parents. A course entitled Christian 

Sexuality provides education and moral instruction on sexuality. Tenth 

grade physical education classes provide drug awareness and health 

education. Each fall, the Parent Association, in partnership with the 

school, offer four Teen Challenge nights, providing timely information for 

parents concerning student wellness topics. Parents must attend one of 

these nights in order for their student to attend dances, activities, and 

participate in sports. The sessions seek to equip parents with the skills 

and information necessary to speak with their teenagers about drugs, 

alcohol use, and dating activities. 

In spring 2006, the school participated in Every 15 Minutes, a twoday 

program that reenacts a realistic dramatization of a drunk driving 

accident. Student participation in this activity encouraged serious 

reflection on the dangers of drinking and driving. Ninetyfive percent of 

parents surveyed felt the school provides effective education programs for 

parents and teens on teen issues of drugs, alcohol, smoking, teen 

sexuality, and depression. 



46

The school makes an effort to provide a healthy and nurturing 

environment; however, the most recent student survey indicates that many 

students feel that this environment is not adequate. According to the 

student survey, only 61% of students feel that teachers are approachable 

and care about them as a person, 63% of teachers treat students with 

respect and provide help when possible, and 68% state, “…my counselors 

show concern and care for me as a person by treating my questions and 

problems with respect.” Sixtyone percent of students state that teachers 

and coaches are role models of Catholic values. There is a need to study 

this issue to ensure that students will experience care, respect, and 

concern from every teacher, counselor, and staff person. 

The school is working to develop a sense of community. According to the 

WCEA/WASC surveys, 92% of faculty members feel Bishop O’Dowd is a 

good place to work, 94% of parents state the school makes all students 

feel a welcome part of the community, but 73% of students feel it is a 

place where they are respected and belong. There is need to further study 

why 27% of students feel that they are not fully respected and do not 

belong to the Bishop O'Dowd Community. 

A charism is a gift from God bestowed on one or several people as a 

manifestation of deep and enduring Catholic and human values. Bishop 

O’Dowd High School does not possess a defined religious charism. In the 

absence of a defined charism, the faculty, staff, and administration 

struggle to find a common foundation on which to build community. 

Bishop O’Dowd High School needs to discern and name a specific 

Catholic charism to help support its identity as a Catholic high 

school. Many successful Catholic high schools rely on the charism of their 

founding orders to help articulate the school’s identity. Bishop O’Dowd’s 

charism has its roots in Catholic traditions, but the community is lacking 

clearly shared traditions that articulate or name parts of its Catholic 

heritage. 

In the WCEA/WASC survey, 85% of faculty state they support 

opportunities for spiritual formation for students and colleagues. The 

Campus Ministry Program offers spiritual support to students and faculty 

through the Service Learning Program, retreats, liturgies, morning prayer 

services, charity drives, national and international immersion experiences, 

adult spirituality activities, and Campus Ministry Teams. 

Bishop O'Dowd High School fosters achievement of educational goals for 

all students. The Learning Needs Program supports students who have 

documented learning disabilities. The Director of Learning Needs 

provides all teachers with information and training regarding learning 

needs students and the appropriate accommodations. Additionally, the 



47

Dragon Success Program, Academic Support Center, and Peer 

Homework Support Program provide before, during, and after school 

tutoring to promote academic success for all students. A variety of honors 

and AP classes offer students a challenging course of study. The vast 

majority of students surpass the minimum graduation requirements of 

Bishop O’Dowd High School. 

The Bishop O’Dowd Philosophy states, “Bishop O’Dowd challenges and 

encourages all members of its community to be loving and rejoice in our 

diversity.” In the WCEA/WASC survey, 73% of students state that the 

school is a good example of a diverse learning community. Ninetythree 

percent of parents state that the school respects diversity and makes 

students feel part of the community. Ninetyfive percent of teachers 

welcome the opportunity to teach to a diverse group of students. Respect 

for diversity is encouraged through liturgy and prayer, cultural events, and 

activities during Multicultural week. Faculty model an appreciation for 

cultural identity by sponsoring and facilitating a diverse mix of cultural and 

ethnic clubs. 

The administration encourages a high level of professionalism on the part 

of the faculty and staff. Seventyseven percent of teachers believe the 

administration holds faculty and staff to high standards of job 

performance. Professional standards for faculty and staff include returning 

phone calls and emails within 48 hours, publishing comprehensive syllabi 

and grading scales, updating grades every two weeks, and providing 

additional information for every grade below a C. There are minimum 

technology requirements for all teachers based on the National 

Educational Technology Standards for Teachers (NETS). Teachers are 

required to use the Blackboard® Course Information System, the school 

email system, PowerSchool® for online grading and attendance, Microsoft 

Word, incorporate technology into their class design and instruction, and 

continually update their technological skills. 


1. The school is committed to a growing parent education program for 

teen wellness including Teen Challenge. 

2. The Learning Needs Program, Dragon Success Program, Academic 

Support Center, and Peer Homework Support Program foster the 

academic success of all students. 

3. The Campus Ministry Program offers spiritual support to students and 

faculty. 



48

4. Respect for diversity is encouraged and supports the core values of 

the school. 

5. Students and parents read and abide by policies and procedures as 

stated in the StudentParent Handbook, which contains clear school 

policies pertaining to responsible student behavior. 

6. The school maintains high academic and spiritual expectations for all 

students. 

Evidence 

· Parentstudent handbook 

· Parent notification system 

· Dean’s policy 

· Diocese of Oakland website 

· Shield the Vulnerable website 

· PE department files: “Families are Forever” 

· Teen Challenge documentation 

· Every 15 Minutes program and parent/faculty responses 

· WCEA/WASC Faculty, Parent, and Student Surveys 

· Counseling Department documentation 

· Cookies, Cocoa, and Cram data 

· Learning Needs Program documentation 

· Food and Toy Drive, Dollar Day, Mission Drives 

· Service Learning Program 

· Campus Ministry Description 

· Study Hall Description in Course Catalog 

· PowerSchool documentation 

· Ongoing relationship with the Oakland Police and Fire 

Departments 

· Updated earthquake and emergency plan 

· 24hour oncampus security. 


1. Develop policies and programs to inculcate the newly designed ESLRs 

and Mission into the curricular and cocurricular life of the school. 

Rationale: The new ESLRs require an action plan. 

2. Identify, learn, and promote a charism that better articulates and 

makes memorable the core values represented in the Bishop O'Dowd 

Mission and ESLRs. 



49

Rationale: The school has no defined charism forming the foundation 

of our community. 

3. Evaluate students’ perception that teachers and counselors are not 

approachable and do not sufficiently care about them as persons. 

Implement appropriate measures to address this perception. 

Rationale: Care and respect are core values in the school Mission. It 

is essential that the school community have accurate information about 

this issue and act to correct any violations of its Mission. 

“The three greatest strengths are the school’s acceptance and 

encouragement of all students in such a diverse population, 

its nurturing of the morals and values within the students 

to grow them into successful young adults, and the amazing, consistent 

and wisely chosen plays that the school performs. 

We haven’t missed a one in 8 years.” 




50

A6. Reporting Student Progress 

To what extent does the school administration and staff regularly 

assess student progress toward accomplishing the school’s ESLRs? 

To what extent does the school administration and staff report 

student progress to the rest of the school community? 

The Bishop O’Dowd ESLRs begin with this statement, “Guided by the 

Mission of the school to prepare students for lives of spiritual, intellectual, 

and personal growth, graduates will be academic achievers, spiritual 

individuals, effective communicators, active leaders, responsible global 

citizens, and lifelong learners.” Bishop O’Dowd High School regularly 

assesses student progress toward achievement of the ESLRs in a variety 

of ways. 

Faculty members regularly assess student academic achievement through 

formal and informal assessment. Quizzes, tests, projects, cooperative 

activities, discussion boards, standardized tests, and classroom 

discussions are used to assess students’ growth. Counselors assess 

academic achievement through analysis of grade point averages, 

standardized tests, and individual discussions with students. 

Administration reviews standardized test scores, AP scores, and 

comparative analysis of data. The administration, through formal and 

informal means, communicates regularly with students, parents, teachers, 

counselors, and coaches in order to facilitate student achievement of the 

ESLRs. 

To prepare students as spiritual individuals, moral, ethical, and faith 

development are incorporated into curricular and extracurricular activities. 

Spiritual growth is evidenced through journals, reflections, research 

projects, and classroom activities focused on Catholic social teachings. 

Bishop O’Dowd seeks to promote student leadership through leadership 

roles in student government, Campus Ministry, athletics, drama, in 

classrooms, and through the Dragon Ambassador program. Campus 

Ministry regularly incorporates leadership training and experiences into the 

retreat programs. Student assessment of liturgies and prayer services 

serve as an evaluative tool to improve faith experience for the community. 

Development and expansion of programs to support this ESLR are 

needed to prepare students to take their role as active leaders. 

World language courses, Christian Morality, and AP Environmental 

Science, alert students to the need to be globally responsible citizens. 

Class activities, journals, quizzes, and tests are evidence of student 

achievement of this ESLR. Participation in immersion programs and 

service learning introduces students to concerns of social justice, cultural 



51

diversity, and human suffering. Additional assessment and reporting is 

needed to accurately assess student achievement of this goal. 

The service learning and retreat programs, ASB leadership camp, Junior 

Statesmen of America, Mock Trial, and various campus organizations 

promote lifelong learning. Student engagement in these programs 

demonstrates their commitment to lifelong learning. 

While many of the goal outcomes of the ESLRs are indirectly assessed in 

the academic life of the school, there is need for conscious, 

comprehensive, and systematic appraisal of student achievement of the 

ESLRs. 

The administration and staff of the Bishop O'Dowd community regularly 

report student achievement to the broader school community. The 

reporting of student progress takes a variety of forms such as report 

cards, progress reports, School Profile, emails, eNews updates, the 

school website, the Dragon Parent, Dragon magazine, PowerGrade®, 

parent conference evenings, and informal parent conferences. Honor Roll 

lists and various academic award plaques are publicly displayed. Formal 

and informal articulation with support school principals and eighth grade 

teachers occurs on a regular basis. 

In fall 2006, the school adopted PowerSchool® as an online grade 

reporting system. PowerSchool® enables parents, students, teachers, 

counselors, coaches, and administrators "real time" access to student 

grades and attendance. 

The school recognizes academic honors during academic assemblies, at 

commencement, and on the Bishop O'Dowd website. Each of these 

venues provides a unique means for the school to celebrate and support 

students and to honor their successes. 


1. Faculty members assess student academic achievement through 

formal and informal assessment. 

2. Spiritual growth is evidenced through journals, reflections, research 

projects, and classroom activities focused on Catholic social 

teachings. 

3. Student leadership and lifelong learning is promoted through a 

variety of curricular and cocurricular activities. 



52

4. Student achievement is regularly reported to the broader school 

community by the administration and staff of the Bishop O'Dowd. 

Evidence 

· PowerSchool® 

· Bishop O'Dowd Website 

· ESLRs 

· The Dragon 

· Dragon Parent 

· Progress reports and report cards 

· PowerSchool® usage reports 

· eNews 

· School profile 

· English department portfolios 

· Immersion program reflections 

· Commencement program 

· Articulation meetings 


1. Develop tools to assess achievement of the new ESLRs. 

Rationale: Frequent and clear assessment of student 

achievement of the ESLRs will ensure integration throughout the 

life of the school community. 

“…teachers are prepared for class and when I need help, 

they find a time that would work for both of us.” 




53

A7. School Improvement Process 

To what extent does the school leadership facilitate school 

improvement which is driven by plans of action that embody faith 

formation and enhance quality learning for all students? To what 

extent does the school leadership have school community support 

and involvement? To what extent does the school leadership 

effectively guide the work of the school? To what extent does the 

school leadership provide for accountability through monitoring of 

the schoolwide action plan? 

The leadership of Bishop O’Dowd High School is fully committed to the 

school improvement process as evidenced by significant restructuring of 

the governance, Mission, Philosophy, ESLRs, and the ongoing 

development of a Strategic Plan. The President and Principal, in concert 

with the current Board of Regents, implemented necessary changes and 

plans that sufficiently address the Mission and needs of the school over 

the coming years. 

School improvements completed over the past two years reflected the 

recommendations proposed in the Catholic School Management (CSM) 

Assessment Report (fall 2004). The administration addressed all 70 of the 

CSM report recommendations by fall 2006, including the following: 

· Increasing the Board of Regents’ authority and responsibility by 

revising it into a Board of Limited Jurisdiction 

· Adopting the President/Principal model of governance 

· Improving financial oversight and the budgeting process 

· Addition of the Office of Advancement 

· Restructuring and additional staffing for the following departments: 

Campus Ministry, Service Learning, Technology, Counseling, 

Athletics, Admissions, and Security 

· Restructuring and additional staffing for school administration 

· Formalization of teacher evaluation 

· Review, revision, and restructure of job descriptions 

· Reemphasis on faculty professional development with appropriate 

funding and incentives 

· Creation of Learning Needs Program 

· Improved communication amongst all constituencies 

· Continuous evaluation of existing and planned curriculum offerings 

· Initiation of a formal strategic planning process 

Parents support the general direction of the school, as evidenced by 

parental survey responses stating that 95% agree with the statement, 

“The mission statement accurately characterizes Bishop O’Dowd High 

School.” Eightysix percent agree with the statement, “If I had to do it 



54

again, I would enthusiastically send my child to Bishop O’Dowd.” Eightysix 

percent of teachers are pleased with the direction in which the school 

is heading. It is apparent that the school’s leadership has effectively 

utilized its evaluation tools, made relevant decisions, and provided 

guidance to make improvements that enhance student learning and faith 

formation. 

The school leadership regularly communicates regarding the progress of 

the school. Both the Executive Council and Directors’ Councils meet bimonthly 

and minutes of those meetings are distributed to the entire faculty 

on a regular basis. Parents and alumni are informed of projects and plans 

through the weekly eNews update, the monthly Dragon Parent 

newsletter, and the quarterly Dragon alumni magazine. Officers of the 

parent organizations meet on a monthly basis to share information with 

the President and Principal. Students are kept aware of major school 

issues through daily announcements, homeroom, school website, the 

school newspaper, and biannual class meetings. All of these methods 

keep the lines of communication open to the various constituencies of the 

school. 

School leadership effectively and precisely guides the work of the school. 

Policy and practice issues are executed openly and communicated 

effectively after input is gathered by the administration from its various 

resources – most notably the faculty, staff, Board of Regents, Directors, 

and Executive Councils. The leadership of Bishop O’Dowd is dedicated to 

school improvement as identified by the strategic planning process as well 

as WCEA/WASC SelfStudy and recent CSM evaluation. 


1. The school completed all 70 recommendations from the CSM 

evaluation report. 

2. The school involved all major stakeholders in the school improvement 

process. 

Evidence 

· CSM Report 

· Minutes from Board of Regents, Executive Council, Directors’ 

Council, and Academic Council meetings 

· Leadership Team notes 

· Strategic Planning documents 

· Dragon Parent 

· Dragon 

· ENews 



55

· WCEA/WASC surveys 

· President and Principal evaluations 

Area for Growth 

1. Continued followup and evaluation of Action Plan 

Rationale: The Action Plan is a living document that will need to be 

monitored and updated to ensure its full implementation. 

“Our daughter chose O’Dowd because she wanted 

to experience more diversity in her school setting. 

She has been enlightened by the ethnic, economic, 

religious, and social diversity surrounding her everyday.” 




56

B1. What Students Learn 

Category B: Curriculum & Instruction 

To what extent does the school provide a challenging, 

comprehensive and relevant curriculum for each student that fulfills 

the philosophy and mission of the school, strengthens Catholic 

identity and results in student achievement of the expected schoolwide 

learning results through successful completion of any course 

of study offered? 

The school provides a challenging, comprehensive, and relevant 

curriculum for each student that fulfills the school’s Mission and 

Philosophy, strengthens Catholic identity, and results in student 

achievement of the expected schoolwide learning results. Bishop O’Dowd 

is a Catholic coeducational, college preparatory high school, administered 

by the Diocese of Oakland. It seeks to affirm the teachings, moral values, 

and ethical standards of the Catholic Church. This unique and diverse 

community strives to develop young men and women of competence, 

conscience, and compassion through an integrated academic, spiritual, 

and extracurricular program. Guided by the Mission of the school, Bishop 

O’Dowd has chosen a set of outcomes to prepare graduates who will be 

academic achievers, spiritual individuals, effective communicators, active 

leaders, globally responsible citizens, and lifelong learners (ESLRs I, II, 

III, IV, V, VI). 

The academic program at Bishop O’Dowd challenges students with a 

college preparatory curriculum that exceeds the standards of the 

University of California. According to the data for the 20052006 academic 

year, 94% of Bishop O’Dowd seniors enrolled in a fourth year of 

mathematics and 88% enrolled in a third year of science when UC 

requirements mandate only three and two years respectively. Fiftyone 

percent of graduating seniors studied beyond the UC requirement of two 

years of world language, with 37% of those taking a fourth year. 

Additionally, students who enroll in the honors program challenge 

themselves beyond a regular college preparatory curriculum. During 2005 

06, Bishop O’Dowd offered 28 honors courses, 15 of which were AP 

courses. 

Standardized test scores and college matriculation data further 

demonstrate that Bishop O’Dowd provides a challenging curriculum. In 

2007, Bishop O’Dowd administered 498 AP exams achieving an overall 

pass rate of 60%. Bishop O’Dowd students continue to surpass both state 

and national averages on standardized tests (SAT, PSAT, SAT II). On 

average, student SAT scores (combined verbal and math) have exceeded 

the national average by approximately 148 points. Bishop O’Dowd 



57

successfully prepares its graduates for college study. Ninetytwo percent 

of the 2006 graduating class attended fouryear colleges. The majority of 

the remaining graduates attended twoyear institutions, bringing the 

overall matriculation rate to 98%. Bishop O’Dowd graduates attend a 

variety of institutions including Ivy League and preeminent West coast 

schools, such as Stanford and UC Berkeley. In 2006, 27% the graduates 

attended UC schools, 34% Catholic and private universities, and 30% 

attended Cal State schools. 

Information gathered from the 200607 Alumni Survey (144 respondents) 

demonstrates satisfaction among alumni with their BOD education and 

confirms that graduates feel prepared for the rigors of a college 

curriculum. Eightyfour percent of the Alumni respondents strongly agreed 

or agreed with the statement, “My Bishop O'Dowd education prepared me 

to excel in my college coursework.” There was mixed reaction however in 

the Alumni Survey to the statement, “Overall, Bishop O'Dowd helped me 

become a person of influence who is loving, open to growth, spiritual, 

intellectually competent, and a skilled leader committed to justice and 

peace”, (taken from the school’s Mission) with 76% affirming that they 

strongly agreed or agreed with the statement on Mission effectiveness. 

Teachers at Bishop O’Dowd work collaboratively toward designing a 

coherent and sequential curriculum in conjunction with national and state 

standards, the school’s Mission, and ESLRs. Efforts to communicate 

curricular outcomes and to design curriculum for students to achieve these 

stated outcomes continue to expand. However, information gathered from 

the 2006 Student Survey (1,039 respondents) indicates mixed satisfaction 

among students regarding clear course expectations with 71% of student 

respondents strongly agreeing or agreeing with the statement, “My 

teachers effectively communicate their course expectations and grading 

system to me.” In addition, information gathered from the 2006 Faculty 

Survey demonstrates that only 36% of faculty agree or strongly agree with 

the statement, “Students understand the School’s ESLRs.” An enhanced 

effort in clearly communicating curriculum expectations and school ESLRs 

is critical to improving schoolwide student outcomes. 

The 2006 Student Survey asked students to rank the effectiveness of the 

academic departments at Bishop O’Dowd with 1 indicating that they 

strongly disagree with the effectiveness of the program and 5 strongly 

agreeing with the effectiveness. Results indicate a general satisfaction 

with departments with an average of 84% strongly agreeing or agreeing 

with the effectiveness of the departments. 



58

Department 1 Strongly disagree 2 3 4 5 Strongly agree 

English 0% 5% 9% 32% 54% 

Foreign Language 2% 6% 11% 31% 50% 

Social Studies 1% 1% 6% 28% 64% 

Mathematics 2% 4% 7% 31% 56% 

Physical Education 2% 2% 9% 27% 60% 

Religions Studies 1% 3% 10% 31% 55% 

Science 0% 1% 10% 35% 54% 

Technology 0% 5% 11% 33% 51% 

Visual Fine Arts 0% 2% 11% 26% 60% 

Music 2% 9% 17% 31% 41% 

The Academic Council — comprised of all department chairs, Assistant 

Principal for Academics, Principal, Director of Counseling, Director of 

Learning Needs , Director of Curriculum and Instruction, Director of 

Instructional Technology, two student representatives, and one parent 

representative — oversees the program of study. The Academic Council, 

as well as each department, meets monthly to discuss curricular and other 

academic issues. Evaluation of the entire academic program is an ongoing 

process. 

The curricular program at Bishop O’Dowd reflects the changing issues and 

needs of students and the community at large. For example, 18% of 

freshmen enrolled in Freshmen Reading, a remedial course designed to 

bring students up to grade level. Additionally, 14% of students enrolled in 

Algebra 1a and Algebra 1b, a modified twoyear algebra course. Students 

identified as needing to enroll in Freshmen Reading and Algebra 1a and 

1b are required to attend summer school the summer prior to attending 

the ninth grade. Italian was added to the World Languages Department in 

fall 2005 in response to family requests. Honors Italian III was added to 

the course curriculum for the 200708 academic year. Journalism was 

added in 2005 in response to the need for a more comprehensive and indepth 

newspaper and yearbook course. The academic excellence of the 

journalism class was nationally recognized with numerous awards. 

Moreover, several revisions to the Science Department have resulted in a 

onesemester science foundations course entitled Connections: Freshmen 

Science Foundations as well as Biology for qualified entering freshmen, 

determined by HSPT composite scores. The AP Biology course moved 

from sophomore year to junior year. 

In the past two years, additional new courses have been added based on 

student interest and need including: Painting II, Instrumental Ensemble, 

Producing the Play, Computer Art II, Honors English 9, Theater Design 

and Production, AP Psychology, History of the Middle East, and AP 

Statistics. A new computer Technology Team course was added in 2006 

in order to provide authentic learning experiences for students interested 

in practical applications for technology. 



59

A wide variety of courses requires the application of acquired classroom 

knowledge to reallife situations. Last year, the Science Department took 

students to the Galapagos and Costa Rica, where students engaged in 

extensive field research. The Science Department is cultivating a 

partnership with the Oakland Zoo and curriculum planning with the zoo is 

an area of growth. Some courses and clubs also introduce “realworld” 

learning such as the stock market simulation, Yosemite Program, the 

Closeup Program in Washington D.C., the Living Lab, Mock Trial, and the 

Junior Statesmen of America Program. Moreover, coordinated student 

activities reflect the school’s ESLRs including Multicultural week, Mission 

Drive week, Catholic Schools Week, and Spirit week. 

Some classroom activities reflect crossdisciplinary collaboration and 

instruction. Several faculty members have initiated interdisciplinary 

curriculum development with measured success. For example, in the 

recently instituted One Book, One Community Program, all students, 

teachers, and staff read the same book over the summer. Various 

departments implemented crosscurricular activities focusing on the 

book’s themes. The English Department encourages students to opt for 

nonliterary topics when writing their junior term papers; this flexibility in 

choosing a topic of research often leads students to explore crosscurricular 

topics. The positive results of these interdisciplinary activities 

support the need to commit resources to develop interdisciplinary 

programs across the curriculum. 

An analysis of performance data in various departments has led to a 

redefinition of student learning needs and to a revision of departmental 

practices. For example, diminishing numbers of students in upper division 

World Languages as well as a decreased pass rate for World Languages 

AP scores, led the department to review curriculum alignment and 

instructional and assessment strategies. The World Languages 

Department is presently reviewing its assessment strategies to design 

tools to measure student progress. Analysis of performance data in all 

departments leading to a redefinition of student learning needs and a 

revision of the departmental practices is an area of growth. 

