What We Do

CARE

Overall Care and Support

  • A team at CJ (counselor, teacher and administrator) conducts a comprehensive review of each student – with goals and an individualized plan created annually and check-ins done routinely – to help ensure all students get what they need to thrive and succeed in school (via the City Connects program)
  • The team identifies academic, spiritual, social/emotional or physical barriers to learning and then addresses them by linking students to the right services and resources in school and in the community
  • The team recommends opportunities for enrichment and links students to new experiences and programs in school and in the community  
  • This process gives faculty and administrators what they need to serve each student holistically
  • The team monitors trends through City Connects to advocate for any new resources and services needed for students on campus
  • CJ encourages peer-to-peer conversations about care and support through sodalities (faith-sharing groups modeled after Blessed Chaminade’s first gatherings of faith-filled people) in religion classes and open door policies to speak with guidance counselors or an ECHO (Empowering Children with Hope and Opportunity) counselor (by referral).

Spiritual Care

  • Students receive spiritual care through many faith development experiences and service learning opportunities at CJ
  • Sacraments are readily available (Reconciliation is frequently available; Masses are celebrated several times a week; all-school Masses are held monthly; class Masses happen twice a year)
  • Time dedicated for prayer and reflection (before and after school; before every class; for faculty and staff — and students — through their sodalities; via Stations of the Cross, adoration, open chapel; through peaceful and prayerful responses to important issues of the day happening locally, nationally and globally (racism, school violence, social justice)
  • Students have opportunities to attend and lead retreats
  • School chaplain and campus ministers minister to students who need support both inside and outside of school (at home, in the hospital, for family funerals)
  • Faculty and staff, as lay ministers, develop and model the charisms of the Sisters of Notre Dame de Namur and the Marianists; with ongoing formation coordinated by the MIT - Mission Integration Team.
  • Athletics, extracurricular and performing arts programs participate in spiritual formation (pre-season retreats for faith building; service/mission days for making positive differences and building community; morning Mass for teams where they are part of the service; prayer before and after competitions).

Social and Emotional Care

  • Welcoming environment — created with prospective students beginning with admissions programs (community events and shadow days)
    - Created with new students — during the summer before freshmen begin school (athletics, extracurricular and performing arts programs); during the first days of school (Orientation Day, Club Signup Day)
    - Created with new parents (Partners in Mission new-parent orientation program in the summer)
    - Created through faith formation of faculty and staff
    - Carried out with intention through EL (English Learning) Outreach
    Translation services provided for families on Registration Day, Orientation Day and during parent meetings all year long '

    Translation services provided for the “Parent Weekly” newsletter, official school forms and One Call Now message notifications
    Built further via the Marianist and Sisters of Notre Dame de Namur Mission Integration Team (MIT)
  • Mental Health
    - Expert speakers, homeroom discussions and school-wide assemblies held on mental health topics
    Christian meditation in the classroom
    - Faculty/staff are trained on how to recognize signs of mental health issues in students so they can help students take the next steps and get the right resources/services (ADAMHS Board)
    - A mental health clinical counselor at CJ is available to see students on campus for 30- to 45-minute counseling sessions three days a week (University of Dayton ECHO program - by referral). ECHO and guidance partner to offer small group mental health support on the topic of anxiety, starting spring semester 2020
    Bereavement support group available monthly for students who have lost family members or friends (Companions on a Journey)
    Individualized plans are developed to support and encourage students with special needs (Cuvilly program)
    - The guidance team at CJ helps to transition back to school any student who has been hospitalized for a mental health issue

