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CHAPTER 1
STUDENT COMMUNITY PROFILE

A Preface
St. Augustine Academy has, at its core, the unique nature of a very small school. As such it follows a natural, organic model based upon the sociological Rule of 150. This type of small organization has a maximum size of about 150 people/families/ employees before splitting off into a new group. Such organizations are based on personal relationships because they are small enough that relationships and anecdotal knowledge can be pervasive and effective. Prime examples of organizations operating according under this Rule of 150 model are the one room school house, Eastern Catholic parishes, religious houses, small entrepreneurial enterprises and even Gore Industries (of the famed GorTex brand.)

The Rule of 150 School

The small population, minimalistic administrative structures, and informal and deliberately unstructured means of conducting almost all academic business, make it unique. This is a model which more and more corporations are using.

At small institutions like St. Augustine Academy, complex structures are largely unnecessary. The nature of the school does not naturally break into separate task forces or formal committee groups.
St. Augustine Academy runs as a committee of the whole. Visiting WASC teams have at times seemed somewhat mystified by our ultrasimple model. Faculty, administration, parents, and staff are in nearly constant communication about almost all facets of the school. The schools high degree of effectiveness becomes evident as the visiting team is exposed to the life of our school community.

General Profile
St. Augustine Academy is a small, private school offering a classical Catholic liberal arts education for students in Kindergarten through 12th grade. It is co-ed and not affiliated with a Catholic parish. Tuition rates are kept low and scholarships and financial aid are available. It is open to all students without regard to race, color, sex, or national and ethnic origin whose families desire the unique academic and cultural environment offered here. Fidelity to the Magisterium Faith and the true teachings of the Church are incorporated into each class. St. Augustine Academy recognizes the parents as the primary educators of their children. The mission of St. Augustine Academy is to assist parents in their duty of fostering within their children growth in the theological, intellectual and moral virtues. St. Augustine Academy nurtures the traditional, spiritual, and moral formation that Catholic parents strive to instill at home. The school handbook sums up this commitment by stating, The Academy is essentially Catholic and thoroughly academic. Classical Curriculum St. Augustine Academy offers a comprehensive curriculum throughout grades K -12. Core high school curriculum consists of: English, History, Latin, Mathematics, Music, Physical Education, Science, Theology Elective courses and activities include: Art, Drama, Science Club, Debate, various foreign language, sports activities. Factors impacting Curriculum development Home school students and students entering in the later grades of high school impact curriculum development. The schools small size and intimate familial nature allow for flexibility with student movement among different course offerings. The school tailors its curriculum to the needs and ability of the individual student. Students can learn at an individual pace. Academic rigor is not compromised.
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Projected Growth St. Augustine Academy has grown from 24 students to the current enrollment of 140 students. Class sizes are kept small with a maximum of 18 students per grade. The ideal size for a family focused school is no more than 150 students total. St. Augustine Academy intends to keep the student population under this number. Future accelerated growth is not desired. As can be seen in the chart below, the addition of Kindergarten - Third Grade in the 2009-2010 academic year has brought us to a functionally full position.

National Honor For the last five years our school has been placed on the National Catholic High School Honor Roll, sponsored by the Acton Institute, as one of the top fifty Catholic high schools in the nation. This honor is based on three criterion; academics, Catholicity and civic education. Other schools include diocesan schools, Dominican and Jesuit schools and only one other high school in California this last year.

