Continuous School Improvement for Academic Year 2015-2016
School Name: Mother Teresa Catholic Academy
Step 1. School Profile Data (Complete by June 12, 2015)
Year
2013
2014
2015
Grade
Reading: Mean
NCE
TerraNova
Performance*:Read
Math: Mean NCE
TerraNova
Performance*: Math
3
65.8
Proficient
63.8
Proficient
5
66.9
Proficient
63.7
Proficient
7
76
Advanced
75.4
Proficient
3
66.7
Proficient
61.7
Proficient
5
63.2
Proficient
61.4
Proficient
7
70.1
Proficient
72.5
Proficient
3
66.9
Proficient
69.6
Proficient
5
62.9
Proficient
67.1
Proficient
7
67
Proficient
66.5
Proficient
*Use one of the following performance levels to name student performance at each grade level:


Advanced (NCE 75 or >)
Proficient (NCE 50-75)


Nearing Proficiency (NCE 25-49)
Progressing (NCE 0-24)
Step 2. Measureable Improvement Goals (Complete by June 12, 2015)
Goal # 1 Reading: All students in grades 3, 5, and 7 will perform at the 90th percentile
Goal # 2 Math: All students in grades 3, 5, and 7 will perform at the 90th percentile
Goal # 3 Optional Academic Goal:
Step 3. Planning Process (Complete by June 12, 2015)
A. Reading Objectives and Skills
Grade 3
Grade 5
Grade 7
TerraNova Objective
Skills: AoC Domain, Strand
TN Objective: Reading and Writing
Strategies
Skills:
1. Summarize: Domain-Reading
Standards for Literature, StrandKey Ideas and Details
2. Apply genre criteria: DomainReading Standards for Literature,
Strand- Craft and Structure
3. Vocabulary strategies: DomainReading Standards Foundational
Skills, Strand- Fluency
4. Utilize structure: Domain- Reading
Standards for Literature, StrandCraft and Structure
5. Reading strategies: DomainLanguage Standards, StrandConventions of Standard English
TN Objective: Analyze Text
Skills:
1. Main idea/theme: Domain- Reading
Standards for Information Text, StrandKey Ideas and Details
2. Conclusions: Domain- Speaking and
Listening Standards, StrandComprehension and Collaboration
3. Story elements/character: DomainReading Standards for Literature,
Strand- Key Ideas and Details
4. Story elements/plot: Domain- Reading
Standards for Literature, Strand- Key
Ideas and Details
5. Nonfiction elements: Domain- Reading
Standards for Informational Text,
Strand- Craft and Structure
TN Objective: Analyze Text
Skills:
1. Main idea/theme: DomainReading Standards for
Information Text, StrandKey Ideas and Details
2. Conclusions: DomainSpeaking and Listening
Standards, StrandComprehension and
Collaboration
3. Story elements/character:
Domain- Reading Standards
for Literature, Strand- Key
Ideas and Details
4. Literary techniques:
Domain: Writing Standards,
Strand- Text Types and
Purposes
5. Persuasive techniques:
Domain- Speaking and
Listening Standards, StrandComprehension and
Collaboration
6. Nonfiction elements:
Domain- Reading Standards
for Informational Text,
Strand- Craft and Structure
B. Teacher Strategies
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.
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
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.
3. Teachers will develop strategies for reteaching 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
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.
3. Teachers will develop
strategies for re-teaching the
students who are not
proficient on unit
summative assessments
student progress towards assessing
the objectives and skills.
progress towards assessing the objectives
and skills.
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
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. Resources
1.
2.
3.
4.
Basal readers
Literary texts
Informational texts
Digital resources
1.
2.
3.
4.
Basal readers
Literary texts and novels
Informational texts
Digital resources
1. Literary texts and novels
2. Informational texts
3. Digital resources
E. Assessment Timeline
(Progress toward Trimester/Quarter goals must be documented in Step 4- Implementation Process.)
