IMPROVING
STUDENT
LEARNING
A Self Study for:
Our Lady of the Lake Parish School
3520 NE 89th
Seattle, WA 98115
Continuous School Improvement Focused On High Achievement Of All Students
2013
1
Preface
For 64 years, Our Lady of the Lake School has been teaching the hearts, minds and spirits of
children from the parish and surrounding neighborhoods. The school has been the center of life
of so many families both from the parish and not. Ongoing emphasis of our Catholic identity
and pursuit of academic excellence remain hallmarks of our efforts over the years. This selfstudy document will assist us as we continue to live our mission to teach the hearts, minds and
spirits of our students.
It represents our latest efforts to pursue ongoing professional
development that meets the needs of all our students and prepares them for life in the 21st
Century.
Of the many important outcomes that have resulted from this study, one remains constant: that
Our Lady of the Lake School is a community of faith rooted in Gospel values and committed to
teaching all students. We have been fortunate to see the diversity of our school increase in terms
of learning styles, socioeconomic status and ethnic diversity.
This has been a tremendous
benefit to the school community for it has taught our students how to be compassionate,
inclusive and confident.
The efforts of our faculty, parents, school staff, and pastor to explore our strengths and name our
challenges have resulted in a document that positions us well as we move into our strategic
planning phase. We acknowledge and thank our stakeholders for their participation in this
endeavor and move with great hope and enthusiasm into our future.
2
TABLE OF CONTENTS
CHAPTER 1 – INTRODUCTION
A. How the Self Study was Conducted……………………………………………..….…..…..7
B. Involvement and Collaboration of Shareholders in Completing the Self Study…….......…10
CHAPTER 2 - CONTEXT OF THE SCHOOL
A. School Profile……………………………………………………………………………....14
B.. Use of Prior Accreditation Findings to Support High Achievement of All Students……....21
CHAPTER 3 – QUALITY OF THE SCHOOL’S PROGRAM
A. Assessment of the School’s Catholic Identity……………………………………….….….26
B. Defining the School’s Purpose…………………………………………………………..…33
C. Organization for Student Learning to Support High Achievement of All Students….……37
D. Data Analysis and Action to Support High Achievement of All Students…………..….…42
E. SLEs and Standards-Based Curriculum to Support High Achievement of All Students…..50
F. Instructional Methodology to Support High Achievement of All Students……………..…56
G. Support for Student Spiritual, Personal, and Academic Growth……………………..……64
H. Resource Management to Support High Achievement of All Students………………...…72
CHAPTER 4 – ACTION PLAN
A. Design and Alignment of the Action Plan with the Self Study Findings……………..……79
B. Capacity to Implement and Monitor the Action Plan………………………………..……..85
AN IN-DEPTH STUDY IN THE WRITING CURRICULUM……………………….…….....87
3
List of School Personnel and Position
John Altenhofen
Julie Baricevic
*Katy Boone
Kathy Boyle
Carolyn Breysse
Michelle Christensen
Merry Kay Clayton
Katie Davis
Custodian
Teacher, Pre-kindergarten
Teacher, MS Math, 7th Homeroom
Office Manager
Aide, Pre-kindergarten, Kids Club
Teacher, PE
Teacher, Kindergarten
Counselor/Aide 3rd
Marie Doherty
Anne Flanagan
Jan Gill
Nikki Jensen
Carol Jez
Marisol Joynt
Suzanne Leach
Jennifer Kush
Vickie Kush
Teacher, Science 4th – 6th
Teacher, Fine Arts
Reading Specialist/Aide 2nd
Teacher, Pre-kindergarten
Librarian
Aide, Pre-kindergarten
Aide, 1st
Aide, Extended Care
Extended Care
Carol Marshall
*Vince McGovern
Caroline McLaughlin
Nicholas Meaux
*Bonnie Meyer
*Caroline Milne
Sue Pain
Erica Pierson
Margaret Portelance
Tim Pruss
Teacher, 3rd Homeroom
Principal
Teacher, Preschool
Teacher, 5th Homeroom
Teacher/Administrator, Rdg. Spec.
Teacher, 4th Homeroom
Teacher, 1st Homeroom
Teacher, MS Writing, 6th Homeroom
Teacher, 2nd Homeroom
Custodian
Annika Schalk
Gail Schalk
Catherine Schultze
Simone Sutton
Kathryn Vaughn
Aide, Kindergarten
Teacher, 8th Homeroom
Aide, Pre-kindergarten
Teacher, Math Specialist
Science, on exchange 2012-13
*denotes Self Study leadership team
4
Our Lady of the Lake Parish School Mission and Philosophy
The MISSION of Our Lady of the Lake Parish School is to
uphold the tradition of excellence in Catholic Education by
forming minds of children through exemplary academic
preparation, developing spirits immersed in the Catholic
faith and nurturing hearts through service and prayer.
Philosophy
Together with the parents, we will build on the individual talents and needs of each child.
We believe that the formal education at Our Lady of the Lake Parish School:

Offers a strong basic education

Promotes lifetime learning

Is value-based in Catholic beliefs

Provides an atmosphere that fosters individual potential, self-sufficiency, and self-esteem

Provides an atmosphere that fosters the development of social interaction skills.
5
OUR LADY OF THE LAKE SCHOOLWIDE LEARNING EXPECTATIONS
Active Minds that…
†
Demonstrate mastery knowledge of academic subjects and learning objectives defined by
Archdiocesan and State Curriculum Standards
†
Communicate effectively by listening actively, speaking clearly, and writing concisely and
correctly
†
Develop organizational and study skills, follows directions, and accomplishes goals
†
Use research skills, think critically, solve problems, and apply concepts to real life
situations
†
Display intellectual curiosity
Faith-filled Spirits that…
†
†
†
Model Catholic Christian values
Have a knowledge of Catholic doctrine and prayers
Show respect and care for all of God’s creation
†
Demonstrate reverence for and participate in sacraments, liturgical celebrations and
personal prayer
†
Act justly
Compassionate Hearts that…
†
†
†
†
†
Respect self and others' property, opinions, beliefs, rights, and cultures
Recognize the importance of and participation in community service
Use interpersonal skills to promote a peaceful classroom, community, and world
Demonstrate compassion towards others by words and deeds
Choose to make a sacrifice to benefit others
6
CHAPTER 1 – INTRODUCTION
A. How the Self Study Was Conducted
Our Lady of the Lake (OLL) Parish School began our Self Study in January of 2011 with the
goal of completing the process in the winter of 2013. In the spring of 2011, OLL teachers
attended an accreditation training sponsored by the North Deanery Schools. The accreditation
training was led by Dr. Julie Vogel, Assistant Superintendent from the Archdiocese of Portland
Catholic Schools. Dr. Vogel reviewed the Improving Student Learning (ISL) protocol, which
provided a framework for success.
During the summer of 2011, the OLL faculty gathered for an in-service day focused on
reviewing the entire ISL protocol. Kay Purcell, Assistant Superintendent for Accreditation,
participated in the meeting and provided key insights and guidance. Also during the summer of
2011, a Leadership Team was formed to begin the accreditation planning. The Leadership Team
was comprised of school faculty and administration. They met throughout the year during
weekly staff in-service time to drive the process and track our progress. Given the needs of the
school and the work done over the last five years, the Leadership Team decided a stakeholders
meeting needed to occur in the winter of the 2011-2012 school year. A stakeholders meeting was
scheduled for December 2011 but was postponed due to a family emergency of the facilitator. A
decision was made by the principal and leadership team to incorporate the stakeholders meeting
into the yearly State of the School meeting.
Two State of the School meetings were held in February 2012. Almost 75% of our K-8 families
attended these meetings. The purpose of the stakeholders meeting is to review the academic,
spiritual and financial life of the school. Since the school was in the midst of our self-study and
after collecting parent/student/staff surveys, a decision was made by the principal to share this
information and our updated School-wide Learning Expectations (SLEs) with the OLL
community. School Commission members shared highlights of the survey results and helped
facilitate conversation at the end of these meetings that:

Sought parent input on our updated SLEs,
7

Asked for feedback on the survey and,

Asked for input on the how the school could integrate an international language
into the school day (a repeated request found in the survey).
Two important items emerged from these stakeholder meetings: the need to further explore the
feasibility of an international language and the creation of a Catholicity committee. A group of
parents, led by a School Commission member, took charge of each task. Firstly, a committee
was formed to explore what it means to be a Catholic school. This group met over the summer
of 2012 to explore and communicate our school’s Catholicity. Articles and documents from a
variety of sources were used as part of the discussion. The most important outcome from this
committee was the need to strengthen the faith formation of our parents. In the fall of 2012, a
faith formation night was held for OLL parents, which focused on what it means to be Catholic
as outlined in the Catechism of the Catholic Church (Creed, Sacraments, Prayer and Christian
Life).
A second group exploring the adoption of an international language program scheduled meetings
throughout the summer and fall of 2012 to explore the feasibility of offering a language at OLL.
Their work continued with the creation and distribution of a survey that went out to parents in
November 2012. Members of the committee explored language adoption from other schools,
processes OLL could use when adopting a language and potential costs associated with this
adoption. In February 2013, the School Commission will advise the principal on next steps in
this process.
During the winter of 2011-12, a committee made up of members of the School Commission was
formed with the specific task of surveying school families, students and staff. This group used
the surveys provided by the ISL and added questions to it that assisted our efforts in collecting
more information about the school. School families, students and staff were surveyed in January
2012. Results from the surveys were synthesized by the School Commission and Leadership
Team and reported to the OLL community during the State of the School meetings in February
2012. Throughout the fall and winter of 2011-12, school faculty, staff and School Commission
8
met to work on sections of the ISL using data collected from the surveys and student
achievement. Three staff meetings each month were spent working on the ISL.
After receiving input from the staff, School Commission, Pastoral Council and students, the OLL
SLEs were approved by the school administration in March 2012. The school’s SLEs were
updated by aligning them to the school’s new mission statement. Elements of the previous SLEs
were used in the updated version. The updated SLEs were presented to the parents during the
State of the School meetings in February 2012. From March 2012 onward, OLL faculty
gradually began incorporating the SLEs into various aspects of the students’ experience here at
school. It is obvious to the faculty that more work is needed to make the SLEs relevant to our
students.
At the conclusion of the 2011-12 school year, the Leadership Team, faculty and School
Commission synthesized the data collected from the surveys with student achievement data and
drafted an accreditation update to the OLL community. This update provided the community
with a succinct summary of the ISL report and an initial draft of the Action Plan.
Looking back on the process, there were two obstacles that we encountered throughout this ISL
process. First, as the parish and school grew over time, it became necessary to be more strategic
with our planning and growth. As our student body became more Catholic, the school had to
develop ways to shift the budget from those who paid full tuition to those families who received
an in-parish rate. More effective accounting and reporting of stewardship participation became
necessary and was implemented. Ties with other parishes that had students enrolled at Our Lady
of the Lake, namely St. Bridget and Blessed Sacrament, were improved. While these steps were
necessary to ensure more effective budgeting and parish stewardship, they required a great deal
of communication to parents from the pastor, principal, parish administrator and School
Commission.
Secondly, in the midst of the school’s work on the self-study, the parish and school were at the
tail end of a Capital Campaign to rebuild the school’s gym. This final push of the campaign was
necessary to get us to our financial goal. While the campaign began in earnest in the spring of
9
2011, the project was still unfunded. Significant efforts were made to raise the level of
participation of school families in this project. From the fall of 2011 through March of 2012, the
percentage of school participation in the campaign doubled thanks in large part to the school’s
Development Committee. In the fall of 2012, the school worked with the Building Committee to
develop a feasible project plan that would ensure approval from the City of Seattle. Given the
time sensitive nature of permits and grant requirements, the campaign and self-study competed
for time and attention throughout the fall and winter of the 2011-12 and in the 2012 school year.
B. Involvement and Collaboration of Stakeholders in Completing the Self Study
Our Lady of the Lake Parish School has a tradition of involving our stakeholders in developing,
implementing and monitoring goals for improvements surrounding student learning.
Starting in the 2008-2009 school year, a framework for developing school-wide academic,
spiritual and interpersonal goals was established. The school staff used student performance data
(ITBS, student behavior reports, surveys) to determine academic, spiritual and interpersonal
goals for the year. These goals were developed by the faculty and administration then presented
to the School Commission and parent community at the start of each subsequent school year.
Throughout the year, the principal would report our efforts towards achieving these goals using
our weekly Wednesday parent letter. Subgroups of the faculty monitored the progress and sought
out professional development toward achievement of these school-wide goals. On a larger scale,
the school engaged the parent community by presenting our efforts and results via the weekly
newsletters and our State of the School meetings held each February. At the same time, during
student conferences and through teacher communication, parents were apprised of their child’s
progress towards meeting academic goals.
An example of how our school-wide goals led to student improvement is as follows: The Class
of 2011 as fifth graders, scored at the 72 National Percentile Rank (NPR) on the 5th grade Math
section of the 2008 Iowa Test of Basic Skills (ITBS). This led the staff to identify math as an
area for improvement. As a result, a new math curriculum, ongoing computational assessment
and professional support from a math coach were implemented. Consequently, this class
10
improved to the 99th NPR in 2011 on the 8th grade ITBS. In addition, our 3rd - 8th grade
performance on the math section of the ITBS has increased considerably. Parents were involved
throughout the process as they received reports describing their child’s computational fluency
and ways in which they could support their child at home.
The method used to identify yearly school-wide goals became a framework for our teachers to
use with students. For example, if data supports a student's area of weakness such as math
computation, the student's math teacher would identify a plan to address specific needs in this
area (i.e. use of IXL.com or flash cards). At the fall teacher-student conference, students would
identify their own academic, social and spiritual goals and describe their efforts towards
achieving them.
In order to further improve student achievement, the school has moved toward the use of new
reporting tools and standards-based instruction and assessment. Alignment of student and teacher
goals to our school-wide goals ensured that student progress was monitored and achieved. It also
made possible the use of two additional student assessment tools. First, a report was developed
that showed student progress toward our school-wide computational fluency target. Secondly,
through the use of standards-based instruction and assessment, a progress report was created in
PowerSchool that identified a student's strengths and areas for growth. Over time, as evidence
showed student mastery of math computation and standards-based curriculum, the need to use
these reporting tools decreased.
In the spring of 2010, the OLL faculty and School Commission started the process of revising
the school mission statement. The result of that work was the creation of a new mission
statement that reflected the areas where OLL has a tradition of excellence and focused us on the
future. It is our understanding and belief that the mission of the school is to educate the whole
child in the Catholic tradition. Various versions of the mission statement were developed and
edited by a sub group formed from the School Commission. These versions were presented to the
school faculty, parish staff and school community for their input. A final version of the school
mission statement was drafted and presented to the pastor for approval in June 2010. At the start
of the 2010 school year, the mission statement was incorporated into all school materials.
11
The mission of Our Lady of the Lake Parish School is to uphold the tradition of excellence in
Catholic Education by forming minds of children through exemplary academic preparation,
developing spirits immersed in the Catholic faith and nurturing hearts through service and
prayer.
Our plan to keep our stakeholders involved in systematic analysis of our school’s effectiveness
revolves around our regular communication process (Wednesday parent letters, Curriculum
Nights, State of the School meetings, Parish Council meetings, & parish bulletins) and the
various stakeholder committees that include people from our community. In retrospect, the
school recognizes the need to develop and implement a more cohesive stakeholder
communication system. This integration of process and people has fueled our improving test
scores, parent involvement and strong parish support. We look to build on this formula going
forward.
Evidence:

Meeting notes from State of the School meetings

State of school PowerPoints

Yearly goals
Goals:

Develop and implement a more cohesive stakeholder communication system

Assess the feasibility of adopting an international language program

Provide parents with opportunities to learn about the Catholic faith
12
Chapter
2
Context
of the
School
13
CHAPTER 2 – CONTEXT OF THE SCHOOL
A. SCHOOL PROFILE
Our Lady of the Lake Parish School has provided quality Catholic education to Northeast Seattle
for over 56 years. On June 12, 1949, His Excellency, the Most Reverend Thomas A. Connolly,
dedicated the first school at OLL. In 1950, a kindergarten class was added and served as a model
for other schools. By 1956 the six classrooms and auditorium were no longer adequate for the
student population, so in 1957 an addition was built that included nine more classrooms. The
Sisters of St. Dominic staffed the school into the 1970’s. In the 1970s, however, as the religious
retired or moved on to other ministries, lay faculty replaced them. During this time, a change in
demographics caused a decrease in student population throughout Seattle, and OLL went from
two classes per grade to one. Presently, specialists use the extra classrooms.
At the start of the 2011-12 school year, OLL has 260 students enrolled in grades PS-8. There are
60 students in preschool and pre-kindergarten and 200 students in grades K-8. The total school
enrollment has grown by 83 students since our last self-study. This growth coincides with growth
in the parish and surrounding neighborhood. The parish has been very strategic in inviting and
welcoming new members to the church, which in turn has increased the number of Catholic
students in the school. Currently, plans are underway to renovate the gym and kitchen area to
respond to the needs of a growing parish and school.
With the arrival of a new pastor in 2004 and a new principal in 2006, Our Lady of the Lake
School and Parish experienced a significant amount of growth in both communities. The
Enrollment Chart below describes the enrollment trends since the last accreditation. Historically
however, OLL has seen enrollment fluctuate given the population trends of the parish and
neighborhood. Two significant additions were made to the life of the school that helped increase
student enrollment. One pre-kindergarten class was added to the school, which brought in 20
additional students albeit part-time. A preschool for three-year-olds was added in 2006, and a
second pre-kindergarten class was added in 2009. Although these grade levels are made up of
part-time students, on average their tuition is higher than that of a child enrolled in the K-8.
Tuition for the preschool and pre-kindergarten was set by comparing the costs of other
preschools in the area. A decision was made to offer two tiers of tuition for the preschool and
14
pre-kindergarten: in-parish and non-parish. Income from these programs offset the deficit in the
K-8 budget. In addition, the enrollment of more students into these early childhood programs
ensured a steady incoming kindergarten enrollment.
An increase in enrollment coincided with an increase in school faculty and staff. As new
programs were added (preschool, a second pre-kindergarten class, art, music and advanced math)
and as larger class sizes (K-3) required a teacher’s assistant, a number of new faculty were hired.
This equaled a total of 10 new full- and part-time faculty members. A part-time bookkeeper and
development coordinator were hired in 2011 to assist with the Capital Campaign. Our Lady of
the Lake School currently has a total of 32 faculty and staff. All teaching faculty with one
exception hold the necessary certification to teach in our school. The one without certification is
granted a waiver due to her instructional experience. Presently, four teachers and the principal
hold catechetical certification and another three teachers are taking classes.
Enrollment Chart
PS
PK K-8 Total K
2004-05
NA
NA 177 177 13
2005-06
NA
20
174 194 14
2006-07
13
18
150 181 10
2007-08
16
24
146 186 14
2008-09
21
29
163 213 22
2009-10
22
40
182 242 28
2010-11
21
39
198 258 28
2011-12
22
41
196 259 27
With an increase in enrollment came a change in the demographic makeup of OLL School. The
fluctuation in the number of overall Catholic students from 2006-2012 is due in large part to
preschool and pre-kindergarten enrollment. However, the growth of the parish allowed for an
increase in the number of Catholic families seeking admission for their children. In 2010 and
15
2011, the number of Catholic families enrolled increased, as did the number of Catholic families
in kindergarten. This trend should increase the overall percentage of Catholics from the low 70s
in 2006 to the low-mid 80s by 2014 for all families preschool-8th grade. We are becoming more
Catholic and, as such, our reliance on non-Catholic full tuition will decrease over time.
Verification of the exact number of Catholic families in preschool and pre-kindergarten is
challenging because for non-parish families, there is no way or need for the school to check
parish membership. Families in preschool and pre-kindergarten who are members of other
parishes pay out of parish tuition regardless of their parish affiliation.
Another change in the demographic makeup is an increase in diversity of the student body.
During the 2011-12 school year, roughly a third of students in grades K-3 spoke a language other
than English. It has also caused us to find ways to reach out to the Spanish speakers in the parish
and school. Efforts were made to create school materials in English and Spanish. Latino families
were on hand during school Open Houses to welcome and assist Spanish-speaking families.
During the summer of 2012, a committee of parents and school leadership was established to
consider the question: “What is the feasibility of offering an international language here at
OLL?” The recommendations of this committee will be considered during the 2012-2013 school
year.
The financial picture of Our Lady of the Lake School has improved greatly since our last
accreditation. Our first goal from the last accreditation was to develop a system of more effective
resource management. Chapter 2B details the school’s efforts and success with this goal;
however, the growth of enrollment helped place our finances on sturdy ground. Aside from
achieving stable financial footing for the school, there are two other budgetary goals that have
assisted with our finances. Firstly, the endowment has grown over the last 10 years for a total
endowment of $520,000 (which reflects two endowments: the Our Lady of the Lake School
Endowment and the Fr. Cornelius Powers Endowment restricted for tuition assistance). Income
generated from these endowments has yielded anywhere from $6-28k into the school budget
over the last 10 years (depending on market conditions). Given the Capital Campaign of the
school and parish, there is no financial goal we are looking to achieve with our endowments.
16
Secondly, the amount of tuition assistance has increased since our last accreditation. In 2006, the
school awarded close to $30,000 of assistance to families. By 2011, that amount increased to
$75,000. The number of students receiving assistance has increased steadily over the last five
years to a total of 25 during the 2011-12 school year (about 12% of our K-8 enrollment).
Financial assistance is not generally given to families in preschool and pre-kindergarten since
those programs are optional. No family has been denied acceptance or forced to withdraw as a
result of finances. The school remains committed to being financially accessible to all families
who seek Catholic education for their child(ren). The sources of financial support have come
from four primary areas: the Powers Endowment, the auction fund-an-item, Fulcrum Foundation,
and Blessed Sacrament and St. Bridget Parishes. Our Lady of the Lake School has an agreement
with both parishes to offer a subsidy for their parish children who enroll in our school. This
subsidy allows the Our Lady of the Lake School to offer Blessed Sacrament and St. Bridget
parishioners in-parish tuition. The number of students from these parishes has grown since 2006
as has the subsidy from the parishes. In the 2011-12 school year, these parishes contributed a
total of $9,000 in subsidy.
Our Lady of the Lake School is part of the Archdiocese Fall ITBS Consortium. This consortium
collects ITBS results from schools that test their students in the fall of each year. The only class
at OLL that takes the ITBS in the fall is the 8th grade; students in grades 3, 4, 5, and 6 take the
test in the spring. Seventh graders do not take the ITBS. In the fall of 2011, OLL 8th grade
students performed well in comparison to other schools in the consortium. As reported by the
Consortium, OLL 8th grade students ranked second among all the schools that took this test and
are part of the Consortium. Most impressively however, is the fact that our math scores were the
highest in the Consortium, which was evidence in support of our efforts to improve our math
performance.
Our Lady of the Lake School faculty compiles ITBS student data using a variety of methods:
National School Norms, National Percentile Ranking, Stanines, and Proficiency Levels. Our goal
as a school is continued growth from one grade level to the next so that by the 8th grade, students
perform at or above the 90th percentile in National School Norms. Data from the ITBS is used
by teachers to measure class performance from one year to the next and to show individual
17
student performance against that of the class. For further analysis of the ITBS, the faculty and
administration use the online ITBS tool that shows various class and student results. In those
cases where a class or child’s performance declines, analysis is done of each test and its
respective subtests. This allows us to pinpoint the cause of a class or child’s decline in ITBS
performance. From this, a plan is developed to remediate those areas. See the OLL ITBS Chart
for an outline of the school’s ITBS performance grouped by class with current and historical
data.
OLL ITBS Chart - National School Norms
CLASS OF 2012
Grade Year
3
2007
4
2008
5
2009
6
2010
7
2011
8
2012
CLASS OF 2013
Grade Year
3
2008
4
2009
5
2010
6
2011
7
2012
8
2013
CLASS OF 2014
Grade Year
3
2009
4
2010
5
2011
6
2012
CLASS OF 2015
Grade Year
3
2010
4
2011
5
2012
CLASS OF 2016
Grade Year
3
2011
4
2012
CLASS OF 2017
Grade Year
3
2012
Reading LA
Math
95
88
85
94
92
80
96
98
64
95
92
91
ITBS taken fall 2012
87
85
96
Core
92
92
90
94
Reading LA
Math
88
76
79
93
94
80
96
99
86
85
92
91
ITBS taken fall 2013
99
99
99
Core
83
92
95
90
Reading
87
93
87
85
LA
77
85
93
98
Math
73
74
78
92
Core
81
87
88
93
Reading
91
63
77
LA
76
71
71
Math
77
76
87
Core
84
71
79
Reading LA
96
79
89
74
Math
93
66
Core
92
79
Reading LA
94
79
Math
80
Core
88
92
99
18
Other assessments used by the school are Dynamic Indicators of Early Literacy Skills (DIBELS),
Developing Writers Assessment (DWA), Developmental Spelling Analysis (DSA), and the
AIMSweb Math Computational Fluency Assessment system. Together, all of these assessments
help teacher track and respond to student performance so as to ensure success for all. Over time,
the school has successfully used assessment data to change instructional practice and improve
student achievement. Increasingly, teachers rely on data to monitor and adjust instruction and
classroom management.
OLL Assessment Schedule
FALL
WINTER
SPRING
DIBELS
all K-6
all K-6
all K-6
DWA
1-8 informational prompts
DSA
all 1-5
AIMSweb* per teacher
ITBS
all K-8
identified students at risk all K-5
per teacher
grade 8
per teacher
grades 3 - 6
*Initially, the AIMSweb was used to reinforce computational fluency and compare student
performance to other students. Recently however, we use AIMSweb for the sole purpose of
improving computational fluency and not to norm the results so as to gauge student performance
compared to other students.
Overwhelmingly, OLL graduates have chosen Catholic high schools for post-elementary
education. The OLL High School Placement Data chart below shows the high school attendance
trends since 2007. The variety of high schools attended has caused the OLL principal and Middle
School staff to reach out to high school teachers and admission staff and work closely to ensure a
smooth transition. In particular, efforts were made to strengthen our students’ math readiness and
appropriate placement in high school math classes. The principal and math teachers have
attended workshops sponsored by math chairs of Bishop Blanchet and Seattle Prep. OLL has
collected student performance data on placement and admission tests as well as GPA. This data
19
helped OLL design a Middle School math program that prepares graduates to enter advanced
math classes in high school.
OLL High School Placement Data
2007(25) 2008 (15) 2009 (23) 2010 (18) 2011 (26) 2012 (22)
Bishop Blanchet
16
10
14
9
12
5
Holy Names
4
0
1
1
2
5
O’Dea
0
1
0
2
0
0
Seattle Prep
2
2
5
2
4
9
Arch. Murphy
0
0
1
0
1
0
Independent Schools 0
0
2
0
1
0
Public
2
0
4
6
3
3
Parents play a crucial role in the life of Our Lady of the Lake School. Since the last accreditation,
the parent leadership structures have changed. Prior to 2007, there was an active Parents Club
who met monthly and invited the OLL parent community to attend. Given the needs of the
school following our last accreditation, the principal decided to combine the Parents Club and
School Commission. This decision was made to allow the school and parent leadership to focus
on strengthening the school community. Meetings and agenda items were chosen by the principal
and chair of both leadership groups. In 2012, the Parents Club reassembled and focused solely on
fundraising, the auction, and parent education. The School Commission continued its focus on
strategic planning, marketing, and budget matters. The School Commission meets monthly and is
chiefly responsible in assisting the principal with preparations for the State of the School
meetings. The 2012-2013 State of the School meetings coincide with registration for the
upcoming year. At this time, the principal, pastor and parent leadership update the parent
community on the progress of the academic, behavior, spiritual and financial goals of the school.
Target Goal #1 from our last accreditation caused the school and parish to improve our resource
management. Consequently, the school worked closely with the Finance Council to develop and
20
monitor the school budget. Members of the School Commission meet with the parish
administrator and the Finance Council throughout the year to ensure the financial resources of
the school are planned for and adhered to.
B. USE OF PRIOR ACCREDITATION FINDINGS TO SUPPORT HIGH
ACHIEVEMENT OF ALL STUDENTS
The school has used the prior accreditation findings, both those discovered by the school and
those identified by the Visiting Committee, and other pertinent data to ensure high achievement
of all students and to drive school improvement.
Our Lady of the Lake Parish School was last accredited during the 2006-07 school year. The
school found itself in a precarious place in terms of budget and enrollment. With a K-8
enrollment of 150, the number of staff was reduced, budgets were frozen and serious
consideration was given to consolidating with other Catholic schools. The pastor, administration,
staff and parent community were eager to get to work and create a new vision for the school.
Target goals from the last accreditation were developed as was a Five-Year Plan to improve the
school.
These three goals emerged from our previous accreditation:
Target Goal #1: Our Lady of the Lake School will develop a more effective system of resource
management.
Rationale: Given the budgetary situation of Our Lady of the Lake School over the last few
years, the pastor, principal, School Commission and parish Finance Council decided that
developing a more effective budget process is necessary in order to ensure fiscal responsibility.
Continued deficit spending proved untenable for the school and parish. A Fulcrum Schools-inNeed grant was obtained by the principal and pastor, which helped address immediate budget
shortfalls and allow the school and Finance Council develop a strategy to remedy the situation.
This goal was given top priority as the pastor, principal, faculty and parent leadership sought to
establish a stronger financial foundation for the school. New policies and procedures were
21
adopted to ensure more effective development, monitoring, approval and sharing of the school
budget. The Parish Administrator (PAA) worked with the principal and budget liaison from the
School Commission when developing the school budget. Versions of the proposed budget were
drafted and presented to the principal, School Commission, pastor and Finance Council. An
approved draft of the budget is used when determining salaries, tuition, fundraising and subsidy
for the upcoming year. This information is shared with the parent community at the State of the
School meeting each February. As enrollment figures finalize each year, the projected budget is
changed and presented to the Finance Council for approval. A yearly financial report resulted
from this work and was shared with the school and parish community in the fall. This report goes
out yearly.
In addition to a more effective budgeting procedure, the school began implementing a variety of
accounting policies and procedures so as to ensure appropriate resource management. Deposit
and check request forms were updated and used consistently. Monthly reports were given to the
principal, pastor and Finance Council for review. The school started used FACTS Tuition
Management services to ensure better cash flow. Families entered into a 12-month tuition
contract rather than 11-month, thus ensuring better cash flow during the summer months.
Currently, the PAA works with the bookkeeper, parish office administrator, school secretary,
School Commission budget coordinator and Parents Club treasurer to ensure all policies and
procedures are adhered to.
Target Goal #2: Our Lady of the Lake School will ensure a well sequenced and comprehensive
curriculum that covers benchmarks and school-wide learning expectations.
Rationale: The faculty, administration and School Commission highlighted the importance of
maintaining a strong academic program that is aligned to current academic standards.
The first step taken to respond to this goal was to refine the school’s report card and align it with
Washington State Essential Learnings. Report cards were redesigned and condensed from nine
different OLL report cards to four (Kindergarten, grades 1-2, grades 3-5, and grades 6-8). Our
Lady of the Lake faculty adopted new curricular materials that were consistent across grade
22
levels (ie. Blessed Are We religion texts). Particular emphasis was placed on aligning math,
religion, science, and K-5 reading and writing. Professional development to support
implementation of new curriculum was offered. Based on ITBS results, parent survey results and
teacher observation, efforts to strengthen these five curriculum areas appear to have paid off.
Enhancements to the curricular program in the form of advanced math classes, art, and the
addition of a second learning support teacher were made over time. Continued efforts are being
made to strengthen Middle School reading.
Target Goal #3: Our Lady of the Lake School will develop a student progress reporting system
that identifies student growth in relationship to school-wide learning expectations, EALRs and
classroom expectations.
Rationale: The faculty and administration have identified the need to more effectively and
efficiently communicate student performance.
With the help of various professional development experts, the OLL faculty developed a method
to report student progress towards standards. Over time, the use of DIBELS reports have helped
teachers understand how to use standards based reporting in their classrooms. Standards-based
reports were developed in math and given out mid-trimester to students in grades 3-8. A
formative assessment for writing was developed at the end of the 2010-11 school year and used
again during the 2011-12 school year.
Most importantly, OLL School adopted the use of PowerSchool for all teachers. PowerSchool
allowed the teachers to show student progress towards approved standards in a speedy fashion.
Families of students in grades 6-8 were assigned login information, which allowed them to track
a child’s academic progress and check in with his/her teachers when necessary. Participation in
the PowerSchool Consortium in the Archdiocese allowed the teachers to be part of multi-school
efforts aimed at using math standards directly in their grade book.
While these three goals spoke to the needs of the school at the time, the School Commission
began the process of developing a Five-Year Strategic Plan to move the school forward. This
23
plan encompassed four areas: faith, finance, facility and curriculum. Much of the actions outlined
in the plan were accomplished either on time or by the start of the next accreditation cycle with
the exception of three areas:
1. Technology planning
2. International language
3. Curriculum exhibits
The school redesigned the website and invested close to $75,000 in updating the technological
infrastructure, hardware and software. Now, efforts must be made to focus the efforts of our
teachers in best practices related to instructional technology. A technology planning committee
was formed at the end of the 2012 school year to draft a technology plan.
For a brief time following the prior accreditation, the school offered Spanish during the school
day. This was made possible by the presence of a classroom aide who was also a part-time
Spanish teacher. An evaluation of the program was done towards the end of the year and a
decision was made to end the program and provide more time for students in the areas of
reading, math, writing and science. It was determined that the amount of time given to Spanish
class could not adequately meet the goals of language proficiency. Instead, time was added to the
four subject areas just as the school was adopting new curricular programs in each.
The last area, curriculum exhibits, was addressed through the use of Publishing Parties
incorporated into the writing program. The original intent of this area was to find ways to display
student work and success throughout the curriculum. However, after discussion with teachers
and the School Commission, a decision was made to refine and incorporate this goal in a newly
adopted writing program that emphasized writing for a purpose. Based on our observations and
feedback from students and parents, this has been very successful.
24
Chapter
3
Quality
of the
School’s
Program
25
CHAPTER 3 – QUALITY OF THE SCHOOL’S PROGRAM
A. ASSESSMENT OF THE SCHOOL’S CATHOLIC IDENTITY
The school is Catholic, approved by the Local Ordinary (Canon 803), provides authentic
Catholic teaching, opportunities for community worship and participation in the sacraments,
and promotes evangelization and service to the community.
Our Lady of the Lake Parish School is fully committed to the Catholic formation of hearts,
minds, and spirits of the students, staff and parents. The school has been and continues to be a
vital mission of Our Lady of the Lake Parish. As the school and parish have grown over recent
years, our integration has only strengthened due to the efforts of our pastor, principal and
parishioners. We are nourished by our sacramental life, frequent prayer and service to others.
In the time since our last self-study, OLL has made improvements in faith formation, service and
outreach, and sacrament and prayer to ensure this area of the school’s identity is strong. On the
recent survey of parents, Catholic Values was listed as either the first or second reason they
chose Our Lady of the Lake for their child. According to the parent survey, 92.4% of OLL
parents agree, “Providing an atmosphere in which Christian values and attitudes are emphasized
and practiced” is highly effective at OLL and 90% find the Religious Education as effective or
highly effective.
Since the last accreditation the percentage of Catholic students has increased from 72% to close
to 80%. This is largely attributed to the increase in the size of parish and the number of Catholic
families enrolling their students.
While more families identify themselves as Catholic, this
cannot be verified because many non-OLL parish families in preschool and pre-kindergarten
identify as Catholic but do not indicate which, if any, church they belong to. Non-OLL parish
families pay out of parish tuition for preschool and pre-k so verification of their parish
membership is unnecessary (unlike in the K-8).
The principal and pastor provide a visible and welcoming presence at all school functions and at
parish/school collaborative events. As the spiritual leader of the parish/school community, the
pastor meets with all families throughout the year. His presence and encouragement has helped
increase the number of Catholics here on campus. Over the past several years there has been an
26
increase in the number of students and parents participating in RCIA and RCIC. Classes
celebrate these milestones and support these families through the process. Several of the school’s
staff and teachers are also recent converts to Catholicism. Their presence adds to the spirit of
evangelization present in the school and parish community.
The school extends its call to serve by providing a welcoming environment for students with
special needs. The school provides an excellent Catholic education for all parish families
regardless of learning needs. For the 2011-12 school year, 53 students with learning disabilities
were enrolled. Of these 53, nine are students with significant challenges including those with
autism, severe speech/language challenges, and other learning issues. The learning support staff,
the teachers, outside professionals, the students the parents work together to create an
atmosphere of inclusiveness and acceptance.
The number of staff members who have catechetical certification, or are completing the required
coursework, has increased since the last accreditation. Four OLL teachers are certified with three
others in process. The principal is a certified catechist and has a strong background in Catholic
education and identity. He provides strong religious leadership in the school, supports teachers as
they work on the certification, and expects that all religious education teachers are certified.
Certification and continued growth in this area are part of each teacher’s yearly professional
development plan.
Classes at Our Lady of the Lake Parish School provide opportunities for students to bring Jesus’
teachings through service projects. Each class selects at least one service project yearly. The
students learn to serve our school/parish community in a variety of ways. The “school family”
model provides older students an opportunity to mentor and connect with students in lower
grades. Not only do they meet socially together, School Families participate in a variety of
activities for both social outreach and community service. Student Council, which includes
representatives from each class, plan many fundraising events during the school year to support
families and community needs such as food drives, collecting clothing, and bake sales to support
disaster relief needs. Activities often revolve around the theme for each year. Recent school
themes have been “Share Joy” and “God Calls You to Peace”. Students and teachers find ways to
27
incorporate that theme through service and learning throughout the year. School students serve at
funerals and school liturgies as altar servers, lectors, and hospitality ministers. Middle School
students are involved with the Parish Outreach in service projects in the Skagit Valley. There is a
purposeful integration of Catholic Social Justice teachings into the Middle School humanities
curricula. The school will seek to strengthen the instruction and integration of Catholic Social
Teachings in all subject areas. One area that parents and teachers wish to improve is the
availability of appropriate service opportunities for our students across all the grade levels.
Improvements in this will require support by the parents and careful planning by the teachers to
ensure students engage in meaningful service opportunities over the course of the year.
At Our Lady of the Lake Parish School, the infusion of Catholic values guides and directs our K
through 8 curricula. It is our expectation that these values are evident in our academic as well as
our overtly religious choices, in our selection of school-based resources, and in our collaboration
with our parish staff, community, parents and students. Of the many Catholic values
demonstrated by members of the OLL community, two stand out based on observation and
surveys. Firstly, we are a community of prayer. We begin our week in prayer together at our
prayer assembly and each day during all school prayer/announcements. Students pray throughout
their day and in a special way, for each other through intentions and prayer requests. Secondly,
Our Lady of the Lake School and Parish value a strong and active community that includes and
welcomes all families. New families are partnered with a current family who will mentor them
throughout the school year. Welcome nights for new families are held in the spring to acquaint
these families and their children with the school program. Each grade level schedules a class
picnic/family gathering at the start of the year to welcome new families. All grades level
families have a responsibility for a variety of events throughout the year including, parish coffee
hours, receptions for 1st Communion, and graduation among other events. School Commission
members survey all new families at the end of October to get a sense of each family’s transition
to the school. Results from this survey show that our parents feel welcomed and included by the
school community.
OLL maintains a number of spiritual rituals designed to nurture and strengthen our Catholicity.
The school year begins with students, staff, and parents gathering for the Blessing of the Doors,
28
led by Father Tim. Students in the school pray at the start, in the middle, and at the end of their
school day; more specifically, the entire school gathers in the school foyer for prayer each
Monday morning. The Monday morning school assembly is open to parents as well, and offers
further insight that connects the school as a community. Prayer is read each additional morning
over the school intercom by the school principal. Grades 3 through 8 attend Friday mass, with
grade 5 through 8 student altar servers assisting our parish priest, Father Tim Clark. Middle
School students are expected to prepare for Friday masses through reading the Scripture of the
day, and then by writing a reflection demonstrating their understanding of the readings and
homily. Each classroom, K through 8, is responsible for leading a Mass or liturgy throughout the
school year. Joining with the parish community, Our Lady of the Lake School gathers for
Sunday Mass three times a year – at the Mass of the Holy Spirit, Catholic School’s Week, and
the 8th grade Baccalaureate Mass. The sacramental preparation for First Communion, which
follows the Archdiocesan guidelines, is conducted by the parish religious education coordinator,
assisted by the second grade teacher, during Sunday Mass. During Advent, the entire school
engages in daily Morning Prayer with song and candle lighting in the school foyer. Likewise
there is school wide participation in Holy Week activities including a Seder meal and student-led
Stations of the Cross on Good Friday.
During the 2011-12 year, the Middle School religion teachers used materials from the online
source, The Religion Teacher. Our religion text, K through 8, has been Blest Are We, which was
adopted immediately following the last accreditation and was replaced with Finding God from
Loyola Press in 2012. In September of 2012, the staff took part in an inservice on use of the new
religion curriculum. Finding God has a strong emphasis on Scripture and Saints. Other helpful
resources include parental faith formation and art pieces used to convey the mysteries of the
Faith. Both series were recommended by the Archdiocese, as meeting Archdiocesan guidelines.
Supporting both series, are the spiritually and philosophically congruent materials from Second
Step, Steps to Respect and Talk About Touching.
Prayer is an integral part of the life of the school. The school staff gathers each morning to pray
before school – there is a rotating schedule of prayer leaders. When a staff member is ill or
facing surgery, the staff often gathers for the sacrament of the Anointing of the Sick with Fr.
29
Tim. All school gatherings – Curriculum Night, State of School meetings, School Commission
meetings, the Advent program, student-involved conferences, and assemblies – begin with
prayer.
At Our Lady of the Lake, signs, rituals, and traditions are used throughout the school. A large
cross constructed by the school custodian from the wood of several large trees that had to be
removed from the playground is the centerpiece of our school foyer. It is the gathering space for
many school prayer events. It is decorated in accordance with the Liturgical year – changing with
the seasons of the Church. On a sidewall hangs a beautiful icon of Our Lady of Guadalupe
painted by a former staff member.
Each year, a Scripture-related school theme is selected and
displayed in the school foyer and in each classroom. Every classroom has a crucifix, prayer table,
and other symbols of the Catholic faith prominently displayed.
Our Lady of the Lake provides a number of opportunities for parents to help their children grow
in the Catholic faith. Parents are strongly encouraged by the pastor to attend weekend Masses
with their children. There has been an increase in the number of parents attending weekly Friday
Masses, Monday morning prayer and daily prayer during the Advent season. The school website,
newsletter, and parish bulletin regularly communicate opportunities for parents to participate in
parent education, such as faith formation classes offered by the parish. To help encourage family
attendance at Mass, each grade level is responsible for hosting a coffee and doughnut hour each
month after Sunday Mass. There are a number of events throughout the school year where parish
and school communities come together – Italian dinners, international food fest, pancake
breakfasts, crab feeds, picnics, and other social events. Once a month, there is a Mom’s group
offering social and educational opportunities that is open to any mother in the community,
whether or not she has a child attending Our Lady of the Lake Parish School.
Parent survey results show that Our Lady of the Lake’s teaching of Catholic values and the
leadership of our pastor are frequently mentioned as things that parents like best about Our Lady
of the Lake. According to the survey, 18.4% of parents believe that there are few or no
opportunities to help their children grow in their faith and 26% of parents believe that there are
few or no opportunities to grow in the Catholic faith themselves. An area that Our Lady of the
30
Lake needs to work on, according to the parent survey, is the development of a stronger parent
religious education program and communication about how parents can help their students grow
in their faith. For the 2012-13 school year, OLL parish and school are offering parent faith
formation classes that address such topics as Catholicism 101 and the Second Vatican Council.
Based on the parent responses found in the school survey, there is an overwhelming sense of
faithfulness found in the school. Parents repeatedly make positive comments about Fr. Tim’s
spiritual leadership, the school’s emphasis on Catholicity and prayer and our Friday attendance
of mass. As two parents comment:
“Aside from the obvious inclusion of faith/religion in he curriculum, it is the clear
integration of catholic teachings/values into the schools culture and community as well as
the very visible connection to the parish and the clear commitment and connection that
Fr. Tim has to the school.”
“I think OLL school does an excellent job tying themselves to the OLL church and
parish. Teaching the core values and expecting children's behavior to follow these
values.”
Over the last 5 years, the school has made quite the effort to reinforce our Catholic identity
through participation in the sacraments, ongoing prayer and formation and service to those in
need. According to our parents’ comments, our efforts prove to be successful and appreciated.
Conclusion
Since the last accreditation, based on careful analysis of the data collected from the last five
years, we can confidently state the following:
Accomplishments:
 The number of teachers with Catechetical certification has increased.