Distinctive Approach
St. Augustine Academy recognizes the parents as the primary educators of their children and respects their role in determining what is right for their child. St. Augustine Academy embraces traditional Christian values, and appropriate behavior is expected from students, staff, and parents. St. Augustine Academy students excel in this positive learning environment free from the stresses of popular culture. St. Augustine Academy has a culture of respect for life, for one another, for ones family and for ones country. Students are secure in the knowledge that every life is a respected life. Students are poised and confident yet deferential to adults and authority figures. The St. Augustine Academy Model St. Augustine Academy has a deliberately small student body. Staff and faculty become familiar with the learning style and personality of each student. The low student/teacher ratio gives each student the ability to reach his or her potential. The small class sizes virtually eliminates the problem of cliques forming. Learning Through Love. The heartfelt eagerness of St. Augustine Academy students to learn reflects the fact that they are still innocent and full of wonder. Our schools overall aim is to guide our students to grow in their love and knowledge of God. Learning to love others as Christ taught us to be is best taught through constant practice of the virtues such as temperance, justice, fortitude, patience and humility. These virtues and aspirations are modeled every day and everywhere on campus by all the faculty, staff, parents and volunteers. Learning in the Family Environment Older children are taught by their parents to monitor the behavior of their younger siblings. The little ones are accustomed to respecting the authority of their elders. When school is in recess St Augustine Academy encourages family interaction.
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 There is no summer reading list for AP English. There is little or no homework for students during the holidays. Establishing Communications. Communication of school and student concerns is rapid and discreet. Communication between all the stakeholders can best be described as organic. Teachers confer numerous times each day, with two to three other teachers. Decisions are made by consensus and including faculty, parents, and students involved. Because meetings are less formal and more spontaneous they often require less paperwork, are more enjoyable and more immediately efficacious. Teachers easily talking to parents especially when they have been friends for years or go to the same church. The Thesis Project The Thesis Project is the culminating work of four years of high school study at St. Augustine Academy. It hearkens back to the culminating final examination in the classical, liberal arts schools. It meets the liberal arts goals in the classical model of Grammar, Logic and Rhetoric. A two year curriculum for juniors and seniors. Students generate their own topic, develop their own thesis and integrate speech skills into a 20 minute oral defense of their thesis. Instructional materials have been developed to help students analyze the basic elements of a clear thesis and generate a persuasive argument from a chosen topic. Guidelines for evaluating the defense have also been developed. All seniors at St. Augustine Academy defend their theses before their classmates and a panel of teachers, administrators and other qualified adult volunteers from the community including Thomas Aquinas College professors.
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Students at St. Augustine Academy

The school pulls students from the greater Ventura County area and from all social and economic categories. The student body is diverse but is united in a desire to uphold the teachings of the Catholic Church. Many of the students have been previously home-schooled and St. Augustine Academy represents their first experience with an institutional school environment. St. Augustine Academy honors the trust that home school families place in the school by maintaining a highly personalized educational experience. Working with the Home School Community Home-school students create a unique demographic. Most have had no standardized testing for initial assessment purposes. Academically they run the gamut from well-prepared to struggling. St. Augustine Academy accepts the child where they are and gently encourages them to reach their greatest potential. St. Augustine Academy does not turn students away because they are illprepared for their age-appropriate grade level. Programs are individualized to meet their unique needs. Academic Achievement Students in grade Four through Twelve have historically scored in the top 20th percentile on national standardized tests. [See graphic on page 25] The average SAT score for our graduates, historically, is 1862. St. Augustine Academy graduates attend a variety of post-secondary schools and colleges including: Ventura College; Thomas Aquinas College; CSU Channel Islands; University of Dallas; Franciscan University of Steubenville; Loyola and Marymount College; Ave Maria University; Wyoming Catholic College; Christendom College; the United States Military Academy at West Point.

The Parents of St. Augustine Academy

St. Augustine Academy was founded in 1994 by a small group of parents that recognized the value of creating a school that would provide a comprehensive educational program for their children, would support and sustain the teachings of the Church, and would reinforce the teachings of the parents. All parents are considered primary educators for the students and their opinions are solicited and respected, particularly when a curriculum change is being considered. At St. Augustine Academy, we believe that parents and educators should be of one mind for the most effective education to take place. Parents as an Essential School Element Communication is an important element in achieving unity. Parents are provided with a weekly communiqu from the school headmaster. Parents are encouraged to speak to faculty members immediately regarding any concerns. The headmaster is always ready to meet with parents. Parent Volunteering Each family is asked to give 25 hours of volunteer help each year. Parents do not volunteer in the classroom while it is in session. Parent volunteers are utilized on our field trips, athletic activities, and school events. Parents are offered many opportunities to participate in the schools Faith enriching programs. Parents are involved in offering special elective classes such as sewing, cartooning, and Spanish. St. Augustine Academy relies on the help of parents in actual school operations. Families help with the cleaning, painting and general school maintenance. They work on school social events, fund raising campaigns, sporting, music, theater and school dance events.

