Continuous School Improvement for Academic Year 2015-2016 School Name: Mother Teresa Catholic High School Step 1. School Profile Data (Complete by June 12, 2015) Year 2013 2014 2015 Grade Reading Mean 9 14.4 10 15.9 11 20.2 9 15.2 10 17.5 11 19.7 9 425 (Aspire Early 10 11 High School) 428 (Aspire Early High School) 21 ACT Score Range*: Reading Math Mean ACT Score Range 13-15 ACT Score Range 13-15 ACT Score Range 20-23 ACT Score Range 13-15 ACT Score Range 16-19 ACT Score Range 16-19 ACT Score Range 16-19 ACT Score Range 20-23 ACT Score Range 20-23 15.8 16.7 18.4 15.7 16.6 19.2 428 (Aspire Early High School) 432 (Aspire Early High School) 22 ACT Score Range*: Math ACT Score Range 13-15 ACT Score Range 16-19 ACT Score Range 16-19 ACT Score Range 13-15 ACT Score Range 16-19 ACT Score Range 16-19 ACT Score Range 16-19 ACT Score Range 20-23 ACT Score Range 20-23 *Use the ACT College Readiness Score Ranges to identify the performance for each grade: Score Range 13-15 Score Range 16-19 Score Range 20-23 Score Range 24-27 Score Range 28-32 Score Range 33-36 Step 2. Measureable Improvement Goals (Complete by June 12, 2015) Goal # 1 Reading: All students in grades 9, 10, and 11 will meet or exceed the college readiness benchmark score Goal # 2 Math: All students in grades 9, 10, and 11 will meet or exceed the college readiness benchmark score Goal # 3 Optional Academic Goal: 1 Step 3. Planning Process (Complete by June 12, 2015) A. Reading Objectives and Skills Grade 9 Grade 10 Grade 11 ACT College Readiness Objective: Skills College Readiness Objective: Key Ideas and Details Skills: 1. Close reading 201: Locate simple details at the sentence and paragraph level in somewhat challenging passages. 2. Close reading 202: Draw simple logical conclusions in somewhat challenging passages 3. Central Ideas, Themes and Summaries 301: Identify a clear central idea in straightforward paragraphs in somewhat challenging literary narratives. 4. Relationships 301: Identify clear comparative relationships between main characters in somewhat challenging literary narratives. 5. Relationships 302: Identify simple cause-effect relationships within a single paragraph in somewhat challenging literary narratives. College Readiness Objective: Craft and Structure Skills: 1. Word Meanings and Word Choice 301: Analyze how the choice of a specific word or phrases shapes meaning or tone in somewhat challenging passages when the effect is simple. 2. Word Meanings and Word Choice 302: Interpret basic figurative language as it is used in a passage. 3. Text Structure 301: Analyze how one or more sentences in somewhat challenging passages relate to the whole passage when the function is simple. 4. Text Structure 302: Identify a clear function of straightforward paragraphs in somewhat challenging literary narratives. 5. Purpose and Point of View 301: Recognize a clear intent of an author or narrator in somewhat challenging passages. College Readiness Objective: Skills: Craft and Structure 1. Word Meaning and Word Choice 401: Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages. 2. Word Meaning and Word Choice 402: Interpret most words and phrases as they are used in somewhat challenging passages, including determining technical, connotative, and figurative meanings. College Readiness Objective: Skills: Integration of Knowledge and Ideas 3. Arguments 401: Analyze how one or more sentences in somewhat challenging passages offer reasons for or support a claim. 4. Arguments 402: Identify a clear central claim in somewhat challenging passages. 5. Multiple texts 401: Draw logical conclusions using information from two literary narratives. B. Teacher Strategies for Reading 1. Teachers will participate in professional development on using formative assessments to measure the objectives and skills. 2. Teachers will develop rigorous reading assignments and assessments to measure student proficiency on objectives and skills. 1. Teachers will participate in professional development on using formative assessments to measure the objectives and skills. 2. Teachers will develop rigorous reading assignments and assessments to measure student proficiency on objectives and skills. 2 1. Teachers will participate in professional development on using formative assessments to measure the objectives and skills. 2. Teachers will develop rigorous reading assignments and assessments to measure 3. Teachers will develop strategies for 3. Teachers will develop strategies for re- re-teaching the students who are not proficient on unit summative assessments aligned with the objectives and skills. 4. Teachers will hold weekly vertical grade-level meetings to discuss student progress towards assessing the objectives and skills. teaching the students who are not proficient on unit summative assessments aligned with the objectives and skills. 