D4

=Category D: Resource Management and Development= toc

D4 - Admissions and Marketing

 * Are the school’s admission policies and procedures consistent with its philosophy?
 * Are the school’s marketing, recruitment, and public relations efforts effective in attracting qualified students?
 * Is enrollment targeted to maintain effective and meaningful curricular and co-curricular programs that meet the philosophy and goal expectations of the school?

Suggested Areas to Analyze

 * admissions policy and admissions activities
 * stability, increases, or attrition of enrollment / 3–5 year trends
 * minimum and maximum class size standards
 * additional evidence

The specific criteria which are considered for determining admission are:
 * Chapter 2 Admission, Registration and Records (beginning on the bottom of page 21 of the Student Handbook)**
 * 2.1 Non-Discrimination Policy**
 * MCHS admits students of any color, race, ethnic origin, faith or gender to all the rights, privileges, programs, and activities generally accorded or made available to students at the school.
 * 2.2 Admissions Policy**
 * 1) Completed application, student statement and signed agreement form to complete the program of study of MCHS.
 * 2) Completed Diocesan Confidential Recommendation Form or letters of recommendation from a current Math and English teacher, and the student's principal or assistant principal.
 * 3) Completed Diocesan Grade Form (submitted by Diocesan Catholic elementary schools) or two years of transcripts (7th and 8th grade).
 * 4) Standardized test scores from public or private schools.
 * 5) Student and parent personal interview with a Moreau Catholic faculty or staff member.
 * 6) High School Placement Test results (required of all incoming 9th and 10th grade students).

Guiding Questions

1. What do we know? 2. What evidence do we have to prove what we know? 3. Is the evidence a strength or an opportunity for growth?

(Admissions Policies, Admission's Procedures (Philosophy)

(Marketing---Qualified Students, Public Relations---Qualified Students)


 * Marketing Area: (Us to Them) (Brand)**
 * __**Areas of Strength**__ ||  || __**Areas of Growth**__ ||
 * New Web Site ||  || Postcards ||
 * New Marketing Plan ||  || Outreach to P.S. ||
 * Commercials ||  || Survey Why MCHS ||
 * Stickies on Newsp. ||  ||   ||
 * Facebook ||  ||   ||
 * School Visits & Tours ||  ||   ||
 * VAPA Outreach ||  ||   ||
 * School Fairs ||  ||   ||
 * Open House ||  ||   ||
 * Admissions Info. eve. ||  ||   ||
 * Mariner Wear and Logos ||  ||   ||
 * Master Plan Improve. ||  ||   ||
 * School Safety ||  ||   ||


 * Public Relations: (Us to Them) (Community)**
 * __**Area of Strength**__ || __**Area of Growth**__ ||
 * New Web Site || Facebook (Admis) ||
 * New Marketing Plan || Survey Why MCHS ||
 * Facebook (Main) || Cultural Masses ||
 * Finance Nights || Community Service* ||
 * VAPA Outreach || Parish Ambassad. ||
 * Membership in Local || International Studs. ||
 * Sponsorship C.S. Fund ||  ||
 * CYO use of fac. ||  ||
 * Community Service* ||  ||
 * Master Plan Improve. ||  ||


 * Recruitment: (Specific toward students-Them to Us)**
 * __**Area of Strength**__ || __**Area of Growth**__ ||
 * New Web Site || Outreach to P.S. ||
 * New Marketing Plan || Survey Why MCHS ||
 * Breakfast Tours || Parish Ambassad. ||
 * Improved Shadow Pg. || International Studs. ||
 * School Visits & Tours ||  ||
 * Future Mariner Mailing ||  ||
 * VAPA Outreach ||  ||
 * Master Plan Improve. ||  ||
 * Honors at Acceptance ||  ||
 * Mariners of Distinction ||  ||
 * Spring Welcome Night ||  ||

Virtual Evidence Link

 * Group Norms (Behaviors that must take place in order for the group to have a productive discussion)**
 * A. All members need to participate and share ideas**
 * B. Come Prepared to discuss**
 * C. Stay on topic**
 * D. Active Listening**
 * E. Show respect...Respect all ideas**

Nov. 30---Peter
 * N**ote Taking Rotation:

Jan. 4---Andrew

Feb. 4---Jana

March 25---Tara

April 11---Jenny

__**NOVEMBER 30, 2010---DISCUSSION NOTES **__

Rick reminds us to sign in to our Wiki. You should get an e-mail and do so immediately.

ESLR'S

We need lots more information so that we can make informed decisions. We will get the information and review it prior to the next meeting so that we can make thoughtful comments.

Marketing here has improved from publications and members sharing their presence in the community. Out story is getting out more often. The question of recruiting vs marketing is still a problem. Are we finding those students who really will benefit from out education.

