Question # 1 - Documentation Supporting Juan Diego’S Achievement in the Field of Endeavor

Best of State 2018

Juan Diego Catholic High School Question # 1 - Documentation supporting Juan Diego’s achievement in the field of endeavor.

ETHNIC - RACIAL DIVERSITY

(P) Native (B) Black or (I) American Grade Total in Two or More Hawaiian or (W) White African (A) Asian Indian or Hispanic/Latino Level Grade Races Pacific American Alaska Native Islander 9 184 13 96 4 7 5 0 59 10 188 8 119 6 15 2 1 37 11 209 6 120 6 24 6 0 47 12 186 18 115 3 15 1 6 28 Total 767 45 450 19 61 14 7 171

RELIGIOUS DIVERSITY

Catholic 68% Non-Catholic 32%

5% LDS 12% Other Christian 15% Non-Christian or Non-Denominational

NON-CATHOLIC FAITHS INCLUDE Anglican Baptist Buddhist Christian Episcopalian Jewish LDS Lutheran Methodist Presbyterian Protestant Other FINANCIAL ASSISTANCE % of Student Population # of Students 75.30% 577

OF STUDENTS RECEIVING FINANCIAL ASSISTANCE 177 students receive Catholic discount 26 students receive parent employee discount

International Student Breakdown 2014-15 2015-16 2016-17 2017-18 BRAZIL 1 CANADA 1 2 CHILE 1 1 CHINA/TAIWAN 30 33 26 28 COLOMBIA 1 1 ENGLAND 1 FRANCE 1 1 JAPAN 9 3 7 7 LAOS 1 1 NIGERIA 1 1 1 SAUDI ARABIA 1 1 SOUTH KOREA 6 5 SPAIN 1 TAHITI 1 3 THAILAND 1 TONGA 1 1 VIETNAM 1 2 4 5 TOTAL 50 50 45 47 ELL STUDENTS 2016 - 2017 2017 - 2018 School School # ELL % ELL # ELL % ELL Enrollment Enrollment TOTAL 766 48 6.3% 767 47 6.1% Freshmen 192 6 3.1% 184 4 2.2% Sophomores 207 17 8.2% 188 10 5.3% Juniors 192 15 7.8% 209 18 8.6% Seniors 175 10 5.7% 186 14 7.5%

STUDENTS IDENTIFIED WITH SPECIAL NEEDS 2016 - 2017 2017 - 2018 School School # Accommodated % Accommodated # Accommodated % Accommodated Enrollment Enrollment TOTAL 766 56 7.3% 767 58 7.6% Freshmen 192 7 3.6% 184 12 6.5% Sophomores 207 13 6.3% 188 7 3.7% Juniors 192 17 8.9% 209 19 9.1% Seniors 175 19 10.9% 186 20 10.8%

GRADUATION RATES # of Students % Graduated Class of 2014 210 100% Class of 2015 188 99% Class of 2016 224 98% Class of 2017 172 99% University & College List COLLEGE INFORMATION: The following schools have matriculated members of the Juan Diego Catholic High School Classes of 2002 - 2016:

Acadia University, Canada Lamar University, TX Universal Technical Institute, AZ Albertson College, ID Lawrence University, WI University of Arizona American River College, CA LDS Business College University of British Columbia, Canada American University, D.C. Learning Institute of Beauty Science, NY University of California – Berkeley Arizona State University Lewis-Clark State College, ID Assumption College, MA Lewis and Clark College, OR University of California – Irvine Auburn University, AL Linfield College, OR University of California – Santa Barbara Austin Community College, TX Long Island University, University of Chicago, IL Azusa Pacific University, CA CW Post, NY University of Cincinnati, OH Bard College, NY Loyola College, MD University of Colorado-Boulder Baylor University, TX Loyola Marymount University, CA University of Dayton, OH Binghamton University, NY Loyola University-Chicago, IL University of Denver, CO Black Hills State, SD Loyola University – New Orleans, LA University of Hawaii-Manoa Boise State University, ID Malone College, OH Boston College, MA Marion Military Institute, AL University of Houston, TX Boston University, MA Marquette University, WI University of Idaho Brescia University, KY Marymount College, CA University of Illinois – Urbana-Champaign Bucknell University, PA Marymount Manhattan College, NY University of La Verne Bradley University, IL Mercyhurst College, PA University of Kentucky Brigham Young University, HI Michigan State University University of Miami, FL Brigham Young University, ID Middle Tennessee State University University of Michigan Brigham Young University, UT Moorpark College, CA University of Mississippi California Lutheran University Monroe Community College, NY California Polytechnic State University-SLO Montana State University University of Montana, MT California State University – Chico Montana Tech, MT University of Nevada-Las Vegas California State University – NorthridgeCalifornia State Mount Allison University, Canada University of New Mexico, NM University – San Marcos Mount Marty College, SD University of North Carolina-Greensboro California State University – StanislausCameo College of Mount Saint Mary College, NY University of North Dakota Beauty, UT Muscatine Community College, IA University of Northern Colorado, CO Carroll College, MT Newman University, KS University of Notre Dame. IN Cascadia Community College, CA North Dakota State University University of Oklahoma Case Western Reserve University, OH Northeastern University, MA Catholic University of America, Washington DC Northern Arizona University University of Oregon Cedar Crest College. PA Northern Illinois University University of the Pacific, CA Chapman University, CA Northwest Nazarene College, ID University of Pennsylvania Christian Brothers University, TN Oakland University, MI University of Portland, OR The Citadel Academy, SC Portland State University, OR University of Puget Sound, WA Claremont McKenna College, CA Purdue University, IN University of Redlands, CA Clark College, WA Queen’s University, Canada University of Rochester, NY Clemson University, SC Regis University, CO University of San Diego, CA Colburn School of Performing Arts, CA Rhode Island School of Design Colgate University, NY Richland College, TX University of San Francisco, CA College of Eastern Utah Robert Morris University, PA University of Sioux Falls, SD College of Saint Benedict, MN Salt Lake Community College, UT University of Southern California College of Santa Fe, NM San Diego State University, CA University of South Florida College of Southern Nevada Santa Clara University, CA University of Tennessee, Knoxville College of the Holy Cross, MA Santa Monica College, CA University of Texas - Austin College of the Redwoods, CA School of the Art Institute of Chicago, IL University of the Pacific, CA Colorado Christian University Seattle Pacific University, WA University of Utah Colorado College, CO Seattle University, WA Colorado Mesa University Southern Utah University University of Virginia Colorado Northwestern Community College Southern Virginia University University of Washington Colorado School of Mines Snow College, UT University of Wisconsin-Madison Colorado State University St. Andrews Presbyterian College, NC University of Wyoming Concordia University, CA St. Cloud State University, MN Utah College of Massage Therapy Cottey College, MO St. Lawrence University, NY Utah State University Creighton University, NE St. Louis University, MO Utah Valley University Dartmouth College, NH Vassar College, NY Dalhousie University (Nova Scotia) St. Martin’s College, WA De Anza College, CA St. Mary’s College, IN Vanderbilt University, TN DePaul University, IL St. Mary’s College, CA Villanova University, PA Dixie State College, UT St. Michael’s College, VT Virginia Polytechnic Institute Dominican University, CA Saint John’s College, MD Wabash College, IN Duke University, NC Salt Lake Community College, UT Washington & Lee University, VA East Tennessee State University San Diego State University, CA Washington State University Elmhurst College, IL Santa Barbara City College, CA Washington University, St. Louis, MO Embry-Riddle Aeronautical University, AZ Weber State University, UT Endicott College, MA Santa Clara University, CA Fashion Institute of Design & Merchandising Seminole State College, OK Wellesley College, MA Florida Community College Shoreline Community College, WA West Virginia Wesleyan College, WV Fordham University, NY Savannah College of Art & Design, GA Western Connecticut State University Fort Lewis College, CO Seattle Pacific University, WA Western Texas College Friends University Seattle University, WA Western Wyoming Community College Georgetown University, D.C. Southern Methodist University, TX Westminster College, UT George Washington University, D.C. Southern Utah University Westmont College, CA Georgia Institute of Technology, GA Wheaton College, MA Gonzaga University, WA Southern Virginia University Harvard University, MA Stanford University, CA Whitman College, WA Hastings College, NE SUNY Buffalo, NY Whittier College, CA Idaho State University Tabor College, KS William Penn College, IA Indiana University – Bloomington Texas A&M University Winona State University, MN Johns Hopkins University, MD Texas Christian University Yale University, CT Johnson & Wales University, CO The Catholic University of America, D.C. Northwest Nazarene College, ID Kansas State University The Culinary Institute of America at Greystone Oakland University, MI Kean University, NJ Xavier University, OH Kennesaw State University, GA Tulane University, LA Lake Forest College, IL United States Naval Academy, MD Avergage Score (Max 75)