Additionally, all academic departments need to implement a strategy for 

analysis of overall existing courses and programs. For example, the music 

program at Bishop O'Dowd High School maintains several instrumental 

groups, but student and parent interviews indicate that the program needs 

additional resources in order to provide a truly exceptional and competitive 

music program including instrumental support (e.g. artists in residence), 

dance program, and enhanced choral and vocal ensemble. Systemic 

evaluation of program efficacy and student need is critical in consistently 

evaluating data on student achievement and in determining program goals 

and outcomes. 



60

The spiritual growth and social consciousness of each student are 

institutional commitments that stand at the core of the school Mission, are 

central to the curriculum, and are encouraged through community service, 

religious celebrations, and daily prayers. Students may choose to join over 

50 clubs, engage in fine and performing arts, participate in athletic 

activities, and take part in other opportunities for social, spiritual, physical, 

and intellectual development. In addition to the core academic curriculum 

in Religious Studies, all students are required to perform community 

service each year through the Service Learning Program introduced in 

2006. Service is centered on the exercise of social justice linked to 

Christian social teachings with clear curricular outcomes: the freshmen 

class focuses on elders in society through the Hebrew Scriptures course, 

sophomores focus on children through the Catholic Experience course, 

and junior and senior classes examine societal marginalization in their 

course entitled Christian Morality. In spring 2006, every faculty and staff 

member spent a day volunteering in the community performing service 

committed to social justice. This faculty commitment to the Service 

Learning program continues to serve as a model of Christian service to 

students within the Bishop O’Dowd community. 

The Religious Studies Department offers courses with the intent of 

awakening in students the call to be agents of social justice. Numerous 

electives such as BioEthics, Living and Dying, Ethics and Media, and Bay 

Area Social Concerns serve as examples of these opportunities. Retreats 

and allschool liturgies complement the theology courses and service 

experiences. Gospel values highlight departmental curricula providing 

support for Catholic traditions and beliefs as well as demonstrating respect 

for the teachings of other religions. There is a need to evaluate and 

promote the teaching of Catholic values and perspectives across the 

curricular and cocurricular programs. 

Faculty at Bishop O’Dowd regularly update their knowledge of curriculum 

and teaching methodologies to create a challenging, coherent, and 

relevant curriculum. The administration strongly encourages faculty at 

Bishop O’Dowd to seek professional development opportunities. Funds, 

made available through the Professional Development budget and NCLB 

funds (200607 budget exceeded $200,000), cover the cost of the majority 

of these activities. Faculty members are involved in various opportunities 

ranging from attending weekend workshops to completing advanced 

degrees. These professional development activities provide faculty with an 

opportunity to expand their knowledge base and reflect on their practice. 

Bishop O’Dowd sponsors annual summer workshops including such 

courses as Studying Skillful Teaching, Observing and Analyzing Teaching, 

Analyzing the Role of the Department Chair, Technology Integration, 

Understanding By Design, Peer Mentoring, and Cooperative Learning. 



61

Students directly benefit from such professional development 

opportunities because teachers are able to challenge their students with a 

comprehensive, rigorous, and relevant curriculum. For example, the 

Summer Curriculum Grant Program offers teachers opportunity to develop 

curriculum and improve learning during the summer. Specifically, the 

Summer Curriculum Grant Program funds projects such as the planning of 

a new course, revision of a course with new technology, developing new 

assessment strategies, or creating innovative classroom activities. In an 

effort to improve course curriculum and student learning, these 

collaborative endeavors enable teachers to examine and revise individual 

lesson plans, units, and courses. 

Summer Grant participants attend the Understanding by Design workshop 

targeted at assisting teachers in aligning curriculum and assessment with 

standards using the backward design methodology. Workshop participants 

learn how to design and gather assessment data and to use it effectively. 

Thirty teachers have participated in the 2006 and 2007 summer 

workshops. The annual budget for the Summer Curriculum Grant Program 

increased from $40,000 in 2006 to $50,000 in 2007. Effective curriculum 

design continues to be an area of growth for all faculty and curricular 

departments. 

In order to foster greater collaboration, the school leadership has initiated 

a Peer Mentoring Program to share ideas, to observe and coach new 

teachers and peers, and to encourage collegiality. Twelve teachers 

received training by nationally recognized experts in cognitive coaching 

during the program’s first year in 2007. Additional teams will join annually 

to enhance collegial support and innovation. Information gathered from the 

2006 Faculty Survey indicates that teachers see the need for additional 

evaluative support as only 61% of faculty strongly agree or agrees with the 

following statement, “Professional evaluation is utilized as a tool for 

fostering the professional growth of faculty, staff, and administration.” 

Continued opportunities for formal and informal cognitive coaching, 

collaboration, observation, and evaluation would be beneficial. The 

administration demonstrates its continued support by allocating resources 

for professional development and by the appointment in 2007 of a new 

Director of Curriculum and Instruction dedicated to faculty support and 

evaluation. 

Technology supports student learning. The restructuring of the Bishop 

O’Dowd Tech Team in 2006 has assisted faculty and staff in effectively 

integrating technology into the curriculum. All faculty members received 

wirelessenabled laptops to help them in becoming more efficient and 

effective in planning, creating, and delivering technologyenhanced 

curricula. For example, the World Languages Department systematically 



62

incorporated Rosetta Stone® software across the language curriculum. 

Teachers maintain a web presence through their own Blackboard® 

courses and all teachers are required to enter grades through 

PowerSchool® and update grades every two weeks. Additionally, teachers 

recognize the need to teach students about the ethical and appropriate 

use of technology. Effective implementation of technology provides 

opportunity for faculty to communicate more effectively with both students 

and parents. There is a need to gather data on student technology literacy 

and implement a process to collect data on the effect of technology on 

student outcomes. 


1. The school provides a challenging, comprehensive, and relevant 

curriculum for each student that reflects the philosophy and fulfills the 

Mission, strengthens Catholic Identity, and results in student 

achievement of the ESLRs. 

2. The academic program at Bishop O’Dowd challenges students with a 

college preparatory curriculum that exceeds the standards of the 

University of California. 

3. Teachers at Bishop O’Dowd work collaboratively toward designing a 

coherent and sequential curriculum in conjunction with national and 

state standards, the school’s Mission, and ESLRs. 

4. In order to foster greater collaboration, school leadership initiated a 

Peer Mentoring Program to share ideas, observe and coach new 

teachers and peers, and encourage collegiality. 

5. The curricular program at Bishop O’Dowd reflects the changing issues 

and needs of students and the community at large. 

6. A wide variety of courses requires the application of acquired 

classroom knowledge to reallife situations. 

7. The spiritual growth and social consciousness of each student are an 

institutional commitment that stands at the core of the school Mission, 

is central to the curriculum, and is encouraged through community 

services, religious celebrations, and daily prayers at the school. 

8. The leadership at Bishop O’Dowd High School provides significant 

resources and opportunities for the faculty to update their knowledge of 

curriculum and teaching methodologies in order to create a 

challenging, coherent, and relevant curriculum. 



63

9. The new Service Learning Program has clear curricular outcomes and 

focuses on the exercise of social justice linked to Christian social 

teachings. 

10.The restructuring of the Bishop O’Dowd Tech Team has assisted 

faculty and staff in effectively integrating technology into all areas of 

the curriculum. 

11.Student activities reflect the school’s ESLRs including Multicultural 

Week, Mission Drive Week, Catholic Schools Week, and Spirit Week. 

Evidence 

· Department handbooks with course descriptions and syllabi that 

reflect ESLRs 

· Statistics on matriculation 

· Statistics on student enrollment in courses beyond those required 

· Statistics on AP program 

· Student, faculty, parent, and alumni surveys 

· Counseling Department statistics 

· Home Group reports 

· Summer Curriculum Grants 

· Service Learning Program Description 


1. Evaluate and promote the teaching of Catholic values and 

perspectives across the curricular and cocurricular programs. 

Rationale: The teaching of Catholic values within curricular and cocurricular 

programs is a core value and integral in achieving the 

school’s Mission. 

2. Establish processes for more effective communication of curriculum 

expectations and school ESLRs critical to improving schoolwide 


Rationale: Student surveys indicate that students do not fully 

understand their course expectations and school ESLRs. Student 

learning is compromised when learning outcomes are unclear. 

3. Commit additional resources to develop interdisciplinary programs and 

policies across the curriculum. 

Rationale: Crosscurricular programs provide a shared learning 

experience for students including course policies, outcomes, and 



64

assessments. Student learning is more powerful when connections 

among various disciplines are clear. More interdisciplinary projects will 

allow for more effective student achievement of ESLRs. 

4. Develop successful curriculum design practices to address studentlearning 

needs based on performance data analysis. 

Rationale: Research supports the efficacy of data analysis in 

supporting studentlearning outcomes. Consistent desegregation of 

data will help all departments revise curriculum in response to student 

achievement. 

5. Continue to build opportunities for formal and informal cognitive 

coaching, collaboration, observation, and evaluation both within and 

among departments. 

Rationale: Students directly benefit from ongoing professional 

development of teachers. 

6. Gather data on student technology literacy and implement a process to 

collect data on the effect of technology on student outcomes. 

Rationale: Technology continues to play a critical role in the 

development and design of effective 21 st century curriculum. Data 

analysis of this technologyrich curriculum design contributes to 

successful implementation and a better understanding of its effect on 

student achievement. 

“We chose Bishop O’Dowd because it seemed to be 

the most inclusive and truly diverse school in the east Bay.” 




65

B2. Curriculum and Instruction criterion: How students learn 

To what extent does the professional staff use researchbased 

knowledge about teaching and learning and design and implement a 

variety of learning experiences that actively engage students at a 

high level of learning consistent with the school philosophy and 

mission and the ESLRs? 

The professional staff at Bishop O’Dowd High School effectively and 

regularly uses researchbased knowledge about teaching and learning to 

design and implement a variety of learning experiences. These enable 

students to learn at a high level, consistent with the school's goal of 

developing young men and women of competence, conscience, and 

compassion. 

Professional development for teachers and administrators is a primary 

focus at Bishop O'Dowd High School. Substantial resources provide 

faculty assistance in integrating researchbased knowledge about 

teaching, learning, leadership, and curriculum into their practice. In order 

to update curriculum, teaching methodologies, and leadership concepts, 

teachers and administrators regularly attend conferences and workshops, 

participate in and present at national and local organizations, and 

subscribe to relevant subject and teaching publications. As a result, 

teachers are beginning to design and implement a variety of learning 

experiences using their knowledge of effective teaching strategies: 

traditional lecture, cooperative group learning, discovery learning, audiovisual 

presentations, lab, demonstrations, library and online research, art 

projects, class discussions, games, computer work, role play, debates, 

field trips, simulations, and the adoption of Blackboard® across the 

curriculum. 

Information and methodologies from mandatory workshops and inservice 

training such as Studying Skillful Teaching, Peer Mentoring, 

Understanding by Design, and Cooperative Learning, complemented by 

an understanding of the latest research on pedagogy and teaching, assist 

teachers in designing effective instructional strategies to support student 

achievement. The school maintains a professional development website 

available to faculty within and outside of Bishop O'Dowd High School that 

provides a library of current pedagogical research, circulates diverse 

articles, books, films, and newsletters; and notifies faculty and staff of 

relevant opportunities for professional development. Data gathered from 

the Faculty Survey indicates support for professional growth with 91% of 

respondents indicating that they strongly agree or agree with the 

statement, “There is sufficient support and encouragement for my 

academic growth.” 



66

To ensure active learning for all students, teachers apply varied 

instructional methodologies, diverse materials, and innovative technology 

implementation strategies. When planning lessons, teachers consider 

different learning styles in order to foster academic competence, higherorder 

thinking skills, critical thinking, and competence in the use of 

technology in all the students. However, Student Survey respondents 

expressed mixed reviews of consistent implementation of effective 

instructional strategies as only 27% strongly agreed and 42% agreed with 

the statement, “My teachers use a variety of teaching methods appropriate 

to the subject matter and grade level.” While most teachers have initiated 

efforts to improve instructional strategies to meet the needs of all students, 

consistent application across the curriculum is an area of growth. 

In order to address different learning styles and strengths, students get 

specialized study skills instruction in their first year. In the context of 

programs such as Freshmen Connections, Freshmen Study Skills, and 

Dragon Success, students receive instruction on strategies for effective 

notetaking, planning, testtaking skills, basic technology skills, and time 

management. Additionally, teachers receive the Freshmen Study Skills 

reference book. However, leadership in furthering the active 

implementation of these study skills across the curriculum is needed. The 

2006 Student Survey indicates that students have not effectively 

developed strong study skills. Only 57% of students strongly agreed or 

agreed with the statement, “I have developed good study habits.” Fortyone 

percent of students strongly agreed or agreed with the statement, 

“Teachers discuss how we can manage our time to accomplish work 

efficiently.” Evidence demonstrates that effective and consistent 

instruction in organization, time management, and study skills strategies 

across the curriculum is an area of growth. 

The Dragon Success Program, implemented at Bishop O’Dowd High 

School in 2006, has exhibited exemplary success in addressing learning 

differences and in providing resources and support of qualifying students 

for improving organization and time management skills. In the context of 

Dragon Success, 14 teachers provide tutorial sessions before and after 

school, and their Dragon Success mentor and school counselor assesses 

program participants. During the spring semester 2007, 47 students 

participated in Dragon Success, with 44 of those students raising their 

GPAs. The Dragon Success Program has generated much more demand 

than Bishop O’Dowd can accommodate. Additional resources are required 

in order to address the needs of all students who would benefit from this 

individualized and effective program. Additionally, the newly created 

Academic Support Center addresses student needs in a variety of subject 

areas with tutoring available before, during, and after school. The school 

has committed a 3/5 position to develop and manage adult and peer 



67

tutors. Expanded library hours help accommodate this program. Over 50 

trained peer tutors work with this program. 

As part of the admission process, freshmen with physical, emotional, and 

learning needs provide the Counseling Department with documentation. 

The Director of Learning Needs makes recommendations to teachers for 

appropriate accommodations including extended testing time, use of 

special aids, and working alone or in collaborative settings. Families 

receive information on testing and referrals as appropriate. Information 

gathered in the 2006 Faculty Survey indicates that 89% of faculty strongly 

agree or agree with the statement, “As a teacher, I consider student 

learning differences when planning curriculum.” Additionally, 78% of 

faculty respondents strongly agreed or agreed with the statement, “There 

is adequate support at Bishop O'Dowd for students with learning 

differences.” While teachers indicate a strong support for the Learning 

Needs Program, teachers continue to need effective support and 

resources to understand appropriate and evolving strategies for 

addressing unique student needs. 

Bishop O’Dowd recognizes that a positive atmosphere is conducive to 

student learning. Students, faculty, and staff are encouraged as a 

community to model and practice the school Mission, Philosophy, and 

ESLRs. Information gathered in the Student Survey indicates that 62% of 

students strongly agree or agree with the statement, “My teachers and 

coaches are good role models of Catholic values.” Sixtyeight percent of 

the student respondents strongly agree or agree with the statement, “The 

curriculum and instruction reflect the Mission and Philosophy.” Students 

indicate that teachers demonstrate inconsistent attitudes toward them as 

students, as 23% strongly agree and 38% agree with the statement, “My 

teachers are approachable and care about me as a person.” Student 

response indicates a need to build a stronger presence of Mission and 

demonstration of the ESLRs consistently across the curriculum and into 

the fabric of the school. 

Students, parents, and faculty regularly provide feedback for ongoing 

modification of the learning environment and classroom setting. For 

example, the 200607 implementation of the PowerSchool® online grading 

program occurred as a response to parent requests and interviews. The 

school as a whole emphasizes an atmosphere of mutual respect in 

addressing the Mission to embrace cultural differences. Examples of the 

Bishop O’Dowd Mission in action include celebrations of multiculturalism 

through courses, clubs, and schoolwide events. The Church and the 

African American Community religion elective, the Black Student Union 

(BSU) club, Asian Student Union, Hispanic club, Jewish club, and the 

Multicultural Assembly offer opportunity for students to embrace the 

Bishop O’Dowd Mission. 



68

In 200607, 29 teachers at Bishop O’Dowd attended technology 

conferences in order to learn the latest technology affecting student 

achievement. Approximately 20 teachers attend CUE (ComputerUsing 

Educators) conference and NECC (National Educational Computing 

Conference) annually. Participants of the conferences return to Bishop 

O’Dowd to share the latest ideas for classroom integration and innovation 

with faculty and staff. Students directly benefit as teachers apply these 

new technology skills in the classroom. The new Computer Art II course, 

which integrates stateoftheart animation software, and the addition of 

Rosetta Stone® software in World Languages classes are examples of 

recently applied innovations. 

Within the school, the newly enhanced Information Technology 

Department addresses the needs of the entire student body, faculty, and 

staff to ensure that the schoolwide goal of improving the use of 

technology throughout the curriculum becomes a reality. Students and 

teachers increasingly use the Internet as a source of information. In 

response to this educational trend, one of the major goals of all 

departments is to increase the level of understanding and expertise in the 

use of technology as a transparent instructional tool. To respond to this 

need, the Information Technology Department provides individualized and 

group training for teachers who wish to implement the use of technology in 

the classroom. Weekly workshops include such topics as Basic Tablet 

Tools, Blackboard®, PowerGrade®, and Rosetta Stone®. 

Formal and informal interviews with faculty indicate a concern regarding 

class size. While some classes are smaller (2025) due to space limitation 

and student interest, others are considered too large by teacher standards 

(3035). In order to address the needs of students in the newly created 

Algebra 1a and Algebra 1b, the class size was reduced. Members of the 

English Department, however, recommend that smaller class size would 

accommodate more opportunities for writing and assessment. The World 

Languages Department advocates smaller class size in order to provide 

more opportunities for language acquisition, practice, and application. 

Data analysis on the relationship of class size and student achievement is 

an area of growth. 

Bishop O'Dowd High School moved to the alternating day/rotating block 

schedule in 2003. The Scheduling Committee reviewed the effectiveness 

of the schedule in 2006 and recommended revisions. The core 

recommendations suggested teacher training and a clear vision of the 

expectations and effective strategies for teaching in the block period. In 

addition, the need to convey a consistent message to students on the 

expectations for learning in the block schedule, as well as to provide 

studentassistance programs and counseling for students who struggle 



69

with the schedule should be considered. Ongoing evaluation of the 

effectiveness of the daily and yearly schedule and its impact on student 

learning is an area of growth. 


1. Professional development for teachers and administrators is a primary 

focus at Bishop O'Dowd High School. Faculty members receive 

substantial resources for professional development targeted at 

integrating researchbased knowledge about teaching, learning, 

leadership, and curriculum into their practice. 

2. The Dragon Success Program, implemented at Bishop O’Dowd High 

School in 2006, has demonstrated exemplary success in addressing 

learning differences and in providing resources and support to all 

students for improving organization and time management skills. 

3. The school as a whole emphasizes an atmosphere of mutual respect 

in keeping with Bishop O’Dowd’s Mission to embrace cultural 

differences. 

4. A growing number of teachers at Bishop O’Dowd attend technology 

workshops in order to learn the latest technology affecting student 

achievement. 

Evidence 

· Sample tests, quizzes, exams 

· Dragon Success statistics 

· AP French Podcasts session and students’ voice samples 

· Department project samples 

· Student work samples 

· Legacy project survey: teaching methodology, critical thinking, and 

creativity. 

· College Board publication regarding LD 

· Statistics on technology conferences 

· IT Workshops 

· Scheduling Committee survey and recommendations 

· Student academic plan (sample) 

· ParentTeacher conferences 

· Course evaluations 

· Faculty and Student Handbooks 

· PowerGrade® 

· Faculty Mentor Binder 

· Report of mentoring 



70

· Department surveys 

· Student work 

· Information technology list of resources 

· Classroom maintenance 

· Course projects and posters 

· Teacher Blackboard classes 

· Deforestation Handout 

· Recycle Week Pamphlets and posters 

· Fine art critiques 

· Videotapes 

· Department surveys 

· Class lists/ schedules/teacherstudent ratios 


1. Design and implement instructional strategies across the curriculum to 

meet the needs of all students. 

Rationale: Teachers receive ongoing training, peer mentoring, and 

examples of best practices in teaching and learning. These strategies 

need to be translated into daytoday classroom teaching. 

2. Implement effective and consistent instruction in organization, time 

management, and study skills strategies across the curriculum. 

Rationale: Students receive study skills instruction in their first year 

during freshman orientation. Teachers need to incorporate these 

strategies into their classes. 

3. Educate teachers and provide appropriate resources to understand 

and address the unique learning needs of each student. 

Rationale: In an effort to ensure that all students achieve the ESLRs in 

a learning environment appropriate to their needs, teachers require the 

necessary resources and strategies. 

4. Develop a stronger presence of Mission and demonstration of the 

ESLRs consistently across the curriculum. 

Rationale: Student and faculty surveys indicate a need for a greater 

emphasis and incorporation of the newly revised Mission and ESLRs 

into the life of the school. 

5. Develop understanding and expertise in the use of technology as a 

transparent instructional tool. 



71

Rationale: In order to infuse 21 st century skills into teaching and 

learning, teachers need technology training and appropriate classroom 

resources. 

6. Evaluate the effectiveness of the daily and yearly schedule and its 

impact on student learning. 

Rationale: The newly revised daily and yearly schedules need ongoing 

evaluation in order to determine if current scheduling promotes 

the best student learning outcomes. 

7. Analyze the relationship of class size and student achievement. 

Rationale: Teachers in several departments express concern over the 

size of classes and the ability to engage all students effectively. 

“I believe very strongly that the school embodies the spirituality 

and values of its mission statement, and fosters 

a sense of community for all of the students.” 




72

B3 Curriculum and Instruction Criterion: How Assessment is Used 

To what extent is teacher and student use of assessment frequent 

and integrated into the teaching/learning process? To what extent 

are assessment results the basis for measurement of each student’s 

progress toward the expected schoolwide learning results? To what 

extent are the assessment results the basis for regular evaluation 

and improvement of curriculum and instruction? To what extent are 

the assessment results the basis for the allocation of resources? 

The use of assessment at Bishop O'Dowd High School is frequent and 

integrated into the teaching and learning process. It is the basis of the 

measurement for each student’s progress toward achieving student 

outcomes, is used for evaluating and improving curriculum and instruction, 

and is the basis for the allocation of resources. 

Bishop O’Dowd’s curriculum incorporates a wide range of assessment 

strategies to promote student growth and address student needs in the 

classroom. Teachers consider individual student needs when designing 

assessments and as a result, provide students with a variety of 

opportunities to convey their understanding of learning objectives. Using 

written assignments, daily homework, oral assessments, technologybased 

presentations, cooperative group work, paper and pencil tests, 

dramatization, and standardized tests, teachers effectively evaluate 

students’ growth in content areaspecific knowledge as well as study skills 

and higherorder thinking skills. Revision is also an important part of the 

assessment process as most departments allow or require students to 

revise their work and submit it in stages for teacher and peer review. 

Sixtyseven percent of respondents in the Student Survey strongly agreed 

or agree with the statement, “In my classes in general, I am able to 

demonstrate my learning not only through quizzes and tests, but also in 

other was such as creative projects, essays, portfolios, oral presentations, 

and discussions.” Ninetyseven percent of respondents in the Teacher 

Survey strongly agree or agree with the statement, “I use a variety of 

assessment techniques to measure expected student learning results.” 

Teachers report that a variety of assessment techniques are used 

regularly in the classroom, but inconsistency in student recognition of that 

process indicates that further professional development is needed in 

designing, integrating, and clearly communicating a variety of assessment 

techniques. 

Departments at Bishop O’Dowd are beginning to design assessments 

aligned with stated learning objectives and expected outcomes in specific 

areas of the standardsbased curriculum. Meeting expected outcomes 

becomes the assessment of student growth. However, the school needs 



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to implement strategies for providing time for collaboration and 

professional development in designing a consistent schoolwide practice 

for standardsbased assessment and analysis of crosscurricular student 

outcomes. 