If we graduate classes who are qualified for Colleges then are we effective in admitting students? What are the elements of a qualified student? We need to retain a broad spectrum of things to define a qualified student. We need to decide WHAT we really want.

Are we getting all those we really want in regards to other schools where students attend. How well does our philosophy match up with our current student body.

What does qualified in Academics mean? Motivated students! Certain scores on the Placement Exam? Do we track our students and see how well they do later in school? Just starting that now.

In talking and viewing Alumni what is really important for future success?

Social and Spiritual should also be part of what we are looking for in students.

How are recommendations used? Does any one actually get denied based on those interactions? The answer is yes. The committee does look at those areas of concern. How honest are the recommendations from teachers? This varies from school to school. You have to know your audience. So schools say every student is great...but this doesn't pan out when they attend MCHS.

We have found that we have some un-motivated students who don't succeed even though they have the gifts.

We weed out kids from the "back end" and we screen some prior to even letting them get to the interview. "multiple parts of the admissions process" are not known to the Faculty and Staff.


 * WE FEEL THAT WE WILL HAVE A MUCH MORE PRODUCTIVE EXCHANGE WHEN WE HAVE THE INFORMATION IN THESE AREAS THAT WILL BE PROVIDED AND REVIEWED PRIOR TO THE MEETING BY ALL MEMBERS.**

Are we open to religious variety in this school? We do say that you don't have to be Catholic but you do have to respect the Religious Tenets of the School and the Holy Cross Spirituality. They need to be open to taking Theology and their spirituality will be explored while they are here. We even have Atheists here. Spirituality is really NOT a reason for exclusion except if they are not open to exploring this dimension in their lives.

What about SAS students. Are we really able to handle them effectively? Is it a policy to accept students with learning differences?

Tara will provide The Strategic Plan, Marketing Plan, HSPT scores, **BRING YOUR HANDBOOK**


 * REVIEW YOUR ESLR'S and be ready to ratify and/or change them next meeting.**


 * We need a better understanding of our focus for the session so that we can come prepared** *

__January 4th, 2011---DISCUSSION NOTES__


 * Note Taker: Andrew Cotter**


 * I. ESLR’s (review): **
 * a. Fix the numbering we have two 1.1’s **
 * b. Some of the information that we have in the ESLR’s might be actually tranformation, and formation **
 * c. Are we 21 century learners now that we are in the 2000’s **
 * d. The ESLR’s do represent what we want students to know upon graduation **


 * II. Are the schools admission policies and procedures consistent with our philosophy? **
 * a. Philosophy=educating hearts and mind **
 * b. Academic, Social, and Spiritual development of our students **
 * c. Partnership between school and student as well as parent and student **
 * d. Interactions with students on a more personal level **
 * e. In the handbook the mission statement is on page 16 should it be in a more prominent spot? **
 * f. Mr. Spinelli read the document aloud to the group. **
 * g. The philosophy seems to be religious based but definitely reflects the Academic, Social, and Spiritual aspect of the student, as well as, ESLR’s and Transformation, Information and Formation **


 * III. Connection between Philosophy and Admissions Policy **
 * a. The philosophy of nurturing dignity and respect ties in with 2.1 our non-discrimination policy. **
 * b. Philosophy discusses educating the whole student, in our admission philosophy 2.2 it states that we not only use intelligence as a factor but character and motivation to learn. **
 * c. The whole process represents the philosophy set forth by Moreau Catholic. **
 * d. Academic achievement is relevant not only in our Admissions policy, but our overall philosophy **


 * IV. How does Academic Development get reflected in our admissions philosophy and school philosophy? **
 * a. Recomondations, Grade Report, Standardized Test results **
 * b. In 2.2 (admissions policy) the last sentence talks about not taking into account once accepted being held to a level of academic accountability. **


 * V. To what extent does the admissions committee represent our school’s philosophy? **
 * a. The admissions committee is made of director of admissions, AP of instruction, head of counseling, and AP of instruction and various other individuals. This is done because we want to make sure that all aspects of the student can be represented. This in line with our statement of philosophy and the idea of the whole student. **
 * b. We also involve many faculty members in the interview process to get as many different opinions as possible. **


 * VI. How does Spiritual Development get reflected through our Philosophy Statement and Admissions Policy? **
 * a. One concern we might have is that our philosophy talks a lot about spirituality, it is limited in our admissions process. **
 * b. However, the theological expectations are discussed throughout the admissions process **


 * VII. How does Social Development get reflected in our admissions philosophy and school philosophy? **
 * a. Through Teacher interviews. **
 * i. Several questions regarding the social aspirations of prospective students **
 * ii. The interview rubric touches base with social aspect of the prospective students **
 * b. Admissions Committee **
 * c. Also in our admissions policy it talks about not taking into account the financials of a prospective family, thus giving ALL students a chance to attend Moreau **