Trimester 1: Summarize, Apply genre
criteria, Vocabulary strategies
Trimester 1: Main idea/theme, Story
elements/character, Story elements/plot
Trimester 2: Utilize structure, Reading
strategies
Trimester 2: Conclusions, Nonfiction
elements
Trimester 1: Main idea/theme,
Story elements/character,
Literary techniques
Trimester 2: Conclusions,
Persuasive techniques,
Nonfiction elements
A. Mathematics Objectives and Skills
TerraNova Objective
Skills: AoC Domain, Strand
Grade 3
Grade 5
Grade 7
TN Objective: Number and Number
Relations
Skills:
1. Read, recognize numbers: DomainStandards for Mathematical
Content, Strand- Number and
Operations in Base Ten
2. Compare/order: DomainStandards for Mathematical
Content, Strand- Number and
Operations in Base Ten
3. Fractional part: Domain- Standards
for Mathematical Content, StrandNumber and Operations- Fractions
4. Place value: Domain- Standards for
Mathematical Content, StrandNumber and Operations in Base
Ten
5. Number line: Domain- Standards
for Mathematical Content, StrandNumber and Operations- Fractions
TN Objective: Problem Solving and
Reasoning
Skills:
1. Identify missing/extra information:
Domain- Standards for Mathematical
Practice, Strand- Solve Problems
2. Formulate problem: Domain- Standards
for Mathematical Practice, Strand: Solve
Problems
3. Solve non-routine problem: DomainStandards for Mathematical Practice,
Strand: Solve Problems
4. Evaluate solution: Domain- Standards
for Mathematical Practice, StrandConstruct Arguments
5. Spatial reasoning: Domain- Standards
for Mathematical Content, StrandGeometry
6. Proportional reasoning: DomainStandards for Mathematical Content,
Strand- Measurement and Data
7. Model problem situation/solution:
Domain- Standards for Mathematical
Practices, Strand- Model
TN Objective: Problem Solving
and Reasoning
Skills:
1. Develop, explain strategy:
Domain- Standards for
Mathematical Content,
Strand- Statistics and
Probability
2. Generalize solution:
Domain- Standards for
Mathematical Content,
Strand- Expressions and
Equations
3. Deductive/inductive
reasoning: DomainStandards for Mathematical
Practice, Strand- Construct
Arguments
4. Proportional reasoning:
Standards for Mathematical
Content, Strand- Ratios and
Proportional Relationships
1. Teachers will participate in professional
development on using formative
assessments to measure the objectives
and skills.
1. Teachers will participate in
professional development
on using formative
assessments to measure the
objectives and skills.
TN Objective: Communication
Skills:
6. Model math situations: DomainStandards for Mathematical
Practices, Strand- Model
7. Relate models to ideas: DomainStandards for Mathematical
Practice, Strand- Model
8. Explain thinking: DomainStandards for Mathematical
Practice, Strand- Construct
Arguments
1. Teachers will participate in
professional development on using
formative assessments to measure
the objectives and skills.
TN Objective: Communication
Skills:
TN Objective: Communication
5. Model math situations:
Skills:
Domain- Standards for
8. Model math situations: DomainMathematical Practices,
Standards for Mathematical Practices,
Strand- Model
Strand- Model
6. Make conjectures:
9. Explain thinking: Domain- Standards for
Standards for Mathematical
Mathematical Practice, Strand- Construct
Practices, Strand- Reason
Arguments
7. Explain thinking: Domain10. Explain solution process: DomainStandards for Mathematical
Standards for Mathematical Practice,
Practice, Strand- Construct
Strand- Construct Arguments
Arguments
8. Explain solution process:
Domain- Standards for
Mathematical Practice,
Strand- Construct
Arguments
B. Teacher Strategies
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
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.
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
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.
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 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
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. Resources
1.
2.
3.
4.
Math text book
Supplemental resources
Manipulatives
Digital resources
1.
2.
3.
4.
Math text book
Supplemental resources
Manipulatives
Digital resources
1.
2.
3.
4.
Math text book
Supplemental resources
Manipulatives
Digital resources
E. Assessment Timeline
(Progress toward Trimester/Quarter goals must be documented in Step 4- Implementation Process.)
Trimester 1: Read, recognize numbers,
Compare/order, Number line, Place
value
Trimester 2: Fractional part, Model
math situations, Relate models to ideas,
Explain thinking
Trimester 1: Identify missing/extra
information, Formulate problem, Solve nonroutine problem, Evaluate solution, Spatial
reasoning, Proportional reasoning
Trimester 1: Develop, explain
strategy, Generalize solution,
Deductive/inductive reasoning,
Proportional reasoning
Trimester 2: Model problem
situation/solution, Model math situations,
Explain thinking, Explain solution process
Trimester 2: Model math
situations, Make conjectures,
Explain thinking, Explain
solution process
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 reading and math benchmark score (April 2016) results in grades 3 through 8?
2. What percent of students scored at or above the 90th percentile 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 90th percentile 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 grade-level?
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?