Bishop O’Dowd offers programs to help students improve performance on 

assessments. Dragon Success is yielding positive results (See Section 

C2, Support Services) as well as the Academic Support Center and Peer 

Homework Support Program. Additionally, extended time testing for 

students with special needs and training for teachers in addressing these 

needs requires assessment. 

Emphasis on the ESLRs in curriculum planning, teaching, evaluation, and 

outcomes, guides the teaching and learning at Bishop O’Dowd. While 

some teachers incorporate the ESLRs into classroom instruction, at this 

time, the integration is intuitive rather than overt. Information gathered 

from the 2006 Faculty Survey indicates that only 36% of faculty agree or 

strongly agree with the statement, “Students understand the School’s 

ESLRs.” An effective ESLR assessment process is needed to evaluate 

whether students achieve the school’s ESLRs. Enhanced effort in clearly 

communicating and assessing the school expectations and school ESLRs 

is critical to improving schoolwide student outcomes and effective ESLR 

assessment tools need to be developed to measure student achievement 

of ESLRs. 

Ongoing formative assessment provides teaching and learning feedback 

for teachers, students, and parents and offers data to support curriculum 

revisions to further support effective instructional strategies. A few 

examples of formative assessment at Bishop O’Dowd include English 

Department portfolios, Religion Department journals, Math Department 

grading rubrics, and inclass and rubricbased writing assignments. An 

area for growth is the need to institutionalize the process of formative 

assessment by helping teachers understand the importance of datadriven 

instruction and assessment. 

Additionally, Bishop O’Dowd uses standardized tests to determine student 

preparation for the curricula and to place incoming freshmen into 

appropriate English, Science, Math, World Languages, and Social Studies 

classes. Some of these placement test results place students with special 

educational needs in math and reading classes that reinforce study skills 

and support students in achieving course outcomes. Students are further 

assessed through standardized testing one day a year, when freshmen 

take the NEDT test, sophomores take the PLAN test, and juniors take the 

PSAT. Students also take Advanced Placement exams annually in May 

and results are monitored and recorded. However, the school has not 

consistently tracked and analyzed the data from such standardized tests 



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including data from SATs, SAT Subject Tests, and other available data 

from the APs, PSATs, NEDT, and PLAN tests. The College Board offers 

significant breakdowns of student performance for each of these tests and 

the school needs to develop a system to analyze such data with the goal 

of developing datadriven curriculum decisionmaking. 

The introduction of the online grading program PowerSchool® has offered 

expanded opportunity for parents, students, teachers, counselors, and 

administrators to monitor and track student progress and achievement. 

Teachers are required to post grades every two weeks with a minimum of 

15 assignments posted per quarter. Analysis of assignment quality and 

frequency of teacher feedback has become more transparent for all 

constituencies through use of the PowerSchool® system. Parents and 

students continue to provide positive feedback on the system and have 

complimented the school on investing in the implementation of the 

program. 

In 2006, Bishop O'Dowd hired a full time Director of Information Services 

responsible for disaggregating data, surveys, and software. The school 

recognizes that data gathering and survey processes should be ongoing 

and systematic, taking all areas of the school into account. Understanding 

the areas of data analysis and the application of that data is an area of 

growth. 

This year, as part of the WCEA/WASC selfstudy planning process, four 

surveys were designed and administered: (a) the Alumni Survey, (b) the 

Faculty Survey, (c) the Parent Survey, and (d) the Student Survey. This 

data was used for narratives and the complete results are listed in the 

WCEA/WASC Self Study Appendix B. There is need for each academic 

department to work with the Director of Information Services to prepare 

and analyze surveys of graduates about the strengths and areas for 

growth of their education while at Bishop O'Dowd. 


1. The use of assessment at Bishop O'Dowd High School is frequent and 

integrated into the teaching and learning process. 

2. Departments at Bishop O’Dowd are beginning to design assessments 

aligned with stated learning objectives and expected outcomes in 

specific areas of the standardsbased curriculum. 

3. The Dragon Success Program, Academic Support Center, and Peer 

Homework Support Program provide tutors to work with individual 

students and is yielding positive results. 



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4. Expected schoolwide learning results are integrated into curriculum, 

teaching, evaluation, and outcomes. 

5. The introduction of PowerSchool® expands the opportunity for parents, 

students, teachers, counselors, and administrators to monitor and track 

student progress and achievement. 

6. As part of the WCEA/WASC selfstudy, four surveys were designed 

and evaluated: the Alumni Survey, the Faculty Survey, the Parent 

Survey, and the Student Survey. 

Evidence 

· Pre and post reading tests 

· English Department essays 

· History Department PowerPoint® assignments 

· Art portfolios 

· Drama monologues 

· Oral assessments 

· Study Skills Program 

· Comprehensive final exams 

· Learning Needs Program 

· Web research assignments 

· Department scope and sequence 

· School schedule 

· Campus Ministry retreats 

· Service Learning program 

· Multicultural Week events 

· Semester exams 

· AP French curriculum 

· Holocaust curriculum 

· HSPT, SAT, PSAT, and PLAN results 

· Progress reports 

· Academic probation 

· ParentTeacher conferences 

· BacktoSchool Night 

· No Child Left Behind funding 

· Degrees of faculty 

· New classrooms 

· Technology inservice 

· Technology support team 



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1. Design a consistent schoolwide professional development program 

and practice in order to help teachers design, integrate, and clearly 

communicate a standardsbased assessment and analysis of crosscurricular 


Rationale: While teachers feel that they use a variety of assessment 

techniques, student surveys indicate that further development and 

implementation is necessary. 

2. Develop effective tools for clearly communicating and assessing the 

school ESLRs. 

Rationale: Since the ESLRs were revised in 2006, the school also 

needs to revise the tools necessary to evaluate student achievement of 

the ESRLs. 

3. Institutionalize the process of formative assessment by helping 

teachers understand the importance of datadriven instruction and 

assessment. 

Rationale: Frequent use of welldesigned formative assessments 

increases student achievement. Faculty will require training in the 

effective collection, analysis, and interpretation of relevant data. 

4. Analyze standardized test score data with the goal of developing datadriven 

curriculum. 

Rationale: Data from standardized tests, such as SAT Subject Tests 

and PSAT, need to be collected and analyzed to further evaluate 

effectiveness of curriculum and student achievement. 

“I think the general atmosphere within all the classes and student body 

as well as the diversity are strengths at Bishop O’Dowd High School.” 




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Category C: Support for Student Spiritual, Personal, and Academic 

Growth 

C1. Campus Ministry/Community Based Service Learning 

To what extent do students grow as persons of faith through 

appropriate and meaningful experiences of prayer, liturgy, and 

community –based service learning which support spiritual 

formation, the philosophy and mission of the school, and the 

accomplishment of the ESLRs? 

In support of the school’s Mission, Philosophy, and ESLRs, Bishop 

O’Dowd High School offers a comprehensive program to, “…develop 

young men and women of competence, conscience and compassion”, 

and “…to develop persons of influence who are loving, open to growth, 

religious…and skilled leaders committed to justice and peace.” 

The new school leadership expanded the Campus Ministry program 

leading to: 

· Elevation of Campus Minister to Assistant Principal for Campus 

Ministry 

· Increased staffing in Campus Ministry (by 1.2 FTE) 

· Expanded Service Learning Program and the addition of a Service 

Learning Coordinator 

· Creation of an Adult Spirituality Program 

· Increased student opportunities for leadership and participation in 

Campus Ministry 

The existing and newly expanded programs in Campus Ministry fall into 

six areas: prayer, liturgy, retreats, leadership opportunities, service 

learning, and charity drives. 

Prayer is a critical component of the religious life of Bishop O’Dowd and 

promotes student spirituality in a number of ways. Ninetyone percent of 

parents indicate that the Campus Ministry programs support student 

spiritual development. Seventyfive percent of faculty state that the school 

provides students with a variety of spiritual experiences that are 

meaningful to young people. Sixtysix percent of students agree that the 

school provides a variety of prayer opportunities. Morning prayer, led by 

both students and faculty, begins each school day, reminding the 

community of our common purpose and Catholic identity. Prayer is a 

central component of classroom instructional practices and student and 

faculty retreats. 



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Liturgies are at the heart of the school’s Catholic identity and proclamation 

of the Gospel message. A highlight of each new school year is the 

opening school liturgy. Monthly allschool liturgies build our faith 

community in an atmosphere of prayer, reflection, and celebration. Prior to 

these liturgies, the studentled Campus Ministry Team and Campus 

Ministry staff collaborate with faculty in liturgical instruction to promote a 

prayerful atmosphere. Individual classes gather for liturgy under the 

leadership of Class Ministry Teams. In an effort to meet the spiritual needs 

and build community in each of the grades, individual class liturgies were 

introduced during the 200506 school year. The sacrament of 

reconciliation is offered to the student body during Lent. A schoolwide 

ecumenical service is celebrated each spring in support of students from 

nonCatholic traditions. 

Student surveys demonstrate that 46% of students state that liturgies and 

prayer services are meaningful events for them. Sixtyone percent of 

students state that they have opportunity to provide input for liturgies 

through the Campus Ministry Teams. Seventytwo percent of teachers 

state that school liturgies and prayer services are celebrations of who we 

are as a school community. Developing a systematic process for 

reviewing the effectiveness of liturgical experiences for students and 

faculty is an area of growth. As liturgical offerings increase, the need for a 

liturgy coordinator should be explored. 

The current facilities are too small to fit our entire community, resulting in 

allschool liturgies concurrently held in the large and small gyms. A space 

that can accommodate the entire student body is needed in order to 

gather as one community in prayer and celebration. Additionally, the 

current chapel cannot accommodate enough students for single class 

liturgies. The school needs a chapel large for single class liturgies. The 

placement of a Campus Ministry Center adjacent to such a chapel will 

further strengthen the work of Campus Ministry by providing a spiritual 

center for the school. 

The Bishop O’Dowd High School retreat program is a hallmark of the 

Campus Ministry Program and an essential part of the spiritual growth of 

students. Bishop O’Dowd High School offers a comprehensive retreat 

program teaming with key leaders, teachers, and students in its planning, 

implementation, and evaluation. The retreat program involves students at 

all grade levels. Freshmen and sophomores participate in a oneday 

retreat, working in small groups led by juniors and seniors. Juniors and 

seniors have the opportunity to participate in overnight retreats. The 

themes of the junior and senior retreats are “values” and “journey” 

respectively. 



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Campus Ministry promotes active leadership throughout its programs in a 

variety of ways. Students are encouraged to become leaders in ministry 

through class ministry teams and the retreat team. In order to meet the 

spiritual needs of the students and to include more students in the 

liturgical life of the school, Campus Ministry staff guide the Freshmen, 

Sophomore, and Junior Class Ministry Teams in the development of age 

appropriate themes for liturgical celebrations and faith sharing 

experiences. The existing Senior Campus Ministry Team meets as a class 

and leads schoolwide gatherings, teaching, and involving the younger 

class ministry teams. An average of 20 students per class participates in 

each of the ministry teams. Approximately 100 junior and senior students 

volunteer to be Retreat Team leaders. Retreat Team leaders are trained to 

lead freshmen and sophomore retreats, during which they share their own 

journeys in faith development. All of the above leadership opportunities 

encourage students in critical thinking, public speaking, small group 

discussions, decisionmaking, and selfreflection. 

Annually, 100 juniors and 150 seniors choose to participate in retreats, 

indicating that students are interested in these experiences. Evaluation of 

the retreat program takes place after each overnight retreat, the results of 

which continue to be positive. According to the WCEA/WASC surveys, 

75% of students state that retreats provide opportunities to develop and 

enhance their faith and spirituality. Through dialogue with other Catholic 

high schools, varieties of retreat models have emerged. Some of the 

models under investigation require increased staffing. The rising cost of 

transportation, housing, and food on overnight retreats has increased the 

need for financial aid for students attending retreats. In keeping with our 

policy of not turning anyone away based on financial need, the school has 

been distributing increased amounts of scholarship aid for retreat 

attendance. As a result, the Campus Ministry team needs to investigate 

other forms of retreats, resources, funding, and staffing in order to 

enhance students’ personal faith and spiritual formation. 

In keeping with the school’s Mission and Philosophy, the new President 

and Principal have provided leadership in the creation of the Service 

Learning Program. Students, faculty, and staff have a variety of 

opportunities to participate in this program. The Service Learning 

Coordinator works with Campus Ministry staff to facilitate a program for all 

grade levels that is committed to the principles of Catholic social teaching. 

Beginning with the class of 2010, each student is required to fulfill 100 

hours of community service. All freshmen commit to 15 hours of service 

with the elderly, while sophomores commit 25 hours of service to children 

with disabilities and the homeless. Juniors and seniors commit to 60 hours 

of working with a particular population of their choosing. Throughout the 

fouryear program, service is linked to inclass instruction on social justice 

issues. Upperdivision coursework in Christian Morality, Bay Area Social 



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Concerns, Alternatives to Violence, and Community Service Project 

incorporate social justice issues with service learning in the local 

community. Ninety percent of parents state that the school fosters a sense 

of community responsibility through its Christian Service and other 

programs. Fortyeight percent of students state that they are aware of the 

expanded Service Learning Program. However, this statistic was gathered 

during the first semester of the program’s existence. Visibility of this 

program needs to be enhanced so that students can express their 

awareness of this program and its goals. 

Campus Ministry is a leader in schoolwide initiatives that support local 

and global charities. The annual Food and Toy Drive, the annual Mission 

Drive, and monthly Dollar Day collections are central to this effort. 

Students, faculty, and staff are challenged to put their faith into action. 

Spiritual growth is promoted by raising awareness of the needs of others 

in our community and in the world. In 20052006, our students, faculty, 

and staff contributed over $20,000 to various charitable organizations. 

Eightythree percent of students state that Dollar Days and Charity drives 

reflect the school’s Mission and values. Sixtynine percent of students 

state they have learned about helping others as a result of the school’s 

Dollar Days and Charity drives. 


1. The expansion of the Campus Ministry program enhances the spiritual 

and personal growth of all students. 

2. The Bishop O’Dowd Retreat program is a hallmark of the Campus 

Ministry program, enhancing the spiritual growth of students. 

3. The newly created Service Learning program and the addition of a 

Service Learning Coordinator promote the principles of Catholic social 

teaching. 

Evidence 

· Student, Faculty, Parent Surveys 

· Retreat information 

· Service Learning outline 

· Service Learning and retreat reflections 


1. Develop a systematic process for reviewing the effectiveness of 

liturgical experiences for students and faculty. 



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Rationale: Student and Faculty Surveys indicate that there is a need 

for greater spiritual guidance and connectedness. 

2. Build a chapel that can accommodate the class liturgies and an 

adjacent Campus Ministry Center, as well as a space that can 

accommodate the entire student body. 

Rationale: The school needs a spiritual center and a space where the 

entire school community can gather in prayer and celebration. 

3. Investigate other forms of retreats, resources, funding, and staffing. 

Rationale: Students report that retreats are meaningful to their 

personal faith development. Other forms of retreats should be 

investigated and funding sources identified, to enable all students to 

growth to their spiritual potential. 

4. Enhance visibility of the Campus Ministry and Service Learning 

programs and opportunities. 

Rationale: Many of the programs within this department are new. In 

order for students to take full advantage of these programs, Campus 

Ministry and Service Learning Programs need promotion. 



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C2. Student Connectedness Criterion 

To what extent are students connected to a system of support 

services, activities, and opportunities within the school’s community 

of faith that meets the challenges of the curricular/cocurricular 

program in order to achieve the ESLRs? 

Bishop O'Dowd High School students are supported by a network of 

services, activities, clubs, interest groups, fine arts, athletics, and spiritual 

opportunities within the curricular and cocurricular program in alignment 

with the Mission, Philosophy, and ESLRs. In recognition of the importance 

of these programs to student life on campus, in June 2007 the 

administration elevated the position of Director for Campus Life to 

Assistant Principal for Campus Life. 

Counseling 

Five fulltime counselors, a Director of Learning Needs , and a Registrar 

staff Bishop O’Dowd High School’s Counseling Department. The current 

counselorstudent ratio is 1:233. Students meet with their counselors to 

discuss academic, personal, college, and career issues. Students are 

oriented to the support services provided by the Counseling Center at the 

beginning of their freshman year or, in the case of transfers, at the 

beginning of their first semester at Bishop O’Dowd. Students continue to 

work in collaboration with their assigned counselor throughout their four 

years. Students are able to selfrefer or are referred by peers, teachers, 

parents, and adults in the school community for a variety of personal and 

academic issues. Support groups, such as cancer support, eating 

disorders, depression, and adjustment issues, are available to students 

during the school day. Students evidence a growing need for additional 

personal, group, and individual counseling. In order to enhance the range 

of services and provide students and their families a fully effective, 

personal, and comprehensive counseling program, a reduction in the 

counselor to student ratio (1:125) is recommended. 

Formal counselor meetings occur twice yearly for freshmen, once yearly 

for sophomores, and numerous times for juniors and seniors. Both group 

and individual support are available and accessed by students and their 

parents. On an annual basis, over 1200 students selfinitiate 

appointments. Academic advising includes programming for each 

successive year, problem solving, and study skills advisement. 

In spring 2007, the Counseling Department introduced Naviance®, an online 

college application and career planning system. Through Family 

Connection, a component of Naviance®, students, parents, and 

counselors can collaborate in the college application process. 



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College counseling begins formally during the sophomore year when 

PLAN test results are reported to the students. Naviance® is introduced to 

students at this time, and they complete a Learning Style Inventory, the 

results of which are available to students, counselors, and parents. In the 

fall, juniors take the PSAT and meet with parent volunteers to learn how to 

use the College Board website and Naviance® for college research. 

Throughout the spring semester, counselors and juniors form a 

partnership in the process of investigation that includes numerous 

meetings, visits to the Career Center, planning for college admissions 

testing, and college visits. 

Counselors work individually with seniors as they navigate the college 

admissions process, by finetuning college lists, previewing essays, and 

supporting students through the college application and financial aid 

process. Through this partnership, students are able to think critically 

about life choices, make appropriate decisions, and manage the college 

admissions process. 

Each fall, the Counseling Department organizes and holds an extensive 

College Fair for juniors and seniors. Students from diocesan Catholic high 

schools are invited to attend. In January, a Financial Aid Night is 

presented to seniors and their parents to familiarize them with the federal 

and institutional processes. Parents of sophomores, juniors, and seniors 

are invited to attend evening workshops on a variety of topics of interest in 

support of student success. 

During the summer of 2007, counselors and religion teachers completed a 

Summer Curriculum Grant to redesign the College Planning Process and 

Career Week, incorporating Naviance® as an essential component in the 

college process. This process includes information on values clarification 

and connection of career interest areas to college choices that is 

incorporated into freshmen and junior religion courses by the counseling 

staff. 

According to the WCEA/WASC surveys, 57% of students state that 

counselors help them make wise decisions and enable them to manage 

their time so that they are able to succeed academically. Sixtythree 

percent state that their counselor follows up on actions that he or she 

agreed to do. Sixtyeight percent state that their counselor shows care and 

concern of them as a person. Seventytwo percent of students understand 

how to use the counseling services, and 73% believe that their counselors 

are knowledgeable and informative about the college application process. 

Seventyeight percent of parents state that counselors are accessible and 

responsive to parent needs. The scope of counseling services needs to be 

defined and the necessary resources articulated to provide support for all 

students in the areas of academic, personal, and college/career 



84

counseling. Through communication and partnerships with students, 

faculty, and parents, students are supported in the achievement of the 

ESLRs. 

Academic Support 

Students are supported academically through a variety of programs. 

Students formally and informally access teachers for tutoring during class, 

before, during, and after school, by appointment, as well as during the 

Meeting Period (MP). Their counselor and the Assistant Principal of 

Academics, through a formal system of meetings and progress reports, 

individually monitor students who are on academic probation, below a 2.0 

at the end of a marking period. This system was instituted in 200506. 

Students and counselors work together to develop individual academic 

strategies that are documented in an Academic Probation Contract, the 

goal of which is to encourage students to become academic achievers. 

Interventions may include enrollment in the Dragon Success Program 

(organizational and time management strategies), visits to the Academic 

Support Center, and individual tutoring with teachers, peer mentors, or 

tutors. The Counseling Department maintains an updated referral list of 

tutors, learning specialists, and individual therapists. 

The recent introduction of PowerSchool® to the school community allows 

students to have realtime access to records, which promotes student selfadvocacy 

and responsibility. During the first semester that PowerSchool® 

was available by Internet access, 93% of students and parents accessed 

grades and/or attendance one or more times. Each of these programs 

strengthens the support network for our students so they can achieve 

academic success. 

Learning Needs Program 

Bishop O'Dowd High School admits students in accordance with criteria 

considered indicators of success and seeks to educate students within the 

context of the school’s Mission, Philosophy, and ESLRs. In keeping with 

the commitment to “… create a unique and diverse community,” the 

school recognizes that each student is unique and learns in a variety of 

ways. The school recognizes that students with diagnosed learning 

differences may be in need of additional support so that they may have a 

fair and reasonable opportunity for success. 

The Learning Needs Program is open to students in grades 912 with a 

documented learning disability. The program seeks to educate and 

support students for success through teamwork. Students, parents, and 

teachers enter into a partnership through education, understanding, 

communication, and commitment as a means of ensuring academic 



85

success. The Director of Learning Needs oversees the program, provides 

educational counseling and intervention, teacher professional 

development, and parent education opportunities. The Director also 

reviews the recommendations provided by educational specialists. 

Students work as needed with the Director of Learning Needs , 

counselors, and classroom teachers. 

20022003 20032004 20042005 20052007 20062007 

43 48 56 54 57 

Number of students with documented learning disabilities enrolled in the Learning Needs 

Program 

A hallmark of the Learning Needs Program is the afterschool program, 

Dragon Success. Students enroll for one semester and receive support in 

skills related to academic success. These include timemanagement, 

planning, notetaking, organization, study skills, and testtaking strategies. 

Students, parents, and academic “coaches” enter into an agreement, the 

goal of which is increased measures of success. While originally designed 

for students challenged by AD/HD, Dragon Success is open to any 

struggling student. A mandatory parent orientation session includes 

techniques for support at home, increased communication skills, and 

follow through. The program has been in existence for three semesters 

and has seen dramatic results. 

Semester Spring, 2006 Fall, 2006 Spring, 2007 

# of Students 45 44 47 

# of Raised GPAs 38 39 44 

Dragon Success Staff 

Spring, 2006 Fall, 2006 Spring, 2007 

# of Staff 9 11 14 

Ave. # of Days 1.89 1.9 2.0 

Title I Program 

A small number of students qualify for No Child Left Behind, Title I funding 

for additional academic support based upon HSPT scores. Students with 

reading and math scores below grade level receive intensive afterschool 

tutorials to build skills and the capacity to succeed in a college prep 

curriculum. Students meet in small groups with a trained staff member to 

assist in study skills and content related tutoring. The program is a 

partnership between students, staff, and parents with all participants 

committing to an educational agreement. Since its inception, the Title I 

program has served over 45 students. 



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Title I Funds and Number of Students Served 

2003 20042005 20052006 20062007 

2004 

# of Students 

26 19 12 8 

Served 

NCLB Funds $18,000 $16,000 $15,000 $12,000 

Federal Funding, from a high of $18,000, has decreased yearly due to the 

increased numbers of private schools drawing from the available pool of 

resources. Currently, the program is offered to 9 th grade students. Ongoing 

review of the program continues to focus on the success of students 

in relation to the number of students served. Focused evaluation of the 

Title 1 Program, to determine effectiveness of serving Bishop O’Dowd 

students, needs to be undertaken. 

Student Activities and Clubs 

In keeping with the Mission and Philosophy, Bishop O'Dowd High School 

supports over 50 active clubs, committees, and student organizations that 

are open to any student (see Appendix C). Approximately 500 students 

are currently members of clubs and organizations. Student participation is 

encouraged and solicited through a signup process at a Club Fair at the 

beginning of each year. Club rosters and meeting minutes are updated 

and maintained in the Club/Moderator Binder. New clubs form by students 

through a formal system of application, the formation of a charter, and the 

selection of an adult moderator. Students serve as the leaders of each 

club, and actively engage in the planning and implementation of activities. 