A new mission statement and school philosophy have been developed.

Strong pastoral and administrative leadership committed to Catholic education.

Main entry environment reflects liturgical season.

Weekly Masses and school wide Morning Prayer implemented.

Increase in number of families participating in RCIA/RCIC.
31
Goals:

Offer more opportunities for Our Lady of the Lake students to engage in community
service.

Taking into consideration the fact that 26% of parents would like more help in
developing their own faith, we want to examine ways to increase opportunities for
parents to grow in their faith.

Develop more consistent instruction of and integration of Catholic Social Teaching in all
subject areas.
Evidence:

Textbooks

Bulletin boards

Classroom prayer tables

Displays in school foyer

Photographs of Advent and Lenten services, Our Lady of Guadalupe icon

School banners and logo

Parent and student surveys
32
DEFINING THE SCHOOL’S PURPOSE
B.
The school’s purpose is defined through the school’s mission statement, philosophy, measurable
Schoolwide Learning Expectations, Arch/diocesan curriculum standards (local curriculum
standards where Arch/diocesan standards don’t exist), and other governing authority
expectations.
The redevelopment of the school’s mission statement and philosophy in 2010 was a
collaboration of leadership, staff, and parents. The driving desire was to develop a statement that
clearly identified OLL as a Catholic school, providing a strong Catholic education, instilling
Catholic values, and teaching the whole child. A philosophy statement was developed to put this
mission in action. Both of these statements appear on the school website and throughout the
school.
The mission of OLL Parish School is to uphold the tradition of excellence in
Catholic Education by forming minds of children through exemplary
academic preparation, developing spirits immersed in the Catholic faith and
nurturing hearts through service and prayer.
Philosophy Statement
Together with the parents, we will build on the individual talents and needs of each child.
We believe that the formal education at Our Lady of the Lake Parish School:

Offers a strong basic education

Promotes lifetime learning

Is value-based in Catholic beliefs

Provides the atmosphere that fosters individual potential, self-sufficiency, and selfesteem
 Provides the atmosphere that fosters the development of social interaction skills.
33
Efforts are made to use the three core elements of our mission, (hearts, minds, spirits) throughout
all aspects of school life. Large banners in the school’s entry highlight the key concepts of hearts,
minds, and spirits. Students encounter this language on a daily basis. All communication and
print media include this logo. It is even present in the weekly parish bulletin. The process for
developing and communicating the revised mission was communicated to school and parish
members via the parish/school newsletters as well as at the start of the 2010 school year via
Curriculum Nights and Welcome Back letter.
The School Commission and OLL faculty took
the lead in development of this mission statement.
The OLL community, including teachers, administrators, parish staff, and the parent community,
revised and updated the SLEs in the spring of 2012. By including the entire school community, it
was the hope that there would be more consistent understanding and implementation schoolwide. The OLL school community began implementing these SLEs school wide initially in the
spring of 2012 and again more consistently in September of 2012. The SLEs are posted in each
classroom and teachers are beginning to include SLEs in their lessons and in grade level
appropriate language. Teachers are also beginning to keep track of and record the SLEs taught
with each lesson using online or hard copy plan books. In doing so, teachers are developing
effective ways for students to reflect on and put into action the SLEs. As a weekly reflection and
reminder, the SLEs are incorporated into Monday prayer and the pastor incorporates the SLEs in
his Friday homilies. Teachers started introducing the SLEs and integrating them to the lesson
plans at the start of the 2012-2013 school year.
Throughout the process of revising the school’s SLEs, communication to stakeholders occurred
in a variety of ways. The school used the weekly letters to update families. The School
Commission, in conjunction with the staff, revised the SLEs and before adopting them,
communicated revisions to stakeholders via the family letter, commission minutes and at State of
the School presentations. Developing tools towards better instruction and assessment of student
progress in achieving the SLEs is a current priority of the school staff. The OLL staff will
develop an SLE assessment tool as a result of the self-study.
34
Whereas the use of the school SLEs is still underway, Our Lady of the Lake School has
effectively used state standards and Common Core State Standards (CCSS) throughout the
curriculum. In addition to using state standards, OLL teachers have been trained in the CCSS,
with an initial focus on the areas of writing and math. Assessment of these standards has been
done through the use of the Direct Writing Assessment and Direct Spelling Assessment. In the
area of math, the use of math checkpoints allows teachers to assess student progress towards
CCSS. Ongoing professional development in the areas of reading, writing and math has helped
teachers meet the needs of all students. This support of teachers has enabled the school to offer a
standards-based curriculum across each grade level that ensures high levels of achievement for
all students.
The school’s use of Slingerland instruction to teach reading is a multi-sensory instructional
approach measured by DIBELS. All teachers including the principal are trained in at least the
first year of Slingerland. Several teachers have taken years 2 and 3. It is expected that to teach in
grades K-5, teachers must have Slingerland training. The school, primarily under the guidance of
our VP/Reading Specialist, has worked closely with researchers from the University of Oregon
to use and assess this well researched and tested instructional program.
Likewise, efforts have been made to offer the same standards-based program in writing and math
to all our students. Our work with a writing specialist from Western Washington University has
ensured the understanding and delivery of a standards-based instructional program rooted in
research and CCSS. The school will revise the current standards-based report card so as to reflect
adoption of CCSS in some areas. As the school concludes year six of a math program aligned to
Washington State EALRs, a decision to continue to explore programs rooted in the CCSS will be
made.
Over the next few years, OLL School will explore more effective assessments that measure our
students’ progress towards the Common Core. While the school’s use of standards to teach and
assess has been strong, work must be done to strengthen the connection between the SLEs and
CCSS.
35
Significant Accomplishments:

Connecting the school mission with its SLEs by focusing on hearts, minds and spirits

Consistently using hearts, minds and spirits in the school’s spiritual life and
communication tools.

