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:
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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
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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?
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