Sixtyfive percent of students state that the school provides meaningful 

and organized cocurricular activities outside of sports. 

Clubs and organizations meet during the Meeting Period (MP), before and 

after school, as well as on the weekends in order to complete business 

and plan events. Club meeting information is communicated through the 

morning announcements, in homeroom, in student council meetings, 

student activities office, and on the website. 

Student leadership opportunities are available through classlevel and 

schoolwide student government, as officers, committee members, and 

student representatives. Student leaders gain communication and 

leadership skills through attendance and participation in summer camps, 

in association with diocesan high schools, and coordinated by the office of 

Director of Student Activities. Fiftyfive percent of students state that 

student government leaders are effective in helping communication 

between students, teachers, and administration. Further analysis is 

needed of student connectedness to student leadership opportunities and 

cocurricular activities. 



87

Schoolwide events, such as Spirit Week, Multicultural Week, and Mission 

Drive foster the involvement and participation of the student body. Student 

council members, club leaders and members, as well as individual 

students, participate in planning assemblies and performances. The 

Student Activities program continues to explore new ways to involve 

students in the extracurricular life of the school, for example; Battle of the 

Bands, Junior Ring Ceremony, and Jefferson Awards. An evaluation 

process of schoolwide events needs to be implemented in order to attract 

and involve a larger number of students. 

New Student Orientation 

New student orientation begins in April with a halfday program for 

students and their parents, entitled “Navigating O’Dowd.” Prior to the start 

of each school year, new students are oriented to the school by teachers, 

administrators, and student government leaders. Topics include study 

skills training, campus tours, introductions to personnel, and orientation to 

campus technology, as well as topics regarding the Mission and 

Philosophy, academic integrity, dress code, and behavior. 

In 2006, an orientation program was created and implemented to address 

the needs of transfer students and their families. Students new to Bishop 

O’Dowd participate in small groups designed to provide important 

information in a personalized setting. Student leaders facilitate the 

sessions on student culture, resources, clubs, organizations, activities, 

and athletics. Additionally, transfer students met with the Assistant 

Principal for Campus Life throughout their first semester to address their 

questions and concerns. Parents of transfer students attend a potluck 

hosted by the Parent Association, which provides orientation, support, and 

discussion about the workings of the school. Formal and informal 

interviews with students and parents indicate a need for more expanded 

freshmen orientation throughout the first year as well as continued support 

for transfer students. 

Athletics 

Bishop O’Dowd offers a wide variety of opportunities to participate in 

athletics. Over 700 student athletes participate in 26 sports (13 each, male 

and female) comprised of 55 teams (see Appendix C). The coaching staff 

is comprised of 58 coaches: 10 oncampus, 48 offcampus. Directors, 

coaches, and trainers in the athletic program are charged with furthering 

the Mission of the school. In attempting to achieve this Mission, Bishop 

O’Dowd High School studentathletes are challenged to demonstrate 

openness to growth as they mature physically, emotionally, socially, and 

spiritually. Coaches are trained to model good sportsmanship and assist 

athletes in the development of their leadership potential. A fulltime 



88

Athletic Director, Assistant Athletic Director, Athletic Trainer, and a parttime 

administrative assistant provide support for student athletes and 

coaches. 

Freshmen level teams have been added in women’s volleyball, and men’s 

and women’s soccer, allowing more students access to participation in 

organized athletics. Bishop O’Dowd offers competitive varsity level sports 

in which student athletes can excel, and provides teams accessible to 

many levels of participants, supporting a philosophy of inclusion. 

In support of student academic success, some athletic teams require 

students to attend mandatory study halls during MP or after school. 

Coaches regularly monitor academic progress through student interaction 

and PowerSchool®. These practices support the school’s Mission and 

Philosophy to support the development of the whole person. 

Student athletes develop their leadership skills through participation in 

programs such as Positive Coaching Alliance and the Athletic Department 

Leadership Retreat. Team participation in community service is 

encouraged, and aligned with the Service Learning Program. Teams 

participate in spiritual growth through prayer before games, after practices, 

and team prayer services, thus supporting student connection to team and 

God. While all coaches receive considerable support from the Athletic 

Department, oncampus coaches benefit daily from emotional and spiritual 

support from the faculty and administration. Consequently, more oncampus 

coaches would facilitate student connectedness in the classroom 

and on the field. 

The Athletic Department has engaged in a number of initiatives to 

strengthen alignment of the athletic program’s mission with the Mission of 

the school. The Athletic Department hosted a coaching workshop entitled 

Mission and Coaching in a Catholic School. The Religious Studies 

Department sponsored three evening discussion groups based on 

Leading with your Heart. The Assistant Athletic Director maintains a 

Blackboard® course in which coaches can collaborate, share best 

practices, and continue to develop as leaders. This professional growth 

opportunity serves to increase the development of student leaders of 

competence, conscience, and compassion. The Athletic Department’s 

commitment to ongoing professional development is commendable and a 

strength of the Athletic Program. 

Cocurricular Student Involvement 

Student connectedness is in evidence through a variety of curricular and 

cocurricular opportunities. These opportunities provide an additional level 

of student involvement. For example, drama and art students participate 



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annually in drama competitions and productions, as well as in school and 

community sponsored art shows. Students in the Producing the Play and 

Introduction to Technology courses provide support to students and staff 

by sharing their developing skills. The Peer Homework Support Program 

offers 50 trained student tutors for student support before, during, and 

after school. AP Environmental Science students educate the community 

about conservation and recycling as well as maintaining and updating the 

school’s Living Laboratory. The extension of classroom curriculum into a 

broader context connects students to their peers, the school, and the 

greater community. In the 2006 student survey, 82% of students agree 

that the Fine Arts Department provides a quality program. Formal and 

informal interviews indicate that the cocurricular component promotes a 

sense of community and school pride. 


1. In the spring of 2007, the Counseling Department introduced 

Naviance®, an online college application and career planning system. 

Counselors and religion teachers redesigned the college planning 

process, incorporating Naviance® as an essential component in the 

college process. 

2. Parents of freshmen, sophomores, juniors, and seniors are invited to 

attend evening workshops on a variety of topics of interest to parents 

in support of student success. 

3. The recent introduction of PowerSchool® to the school community 

allows students, parents, teachers, administration, and coaches realtime 

access to records, which promotes student selfadvocacy and 

responsibility. 

4. Students are supported academically through a variety of programs 

including tutorial support through Dragon Success, Academic Support 

Center, Peer Homework Support, Title I tutoring, and strong academic 

probation monitoring. 

5. The Director of Learning Needs provides educational counseling and 

intervention, teacher professional development, and parent education 

opportunities. 

6. Bishop O'Dowd High School supports over 50 active clubs and student 

organizations that are open to any student. 

7. Freshmen level teams have been added in women’s volleyball and 

men’s and women’s soccer, allowing more students access to 

participation in organized athletics. 



90

8. The Athletic Department’s commitment to ongoing professional 

development is commendable and a strength of the Athletic Program. 

Evidence 

· Teacher referrals 

· Student logs 

· Parent phone call logs 

· CPS reports 

· Student survey 

· PowerSchool® records 

· Academic probation contracts 

· Academic probation progress reports 

· Student log entries 

· Agenda for transfer student meetings 

· Parent orientation letter 

· Followup responses 

· Athletic Department Mission statement 

· Athletic Department Handbook 

· Student/Parent Athletic Handbook 

· Coach evaluations 

· Club/moderator binder 

· Club applications and charters, 

· Club rosters 

· Spirit Week evaluations 

· Leadership training agenda 

· Counselor blue sheet referral forms 


1. Evaluate the scope of counseling services and necessary resources 

required in order to provide support for all students in the areas of 

academic, personal, and college/career counseling through 

communication and partnerships with students, faculty, and parents. 

Rationale: The Counseling Department needs to ensure that they 

have adequate resources to support student achievement and 

effectively communicate with parents. 

2. Develop processes to evaluate the effectiveness and available 

resources of all academic support services. 

Rationale: Currently the Dragon Success Program is limited to serving 



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approximately 60 students and has a wait list. Evaluating strategies for 

extending these services is essential. 

3. Analyze the effectiveness of student leadership opportunities and cocurricular 

activities. 

Rationale: Student Surveys indicate a need for a stronger presence 

and opportunities for student leadership. 

4. Evaluate the freshmen and transfer student orientation programs 

throughout the first year. 

Rationale: There is a need to enhance the freshman and transfer 

student orientation in order to further ensure student connectedness 

into the Bishop O’Dowd community. 

5. Develop a process for recruiting more oncampus coaches with the 

goal of facilitating more effective student connectedness in the 

classroom and on the field. 

Rationale: Oncampus faculty benefit from daily support and 

professional growth opportunities that directly affect the studentathlete. 

6. Implement an evaluation process of schoolwide events in order to 

attract and involve a larger number of students. 

Rationale: Student surveys indicate that the school needs to provide 

additional opportunities for student involvement. 

“The extra curricular activities are amazing.” 




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C3. Parent/Community Involvement 

To what extent does the school leadership employ a wide range of 

strategies to ensure that parental and community involvement is 

integral to the school’s established support system for students? 

Bishop O'Dowd High School “is a partnership of students, staff, parents, 

the community, and the Diocese of Oakland.” Bishop O'Dowd High School 

recognizes the importance of the relationship between student success 

and the active involvement of parents and the community at large. Parent 

involvement is abundant and wideranging, and the communication 

between the school and parents is excellent. The school is extremely 

appreciative of the tremendous efforts of parents who have been 

exceedingly generous with both their time and financial support. This 

involvement depends on a system of communications that reaches as 

many elements of the parent community and the greater community as 

possible. The leadership in the school has set in place a wide range of 

strategies to accomplish this purpose. 

Communication 

Bishop O'Dowd High School communicates to all constituencies through a 

variety of media throughout the year. For example, mailings and 

publications during the year provide parents with tools to navigate their 

student’s time at the school. These include the Course Catalog, student 

registration materials, the Student Directory, the monthly Dragon Parent, 

and the Dragon alumni magazine. Additionally, the school also leverages 

technology to keep parents informed. Ninetytwo percent of parents 

strongly agreed or agreed that they are well informed of school events, 

activities, and major policy changes. The Bishop O'Dowd High School 

website is one resource where parents can access calendars, bell 

schedules, and many academic and extracurricular resources. Parents 

also receive weekly eNews with information regarding schoolwide 

achievements and upcoming events. The hiring of a fulltime publicist and 

webmaster/graphic designer has provided the resources to update the 

web page and other publications more regularly. Feedback on the 

introduction of the expanded parent and alumni publications as well as 

web resources and the weekly eNews has been positive. Additionally, an 

electronic phone and email communication system has been 

implemented to allow broadcast messages to be sent to constituencies 

automatically. 

Furthermore, the addition of gradelevel parent groups has significantly 

added to the parent support and communication efforts of the school. 

Organized by the Parent Association, these support groups have 

organized gradelevel email groups and special events in order to 



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improve communication and to support the needs of different parent level 

groups. Special eannouncements also inform the student body parents or 

the parents of a particular class. Finally, the community at large can read 

about events and accomplishments of the community at Bishop O'Dowd 

High School through the many newspaper stories that report on the 

school. 

Formal and informal interviews with parents indicate that parents feel 

more informed on some areas of the school than others. While 

communication between the school and parents has improved, the school 

Mission still needs to be communicated more clearly, and parents need to 

be increasingly engaged as partners in helping students achieve all school 

outcomes. 

Parent Volunteering, Leadership, and Fundraising 

The parent community provides a supportive, collaborative partnership 

with the school in the spiritual, intellectual, and personal growth of 

students. The Parent Association provides the school with hospitality for 

many school functions that include monthly teacher/staff treats, the Senior 

Mass reception, and the Freshman Barbeque. They also provide staffing 

for Open House and parent workshop evenings. The Parent Association is 

responsible for parent education and hosts monthly general meetings for 

parents. They work with the school to organize the Teen Challenge 

meetings and to present Every 15 Minutes, an alcohol education program. 

The fall auction is the largest fundraising event sponsored by the Parent 

Association. This event involves hundreds of parents who donate time, 

products, and money. Parent involvement is also integral to the annual 

Golf Tournament. The parents enthusiastically support cocurricular 

activities, as evidenced by their financial generosity and strong attendance 

at sporting events, fine arts performances, and various club events. 

Broadening the base of parent involvement and support in all these areas 

would enhance the Bishop O’Dowd community and contribute to the 

greater success of these events. The expansion of the leadership role and 

volunteer opportunities for parents at Bishop O’Dowd continues to be an 

area of growth. 

Academics 

In order to support the students in becoming academic achievers, the 

leadership of the school, along with the teachers, work diligently to 

communicate with the parents and keep them informed about the 

academic progress of their student. Parents are invited to attend Open 

House, Back to School Night, and Parent/Teacher/Student Conferences. 

A variety of educational programs such as the Teen Challenge sessions 



94

and a parent workshop series for the individual grade levels are offered to 

parents. 

Teachers interface with parents on a daily basis. Teachers use 

Blackboard® to post lessons and homework easily accessible to their 

students and hence to the parents as well. Teachers communicate with 

parents via voicemail and email. In support of parent and student 

involvement in learning, PowerSchool® enables students and parents to 

access student grades online. 

Athletics 

The Athletic Department at Bishop O'Dowd High School brings parents 

and the community at large together in multiple ways. The many sports 

events find parents, alumni, and fans supporting teams. The primary 

parent volunteer group is Friends of the Dragon. This group engages 

volunteers to run various snack bars and identifies that every team has a 

team parent whose job description includes helping with the teams preseason 

meeting, organization of team dinners and postseason awards, 

promotes alumni games, and communicates with the rest of the parents 

on the team in terms of schedules, etc. The group also engages in social 

fundraising activities such as the Crab Feed and Dragon Ticket program. 

The events to which the parents are invited include the Sports Faire for 

incoming freshmen, Back to School Night, preseason team parent 

information meetings, Open House, College Recruiting Night, team 

dinners, end of season banquets/awards ceremonies and college signing 

reception. Coaching inservices such as Coaching for Character and 

Coaching in a Catholic School are open to both parents and the public. 

Parents are kept informed through the Athletics Department’s website, 

direct mailings, phone trees, team information sheets, and contact 

information/web links. Student and parent emails are available to the 

Athletic Department, athletic trainers, coaches, and team parents. 

Fine Arts 

Bishop O'Dowd High School offers parents and the community many 

opportunities to experience the creativity and love of the arts with their 

high school students. Parents can enjoy several symphonic band and jazz 

concerts throughout the year are also invited to the plays to watch their 

students provoke critical thinking and analysis through the stories played 

out on the stage. In the visual arts department, parents are welcome to 

see their students articulate ideas clearly and creatively through their oncampus 

displays and spring art show. Parents can volunteer to help in the 

box office for the drama productions and in costuming, yet unlike athletics, 



95

fine arts has no official parent group. This type of official parent support 

group is something to consider for the future. 

Alumni Support and Involvement 

Through The Dragon, the Bishop O’Dowd alumni magazine, alumni are 

informed of events and changes at the school. The Dragon also includes 

articles on featured alumni, as well as sections chronicling other alumni 

updates. Furthermore, the Director of Alumni publishes and updates the 

Bishop O’Dowd website with the latest alumni events and information. 

With the assistance of the Alumni Board, the Director of Alumni plans and 

coordinates annual fundraising events, solicitations, and reunions. Annual 

events include an Alumni reunion for many of the sports programs on 

campus. The Bishop O’Dowd alumni are a rich source of data regarding 

academic preparation and whether school ESLRs are being met. 

Additional alumni data should be gathered and analyzed. 

Community Involvement 

Bishop O’Dowd is blessed with many opportunities to enrich its curricula 

with resources beyond the classroom, providing numerous community 

resources and outreach programs that enhance the educational 

experience of all our students. For example, Career Day brings to campus 

professionals from nearly 40 career fields who make presentations to our 

students. Many of these professionals are alumni, and all generously 

donate their time. In addition, faculty members routinely include guest 

speakers in their courses, capitalizing upon the vast reservoir of 

knowledge and experience that resides beyond the school walls. In the 

area of student health and safety, Bishop O’Dowd takes advantage of 

numerous community resources. Every 15 Minutes is a twoday program 

that challenges high school students to reflect upon the dire risks of 

drinking and driving and to consider their responsibility for making mature 

decisions that potentially affect family, friends, and many others. 

Partnership with AIM HIGH has enabled Bishop O’Dowd to invite middle 

school students on campus for tutoring and summer growth opportunities 

that provides important community outreach by serving middle school 

students from Oakland and surrounding communities. The Key Club 

participates in a number of volunteer opportunities including tutoring and 

mentoring young students at REACH Academy serving students in the 

immediate neighborhood of Bishop O’Dowd. The need to explore 

additional areas of community outreach is an area of growth. 

In an effort to promote better relations, security at Bishop O’Dowd High 

School interfaces with parents, the neighborhood, and the community at 

large on a daily basis. They alert neighbors to major oncampus events 

that may impact parking and traffic. 



96

Facilities 

Bishop O’Dowd High School, through a philosophy of serving a diverse 

range of students in Oakland and surrounding communities, allows 

facilities to be rented, and by doing so, creates stronger ties with the 

community at large. The facilities, are rented to such groups as Aim High, 

Conservatory Ballet, CYO: Catholic Elementary Schools, Diocese of 

Oakland, Lillian Black Art Festival, SAT Prep Class, Institute of Reading 

and Development, Kids Take the Stage, Jack London Youth Soccer Club, 

Positive Coaching Alliance, Oakland Little League, Oakland Unified 

School District, California Youth Soccer Olympic Development Program, 

Oakland Raiderettes, Team East Oakland, Toler Heights Community 

Association, and Triple Threat Academy. 


1. Bishop O'Dowd High School communicates to all constituencies 

through a variety of media throughout the year. 

2. The hiring of a fulltime publicist and webmaster/graphic designer has 

provided the resources to update the web page and other publications 

more regularly. 

3. Parents provide Bishop O'Dowd High School with countless hours of 

volunteer service, leadership, and fundraising efforts each year. 

4. Bishop O’Dowd is able to provide our students numerous community 

resources and outreach opportunities that enhance the educational 

experience of all our students. 

5. Bishop O’Dowd High School, through a philosophy of serving the 

diverse range of students in Oakland and surrounding communities, 

rents facilities to the larger community on a regular basis. 

Evidence 

· The Bishop O’Dowd website 

· The Course Catalog 

· Student registration materials 

· The Student Directory 

· The monthly Dragon Parent 

· The Dragon alumni magazine 

· The ENews 

· Parent survey results 

· Grade level parent feedback 



97

· Parent Home Group report 

· Parent Association records 

· Parent Association volunteer hours 

· Every 15 Minutes parent summary 

· Parent Association auction results 

· Bishop O’Dowd School Calendar for events such as: 

o Open House 

o Back to School Night 

o Parent/Teacher/Student Conferences 

o Teen Challenge Sessions 

o Parent Workshop Series 

· Blackboard® 

· PowerGrade/PowerSchool® 

· Phonetree data 

· Team information sheets 

· Bishop O’Dowd planner 

· Fine Arts Department pictures and videos of events 

· Trophies 

· Drama Department spreadsheet of parent volunteers 

· Business Office facilities schedule database 

· Summer school files 

· Key Club records and calendar of events 


1. Evaluate strategies for continuing to communicate with all 


Rationale: The school continues to explore new ways of leveraging 

state of the art technology in order to improve communication with 

parents, students, alumni, and community. 

2. Analyze PowerSchool® data in order to continue to better serve the 

needs of students. 

Rationale: Since introducing PowerSchool® to parents and students in 

January 2007, accessibility to grades, improved accuracy, and timely 

accounting has significantly contributed to supporting student 

achievement. Continued evaluation of PowerSchool® data is critical. 

3. Explore strategies for expanding the leadership role and volunteer 

opportunities for parents and alumni at Bishop O’Dowd. 

Rationale: Parents and alumni are key contributors to the success of 

Bishop O’Dowd High School and their potential has yet to be realized. 



98

4. Systematically gather and analyze alumni data. 

Rationale: The school needs to continue to evaluate effective 

database systems in order to efficiently track and reconnect alumni. 

5. Explore additional areas of community outreach. 

Rationale: Increased visibility within the community benefits the school 

and helps our students achieve the ESLRs. 

6. Investigate strategies for implementing additional parent support 

groups. 

Rationale: The Friends of the Dragon organization has been so 

successful in supporting the Athletic Department, the school would 

benefit from using that model to support other school programs. 

“The Dragon and the O’Dowd online newsletter keeps us informed 

with all that is happening at O’Dowd” 

– Alumni Survey 



99

D1. Resources 

Category D: Resource Management and Development 

To what extent does the school demonstrate responsible 

stewardship? To what extent are the resources available to the 

school sufficient to sustain the school program and effectively used 

to carry out the school’s Philosophy and Mission and student 

achievement of the ESLRs. 

Bishop O’Dowd demonstrates responsible stewardship of its resources in 

a variety of ways. A number of groups and committees are responsible for 

financial decisions that guide the school. The Board of Regents meets 

monthly, but individual members work effectively in their roles within 

various subcommittees. The Finance and Audit Committees work with 

school personnel to guide and advise the school in their areas of 

expertise. Internally, the school has a variety of groups in place to set and 

review financial policy and process, including Executive Council, Directors’ 

Council, and Buildings & Grounds. 

Bishop O’Dowd has the resources to sustain the school program and 

effectively carry out its Mission. The school has a steady increase in net 

assets from $4,002,000 as of June 30, 2004, to $6,908,000 as of February 

28, 2007. The 20052006 audit reflects total income of $14,053,000 as of 

June 30, 2006, and expenses of $12,196,000, a net increase of 

$1,857,000 in net assets. Currently the school has approximately 

$2,000,000 in board restricted funds, $750,000 in restricted scholarship 

endowment funds and $1,500,000 in unrestricted savings. The school 

budget produces a positive cash flow annually, even though it includes in 

excess of $1Million per year for capital improvements. According to the 

faculty survey, 70% of faculty feel that they are kept informed of the school 

budget and finances. Creating processes for more effective 

communication with faculty regarding budget and finances is a school 

growth area. 

Responsible stewardship of the school’s assets begins with an oversight 

process. At Bishop O’Dowd High School, oversight begins with a detailed 

monthly review of the actual financial results, completion of an updated 

financial forecast for the entire budget year, and a comparison of the 

forecast with the budget. Department chairs receive a report each month 

listing their current expenses and balance. The updated financial 

statements, including the updated forecast, are distributed to the Board 

Finance Committee, Superintendent of Schools, and the Chief Financial 

Officer of the Diocese, as well as key school administrators. 

The school purchasing policy requires preparation of a purchase order for 

all purchases over $500. The purchase order must be approved by the 


100 

September 22, 2007

Department Chair and the Business Office, verifying that the purchase is 

in compliance with the department budget. Employees who collect checks 

and cash on behalf of the school must follow the procedures that require 

timely deposit of all monies in the Business Office. Events generating 

funds such as plays and athletic events, must use tickets or attendee 

record slips. 

The tuition collection policy requires a signed contract by all 

parents/guardians. Tuition arrears have been minimal over the last four 

years as a result of constant communication by the Business Office. The 

success rate for tuition collection has exceeded 99% during the last four 

years. 

Year Collected Tuition (%) 

200203 99.98% 

200304 99.97% 

200405 100.00% 

200506 99.96% 

A number of programs have been implemented by the school to help 

reduce their environmental footprint. Utility usage, both electricity and 

natural gas, is carefully tracked to establish whether or not energy 

reduction programs implemented by the school have been successful. The 

evidence contains 5year summaries of electricity and natural gas usage 

that illustrate that there has been reduction in utility usage. A recycling 

program has saved the school approximately $30,000 a year for the last 

five years and reduced our impact on the environment. 