Faculty and Staff at St. Augustine Academy

All faculty members of St. Augustine Academy have earned a bachelor of arts/science degree and five of our teachers have earned Masters degrees. One teacher possesses two Bachelor degrees and another possesses two masters. In addition to academic preparation and training, several members of the faculty have experienced life in religious communities. Our headmaster has been the guiding force of St. Augustine Academy for eleven years and the school has prospered and grown in size and stature under his direction. Unique Staff Experiences bring a special enrichment to the classroom Religious life experience.
One teacher is a professed religious in the order of Sisters of Mary, Mother of the Church. One teacher is a formerly professed religious of the Third Order of the Franciscans.

Two teachers are former seminarians. Lay life experience Our Moral Theology teacher is also a professor at Thomas Aquinas College. He teaches here part-time. One teacher studied extensively in Europe, taught two years in Japan, and spent a year as a volunteer associate of the Congregation of the Holy Cross in Matamoros, Tamaulipas, Mexico. One teacher served as a principal of a Catholic elementary school in Maryland for ten years. One teacher taught in various settings including a school for Arapaho and Shoshone Native American children in Wyoming. One teacher is involved in the creation of literacy programs in East Africa. One teacher spent time working with Mother Teresas Sisters of Charity in New York.

Faculty Teaching Experience Years of employment at St. Augustine Academy: Range from sixteen years to a new hire. The average is 7.6 years. Years of total educational experience: Range from over 40 years to one first year teacher. Average is over 20 years experience.
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Frequent and Ongoing Faculty Collaboration English faculty have worked together to revamp the literature list and developing a Poetry Anthology. Moral Theology for grades 11/12 is team taught. The teachers of grades 4/5 are in constant communication regarding progress of individual students. Peer observation has proven to be a worthwhile experience for all involved. Our Special Education Coordinator often provides advice to teachers regarding ways of addressing the special needs of students. The faculty, as a whole and in the various subject areas, discusses the results of standardized tests in order to: Improve cross-curricular coordination of instruction. Meet the needs of individual students. Faculty collaboration has produced a choir that sings for every Mass and takes its gift of music out into the community and school events. Classes have united for joint field trips and speakers on topics of common interest. Parish and Community Involvement This wealth of extra-curricular faculty involvement testifies to the level of excellence found in our faculty as role models of faith and citizenship for our students. Cantor Choir member Trumpet player Lector Eucharistic minister at Mass Teachers in parish religious education programs St. Vincent de Paul Society Knights of Columbus Parish outreach to homeless Parish rest home ministry Parish drivers to Mass program Eucharistic Adoration Board of Regents Member of Thomas Aquinas College Boy Scouts Steering committee member of Catholics @ Work Tutoring in various subjects Pro-life events
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Board Member of Holy Cross School Dairy Goat Advisory Board for California Dairy Herd Improvement Association Health Fair for Uninsured National consultants with the Institute for Catholic Liberal Education Publisher and contributors to the Catholic Schools Textbook Projects History Textbook Series Writer of a published novel about 14th Century England Headmaster Duties Supervises the faculty and staff. Reports directly to the Board of Directors. Provides at least two State of the School addresses to the parents each school year. Provides the weekly Blue Letter communiqus. Teaches two classes at the middle school level. Gives him a better knowledge of student abilities. Helps him understand teacher concerns. Keeps him more in touch with the pulse of the school. Additional Teacher Duties Teacher involvement beyond instruction include: Department heads Choir director Testing coordinators AP director Basketball coach for middle school boys Director of religious activities and social justice Director of high school student maintenance duties Deans of Discipline Director of the Junior Classical League Graphic design skills resource person Support of our fund raising efforts (Gala Auction/Dinner, Golf-a-thon, Student Jog-a-thon)