Consistent use of standards when teaching and assessing

Significant professional development in the areas of reading, writing, and Math
instruction.

Development of a standards-based report card
Goals:

Create developmentally appropriate language to communicate with students the specific
standards of each SLE.

Consistently instruct students on the academic learning objective and SLEs across all
grade levels and subjects

OLL School will develop effective assessments that measure our students’ progress
towards the Common Core and SLEs.

Refine the current report card to incorporate adopted Common Core State Standards.
Evidence:

SLEs

Meeting notes

Publication materials

Standards-based reading, LA, and math curriculum

Standards-based report card

Developmental assessments such as DWA and DSA
36
C. ORGANIZATION FOR STUDENT LEARNING TO SUPPORT HIGH
ACHIEVEMENT OF ALL STUDENTS
The organizational structures of the school focus on high achievement of all students, and
communicate student progress to all shareholders.
The mission of Our Lady of the Lake is to uphold the tradition of excellence in Catholic
Education by forming minds of children through exemplary academic preparation, developing
spirits immersed in the Catholic faith and nurturing hearts through service and prayer.
Since our last accreditation, we focused on enhancing the school organizational structure to
support the intellectual, spiritual and physical needs of our students. To this end, we have:

Developed a strong administrative and support staff

Improved instructional methods

Improved the learning environment

Evaluated the length of the school day and student schedule - allocated time

Improved the physical structure and environmental decor

Increased & prioritized budgetary resources that support student learning (See Ch. 3H)
Administrative Structure
The principal, pastor, and School Commission work closely with a common vision to develop
long-range goals, promote growth for OLL and instill Catholic values throughout the school.
Through their efforts, we have improved the physical appearance and safety of our school
building and campus, increased enrollment, added staff, aligned curricula to comply with state
standards and strengthened our Catholicity. Policy handbooks are regularly reviewed and
updated so as to ensure alignment of practice to policy.
The pastor of Our Lady of the Lake is both leader and advocate for the school. He promotes full
participation in liturgy by involving students in dialogue during his homilies, pausing during the
celebration to explain points of liturgy, inviting a class to join him on the altar at the Eucharistic
prayer, and helping them to learn and respond to the prayers. The pastor is an integral presence
37
in the school community not only through his visits to school classrooms, but by calling each
child by name and modeling the role of servant by helping serve hot lunch each Thursday.
The principal oversees all aspects of the life of the school including academic, spiritual, student
life and financial oversight. Assisting him in this are several staff members who work for the
school and/or the parish. The OLL vice principal is also our school reading specialist. In these
capacities, she oversees the academic interventions of students in all grades but with greatest
attention and intervention for children in grades K-5. The vice principal generates all DIBELS
related data, assists with the scheduling of reading support for K-5, assists with ITBS
disaggregation, oversees the staff calendar, works with Seattle Public Schools to secure title
funding, and leads curriculum development for the school. She has taken the lead with Writer’s
Workshop and math curriculum adoptions. The vice principal assumes responsibility for the
school when the principal is not present.
The school support staff includes a part time Development Director, Parish Administrator, two
part-time bookkeepers to ensure checks and balances, a full-time school secretary, two custodial
support staff and a school counselor.
These individuals assume a variety of roles and
responsibilities that support the mission of the school. The Development Director oversees the
school campaign project to renovate the school gym. He works with the building committee, the
City of Seattle and foundations to ensure the successful completion of this project. In response
to our previous accreditation report, the school has enacted stronger financial management that
ensures better cash flow and budgeting. The bookkeepers, along with the Parish Administrator
and parish Finance Council oversee a combined parish and school budget of $2.4m as well as the
$3.1m building campaign. Use of a third party (FACTS) for tuition management has freed up
our support staff to concentrate on other tasks and has guaranteed consistent cash flow. Monthly
Finance Council meetings, weekly meetings with the principal and Parish Administrator and
monthly development committee meetings help ensure effective financial oversight.
The school has been fortunate to have a two custodial staff and a school secretary with strong
connections to the school/parish community. The head custodian has been here since 1976 and
has a very good understanding of the school’s physical plant. His understanding has helped
38
ensure the success of school capital projects including the renovation of the lower playground,
installation of new boilers and solar panels. The custodian is supported by a part-time facilities
person who cleans and secures the building at the end of the day. The school secretary manages
a host of school tasks including school registration for new families, daily attendance, recording
checks then sending them to the bookkeeper for deposit, and PowerSchool administrator among
many other things. Use of PowerSchool to manage student information has helped the school
have easier access to student records, grades and parent information. Our weekly school letter
uses parent contact information on PowerSchool to distribute information via email.
Of course, the involvement of various stakeholders has been incredibly helpful to the school as
we secure the financial and physical well-being of the community. School Commission members
have worked with parishioners on financial management, strategic planning and oversight of our
endowment. Most recently, parishioners and school parents have helped the school deal with
security related issues. Their efforts have helped the school address emergency preparedness and
response. Teacher comments from the staff survey have caused the administration to review
security policies and procedures more regularly.
The school will continue to improve our
security procedures by reviewing policies, upgrading facilities (i.e. secure doors) and working
with stakeholders to ensure the safety of the OLL campus.
The School Commission and Parents Club take an active role in supporting the operations of the
school. In addition to fundraising and community building efforts, both organizations help
strengthen our connection to the parish, develop marketing materials for the school and assist the
principal in drafting policies and procedures that govern the school.
Following the last
accreditation, both organizations were combined to allow joint effort at rebuilding enrollment
and improving financial oversight. During the 2012-13 school year, the Parents Club was
reconstituted to focus solely on fundraising, parent education, and community building.
Since our previous accreditation, the school has:

Strengthened the partnership between the pastor and principal

Improved organizational structures in the front office

Improved marketing materials including new logo
39

Developed a content outline of our school curriculum detailing the sequence of
curriculum from grade to grade which can be found in the Evidence Binder

Instituted a yearly State of the School presentation to improve communications and share
information with stakeholders
Improved Learning Environment
With the improvements and additions to the school curriculum, the school decided to add 60
minutes to the school week. This decision was made after consulting the School Commission,
faculty, and parent community during a State of the School presentation. Further consideration of
an extended day is underway so as to offer an international language program as part of the
curriculum.
Along with curricular changes, the school enhanced the overall campus by adding: a turf field,
new garden spaces on the lower play area, moving the Middle School to the second floor, adding
security cameras throughout the campus, renovating the library, replacing the carpet, painting
and furnished new classrooms. The school has improved its technology program by increasing
number of student computers and providing all faculty with updated computers and classroom
technology (Promethean boards, document cameras). The school will develop a technology plan
to address student and teacher use of instructional technology and infrastructure needs.
Currently, there are plans to replace the current gym, renovate the kitchen and the school stage
during the summer of 2013.. These efforts, combined with changes to the curriculum, have
improved the school learning environment.
Encouraging depth and breadth of student learning is central to Our Lady of the Lake’s school
mission and philosophy. To meet this goal, we have developed a strong administrative and
support staff, improved our instructional methods, and enhanced the learning environment.
Significant Accomplishments:

Achieved financial stability as evidenced by the school financial reports
40

Evaluated and improved math curriculum and instruction

Implemented new writing program K-8

Improved school technology program by increasing number of student computers and
providing all faculty with updated computers and classroom technology

More effective communication to parents through school web-page and PowerSchool
Goals:

Develop technology curriculum plan to more effectively utilize our new technology

Continue with improvements to the safety and security procedures and facility upgrades
to ensure the safety of OLL students and staff

Ensure the successful completion of the new gym/event center
Evidence:

Updated technology

New school website

Use of PowerSchool

Science lab, robotics equipment

Writer’s Workshop published work

School enrollment information

Math curriculum maps, checkpoints
41
D. DATA ANALYSIS AND ACTION TO SUPPORT HIGH ACHIEVEMENT OF ALL
STUDENTS
The school uses educationally sound assessment processes to collect data. The school
disaggregates and analyzes student performance data and uses the analysis as a basis for
instructional/curricular improvement.
Our Lady of the Lake Parish School faculty and staff disaggregate, analyze and report
standardized test scores and other assessment data to support high achievement of all students. A
variety of data is collected, analyzed and used to determine how OLL students perform and what
is needed to improve curriculum, instruction and student learning. Historically, OLL School has
relied on student performance data to improve classroom instruction. This data comes from two
sources: formal and informal assessments. Analysis and use of student performance data started
in the Reading program then spread to other areas of the school curriculum. Currently, reading,
math, and writing are assessed throughout the year guiding the staff in making curricular and
instructional changes which positively impacts student performance.
Instruction and measurement of the SLEs began during the 2012-2013 school year. Teachers are
starting to incorporate the SLEs at the beginning of each lesson. We have focused this year on
the incorporation of the major components, active minds, compassionate hearts and faith-filled
spirits in many areas of the school life and academics.
Posters can be found with icons
representing each of these components in all classrooms. The SLEs are mentioned during
Morning Prayer, all school gatherings, liturgies, and in parent communications. Teachers and
other staff reference these components throughout the day at appropriate times. Our Lady of the
Lake faculty and administration recognize the need to strengthen our instruction and assessment
of the SLEs throughout the life of the school. We also recognize the need to partner with parents
to deepen the SLE integration into the life of the school.
One formative assessment used is ITBS in grades three through eight. In addition, Our Lady of
the Lake subscribes to ITBS to Interactive Results Manager for a more in depth analysis of the
data. Other formative assessments used throughout the school are: AIMSWeb (math
computational assessment) given in grades three through eight, since 2009; DIBELS (Dynamic
Indicators of Basic Early Literacy Skills) in grades kindergarten through sixth, given three times
42
a year, since January 2004; DSA (Direct Spelling Assessment) in grades kindergarten through
sixth, given twice a year, since 2010; DWA (Direct Writing Assessment) in grades kindergarten
through eighth, given twice a year, since 2011.
Other formative assessments include unit and chapter tests in various subjects. Data from
classroom based assessments, standardized tests, high school placement tests and teacher
observations are used to create a class and student learning profile. This information helps the
school respond by allocating teaching staff as needed, enlisting the support of parents to help
their child be successful and scheduling professional development opportunities to improve
instruction and learning.
Data that is collected through the use of formal, informal, formative and summative assessments
is presented to staff throughout the school year. Teachers and administrators review student
performance data either individually or as a large group. All teachers use PowerSchool to collect
and publish (for grades 6-8) student performance data. This information is used to evaluate
curriculum and implement change as directed by results. DIBELS scores are mailed to parents
three times a year, as well as ITBS scores annually. Class ITBS scores are shared with the school
community at the State of the School meetings. The principal holds 8th grade meetings to share
historic ITBS scores with families as they prepare applications for high school.
One useful piece of data relates to 8th grade matriculation. The majority of OLL students are
admitted to and attend Catholic High Schools throughout the city. Over the last five years,
between two and five students per year have been awarded merit scholarships from the local
Catholic high schools. OLL graduates, who took accelerated math at OLL and are currently
enrolled at Bishop Blanchet High School, are still enrolled in advanced mathematics classes.
The school has worked closely with Seattle Prep’s math department, too. In particular, OLL
math teachers have used math Prep’s math placement test as a means to measure growth in
student performance over time. The average OLL student’s performance on this test was a
follows:
Basic Skills
’12
’11
Test avg
68
68
73
Algebra
64
72
56
43
Of the nine students who enrolled in Seattle Prep at the end of the 2012 school year, six were
admitted to the third level math class, Honors Trig, and three into first year Algebra 1. In 2011,
of the 4 who attended Prep, three were admitted to Honors Trig and one to Intermediate Algebra.
After a year of Algebra in 8th grade for some OLL students, we strive to help students find the
appropriate placement in 9th grade math.
Summative assessments are used across the curriculum and in all grade levels. Examples of
summative assessments are: projects, Writer’s Workshop publishing celebrations, lab reports,
portfolios, performance, speech, student reflections, Writer’s Workshop conferences, published
writing pieces of genre studies, Middle School advisory program, and observations made in
general. Summative assessments are used as another way to measure student achievement of
learning objectives and SLEs.
Teaching and learning are modified based on formative and summative assessment in a number
of ways. Mini-lessons, across the curriculum, are used for focus and re-teaching of specific skills
based on formative and summative assessment. Small group work focuses on differentiated
needs kindergarten through eighth grade. A math specialist is provided to support the ongoing
development of high achieving students and those in need of more support to meet grade level
standards for grades four through eight. Two reading specialists work with students in grades
kindergarten through five who also need support in meeting grade level standards in reading and
writing. Reading and math groups are established to support differentiation of curriculum to help
all students meet grade level standards. A science specialist works with grades four through
eight, instead of just with the Middle School, in order to develop a more coherent and consistent
science experience. Educational aides, parent helpers, and Seattle Public School specialists all
assist students who need curricular support and/or have special needs.
Three major trends were identified based on data collected from formative and summative
assessment. Math computation was showing a deficiency in ITBS test scores. Therefore, a new
math curriculum (Math Expressions (K-3) by Houghton Mifflin and Progress in Mathematics (48) Sadlier-Oxford), and teachers were trained in the new math program. Torrey Volk, a math
specialist and coach, led professional development efforts for the math instructors of grades three
44
through eight in aligning the curriculum and improving instruction. In addition, AIMS Web and
IXL (web based math practice program) are used to adjust and supplement curriculum and
monitor student progress in math computation.
Additionally, the writing curriculum was inconsistent across the grade levels. As a result, a
writing consultant and coach, Christie McLean-Kesler, a Western Washington University
professor, was hired to help develop a school-wide writing curriculum based on the Writer’s
Workshop; this curriculum is founded on the work of Lucy Calkins from Columbia Teacher’s
College. The kindergarten through eighth grade writing teachers and specialists were assisted by
Ms. McLean-Kesler in the development and implementation of the writing program. We are in
the third year of implementation and collegial support of the Writer’s Workshop. The DWA
(Direct Writer’s Assessment) has been implemented to allow teachers to differentiate instruction
and pass on information to next year’s teacher. New teachers will continue to be trained in the
Writer’s Workshop by Ms. McLean-Kesler and collegial support.
The final area of concern was in the science curriculum. The K-8 science curriculum was not
aligned to state science standards. As result, the school hired a science specialist for grades four
through eight to develop and implement a curriculum that is aligned to state standards. Grades
kindergarten through three has re-adopted the FOSS kits (inquiry based science curriculum) and
uses the Discovery Science curriculum.
Evidence collected from the OLL Parent Survey shows that parents see improvement in our
mathematics, writing, and science programs. The data on the survey shows that 92% of parents
attest that the mathematics program is either highly effective or effective. Additionally, the
writing program shows an 89% highly effective or effective rating. Finally, the science program
shows a 94% highly effective or effective rating. The results of the OLL Parent Survey
demonstrate that parents acknowledge our efforts in addressing the trends identified above.
Based on the OLL Parent Survey, a trend that potentially needs to be addressed in the future is a
foreign language program at OLL. The school will continue to survey parents to gather data
related to satisfaction levels and the degree to which the school meets the needs of students.
Results from these surveys will reveal the extent to which our professional development efforts
45
have been successful for children and evident to parents. As a way of partnering with parents,
OLL School values parental input and participation in creating a successful learning
environment.
Over the last 5 years, OLL School has seen a 45% increase in student enrollment. As a result of
this growth, a more diverse learning community has emerged in terms of learning styles and
developmental needs. OLL School has an increased number of children diagnosed with dyslexia,
ADD, ADHD, autism spectrum disorders, dysgraphia and a greater b of bilingual students. This
change in the demographic of our student body has caused us to provide earlier intervention (PS,
PK and K) and work with third party support to meet the needs of our students. Having a reading
specialist, small reading groups, and a K-5 faculty trained in the Slingerland® Approach has
helped our students be more successful. In addition, with the increase in student enrollment our
school’s finances have improved. This improvement has allowed us to offer three classroom
aides, increased fine arts enrichment, augmented the science program, updated technology and
curriculum schoolwide, and hire a math specialist. A need expressed by the faculty, particularly
in the Middle School, is to strengthen the reading program so as to better align the K-8 Reading
curriculum.
To support the high achievement of all students, over the last five years the school has:

