CHAPTER 4

Educational Improvement Plan

A. Implementation of the Prior Plan from the Last Self-Study

CRITICAL GOAL 1

  • Develop working data teams to analyze assessment results to inform instruction. 


    St. Bonaventure School has made meaningful progress in developing effective data teams that use assessment results to improve instruction and strengthen student-focused classrooms. The school intentionally centered this work around building a culture of academic accountability and ownership. Teachers received professional development on understanding STAR metrics and growth measures and met with students before and after testing to set goals, review progress, and celebrate growth. Data is reviewed regularly at both the classroom and schoolwide levels. After each STAR and Common Assessment testing window, teachers collaborate in grade-level teams, PLCs, and with administration to analyze results, identify areas of need, and determine next instructional steps, ensuring that data analysis remains an ongoing process that guides instruction throughout the year.

    Teachers use this data to adjust instructional groupings and refine lesson planning, and they share results with the next grade level to promote vertical alignment and continuous improvement. This sustained focus on data has strengthened student-centered classrooms and fostered a growth mindset rooted in measurable academic progress.

    To strengthen instructional effectiveness through intentional data use, faculty participated in a two-year professional development program, Inquiry of Practice (2022–2024), focused on best practices and differentiation. In 2024–2025, staff deepened their work through ongoing STAR data analysis, identifying priority standards and focus skills, using tools such as Freckle, Nearpod, AI, and Renaissance Next, and refining scope-and-sequence planning. In 2025, the Associate Superintendent led advanced professional development on How You Teach Matters, Data Dive, STAR Reports, State Mastery, instructional planning, and goal-setting. Building on this foundation, in 2025–2026, teachers created and implemented standards-based common assessments in grades 2–8 to provide an additional data point. Faculty meet in vertical PLC teams and collaborate with administration to review and analyze data, guide instructional decisions, and refine pacing guides, ensuring that data-driven practices remain ongoing and deeply integrated throughout the school.

CRITICAL GOAL 2

  • Develop and implement a school-wide wellness program

    St. Bonaventure School has made meaningful progress in developing and implementing a comprehensive schoolwide wellness program that supports students’ social, emotional, physical, and spiritual well-being. Between 2019 and 2024, the school employed a part-time counselor to support student wellness, and in the 2025–2026 school year, expanded services by hiring a fulltime school counselor. The school implemented the Friendzy Social-Emotional Learning program and integrated SEL instruction into monthly classroom lessons, reinforcing emotional regulation, relationship-building, and self-awareness. In 2025, the school partnered with HALO to further support student well-being and mental health. Wellness efforts also include grade-level retreats that address social-emotional and spiritual growth, as well as the intentional purchase of equipment for recess and lunchtime to support healthy physical activity and meet students’ developmental energy needs. Together, these initiatives reflect a holistic approach to wellness that promotes healthy habits, resilience, and a positive school climate across all grade levels.

CRITICAL GOAL 3

  • Religion - Mapping /Integration in Classroom Teaching

    St. Bonaventure School has made significant progress in mapping and intentionally integrating religion across classroom instruction, aligning with the Diocese of Orange religion curriculum framework. Faculty revisited diocesan Religion Standards and incorporated ARK assessments to support consistent evaluation of student understanding. Religion standards are now intentionally embedded within curriculum maps and reinforced through cross-curricular integration, ensuring that faith formation extends beyond religion class into all subject areas. Teachers and administrators participate in annual educator formation professional development offered by the Diocese of Orange, which supports the intentional integration of Catholic social teaching and faith into daily instruction. Ongoing monthly faculty faith formation opportunities, led by the campus minister and parish clergy, further strengthen faculty understanding, with knowledge and practices filtering directly into classroom teaching. Faculty continue to fulfill Basic Religious Certification requirements, reinforcing theological foundations. The school has also strengthened faith integration through the incorporation of HALOS Core Values, a partnership with Hallow, and grade-level and schoolwide retreats led by the campus minister and Hallow, supporting the development of the faith development of the whole person. Together, these efforts demonstrate the school’s commitment to completing and sustaining the implementation of the diocesan religion framework across all grade levels.

B. Key Strengths and Critical Growth Areas

KEY STRENGTHS

  • The school’s mission and Catholic identity are clearly reflected across all online platforms, including the website, emails, newsletters, and school events.

  • Students experience a rich integration of Catholic faith through regular participation in Mass, liturgical events and seasons, and service opportunities such as altar serving, Mass readings, and music ministry.