Bishop O'Dowd High School consists of twelve permanent buildings, nine 

of which were constructed in the early 1950s, one “temporary” classroom 

building, three storage sheds, two large athletic fields, a track, parking for 

300, and a Living Laboratory. The school’s facilities are adequate to 

provide a college preparatory curriculum and participation in many extracurricular 

activities and interscholastic athletics. However, many of the 

school’s buildings are over 50 years old and in need of maintenance. 

Additionally, with the school’s increased enrollment there is no place on 

campus for the entire school to gather. The school needs to evaluate its 

existing facilities to develop a Master Facilities Plan for future growth. 

One of the most important resources of the school is the faculty and staff. 

The school shows its commitment to the faculty and staff in a variety of 

ways, including supporting the professional and spiritual growth of all 

employees. According to the faculty surveys, 88% believe the school 

administration supports the professional development of faculty through 

allocation of release time and resources. Ninetyone percent indicate that 

there is sufficient support and encouragement for their academic growth. 



101


1. The faculty and staff are the school’s greatest strength. 

2. The school has a sound financial base. 

3. The school engages in regular financial reporting and review. 

4. The Finance and Audit Committees work with school personnel to 

guide and advise the school in their areas of expertise. 

5. The school budget produces a positive cash flow annually. 

6. Consistent and planned oversight of spending is an area of strength. 

Evidence 

· School budget 

· School financial report – 5 years (200203 to 200607) 

· Monthly financial reporting to department heads 

· Department budget worksheets 

· Finance committee meeting minutes 

· Cash handling procedures – including forms used and event 

ticketing 

· Business policies & accounting practices 

· Purchasing procedures 

· Tuition history 

· Annual report 

· Tuition collection policy & results 

· Tuition comparison with other Catholic/private schools 

· Financial aid policy/procedures 

· Financial aid history, including applications/need/grants 

· Financial aid comparison with other Catholic schools 

· Facilities maintenance procedures 

· Capital budgeting procedures 

· Capital projects history – 5 years 

· Utility usages (electricity, natural gas, water) 

· Master facility plan 

· 5Year financial plan 

· Reserve study – an analysis of the current condition of all school 

assets, their current remaining life, and the cost to replace them 



102


1. Evaluate the school’s existing facilities in order to develop a Master 

Facilities Plan for future growth. 

Rationale: A Master Facilities Plan must be developed in order to 

address the current educational needs. 

2. Improve communication with the faculty regarding school finances. 

Rationale: To achieve transparency regarding all aspects of school 

operations with stakeholders, processes need to be implemented to 

improve communication and education. 

“Three areas of strength are their sports in general. 

Also, their drama department and technology department.” 




103

D2. Resource Planning 

To what extent do the governing authority and the school execute 

responsible resource planning for the future? 

Responsible resource planning is executed at all levels, from the Board of 

Regents and school administrators, to faculty and staff. 

The school prepares its annual budget with the collaboration of the faculty, 

administration, and Board of Regents. Every Department Chair receives a 

budget worksheet prepared especially for his/her department. It 

summarizes the previous year’s actual expenses in his/her department 

and presents the current year approved budget detail. The Principal and 

the Assistant Principals are given the budget planning documents for 

Instructional Expense and Administration. A preliminary budget is 

prepared from the individual budget worksheets. 

Once the preliminary budget is completed, it is submitted to the Principal 

and the President for their initial review. Next, it is submitted to the Board 

of Regents Finance Committee. At this stage of the budget process, 

several budget models are prepared using key variables such as tuition 

and faculty/administration pay increases. Once the Finance Committee 

approves the school budget, it is submitted to the full Board of Regents 

(usually at the February board meeting) for approval by the full board. 

Upon budget approval, copies of each department’s budget are given 

back to the departments. This collaborative budgeting process fosters 

transparency and ownership of the budget by individual stakeholders. 

The school has a standing Buildings & Grounds Committee as well as a 

Regent Committee of the same name. The school committee, comprised 

of five administrators, meets twice a month to discuss various projects, 

problems, and concerns. The school committee not only functions to point 

out problems, but is also responsible for approving any capital expenditure 

over $1,000. The Regents Committee is then responsible for approving 

any expenditure over $10,000. This is also a part of the budget planning 

process. 

Progress on the development of a longterm Master Facilities Plan was 

initiated in fall 2006. Working in collaboration with the WCEA/WASC 

planning process, a wide range of stakeholders contributed to the ongoing 

evaluation of the school facilities and resources. Additionally, work 

has begun on a 5year financial plan to identify the financial resources 

necessary to implement the master facilities plan. 

Under the direction of the Buildings & Grounds committees of the Board of 

Regents and the school, a Reserve Replacement Study was completed 



104

which looked at all of the school’s physical assets and estimated the cost 

of maintaining and/or replacing them over the next 20+ years. This study 

estimated that the school will need approximately $7.8 million over the 

next 20 years to maintain its current assets. The study further 

recommended that the school start budgeting $200,000 a year for capital 

asset replacement. The school’s current year budget includes 

approximately $750,000 for capital asset replacement. 


1. The collaborative budgeting process fosters transparency and 

ownership of the budget by individual stakeholders. 

2. The school prepares its annual budget with the collaboration of the 

faculty, administration, and Board of Regents. 

3. The Buildings & Grounds, Development, and the Finance Committees 

of the Board of Regents actively participate in planning for the school. 

4. The school’s current year budget includes approximately $750,000 for 

capital asset replacement. 

Evidence 

· School Budget 

· Strategic Plan 

· Master Facility Plan 

· 5Year Financial Plan 

· 2006 Reserve Study 

· Board of Regents Meeting Minutes 


1. Identify the financial resources necessary to implement the master 

facilities plan. 

Rationale: Systematic planning to identify and obtain financial 

resources must begin in order to implement the master facilities plan. 



105

D3. School Finance Resources 

To what extent are the school’s financial resources adequate to fulfill 

its mission and programs? To what extent are the school’s financial 

operations conducted with integrity and in accordance with 

acceptable accounting practices? 

The school has a solid financial condition and constantly strives to ensure 

its future financial stability. To meet the needs of its students now and in 

the future, Bishop O’Dowd must maintain a fiscally sound position to do 

the following: 

· Keep tuition affordable 

· Provide funds for financial assistance 

· Attract and retain committed and qualified administration, 

faculty, and staff 

· Provide for capital improvements 

· Maintain the school’s competitive edge 

· Support the fastchanging academic tools and programs 

students require 

In the last ten years, tuition has more than doubled. For the 199495 

school year tuition was $4,950. In 200607, tuition was $11,200. Tuition 

increases have ranged from a low of 3.1% in 199899 to a high of 12.7% 

in 200405 (See Appendix D). Bishop O’Dowd currently provides tuition 

assistance at the level of 87% of verified need with a goal of keeping the 

school available to any qualified student by providing 100% of verifiable 

tuition need. 

Year Aid Granted As A Percentage Of Actual Need (%) 

200203 64% 

200304 62% 

200405 76% 

200506 86% 

200607 87% 

Approximately 7.7%, or over a million dollars, of Bishop O’Dowd’s 

operating budget funds tuition assistance as compared with the 8.6% 

spent on tuition assistance by other Catholic high schools. Survey data 

from 30 Catholic high schools in Northern California illustrates that Bishop 

O’Dowd High School is comparable with other Catholic high schools in the 

area. Data also illustrates that Bishop O’Dowd relies too heavily on 

operating budget for its tuition assistance, funding (84%) compared to the 

other Catholic high schools (average 42%), with strong percentage of 

schools receiving all of their aid funds from scholarship endowments. In 



106

light of increasing costs, the need for tuition assistance will continue to 

grow. If the school is to keep tuition affordable, the endowment must be 

increased to supplement the tuition assistance program. The school needs 

to develop and implement a strategy for growing its endowment. An area 

of growth is to analyze data and identify additional sources of tuition 

assistance funding. 

The Business Office supervises the daytoday business of Bishop 

O’Dowd’s finances. Monthly updates, including a financial forecast for the 

year, are issued to the President, Principal, Finance Committee, and 

Diocesan offices. All financial operations are conducted with integrity and 

in accordance with accepted accounting procedures. An independent 

accounting firm conducts an annual audit of the school’s financial 

statements. The auditor’s procedures include tests of documentary 

evidence supporting the transactions recorded in the accounts, tests of the 

physical existence of inventories, and direct confirmation of receivables, 

assets and liabilities by correspondence with selected customers, 

creditors, and banks. The auditors request written representations from 

the school’s attorneys as part of the engagement. At the conclusion of the 

audit, the auditors also request certain written representations from the 

school about financial statements and related matters. 

The auditors then publish a detailed financial audit report. The school’s 

most recent audit report states, “In our opinion, the financial statements 

referred to above present fairly, in all material respects, the financial 

position of Bishop O'Dowd High School as of June 30, 2006 and 2005, 

and the changes in its net assets and its cash flows for the years then 

ended, in conformity with accounting Principals generally accepted in the 

United States of America.” 

The auditors issue an Annual Management Letter which presents 

recommendations to the school to build and improve on current 

procedures for financial controls. Working closely with the Finance 

Committee of the Board of Regents, the school routinely implements its 

auditor’s recommendations. Audit recommendations implemented over the 

past few years have included policies and procedures regarding the 

opening of new bank accounts, vendor contracting policies with approval 

levels, regular review of pledge receivables and periodic writeoffs when 

appropriate, monthly journal entry reviews, and review of department 

budgets. Some of the auditors’ recommendations still need to be 

implemented, including completing an inventory of all fixed assets and 

implementing a written salary administration policy and procedures. 

The Office of Institutional Advancement records all contributions and 

donations. All funds are processed through the Business Office, and the 



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Business Office verifies all deposits. The Office of Institutional 

Advancement does not hold any funds on hand. 


1. The current tuition assistance program awards nearly $1,000,000 

annually. 

2. Annual audits are conducted by an independent accounting firm. 

Evidence 

· School budget 

· Investment allocation & cash resources – 5 year history 

· School financial report – 5 years (200203 to 200607) 

· Finance committee meeting agendas 

· Outside audits 

· Tuition history 

· Tuition collection policy 

· Tuition collection results – 5 years 

· Financial aid policy/procedures 

· Financial aid history, including applications/need/grants – 5 years 

· Financial aid history, as a percentage of school total expenses – 5 

years 

· Financial aid comparison with other private/Catholic high schools 


1. Develop and implement a strategy for increasing the school’s 

endowment. 

Rationale: Currently, a significant percentage of the school’s operating 

budget is devoted to providing tuition assistance. Development of a 

strong endowment fund is essential to release operating funds for use 

on other critical school needs. 

2. Develop and implement strategies to limit tuition increases. 

Rationale: In keeping with the Mission of Bishop O’Dowd High School, 

the school is committed to keeping its tuition affordable for all families. 

3. Gather and disaggregate data to identify additional sources of tuition 

assistance funding. 



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Rationale: Building a strong endowment takes considerable time and 

resources. The school must identify alternate sources of funding in the 

interim. 

4. Review auditor reports annually and implement the recommendations 

as appropriate. 

Rationale: Bishop O’Dowd High School needs to demonstrate fiscal 

responsibility to all stakeholders. 

“We have wonderful counselors whom really make us 

feel like we matter in the O’Dowd community.” 

– Student Surveys 



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D4. Enrollment Resources 

To what extent are the school’s admissions policies and procedures 

consistent with its philosophy? To what extent are the school’s 

marketing, recruitment and public relations efforts effective in 

attracting qualified students? To what extent is enrollment targeted 

to maintain effective and meaningful curricular and cocurricular 

programs that meet the philosophy and goal expectations of the 

school? 

The school’s admission policies and procedures are consistent with the 

Philosophy of the school. It is the school’s Philosophy to provide an 

integrated academic, spiritual, and extracurricular college preparatory 

education that develops “…exemplary graduates who by their lives enrich 

society with Gospel values … While preference is given to Catholics, 

enrollment is open to students of all faiths who embrace our philosophy 

and are willing to contribute to it.” As a result, application for admission is 

open to all students who have successfully completed the eighth grade. 

Academic readiness represents the initial criterion of the admissions 

process. In reviewing applications, the Admissions Review Committee 

considers High School Placement Test (HSPT) results, junior high grades, 

principal and teacher recommendations, and student essay in its 

assessment of eligibility. Students achieving below grade level or below 

the 50 th percentile on the HSPT are accepted to Bishop O'Dowd High 

School conditionally, pending successful completion of summer school. 

Beyond academic readiness, demonstrated openness of the applicant and 

family to the spiritual dimension of Bishop O’Dowd High School is 

essential for a successful applicant. A favorable recommendation from 

clergy, outlining a desire to participate in the spiritual dimension of the 

Bishop O'Dowd community, is also required. 

Another vital aspect of the school’s Philosophy is its commitment to and 

celebration of diversity. The school “…challenges and encourages all 

members of its community to be loving and rejoice in their diversity.” This 

commitment is reflected through admissions in a variety of ways. For 

example, for 200708 Bishop O’Dowd High School budgeted $1.2 million 

in tuition assistance with the goal of attracting and supporting a broader 

socioeconomic base of students. With regard to religious diversity, the 

200607 student body reflects approximately 55% Catholics and 45% non 

Catholics. Our admissions process welcomes students of all faiths with the 

understanding that such enrollment nurtures religious diversity, allowing 

students to grow in their own spiritual faiths. Ninetythree percent of 

parents state that the school admits a diverse student body and makes all 

students feel a welcome part of the community, and 95% of teachers 

welcome the opportunity to teach a diverse student body. 



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Of the 1161 students enrolled in the 200607 school year, approximately 

530 come from a Catholic school background, 238 from a nondenominational 

private school background, and 380 from a public school 

background. 

In fall 2005, the administration established new marketing procedures and 

policies in order to attract and enroll new students. These efforts included 

revised marketing collateral, updated website information, an expanded 

range of feeder school presentations, redesigned campus visits to include 

parents, and a restructured Open House event. Additionally, personal 

contacts to key support schools were initiated by the President and 

Principal. An annual articulation meeting with elementary school principals 

and teachers launched in fall 2006. 

The school’s admissions marketing, recruitment, and public relations 

efforts have attracted a growing number of qualified applicants. The 

school received over 600 freshman applicants in 200506. This represents 

a 22% increase from the previous admissions calendar year. While 

marketing efforts have been successful in increasing the number of new 

student and transfer applications, strategies must be developed to analyze 

the relative effectiveness of marketing, recruitment, and public relations 

efforts. In addition, changing demographics in Oakland and the East Bay 

Area may result in a decline in the number of high schoolage students. 

Consequently, Bishop O’Dowd High School must continue to analyze 

population data and implement additional recruitment strategies to attract 

and retain a qualified and diverse student body. Accurate and expanded 

admissions record keeping is an area of growth. 

Admissions outreach and marketing make it clear that the excellence we 

seek encompasses more than academics. Bishop O’Dowd High School 

selects students from a diverse applicant pool who help sustain strong 

programs in all areas of the school. Academically, over 98% of Bishop 

O'Dowd graduates enroll in colleges and universities in California and 

across the nation. Additionally, a vast majority of students participate in 

athletics, student government, clubs, activities, and the Fine and 

Performing Arts. 

Students involved in the Campus Ministry Program at Bishop O’Dowd 

High School actively demonstrate their commitment to promoting the 

school’s Mission and Philosophy. An average of 20 students per grade 

level participate in each of the ministry teams, and 100 juniors and 150 

seniors choose annually to participate in retreats, showing that students 

continue to benefit from these experiences. All students participate in 

monthly charitable drives and the school’s annual Mission Week. 



111


1. The school’s admission policies and procedures are consistent with the 

Philosophy of the school. 

2. The school’s culture demonstrates a commitment to and celebration of 

diversity. 

3. The administration established new marketing procedures and policies 

in order to attract and enroll new students. 

4. Articulation meetings with elementary school principals and teachers 

designed to improve communication regarding admissions policies and 

practices, are held annually. 

Evidence 

· Historical records of enrollment 

· Diversity breakdown data 

· Admissions and marketing collateral materials 

· Past/current admission policies 


1. Develop effective strategies for marketing, recruitment, and public 

relations in the admissions process. 

Rationale: Consistent with the school’s Mission, Bishop O’Dowd High 

School remains committed to attracting diverse and qualified 

applicants. 

2. Analyze population data and implement additional recruitment 

strategies to attract and retain a qualified and diverse student body. 

Rationale: Due to changing demographics, Bishop O’Dowd High 

School must be diligent in understanding its applicant pool. 

3. Develop and implement a plan to maintain accurate admissions data. 

Rationale: Bishop O’Dowd High School requires accurate applicant 

data in order to analyze trends and focus recruitment efforts. 



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D5. Development Resources 

To what extent has the school an effective development/fundraising 

program that is consonant with the school’s philosophy? To what 

extent is there evidence of development planning? 

Bishop O'Dowd High School’s Advancement program is an integral facet 

of the school charged with advancing the school’s Mission and Philosophy 

through a comprehensive program of fund development and external 

relations. The program is consonant with the Mission of the school through 

its adherence to the Council for Advancement and Support of Education 

(CASE) best practices, as well as the accurate and ethical representation 

of the school to the community. 

A reconfiguration of the Advancement program in 2006, consisting of a 

Vice President for Advancement, Director of Alumni Relations, Director of 

the Annual Fund, Director of Communications, Director of Planned Giving, 

Web Designer and Advancement Coordinator, has increased collaboration 

among these departments and enhanced fundraising results. 

Private schools traditionally charge less in tuition than the actual cost of 

educating each student. This sets up an inherent challenge in order to 

balance the school’s budget. Bishop O'Dowd High School relies on 

fundraising to make up the difference between tuition revenue and cost of 

education (in 200607 approximately $2,000 per student), as well as to 

support capital improvement projects and competitive teacher salaries. 

In addition, a primary mission of Catholic education is to provide the 

opportunity for a quality education to historically underserved populations, 

as well as academic and spiritual nurturing to all those who are admitted. 

This requires substantial funding for tuition assistance to deserving 

students (over $1 million in 200708). Tuition assistance is essential to 

maintaining diversity at Bishop O’Dowd. 

In the past, Bishop O’Dowd High School has generally been a tuitiondependent 

school. In 200405, tuition provided almost 97% of the 

operating revenue. This ratio has been decreased to 92% in the current 

school year through growth of the school’s endowment from approximately 

$2 million to over $4 million. Interest revenue from the endowment 

supplements operating costs in the school’s budget. 

Total Advancement income for 200506 was $1.3 million. Contributing to 

that total were fundraising events (an auction, golf tournament, and crab 

feed), and donations restricted to tuition assistance, specific programs, 

student activities, and scholarship funds. Central to Advancement income 



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is the Annual Fund, which raises unrestricted operating support. In the last 

three years Annual Fund results have increased dramatically. 

Annual Fund Totals 

Fiscal Year 200304 Fiscal Year 200405 Fiscal Year 200506 

$133,965 $422,519 $806,205 

In 200405 Bishop O'Dowd High School instituted a program through 

which parents commit to a multiyear pledge in support of the Annual 

Fund. The pledge program has positively impacted annual fundraising. 

Building on the success of the Annual Fund, a major gifts program has 

been initiated to raise both unrestricted and designated funds. The school 

continues to solicit grants from foundations for campus renovations and 

other projects. As Bishop O’Dowd High School embarks upon a major 

capital campaign, the building blocks for success have been laid by the 

cultivation of donors achieved through these programs. 

A goal of the Advancement Program is to strengthen Bishop O'Dowd High 

School’s relationships with various community groups and individuals in 

order to promote and build support for its Mission. 

Alumni remain the school’s constituency with the largest potential for 

growth in annual fundraising. A concerted effort is underway to reconnect 

alumni through events and communications other than solicitations. 

Electronic communications include an enhanced alumni online website 

community, and a weekly enewsletter providing alumni the means to stay 

abreast of campus news and alumni events. In addition, The Dragon 

magazine and notification of alumni events are mailed to alumni to provide 

campus connection. Continued attention to alumni through nonfundraising 

programs reconnects them with the Bishop O’Dowd 

community. This reconnection aids the school outreach to alumni through 

peer solicitation, demonstrating Bishop O’Dowd High School’s 

appreciation for its graduates. 

Bishop O’Dowd High School has the benefit of two parent support 

organizations: the Parent Association and the Friends of the Dragon. Both 

organizations raise funds. Advancement must continue to assist its parent 

organizations in building the community and capacity to further the 

Mission of the school in this interconnected world. 

Planning is vital to the continued success of Advancement at Bishop 

O'Dowd High School. The 2007 campaign feasibility study will help 

determine the school’s ability to fund its Master Facilities Plan, increase its 



114

endowment, and provide critical information regarding prospective donor 

interest, capacity, and commitment. The feasibility study will result in the 

creation of a longrange development plan for major gifts within a capital 

campaign. The plan will include vision, goals, and timelines for the 

program. 

The Wayne and Gladys Valley Foundation has pledged a challenge grant 

to Bishop O'Dowd High School in support of its 21 st Century Classroom 

project, Phase One of the Master Facilities Plan. Upon successful 

completion of the campaign feasibility study, the effort to raise funds 

toward the classroom project will be coordinated with major gift 

solicitations within the scope of the capital campaign. 

In addition to longrange planning, a yearly calendar of Advancement 

activities, including volunteer fundraising events, has been developed. 

Foundation and corporate grant requests, as well as planned giving 

efforts, are ongoing. This planning contributes to the financial integrity of 

the school’s support organizations and ensures appropriate solicitation 

and stewardship of donors and their gifts. 


1. Reconfiguration of the Advancement Team in 2006 has resulted in 

increased collaboration, communication, and coordination. 

2. Increased fundraising efforts have resulted in a decrease of tuition 

dependency for operating revenue. 

Evidence 

· Board of Regent minutes 

· Audits 

· Financial statements 

· Budgets 

· Parent survey 

· Alumni survey 

· Feasibility study 


1. Develop an Advancement Plan based on the 2007 feasibility study. 

Rationale: An Advancement Plan needs to be developed in order to 

fund the school’s Master Facilities Plan, increase endowment, and 

capitalize on information regarding prospective donor interest, 

capacity, and commitment. 



115

2. Strengthen Bishop O'Dowd's relationships with various community 

groups, foundations, corporations, and individuals (particularly alumni) 

in order to build financial support for the school’s mission. 

Rationale: Donations are vital to funding the programs, faculty 

salaries, and campus improvements necessary to fulfill the school’s 

mission. 

“It [the Peer Teacher Mentoring Program] allows for growth by both the 

mentor and the mentee in multiple 

areas of teaching as it opens opportunities 

for both to learn more about the profession and 

challenges in the classroom as well as across multiple subjects.” 

– Faculty Member 



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WCEA/WASC/Strategic Plan Action Plan 2007 


1. Bishop O’Dowd High School will articulate an inspiring Catholic charism, 

infused in all programs, which embraces diversity through lay leadership. 

ESLRs Addressed: Academic Achievers, Spiritual Individuals, Effective Communicators, 

Active Leaders, Responsible Global Citizens, Lifelong Learners 

Rationale: A charism is a gift from God bestowed on one or several people as an act of 

grace for the reign of God. Bishop O’Dowd needs to discern and name a specific 

Catholic charism to help support its identity as a Catholic high school. 

Strategies Persons/Resources Evaluation/Timeline 

President, Principal, AP Campus 

Surveys, Agendas, Minutes 

Ministry, Charism Committee 

Identify a charism that articulates 

and makes memorable the core 

values represented in the Mission 

and ESLRs. 

Summer Grant Stipends, Charism 

Conferences, Meeting Time 

20072008 

Develop strategies for the infusion 

and implementation of the charism 

across curricular and cocurricular 

programs. 



Faculty inservice, School Budget, Staff 

Dept. Handbooks, Course 

Catalog, Faculty 

Handbook, Student Parent 

Handbook, Surveys 

20072009 ongoing 

Develop strategies for the infusion 

and implementation of the charism 

into all constituencies. 

Promote the identified charism. 