Added aides in grades K- 3

Mandated parent paid classroom assistants for students with exceptional learning needs

Reading specialist works with students in grades K-5

Hired a second learning support teacher to help with Slingerland instruction in
intermediate grades

Hired a math specialist to work with grades 4-8

Teachers work with third party consultants such as: learning psychologists, speech
therapists, occupational therapists and counselors

Teachers attend Seattle Public School IEP evaluations and work in conjunction with
resource specialists

Increase of parent volunteers in classrooms to assist teachers
46

2nd Pre-Kindergarten class added due to increased demand

Offered summer enrichment programs for reading and writing

Hired a School Counselor during the 2012 school year
A variety of instructional materials have been purchased to further meet student needs over the
last five years. These materials expanded and improved our curricular offering.
In the area of Language Arts/Literature:

Great Books Roundtable Curriculum for grades 6, 7, 8

Lucy Caulkins: Units of Study for Teaching Writing for grades Kindergarten through 8

Katy Wood Ray: Study Driven

Direct Writing Assessment materials
In the area of Mathematics:

Houghton Mifflin: Math Expressions and more manipulatives to support math instruction
for grades Kindergarten through 3

Sadlier-Oxford Math Series, differentiated books available for accelerated learners for
grades 4 through 8

AIMSweb Online Assessment

IXL Subscription for grades 3 through 8
In the area of Science:

Science support materials to augment the science curriculum for grades 3- 8

Mindstorm Lego Robots

Electrical kits

Forensic supplies

Water and air rockets

K-Nex building materials

“Mad Science” supplies: bubbles, polymers, glow-in-dark
47
In the area of Social Studies:

Interact historical simulations for grades 5 through 8
In the area of Technology:

Promethean interactive boards purchased for grades 2 through 8 and library

Document cameras purchased for grades 2 through 8, and specialists

50 Macintosh laptops purchased for student use

Class set of iPads

PowerSchool used by teachers in grades Kindergarten through 8 to create report cards
and take attendance

Laptops for each teacher and staff person

PowerSchool access given to students and parents in grades 6 through 8

Wireless and cable connectivity throughout the school

New school website and teacher web pages
Music

Silver-Burdett K-8 curriculum is now in use
Conclusion
Since the last accreditation, based on careful analysis of the data collected from the last five
years, we can confidently state the following:
Accomplishments:

Writer’s Workshop five days a week

Classroom aides in grades kindergarten, first, second, and third

Added part-time counselor

Science specialist for grades 3-8

Technology improvements schoolwide
48

Math specialist for grades four, seven and eight 4-8

Increased amount of instructional time for math, reading, writing and science.
Goals:

Sustain a high level implementation of the Writer’s Workshop, the mathematics program,
and the science program

Continue meaningful implementation of technology into the curriculum, and provide
professional development for the OLL teachers in technology integration.

Examine the reading curricula school-wide, and adopt new program and training if
necessary
Evidence:

Generation of writing pieces has increased

Publishing parties and inclusion of the parent community in writing program

An OLL parent’s survey from January 2012 shows positive parental feedback about the
Writer’s Workshop

Bulletin boards display generation of writing pieces schoolwide

Development of student portfolios that include: reading, writing, and math assessments;
these travel with students to the next grade level

ITBS test scores, parent surveys, and student surveys show an increase in scientific
literacy and parental enthusiasm

OLL graduates, who took accelerated math at OLL and are currently enrolled at Bishop
Blanchet High School, are still enrolled in advanced mathematics classes.

Scientific literacy is cultivated in the intermediate grades prior to the Middle School
science curriculum resulting in higher ITBS scores and more exposure to science subdisciplines.

ITBS scores and teacher monitored use of the IXL online math program show an increase
in mathematics success across grade levels

Christie McLean-Kesler, a writing consultant and coach, provided professional
development and training in Writer’s Workshop.
49
E. SLES AND STANDARDS-BASED CURRICULUM TO SUPPORT HIGH
ACHIEVEMENT OF ALL STUDENTS
The school provides a challenging, comprehensive and relevant curriculum for each student that
results in achievement of the Schoolwide Learning Expectations, Arch/diocesan curriculum
standards (local curriculum standards where Arch/diocesan standards don’t exist), and other
governing authority expectations. All students make acceptable progress toward clearly defined
and measurable Schoolwide Learning Expectations, Arch/diocesan curriculum standards (local
curriculum standards where Arch/diocesan standards don’t exist), and other governing authority
expectations.
During the past several years, Our Lady of the Lake has used a variety of resources in curriculum
development a continuum of learning for all students: the Washington State Essential Academic
Learning Requirements (EALRs), Archdiocesan Learning Standards, Common Core State
Standards (CCSS) and School-wide Learning Expectations (SLEs). The school has effectively
used standards-based instruction and assessment data to support high achievement for students.
However, teacher use of SLEs as part of our instruction is just beginning with the recent
approval (March 2012) of school SLEs.
Teachers review learning standards yearly to align their curriculums to allow students to meet the
learning standards. For example, with the assistance of a mathematics consultant, the
mathematics curriculum has been aligned from grades 2 to 8 to the Washington State EALRs.
This was done through extensive examination of the textbooks and mapping out of the
curriculum. In addition, the report card has benchmarks that are assessed each trimester. The
writing program was examined and completely aligned school wide for grades K-8 to the State
of Washington Learning Standards in 2010-2011. As part of our ongoing work in this area and
the adoption of the CCSS by the state of Washington, in the fall of 2012, the school reading
specialist, and our Writer’s Workshop consultant, further aligned our instructional sequence to
meet the new CCSS. Teachers have begun the work to align our religion curriculum to the
Archdiocesan Standards, and are awaiting the revised Archdiocesan Religious Education
Curriculum. Finally, the social studies and science curriculums are in the process of being
reviewed and aligned to the Washington State EALRs in grades K-8. One curricular area that has
not been aligned school wide is reading. Through the use of Slingerland and DIBELS, there is a
50
continuum of language instruction across the K-5 grade levels. Middle School reading, however,
has not been evaluated and aligned.
Our Lady of the Lake uses a variety of formative and summative assessments to identify students
who are not making acceptable progress toward grade level standards. The summative
assessments that we use are Developing Writing Assessment (DWA) for grades K-8, Dynamic
Indicators of Basic Early Literacy Skills (DIBELS) in grades K-5 and Developmental Spelling
Analysis (DSA) in grades K-5. The DIBELS Daze in 6th grade is used as a formal assessment,
and ITBS testing is used for grades 3-8. Other summative assessments include Slingerlanddriven dictation tests, writing projects, rubrics, unit tests, and daily assignments. Formative
assessments include observations, conference checklists; performance based activities, midchapter quizzes, as well as student oral and written reflections.
Based on the data collected from the formative and summative assessments, students who are not
meeting grade level standards are identified. After identification, specific plans are implemented
to assist students in making the necessary progress to reach the necessary standards.
Support
from parents and possibly third parties (i.e. tutors) is expected in order to help a child move
improve academically. Our Lady of the Lake provides support for identified students through
school support teams, Seattle Public School resources, as well as private consultants. On-staff
reading specialists and private and public consultants advise on the best course of action for
identified students. On-going assessment is implemented with participation of faculty, students,
parents and other school/parish members.
The faculty uses numerous resources when formulating and implementing plans for students not
making acceptable progress. Teacher communication at the beginning of each year ensures
continuity and consistency of implemented plans. Teachers use various models and methods of
teaching, and routinely make accommodations that best support differentiated learning. These
accommodations include additional time, shorter quizzes and exams, oral assessments, multilevel book choices, (for example A to Z Books), partner reading with adult volunteers or with
other students, extra practice with manipulatives in mathematics, small grouping, and
independent work.
51
Our Lady of the Lake School evaluates the success of the plans in a variety of ways. Students
who are below standard are tracked for evidence of improvement. Teachers evaluate ITBS
scores, benchmark and program monitorings, weekly test scores, and daily work for signs of
improvement. Classroom teachers meet with specialists who are providing intervention for
students.
Homeroom teachers and specialists
coordinate curriculum
and classroom
accommodations. They discuss the effectiveness of the intervention program. Prior to the next
school year, teachers meet with parents, specialists, and next year’s homeroom teacher to review
the current year’s accommodations and discuss plans for accommodations needed for the
following school year.
All lessons are designed around a learning outcome, and an assessment is given to determine if
the outcome has been achieved by all students. If the learning outcome has not been achieved by
all students, the following steps may be taken: small group instruction, peer re-teaching, reteaching lessons using a different method of instruction, or implement different forms of
assessment. Teachers continue to reinforce concepts throughout the year to help students master
learning.
The reading support program is strong. In analyzing the data provided by the DIBELs
assessment, the use of the instructional Slingerland® Approach to Language Arts is effective in
assisting at-risk students. The majority of students who begin reading intervention in
kindergarten or first grade have moved out of the at-risk benchmark by the end of 3rd grade. For
example, the 4th grade class of 2011-2012 began in 1st grade with 5 at-risk students, and of
those 5 students, each has successfully moved out of the reading specialist program. In addition,
these 5 students have all met the grade level benchmark for reading fluency.
Essential Learning Requirements (EALRs) from the Washington State Office of Superintendent
of Public Instruction has traditionally provided the backbone to the OLL learning standards for
grades K-8, as approved by the Catholic Schools Office of the Archdiocese. More recently
however, following the adoption of the Common Core State Standards in the State of
Washington, OLL is moving to adopting these new standards. The CCSS standards enable OLL
52
to align their curriculum, assessments, and instruction to help students acquire core conceptual
knowledge, higher level thinking skills, and apply knowledge to the real world. Teachers
challenge students to work to their highest potential. Teacher-student conferences during the
Writer’s Workshop
aid teachers in clarifying areas that need improvement. Students use the
constructive feedback to continue to improve their writing. In math and reading students are
grouped according to their ability, which enables teachers to work with students at their ability
level.
Based on the results of the 2008 ITBS testing the OLL faculty identified two curricular areas that
needed attention, math and language arts. National School Norms (see evidence folder for ITBS
data) for the core subjects on this test did not reflect the potential of OLL students. After
reviewing the K-8 language arts and mathematics scores on the ITBS, the school identified a
need to improve curriculum materials and instructional practices in math and writing so as to
improve student achievement. Evidence and feedback from parents shows that achievement
levels for many classers has risen in the ITBS test. For those classes whose performance was flat
or declined an analysis showed that there was a correlation with the arrival of new students to the
drop in test scores.
The school adopted the Writer’s Workshop Program, and continues to participate in ongoing
staff development opportunities K-8, in a three-year implementation plan. Another goal was to
ensure all K-5 teachers were trained in the Slingerland® Approach which provides a strong
phonics element to reading and language arts.
Mathematics was also a highlighted area of concern. A mathematics consultant spent time
aligning and creating pacing guides for the 2-8 mathematics curriculum. Middle School split
their groups based on ability by hiring another part time math teacher.
Recent parent surveys strongly support that OLL’s K-8 core academic subject areas are either
effective or highly effective: Reading-90%, Writing/Language Arts-92%, and 94%-Math. Also,
the parent survey indicated that 93% agree that Science is effective or highly effective and 91%
agree that Religion is effective or highly effective. In addition, the parent survey indicated that
53
93% agree that science is effective or highly effective, and 91% agree that religion is effective or
highly effective.
A high percentage of OLL students report that they feel successful and confident in their abilities
in their classes. In the recent student survey, 94% of the students either strongly agree or agree in
the following areas:

88% of students report feeling good about themselves at school

88% of students understand how to apply what they learn in school

87% report that their teachers have confidence in them

84% report they feel successful in school
In the student survey, 53% strongly agree or agree that they were challenged at this school and or
that the work was challenging. 55% of students reported that teachers did not use test scores to
alter lessons and did not connect lessons to SLEs. The survey results showed there was a small
group of students who felt they were not significantly challenged in their classes and lessons
were not connected to test scores and SLE’s.
Accomplishments:

Writer’s Workshop, mathematics curriculum, and science curriculum grades 4-8 , art, PE
and music have been aligned with Washington State Essential Academic Learning
Requirements and Archdiocesan Curriculum Standards and further alignment to the
Common Core State Standards is underway.