 * VIII. (Bullet #2) Are the schools marketing, recruitment, and public relations efforts attracting qualified students. **
 * a. We need to get the information on the process of our marketing plan **
 * b. Cindy discussed with the faculty certain marketing strategies identified by students and non-students. **
 * c. Communications redid our website **
 * d. We have transfered the marketing from admissions to communication. **
 * e. Commercials **
 * f. Facebook, social networks **
 * g. Breakfast Tours **
 * h. Shadow Opportunities **
 * i. New Marketing plan **
 * j. Finance nights **
 * k. Post cards **
 * l. Lunch with principle **


 * T. Rolle’s Notes on:**


 * We will be taking this list and sub dividing it into Public Relations category and then Marketing category to make more sense of this list and make it more understandable. This list helped up start the conversation and get our ideas down.

Catholic Identity from survey could be looked at next meeting to see what fits into our category.

CURRENT MARKETING/RECRUITMENT EFFORTS [break these into marketing recruitment and public relations and then tie to “attracting qualified students”]
 * S=STRENGTH in terms of MARKETING/RECRUITMENT......G=GROWTH**
 * New website** S
 * New marketing plan** S
 * Breakfast tours** S
 * Improved shadow program** S/G (We need Specific NUMBERS on how many students shadow and breakdown of public/private/feeder School...Could be organized by academic, social, spiritual)
 * Commercials** S**---but cost was an issue**
 * Stickies on newspapers** S (before open house...it's a timing issue about what is happening on campus)
 * Facebook** G **(**Specifically to admissions, it's a growth)
 * School visits/tours** S
 * Future Mariner Mailing** S (Used to give applicants info about MCHS)
 * Finance nights** S
 * Postcard** G (There are two different sets of these....need more definition for which ones go where)
 * VAPA outreach** S/G **(**Depends on the program and the feeder school...could be developed more and strategized more for marketing**)**
 * School fairs** S **(**Yes, because we go to ones we know we will attract students**)**
 * Open house** (S)
 * Admissions information evening** S (Every area is represented...band plays on...)
 * Outreach to public schools (where available)** G (Do we need numbers of students enrolled from these schools as evidence? or what type of evidence do we need that may make this a Strength rather than a growth)
 * Survey about why Moreau Catholic High School** (Growth....in progress...not developed)
 * Membership in local chamber**, **Funabashi, Hayward Rottery (**S---Helps sell our school and get word of mouth...Specific Evidence from TERRY to support this piece of evidence...)
 * Sponsorship of local catholic school fundraisers** S
 * Cultural celebrations/masses *public relations efforts** (G...More masses with feeder schools..give other schools the opportunities)
 * CYO and athletics using our facilities** S (Special Olympics, walk a thon---all help advertise MCHSE)
 * Mariner wear and school name on busses and vans** S
 * Community service of students** S/G **(**Could do more of it....
 * Master plan improvements as marketing tool** S (One of the most powerful changes to attract more students...Upkeep of campus and facilities helps sell school)
 * Support school musical**
 * Band MUSE concert at MCHS**
 * Parish ambassadors**
 * Honors at Acceptance** S
 * Mariners of Distinction** S
 * Spring welcome night** S
 * International students** S
 * Marketing of school safet**y

IX. (Bullet #3) Resources Needed a. Strategic Plan (See WASC Category D) b. Enrollment Numbers c. Class Sizes


 * Philosophy of school aligned with admissions policies:**

PHILOSOPHY EVIDENCE


 * Diverse school community

“nurture dignity and respect for religious and cultural diversity” || 2.1 non discrimination policy

2.2 “the admissions process operates independently and is not influenced by the financials of the prospective family” ||
 * Education of whole student || 2.2 “entrance requirements are not…”

holistic admissions process ||
 * partnership || Student-parent interview ||
 * Academic, college prep || Recommendations, grade report, HSPT scores, standardized test sores

2.2 “once accepted students are expected to maintain good academic…”

Interview questions regarding academics ||
 * Social development || Confidential recommendation form

Interview questions regarding social involvement and noted on rubric for interview ||
 * spiritual || 2.2 “consideration is given to applicants…who are continuing Catholic education…or who are Catholic seeking admissions from public school”

religious expectations for theology are articulated in admissions process (question in interview and articulated throughout the admissions process) ||

- presence of an admissions committee (put into place 2003) - admissions rubric - admissions committee norms and norms - statement of the admissions committee from “admissions report” - interviews by faculty members - holistic process with multiple factors - role of current school and teachers/principal
 * Overall evidence:**

Questions/Gaps: - spirituality isn’t a factor in admissions (although is a consideration) but is heavily emphasized in philosophy…? - consideration for legacy relationships~ not supported by philosophy…? -

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