20 25 30 35 40 45 50 55 60 Percentage of Studnets 10% 20% 30% 40% 50% 60% 70% 0%

Arithmetic 37 44 Arithmetic 8% 48 Year Each Score ACCUPLACER Average 25% 51 39% 55 50% ACCUPLACER Score 55 or Above 53% Elem Algebra Elem CULCRDansi Exam Diagnostic ACCUPLACER 25 Algebra Elem

culcr igotc Exam Diagnostic Accuplacer 2% 31 5% 40

26% 2018 of Class 45 2018 of Class 32% 48 43% Reading Comp Reading Reading Comp Reading 36 9% 48 41% 46 40% 49 48% 54 61% Sentence Sentence Skills Sentence Sentence Skills 39 15% 43 26% 47 42% 49 52% 52 55% Sr Year Sr Year Jr Year Soph Fresh Year Yr Grade 8th Sr Year Sr Year Jr Year Soph Fresh Year Yr Grade 8th Percentage of Students 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 0.0% Freshman Year Freshman 20.3% 31.3% 39.1% 9.3% Lexile Proficiency Level Level Proficiency Lexile Sophomore Year Sophomore (Based (Based 12th on Grade Scale) 12.2% 20.9% 48.3% 2018 of Class Skill Level Skill 18.6%

Junior Year Junior 13.8% 15.3% 39.7% 31.2%

Senior Senior Year 13.0% 9.0% 37.9% 40.1% da ced Advan Proficient Basic Basic Below Juan Diego Catholic High School 2018-19 Course Guide Link AP and National Merit Scholars

AP SCHOLARS Last Seven Years (2011-2017) Receives an average score of at Receives an average score of at Receives an average score of at Scores 3 or higher on three or least 3.25 on all AP Exams taken least 3.5 on all AP Exams taken least 4 on all AP Exams taken and Criteria more AP Exams and scores 3 or higher on four or and scores 3 or higher on five or scores 4 or higher on eight or more of these exams more of these exams more of these exams AP Scholars AP Scholars with Honors AP Scholars with Distinction National AP Scholars 2017 45 22 28 3 2016 47 20 19 3 2015 31 18 24 1 2014 26 14 20 2 2013 33 11 12 3 2012 33 8 22 7 2011 31 10 15 1 Total 2011-2017 246 103 140 20

PSAT NATIONAL MERIT SCHOLARSHIP Finalists = 29 Semifinalists = 36 National Hispanic Year Finalists Semifinalist Scholars Commended Recognition 2018 3 1 3 2017 1 1 3 2016 1 3 2 2015 2 2014 1 2013 3 3 3 2 2 2012 4 5 4 5 1 2011 2 3 2 1 2010 1 1 1 2009 1 2008 2 2 1 2007 4 4 2 2006 4 5 3 1 2005 1 2004 2 3 2 2003 1 2 1 2002 1 1 1 1