Assessments have been fully implemented in writing, reading, spelling, and mathematics

Updated SLEs have been published

Two part-time reading specialists work with students to address learning needs, and work
in conjunction with homeroom teachers

Part-time mathematics specialist works with accelerated students in grades 7 and 8

All K-5 teachers have received training in the Slingerland® Approach to Language Arts

Developed a Curriculum Content Outline of what was taught in grades K-8
54
Goals:

Continue to align and map social studies, reading, language arts, and science, religion
curriculums in grades K-8 to Washington State Common Core State Standards, SLEs
and/or Archdiocesan Curriculum Standards

Fully implement, align and assess revised SLEs

Continue professional development for current and new teachers to keep abreast of state
curriculum standards, Common Core State Standards, instructional strategies and existing
school policies, procedures and programs
Evidence:

Students, parent and staff surveys

Student assessments: ITBS, DIBELS, DSA, AIMSweb, DWA

Revised SLEs

Rubric samples

Formative and summative assessments aligned to curriculum standards

Accommodation plans

Copy of school curriculum standards
55
F. INSTRUCTIONAL METHODOLOGY TO SUPPORT HIGH ACHIEVEMENT OF ALL
STUDENTS
The staff applies research-based knowledge about teaching and learning in the instructional
process. Assessment is frequent and varied, integrated into the teaching/learning process, and
informs curriculum planning.
Since 2004, Our Lady of the Lake School has used student data to inform our instructional
methodology in a variety of academic areas. This approach was first used in our primary classes
with the implementation of Slingerland® Language Arts instruction and DIBELS classroombased reading assessment. Shortly thereafter, assessment data from ITBS, math computation
assessments, standards-based teaching, assessment and reporting was used throughout the school
to improve our instruction. Data driven decision-making caused the school to hire a math
specialist to work with grades 3-8, employ a science specialist for grades 4-8, and employ a
reading specialist who works with K-5 students. Data driven decisions are used to change the
way teachers teach students within the classroom.
The recent research-based staff development in which Our Lady of the Lake faculty have
participated is in writing, language arts, and mathematics. The staff looked at different writing
programs and observed teachers at other schools using various programs before deciding to use
Writer’s Workshop as the writing curriculum. Teachers have been trained to facilitate student
writing projects in the Writer’s Workshop. Teachers in grades K-5, including the learning
specialists and principal, have received training in the Slingerland® Multi-Sensory Approach to
Language Arts and apply those methods as they are appropriate in their own classes. New
teachers are trained in a month-long summer Slingerland program. Teachers participate in yearlong training during their second year teaching with the Slingerland method. The Slingerland
method is integrated in spelling, reading, and writing in the elementary grades. In response to
low math scores, especially in math computation, on the ITBS the school developed a plan for
improvement in student learning. The school hired a math consultant to help align the curriculum
across the grade levels. Teachers participated in trainings with Discovering Mathematics (a
consulting firm) at various times throughout the year. Teachers also collaborated with the
Houghton Mifflin Math Expressions trainers from the Wapato School District to align the K-5
curriculum with the standards and to implement the new program.
56
Throughout the year, teachers participate in professional development opportunities provided by
the Archdiocese. These include Teacher Excellence Day every September, training developed in
the North Deanery, and Catechetical Certification Training in the school year and summer.
Teachers also participate in various individual professional development opportunities such as
conferences, peer observations, classes, fellowships, workshops, and online courses. Our Lady of
the Lake School is fortunate to have a number of faculty who offer professional development for
local teachers (ie Slingerland, science, classroom management, assessment, DIBELS).
The school uses a variety of formative and summative assessments to measure achievement of
curriculum standards. However, the SLEs that were developed during the previous accreditation
process have not been consistently implemented or assessed. This is an area that requires
improvement. In the midst of this self-study, the school updated its SLEs to reflect our school
mission. OLL has also started the process of adopting the Common Core State Standards in
math, writing, and reading. Steps still need to be taken to align the social studies curriculum to
the CCSS. To assess achievement of curriculum standards, the following strategies have been
adapted: We employ a full-time reading specialist for K-5 who conducts assessments in reading.
The DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is administered three times a
year to measure fluency, accuracy, comprehension, and recall in reading in grades K - 5.
Teachers conduct DWA (Developing Writers Assessment) two times during the school year to
assess writing skills. In addition, the DSA (Developmental Spelling Analysis) is administered
several times throughout the year to assess knowledge of spelling patterns. Teachers have used
the AIMSweb to assess fluency in math computation. The ITBS (Iowa Test of Basic Skills) is
administered in the spring (3rd- 6th grades) and fall (8th grade). This data is analyzed by faculty
and used to determine areas of need and growth over time. This information is also used to plan
curriculum and staff development. For example, ITBS results showing that math computation
scores were below the seventh stanine led to implementation of the AIMSweb to help increase
competency in this area. In the spring of 2009, the 6th grade had a Math Core Total of 48. (See
following table)
57
CLASS OF 2011
Grade Year
3
2006
4
2007
5
2008
6
2009
7
2010
8
2011
Reading LA
Math
90
59
88
WASL administered this year
91
88
72
94
90
48
ITBS taken fall 2011
99
94
99
Core
82
84
80
97
Based on this evidence, OLL staff established a goal that by spring of 2010, all students in
grades 3 - 8 would perform at or above the 75th percentile for computational fluency on the
AIMSweb Benchmark Assessment. More than 90% of our students in the 2010 - 2011 school
year met this goal and continue to demonstrate this growth in other assessment, such as ITBS
and classroom based assessments. The table above illustrates the growth from the 48th percentile
in the spring of 2009 to the 99th percentile in the fall of 2010 - 2011 school year. Results of the
most recent Parent Survey indicate that a vast majority of parents find mathematics, reading, and
writing/language arts instruction effective or highly effective (See Parent Survey results.) While
the ITBS has been an effective tool for providing data about student achievement, an area for
improvement is to research and implement an assessment tool that provides more comprehensive
feedback throughout the school year (i.e. Measure of Academic Progress--MAP).
Our Lady of the Lake is strengthening its technology program through the purchase of laptop
computers, iPads, Promethean Boards, document cameras, and projectors. Teachers have
attended seminars and training to better use these tools to enhance student learning. Two parents
were instrumental in developing a new website for the school and parish. Teachers use their
classroom websites to communicate with parents. The use of PowerSchool allows teachers to
communicate student grades/achievements/and missing work. Technology continues to be an
area in need of constant support of parents and teachers.
In accordance with our school mission to uphold the tradition of excellence in Catholic
Education by forming minds of children through exemplary academic preparation, developing
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spirits immersed in the Catholic faith and nurturing hearts through service and prayer. Our
Lady of the Lake School incorporates elements of our faith throughout the curriculum.
The school lives out this mission by:
…forming minds of children through exemplary academic preparation…

Our school’s curriculum is based in the Washington State Essential Academic
Learning Requirements (EALRs)

Our religion curriculum is based in the Archdiocesan Standards for Religion.

Our report cards directly support the curriculum and are based on the EALRs at each
grade level.

The staff evaluates curriculum annually and sets goals to increase implementation and
awareness of the state standards.

Regular formative and summative assessments provide students with an
understanding of the need to set individual goals to work toward achieving their
greatest potential.

Students are expected to work to their greatest potential. Our Lady of the Lake
provides them with the support that they need to be able to identify their gifts and use
them to serve God and their community.
…developing spirits of children through immersion in the Catholic faith…

In social studies, we teach about Catholicism in relation to world religions, how
people live in communities and societies. In U.S. History, students learn about the
founding fathers of America and their religious backgrounds. Catholic social justice
teachings also are related to events throughout history in discussions and projects.

In math and other subjects, students work together in groups to solve problems while
still learning about respect for others and how to work cooperatively.

In writing, students use writing skills to reflect on the weekly masses, service
projects, and other topics, like the saints.

In religion, we not only teach the tenets of Catholicism, we also follow the religion
curriculum set forth by the Archdiocese. Students are responsible for learning
Catholic prayers, parts of the Mass, the Saints, and liturgical participation.
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
In reading, we discuss themes and content of stories in relation to Catholic values and
teaching.

Students learn to appreciate God’s creation in science class, with the youngest
students learning that God is the Creator, and the older students learning about how
God’s creation works.

In P.E., art, and music, students learn about their God-given gifts and to understand
their bodies and talents are gifts from God.

The principal leads all school prayer at the start of every day.

Every Monday we gather together as a school to worship in the school foyer.

Grades 3-8 attend weekly liturgy. Students in grades 5-8 have a journal reflection
activity that has them reflect on the Gospel and homily of the liturgy.
…nurturing hearts through service and prayer….

Each classroom organizes service projects throughout the school year.

The third grade writes letters to the elderly in the community.

Sixth grade distributes food at a local food bank.

Grades 6-8 served food at Tent City 4. Middle School students also altar serve at
daily mass and for funerals.

Pre-K adopted the Goat Project to help Heifer International purchase goats for
underdeveloped countries.

The fourth and fifth graders have participated in an Annual Walkathon to raise money
for the building of a borehole in Zambia. Service projects have been integrated into
many subject areas. Students have raised and released salmon into Thornton Creek as
part of a unit on the life cycle of the salmon. They have also participated in
restoration projects at Magnuson Park.

Second grade participated in building community gardens on the school campus. This
was part of a unit on sustainability, as food from the garden was given to the school
lunch program.

Staff members also take part in service projects in the community. They have
provided food and served at Tent City 3 and 4.

First grade and Kindergarten collect for St. Joseph’s Baby Corner every Christmas.
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Prayer is an integral part of our day-to-day life:

On a daily basis, the school staff gathers to pray.

Our school year opens and closes with prayer services.

Each month, the school gathers for an all school liturgy.

Each class is responsible for planning a school liturgy.

The school day begins with school-wide prayer.

Classroom prayer is an important element of each day.

The 3rd – 8th grade classes attend weekly Masses.

The school gathers every morning during Advent for an Advent prayer service.

On Good Friday, the school attends Stations of the Cross.
Although OLL is committed to service to others through our classroom projects, and we
accomplish many significant ways of giving in our Catholic faith, we need to develop a more
structured and individualized Middle School service learning program.
The Parish is also involved in the integration of Catholic values throughout the curriculum. Our
Pastor, Father Tim, is an inspirational model for staff and students. He knows the names of
students and is constantly present in the school, serving lunch and visiting classrooms. He makes
it clear to parents that we are all in partnership in developing these values. Father Tim stresses
the importance of regular mass attendance and involvement in the parish. He also takes
opportunities to teach about the Mass during the daily mass when students are present. Other
parish staff members also provide support to the curriculum by visiting classrooms. Deacon Roy
visits the fifth grade to teach them about altar serving. He has also provided Safe Environment
training for Middle School students. The Directors of Faith Formation for Children and Adults
play an active role in the life of the school. The Director of RCIC works closely with the 2nd
grade teacher and principal to ensure sacramental preparation for Catholic families. The Director
of RCIA works with school parents interested in joining the Church and with faith formation of
our school parents through classes, retreats and presentations.
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Because Catholic education is considered a partnership between the school and parents, parents
play a significant role in integrating Catholic values into the school curriculum. Parents are
continually involved in volunteer opportunities at the school, thus modeling the values of Hearts,
Mind, and Spirit. Parents assist in the planning and implementation of service projects. They
volunteer to serve hot lunch, help in classrooms and the office, and take leadership roles in
fundraising projects. They also drive on field trips, attend camp, and support the teachers, staff,
and students in many other ways. Parent education opportunities are often well-attended and
include such topics as Love and Logic, effective behavior management strategies, and child
growth and development.
Significant Accomplishments:

Changes to the mathematics curriculum have resulted in measurable growth for students,
especially in the area of mathematics computation

Teachers across all grade levels have gone through professional development, worked
with a Writer’s Workshop consultant, and implemented a new writing program

Implementing assessments (DIBELS, DWA, DSA) to measure student growth in reading,
written language and spelling, and using Slingerland® to teach reading, language arts,
and the mechanics of writing in grades K-5.

Integration of Catholic values across the curriculum.

Evaluated and updated language arts and math curricula in Grades K-8 through the use of
student performance data
Goals:

Develop a consistent approach for assessing achievement of the SLEs

Map the curriculum across the grade levels, using the Common Core State Standards and
Archdiocesan Religion Standards as a framework

Development of a structured Middle School service learning program.

Develop a school technology plan
62
Evidence:

ITBS and AIMSweb test scores

Assessment data (DIBELS, DSA, DWA)