Ethical behavior online and in social media
Freshmen receive a “Digital Driver’s License” from CJ after they spend time learning about expectations for appropriate behavior online and in social media
Internet filters - students use school-provided technology, which is monitored
Harassment and bullying
Addressing it: “Harassment is defined as repeated unsolicited, offensive behavior. It may be verbal – jokes, insults, innuendos, propositions, threats or threatening voicemails, or nonverbal – gestures, touching, assault, violence within a dating relationship, display of pictures, offensive text messages or emails, inappropriate posts on social media, or other visual material. What may constitute harassment, intimidation, or bullying in one circumstance might not constitute such in another. School employees are required to report observed suspected incidents of harassment to an administrator. Students should report to a teacher, counselor, or administrator all observed suspected incidents of harassment. Teachers and counselors will document the report in writing and then forward the information to an administrator. Students may make anonymous reports of harassment to their school counselor who will then notify an administrator. Administrators will promptly respond to and investigate all reports of harassment by meeting with students and staff involved, documenting incidents in writing, creating an action plan deemed appropriate for each individual incident, and communicating with parents/guardians of students directly involved. Disciplinary action against students may include suspension, expulsion and/or notification of legal authorities. Any student found to have deliberately made false reports of harassment is subject to disciplinary measures. In addition to addressing incidents of harassment, the school uses multiple opportunities each year to educate students and staff about harassment, intimidation, and bullying in order to help eliminate such prohibited behaviors.
Preventing it (proactive, faith-based approach: community-building programs that promote understanding and humility; themed class retreats; school-wide assemblies; grade-level enrichment and leadership days; and via City Connects evaluations)
Suicide prevention
Awareness/education
The growing concern/extent of the issue today is addressed through speakers and presentations to students
How we educate students/families
How we educate faculty/staff (school protocol on having the right conversations with students, families, CJ administrators/counselors)
Faculty/staff training (ADAMHS Board)
Faculty/staff mandated reporting
Assessments can be completed and referrals made by the mental health clinical counselor at CJ

Physical care
All students either participate in physical education classes or play on a CJ sports team (80 percent of students are involved in high school sports)
Students’ health records/emergency information updated and on file
Annual first aid, emergency response and medication administration training for faculty/staff
Access to the school nurse/clinic for students’ physical needs (medication administration, vision/hearing screening)
Return-to-school plans after student surgeries, hospitalizations or injuries (collaboration among the student, family, school nurse, guidance counselor and faculty)
Elevator access for students and adults with physical challenges
Dedicated program and faculty to serve students with special needs (Cuvilly program)
Drug awareness and universal testing program
Education
Educate students about the dangers of substance abuse and addiction so we can help prevent substance abuse and addiction
HOPE curriculum implemented in CJ health classes
Our approach lets students know they are cared about and supported
Encourage ongoing conversation with students, faculty, staff and families about the issue
Make sure the program evolves based on new information and trends (e.g., vaping)
Prevention
Give students a reason to say no because of random testing
Give students the tools they need to control their own lives and prevent barriers to learning
Ensure all students have the best possible chance to grow, learn and develop while in high school and use their gifts from God to the fullest
Intervention
Identify any students who may already be addicted
Help ensure students get the treatment they need through the TRUST (Together Responsible for Universal Student Testing) plan (clinical assessment; referral network/resources to support/services in the community) 
SAFETY

Child protection
Overall statement
We abide by the Decree on Child Protection from the Archdiocese of Cincinnati, created to prevent the abuse of children and adolescents and provide a system for handling incidents of abuse after they occur
Awareness, mindfulness, vigilance, accountability (“if you see something, say something”)
Certification of adults
VIRTUS program from the Archdiocese of Cincinnati
Four-hour training for all new CJ employees about the Decree on Child Protection and its requirements
Protects children
Protects adults
Ongoing updates for all current CJ employees on changes
to the Decree on Child Protection and any new requirements
Online background checks
Done before hiring (faculty, staff, coaches, volunteers, etc.)
Monitored quarterly
Fingerprinting
Done before hiring (faculty, staff, coaches, volunteers, etc.)
Repeated every five years
Constant awareness/refreshers/reminders of child safety/child protection information/action steps through monthly VIRTUS bulletins
Role of Safe Environment Coordinators at CJ
Communication between CJ employees and students
Use of CJ email vs. personal email
Use of “Team App” so CJ coaches can communicate with CJ athletes and their parents simultaneously
CJ employees maintain professional boundaries on social media to ensure no inappropriate interactions occur with students
Obligation to report: By school policy, every person who works at CJ is required to report to school leadership any suspicion of child abuse, neglect or harassment

Campus safety and security
Overall statement
Administrative monitoring during morning dropoff, entry and afternoon dismissal
Visitor access (doors are locked; visitors must be checked in)
Surveillance cameras
Educating students on basic steps they need to take to ensure their own safety and security (e.g., locking their car, putting valuables in their locker, not opening school doors for visitors, not propping doors open, etc.)
Monthly emergency all-school drills to improve our preparedness (disasters, intruders, school violence) done in partnership with the city of Dayton police and fire department professionals, who make recommendations for continuous improvements
Faculty/staff drills (Run-Hide-Fight active aggressor training)
Safety audits to continuously improve safety and security on campus with new policies, procedures and technologies