AP Courses and Test Results - Concurrent and Honors Courses

Advanced Placement (AP) Courses and Test Results Course Name 2013/14 Tested Scored 3-5 2014/15 Tested Scored 3-5 2015/16 Tested Scored 3-5 2016/17 Tested Scored 3-5 2017/18 AP Art History 11 12 10 28 29 24 32 32 31 56 55 49 47 AP Biology 17 18 11 34 34 24 44 44 35 26 26 21 34 AP Calculus AB 50 54 32 58 59 33 43 43 26 54 54 25 62 AP Calculus BC 25 25 14 17 18 14 24 24 19 17 17 15 16 AP Chemistry 16 16 9 5 5 4 14 14 9 14 13 6 14 AP Comp Gov and Politics 24 19 12 15 15 3 37 29 14 16 13 11 34 AP Computer Science A 12 11 2 8 8 4 13 12 6 11 11 2 8 AP English Lang/Comp 48 50 38 59 59 45 82 82 54 95 94 65 93 AP English Lit 33 34 26 27 27 10 36 34 23 44 43 23 42 AP Environmental Science 36 35 20 18 18 4 33 33 18 28 AP European History 28 29 25 29 29 20 36 36 26 24 24 7 24 AP French 11 11 2 1 1 AP Gov/Politics: US 24 24 18 13 13 5 37 36 18 16 13 9 34 AP Music Theory 2 3 1 5 6 2 1 1 5 AP Physics 1 36 36 11 59 59 6 43 43 5 15 AP Physics 2 8 6 3 4 4 0 AP Physics B 19 19 10 AP Physics C 12 12 10 1 2 1 16 16 8 13 AP Psychology 74 75 50 108 105 68 86 84 56 81 80 57 103 AP Research 7 AP Seminar 40 40 43 AP Spanish 12 12 11 12 13 12 28 28 20 18 18 14 24 AP Statistics 23 24 11 36 35 15 46 41 13 30 29 8 39 AP Studio Art 5 5 5 10 10 8 9 9 9 7 6 6 11 AP US History 30 32 21 31 31 24 22 21 12 44 44 34 57 AP World History 36 36 33 43 Concurrent and Honors Courses Course Name 2013/14 2014/15 2015/16 2016/17 2017/18 Economics (Concurrent) 93 38 37 85 73 Human Biology (Conc) 23 12 17 8 33 Intro College Writing (Conc) 26 40 39 13 24 Spanish IV (Conc) 16 US Gov (Concurrent) 99 49 39 77 64 Adv English (Honors) 16 51 55 Algebra II (Honors) 74 117 109 80 123 American Lit (Honors) 47 64 39 49 51 Biology (Honors) 91 79 80 88 86 Chemistry (Honors) 80 105 62 74 90 College Alg/Trig (Honors) 54 27 37 38 27 Earth Science (Honors) 53 49 41 46 41 Elements of Literature (Honors) 67 77 91 99 58 Enriched Algebra I (Honors) 59 52 53 46 35 French II (Honors) 22 11 18 Geog/Ancient Civ (Honors) 50 44 56 57 53 Geography (Honors) 40 Geometry (Honors) 117 105 93 129 125 Physics (Honors) 23 53 Precalculus (Honors) 80 95 74 76 69 Sacred Scripture (Honors) 2 8 Shakespeare (Honors) 39 67 59 58 48 Spanish II (Honors) 60 58 47 51 57 Survey of British Lit (Honors) 27 8 25 31 41 US History (Honors) 84 97 90 82 59 Western Civ (Honors) 63 65 62 67 54 REMEDIAL COURSES

The Drexel program is designed for low scoring and academically low functioning students. The Drexel program operates as both a class and a program, where the instructor uses the Drexel class time to help students debrief what was taught in Drexel their other classes on a given day. The instructor also tries to connect with the classroom teachers of these students by either visiting their classrooms or speaking with them about the material presented in class. This allows the help they provide the student to be specifically attuned to the learning goals of the teacher. Learning 360 is for math students who are low scoring and academically low functioning. The course, in essence, becomes a second math course to help students attain and strengthen math skills. The instructor connects with the classroom Learning 360 teachers of these students by either visiting their classrooms or speaking with them about the material presented in math class. This allows the help they provide the student to be specifically attuned to the teacher’s desired math skill development for each student.

Students who enter Juan Diego below arithmetic and elementary algebra level are placed in this foundations class as freshmen and even sophomores. This class includes intense study and drill on concepts to prepare the student to take Math Foundations Algebra I. A web-based software program is a required component of the class. This is not an elective class, but rather a placement informed by the ACCUPLACER test results. Teachers in the class are provided a teacher’s aide to help students, individually, succeed in mastering basic math skills.

Students who enter Juan Diego reading below grade level are placed in this foundations class as freshmen and, on Foundations of Academic Success occasion, sophomores. Students utilize individualized software, independent reading and classwork, customized to the individual student. This class is over and above the regular required English class.

This is an immersion course for international students that will focus on the fundamental skills necessary for high school success. These skills include: time management, test taking and research skills, utilizing campus resources, effective reading, how to speak to teachers, note taking, and other learning skills. Additional course content includes goal setting, values, critical thinking, diversity awareness, and the skills necessary to take the TOEFL (listening, speaking, reading Facilitating High School Success comprehension, and writing).The school partners with The International Education Service, LLC. IES personnel maintain an office on-campus for daily support of the International students. They are regularly available to aid students in assimilating to life in America, to intervene in academic and behavioral matters within the school and to help ensure that their life with their host families is safe and productive. This seniors-only course is required for students who have completed Algebra II Academic and have not yet reached proficiency on the ACCUPLACER Diagnostic Elementary Algebra (55 or higher). This course reviews various topics from Math Fundamentals Algebra I, Geometry, and Algebra II, and includes Arithmetic proficiency as well, with the goal of preparing the student for basic college level math.

Directed Studies is a focused study skills course for sophomores, juniors, and seniors with the purpose being to assist students in becoming confident, successful, self-motivated students. Placement in the Directed Studies course is based on Directed Studies test scores, teacher/counselor/administrator recommendation, and/or parent request. Students develop and strengthen organization skills, track and complete homework, and receive assistance from a teacher with academic subjects.

Capstone Courses

Completed or Currently Taking Course Considered AP Exam Pass Rate Part of the JDCHS Capstone Curriculum May 2017 Exams Current 11th Current 10th JDCHS Global AP Art History 28 41 89% 61% AP Seminar 31 43 93% 85% AP World 34 46 92% 55% Capstone Theology 23 AP Research 4

Student Co-Authored Science Publications

Student Publications (in descending chronological order):

Schriewer, K., Bulaj, G. (2016) Music Streaming Services as Adjunct Therapies for Depression, Anxiety, and Bipolar Symptoms: Convergence of Digital Technologies, Mobile Apps, Emotions, and Global Mental Health. Front. Public Health 4:217 http://journal.frontiersin.org/article/10.3389/fpubh.2016.00217/full

Boyer, J., Garzella, J.J., and Vasquez, F.G. (2015) On the solvability of the discrete conductivity and Schrodinger inverse problems. Cornell University Library http://arxiv.org/abs/1510.02848 submitted for publication.