4. Teachers will hold weekly vertical gradelevel meetings to discuss student progress towards assessing the objectives and skills. student proficiency on objectives and skills. 3. Teachers will develop strategies for re-teaching the students who are not proficient on unit summative assessments aligned with the objectives and skills. 4. Teachers will hold weekly vertical grade-level meetings to discuss student progress towards assessing the objectives and skills. C. Student Activities for Reading 1. Students will read a variety of literature texts and informational texts. 2. Students will answer formative and summative assessments to measure proficiency on mastering the skills. 3. Identify students for re-teaching: when 66% or more of students in the class are proficient on a skill, the students that are not yet proficient will be targeted for reteaching. 1. Students will read a variety of literature texts and informational texts. 2. Students will answer formative and summative assessments to measure proficiency on mastering the skills. 3. Identify students for re-teaching: when 66% or more of students in the class are proficient on a skill, the students that are not yet proficient will be targeted for reteaching. 1. Students will read a variety of literature texts and informational texts. 2. Students will answer formative and summative assessments to measure proficiency on mastering the skills. 3. Identify students for reteaching: when 66% or more of students in the class are proficient on a skill, the students that are not yet proficient will be targeted for re-teaching. D. Reading Resources 1. Literary texts and novels 2. Informational texts 3. Digital resources 1. Literary texts and novels 2. Informational texts 3. Digital resources 1. Literary texts and novels 2. Informational texts 3. Digital resources E. Reading Assessment Timeline (Progress toward Trimester/Quarter goals must be documented in Step 4- Implementation Process.) Quarter 1: Close reading 201 and Close reading 202 Quarter 2: Central Ideas, Themes and Summaries 301 Quarter 3: Relationships 301 and Relationships 302 Quarter 1: Word Meanings and Word Choice 301 and Word Meanings and Word Choice 302 Quarter 1: Word Meaning and Word Choice 401 and Word Meaning and Word Choice 402 Quarter 2: Text Structure 301 and Text Structure 302 Quarter 2: Arguments 401 and Arguments 402 Quarter 3: Purpose and Point of View 301 Quarter 3: Multiple texts 401 3 A. Mathematics Objectives and Skills ACT College Readiness Objective: Skills Grade 9 Grade 10 Grade 11 College Readiness Objective: Skills: 1. Algebra 201- Exhibit knowledge of basic expressions 2. Algebra 202- Solve equations in the form x + a = b, where a and b are whole numbers or decimals 3. Functions 201- Extend a given pattern by a few terms for patterns that have a constant increase or decrease between terms 4. Statistics and Probability 201Calculate the average of a list of positive whole numbers 5. Statistics and Probability 202Extract one relevant number form a basic table or chart, and use it in a simple computation College Readiness Objective: Skills: 1. Geometry 301- Exhibit some knowledge of the angles associated with parallel lines 2. Geometry 302- Compute the perimeter of polygons when all side lengths are given 3. Geometry 303- Compute the area of rectangles when whole number dimensions are given 4. Geometry 404- Find the length of the hypotenuse of a right triangle when only very simple computation is involved 5. Geometry 506- Compute the area of triangles and rectangles when one or more additional simple steps are required College Readiness Objective: Skills: 1. Algebra AF501- Solve multistep arithmetic problems that involve planning or converting common derived units of measure 2. Algebra AF502- Build functions and write expressions, equations, or inequalities with a single variable for common prealgebra settings 3. Algebra 502- Solve realworld problems using firstdegree equations 4. Algebra 503- Solve firstdegree inequalities when the method does not involve reversing the inequality sign 5. Algebra 505- Add, subtract, and multiply polynomials 6. Algebra 507- Factor simple quadratics 7. Algebra 514- Determine the slope of a line form an equation. B. Teacher Strategies for Mathematics 1. Teachers will participate in professional development on using formative assessments to measure the objectives and skills. 2. Teachers will develop rigorous math assignments and assessments to measure student proficiency on objectives and skills. 3. Teachers will develop strategies for re-teaching the students who are not proficient on unit summative 1. Teachers will participate in professional development on using formative assessments to measure the objectives and skills. 2. Teachers will develop rigorous math assignments and assessments to measure student proficiency on objectives and skills. 