School Budget, Staff, Website, 

Publications 



School Budget, Staff, Website, 

Publications 

Athletics Handbook, 

Student Activities 

Handbook, Student Parent 

Handbook, 

Alumni Communications 

20072009 ongoing 

BOD Publications and 

Materials 

2008 ongoing 



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2. Bishop O’Dowd High School will design and implement a plan to infuse the 

ESLRs into the Bishop O’Dowd community through the partnership of 

administration, faculty, staff, and parents in order to better prepare students for 

graduation. 



Rationale: Student achievement of ESLRs is dependent upon the ability of all 

stakeholders to understand thoroughly and articulate effectively the Mission of the 

school. 


Develop a plan to raise awareness 

and promote ownership of the Mission, 

Philosophy, and ESLRs in the school. 

President, Principal, APs, ESLR 

Committee* 

Committee, Faculty Meeting Time 

Faculty, ESLR Team, Dept. 

Meeting Agendas and 

Minutes 

2007 2008 

Align curriculum expectations to the 

ESLRs. 

Assist teachers in incorporating the 

ESLRs into curriculum and instruction. 

Develop and implement a process for 

evaluating the extent to which the 

students are achieving the ESLRs. 

President, Principal, APs, Dir. of Curr. & 

Instr. & ESLR Committee 

Summer Grant Stipends, Department 

Meeting Time 

President, Principal, APs, Dir. of Curr. 

Instr., ESLR Committee 

Summer Grant Stipends, Mentor 

Teacher Stipends, Department Meeting 

Time 

President, Principal, APs, Dir. of Curr. 

Instr., ESLR Committee 

Staff, Class Time 


Catalogs, Course Syllabi, 

Student Work 

2007 2008 


Catalogs, Course Syllabi, 

Student Work 

2007 ongoing 

Course Catalogs, Course 

Syllabi, Student Work, 

Evaluations/Surveys, 

Department Handbooks, 

Senior Survey 

2007 ongoing 

Develop and implement a plan to raise 

awareness and promote ownership of 

the Mission, Philosophy, and ESLRs in 

the greater community. 

President, Principal, APs, 

VP Advancement, ESLR Committee 

Staff, Class Time, Website, 

Publications, 

Public Relations, School Budget 

BOD Publications and 

Materials 

2007 ongoing 

*ESLR Committee comprised of representatives of all stakeholders of the school. 



118



3. Bishop O’Dowd High School will design and maintain a human resource plan to 

attract, hire, retain, and support highly qualified faculty and staff who embrace 

and model the Mission of the school. 



Rationale: The school needs to develop a model that contains policies and procedures 

to attract, retain, and support high quality administrators, faculty, and staff. 


President, Principal, Staff 

Teacher Evaluation Tool and 

Committee 

Program 

Develop a consistent evaluation 

program for administrators, faculty, 

and staff. 

School Budget, Staff, Stipends, 

School Budget 

Fall 2007 – Fall 2008 

Work in partnership with the 

Diocese for an equitable diocesan 

high school salary scale, standardizing 

and improving Bishop O’Dowd’s 

compensation plan for both faculty 

and staff. 

Design and implement a recruitment 

plan to attract high quality faculty and 

staff. 

Design and implement a professional 

growth plan for administrators, faculty 

and staff. 

President, Principal, Board of 

Regents 

School budget, Staff, Meeting Time 

President, Principal, APs, Dir. 

Curr. & Instr., Board of Regents 

School Budget, Staff, Consultants 

and Workshops 

President, Principal, APs, Dir 

Curr & Instr, Board of Regents 

Staff, Faculty Inservice, NCLB 

Funds, BOD Professional 

Development Funds 

Revised Salary Scale and 

Compensation Packet 

20072008 – ongoing 

Staff Profile 

20072008 – ongoing 

Teacher Professional Growth 

Plans 

20072008 – ongoing 



119


Category B: Curriculum & Instruction 

4. Bishop O’Dowd High School will develop, evaluate, and update curriculum that 

reflects the Mission and integrates 21 st Century Skills while providing support, 

time, and resources for development of researchbased best practices in 

education. 



Rationale: The school needs to develop an ongoing evaluative model to ensure high 

quality instruction and a challenging, comprehensive, and relevant curriculum for each 

student. 


Principal, AP Academics, Dir Curr & Instr, 

Mentoring Coordinator 

Implement a systematic plan for 

integrating formal and informal 

cognitive coaching, collaboration, 

observation, and evaluation both 

within and among departments. 

NCLB and BOD Professional Development 

Funds, Release Time, Summer Grant 

Stipends 

Mentoring and 

Observation 

Workshops, Mentoring, 

Summer 

Grant Evaluation, 

Observation 

Schedule and 

Documentation, 

Surveys 

2007 – ongoing 

Educate teachers and provide 

appropriate resources to understand 

and address the unique learning needs 

of each student. 

Evaluate the effectiveness of the daily 

and yearly schedule and its impact on 

student learning. 

Analyze the relationship of class size 

and student achievement. 

Implement an information management 

system (including teacher training) to 

access, disaggregate, and analyze 

data to improve student learning. 

AP Academics, Dir Curr & Instr, LD 

Coordinator, Department Chairs 

BOD Professional Development Funds, 

Release Time, Summer Grants, Faculty 

Inservice 

AP Academics, Dir Curr & Instr, Academic 

Council, Scheduling Committee 

Meeting Time 

AP Academics, Dir Curr & Instr, Academic 

Council, Class Size Committee 

Meeting Time, Budget, Staff, Inservice, 

Consultants 

AP Academics, Dir Curr & Instr, 

Department Chairs, Dir Technology, Dir. 

Data, Dir. Counseling 

Staff, School Budget, Consultants, Faculty 

Inservices 

Teacher Training, Followup 

Documentation 


Scheduling Committee 

Minutes, 

Surveys 


Class Size Committee 

Minutes, 

Surveys 


Teacher Training, Course 

Data, 

AP, SAT, ACT 

Comparison, Data 

Evaluation Plan 




120

Develop and implement strategies for 

effectively supporting and integrating 

appropriate technology that benefits 

the school community. 

Continue implementing process of 

evaluating and updating curriculum in 

all departments, including aligning with 

state and national standards, 

sequencing of courses, and 

interdepartmental alignment. 


Department Chairs, Dir Technology 

Staff, Inservice, Emerging Technologies, 

Teacher laptops 


Department Chairs, Academic Council 

Summer Grant Stipends, Workshops, NCLB 

Funds, Consultants 

Tech Workshops, Surveys, 

Laptop 

Implementation Plan 


Curriculum Design 

Workshops, 

Dept Minutes, Ongoing 

Mentoring 

and Development 

2007 2010 



121


Category C: Support for Student Spiritual, Personal, and 

Academic Growth 

5. In support of student personal, academic and spiritual growth, Bishop 

O’Dowd High School will continue to research and implement best 

practices in Campus Ministry, Student Activities, and Counseling in order 

to fulfill the school’s Mission. 



Rationale: Bishop O’Dowd students in the 21 st Century need strong minds and bodies to 

navigate the complex moral and ethical issues of their day. 


AP Campus Ministry, Service Learning 

Coordinator, Campus Ministry 

Leadership Team 

Expand the Campus Ministry 

Program including the Service 

Learning Program. 

Summer Grant Stipend, Budget, Release 

Time 

Student/faculty 

Surveys, Service 

Learning Handbook, 


Annual Report 

2007 ongoing 

Promote the Campus Ministry 

Program including the Service 

Learning Program. 

Design and implement counseling 

support services for all students in 

the areas of academic, personal, and 

college/career counseling. 


Ministry, Campus Ministry Leadership 

Team 

Public Relations, Website, Publications 

Summer Grant Stipend, Budget, Release 

Time 

Principal, AP Academics, Dir. of Counseling 

Summer Grant Stipend, Release Time, 

NCLB Funds 

Student/Faculty 

Surveys, Service 

Learning Handbook, 


Annual Report 

2007 ongoing 

Surveys, Summer 

Grant Report 

2007 – 2008 ongoing 

Evaluate schoolwide events and AP Campus Life, Dir. Student Activities Surveys, Campus Life 

activities in order to involve a larger 

Annual Report 

number of students. Budget, Staff, Training Spring 2008 

Define and publicize the scope of 

student support services. 

Dir. Counseling, AP Academics, AP 

Campus Life, Student Support Services 

Coordinator 

Budget, Staff, Training, Summer Grant 

Stipend, Website, Publications 

Dragon Success 

Schedule, 

Peer Tutoring Report, 

Counseling Summer 

Grant Report, 

Campus Life Annual 

Report 

20072008 



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6. Bishop O’Dowd High School will plan and implement a sustainable program to 

secure the resources, both human and financial, necessary to fund the strategic 

plan, support capital giving, and fulfill the Mission of the school. 



Rationale: Historically, the school’s budget has been almost entirely funded by tuition. 

Relying primarily on tuition will not be sufficient to enable the school to provide a 21 st 

century learning environment. 


President, Principal, VP, 

Advancement, Board of 

Regents, Finance Committee 

Financial Reports, 

Auditor’s 

Report, Board of Regents 

Develop a longrange financial plan that 

addresses school operations, tuition 

assistance, sustainable tuition levels and 

attracts and retains qualified staff and 

faculty. 

Board of Regents Finance 

Committee, School Financial 

Reports 

Finance Committee Report 

Fall 2007 – Spring 2009 

Implement a longrange financial plan that 

addresses school operations, tuition 

assistance, sustainable tuition levels and 

attracts and retains qualified staff and 

faculty. 


Advancement, Board of 

Regents, Finance Committee 

Staff 

Finance Committee 

Minutes, 

School Financial Report, 

School Census 


Develop and implement a Public Relations 

Plan addressing Bishop O’Dowd’s image, 

Identity, and community presence. 

Develop and implement a student 

recruitment and admissions process to 

attract and retain a qualified and diverse 

student body. 


Advancement, Dir Admissions 

Dir Communications, 

Web Designer 

President, Principal, Dir. 

Admissions 

Web Designer, Infosnap, 

School Budget, Dragon 

Ambassadors 

Admissions Interviews, 

Publications, Website 


Admissions Interviews, 

Admission Statistics, 

Student 

Exit Interviews 

Fall 2007 – ongoing 



123



7. Bishop O’Dowd High School will approve the Master Facilities Plan, launch a 

major capital campaign, and begin construction on school improvements within 

three years. 



Rationale: A Master Facilities Plan will ensure the school’s current and future ability to 

support and deliver its total program. 


President, Principal, Board 

of Regents 

Develop a Master Facilities Plan for Bishop 

O’Dowd High School. 

Architectural Consultants, 

Budget, Staff, Inservice, 

Cost Replacement Study 

Board of Regents Building 

and Grounds Committee 

Minutes and 

Report, Architectural 

Drawings and Report 

Summer Fall 2007 

Complete a feasibility study to examine 

Bishop O’Dowd’s readiness and capacity 

to support a capital campaign. 

President, Principal, VP 

Advancement 

Feasibility Consultant, Staff, 

Proposed Campaign 

Prospectus, Advancement 

Office Audit 

Report from Feasibility 

Consultant 

June – October 2007 



124

Administrative Structures 

Appendix A 

Authority Relationship 

Consultative Relationship 

Diocesan 

School Board 

Bishop of Oakland 

Moderator of the Curia 

Superintendent of 

Schools 

Board of Regents 

President 


Diocese of Oakland, CA. 

Administrative Structure 

Principal 

VP 

Institutional 

Advancement 

Director 

Finance & 

Facilities 

Director, 

Building 

& Grounds 

Director, 

Adult 

Spirituality 

Director, 

Service 

Learning 

Assistant 

Director, 

Finance 

Librarian 

Asst. Principal 



Director 

Security 


Campus Life 

Department 

Chairs 

Deans of 

Students 

Director, 

Athletics 


Academics 

Director 

Inst.Tech. 

Director 

Curr. & Instur. 

Director of 

Learning Needs 

Director, 

Counseling 

Counselors 

Publicist 

Web 

Designer 

Director, 

Admissions 

Director, 

Technology 

Infrastructure 

Director, 

Alumni Relations 

Director, 

Annual Fund 

Director, 

Planned Giving 



125

Bishop of Oakland 

(Reserve Powers) 

Superintendent of Schools 



Administrative Functions 

Board of Regents Limited Jurisdiction 

with oversight for: 

• Planning & Policy 

• Financial Performance 

• Evaluation & Mission Effectiveness 

• Institutional Advancement 

President (CEO) Oversight of: 

• External & Community Affairs 

• Institutional Advancement 

• Business & Personnel Affairs 

• Board/Diocese/ Parish Relations 

• Technology Infrastructure 

Asst. Principal, Campus 

Ministry 

• Faith Community Affairs 

• Liturgies 

• Retreats 

• Religious Activities 

• Mission Effectiveness 

Director, Build & Grounds 

• Plant Operations 

• Campus Maintenance 

• Campus Cleaning 

Asst. Director, Finance 

• Human Resources 

• Employee Benefits 

• Payroll Admin. 

Director, Service Learning 

• Service learning programs 

Director, Adult 

Spirituality 

• Faculty/Staff programs 

Director, Finance & Facilities 

• Business Affairs 

• Budget & Financial Mgmt 

• Financial Reporting 

• Facilities 

• Food Service 

• Transportation 

Asst Principal, Campus 

Life 

• Student Activities 

• Interscholastic Athletics 

• School Safety Planning 

Dir, Student Activities 

• Student Activities 

• Master Calendar 

Director, Athletics 

• Interscholastic 

Athletics 

• Coaching Supervision 

Deans of Students 

• Student Safety 

• Discipline 

• Decorum 

• Attendance 

Principal (COO) – Oversight of: 

• Internal Affairs 

• Academic Affairs 

• Student Affairs 

• Teaching Personnel 

Asst. Principal, Academic Affairs 

• Teacher Supervision/evaluations 

• Curriculum Development 

• Instructional Technology 

Integration 

• Professional Development 

Dir. Curriculum & Instruction 

• Master Schedule 

• Grade Reporting 

•Professional Development 

Director, Counseling 

• Academic/Personal Counseling 

• College Placement 

• Testing 

• Career Guidance 

Dir. Instructional Technology 

• Technology Integration 

• Professional Development 

• Training 

Director, Security 

• Campus Security 

• Student Security 

Dir. Admissions 

• Marketing 

• Recruitment 

• Admissions 

• Student retention 

Dir, Tech Infrastructure 

• Technology Planning 

• Tech Development 

• Tech Maintenance 

• Office Technology 

• Tech Purchasing 

Publicist 

• School Publications 

• Public/Media Relations 

Web Designer 

• Website Development 

VP, Development 

• Fundraising 

• Major Gifts/Grants 

• Special Events 

• Endowments 

• Alumni Affairs 

• Planned Giving 

Director, Annual Fund 

• Annual Fund Dev 

Director, Alumni 

Relations 

• Alumni Relations 

• Grants 

Director, Planned 

Giving 

• Planned Giving 



126

Executive Council 

Directors’ Council 

President 



Administrative Councils 

Principal 

Director, 

Finance & 

Facilities 

Asst. Principal, 



Campus Life 


Academics 

VP, 

Institutional 

Advancement 

Director, 

Counseling 



Director, 


Deans of 

Students 

Director, 

Athletics 

127

Campus Facilities Map 



128

Bell Schedule 20072008 

GOLD DAY 

(80 minutes) 

1 8:30 9:55 

Break 9:55 10:05 

3 10:10 11:30 

5a 11:35 12:55 

5b 12:15 1:35 

7 1:40 3:00 

BLACK DAY 

(80 minutes) 

2 8:30 9:55 

Homeroom 10:00 10:10 

Break 10:10 10:20 

4 10:25 11:45 

6a 11:50 1:10 

6b 12:30 1:50 

MP 2:00 3:00 

SILVER DAY 

(80 minutes) 

2 8:30 9:55 

Break 9:55 10:10 

4 10:15 11:35 

Break 11:35 11:45 

6 11:50 1:10 

* DISMISSAL @ 1:10PM 

Lunch 1 11:30 12:10 

Lunch 2 12:55 1:35 

DRAGON DAY 

(45 minutes) 

1 8:30 9:20 

2 9:25 10:10 

3 10:15 11:00 

Break 11:00 11:10 

4 11:15 12:00 

5a 12:05 12:50 

5b 12:40 1:25 

6 1:30 2:15 

7 2:20 3:05 

Lunch 1 12:00 12:35 

Lunch 2 12:50 1:25 

Lunch 1 11:45 12:25 

Lunch 2 1:10 1:50 

WHITE DAY 

(80 minutes) 

*For liturgy & assemblies. 

2 8:30 9:55 

Homeroom 10:00 10:10 

Extra 10:10 11:25 

Break 11:25 11:35 

6a 11:40 1:00 

6b 12:15 1:35 

4 1:40 3:00 

Lunch 1 11:35 12:10 

Lunch 2 1:00 1:35 

MINIMUM DAY 

(30 minutes) 

*For Special Event use. 

1 8:30 9:02 

2 9:07 9:37 

3 9:42 10:12 

4 10:17 10:47 

Break 10:47 11:05 

5 11:10 11:40 

6 11:45 12:15 

7 12:20 – 12:50 



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Calendar Activities 

August September October November 

Freshmen Study Skills 

New Student Orientation 

First Day of School 

Opening School Mass 

BacktoSchool Night 

Senior Retreat 

Homecoming 

Recycling Week 

Club Fair 

Campus Tours begin 

Junior Class Ring Ceremony 

ParentTeacher Conferences 

Spirit Week 

Oktoberfest Auction 

Freshmen Retreats begin 

College Night 

Golf Tournament 

December January February March 

Food and Toy Drive 

Advent Liturgy 

Finals 

Freshmen Liturgy 

Black History Month Assembly 

Ash Wednesday Liturgy 

College Financial Aid Night 

Respect Life Week 

Catholic Schools Week 

Closeup Trip 

HSPT Prep Workshop 

Winter Ball 

April May June 

Earth Week 

Spring Musical 

AP Exams 

Award Assemblies 

Baccalaureate 

Final Exams 

Senior Barbque 

Yearbook Day 

Grad Night 

Senior Ball 

Navigating O’Dowd 

Spring Concert 

End of School Mass 

Graduation 

Summer School Begins 

All Saints Liturgy 

Sophomore Immersion begins 

Blood Drive 

Junior Retreat 

Open House 

Fall Play 

Multicultural Week 

Student Nominating Convention 

Mission Drive 

Junior Prom 

New Student Registration 

Friends of the Dragon Crab Feed 



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Summary of Personnel Data 

Teacher Profile 

Total number of Teachers = 78 

· 61 teach fulltime (78%) 

· 6 teach parttime (8%) 

· 11 teach and hold other positions (14%) 

Teachers without credential = 28* (36% w/o credential of these 25% are in Religion 

department & 29% are in Art department only) 

· In process of achieving credential = 8 

· Teachers with MA or MS degree = 40 

· Teachers pursuing MA/MS degrees = 6 

· Teachers with Doctorate = 3 

· Teachers pursuing Doctorate = 1 

· Teachers with JD = 1 

* Of the 28 without a teaching credential: 

Religion Dept = 7 Art Dept = 8 

Religion Teachers with MA = 5 Art Teachers with MA = 2 

Religion Teachers with BA = 7 Art Teachers with BA = 8 

Miscellaneous teachers without credential = 13 

· 5 have MA in teaching field 

· 2 have Ph.D. in teaching field 

· 1 has MA in nonteaching field 

· 2 have BS in teaching field & are pursuing credentials 

· 3 have BA in field other than that teaching, 1 is pursuing MA and credential in 

field 

Counseling Department 

· 4 counselors have Pupil Personnel K12 credential 

· 1 counselor holds a Marriage Family Therapy certificate and a MS in Clinical 

Counseling 

· 2 counselors have MA degrees in Counseling. 



131

Bishop O’Dowd 

Technology Summer ’07 Training Schedule 

Technology Training June 4 – 7 8:30 am – 2:30 pm 

June 1114 

8:30 am – 2:30 pm 

This fourday training involves basic skill development, teacher productivity, and 

classroom integration. All participants receive handson instruction in general computer 

operation, software basics (Microsoft Word, PowerPoint, Excel, Blackboard) as well as 

classroom integration ideas including lesson plan ideas and best practices. Please note 

that the series is repeated a second week to accommodate more people and keep the 

classes small. 

Please sign up with Lisa T. since these sessions are open to other schools. 

PowerSchool Quick Review Aug. 13 9:00 1 0:30 am 

Come to this work session to help you setup your classes for the fall. Peg and Joy will be 

available to assist individual needs with regards to setting up classes. This session is for 

teachers needing basic assistance with regards to PowerSchool. 

Organization & Troubleshooting Aug. 13 11:00 am 1:00 

pm 

This session will cover basic troubleshooting for the computer. You will learn how to back 

up your laptop, configure your computer for wireless, scan for viruses, and make sure 

your computer is working efficiently. In addition, you will find out how to organize your 

work by using folders, how to search for files, and where things are located on your 

computer. 

Beginning Blackboard Aug. 13 1:30 – 3:00 pm 

Get a jump start on setting up your classes for next year. This session will walk you 

through settingup a course in Blackboard, customizing your site, using the Control 

Panel, and adding information to your course. 

Intermediate Blackboard Aug. 14 9:00 1 0:30 am 

Learn how to use the discussion board, groups, and the virtual class in Blackboard. The 

TurnItIn course integration will be explored as well. This is a good class for those of you 

who want to take your class a bit further next year. 

*Beginning Blackboard Aug. 16 8:00 am – 10:00 am 

Set up your classes for fall. This session will walk you through settingup a course in 

Blackboard, customizing your site, using the Control Panel, and adding information to 

your course. 

*PowerSchool Basics Aug. 16 10:30 am – 12:30 pm 

This course will introduce you to PowerSchool and how it is used at BOD. This is 

beginning PowerSchool, and will provide support for teachers who need more than a 

quick review in order to get their classes set up for fall. 

PowerSchool Quick Review Aug. 16 12:30 – 1:30 pm 

Come to this work session to help you setup your classes for the fall. Peg and Joy will be 

available to assist individual needs with regards to setting up classes. This session is for 

teachers needing basic assistance with regards to PowerSchool. 

**Voice over IP (VoIP) Sept. 4,5,6 During prep periods 

Every classroom will be equipped with a new phone system. Teachers and administrators 

will learn how to use our new VoIP system in this class. 



132


Professional Development Action Plan 

20072008 

Description 

The Professional Development program at Bishop O'Dowd High School provides 

ongoing support and professional growth opportunities for 21 st century 

technology integration, curriculum design, instructional management, 

collaboration, and planning. 

The Strategic Planning Curriculum committee recommends the following goals 

relating the professional development at Bishop O’Dowd: 

1. A culture of professional learning communities both within disciplines and 

among disciplines in all area of school life. 

2. A culture where excellence in teaching pervades every department, 

course, and activity. Best researchbased practices are implemented and 

student achievement of the mission drives decisionmaking. 

3. A professional learning culture with the opportunities to make consistent 

and ongoing improvement in: 

a. The use of data to drive instruction and improve learning on a 

daily basis. 

b. The use of technology to improve student outcomes. 

c. Assessment literacy to assist teachers in meeting the learning 

needs of each student. 

d. The refinement of precise instructional strategies in order to bridge 

the gap between successful and struggling students. 



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Professional Development Outcomes for 20072008 

· Establish a support system for the development and implementation of 

professional learning communities as a sustainable model. 

· Develop opportunities for understanding the value and impact of datadriven 

decisionmaking. 

· Develop department leadership models that successfully guide teachers 

in curriculum development, instructional strategies, and peertopeer 

observations. 

· Promote the sharing, development, and articulation of best practices 


· Empower teachers to be independent and innovative users of technology. 

· Guide department leaders in evaluating, selecting, and integrating 

appropriate and effective content specific technologies. 

· Support, lead, and mentor new teachers into the Bishop O’Dowd spiritual 

and educational community. 

· Successfully integrate school ESLRs into curriculum and campus life. 

· Effectively steward NCLB funding for professional development. 