Howder, C., Long, B., Gerlich, D., Alley, R., and Anderson, S. (2015) Single Nanoparticle Mass Spectrometry as a High Temperature Kinetics Tool: Sublimation, Oxidation, and Emission Spectra of Hot Carbon Nanoparticles. J Phys. Chem. A 119(50):12538-12550. http://pubs.acs.org/doi/abs/10.1021/acs.jpca.5b08499

Hubbard, D., Enda, M., Bond, T., Moghaddam, S., Conarton, J., Scaife, C., Volckmann, E., Ghandehari, H. (2015) Transepithelial Transport of PAMAM Dendrimers Across Isolated Human Intestinal Tissue. Molecular Pharmaceutics 12(11):4099-4107. http://pubs.acs.org/doi/10.1021/acs.molpharmaceut.5b00541

Umpierre, A., Remigo, G., Dahle, E., Bradford, K., Alex, A., Smith, M., West, P., White, S., and Wilcox, K. (2014). Impaired cognitive ability and anxiety-like behavior following acute seizures in the Theiler's virus model of temporal lobe epilepsy. Neurobiology of Disease 64:98-106. http://www.sciencedirect.com/science/article/pii/S0969996114000023

Constance, J.E., Despres, S.D., Nishida, A., Lim, and C.S. (2012) Selective targeting of c-Able via a cryptic mitochondrial targeting signal activated by cellular redox status in leukemic and breast cancer cells. Pharmaceutical Research 29(8):2317-2328. http://link.springer.com/article/10.1007%2Fs11095-012-0758-9

Dixon, A., Pendley, S., Bruno, B., Woessner, D., Shimpi, A., Cheatham, T., and Lim, C. (2011). Disruption of Bcr-Abl Coiled Coil Oligomerization by Design. J. Biol. Chem. 286:27751-27760. http://www.jbc.org/content/286/31/27751.long

Weems, J., Cutler, N., Moore, C., Nichols, W., Martin, D., Makin, E., Lamp, J., and Yost, G. (2009). 3-Methylindole is Mutagenic and a Possible Pulmonary Carcinogen. Toxicol. Sci. 112(1):59-67. http://toxsci.oxfordjournals.org/cgi/pmidlookup?view=long&pmid=19700606

Science Fair Winners

March 24, 2017: Regional Science Fair Results: Elainna Ng won the United States Navy Special Award for scientific excellence, and won 2nd place in the Behavioral and Social Sciences division. Rori Phibbs won the Neuroscience Initiative Special Award Darshan Shimpi won the In Vitro Biology Special Award Jonathan Waung won 1st place in the Chemistry division Jessie Zhu won 3rd place in the Medicine and Health Sciences Division Georgia Alley, Nash Elder, Jose Galang, Emily Graham, Serena Hawatmeh, Elainna Ng, Rori Phibbs, Karl Schriewer, Darshan Shimpi Valerie Sokolow Matthew Tsortanidis, Jonathan Waung, and Jessie Zhu each received a $1,000 scholarship.

September 30, 2016: Congratulations to Karl Schriewer on his publication today!

March 18, 2016: Regional Science Fair Results: Cedar Hoover, Alannah Clay, Michelle Gonciarz, Phelan Hobbs, Katie Whittington, August Waung, and Colin Helgeson, each received a scholarship to Westminster College. Rex Alley won 2nd Place in the Chemistry Division and a scholarship to Westminster Alex Perry was the Winner of the Stockholm Junior Water Prize and a scholarship to Westminster Connor Carlisle won 3rd Place in the Chemistry Division and scholarship to Westminster Michael Greenwald won 3rd Place in the Behavioral and Social Sciences Division and a scholarship to Westminster JJ Garzella was the Winner of the Mu Alpha Pheta Award, as well as 3rd Place in the Physics, Astronomy and Math Division, and he receives a scholarship to Westminster And finally, Alexander George-Kennedy won the NASA Earth Systems Award, 2nd place in the Physics Astronomy and Math division, AND he won advancement to the International Intel Science and Engineering Fair in May! There, he will compete against over 1,000 students from over 75 countries.

October 29, 2015: Congratulations to senior Rex Alley (Class of 2016) for his publication on nanoparticle mass spectrometry in the Journal of Physical Chemistry. The abstract can be read here: http://pubs.acs.org/doi/abs/10.1021/acs.jpca.5b08499

March 27, 2015: A big congratulations to these amazing JDCHS students on their performance at the Salt Lake Valley Science and Engineering Fair. A special thanks to our incredible science department instructors who inspire our students daily!

Alex George-Kennedy:GRAND PRIZE WINNER! Will be representing the State of Utah at the International Science and Engineering Fair in Pittsburgh next month! G-K also won SECOND place in the Computer Science category, the Intel Excellence in Computer Science Award, and an $80,000 Scholarship to Westminster College. Rex Alley: FIRST place Chemistry, Yale Science and Engineering Association Award, US Air Force Award, $1,000 scholarship to Westminster Michael Enda: $1,000 scholarship to Westminster David Fenton: SECOND place Microbiology, $1,000 scholarship to Westminster Gabe Freeman: FIRST place Biochemistry, $1,000 scholarship to Westminster Kevin Furukawa: $1,000 scholarship to Westminster Five Year Trend - Average ACT Science Scores 24.5 24.3

23.6 23.5 23.4 23.3

23 22.9

22.5

22 2013 2014 2015 2016 2017 Utah Public School Fine Art Budget Cuts Article Link

Utah Public School Electives Budget Slashed News Link

Juan Diego Fine Arts Website Link Academy of Fine Arts Website Link

Fine Arts Live Productions Events Link

Fine Arts Lecture Series Article Link Fine Arts Awards

Juan Diego Catholic HIgh School Fine Arts Recent Awards and Recognitions

Visual Art 2017 Suicide Prevention Art Contest 2017 Great Salt Lake Bird Art Contest (1st prize) 2017 Humane Society dog portraits 2014 To 2017 (State of Utah) Senate Visual Arts Competition Every year Springville High School Art Competition 2017 Barnes and Noble Book Fair 2017 Utah Foster Care Chalk Art Festival (1st prize-Isabella Bertagnolli) 2015 Comcast Cares Mural -Hartvigsen Elementary School 2015-2017 JD Mural Projects- Catholic Community Services (SLC Road Home, Joyce Hansen Hall Food Bank, SLC Refugee Resettlement Home) 2017 Utah Arts Festival-Traveling Exhibition (Bowen Zhang-Juror's award) JD Art Alum Spotlight-Jonathan Omarie, Megan Lighty, Kaho Horiuchi