3. Teachers will develop strategies for reteaching the students who are not proficient on unit summative 4 1. Teachers will participate in professional development on using formative assessments to measure the objectives and skills. 2. Teachers will develop rigorous math assignments and assessments to measure student proficiency on objectives and skills. 3. Teachers will develop strategies for re-teaching the assessments aligned with the objectives and skills. 4. Teachers will hold weekly vertical grade-level meetings to discuss student progress towards assessing the objectives and skills. assessments aligned with the objectives and skills. 4. Teachers will hold weekly vertical gradelevel meetings to discuss student progress towards assessing the objectives and skills. students who are not proficient on unit summative assessments aligned with the objectives and skills. 4. Teachers will hold weekly vertical grade-level meetings to discuss student progress towards assessing the objectives and skills. C. Student Activities for Mathematics 1. Students will complete assignments and performance-based tasks that require problem solving, modeling, and mathematical justification and explanation with numbers and operations of base ten, and with fractions. 2. Students will answer formative and summative assessments to measure proficiency on mastering the skills. 3. Identify students for re-teaching: when 66% or more of students in the class are proficient on a skill, the students that are not yet proficient will be targeted for reteaching. 1. Students will complete assignments and performance-based tasks that require problem solving, modeling, and mathematical justification and explanation with geometry and proportions. 2. Students will answer formative and summative assessments to measure proficiency on mastering the skills. 3. Identify students for re-teaching: when 66% or more of students in the class are proficient on a skill, the students that are not yet proficient will be targeted for reteaching. 1. Students will complete assignments and performance-based tasks that require problem solving, modeling, and mathematical justification and explanation with expressions and equations, and proportions and ratios. 2. Students will answer formative and summative assessments to measure proficiency on mastering the skills. 3. Identify students for reteaching: when 66% or more of students in the class are proficient on a skill, the students that are not yet proficient will be targeted for re-teaching. D. Mathematics Resources 1. Math text book 2. Supplemental resources 3. Digital resources 1. Math text book 2. Supplemental resources 3. Digital resources 1. Math text book 2. Supplemental resources 3. Digital resources E. Mathematics Assessment Timeline (Progress toward Trimester/Quarter goals must be documented in Step 4- Implementation Process.) Quarter 1: Algebra 201 and Algebra 202 Quarter 1: Geometry 301 and Geometry 302 Quarter 1: Algebra AF501 and Algebra AF502 Quarter 2: Functions 201 Quarter 2: Geometry 303 and Geometry 404 Quarter 2: Algebra 502 and Algebra 503 Quarter 3: Statistics and Probability 201 and Statistics and Probability 202 Quarter 3: Geometry 506 5 Quarter 3: Algebra 505, Algebra 507, and Algebra 514 Step 4. Implementation Process (Ongoing: August 2015 - April 2016) Vertical and/or horizontal grade-level teams will monitor and document student proficiency on the subskills and objectives identified in Step 3. The Student On-Track Report will be used to monitor and document proficiency on the subskills and objectives. Step 5. Evaluation Process (Complete by June 10, 2016) Diagnostic Questions: 1. What are the Aspire and ACT reading and math benchmark score (April 2016) results in grades 9 through 11? 2. What percent of students scored at or above the benchmark in reading? 3. What is the achievement gap in reading between the actual performance and the goal? 4. What percent of students score at or above the benchmark in math? 5. What is the achievement gap in math between the actual performance and the goal? 6. Did the professional development prepare the teacher(s) to fulfill the goals? 7. How did teacher evaluations for 2015-16 reflect attainment of the measurable objectives for each gradelevel? 8. Was the quality of the educational materials satisfactory to fulfill the goals? 9. What adjustments to the curriculum, instructional strategies, assessments, or educational materials were made when student performance on progress reports and report card grades were analyzed for on-track reporting for each academic quarter? 10. Was the Implementation Process (Step 4) executed with fidelity? 11. Was the Implementation Process used (Step 4) satisfactory to fulfill the goals? 12. Were there any unforeseen factors that had a positive or negative impact on the progress to fulfill the goals? 13. What changes or adjustments are going to be made for next year’s continuous school improvement plan? 6