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Secretarial Duties Our secretary supports and aids headmaster, faculty, parents, and students with efficiency, dispatch, and grace. Clerical tasks and bookkeeping. Maintain the book inventory and student files. The full spectrum of duties that commonly fall to a school secretary. Plant Maintenance Outside paid services: Gardeners are employed to maintain the grounds. Janitorial services are provided by a school family on financial aid. Respect for school property and habits of cleanliness are components of responsible behavior and Christian charity. Students are responsible for the care of school property, returning play equipment or borrowed items to their proper place, and in classroom management. Four high school students are responsible for these duties each week. Teachers serve as supervisors. Teachers serve as models by supervising and directing school maintenance and making minor repairs. Faculty Recruitment Both experienced and inexperienced teachers are encouraged to apply. Bringing in new ideas and fresh teaching perspectives keep the school vibrant. Older, experienced teacher keeps the school on track. The application interview is conducted by the Headmaster. Interview typically lasts 1-2 hours. Format is casual discussion centered on questions in order to draw out ideas of applicant, and show their facility at expressing themselves.
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 Questions center on art of teaching, faith in action, philosophical stances on time-honored questions of man.

TEACHER INFORMATION
[Names, Degrees, Credentials, Teaching Experience] TEACHER Miss Borchard Miss Dillon Mrs. Dillon DEGREES B.A. Education B.A. Classics B.S. Nursing M.S. Science of Nursing B.A. French B. A. Liberal Arts + 30, Education B.A. English B.A. Liberal Arts B.A. English J.D. Whittier Law School B.A. Liberal Arts M.A. English B.M. Performance Voice M.S. Curriculum and Instruction B. A. in Elementary Education B.S. Applied Mathematics M.Ed. Education B.A. French M.A. French CREDENTIAL Elementary and Secondary Colorado California Community Colleges Lifetime Instructor Credential Clear: Multi-subject California Lifetime: Multiple Subject California YEARS 32 2 20 At SAA 5 1 9

Mr. Faulk Sr. Francis Mary

10 40

6 11

Mrs. Grimm Mrs. Hunter Mrs. Krestyn Mrs. Lyon

28 6 20 Lifetime: Multiple Subject California Lifetime: Provisional Elementary Kansas Clear: Single Subject CLAD Mathematics California Life: Single Subject French/English Lifetime Elementary California 25

2 2 10 8

Mrs. Nieto

52

16

Mrs. Paroski

11

Miss Roberts

31

Dr. Seeley

Miss Stawiecki

B.A. Liberal Arts M.A. Theology Ph.D. Theology B.A. Westmont M.Ed Antioch University

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California Clear Multiple Subject PreSchool to 12 12

TEACHER INFORMATION (cont.)

[Names, Degrees, Credentials, Teaching Experience]

Mr. Stebbins

Mrs. Thomas Mr. Van Hecke

Mr. Zepeda Mrs. Van Hecke

B. A. Liberal Arts M.A. Economics M.B.A. Business Administration B.A. History + 30, Education, English B. A. Liberal Arts M.Ed. Education Administration B.A. Liberal Arts B.A. Philosophy B. A. Liberal Arts AMI Montessori Certified (Masters Equiv.)

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15

30 24

15 12

7 AMI Montessori Certified Teacher 7

5 4

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Community Profile
St. Augustine Academy is located at the very edge of the Ventura city limits, in a mixed-use area combining commercial, residential, and agricultural purposes within one square block. The school property is bordered by orchards, fields, a medical clinic, a trailer park for older residents, and a water reservoir. Many families travel between 10 to 30 miles each way due to the uniqueness of the St. Augustine Academy program. The school does not track or have any ethnic make-up of the student body. Economic Community Base A large agricultural industry and a significant amount of business in the biotechnology sector, general service, and the semiconductor industry. Pt. Mugu/Port Hueneme military installation. A community college district, a state college, two private colleges, and extension campuses to Pepperdine University, University of LaVerne, and UC Santa Barbara. Family Community Base St. Augustine Academy families represents all socio-economic levels with the highest concentration in the middle class. Most families are active members of the Catholic Church. Most non-Catholic families are from some Christian sect. Currently there is one non-Catholic family.