Theatre State Drama 2016-2017 One Act Competition - THE CRUCIBLE Best Actor - Mitchell Stevens Best Actress - Brynn Duncan Best Supporting Actor - Thomas Moore 2nd Place Dramatic Monologue - Mitchell Stevens - THE SHAPE OF THINGS

2015-2016 3rd Place One Act Competition - THE YELLOW BOAT Best Ensemble - THE YELLOW BOAT Best Actor - Mitchell Stevens Best Supporting Actress - Brynn Duncan 3rd Place Classical Scene - Thomas Moore & Jacob Moore - HAMLET

2014-2015 1st place One Act Competition - THE SERPENT 3rd Place Contemporary Scene - Caroline May & Lucas Castro - ALMOST, MAINE

Music 2017-18 Red Rocks State Marching Band Competition - 4th Place (1A), Red Rocks State Marching Band Competition - Best Percussion (1A) Bands of America Regional Championship - 2nd Place (1A)

ATHLETIC CHAMPIONSHIPS State Championships = 41 2nd Place = 30 Sport Championship Championship Years 2nd Place Finish 2nd Place Finish Years Baseball 6 2004, 2004, 2005, 2009, 2010, 2011 2 2008, 2012 Basketball Boys 1 2005 3 2016, 2017, 2018 Basketball, Girls 2 2015, 2017 Cross Country, Boys 1 2005 Cross Country, Girls 1 2004 1 2002 Drill 1 2017 Football 8 2002, 2004, 2008, 2009, 2010, 2015, 2016, 2017 1 2003 Golf 1 2002 Hockey 3 2005, 2006, 2018 Lacrosse, boys 3 2012, 2013, 2017 2 2004, 2016 Lacrosse, girls 1 2106 Soccer, boys 1 2016 5 2003, 2011, 2012, 2013, 2017 Soccer, girls 3 2009, 2010, 2016 3 2006, 2007, 2013 Softball 3 2001, 2002, 2003 2 2004, 2005 Tennis, boys 3 2013, 2014, 2016 4 2003, 2009, 2010, 2015 Tennis, girls 2 2004, 2007 3 2002, 2005, 2006 Track, boys 1 2005 1 2004 Track, girls 1 2004 1 2005 Volleyball, girls 1 2010

Academic All State # of students 2017-18 4 2016-17 4 2015-16 4 2014-15 3 2013-14 5 2012-13 2 2002-12 64 Total 86 2017-18 Juan Diego Catholic Activities/Clubs

3D Printing Club Book Club Color Guard Dance and Dance Company Drama Drum Line Environmental Club Equine Science Club Esports (Competitive Gaming) Fashion Club International Students Literary Magazine/Tepeyac Mountain Bike Club National Honor Society Newspaper/The Speaking Eagle Patriot Club Peer Ministry Pep Band Percussion Ensemble Pre-Med Club Recycling Club Robotics Club Science Olympiad Club Science Summer Internships – U of U & Hospitals SciFi Club Speech and Debate Student Ambassadors Student Government Television Production Ukelele Club Yearbook/The Tilma DEBATE State Championships = 7 2nd Place = 1 Region Championships = 9 State Championship Years 2008-09 2010-11 thru 2015-16

State Championship Second Place 2009-10

Region Championship Years 2006 -07 thru 2014-15 Question #2 - Documentation supporting Juan Diego’s innovation or creativity in approaches, techniques, methods or processes.

Students track their weekly minutes of Independent Reading (only) in social studies classes. The chart below shows results for the first semester of 2016-17 school year.

Five Year Trend - Average ACT Reading Scores 25.5 25.3

25 24.8

24.5 24.5 24.2

24 23.9

23.5

23 2013 2014 2015 2016 2017

Average ACT Reading Scores - Graduating Class of 2017 26 25.3 25

22 21.4 21 20.8

18 JDCHS National Utah Five Year Trend - Average ACT English Scores 25 24.7

24.5

24 23.9 23.9

23.6 23.5 23.3

22.5 2013 2014 2015 2016 2017

Average ACT English Scores - Graduating Class of 2017 26

25 24.7

21 20.3 20 19.5

18 JDCHS National Utah ALEKS Online Math Program Explanation Video Link Five Year Trend - Average ACT Math Scores 24 23.7

23.5 23.2

22.5 22.1 22 22 21.6 21.5

20.5 2013 2014 2015 2016 2017

TEACHER’S USE OF ‘BRING YOUR OWN DEVICE’ (BYOD) DURING INSTRUCTION

Blended Online Web-based Courses: In the last five years, Juan Diego has created twenty Blended Online courses. These courses use the Moodle web- based course environment to provide Internet access for all the course assignments, study guides, exercises, PowerPoints, PDF, as well as self-correcting practice quizzes and immediate score results for course exams. The foundation of these courses is the blending of traditional online courses with a traditional teacher led courses. Our Blended Online courses, in addition to providing all course materials online, also require students to meet face-to-face with a certified classroom teacher for four hours each week. Teachers conduct review sessions and work with individuals who have questions or problems concerning course content and control the pace of course activities.

These twenty Blended Online courses over the last five years have produced approximately 2,000 semester enrollments and 1,000 year-long enrollments. In relation to percentage of students, 46% of JD students enrolled in a Blended Online course during the 2014-2015 academic year. This number increased to 83% of JD students who are currently enrolled in a Blended Online course for the 2017-2018 school year.

This blending of traditional online and traditional teacher led classrooms resulted in 97% student completion rate in our Blended Online courses, and students completed the courses within the single semester or year-long specified time period. We are very pleased with our Blended Online courses completion rate since the traditional online course completion rate, nationally, is less than 30%.