  • The governing body demonstrates effective governance through consistent communication and clear accountability structures. Regular participation in diocesan meetings, the use of survey data to guide improvement, and ongoing dialogue among the pastor, principal, assistant principal, leadership, and faculty representative ensure that decision-making is collaborative, transparent, and well-informed.

  • Each member of the administrative team actively engages in ongoing professional development, both within their specific areas of expertise and across diverse disciplines, to strengthen and enhance the school and its broader community.

  • DLS interventions and a full-time counselor provide academic, social, and emotional guidance, including lessons in conflict resolution, goal-setting, and stress management grounded in Catholic values

  • A wide range of offerings, including music, STEM, Spanish, PE, art, leadership programs, clubs, athletics, and service opportunities, enhance students’ academic, social, and spiritual development.

  • The school maintains a comprehensive annual budget process with published income and expenditures, supported by third-party validation of monthly financial reports to ensure accuracy and transparency.

  • Marketing and Advancement offices proactively execute marketing practices that successfully bridge the gap between tuition and expenses while also effectively building a strong, Catholic community.

CRITICAL GROWTH AREAS

  • Provide a dedicated space, referred to as a Wellness Center, designed to support students’ emotional and social development while intentionally reflecting and integrating the school’s Catholic identity.

  • For greater financial clarity and governance, the school should consider creating a school financial board distinct from the parish financial council.

  • Establish a dedicated technology committee to guide decision-making and strategic planning. Strengthen instruction on the moral and ethical use of technology (including internet safety and AI awareness), update digital and curriculum platforms as needed, and continue supporting teachers’ personal and professional growth through goal reflection each trimester.

  • Improve student learning, physical development, creativity, and innovation by providing dedicated, well-equipped spaces that support physical education, STEM instruction, and music education, aligned with the school’s Catholic mission and Schoolwide Learning Expectations (SLEs).

C. New Educational Improvement Plan (EIP)

DOMAIN 1

  • Goal: Establishing a Catholic Student Wellness Center

  • Rationale: St. Bonaventure Catholic School recognizes that authentic Catholic education forms the whole child—mind, body, and soul. In recent years, students have demonstrated an increased need for proactive, preventative support related to emotional regulation, stress, social conflict, and transitions. Without a designated space, opportunities for guided reflection, prayerful calm, and early intervention are limited and may impact learning and community life. Rooted in Gospel values and Catholic social teaching, a Student Wellness Center will provide a structured, welcoming environment where students can develop emotional awareness, spiritual practices, and virtue-based coping skills. By integrating Catholic identity into wellness supports, the school affirms that emotional health and spiritual formation are inseparable and essential to student growth and readiness to learn.

  • Expected Measurable Outcome(s): Students demonstrate improved emotional regulation, self-awareness, and readiness to learn, as reflected in teacher observations, reduced classroom disruptions, and increased engagement in faith-based reflection and calming practices. Families report stronger communication and support regarding student well-being, while students show a growing ability to connect Catholic virtues with emotional and spiritual wellness.

  • Objective: To establish a Catholic Student Wellness Center that provides intentional, faith integrated support for students’ emotional, social, and spiritual well-being, fostering personal prayer, virtue development, resilience, and self-regulation in alignment with Catholic teaching and the dignity of the human person.

    • Person(s) Responsible: Pastor, Principal, Assistant Principal, School Counselor, Student, Support Team

    • Necessary Resources: Designated Wellness Center space; calming furnishings and sensory tools; faith-based SEL materials; prayer and reflection resources; staff training and professional development

    • How Progress is Assessed: Teacher and staff feedback; student behavioral and emotional data (non-clinical); Wellness Center usage logs; referral tracking; student reflection activities

    • How Progress is Reported: Administrative review meetings; faculty meetings; parent communication as appropriate; summary data shared with leadership and consultative groups

    • Timeline:

      • Year 1: Prepare space, purchase materials, establish protocols, staff training

      • Year 2: Full implementation and data collection

      • Year 3: Program refinement and sustainability planning.

DOMAIN 2

  • Goal: Improving Student Learning through a New School Consultative Finance Board

  • Rationale: St. Bonaventure School recognizes that strong financial stewardship is essential to sustaining high-quality student learning and whole-child formation. Establishing a Finance Consultative Board ensures that budgeting, financial planning, and resource allocation are intentionally aligned with the school’s Catholic mission and Schoolwide Learning Expectations (SLEs). By providing informed, transparent, and mission-driven financial guidance to the Pastor and Principal, the board strengthens the school’s ability to maintain instructional excellence, equitable access, and long-term sustainability. Sound financial planning directly supports stable staffing, appropriate class sizes, curriculum implementation, student support services, and future-focused investments in technology and facilities.