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Curriculum
St. Augustine Academy was founded to provide a classical education within the modern educational landscape. The curriculum is based on teaching the Liberal Arts, specifically, the first three which are Grammar, Logic and Rhetoric. St. Augustine Academys commitment to the liberal arts is cutting edge, though ageold. Effective learning makes use of Blooms Taxonomy and other psychological and physiological theories which more and more point to the importance of teaching children material, guiding them through the formation of their thinking processes and giving them the ability to express themselves cogently and clearly. Classical Liberal Arts Education Grammar; Logic; Rhetoric: The grammar of each subject provides learners with the raw materials with which, and about which, they can think. Logic teaches the mind to function in the way it was created, thinking from premise to conclusions. Rhetoric allows the students to discourse elegantly, carefully and persuasively. The sum product makes for a free human intellect hence, Liberal Arts. Classical education requires a community of learners comprised of students and teachers who: Share mutual respect and ideas. Interact and communicate with one another. Interweaving moral and theological principals. All subjects contain codified moral and theological components. Students learn to integrate morality and faith into their everyday lives. Developing Outcome Based Standards The basic grammar of each course is taught as a foundation before moving on. Logic is added once the student has achieved the foundational skills.

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 Allowance is made for the differing intellectual abilities, ages, and character of the students. Logical structures progress from simple to complex following the natural development of the student's mind. Rhetoric, in both written and oral form, is practiced by all students. Exercises are critiqued, so students learn to turn a phrase, or, speak/write more eloquently. Writing and speaking skills are integrated throughout the curriculum. These skills will result in life-long learning. The crowning exercise of this art is the Senior Thesis. All students are required to write an extended argument on a subject of their choice. It must be related to something they studied in the program. They must defend it orally before a board of examiners and in front of their peers. Expected outcome at graduation is that a student will be able to: Study the grammar of any subject. Apply logical thinking to understand and reach conclusions. Communicate ideas clearly and effectively. Basic Skills St. Augustine designed its basic skill instruction to help students continue learning throughout life. The program enables students to: Listen attentively. Read perceptively and critically. Write effectively. Speak clearly, confidently and publicly. Defend the faith vigorously and communicate it intelligently. Elementary Education Students are guided toward effective communication of oral and written thought through phonics, spelling, handwriting and the reading of great literature.
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 Language skills are integrated into all subjects. Correct grammar is taught in speaking and writing. The basic teachings of the Catholic Faith are taught with the structure of the catechism and the story of Jesus and His saints. A classic curriculum is built on: ordered basic knowledge; fundamental skills; the habitual vision of greatness. Secondary Education Emphasis on development of analytical abilities in mathematics for all grade levels. Euclidian geometry is taught, following Algebra, using Euclids original text to give students an unparalleled foundation in logical reasoning. The goal of science instruction is to: Stimulate a sense of awe and wonder at Gods creation. Stimulate the students natural curiosity and imagination. Develop the ability to observe, record data and formulate hypotheses. Develop the ability to reason inductively. History is taught to lead students to discover mans relation to God, his neighbor, and his own nature. Literature utilizes the great works of the Western world which are the material for composition and discussion the elements of rhetoric and the universality of moral truth. Theology courses aim to foster in each student a greater love and understanding of God and His will for us, an intellectual grasp of Catholic Truth appropriate to each age level, and a better formed and informed Catholic conscience from which can spring forth a free and mature response in the practice of our Catholic culture. Latin is taught as the basis of vocabulary structure of all the Romance languages. Students actively participate in fine arts, including drama, music, art and dance. Physical education/sports teams develop knowledge and habits requisite for the care of the body and throughout life. The daily interactions between children of various ages is a unique and attractive feature for a high school.