Juan Diego Online/Blended Courses 2017-2018

Juan Diego Course Title Juan Diego Teacher Term Enrolled Enrolled S1 S2 Students Students

AP Art History Jacobs, V & McConnell, M Semester 48 48 AP Capstone Seminar Hausser, D Year 43 43 AP European History Clark, A Year 25 23 AP Government/US Hausser, D Semester 34 34 AP Physics C Ulle, A Year 13 12 AP Statistics Sawyer, S Year 39 21 AP US History Clark, A Year 58 57 AP World History Jacobs, V Year 46 46 Astronomy Ulle, A Semester 9 14 Biology Bernards, B & Wyman, N Year 94 94 Biology Honors Bernards, Year 86 86 Chemistry Honors Ulle, A Year 91 83 College Success Prep Fankhauser, M Semester 17 9 Earth Science Honors Alex, G Year 43 41 Earth Science Alex, G & Wyman, N Year 122 121 Economics Concurrent Hausser, D Semester 73 Geography Angelos, K Year 34 34 Health Fankhauser, M Semester 104 94 Human Biology Concurrent Celestino, C Semester 33 Intro to College Writing Sontum, D Semester 24 Personal Finance McKray, A Semester 84 Physical Education Williams (Salts) G Semester 61 56 Physics Smith, E Semester 55 84 Psychology Iverson, V Semester 23 19 Spanish II Aho, R Year 84 82 Spanish II Concurrent Aho, R Year 16 16 US History Angeles, K Year 94 87 Western Civ McKray, A & Clark, A Year 66 62 Total Enrollment by Semester 399 490 Total Enrollments 2017-2018 889

Courses in blue are offered as approved Canyons Online/Blended Courses Senior Service Project

Senior Service Project Agency List 2018

Alta Ridge Assisted Living The Veterans Home Blessed Sacrament Catholic Elementary School Utah AIDS Foundation Boys and Girls Club of Greater Salt Lake - Midvale Utah Community Action - Head Start Catholic Community Services Utah Community Action - Saute Program Family Promise Utah Community Action - The Food & Resource Guadalupe School Center Guardian Angel Daycare - Skaggs Catholic Center Utah Food Bank Campus Youthlinc Saint John the Baptist Middle School Jordan Valley School Kauri Sue Hamilton School Midvale Senior Center National Ability Center Saint Francis Xavier Elementary School Saint John the Baptist Elementary School Saint Vincent de Paul Elementary School Sandy Senior Center Spectrum Academy Sunrise Senior Living The Children’s Center Utah Suicide Rate News Link

Utah Youth Suicide Rates Spike News Link

Kairos Retreat Photos Challenge Day Synopsis Juan Diego Catholic High School class of 2020 (Freshmen “be the change” in the world. Participants often describe class) took part in a two-day retreat. One day the fresh- their experience with Challenge Day as “the best day men students took part in a program known as Chal- of my life.” Challenge Day is the recipient of numerous lenge Day here on campus and the other day they will awards, and is a trusted and respected organization as traveled to the Cathedral of the Madeline in downtown evidenced by coverage in well-known media such as The Salt Lake City for a Mass and day of reflection along with Oprah Winfrey Show, MTV, the Emmy Award Winning the Freshmen/Senior Mentor program run by JDCHS documentary Teen Files: Surviving High School, and the Campus Life. Below is a description of each program book Chicken Soup for the Teenage Soul. and the expected outcomes. The Challenge Day Program: For millions of young peo- Freshman/Senior Mentor program: Every freshman ple, bullying, violence, and emotional trauma and student will be introduced to his or her senior mentor alienation are a part of a typical school day. These prob- on August 24. All of the mentors are seniors who hold a lems reduce learning, increase behavioral problems and position of leadership within our Campus Life depart- suspensions, and can result in physical harm and ment, including Ambassadors, Peer Ministers, Student even death. The Challenge Day Program for schools: Government and Senate. Senior boys will mentor fresh- • Reduces teasing, stereotyping, social oppression, and man boys, and senior girls will mentor freshman girls. bullying • Teaches tools for peaceful conflict resolution • The mentors will be with our freshmen students on all Enhances skills for healthy emotional expression • days of the retreats as well as informally throughout the Increases students’ self-esteem, sense of purpose, and year. We invite all our mentor groups to exchange integrity • Builds empathy and community on campus In phone numbers or email addresses so they may easily studies after Challenge Day, students report that they be in contact with one another. are more: • Accepting and supporting of fellow students • Accepting of themselves • Aware that their actions Outcomes: The mentor’s main role is to become a affect others and of the effects of bullying • Connected trusted upperclassman that our freshmen students may to students and adults • Hopeful about their future choose to reach out to as they navigate their first year of high school. The Challenge Day Program offers schools an opportunity to ignite a shift toward greater school connectedness About Challenge Day: Challenge Day is a world leader in and inclusivity. providing empowering and transformational workshops for teens and adults. Challenge Day’s life changing Outcomes: • Increased compassion and understanding, programs create a safe, open, and caring space for both of which have a demonstrated ability to reduce people to connect in a nurturing and fun group en- teasing, bullying, and emotional distress in teens • vironment, helping participants realize they are not Improved understanding of the link between emotional alone in the issues they face (bullying, drugs, violence, wellbeing and learning outcomes • Acquisition of tools abuse, poverty, prejudice, racism, etc.). This provides to aid in self-management and healthy self-expression • real empathy and real hope, leads to deep and enduring Greater sense of safety and connectedness among par- relationships among participants, and catalyzes them to ticipating students and adults • Improved teacher-student relationships

Challenge Day Photos Question #3 Documentation supporting Juan Diego’s contribution to improving the quality of life in Utah.

Synopsis of Family Friendly Policies Tuition Discounts (All Schools): Eligible Skaggs Catholic Center employees will be extended tuition reductions (discounts) to Saint John the Baptist Elementary, Saint John the Baptist Middle, and Juan Diego Catholic High School. Discounts apply only to tuition (not to school fees) and employees must meet the eligibility requirements. The discount is offered to all full or part-time employees who work more than 600 hours per year; tuition discounts are limited to a staff member’s natural or adopted children. Staff tuition discounts follow the child, are not transferable, are tied to budgetary processes, and the actual discount may vary year-to-year. Discounts are offered to employees on a scaled plan starting after one year of employment. During the second fiscal year of employment, employees are typically eligible for a 22.5% tuition discount (2nd year maximum allowance), beginning the third fiscal year of employment, a 45.0% discount (3rd year maximum allowance) is typically extended. Part-time employees will receive a prorated reduction based upon a 40-hour working week. For employees hired after January 1, 2006 all discounts are based upon regular tuition rates, not the Catholic rate. If a budgetary ceiling becomes necessary due to financial conditions, all participating staff members will receive a proportionate discounted amount. For fiscal 2017- 2018, Tuition benefits will be proportioned to 90% of maximum eligible allowances, or 20.25% for second year employees, and 40.50% for those employees with three or more years of service.