· Develop process for sharing professional development experiences and 

learning within the school community. 

· Establish professional development norms and expectations for faculty, 

staff, and administration. 

· Implement a technology enhanced management system for the college 

planning process. 

· Investigate and implement current education research and trends. 

· Expand professional development presence on the Bishop O’Dowd 

website. 

· Perform systematic faculty Needs Assessment and design professional 

development opportunities to respond to immediate and longterm needs. 

· Support and develop Catholic leadership for the 21 st century. 

· Collaborate with other schools in promoting and presenting professional 

development opportunities. 



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Professional Development – Summer ‘06 

The following Professional Development workshops were offered to Bishop 

O’Dowd teachers: 

June 6 – 9 

Studying Skillful Teaching (12 BOD) 

June 8 – 9 

Cooperative Learning (12 BOD) 

June 12 – 15 Observing and Analyzing Teaching (12 BOD) 

June 19 – 21 Technology Support Workshop (8 BOD) 

June 26 – 28 Technology Support Workshop (8 BOD) 

June 27 – 29 Backwards Design Workshop (Summer Curr Grants 10) 

July 10 – 12 PowerSchool Training (admins 8) 

August 14 – 16 PowerSchool Training (all faculty/staff) 

August 14 – 16 Study Skills Training (12 BOD) 

Ü Studying Skillful Teaching 

This course introduces current research, case studies, collaborative inquiry and 

problem solving, video clips, and ongoing reflection about our experiments and data 

to construct powerful understandings about what makes a difference for students. 

Ü Observing and Analyzing Teaching 

This course focuses on the work that teacher leaders, supervisors, and evaluators do 

to support and sustain highquality teaching. The knowledge base on teaching, video 

clips, role plays, collegial consultation and feedback and onsite performance 

assessment are used to build capacity to identify what makes a difference to students 

and their learning. 

Ü Cooperative Learning 

Learn how to design, develop, and deliver effective cooperative learning activities 

and evaluate your current effectiveness in your classroom design. Share ideas and 

practice effective strategies for making a difference in your students and instruction. 

Ü Technology Support Workshops 

Participants learn and practice basic Microsoft Office skills including the 

fundamentals of MS Word, MS Excel, MS PowerPoint. All participants receive an 

easy stepbystep skill book and classroom activities idea book. Training is 

customized for teachers, staff, and administrators. 

Ü Backwards Design Workshop 

Summer Grant participants and other interested participants are invited to learn more 

about “unpacking” content specific educational standards and using those standards 

as the basis for constructing and developing effective using the “Understanding by 

Design” curriculum development model. 

Ü PowerSchool Training for Administrators and Staff 

Pearson Publishing provides a trainer and teacher to guide Bishop O’Dowd 

administrators and staff to guide new users through the PowerSchool features and 

benefits. Participants include key administrators, counselors, staff, technology team, 

and select teachers. 

Ü PowerSchool Training for Teachers 

The BOD technology team provides a training process for all teachers with the goal 

of offering clear and complete skill steps, procedures, and expectations for the 

successful implementation of the PowerSchool system. All participants receive a 

complete technology “toolkit” for sustained usability. 



135

Ü Study Skills Training 

Teachers learn best practices for effectively evaluating and implementing the new 

freshmen study skills curriculum. 

Professional Development – 

Professional Development Outcomes 

SummerFallWinter ‘06 

Conferences Supported: 

National PE Teacher Educators 

Professional Enhancement Math Association 

43rd Annual Society of Engineers 

Discovering Geometry 

Fundamentals of Linguistics 

Health Education for Teachers 

National Educators Computing Conference 

AP Summer in Psychology 

Teachers as Artists 

Second Language Acquisition 

Multicultural Education 

Ed: Student Teaching Single Subject 

The Latin Workshop 

Project Zero Classroom 

AP Summer Institute 

Italia! Italia! 

California Science Educational Conference 

NABT Prof Development Conference 

2006 National Sexuality Conference 

Dramatic Literature 

Social Foundations Conference 

NCSS Annual Conference 

NCSS Annual Conference 

Instructional Leadership Conference 

Blackboard Integration Training 

USD AP Summer Institute 

Summer Workshop Fall Followup 

R Studying Skillful Teaching (2 days) 

R Cooperative Learning (1 day) 

R Observing and Analyzing Teaching (3 days) 

R Backwards Design (2 days) 

R WCEA/WASC DataDriven Evaluation (2 days) 

• Investigate and implement current 

education research and trends. 

• Develop department leadership 

models that successfully guide 

teachers in curriculum development, 

instructional strategies, and peertopeer 

observations. 

• Promote the sharing, development, 

and articulation of best practices 


• Develop opportunities for 

understanding the value and impact of 

datadriven decisionmaking. 

• Empower teachers to be independent 

and innovative users of technology. 

• Guide department leaders in 

evaluating, selecting, and integrating 

appropriate and effective content 

specific technologies. 

• Effectively steward NCLB funding for 

professional development. 

Graduate Course Participants 

Kevin Cushing Don Goss Romeo Baldeviso 

Ray Lehner Edwige Gamache Summer Dittmer 

Lani Wolf Katherine Pittman Else Dittmer 

Anton Brammer George Watson Louis Segura 



136

Professional Development – Technology 

Fall – Winter Spring ’06‘07 

Ongoing Technology Workshop Opportunities 

Workshops are offered weekly to teachers for 12 hours 

after school. Personal instruction and coaching on these 

technologies is also available during the school day. 

R Safari Montage 

R Blackboard 

R Turnitin.com 

R PowerGrade 

R email 

R Quia 

R Quizdom 

R Tablet Basics 

R Rosetta Stone 

Content Workshop Opportunities 

The following workshops were designed and scheduled 

to meet specific technology and content needs. 

R TI Navigator – January (six hours) 

Math Department personnel 

Professional Development 

Outcomes 

• Promote the sharing, 

development, and articulation of 

best practices within and among 

departments. 

• Empower teachers to be 

independent and innovative users 

of technology. 


evaluating, selecting, and 

integrating appropriate and 

effective content specific 

technologies. 

• Implement a technology 

enhanced management system 

for the college planning process. 

R Naviance – February 16 (six hours) 

Perform systematic faculty Needs 

Counseling Department personnel (college planning software) 

R PowerSchool Scheduling February (3 days) 

Gene Yang, Fran Wamerdam, Candy Promes, Lisa Tortorich 

R Computer Using Educators – February (4 days) 

15 teachers and administrators will attend 

JustinTime Training (immediate need instruction) 

R LCD Projector basics and troubleshooting 

R PowerGrade 

R PC Troubleshooting 

R Library Databases 

Dr. Joy Lopez is evaluating library data base usage and plans to train 

new librarian personnel on effective database usage. 

Blackboard Department Training 

Teachers are offered individual and department training for the Blackboard 

content management system. Specific departments and groups have formed 

communities or requested department specific Blackboard training. The goal is to 

have all teachers effectively using Blackboard by midfall 2007. 

R Religion Department (learning community) 

R Social Studies 

R Coaching for Excellence 

R WCEA/WASC 

R AP Psychology cartridge 



137

Professional Development Opportunities 

Spring – Summer ‘07 

Productivity Software for Support Staff 

MS Word, PPT, Database, email, PowerSchool 

Laptop Program for Teachers 

June – August 2007 

Library Technology Training 

Database training for new personnel 

PeertoPeer Mentoring 

Fifteen participants 

February 9 & March 8 

Effective Assessment Strategies 

Backward Design Followup 

March 8 

WCEA/WASC 

Faculty Inservice March 20 

Summer Workshops 

Backward Design 

LifeLong Learning (Chalk & Ramirez) 

Professional Learning Communities 

Studying Skillful Teaching 

Research for Better Teaching (w/ SI) 

Professional Development Outcomes 

• Investigate and implement current 

education research and trends. 

• Develop department leadership 

models that successfully guide 

teachers in curriculum development, 

instructional strategies, and peertopeer 

observations. 

• Promote the sharing, development, 

and articulation of best practices 


• Develop opportunities for 

understanding the value and impact of 

datadriven decisionmaking. 




evaluating, selecting, and integrating 

appropriate and effective content 

specific technologies. 

• Effectively steward NCLB funding for 

professional development. 



Moral Development Across the Curriculum August 

Cooperative Learning 

Research for Better Teaching 

PeertoPeer Mentoring August 

New Teacher Orientation (Technology Training) 

Understanding the Role of the Department Chair 

Lorraine Ozar (in cooperation with DLS) 

Observing and Analyzing Teaching – ongoing coaching from RBT 

Naviance Training – ongoing with teachers (English and religion) 

September – Building a Community of Learners 

Professional Learning Communities 



138

New Teacher Orientation Agendas 

Bishop O'Dowd High School 

August 1314, 2007 

Day 1 – August 13: 8:30 a.m. – 4:30 p.m. Board Room, Dominican Hall 

Agenda 

8:30 – 9:00 Prayer, Welcome Steve Phelps, Joe Salamack 

Overview of Day 1 

Janet Vax 

9:00 – 9:25 Ice Breaker Janet Vax 

9:25 – 10:00 School History, Mission, Vision Janet Vax 

Nuts and Bolts 

Materials, Front Office, supplies, xerox 

10:0010:15 Break 

10:1511:15 Faculty Handbook Lisa Tortorich 

Graduation Requirements 

11:1512:00 Attendance, Dress Code, Student Safety, Parking 

Sondra Arnsdorf, Gary 

Mason 

12:0012:45 Working lunch 

Business Office 

Steve Depetris, Joan Grell 

12:451:30 Academics Janet Vax 

Course Information sheets 

Grading policies, makeup work 

Expectations for returning calls, how to communicate 

Final exams 

Course evaluations 

Establish number of graded assignments 

School calendar 

Handling parent concerns 

1:301:45 Campus Ministry Brian Judd 

1:45 – 2:00 Break 

2:003:30 Email, laptops, printers and more Joy Lopez, Peg Valva 

3:30 4:00 Homework: Development of Course Information Sheets 



139

August 1314, 2007 

Day 2 – August 14: 8:30 a.m. – 4:30 p.m. Board Room, Dominican Hall 

Agenda 

8:309:00 Prayer, Welcome Janet vax 

Day 2 Overview 

Course Information Sheets 

9:009:15 Student Leadership Katie 

Pittman/ASB 

9:159:30 WCEA/WASC Janet 

Vax 

9:30:9:45 Role of Counselor Fran 

Warmerdam 

Do’s and Don’ts 

Scheduling 

9:4510:15 Learning Needs Eva Marlatt 

10:1510:30 Break 

10:3010:45 Substitutions Mary Kamian 

10:4511:00 Partnership with Parents Lisa Tortorich 

· ParentStudent Handbooks 

· Rules for Students 

11:0011:45 Academics Lisa Tortorich 

· Classroom Observations 

· Daily Schedule 

· Course Evaluations 

· Meeting Periods 

12:0012:45 Working Lunch Development 

Staff 

12:451:30 Academics Lisa Tortorich 

· Coming Events 

· Weekly Meetings 

· Back to School Night 

1:302:00 Professional Development/NCLB Lisa Tortorich 

Excellence in Teaching 

2:00 – 3:30 Peer Mentor Program Anton 

Brammer 

Campus Tour 



140

3:30 Social 



141

Student Survey Questions 

1. Demographics 

I am a student in grade: 9 10 11 12 

I am a transfer student: Yes 

No 

I am: Male Female 

General Directions: Please indicate the extent to which you agree with the following 

statements, using this scale: 

1: Strongly Disagree 

2: Somewhat Disagree 

3: Neither Agree nor Disagree 

4: Somewhat Agree 

5: Strongly Agree 

2. Mission and Philosophy 

· I understand the Mission and Philosophy at Bishop O'Dowd High School. 

· I support the Mission and Philosophy at Bishop O'Dowd High School. 

· The curriculum and instruction reflect the Mission and Philosophy. 

· I am aware of the Bishop O'Dowd expectedschoolwide learning results 

(ESLRs). 

3. Catholic Identity 

· The Catholic identity of the school is clear to me. 

· My classes provide the support and opportunity to develop my personal faith. 

· Cocurricular activities provide support and opportunity to develop my personal 

faith. 

· My teachers and coaches are good role models of Catholic values. 

4. Campus Ministry 

· Bishop O'Dowd retreats provide opportunities to develop and enhance my 

personal faith and spirituality. 

· Liturgies and prayer services at Bishop O'Dowd are meaningful events for me. 

· Students have opportunity to provide input for liturgies through CMT (Campus 

Ministry Teams). 

· I am aware of the expanding ServiceLearning program at Bishop O'Dowd. 

· Dollar Days and charity drives reflect the school's Mission and values. 

· I have learned about helping others as a result of the school's Dollar Days and 

charity drives. 

· The school provides a variety of prayer opportunities. 

5. Diversity/School Culture 

· I feel like I "belong" as a member of the Bishop O'Dowd community. 

· I feel respected and supported by my classmates. 

· The school is a good example of a diverse learning community. 

· I feel safe at Bishop O'Dowd High School. 

· I represent the values of Bishop O'Dowd both on and off campus. 

· The discipline code is consistent and fair. 

· I understand my responsibilities with regard to observing school rules. 

· I take pride in the school facilities. 

6. Learning Environment 

· My teachers effectively communicate their course expectations and grading 

system to me. 



142

· My teachers use a variety of teaching methods appropriate to the subject matter 

and grade level. 

· In my classes in general, I am able to demonstrate my learning not only through 

quizzes and tests, but also in other ways such as creative projects, essays, 

portfolios, oral presentations, and discussions. 

· I have developed good study habits. 

· Teachers discuss how we can manage our time to accomplish work efficiently. 

· How many hours do you normally spend on homework each night? 1 2 3 4 or 

more 

· Homework assignments reinforce and enhance my classroom learning. 

· Teachers treat students with respect and give help whenever possible. 

· My teachers are competent, knowledgeable, and well prepared. 

· The academic program at Bishop O'Dowd High School has encouraged me to 

express my opinion freely in class and respect the opinion of others in a positive 

learning environment. 

· Tests are graded fairly. 

· I have cheated on a test or homework in at least one class. 

· My teachers are approachable and care about me as a person. 

· Computers are accessible in the labs and assistance is available when I need 

them. 

· Computers are upgraded to the latest technology for my benefit and progress. 

· Teacher websites are wellmaintained and useful. 

Please rate each department on general quality. 

· English 

· Mathematics 

· Social Studies 

· Religious Studies 

· Technology 

· Foreign Language 

· Science 

· Fine Arts 

· Physical Education 

Directions: 

For the following items, on a scale of 1 to 5 indicate whether you agree with the 

statement by marking the number on your answer sheet: 

Strongly disagree Neutral Strongly agree 

1 2 3 4 5 

· I receive all the individual attention I need from my teachers. 

· Some teachers allow students to be repeatedly disruptive in class. 

· I make good use of Meeting Period (MP) time. 

7. Counseling 

· Counselors help me make wise decisions that enable me to manage my time 

effectively so that I am able to succeed academically. 

· My counselor follows up on those actions he/she agreed to do. 

· My counselor shows concern and care for me as a person by treating my 

questions and problems with respect. 

· I understand how to use the counseling services at Bishop O'Dowd. 

· Counselors are knowledgeable and informative about the college application 

process. 



143

8. Miscellaneous Questions 

· The school website is clear and easy to navigate. 

· The library is readily available at convenient times. 

· Bishop O'Dowd provides meaningful and wellorganized cocurriculars for me 

outside of sports. 

· I am informed of activities, events, and important information in time to 

participate. 

· Student government leaders are effective in helping communication between 

students, teachers, and administration. 

· School publications (newspaper and yearbook) are products I can be proud of. 

· The school facilities are well maintained. 

· If I had to do it again, I would enthusiastically come to Bishop O'Dowd. 

· I would enthusiastically recommend Bishop O'Dowd to other students from my 

community as an excellent educational experience. 


Academics 

Fine Arts Department 

Extra Curricular Activities 

Teachers 

School Environment/Community 

Mathematics Department 

Religion 

Technology 

Bell Schedule 


Teachers 

Facilities 

Lunch (cost, food, lines) 

Dress Code 

Foreign Language 

English Department 

Diversity 

Parking / Transportation 

Communication 

Dances 



144

Student Survey Analysis 



145

Faculty and Staff Survey Questions 

1. Demographics 

· I teach the following grade levels: 9 10 11 12 N/A 

· I have been a member of the Bishop O'Dowd Faculty/Staff for: 

15 years 610 years 1115 years 1620 years over 20 years 








2. Mission and Philosophy 

· A clearly defined Mission and Philosophy is evident at Bishop O'Dowd High 

School. 

· I understand and support the Mission and Philosophy. 

· The students understand the Mission and Philosophy. 

· The curriculum and instruction are congruent with the school's Mission 

Statement. 

· I make an effort to put the school's Mission into action in my everyday 

interactions with my colleagues and students. 

3. Catholic Identity 

· Our school is appropriately Catholic in its atmosphere and traditions. 

· School liturgies and prayer services are celebrations of who we are as a school 

community. 

· Our school provides students with a variety of spiritual experiences that are 

meaningful to young people. 

· Bishop O'Dowd demonstrates an openness to nonCatholic and nonChristian 

religious traditions. 

· As a member of this school community, I support the programs of spiritual 

formation for students and colleagues. 

4. Learning Environment 

· Our academic environment prepares students for college and university life. 

· I actively incorporate and implement the school's ESLRs into my curriculum and 

instruction. 

· The students understand the school's ESLRs. 

· I use a variety of assessment techniques to measure expected student learning 

results. 

· I am prepared for the curriculum I am asked to teach. 

· Our students demonstrate higherorder thinking processes. 

· Students, faculty, and staff have adequate access to and training for technology. 

· The counselors sufficiently assist me in working with the students. 

· Student discipline is consistently implemented and clearly communicated to 

students, parents, faculty, and staff. 

· I agree with the importance that the school places on supporting student 

participation in cocurricular activities. 

· My participation in cocurriculars has a significant impact on the student 

community. 

· I am supported in my cocurricular activities. 



146

· Leaders of Student Council and student organizations receive sufficient 

leadership training. 

· There are sufficient opportunities for students to assume leadership roles. 

5. School Culture/Diversity 

· Bishop O'Dowd is a good place to work. 

· Students are the first concern of every faculty and staff member. 

· I feel respected and supported by my department. 

· The school environment supports student selfesteem. 

· As a teacher, I consider student learning differences when planning curriculum. 

· There is adequate support at Bishop O'Dowd for students with learning 

differences. 

· I welcome the opportunity to teach to a diverse student body. 

6. Partnership with Parents 

· There is adequate communication between teachers and parents. 

· I return parent phone calls and emails promptly. 

· As a faculty or staff member, I feel prepared and supported in facilitating 

discussions with parents. 

7. Professional Environment 

· I am pleased with the direction in which the school is heading. 

· Administration, faculty, and staff work well together. 

· Professional evaluation is utilized as a tool for fostering the professional growth 

of faculty, staff, and administration. 

· Teachers are supported and encouraged to utilize innovative approaches to 

enhance student learning. 

· Teachers and staff are held accountable to high standards of job performance. 

· I work regularly with my level colleagues and contribute to the level work. 

· I am a positive influence among my peers. 

· There is sufficient support and encouragement for my academic growth. 

· Individual administrator's responsibilities are clearly defined and understood by 

faculty, staff, and other members of the school community. 

· Administration communicates the expectations of my job description clearly. 

8. Finance 

· I have adequate materials and resources to do my job. 

· I have adequate curriculum and instruction prep time. 

· The number of students in my classes is appropriate. 

· I am adequately compensated (salary/benefits) for the work I perform. 

· The school administration actively supports the professional development of 

faculty through allocation of time and use of personnel and fiscal resources. 

9. School Facilities 

· The physical plant is organized in a way that allows me to do my job. 

· The facilities are wellmaintained. 

· Daytoday repairs of the school facilities are timely and equitably performed. 

· I am aware of and have read the school's emergency plan. 



147

Faculty and Staff Survey Analysis 



148



149


Academics 

Diversity 

Spirituality/Catholic teachings 

Teaching staff 

Athletics 

Sense of community 

Administration/leadership 

Safe environment 

Extracurricular activities 

School culture, environment 


Facility/Infrastructure 

Discipline 

Counseling 

Professional development of staff 

Finance/Resources 

Athletics 

Fine Arts 

Traffic/Parking 

Curriculum 




150

Parent Survey Questions 

Number of Respondents: 364 








1. Diversity 

· Bishop O'Dowd effectively teaches students to respect all people regardless of 

socioeconomic background. 

· Teachers effectively take into account diversity issues when planning curriculum. 

· The school provides support for gay and lesbian students and their families. 

2. Charism/Catholic Identity 

· Our school is appropriately Catholic in its atmosphere, identity and traditions. 

· Faculty and staff demonstrate respect for the school's Catholic identity. 

· A sense of spirituality is evident at this school. 

· The religious education program has deepened my child's spirituality. 

· While Catholic in tradition, our school teaches respect for all religions. 

· The Campus Ministry staff provides ample opportunity for spiritual guidance and 

spiritual direction for students and parents. 

· Campus Ministry programs (retreats, days of reflection, immersion trips, liturgies, 

reconciliation services) support the spiritual development and personal growth of 

students. 

· The Christian Service program provides an effective, positive experience in line 

with the school's mission and values. 

3. School Culture 

· Parent (Teen) Challenge Evenings for alcohol and substance abuse are effective 

and informative. 

· The school has done a good job of raising my child's awareness of the dangers 

of drugs and alcohol. 

· I am aware of specific students from this school who need intervention for illegal 

drug usage. 

· I am concerned that my child is showing signs of behavioral change that might 

indicate depression, and/or potential for atrisk behaviors. 

· If a student is caught with drugs, rehabilitation should be attempted before 

expulsion is considered. 

· In addition to abstinence, the school's sex education program should include 

discussions of the pros and cons of all birth control and AIDS prevention 

methods. 

· The school has helped my child develop positive selfesteem. 

· Students are given the opportunity to build leadership skills. 

4. Finance 

· If I had to do it again, I would enthusiastically send my child to Bishop O'Dowd. 

· The development office, parent association, and alumni association demonstrate 

effective efforts to keep tuition at a reasonable level. 



151

· The school provides appropriate allocation of financial resources for staffing, 

school programs, scholarships, and maintenance of safe facilities. 

5. Partnership with Parents 

· There is effective and timely communication of student progress and behavior. 

(report cards, conferences, parent meetings, email, website) 

· The administration appropriately responds to parental concerns regarding 

curriculum, instruction, or an individual student's class schedule. 

· Parents are informed of events, activities, and major policy changes through the 

Dragon Parent, email, and general mailings in an adequate and timely manner. 

· The administration has effective and fair systems (Dean's Office, Academic 

Office, Counselors) for resolving conflicts between students or between a student 

and a teacher. 

· Major changes in policies, personnel, and procedures are adequately explained 

in a timely manner. 

· The administration has adequately informed parents and students of emergency 

contingency plans and security procedures. 

· The norms for student behavior as stated in the Student Handbook are properly 

formed, explained, and maintained. 

· Counselors are available and responsive to students and parents for personal or 

family problems that concern the student's progress and/or development. 

· The College Counseling program provides parents and students with timely and 

accurate information for college planning. 

· Academic support services for students with special learning needs are readily 

available, well staffed, and responsive to students' and parents' concerns. 

6. Excellence in Teaching 

· Students are the first concern of our school's faculty and staff. 

· The students know that teachers in our school care about them as unique 

individuals. 

· I consider the teachers to be positive role models for the values I want my child 

to live by. 

· Class sizes are appropriate for learning and for forming a positive relationship 

between student and teacher. 

· Teachers use a variety of instructional techniques which are appropriate for the 

grade level and respond to a variety of student learning styles. 

· Teachers use a variety of assessment techniques (for example, portfolios, 

research papers, creative projects as well as tests) to measure student learning. 

· Teachers provide an atmosphere where students develop and demonstrate 

critical and analytical thinking skills and give sufficient feedback to the students 

on their development. 