  • Expected Measurable Outcome(s): The successful implementation of this goal will be demonstrated through the establishment of a Finance Consultative Board by June 2026, with regularly scheduled meetings and documented recommendations. Measurable indicators include annual approval of a balanced budget aligned with instructional priorities; quarterly financial reviews showing fiscal stability, healthy reserves, and controlled variances; sustained or improved funding for curriculum, technology, and student support programs; and the ability to maintain appropriate staffing and class sizes. Additional outcomes include stable tuition and financial aid programs, improved long-range financial planning, and transparent communication of financial priorities to stakeholders. Collectively, these outcomes support sustained or improved student achievement and program offerings while upholding the school’s commitment to responsible Catholic stewardship.

  • Objective: To establish and sustain a Finance Consultative Board that provides strategic, transparent, and mission-aligned financial guidance to support long-term fiscal stability and ensure that resources are effectively allocated to programs and initiatives that enhance student learning and whole-child formation.

    • Person(s) Responsible: Pastor Principal Finance Consultative Board Chair Finance Committee Members Business Manager / Bookkeeper Necessary Resources: Financial reports and budget documents Accounting and audit services (as needed) Enrollment and demographic data Financial planning tools or software Professional expertise from board members

    • How Progress is Assessed: Baseline Assessment Review current budget structure and allocation of funds Analyze historical financial data (income, expenses, reserves) Review enrollment trends and tuition revenue Assess current funding levels for instructional programs Ongoing Assessment / Monitoring Quarterly financial reviews and variance analysis Enrollment and tuition collection monitoring Review of fundraising performance Periodic assessment of financial health indicators (reserves, cash flow, debt) Process for Monitoring Implementation Regularly scheduled finance consultative board meetings Review of financial dashboards or summary reports Written recommendations submitted to the principal and pastor Annual review of financial policies and procedures

    • How Progress is Reported: Process for Communication to Stakeholders Financial summaries shared with the school consultative board and parish leadership High-level financial updates provided to parents through newsletters or annual reports Budget priorities communicated during parent meetings and parish forums Transparent communication aligned with diocesan guidelines

    • Timeline: By June 2026, the school will establish a Financial Consultative Board to provide strategic guidance Annually: Budget review, tuition recommendations, financial planning Quarterly: Financial status updates and variance reviews Ongoing: Advisory support for financial decisions impacting student learning

DOMAIN 3

  • Goal: Establish a Technology Committee to Enhance Learning and Innovation

  • Rationale: As instructional practices and student learning needs continue to evolve, St. Bonaventure School recognizes the importance of an adaptive approach to technology integration that regularly evaluates and responds to emerging tools and innovations. Establishing a dedicated technology committee will ensure the development, monitoring, and continuous refinement of a dynamic technology framework that supports innovation, equitable access to age-appropriate tools, and consistent instructional practices across grade levels. This oversight ensures that technology decisions remain intentional, sustainable, and focused on improving student learning outcomes.

    Grounded in best instructional practices and aligned with Catholic teachings on ethical and responsible digital citizenship, this framework supports diverse learners while preparing students with essential academic and critical-thinking skills. Through ongoing evaluation and collaboration, technology serves as a meaningful tool to advance instructional excellence, innovation, and the school’s mission to educate the whole child, intellectually, morally, and spiritually.

  • Expected Measurable Outcome(s): Progress toward this goal will be demonstrated through improved and equitable student access to instructional technology, increased teacher confidence and effectiveness in integrating technology into daily instruction, and measurable gains in student engagement and academic performance. Outcomes will include documented technology integration observed during classroom walkthroughs, positive trends in student achievement data and engagement indicators, and reflective feedback from teachers and students. Additional measures of success include the completion of targeted professional development, annual reviews of instructional technology use, and the refinement of the technology plan based on data analysis. Over a three-year implementation timeline, the school will assess needs, expand instructional integration, and refine practices to ensure technology meaningfully enhances student learning while remaining aligned with Catholic identity and educational goals.

  • Objective: Establish a dedicated technology committee of administrators, teachers, staff, and stakeholders to develop, implement, and continuously evaluate a comprehensive technology framework that integrates emerging tools, promotes instructional innovation, ensures equitable access, and aligns with best practices and Catholic digital citizenship, with the goal of enhancing student learning and preparing students with essential academic and critical-thinking skills.