Lunch Discounts (Saint Joseph Commons): All Skaggs Catholic Center employees receive a limited cafeteria discount. The discount applies only to the daily meal and is limited to staff members. The discount is reviewed annually and is typically (close to) a 30% discount. (For fiscal year 17-18, the cost for the daily staff meal is $3.25)

Daycare Assistance / Discount (Guardian Angel Daycare): All Skaggs Catholic Center employees working more than 600 hours a year are extended a discount from our published daycare rates. This discount does not apply to fees or other related daycare expenses. Only one discount is offered per child irrespective of the number of working parents employed by the Skaggs Catholic Center. Space in the daycare is not guaranteed and is subject to availability. Discounts are offered to employees on a scaled plan starting after one year of employment; discounts only apply to a staff member’s natural or adopted children. During the second fiscal year of employment, the employee (single or family) is eligible for a 12.5% daycare tuition discount per child. Beginning on the 3 rd fiscal year of employment a 25% (single of family) per child daycare tuition discount is extended. Part-time employees will receive a prorated reduction based upon a 40-hour work week. Senior Service Project - Link to Upworthy Article

Student responses to 'Reflecting on our school’s motto Spiritus Donorum, Spirit of Giving, list the service projects that have been the most meaningful for you'. Blankets for Primary Children’s Hospital Raising Funds for Huntsman Cancer Run Raising Funds for the Moran Eye Center Canned Food Collections for Local Food Banks Raising Funds for the Veterans Home Raising Funds for Youth Making a Difference and their service project in 3rd world countries Raising Fund for the Brain Injury Alliance of Utah Raising funds for employees facing difficult life situations (deaths, illness) Ongoing allotment of charitable funds from school budget for families in need Free dress to raise funds for one-time student and school charities 5K runs for charity as part of Homecoming festivities (Orphanages, hospitals & teen shelter) Backpack and school supplies for teen shelter “Jeans for Jesus” with Aeropostale Inc. for third world countries “Operation Smiles” (for children undergoing cleft lip surgery) collect a bag of cosmetic and comfort toys for after-surgery Charitable Outreach

Various Annual Charitable Outreaches in Which Juan Diego Participates American Heart Association Blood drives Brain Injury Alliance of Utah Breast Cancer Awareness Carmelite Fair Catholic Community Services (CCS) - Ongoing outreach and partnership (Food, clothing, volunteerism, money) (Since inception of school in 1999) Catholic Relief Services Christmas Box House Civic outreach with a number of municipalities to clean parks, trails and cemeteries Class service projects - Draper Parks, Planting Trees Food Banks Gift of the Drummer - provide Christmas for children, families and individuals living in poverty John A Moran Eye Center The Leukemia and Lymphoma Society McLaughlin Community Youth Organization Preemptive Love Coalition Primary Children's Hospital Rescue Mission Senior Service Project Week Souper Bowl of Caring Special Olympics Student outreach to senior civic centers (“the Senior Prom” Night) Student Service Missions Student tutoring of local elementary school students Veterans Hospital Zane Beadles Parade Foundation Sampling of Other Student Charitable Outreach A Goal for Grace - Raised funds. [Grace]recently diagnosed with cancer. She is only 22 months and her dad is a single father. The medical bills are very daunting for this family who lives with their grandmother in West Jordan. Diego Dash - Raised money for organizations such as Nepal Cleft and Burn Center FOR THE KIDS - 70 + turkeys donated Kids Feeding Kids - packed meals for hungry children worldwide LOVE HOUSTON - partnered with Safelite AutoGlass to collect supplies for hurricane relief Neighborhood House - Baseball team performs service Operation Smile - raised supplies for over 300 Smile bags Ronald McDonald House- Girls Volleyball team cooked & served breakfast and lunch for residents, cleaned, played games with the children Swing For Life - softball team donates for cancer research Utah Children's Center - Proceeds from SCC Percussion Showcase in November donated Utah Students' Missions in Foreign Countries are Supported by Juan Diego Students Cambodia Haiti India Kenya Madagascar Nepal Nicaragua Orphanage Peru Thailand Faculty and Staff Training

Annual Diocesan training (formerly bi-annual) focuses on Catholic Identity, faculty networking and sharing across grade levels and schools. Often it involves a trainer with a national Catholic profile who can speak broadly to all teachers in our Catholic school system. Recently the Diocese has hosted one training a year and asked that the local schools host a second training per year, on behalf of the Diocese, that meets local needs.

-During the summer of 2017, JDCHS held a meaningful faculty/staff retreat. This two day and one night retreat was held at The Cliff Lodge in the beautiful Snowbird Resort. Only one of our 57 teachers (plus how many staff did attend) was not able to attend. The focus of the retreat was to build positive relationships among the teachers/staff that will foster a more productive work environment. We also focused on educating our faculty/staff about the history and origins of our school, and the mission and vision that drive us each day. Exit surveys showed that our faculty/staff thor- oughly enjoyed the retreat and felt more connected and invested.

-In 2017-2018, JDCHS partnered with Franklin Covey to help drive our goal of educating the whole child. We believe that Franklin Covey will provide resources and training that will help us to develop students in areas beyond the classroom such as life skills. The first step was a faculty training in The 7 Habits of High- ly Effective People. Franklin Covey flew in a nationally recognized speaker to lead us through this training on November 10, 2017. This training was excellent and truly equipped our teachers with many resources to better educate our students. We also started a new class this year for seniors based on the 7 Habits curriculum that Franklin Covey gave us. This class has also been very successful. We look forward to continuing to use Franklin Covey resources in order to better educate our students outside of the classroom and build their life skills.

-In the last four years, the schools of the Skaggs Catholic Center have hosted an annual training for the teachers, at the three schools on campus, designed to accelerate the technical knowledge of all teachers, promote the BYOD model, provide Google Documents training, and assist development of online courses (using the freeware Moodle software.) We have hired certified Google trainers to come in and present a series of Google docs and Google Classroom trainingworkshops for our entire faculty/staff and presented a series of Moodle training workshops for our faculty involved in teaching in our Blended Online courses program.

-For the 2016-17 school year, the school hired a Coordinator of Technology Training (to work under the Director of Faculty Development) whose focus is on helping teachers (one-on-one and in group settings) in mastering technical teaching and learning tools and implementing them in class and online course development.