Writer’s Workshop student folders

Classroom bulletin boards and prayer tables
63
G. SUPPORT FOR STUDENT SPIRITUAL, PERSONAL, AND ACADEMIC GROWTH
Within the school’s community of faith, students have opportunities to participate in support
services and activities to assist them in accessing the curricular and co-curricular programs to
achieve the Schoolwide Learning Expectations, Arch/diocesan curriculum standards (local
curriculum standards where Arch/diocesan standards don’t exist), and other governing authority
expectations.
Our Lady of the Lake School makes every effort to help each child develop his/her emotional,
physical, intellectual and spiritual self. The use of student performance data, surveys, class
meetings, student self-reflections, parent input and teacher observations combined with our cocurricular programs assist the school’s efforts to teach the whole-child. OLL prides itself on
cultivating a strong community that supports the overall needs of students. Our mission
statement articulates the belief in teaching the whole child – heart, mind, and spirit.
The school prides itself on the intimate relationship between staff, students and parents. Births
and birthdays are celebrated at Monday Morning Prayer, and losses are mourned. The size of the
school lends itself to knowing the individual, while the emphasis on data-based decision making
and teacher collaboration ensure that no student’s needs are unknown. Knowing each child’s
name, how they learn and who they are is vital to the success of our students and school.
Our Lady of the Lake School provides opportunities during and outside of the school day to help
students meet and/or exceed the standards set forth in both the curriculum and Student Learning
Expectations. Curricular and co-curricular programs are designed with the intent of promoting
Active Minds, Faith-Filled Spirits, and Compassionate Hearts. At the start of the 2012 school
year, teachers and administration began introducing students and families to the Schoolwide
Learning Expectations.
SLEs are shared with students at the start of many lessons, on
assignments, during assemblies and all school prayer gatherings. The principal shared these with
families via the family letter and at Curriculum Nights. Work on deeper implementation of the
SLEs will need to continue.
Our Lady of the Lake promotes Faith-Filled Spirits through many prayer-centered activities
during the school day and throughout the school year. Father Tim Clark, OLL Pastor, welcomes
the parents and students at the beginning of the school year with a blessing of the school’s doors.
64
As each school day begins, teachers gather in the foyer for prayer, thus setting the tone for the
day. After students arrive and settle into their classrooms, Mr. McGovern uses the intercom to
lead them in prayer and the Pledge of Allegiance. Beginning in the 2012-2013 school year, in an
effort to draw the school community together in prayer more frequently, we begin each Monday
with a short all school prayer service reflecting our theme of “God Calls You to Peace”. Students
in grades 3-8 attend Mass each Friday. The whole school participates in special liturgies such as
the Mass of the Holy Spirit, All Saints Day, and Catholic Schools Week. During Advent,
students and parents gather each day in the foyer to sing, pray, and light the candles of the advent
wreath that is the centerpiece of our foyer at Christmas. The Stations of the Cross are led by the
Middle School and the School Choir on Good Friday. In May, we celebrate Mary and all
mothers, with a special prayer service which includes the May Crowning of Mary and a tea to
honor mothers of our students. Students who receive the Sacrament of Reconciliation and
Eucharist are recognized and honored by all. OLL has been blessed to have many families and
students join the church after entering the school/parish community.
The development of Active Minds is a priority in the implementation of the curricular programs
at OLL. School-wide instructional philosophies, curricular programs and specialists for students
at either end of the learning spectrum provide the attention needed for students to excel and
exceed. Federal funds are used for professional training to stay up to date with the latest writing
and math skills. Reading specialists for elementary students who struggle with literacy and a
math specialist for those Middle School students who are excelling provide the perfect
environment for success. OLL offers summer school to bring students up to grade level and
summer camps to reinforce previous year’s learning. Pre-K through 2nd grade classes have aides
at all times to provide assistance when needed. Occasionally if needed, a parent may provide an
individual aide a student with special needs. Differentiated instruction helps ensure that all
students are challenged.
Through the use of title money and/or Child Find, some special
programs provided by the public school are used to enhance learning. Outside counselors are
available to confer with students, parents and teachers whenever required.
OLL expects each student to work to meet or exceed his or her potential. Classes are rigorous,
but teachers are able to modify assignments, expectations and report cards in special cases for
65
some students with learning disabilities. Well communicated expectations through the use of
rubrics and learning expectations are provided by teachers. Help is provided when needed
throughout the school day or before/after school. The school monitors academic growth through
a diverse assessment program where students can demonstrate mastery knowledge of academic
subjects and learning objectives defined by Archdiocesan and State Curriculum Standards.
Students have many opportunities such as speech tournaments, school assemblies, Writer’s
Workshop publishing parties, and Morning Prayer to learn to communicate effectively by
listening actively, speaking clearly and writing, concisely, and correctly.
A structured
curriculum helps students develop organizational and study skills, follows directions, and
accomplishes goals. The Writer’s Workshop genre studies integrated with social studies and
science class curriculum requires students to use research skills, think critically, solve problems,
and apply concepts to real life situations. OLL students display intellectual curiosity by seeking
new and novel answers to world questions and problems.
With compassionate hearts OLL students participate in classroom and community activities
where they learn to respect self and others' property, opinions, beliefs, rights, and cultures;
recognize the importance of and participation in community service; use interpersonal skills to
promote a peaceful classroom, community, and world; demonstrate compassion towards others
by words and deeds; and choose to make a sacrifice to benefits others.
Beginning in
kindergarten, all students learn about physical and emotional health through Steps to Respect,
Talking About Touching, and Second Step. Some classes will use class meetings as a means to
problem solve and recognize positive behavior. These programs support the integrity of the
whole person and reflect the values inherent in Catholic education.
Students at Our Lady of the Lake grow spiritually, personally and academically by participating
in a variety of leadership opportunities. Students in all classes can be prayer leaders, office
couriers, classroom custodians, or “Star of the Week.” Retreats are given to the Middle School
students in the beginning of the year to help them define their new roles and focus on academic
and social/emotional growth. The 8th Grade has an additional retreat in the spring to help them
transition to their new schools and new challenges. Eighth grade students are responsible for
being school family leaders. Each family is a made up of 10 to 12 students ranging in age from
pre-K to 8th grade. Family events are held once a month and students come together to pray,
66
share a meal, work on service projects, and engage in collaborative activities. The Student
Council is made up of Eighth grade leaders and two class representatives from K - 8th grades.
Student Council provides leadership and service opportunities for the entire school body. SC
leads and plans activities such as food drives, fundraisers for those in need, hosts a Junior High
Dance and Spirit Days, and helps to plan Catholic Schools Week Mass and events. Our 4th-8th
grade students lead us in Morning Prayer during the Advent Season, and the Middle School
students lead us in the Stations of the Cross on Good Friday. Instructing students on the value of
and how to lead and serve is an important part of our school curriculum.
The integration of Catholic values moves beyond the school curriculum into areas outside of the
school day. By participating in extracurricular activities, like speech, CYO, and choir, students
have the opportunity to respond to God’s call to share their God-given talents with the larger
community. They also learn sportsmanship and teamwork. In the Extended Care program,
students participate in service projects for the parish and school, such as preparing the pews for
weekly mass and helping with the school food drive. Class meetings are a way for classes to
reach agreement in a just and peaceful way. The school also embraces students with special
needs and a wide range of learning differences. Students of all abilities have access to our
curriculum, and are able to receive help from learning specialists (K-5), aides, and a visiting
behavior specialist. Because students are exposed to classmates with special needs, and through
teacher and peer modeling, they learn how to accept all people, despite any differences that may
exist between them. During the 2012-13 school year, two families have funded a classroom
aide/counselor position here at the school. Their support has helped the school expand the
social/emotional support services for students. The presence of the counselor here on campus
has helped students cope with family loss and divorce, improve conflict resolution and helped
students be more included and including. The presence of this counselor has helped us meet the
needs of the whole child. As a result, the school sees the benefit of the counselor’s presence and
seeks continued funding for this position in the future.
Our Lady of the Lake extended care program is an extension of the learning day at OLL and is a
yearlong program. It is open before and after school each day and during vacations and holidays.
Students in the program are provided with opportunities for study/homework time as well as
67
opportunities for service, creative development, prayer, and outside play. Directors of the
program are parish members and one is a graduate of OLL. Their understanding of the
school/parish traditions help build a strong relationship with students and parents.
Students at Our Lady of the Lake are encouraged to participate in a wide variety of co-curricular
school sponsored activities that help to enhance their personal, spiritual, and academic growth.
These co-curricular activities include Middle School and children’s liturgical choirs (both
established since our last accreditation), annual Middle School Musical, Speech Program, altar
servers, Mandarin Chinese Foreign Language class, Student Council, Robotic Club, Math
Counts, Lego Club, Girl Scouts, Boy Scouts, Jump Rope Program and Advanced Band. Students
who excel in these activities are recognized for their accomplishments at morning
announcements, through bulletin board displays, and in the Wednesday newsletter that is
distributed to all the School Families. Often these groups will celebrate their accomplishments by
having performances, parties, or special awards.
The parish school organizes and sponsors five Catholic Youth Organization (CYO) sports teams
each year, often partnering with neighboring Catholic schools in order to form teams. These
sports programs include cross country, soccer, basketball, volleyball, track and field. Students’
personal growth and evidence of Catholic values in action are very visible through CYO sports.
These values are communicated to parents through team meetings, pre-game prayer and Play
Like a Champion Training (PLACT) for all coaches. Parent volunteers and their families play an
integral role in implementing, coordinating and coaching these programs. In order to better
manage the CYO program, the school moved away from volunteer parental management to the
hiring of a CYO Director whose job is to ensure all aspects of the program are well managed.
For years, OLL School has valued the role that Art/Music/Drama/Speech plays in the life of the
school. The school has had a yearly musical since the late 1970’s which has become a rite of
passage for our students. Speech, too, has been well established in the life of the Middle School
since the mid 1970’s. The speech program is integrated with our school language arts
curriculum, and all students in all grades practice some form of public speaking in their
classroom. Traditionally, OLL School relied on parent docents to lead our art curriculum in all
68
grades. Given the importance of offering a balanced academic experience for students, the school
hired an art teacher who implemented an art curriculum across grade levels and who worked
directly with teachers to integrate art in other subjects.
OLL is blessed with an active group of supportive parents and parishioners. They have invested
themselves in all areas of the school community by helping in the classroom, working with after
school activities, involve themselves in parent leadership groups like the School Commission,
attending school Masses and assisting in Faith Formation programs. Parents have committed
themselves to helping Our Lady of the Lake School enhance the school building and the campus;
by updating the facilities and the technology programs. Since the last accreditation, OLL has
remodeled and repaired the playground. Parents were again active in the development, designing,
planting and supervising the completion of the project. Artificial turf has been installed for
student play. Gardens, walkways, and an outdoor seating area have been added. Solar panels
have been added to the school to help us be energy efficient. The classrooms, library, and
hallways have been painted, and student art, commissioned art, and a library mural have been
permanently installed to provide a more welcoming learning environment.
Parents have been
instrumental in helping the school go wireless and designing a new website. Through the auction
fund-an-item, OLL was able to purchase two classroom sets of MacBooks and one class set of
IPads. All of these updates and improvements are an indication of their investment in the school.
Although each family is required to give 36 hours of volunteer time to the school and parish, a
majority of our parents commit much more of time and energy to the school.
The whole school gathers on a monthly basis in their School Families – multi-grade level groups
that work on service projects and other activities together. In addition, the Student Council, on
behalf of the school sponsors and organizes fundraising events to support community and
worldwide crises. For example, after the earthquake in Japan, Student Council organized a donut
sale to raise money for victims.
As a school, we teach students how to conduct themselves as followers of Christ. Each school
year has a theme based on a Catholic value to uphold. For instance, in the 2011-2012 school
year, our theme was “Share JOY” – Jesus, Others, You. Our discipline policy and common
69
school values are rooted in the maxims of Jesus. For example, the “Five Be’s” of Our Lady of
the Lake are: Be Respectful, Be Safe, Be Responsible, Be Inclusive, and Be Ready. Teachers
model the Gospel values in all of their words and actions. School staff members greet one
another and students in the halls, and treat one another with respect. In their classrooms, teachers
model appropriate behavior and respect for others by using consistent policies that respect
students’ individual differences and treating the students fairly.
Accomplishments:

Updated the religion curriculum and worked in partnership with the parish Faith
Formation team

Instituted a part-time speech teacher for speech competition and offered it as a Middle
School elective

Encouraged tutors from parish community

Expanded the technology education experience and increased wireless technology
equipment and use in classroom

Added of two classroom sets of Macbooks, one class set of iPads and Promethean Boards
in grades 2-8

Developed new school website

Updated facilities (new playground, turf play field, solar panels)

Updated library (new shelves, tables and carpet and collection)

Added an art and part-time math teacher

Created a school choir

Increased professional development (math, writing program, technology)
Goals:

Develop and implement new technology plan

Develop new multipurpose center (enlarged gym, lunch/meeting area/theater seating)

Integrate SLE’s into overall experience for students at OLL

Find funding sources for school counselor
70
Evidence:

Self-study surveys

List of items from grants ( outdoor classroom, solar panels, turf field, gym, science lab,
Sustainable Seattle city(recycling)

Federal funds to improve Writing
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H.
RESOURCE MANAGEMENT AND DEVELOPMENT TO SUPPORT HIGH
ACHIEVEMENT OF ALL STUDENTS
The pastor, principal, and school board develop, implement, and monitor resources and plans to
ensure and support high achievement of all students of the Schoolwide Learning Expectations,
Arch/diocesan curriculum standards (local curriculum standards where Arch/diocesan
standards don’t exist), and other governing authority expectations.
Our Lady of the Lake School uses a system of resource management that is approved by the
Archdiocese of Seattle and overseen by the pastor, parish administrator, principal, Finance
Council, Parents’ Club treasurer and School Commission. Following the last accreditation,
emphasis was placed on developing a more effective management of the school’s financial
resources. In addition, a system to track parent volunteer hours was developed by the School
Commission and Parents Club.
Since our last accreditation, the school and parish have worked diligently at planning,
communicating and overseeing the school’s budget. The process for these things was revised to
provide more oversight by the School Commission, Finance Council and school community.
New budgets are developed starting in December by the School Commission, principal and
parish administrator. This process relies on data such as projected enrollment, projected health
care costs, projected parish subsidy and teacher salary so as to ensure accurate planning. Once
the budget is drafted and presented to the parent community in late February, the parish
administrator and chair of the Finance Council continue working on it and present it to the pastor
for his initial approval. The approved budget is used throughout the spring and is updated as
needed. Generally, the budget is finalized in late spring after all the different income and expense
categories are finalized.
In the midst of the budget process, the school hosts two State of the School nights for parents in
mid-February and early March. These events review progress toward our school’s goals for the
academic year, status of the budget for the upcoming year and engage the parents in some aspect
of the life of the school and parish. The State of the School is presented by members of the
School Commission, Principal and Pastor. At the February 2011 State of School, an emphasis
was placed on cost to educate one child at OLL. Sources and amounts of income were outlined
72
as were expenses. This was used to bring attention to several important facts related to the school
budget:
1.
In parish tuition rates were significantly below the total cost to educate a child
2.
Income from tuition, parish subsidy, development and auction still left a K-8
budget deficit of $40,000
3.
Income from the preschool and pre-K enrollment offset the K-8 deficit
At the February 2012 State of the School presentation, the principal and School Commission
emphasized the importance of sacrificial giving and its relationship to the parish subsidy. The
following figures were highlighted:

OLL parish provides the school with a $120,000 subsidy, which was $140,000 back in
2008 but dropped as the school’s finances improved.

This equates to a per Catholic child subsidy of roughly $900.

On average, an OLL family contributes $650 to the parish.

For example, a family with two children was subsidized $1800 ($900 per child) by the
parish, but typically only contributed $650 in Sunday sacrificial giving for the year. The
difference was offset for by the sacrificial giving of other parishioners.
Needless to say, awareness of this generated much conversation and realization that this financial
model will not sustain itself over the long term. With the help of the parish administrator, effort
was made to communicate to all parish families their level of sacrificial giving. Since all families
who receive in-parish tuition must have a sacrificial giving card on file, tracking this was crucial
to ensuring support of the parish. It also had the benefit of increasing awareness of and
participation in sacrificial giving to the parish. An analysis of school participation in sacrificial
giving will occur during the 2012-13 school year to determine if participation has increased.
Two important policies were instituted immediately after our previous accreditation. Firstly, the
school implemented a new registration agreement that made for easier collection of student
information and, more importantly, allowed the school to have a more accurate enrollment
number from which to base its budget on. The registration agreement is distributed at the State of
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the School meeting and a financial incentive is given so as to increase its return in a timely
manner. Families who returned the agreement on or before the due date could deduct $125 from
their registration. Secondly, the school began using FACTS Tuition Management to collect
tuition from families. Families were given two ways to pay tuition; in full by the first day of
school or to enroll in FACTS. For the 2011-12 and 12-13 school years, about 25 of the 170
school families chose to pay in full rather than enroll in FACTS. A benefit of this was an
infusion of cash to our school budget that was kept in the school savings account and used when
needed. Using FACTS also ensured a consistent cash flow each month from which the school
could budget income more effectively. Since OLL School started using FACTS, 99% of the
tuition scheduled to be collected via FACTS was collected.
Tuition increases have been steady since the 2006-07 school year. The School Commission
committed itself to keeping tuition increases at 5% a year. This number was chosen after
consulting with a variety of principals and financial officers at other Catholic elementary and
high schools. At the conclusion of the 2006-07 school year, Holy Names Principal Liz Swift
presented a budgetary planning guide to our School Commission. She showed the rates of tuition
increase from a variety of Catholic elementary and high schools. This chart showed a variety of
tuition increases for schools that ranged from 3% to 14%. She recommended that schools budget
consistent increases above the rate of inflation since the rate of cost increases for nonmanufactured goods/services was above the rate of inflation. Increases that are too low allow for
little room in a budget for unexpected loss of enrollment of larger than expected costs for things
such as health care. Large increases in tuition, while necessary at times, may be symptomatic of
an institution with financial challenges.
Below is a chart comparing tuition for each category for the 06/07 and 12/13 school years:
Year
1 child
2 children
3 children
Non-parish
06/07 school year
$4050
$6770
$8260
$5500
12/13 school year
$5634
$9932
$12384
$8190
% increase
28% increase
32% increase
33% increase
33% increase
Avg yr. increase
4.6% increase
5.3% increase
5.5% increase
5.5% increase
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To make Catholic education accessible to all families, tuition assistance increased by 300% from
$25,000 in 2006/07 to $75,000 in 2012/13. Our Lady of the Lake School prides itself on being
accessible to all families regardless of their ability to pay. This assistance is made possible by the
generosity of parishioners who support our Development efforts and our School Families who
contribute to our fund a need in the annual auction. On top of the tuition assistance, OLL School
receives a subsidy from Blessed Sacrament and St. Bridget Parishes for their parishioners
enrolled at OLL. This subsidy goes directly into our financial aid budget as does money from the
Fulcrum Foundations Tuition Assistance Program and the OLL School’s Cornelieus Powers
Endowment. The school implemented a 1.5% tuition default line in our school budget. While
seldom used, it does provide additional cushion to the budget if conditions warrant.
Over time, the cost to educate a child at Our Lady of the Lake has risen. However, the change in
cost has many variables that must be considered when determining the actual cost to educate.
Cost to educate 1 child (K-8) in 2006-07 = $6796
Cost to educate 1 child (K-8) in 2012-13 = $7670
This is a 13% increase in the cost to educate a child from 2006-07 - 2012-13. This overall
possible increase of cost to educate was lessened by two important factors: given a 33% increase
in student k-8 enrollment and the presence of a preschool program here at OLL helps with the
overall budget but skews the cost to educate if the preschool/pre-K students were used to
determine cost to educate. OLL School does not use preschool and pre-K enrollment numbers
when determining cost to educate. These students are part-time whether it is based on the number
of days they attend or the length of the school day. During the same time period, the salary
schedule for the staff increased from 93% of the previous year’s Seattle Public Scale to 103% of
the current year’s Seattle Public Scale. The school has made every effort to offer a just wage and
competitive salary to its employees.
Our Lady of the Lake Parish has been a steady support for the school since its establishment in
1949. Over the last seven years, the parish contribution to the school ranged from $120,000 to
$140,000. As enrollment has increased, the need to rely on a larger parish subsidy no longer
exists. Currently, the subsidy is $120,000. At the same time, parishioners have been very
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generous to the OLL Development Fund Campaign held each fall. The fund has brought in
between $100,000 - $150,000 over the last seven years. This campaign has proven successful in
the midst of our efforts to raise money for our gym project. Historically, the school has received
$75,000 from this campaign with the remaining money going to support a school or parish
project. Over the years, the campaign has helped the school fund projects like additional tuition
assistance and yard renovations. Money from the parish subsidy and the Development Campaign
accounts for close to 15% of the school’s operating budget. In the winter of 2011, OLL Parish
and School embarked on a Faith in our Future campaign to renovate the current gym and kitchen
spaces into a multipurpose facility. The goal of this campaign is to raise $3.1m to support these
renovations to the school building for use by the parish and school. At the end of the 2011-12
school year, 95% of the school families had contributed to this campaign. The timeline for
construction is set for the summer of 2013. This campaign underscored the need for a permanent
Development Director whose responsibility would be to oversee the school’s institutional
advancement.
Over the last five years, the school has been fortunate enough to secure foundation grants for
curricular and building projects. OLL parents who work at companies that support educational
initiatives have assisted the school in its efforts to obtain grants. Grants have been received from
the following companies/foundations:

The Medtronic Corporation gave the school $3000 for science related materials and
equipment.

The Lakemont Foundation gives the school $30,000 each year for tuition assistance,
general operating and donor designated projects.

The E.L. Wiegand Foundation gave the school $100,000 to renovate the school
playground.

Net Zero Impact partially funded the school’s solar panel project (this provides heat to
the school) through the gift of $15,000

The Norcliff Foundation will give the school $500,000 to help with the construction of
our multi-purpose facility.
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In addition to these gifts, corporate matching has been a growing source of income in support of
our auction, projects and/or curricular projects.
Significant accomplishments:

Increased oversight of school budgeting process by School Commission and parish
financial council

Improved policies and procedures so as to ensure consistent cash flow, accounting and
reporting of school finances

Strengthened connection to parish through the collaboration of the Pastor, Principal,
Pastor Associate for Administration, councils and commissions on the financial planning
of the overall institution.