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St. Augustine Academy Governing Board

St. Augustine Academy is a California private, non-profit corporation. Its legal owner is its Board of Governors which is ultimately charged with all of the schools operation, policies, debts, etc. There are currently seven members on the board. Our board members serve life terms unless they resign or are dismissed. Their responsibilities include: Conducting, managing and controlling the affairs of the corporation. Controlling, managing and maintaining the property of the corporation. Appointing the Academys headmaster to fulfill the Academys mission and vision as expressed by the board. Supervision of the administration to assure the Academys mission and vision are being maintained. Appointing the Chairman of the Board. Fostering the well being and continued development of the Academy. Every Board member pledges to offer their Wisdom, Work, and Wealth to advance and secure the mission of Saint Augustine Academy.

Board of Governors
President Thomas Q. Ellis Secretary - Robert R. Orellana, Esq. Treasurer - Michael C. Collins Members - Abel Montiel Michael F. McLean, Ph.D. Jeffery Schuberg Louise Warnert

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WASC Data Interpretation

Preface: Given the small size of our school and its year-to-year fluctuations in class sizes, statistical models typical for larger institutions do not accurately apply to our data. In fact, the testing companies do not provide grouping data to us due to our s ample size being too small. It is worthwhile, nevertheless, to examine the data vis--vis the individual student, but not to make systemic changes in response to a single years testing records. It is also notable that a large swing in testing data can be attributed to a high percentage or a low percentage of exceptionally bright students a swing which can be caused by a shift of just a few students, given our small size. This is not indicative of the curricular outcomes, but rather of the simple chemistry of a given class. Nonetheless, ongoing evaluation is always occurring in order to determine whether any curricular issues might be present. In regard to the whole, and the incompatibility of statistical models, it remains that at St. Augustine Academy, a personalized attention is given to every student in every case. It is also clear that St. Augustine Academy, in her faculty, students and families indeed, by her very structure is focused on learning! Following are charts and graphs of much of the data of the school, from financial data to school population to test scores. Brief narrative interpretations follow each graph or set of graphs.

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Tuition High School

Tuition Grade School

Tuition has increased for all levels over each of the last three years. Gross and Net tuition have both increased as well (see graph on next page). This allows for greater financial stability and higher salaries for our staff. 20

Gross v. Net Tuition

Net Tuition Discount Differential

Salaries and Benefits

Salaries and benefits have risen nearly 10% in the last three years in our effort to achieve a more just wage/compensation package for our professional employees. This is important to the academys long-term goals of maintaining a stable and professional faculty and a quality education for our students.

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Total Population Mix Benefits

While attentive to filling our classrooms with the right candidates, we do not make any use of population mix or data. Our primary goal of enrollment for the school is to maintain an enrollment in the area of 130-150 students in order to ensure a degree of financial stability. We have met this goal for three consecutive years. 22

Population by Grade

The SAT historical data indicate a strong verbal and writing preparation in the Academy. Math, though nearing the 600 range, still lags behind the other two sections. While our performance averages are still much higher than national percentiles, we feel this is an area to give greater attention to. It is notable that 2009-2011 scores are below our schools historical average of 1868. This is due to the greater number of lower-performing students admitted, which is part of the inclusive admissions approach we are committed to.

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The PSAT Chart indicates a relatively steady level of performance over the past three years. The data disaggregation shows that the dip seen in the 2010-11 scores is due in part to two students who have both been on IEPs, one of whom has left the school, which explains the spike in these same group of students performing higher on the SAT, so far for 2011-12. Over all, the school has seen percentile averages in the 70s, except for one year.

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CTBS Scores Comparables by Grade

The general trend of all the data points to improved performance and scores the longer the students are at the Academy. Our examination of the data determined that most significant anomalies are caused by a change in the population in small classes, one or two students can cause a marked swing in one year. 25

The Academys long-term goal for tuition percentage-to-expenses has been 60% to 40%. Currently tuition is covering 55% of our expenses. We hope to fill a few more seats with fullpaying students and plan to continue to levy moderate tuition increases so we can get this percentage closer to 60%.

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An evaluation of expenses shows that the vast majority of expenditures is for instructors. Operations at 5% and interest and fees at 3% of our annual budget indicate a very lean operation. This lean operational activity allows for funds to be redirected to faculty needs, especially salaries more closely approaching a living wage.

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