-In the last two years we have consulted with and purchased books and training materials from several national leaders dedicated to improving reading and reading skills in our schools which has allowed us to implement a schoolwide Independent Reading program.

In each of the last three years our math department has studied national models of teaching math and implemented a program of incorporating math aides in each math class, as well as beginning class review sessions, presentation of new concepts, requiring students to complete sample problems and requiring students to practice concepts utilizing ALEKS video training exercises. This multi part program has signifi- cantly improved our school wide math scores.

-Last year, an AP Capstone Scholar program was implemented in our sophomore and junior classes and AP Capstone program teachers were sent to national APCapstone training programs. - We further developed a Faculty resource page (see page) that saves and archives training sessions for faculty who are new, who may have missed training sessions or who need a refresher in something that was previously taught.

- The SCC hosts an annual STEM Symposium that includes all science, math and technology teachers at the schools of the SCC and the other K-8 feeder schools for the high school. This two-day event is hosted off-site, with the presenters and speakers almost always chosen from among current faculty of the schools involved, offering topics that specifically relate to the shared curriculum and teaching challenges. uan Diego hosts an annual LETS conference (Language, English, Theology, Social Studies) conference as a complement for the teachers not involved in the STEM Symposium.

-In 2015-16, the Fine Arts Department and Campus Life Department each developed day-long training sessions. among their department members, to plan and collaborate on the needed programs, events and experiences that drive their intended learning outcomes.

-Juan Diego receives applies some of a limited amount of Federal money they receive and budgets some school funds for teachers, on an individual basis, to attend workshops and conferences on issues that might specifically relate to their area or subject ( AP training, college counseling conferences, ACT information training.)

- An annual Orientation week that precedes the start of each academic school year consists of five 2-3 hours trainings during the week that all teachers are required to attend. These trainings offer a refresher course for returning faculty, new training for new teachers and training for all teachers in matters that might be new to them.

Student Retreat Program

Seniors: The core of the retreat program at JDCHS is KAIROS, a 4 day Catholic retreat rooted in the spiritual exercises of Ignatius of Loyola. The modern Kairos retreat is based on Ignatian spirituality. The purpose of the retreat is to help the participants contemplate their relationship with God, discover their own identity and build stronger bonds with their peers. Because of the sacred nature of the participants’ personal spiritual experiences, the exact activities of the Kairos are not divulged. Traditional components of the retreat include singing, meditation and sharing of testimonies, the Eucharist and Reconciliation. The retreat is virtually led and planned by seniors who have attended a Kairos and are selected to return as leaders. Leaders give talks based on central Gospel values and model the call of Christ to live with faith, courage, and joy.

Kairos, during the senior year, is an opportunity for our seniors to step away from the busy demands of their lives and reflect on this journey of growth. Kairos is an opportunity for our young adults to realize that they are not alone on the journey of discovering who they are and to experience the love and appre- ciation that is felt for them by family and friends. Although the Kairos retreat program at JD is fairly new (Kairos 11, 12, 13 and 14 scheduled this year) the dates offered are full. One hundred and ten Juniors (next year’s seniors) are already signed up for a Kairos. It’s growing at a remarkable rate. Three years ago, we had two retreats and they were a bit hard to fill. Next year we will most likely need five. We have -un covered a deep yearning in our teens to feel like they belong...everyone is invited, no one is turned away.

Juniors participate in full day retreat focusing on connecting with themselves and God through silence. ”Unplugging to Connect” is a class-wide retreat for all juniors held in the first semester of their Junior year, where technology is left behind and they spend a day in silence, prayer and group discussion about the impact that “unplugging” has on their relationships with one another and with God. Sophomores focus on understanding the unique gift that they are and the contribution they make through a full day “Blessed Are We” retreat held each fall. They are asked to explore what they value and believe in and to identify individual qualities they each possess. As they explore their own identity we urge them to begin exploring how they use their strengths and gifts to make their relationships and sur- roundings more aligned with true Christ-like ideals.

Freshmen participate in a range of retreats designed to acclimate them to their high school setting. All freshmen participate in a day long “Challenge Day” retreat, focusing on responsible behaviors and engag- ing with one another in a proactive way. Additionally, all freshmen spend a full day and subsequent half days with an assigned senior mentor learning the history of JDCHS, our culture and charism. Freshmen begin their journey at JDCHS with a trip to our Cathedral of the Madeleine to understand our connection to the diocese and the rich history of Catholic Education here. Likewise, Seniors associate with the Cathe- dral to celebrate the Baccalaureate Mass. They spend time at the Cathedral in advance of Baccalaureate preparing for this important transition.

The Campus Life Model strongly integrates the retreat, service, prayer and student leadership programs throughout the campus. A current and ongoing priority is to fully expand the retreat program through all four grade levels so that appropriate age level experiences are offered that encourage the growth of the entire person: socially, spiritually, emotionally and intellectually.

The retreat program is overseen by the Director of Campus Life, Mr. Dave Brunetti. Mrs. Peri Flanagan, the Kairos Coordinator oversees the majority of the program including preparing the students who lead most of the retreat experiences. The majority of the students who lead Kairos and the other retreats are enrolled in the Peer Ministry class. All Campus Life staff and countless faculty play a role in the execution of retreat days.

JDCHS Student Service Program

The pinnacle of the Christian Service program is the Senior Service Project (SSP): Each January the entire senior class spends a full week working in one of 24-27 pre-contracted local service agencies. The Se- niors begin the process in late October when they discern which of the agencies they feel will be the right placement for them. The emphasis, in all the agencies, is that our students provide direct care or interac- tion with the marginalized community that the agency serves. These include veterans, children with significant multiple learning and physical disabilities, refugees, elderly with advanced stages of dementia or memory loss, children who are autistic, the homeless and addicted, single mothers and fathers, those living with HIV and many where English is a second language. The impact of the SSP is substantial based on feedback from our seniors and our partner agencies

Currently freshmen, sophomores and juniors have annual hourly requirements for service (50 hours annually). Our objective and goal is to transition the existing service program for underclassmen so that all of our students are gradually and increasingly exposed to being of service to the marginalize through direct service experiences with post-reflection opportunities. Elimination of the hourly requirement, re- placing it with a true service consciousness, is our goal.