    • Person(s) Responsible: Principal/Assistant Principal/Technology Coordinator/Stakeholder Representatives/Teachers/Leadership Team

    • Necessary Resources: Student devices and charging carts Educational software licenses and subscriptions Network infrastructure and IT support Professional development funds

    • How Progress is Assessed: Baseline Assessment: Review current student access to technology Analyze student achievement data (test scores, classroom assessments), Survey teachers and students on current technology use and confidence levels Ongoing Assessment / Monitoring: Classroom observations focused on technology integration, Review student performance data and engagement indicators Teacher reflection logs and instructional walkthrough feedback Student surveys on learning experiences with technology

    • Process for Monitoring Implementation: Quarterly review meetings with leadership and technology teams Data analysis during professional learning community, (PLC) meetings Annual review of technology usage and instructional impact

    • How Progress is Reported: Process for Communication to Stakeholders Share progress updates at faculty meetings and professional development days Communicate with parents through newsletters, school website updates, and parent meetings Present updates to the School Advisory/Consultative Board Include technology progress and student learning outcomes in annual school reports

    • Timeline:

      • Year 1: Assess needs, upgrade infrastructure, begin professional development

      • Year 2: Expand instructional technology integration and monitor impact

      • Year 3: Refine practices, evaluate outcomes, and update the technology plan

DOMAIN 4

  • Goal: Improve student learning, physical development, creativity, and innovation by providing dedicated, well-equipped spaces that support physical education, STEM instruction, and music education, aligned with the school’s Catholic mission and Schoolwide Learning Expectations (SLEs).

  • Rationale: St. Bonaventure School recognizes that high-quality learning environments are essential to supporting whole-child formation—mind, body, and spirit. Current limitations in space restrict the school’s ability to fully deliver physical education, STEM, and music programs. A purpose-built, multi-use facility will allow for intentional instruction, expanded programming, and equitable access to resources that foster collaboration, problem-solving, creativity, and physical wellness. Developing these dedicated spaces reflects the school’s commitment to stewardship, long-term planning, and providing an environment that nurtures academic excellence, faith formation, and student engagement.

  • Expected Measurable Outcome(s): Successful implementation of this goal will be demonstrated through the completion and operational use of the multi-purpose facility within a three-year timeline. Measurable indicators include increased student participation in physical education, STEM, and music programs; improved instructional effectiveness observed in the new learning spaces; and positive trends in student performance related to collaboration, creativity, problem-solving, and physical wellness. Additional outcomes include improved teacher satisfaction regarding instructional capacity, expanded program offerings, and increased enrollment and program sustainability. Ongoing assessment will include faculty and student surveys, participation data, instructional observations, and regular review of project milestones, budget alignment, and facility usage.

  • Objective: To design, construct, and implement a multi-purpose building that provides dedicated, well-equipped spaces for physical education, STEM instruction, and music education, thereby enhancing student learning, physical development, creativity, and innovation in alignment with the school’s Catholic mission and Schoolwide Learning Expectations (SLEs)

    • Person(s) Responsible: Pastor Principal Facilities/Operations Business Managers School Consultative Board / Facilities Committee Architect and Construction Team

    • Necessary Resources: Architectural and engineering services, feasibility study, and capital Campaign Construction and project management costs Furnishings (gym equipment, STEM lab furniture, music room instruments and storage) Technology infrastructure (Wi-Fi, projection, sound systems) Fundraising resources, grants, anD donor contributions

    • How Progress is Assessed: Baseline Assessment Current availability and condition of physical education, STEM, and music instructional spaces Student participation levels in PE, STEM, and music programs Teacher feedback on instructional limitations due to space constraints Enrollment and program capacity data Ongoing Assessment / Monitoring Regular construction progress reports Budget tracking and financial reviews Faculty feedback during planning and post-occupancy phases Student engagement and participation data in PE, STEM, and music programs Process for Monitoring Implementation Monthly facilities committee meetings Quarterly updates to school leadership and consultative board Ongoing coordination meetings with architects and contractors Review of timelines, costs, and milestones against the project plan

    • How Progress is Reported: Process for Communication to Stakeholders Regular updates in school newsletters and on the school website Presentations to parents, parish community, and donors Updates at parent meetings, board meetings, and parish gatherings Visual progress updates (renderings, photos, timelines) shared with the schooL community Final dedication and blessing of the facility upon completion

    • Timeline:

      • Year 1: Needs assessment, design planning, diocesan approvals, fundraising launch

      • Year 2: Construction phase and periodic progress evaluations

      • Year 3: Completion, furnishing, program implementation, and evaluation of impact on student learning

Visiting Committee Resources