· Teachers provide appropriate feedback for students to develop effective written 

and oral communication skills. 

· I am concerned that the school places too much pressure on students to achieve. 

· The teachers always extend themselves to assist students outside of class. 

· Bishop O'Dowd offers sufficient elective courses beyond the college preparatory 

curriculum. 

How would you rate your child's educational experience in the following departments? 

· English 


· History & Social Science 


· Technology 



152

· Language 

· Science 

· Fine Arts 

· Performing Arts 

7. Mission 

· The school clearly communicates and operates out of its mission as a Catholic 

institution that promotes and effectively models Christian values. 

· The administration and faculty create a community which respects the dignity of 

all human persons, individual growth and development, and an appreciation and 

respect for diversity and difference. 

· The administration and faculty promote a learning environment conducive to high 

selfesteem and mutual respect between teachers and students. 

· The administration and faculty promote positive and healthy female and male 

attitudes appropriate for the challenges of adult life. 

· My child (our family) feels connected to the Bishop O'Dowd community. 

· I would enthusiastically recommend Bishop O'Dowd to other families and children 

as an excellent educational experience. 



153

Parent Survey Analysis 



154



155


Academics 

Diversity 

Spirituality/Catholic teachings 

Teaching staff 

Athletics 

Sense of community 

Administration/leadership 

Safe environment 

Extracurricular activities 

School culture, environment 


Facility/Infrastructure 

Discipline 

Counseling 

Professional development of staff 

Finance/Resources 

Athletics 

Fine Arts 

Traffic/Parking 

Curriculum 




156

Alumni Survey Questions 



1. Strongly Disagree 

2. Somewhat Disagree 

3. Neither Agree nor Disagree 

4. Somewhat Agree 

5. Strongly Agree 

Your Experience as a Student 

1. Overall, Bishop O'Dowd helped me become “a person of influence who is loving, 

open to growth, spiritual, intellectually competent, and a skilled leader committed 

to justice and peace.” (Taken from Bishop O’Dowd’s mission statement) 

2. Bishop O'Dowd provided me with an appropriate balance of academics, athletics, 

fine arts, and social experiences. 

3. Attending Masses at Bishop O'Dowd provided me with a positive experience of 

worship. 

4. My experiences of Community Service while at Bishop O’Dowd contributed to 

who I am today. 

5. My Campus Ministry retreat experiences were valuable to me spiritually and 

socially. 

6. I believe that the administration and faculty at Bishop O’Dowd create a 

community which respects the dignity of all humans, individual growth and 

development, and an appreciation and respect for diversity and difference. 

7. My teachers and counselors at Bishop O'Dowd were approachable, helpful, and 

genuinely cared for me as a person. 

8. My counselor(s) at Bishop O'Dowd offered me helpful advice about my college 

and career choices. 

Using the 15 scale, please indicate the extent to which you agree with the following: 

1. “At Bishop O’Dowd, I received an excellent education in ___” 

· English 

· Fine Arts 

· Foreign Language 



· Science 

· Social Sciences (History and Government) 

· Technology 

2. “At Bishop O’Dowd, I had positive experiences in __ (activities below)” 

· Athletics 

· Drama (plays, musicals) 

· Music (band, orchestra, chorus) 

· Student Government 

· Yearbook/Newspaper 

· Other Student Clubs 

· Spirit Week & Dances 

3. My Bishop O'Dowd education prepared me to excel in my college coursework. 

4. My Bishop O'Dowd education prepared me to succeed in my career pursuits. 

Your Current Involvement and Perception: 

Using the 15 scale, please indicate the extent to which you agree with the following: 



157

1. Bishop O’Dowd clearly communicates its mission as a Catholic institution that 

promotes and effectively models Christian values. 

2. The current administration and faculty at Bishop O’Dowd promote a quality 

learning environment that fosters high selfesteem and mutual respect between 

teachers and students. 

3. I would recommend attending Bishop O'Dowd to the young people of my 

community. 

4. I still feel I am part of the Bishop O'Dowd community overall. 

5. I enjoy reading the alumni magazine (The Dragon). 

6. The emails that I receive from Bishop O’Dowd and the Alumni Office make me 

feel connected to the current life of Bishop O'Dowd. 

7. I am a member of Bishop O’Dowd’s online alumni community. 

8. I went to my last class reunion. 

9. I have attended an alumni event or visited campus in the last two years. 

10. In the last two years, I have volunteered my time and/or contributed financially 

to Bishop O’Dowd. 

11. I would like to be more involved with Bishop O’Dowd, given the right 

opportunity. 

12. My experiences with Bishop O’Dowd’s Alumni and Development staff have 

been positive. 

Strengths of Bishop O’Dowd: 

Academics 

Athletics 

Preparation for college 

Diversity of student body 

Teaching of spiritual values 

Sense of community; place for everyone 

High standards and expectations of 

students 

Loyalty, pride, school spirit, personal 

connections 

Quality of teachers, especially English & 

Drama programs 

Wide variety of clubs and extracurricular 

activities 

Areas for Growth of Bishop O’Dowd: 

Improve facilities 

Lower the tuition and clarify how funds 

raised are used to help students 

Increase the diversity at the school 

Strengthen the religious/spiritual identity of 

the school 

Improve the academics, curriculum, and 

quality of teachers 

Improve the college and career aspects of 

the Counseling Department 

Increase connectedness with the 

surrounding community more 

Increase community service opportunities 

Increase ability to use technology effectively 



158

Alumni Survey Analysis 



159



160

Appendix B 

Advanced Placement Results 

2001 2002 2003 2004 2005 2006 2007 

TT PASSED TT PASSED TT PASSED TT PASSED TT PASSED TT PASSED TT PASSED 

ARTGENERAL 13 62% 0 0% 0 0% 0 0% 0 0% 0 0% 

BIOLOGY 60 82% 59 80% 58 62% 58 55% 58 50% 59 59% 55 51% 

CALCULUS AB 63 35% 63 62% 80 66% 85 32% 77 35% 72 18% 86 35% 

CALCULUS BC 21 81% 15 80% 19 95% 20 65% 20 80% 22 77% 17 88% 

CHEMISTRY 0 0% 1 100% 2 100% 0 0% 0 0% 0 0% 0 0% 

COMP SCI A 10 50% 15 80% 5 100% 7 71% 6 100% 9 67% 4 100% 

COMP SCI AB 16 100% 17 88% 9 100% 9 89% 10 90% 10 90% 8 75% 

ECONMAC 0 0% 0 0% 1 100% 0 0% 0 0% 0 0% 0 0% 

ENG LIT/COMP 42 95% 37 92% 32 97% 34 100% 33 85% 44 100% 35 91% 

ENVIR. SCI. 46 59% 41 73% 49 59% 45 62% 47 53% 43 28% 49 51% 

FRENCH LANG 8 75% 14 50% 12 42% 12 25% 10 40% 25 12% 12 25% 

GERMAN LANG 0 0% 3 0% 1 100% 3 67% 0 0% 5 20% 0 0% 

GOV & POL COMP 44 82% 48 83% 69 78% 57 89% 45 61% 54 69% 34 71% 

GOV & POL US 43 79% 49 84% 71 83% 60 82% 47 66% 52 79% 37 81% 

MUSIC THEORY 1 100% 2 100% 0 0% 1 100% 0 0% 0 0% 1 100% 

PHYSICS B 1 100% 0 0% 1 100% 0 0% 0 0% 0 0% 0 0% 

PHYSICS CE&M 0 0% 0 0% 0 0% 3 100% 4 0% 0 0% 4 50% 

PHYSICS CMECH 0 0% 1 100% 0 0% 3 100% 4 0% 0 0% 4 75% 

PSYCHOLOGY 0 0% 0 0% 0 0% 0 0% 0 0% 1 100% 58 74% 

SPANISH LANG 18 94% 48 69% 36 67% 24 92% 21 71% 24 75% 22 45% 

SPANISH LIT 7 57% 4 75% 9 56% 6 50% 0 0% 0 0% 0 0% 

STATISTICS 0 0% 1 100% 0 0% 0 0% 0 0% 0 0% 0 0% 

STUDIO ARTDRAW 0 0% 12 92% 10 90% 12 50% 6 83% 10 60% 5 60% 

STUDIO ART2D 0 0% 0 0% 0 0% 0 0% 0 0% 1 100% 1 100% 

US HISTORY 61 85% 72 85% 58 86% 54 80% 53 64% 64 81% 66 60% 

TOTAL 454 74% 502 78% 522 75% 493 68% 441 58% 495 60% 498 60% 



161

NEDT Program Score Reports 

Adm. Year 1999 2000 2001 2002 2003 2004 2005 2006 

Graduation Class 2003 2004 2005 2006 2007 2008 2009 2010 

Composite 85 82 82 78 82 78 78 80 

Eng. Usage 79 77 75 71 75 73 69 72 

Math Usage 95 91 95 89 94 89 91 91 

Nat. Sci Reading 69 64 61 55 64 59 52 61 

Soc St Reading 74 71 71 55 71 58 60 62 

Group Size 333 306 289 301 283 323 274 325 

National Merit Recognition 

Class 

National 

Merit Semifinalist 

National 

Merit 

Commended 

National 

Achievement 

Semifinalist 

National 

Achievement 

Commended 

National 

Hispanic 

Scholar 

National Hispanic 

Honorable 

Mention 

Total 

1994 4 22 4 5 4 0 39 

1995 6 21 0 8 0 0 35 

1996 5 16 0 8 0 0 29 

1997 6 25 1 0 1 0 33 

1998 6 18 2 6 2 0 34 

1999 5 27 0 3 2 0 37 

2000 10 15 1 3 4 0 33 

2001 7 24 2 1 3 2 39 

2002 3 22 5 9 3 2 44 

2003 7 15 4 0 7 1 34 

2004 2 16 2 0 3 0 23 

2005 2 16 0 2 1 2 23 

2006 1 9 3 0 2 0 15 

2007 1 10 4 0 2 0 17 



162

SAT Historical Data 

2001 2002 2003 2004 2005 2006 

BOD VERBAL MEAN 582 589 586 585 568 552 

CA VERBAL MEAN 498 496 499 501 504 501 

BOD MATH MEAN 576 589 589 587 577 557 

CA MATH MEAN 517 517 519 519 522 518 

BOD WRITING MEAN 559 

CA WRITING MEAN 501 

HSPT Historical Results 

Adm. Year 1999 2000 2001 2002 2003 2004 2005 2006 

Graduation 

Class 2003 2004 2005 2006 2007 2008 2009 2010 

Composite 85 82 82 78 82 78 78 80 

English Usage 79 77 75 71 75 73 69 72 

Math Usage 95 91 95 89 94 89 91 91 

National 

Science 

Reading 69 64 61 55 64 59 52 61 

Social Studies 

Reading 74 71 71 55 71 58 60 62 

Group Size 333 306 289 301 283 323 274 325 



163

Appendix C 

Clubs and Organizations 

Clubs 

Amnesty International 

Animee 

Asian Student Alliance 

Badminton 

Black Student Union 

Chess 

Christian Peer Ministry 

Computer Gamers 

Dance/Step 

Developer’s 

Disney 

Earthbound 

Esoterikos 

Esperanto Union 

eTech 

Film 

French Society 

Inventor’s 

Key 

Knitting Nation 

Little Italy 

Math 

Middle Eastern Dance 

Mock Trial 

Multicultural 

Native American Pride 

Outdoor Adventure 

Ping Pong 

Polynesian 

Ski 

Tzedakah 

Vegetarian 

Organizations 

California Scholarship Federation 

CloseUp 

Crozier 

Dragon Ambassadors 

Junior Statesmen of America 

Muse 

National Honor Society 

Special Service Projects 

Yearbook 



164

Athletic Program 

Fall Sports Teams 

# of 

coaches 

# of players on 

roster 

Average 

Team Cum 

GPA 

Football Teams 

Varsity Football 9 35 2.89 

JV Football 4 24 2.72 

Freshmen Football 4 45 2.93 

Volleyball Teams 

Varsity Volleyball 3 14 3.64 

JV Volleyball 2 13 3.64 

Freshmen Volleyball 2 13 3.25 

Water Polo Teams 

Varsity Men's Waterpolo 1 15 3.45 

Varsity Women's 

Waterpolo 1 15 3.64 

JV Men's Waterpolo 2 14 3.45 

JV Women's Waterpolo 2 15 3.31 

Women's Golf 1 12 3.45 

Varsity Women's Tennis 1 31 3.59 

Cross Country 2 52 3.55 

Winter Sports Teams 

# of 

coaches 


roster 

Average 

Team Cum 

GPA 

Men's Baskeball 

Teams 

Varsity Men's Basketball 4 15 3.19 

JV Men's Basketball 3 13 2.95 

Freshmen Men's 

Basketball 1 15 3.03 

Women's Baskeball 

Teams 

Varsity Basketball 2 13 3.14 

JV Women's Basketball 2 13 3.04 

Freshmen Basketball 1 6 3.03 

Men's Soccer Teams 

Varsity Men's Soccer 2 22 3.39 

JV Men's Soccer 1 17 3.33 

Freshmen Men's Soccer 1 17 3.16 



165

Women's Soccer 

Teams 

Varsity Women's Soccer 2 23 3.68 

JV Women's Soccer 1 17 3.25 

Freshmen Women's 

Soccer 1 16 3.50 

Spring Sports Teams 

# of 

coaches 


roster 

Average 

Team Cum 

GPA 

Baseball Teams 

Varsity Baseball 5 21 3.10 

JV Baseball 2 15 3.13 

Freshmen Baseball 2 17 3.22 

Softball Teams 

Varsity Softball 2 13 3.42 

JV Softball 2 20 3.38 

Men's Lacrosse 

Teams 

Varsity Men's Lacrosse 1 24 3.12 

JV Men's Lacrosse 1 20 3.15 

Women's Lacrosse 

Teams 

Varsity Women's 

Lacrosse 2 19 3.60 

JV Women's Lacrosse 1 15 3.48 

Men's Golf Teams 

Varsity Golf 2 18 3.36 

JV Golf 1 

Track & Field 6 86 3.15 

Swimming & Diving 4 49 3.51 

Varsity Men's Tennis 1 24 3.42 

JV Cheer 1 10 3.05 

Varsity Cheer 1 14 3.33 

89 850 3.37 

Total 

Coaching 

Positions 

Total Participation 

Roster Slots 

Avg. BOD 

Athletes GPA 



166

Athletic Enrollment Breakdown 

Total Females Enrollment 573 

% of Female Students 

Participating 

Females Participating in 

Athletics 304 53% 

Freshmen Female Athletes 100 17% 

Sophomore Female Athletes 63 11% 

Junior Female Athletes 74 13% 

Senior Female Athletes 67 12% 

Male Student Enrollment 579 

% of Male Students 

Participating 

Males Participating in Athletics 346 60% 

Freshmen Male Athletes 128 22% 

Sophomore Male Athletes 79 14% 

Junior Male Athletes 81 14% 

Senior Male Athletes 58 10% 

Student Enrollment 1152 

% of Students 

Participating 

Participation Roster 

Opportunities 850 74% 

Students Participating in 


Freshmen Participating in 


Sophomores Participating in 


Juniors Participating in 


Seniors Participating in 


MultiSport Athletes 

Dual Sport Athletes 168 

Three Sport Athletes 6 



167

Campus Ministry and Christian Service 

(All figures are averages over last five years.) 

Retreat Attendance 

Freshman Retreat “Becoming” 

Sophomore Immersion 

Junior Overnight Retreat “Values” 

Senior Overnight Retreat “Journey 

Student Retreat Team 

(staff for frosh/soph) 

Faculty Retreat Team 

(staff for Jr & Sr overnight retreats) 

100% attendance 




100 members 

20 faculty 

Yearly Liturgies 

All school Liturgies 8 (Entire student body & fac. = 

1250) 

Class Liturgies 4 (Entire class = approx. 285) 

Weekday mass weekly (app. 8 faculty) 

Charity Drives 

2/year 

Dollar Days 

9/year 

200607 Funds raised $17,000 

200506 Funds raised $18,000 



168

Appendix D 

Applicant Schools 

Catholic Schools 

All Saints, Hayward 

Assumption, San Leandro 

Corpus Christi, Oakland 

Holy Spirit, Fremont 

Our Lady of Grace, Castro Valley 

School of the Madeleine, Berkeley 

St. Anthony, Oakland 

St. Barnabas, Alameda 

St. Bede, Hayward 

Other Private Schools 

The Academy, Oakland 

Beacon, Oakland 

Bentley, Oakland 

Berkeley Montessori, Berkeley 

FrenchAmerican School, Oakland 

Head Royce, Oakland 

St. Elizabeth, Oakland 

St. Felicitas, San Leandro 

St. Jarlath, Oakland 

St. Joachim, Hayward 

St. John, San Lorenzo 

St. Joseph, Alameda 

St. Joseph the Worker, Pinole 

St. Lawrence O’Toole, Oakland 

Redwood Christian, Castro Valley 

Redwood Day School, Oakland 

St. Paul’s Episcopal, Oakland 

Zion Lutheran, Oakland 

St. Leander, San Leandro 

St. Leo, Oakland 

St. Martin de Porres, Oakland 

St. Raymond, Dublin 

St. Michael, Livermore 

St, Philip Neri, Alameda 

St. Theresa, Oakland 

Public Schools 

Bancroft Middle School, San Leandro 

Hillcrest Middle School, Oakland 

Lincoln Middle School, Alameda 

Montera Middle School, Oakland 



169

2007 Freshmen Applicants 

Applicants % 

Catholic Schools 216 41% 

Other Private Schools 174 32% 

Public Schools 114 21% 

Unspecified 33 6% 

Total applicants 537 100% 

Tuition History 20012008 

Year Fees Total Tuition Total Increase % Increase 

2001/02 $300 $8,150 $850 11.6 

2002/03 $550 $8,800 $650 8.8 

2003/04 $550 $9,200 $400 4.5 

2004/05 $750 $10,500 $1,300 14.1 

2005/06 $750 $11,250 $750 7.1 

2006/07 $750 $11,950 $700 6.2 

2007/08 $750 $12,600 $650 5.4 



170

Information for College Admissions Officers 

September 2006 

THE SCHOOL: Bishop O'Dowd High School is a fully accredited, Catholic 

coeducational college preparatory high school with an extensive honors and 

Advanced Placement program. The school, founded in 1951, is located in 

Oakland, California. 

In its Mission statement, the school identifies itself as a unique and diverse 

community which strives to develop young people of competence, conscience and 

compassion. The Bishop O’Dowd community is representative of the multicultural 

population of the San Francisco Bay Area. The student population is 

comprised of 14% African American, 22% multiracial, 13% Asian/Pacific 

Islander, 5% Hispanic and 46% Caucasian. Approximately 20% of O’Dowd 

students received nearly $1,000,000 in financial aid. The present enrollment is 

1164. Applicants for admission at the 9 th and 10 th grade levels are required to take 

an examination for entrance and placement. 

THE FACULTY: The faculty and administration are fully credentialed and hold 

numerous advanced degrees. Subject area expertise and a dedication to 

implementation of effective pedagogy are hallmarks of O’Dowd educators. 

THE CURRICULUM: Bishop O'Dowd offers a 4 year liberal arts college 

preparatory education. The following required courses combine with electives for 

a total of 240 credits for graduation: 

Religion 4 years Science 2.5 years 

English 4 years Foreign Language 2 years 

Social Studies 3 years Physical Education 2 years 

Mathematics 3 years Fine Arts 1 year 

There are 13 honors courses offered in Mathematics, English, languages other 

than English, Chemistry, Physics and Geohistory, beginning in the 9 th grade. 

There are 15 Advanced Placement courses offered starting at the sophomore level. 

The full and diverse curriculum provides a variety of elective offerings. 

EXTRACURRICULAR: Students participate in a full cocurricular program 

including 38 athletic teams, 55 clubs, three bands, an orchestra, a choir and a 

comprehensive theater arts program. In addition to required service hours, many 

students are active in community volunteer programs and our Campus Ministry 

program. 

National High School Recognition: In 2001, the Western Association of 

Schools and Colleges awarded Bishop O'Dowd High School the maximum 

sixyear accreditation. The United States Department of Education has 

selected Bishop O'Dowd as a Blue Ribbon School 



171

Profile of the Class of 2006 

Number of Graduates: 270 

Number attending 

college: 264 

SAT SCORES: (over a fiveyear period) 

Verbal 

Math 

Bishop O’Dowd 576 580 

California 501 518 

Students Tested 248 248 

Writing 

559 

One year only 

SAT SUBJECT TESTS MEAN SCORES: (over a fiveyear period) 

U.S. History 588 Literature 563 

Bio – Ecological 596 Math IIC 636 

Bio – Molecular 630 Spanish 567 

Chemistry 575 Spanish List 556 

French 583 Writing 614 

SAT II MEAN SCORES: Students who wrote both SAT and Subject tests (183) (over a five 

year period) 

Verbal 

Math 

577 579 

ADVANCED PLACEMENT EXAMS: Over a five year period, Bishop O’Dowd students passed the AP 

exam at a rate of 71%. On average, 500 exams are written each year. AP courses are offered in the 

following subject areas: 

U.S. History Government and Politics/ U.S. Government/Comparative 

Biology Computer Science A Computer Science B 

English Lit & Comp. Environmental Science French Language 

Psychology Calculus AB Calculus BC 

Spanish Language Spanish Literature Studio Art 

COLLEGE PLACEMENT: In 2006, 92% of graduates enrolled in a fouryear college, 6% enrolled in 

twoyear colleges. The remaining graduates were undecided. In the past two years, some students were 

admitted to the following schools: 

Academy of Art University Coastal Carolina University Marymount Manhattan U. of British Columbia 

American University Colgate Massachusetts Institute of Tech. University of California 

Arizona State Colorado College Middlebury Berkeley 

Baldwin Wallace Columbia Michigan State Davis 

Barnard Connecticut College Mills College Irvine 

Bennington Cornell College Montana State Los Angeles 

Boise State Cornell University New Mexico Tech. Merced 

Boston College Dartmouth New York University Riverside 

Boston Conservatory DePaul Northeastern San Diego 

Boston University Dickenson Northwestern Santa Barbara 

Bowdoin Dillard Northern Illinois University Santa Cruz 

Brown Dominican Notre Dame de Namur University of Chicago 

Bryn Mawr Emerson College Oberlin U. of Colorado Boulder 

Bucknell Evergreen State Occidental University of Hawaii 

Cal Lutheran Expressions for New Media Oregon State U. of Illinois, Chicago 



172

CCA Fisk Pacific University (OR) University of Maine 

California State University Fordham Pepperdine University of Maryland 

Channel Islands Franklin Marshall Pitzer U. of Massachusetts, Amherst 

Chico George Washington Pomona University of Michigan 

Dominguez Hills Georgetown Portland State University of Montana 

Fresno Gonzaga Purdue University of Nevada Reno 

Fullerton Goucher Rutgers University of N. Carolina CH 

Hayward/East Bay Grinnell St. Andrew’s University of Oregon 

Humboldt Hamilton St. John’s University of Pacific 

Monterey Bay Harvard St. Joseph University University of Portland 

Northridge Hawaii Pacific St. Mary’s, CA University of Puget Sound 

Pomona Hofstra Santa Clara University University of Redlands 

Sacramento Holy Cross Sarah Lawrence University of Rochester 

San Diego Holy Names Scripps University of San Diego 

San Francisco Howard Seattle University University of San Francisco 

San Jose Ithaca Skidmore University of Southern Calif 

San Luis Obispo John Carroll University Smith University of Utah 

Sonoma Johns Hopkins Southern Methodist University of Utrecht 

Stanislaus Johnson & Wales Spelman University of Vermont 

Carleton Kalamazoo College Stanford University of Washington 

Case Western Langston University Syracuse Villanova 

Chapman Lewis & Clark Trinity Wheaton 

Chicago State U. Loyola College Tufts Whitman 

Claremont McKenna Loyola Marymount Tulane Whittier 

Clark Macalester University of Arizona Williamette 

Clemson Marymount University of Arkansas Xavier University 



173

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