1. Catholic Purpose
The school has a mission statement and a philosophy statement that indicate the integration of the Roman Catholic Faith into all aspects of school life.

Key Questions for reflection and discussion concerning ‘Catholic Purpose’ in light of Chapter II. A‐C and of Chapter III.B:

1. How explicitly Catholic is the mission statement of the school?  Is this statement clear, and does it reflect the reality of the school?  How widely‐known and widely‐practiced is this statement in the school community?

2. Is the philosophy statement clearly‐stated?  Does the beliefs and principles guide the
mission?  How widely‐known and widely‐practiced are these beliefs and principles in the
school community?

3. Concerning the Integral Student Outcomes for students:

• How well aligned are these with the mission and philosophy?
• How widely known? How widely practiced?  
• How effective are the indicators by which to gauge students’ accomplishment of them?  
• Concerning the response to each key question: What evidence is there from the Data Library?   [See Chapter II.A‐C and Chapter III.B]    

2. Worship     
The school ensures regular opportunities for the students to experience prayer, retreats, and the Sacraments.

Key Questions for reflection and discussion concerning ‘Worship’ in light of the corresponding data gathered in the Data Library:

1. How well does the school pray as an assembly?  How well integrated is the prayer
experience throughout the school—in all the classrooms?  
2. How well‐organized/delivered are retreats? how systematic the retreat program?  how
Christ‐centered the retreats?
3. How does the school ensure that Catholic students experience the Sacraments of Eucharist and Reconciliation?  What are the circumstances of these Sacramental celebrations with/for students?
4. How well does the school put students in touch with the liturgical life of the Catholic
Church?  What is the quality of any spiritual direction that students receive?   
5. In the interests of evangelization, how well does the school monitor and promote students’ experience of the Sacraments (notably their experience of Baptism, of Eucharist, of Reconciliation and of Confirmation)?
Concerning the response to each key question: What evidence is there from the Data Library?    [See DL:A.1‐9]
   
3. Religion Curriculum
The school uses a Religion curriculum and instruction that is faithful to Roman Catholic Church teachings, subject to the authorization of the Local Ordinary, and otherwise meets the requirements set forth by the USCCB.

Key Questions for reflection and discussion concerning ‘Religion Curriculum’ in light of the corresponding data gathered in the Data Library:

1. How well is the religion curriculum aligned with the Doctrinal Framework for high school
religion of the USCCB?
2. How responsive is the school to the oversight that the Local Ordinary demonstrates
concerning the religion curriculum and instruction?
3. How knowledgeable in the Catholic Faith are students?    
4. How inclined are the students to receive the school’s religion curriculum as catechesis?
5. How much does the religious instruction promote the moral formation of students?  How inclined are the students to receive this formation?
Concerning the response to each key question: What evidence is there from the Data Library?   [See DL:A.10‐14]
  
4. Religion Teachers  
The formation of religion teachers for catechetical and instructional competence is ongoing.

Key Questions for reflection and discussion concerning ‘Religion Teachers’ in light of the corresponding data gathered in the Data Library:
1. How sound are the qualifications of teachers for their religion‐teaching/ campus ministry duties?  
2. How active are these religion teachers in the practice of their Catholic Faith?   
3. How responsive are religion teachers to the requirements of personal and professional
growth in the Catholic Faith?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.15‐17]

5. Partnership with Parents      
The school maintains an active partnership with parents whose fundamental concern is the
spiritual and academic education of their children.  Parents, in their own right, are primary
educators.  They are first in time and first in significance regarding the formation of their
children.  This partnership role with the Catholic school calls them to know and to support their child’s education progress through the school’s program.  In addition, this partnership role is to participate in the organizations that the school has established for them for their input and support of the school program.

Key Questions for reflection and discussion concerning ‘Partnership with Parents’ in light of the corresponding data gathered in the Data Library:

1. How well does the school welcome and respect parents as educational partners?    
2. How much does the parents’ relationship with the school on behalf of their children extend to matters of Catholic Faith?
3. How inclined is the school to promote the formation of parents in the Faith?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.18‐22]

6.    Service Orientation
The school helps students develop a service‐oriented outreach to the Church and civic
community after the example of Jesus who said, “I have given you an example so that you may copy what I have done.” (John 13:15)

Key Questions for reflection and discussion concerning ‘Service Orientation’ in light of the corresponding data gathered in Chapter 5:

1. How well‐conceived is the school’s service requirement for students?  
2. How responsive to this requirement are students?
3. What opportunities do students have to reflect on their Christian service activities?
4. How well does the service program succeed in forming students for service to the Church? to the wider civic community?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.23‐25]

7.    Signs and Symbols   
There is widespread use of signs, symbols, sacramentals, traditions and rituals of the Roman Catholic Church throughout the school.

Key Questions for reflection and discussion concerning ‘Signs and Symbols’ in light of the corresponding data gathered in Chapter 5:

1. How evident are Catholic signs and symbols throughout the school?
2. How significant are the special religious traditions that the school annually observes?
3. How effectively does the school celebrate its name/patron and teach the significance of this name/patron to students and their parents?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.26‐27]
  

8.    Religious Engagement of All   
All school personnel are actively engaged in bringing the Good News of Jesus into the total
educational experience.

Key Questions for reflection and discussion concerning ‘Religious Engagement of All’ in light of the corresponding data gathered in Chapter 5:

1. How wide and deep is the ‘shared responsibility’ that all school personnel demonstrate for the Catholic Faith life of the school?  
2. How much does the Faith permeate the policies and practices by which the school is
governed and administered?  
3. How respectable a treatment does the Catholic Faith receive within all the classrooms and all the co‐curricular operations of the school?
4. How much is the Catholic Faith demonstrated by the lived example of school personnel?
Concerning the response to each key question: What evidence is there from the Data Library?  [See DL:A.28‐34]

Written Requirements
1. Summary Paragraph . . .   After thorough discussion/analysis of the eight (8) Standards of Catholic Identity (based on the Key Questions), write an overall summary paragraph that reflects the school’s evaluation of itself in relation to these Standards.   
2. Identification of key strengths and key areas for growth . . .  In bullet format, identify any key strengths and any key growth areas within school experience in relation to these Standards.  Include a brief rationale and citation of Data Library evidence in support of
each identification.