Securing foundation grants to support capital projects
Goals:

Reevaluate current tuition models so as to encourage payment of full cost to educate.

Hire a development director to coordinate the Fall Campaign, school marketing efforts
and institutional advancement.

Continue to grow the school’s reserves
Evidence:

Yearly Budgets

Data books from the Archdiocese

State of the School presentations

Minutes from School Commission meetings

Minutes from Finance Council

FACTS yearly tuition reports

OLL School registration agreement
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Chapter
4
Action
Plan
Active minds…
Faith-filled spirits…
Compassionate hearts…
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CHAPTER 4 - ACTION PLAN
A. DESIGN AND ALIGNMENT OF THE ACTION PLAN WITH THE SELF
STUDY FINDINGS
The Action Plan addresses the school’s critical goals to enhance student learning that supports
high achievement of all students of the Schoolwide Learning Expectations, Arch/diocesan
curriculum standards (local curriculum standards where Arch/diocesan standards don’t exist),
and other governing authority expectations.
Significant Accomplishments:

Growth of school enrollment

Increased oversight of school’s budget planning and management

Emphasis of data driven instruction

Increased support of professional development related to overall school goals

Strengthened connection to our parish by scheduling three all school masses on Sundays

Increased sacramental participation through weekly mass and yearly reconciliation

Improvements to the school physical plant (yard renovations/solar panels)

Growth in student achievement as measured by ITBS

Added curricular programs (art, science specialist 4-8, advanced math, 2nd pre-K class,
middle school electives)

Established grade level groupings (k-2, 3-5, 6-8) and grouped classrooms accordingly

Increased teacher salaries to be at 105% of SPS

Increased financial aid by 300%

Increased number of students from diverse populations

New mission statement and revised SLEs

Added instructional technologies to the classrooms
 Creation of a new website and use of PowerSchool
 Successfully implemented Writer’s Workshop for k-8 and accompanying assessment tool
 Improved student performance on ITBS, especially math
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Significant goals

Develop an assessment tool that measures student learning of SLEs

Develop a cycle of curriculum adoption and rotation that integrates CCSS throughout

Develop a school technology plan that articulates student performance, teacher practice
and professional development and software needed to support the plan

Explore tuition models that help close the gap between tuition and the cost to educate

Continue to offer more parent faith formation opportunities

Develop a means to gather and communicate service opportunities for students

Offer more faith formation opportunities for parents

Offer an international language here at the school
List of Critical Goals:
Critical Goal #1: Create and formalize an assessment tool that helps teachers, parents and
students understand student progress toward the identified goals and objectives established in the
SLEs and adopted school curriculum. This will include a redesign of the standards-based report
card, accompanying rubrics, and lesson planning framework.
Rationale for this Goal: To ensure the high achievement for all students and to assess our
school mission, Our Lady of the Lake School recognizes the need to develop an assessment
tool(s) that measures student progress towards the SLEs and mastery of the Common Core.
Strategy #1: Continue to teach the school SLEs in all aspects of student academic and
spiritual experiences.
Activity #1: Create an assessment tool that measures student progress of the SLEs.
Costs involved: None
Resources needed: Staff inservice time in the Spring and Summer of 2013
Person Responsible: Principal and faculty
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Process for monitoring: Incorporating SLEs in lesson plans and student report
cards. Sharing this with parents at student conferences. Student self-assessment
Strategy #2: Develop an assessment tool that measures student progress of curricular
goals identified in the adopted school curriculum.
Activity #1: Determine which formal assessment tool the school should adopt (ITBS,
MAP, Smarter Balance, etc)
Costs involved: The cost of per pupil assessment
Resources needed: Training in the chosen assessment tool
Person Responsible: Principal and faculty, Archdiocese ITBS Consortium (possibly)
Process for monitoring: Review and disaggregation of assessment results to
teachers and parents at State of School meeting, Curriculum Nights and/or conferences.
Strategy #3: Redesign report card to ensure alignment to adopted school curriculum.
Activity#1: Research standards based report cards
Costs involved: Time
Resources needed: Staff in-service time in the spring, summer and fall of 2013
Person Responsible: Principal and faculty
Process for monitoring: Revised report card
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Critical Goal #2: To ensure the high achievement of all students, OLL School must develop
a cycle of academic program assessment which includes curriculum review, SLE integration,
assessment of current materials, instructional frameworks and necessary professional
development toward the implementation of new curriculum materials aligned to the Common
Core. This cycle should be modeled after the work done in the area of language arts and pay
special attention to the following subject areas:

Foreign language

Math

Middle School reading

Family life
Rationale for this Goal: To ensure the high achievement for all students and to assess our
school mission, Our Lady of the Lake School recognizes the need to develop a system for
ongoing curriculum adoption and supporting professional development aligned to approved
standards. This ensures the school’s efforts to offer an academic program that promotes success
for all students, remains rigorous and current in terms of programmatic offering. OLL School
values the sequencing of curriculum, its assessment and use of those results to change
instructional practice to ensure high achievement for all students.
Strategy #1: Develop a cycle to adopt curricular adoption of materials aligned to
adopted standards and provide necessary PD in support of new programs.
Activity #1: Determine the feasibility of international language here at OLL
Costs involved: Staffing and curricular purchases. $25,000
Resources needed: New staff and materials
Person Responsible: School Commission, principal and Ad Hoc Committee on
International Language
Process for monitoring: The availability of financial resources to fund this and the
adoption of a language program here at the school
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Activity #2: Adopt new curriculum and instructional strategies for Middle School
reading, all school math and family life.
Costs involved: New curricular materials and inservice to support implementation +/$12,500
Resources needed: New curriculum and training
Person responsible: Principal and faculty
Process for monitoring: A curriculum adoption plan that outlines the cycle of
exploring new curriculum, inservices to support and assessment to measure
Activity #3: Publish to staff and families a 3-5 year curriculum adoption sequence
Costs involved: Time to determine the adoption cycle as well as the costs involved in
purchasing new programs and providing inservice to support them.
Resources needed: New curriculum, supporting inservice and support for
Archdiocese
Person Responsible: Principal, Faculty and School Commission
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Critical Goal #3:. Develop a technology plan that articulates outcomes for students and
teachers
Rationale for this Goal: More than 75% of the jobs our students will perform as
professionals do not exist today. Learning in our 21st century schools must include the
integration of current technology and be ready to respond to new technologies as they are
developed. While OLL has made many advances in the integration of hardware and software
more work remains to be done.
Strategy #1: Outline the grade level expectations based on adopted standards
Activity#1: Identify resources needed to articulate the technology plan
Costs involved: Technology mentoring program ($1200 - half paid for by Fulcrum
Grant)
Resources needed: Staff mentors, mentoring (release) time, staff development time
Person Responsible: Principal, Erica Pierson and Caroline Milne, contracted tech
support
Process for monitoring: Ongoing implementation of approved plan, teacher
observations, student use of instructional technology
Strategy #2: Support teacher professional development in the use of instructional
technology
Activity#1: Assess current knowledge and use and develop a PD plan to support
teacher implementation of overall technology plan
Costs involved: Release time, professional development courses
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Resources needed: Mentor teachers, release time, purchase necessary hardware and
software
Person Responsible: Principal, Erica Pierson and Caroline Milne
Process for monitoring: Teacher observations, lesson plans, student usage of
technology
Strategy #3: Build a technology infrastructure that supports student and teacher use of
instructional technology
Activity#1: Assess current state of hardware, software and resources needed to ensure
student/teacher mastery of instructional technology
Costs involved: Potential new software/hardware, new server and installation ($1500)
Resources needed: Release time, Contracted technology support staff
Person Responsible: Principal, Erica Pierson and Caroline Milne
Process for monitoring: Consistent and effective access of technology and internet,
B. CAPACITY TO IMPLEMENT AND MONITOR THE ACTION PLAN
Our Lady of the Lake School has come a long way since the prior accreditation during the 200607 school year. The finances of the school have stabilized. Enrollment and programs have
increased. New positions created by the school exist to support the success of all students. These
positions, whether they are a math specialist, bookkeeper or parent office support, allow for more
staff involvement in the planning and execution of essential programs and resources to ensure
that students are safe, secure and achieving to their best ability. The presence and participation of
additional staff and volunteers allow the school to manage the details of the school program is a
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more effective and efficient manner. With more hands on board we have the capacity to take on
more and carry it out effectively.
OLL stakeholders are firmly committed to ongoing improvement by the school to support all
students. This commitment comes in the form of service on committees, financial support, and
sharing of expertise. The faculty has enthusiastically embraced the improvements to the school
curriculum. Their commitment to professional development, use of best practices and
instructional excellence has resulted in improved student learning.
Since use of our school SLEs is just in the early stages, the administration and faculty know that
continued instruction of them will be ensured by the use of a meaningful assessment tool. Once
this tool is developed, the school will have a better understanding of our students’ understanding
of the SLEs and what, if any, steps must be taken to improve student mastery of them.
Incorporating the SLEs will become part of the fall conferences and there is a desire to have
them be part of our trimester report cards.
The capacity to achieve the second goal will, in large part, be affected by the school’s decision
related to the types of assessments used at OLL. We will continue with the ITBS, adopt a
Common Core assessment tool, create our own, or some of combination. This decision will
affect how and the degree to which we fully adopt and integrate the Common Core standards. As
in the area of curriculum, the school has benefitted from teacher expertise and desire for ongoing
exploration of instructional technology. Several teachers have expressed a desire to improve and
expand the students’ use of instructional technology. Parents have been very supportive of this
endeavor by lending their time, expertise and financial resources to improving the students and
teachers’ use of instructional technology.
In conclusion, the school has the capacity to make ongoing improvements to the life of the
school. With continued growth of enrollment projected, new positions and staffing will be added
that help meet the needs of students and make possible continued improvements to the life of the
school and ensure high achievement for all students.
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In-Depth Study
An In-Depth Study in the Writing Curriculum
by:
Our Lady of the Lake Parish School
3520 NE 89th
Seattle, WA 98115
Continuous School Improvement Focused On High Achievement Of All Students
2013
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Preface
Previous to 2010 the language arts curriculum, in particular the writing curriculum, didn’t follow
a curricular sequence from grade to grade. The writing curricula used prior to 2010 ranged from
6-Trait writing instruction, task driven assignment developed by teachers, research projects tied
to science or social studies, book reports, and a wide variety of other writing projects. Data
collected for language arts was incomplete. Data collected prior to 2010 consisted primarily of
ITBS scores, teacher created rubrics, samples of student work, and observation. Teachers did
follow Washington State EALRs for writing to varying degrees. In evaluating the various
language arts assessments being used, teachers concluded that we did not gather adequate
information to allow us to show student growth in their writing from kindergarten through eighth
grade. We also determined that OLL did not have a standards based developmental continuum to
assess student writing progress.
In the spring of 2010, writing teachers from primary, intermediate, and Middle School began
evaluating writing programs, visiting elementary schools to observe The Writer’s Workshop and
the 6-Trait writing model, and visiting high schools to better understand the expectations of high
school writing classes. OLL had provided professional development in a variety of writing
curriculum and strategies. Individually, teachers engaged in a variety of workshops. The staff
participated together in a workshop called Gadget Writing by a local writing trainer. An OLL
parent and Seattle Public School teacher attended a staff meeting to describe the details of his
training and the implementation of Writer’s Workshop. The staff concluded that we needed to
engage in a more thorough and deliberate process. A leadership team (comprised of a teacher
from each division, the reading specialist, and librarian) was developed and consultation began
with Christie McLean-Kesler, a Western Washington University Literacy instructor, she gathered
information and resources on a variety of different writing curricula, then met with the team to
assist in the decision-making process.
Based on this research and discussion on the top two programs (6-trait and Writer’s Workshop),
the writing team recommended the adoption of the Writer’s Workshop Units of Study (Lucy
Caulkins) out of Columbia Teacher’s College.
Prior to the beginning of training, the Reading
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Specialist and Ms. Kesler developed an implementation plan, ordered materials and identified the
specific goals. Both the EALRs and the newly developed Common Core Standards were
examined. At that time, the decision was made to align with the Washington State EALRs
because that represented the guiding philosophy from the Office of Superintendent of Public
Instruction in the State of Washington. Before writing teachers left for summer vacation in June
of 2010, they received the Lucy Caulkins First Hand Units of Study and Study Driven by Katie
Wood Ray as summer reading to prepare for implementation of the Writer’s Workshop
curriculum the 2010-2011 school year.
In the summer of 2010, our reading specialist and Ms. Kesler developed a training plan,
implementation goals, and curriculum design. In August of 2010, writing teachers attended three
intensive days of training in implementing the Writer’s Workshop. In addition, Ms. Kesler
worked with staff to develop a grade level writing curriculum map which included the structure
of the Writer’s Workshop with a connection to real world writing. This last element, connecting
with real world writing, has been a hallmark of the success of the new program at OLL. It has
provided a structure, sense of urgency for writing, and an excitement as it connected students
with the reality of writing tasks they would encounter as authors in the real world. During that
first year of implementation Ms. Kesler continued working with the staff by observing
classrooms, providing feedback to teachers, demonstrating lessons, and providing further
professional development in the Workshop at monthly in-service meetings.
In the 2011 - 2012 school year teachers continued to participate in Professional Development
with Ms. Kesler as we implemented the Writer’s Workshop. Ms. Kesler continued to provide inservice, coaching, and feedback during the second year of implementation. We also were able
to connect with neighboring Catholic Schools who were in the process of implementing the
Writer’s Workshop. Teachers observed peer writing partners and a Peer Coaching model was
implemented. Further details were developed regarding the DWA such as specific writing
prompts to be administered twice a year. More common rubrics were developed for specific
writing assignments. We also decided the first writing assessment was a more formative
assessment, not formally evaluated, and to be used to help drive instruction. In evaluating the
program at the end of the school year, it was determined that the formal assessment in the 201289
13 school year would coincide with the administration of the ITBS in late spring of 2013. We
concluded the 2011-2012 school year with a second Assessment Workshop with neighboring
Catholic Schools.
TASK 1 – ANALYZING CURRICULUM ASSESSMENT DATA
The school uses educationally sound assessment process to collect data. The school
disaggregates and analyzes student performance data and uses the analysis as a basis for
instructional/curricular improvement.
Prior to 2010, Our Lady of the Lake writing teachers had collected very little assessment data.
Rubrics were used occasionally, but not consistently across grade levels for any given writing
assignment. Teachers did not have an end-of-year assessment for writing, nor did the ITBS
assess writing, except for in the areas of editing spelling, capitalization, grammar usage, and
punctuation. In the first year of Writer’s Workshop implementation, teachers began working to
create rubrics that had consistent language and standards across grade levels. These were never
completed or fully implemented, however.
In 2011, writing teacher met to examine various writing assessment options in order for us to
gather both summative and formative data regarding the effectiveness of the program and the
developmental progress of student writing. There were not many adequate options that would
provide summative data. Due to the adoption of the Common Core State Standards, and its
performance tasks, fewer publishing companies are developing other assessment tools. This
could potentially make it difficult to assess a variety of assessments. Teachers ended up finding
a program called the Developmental Writer’s Assessment (DWA) that would meet our needs by
providing helpful formative and summative data.
Our Lady of the Lake purchased this
assessment program. Teachers worked as a staff to develop our own set of writing prompts, and
the first assessment was given in the spring of 2011. After the end of the 2011-2012 school year,
writing teachers met with Ms. Kesler to learn the specifics of scoring student writing. This came
full circle in aligning the curriculum with the state standards and using an assessment to measure
progress toward the standards.
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Some teachers administered the DWA in the fall of the 2012-2013 school year to use as a
guideline for student goal-setting in the area of writing. Although this assessment was not
officially scored at that point, it provided formative data for the teachers and students. Teachers
hope to find ways to use the data more intentionally in their classrooms throughout the school
year. The staff would like to find ways to disaggregate the data and interpret it in ways that will
inform their instruction.
TASK 2 – USING CURRICULUM STANDARDS
The school provides a challenging, comprehensive and relevant curriculum for each student that
results in achievement of the Schoolwide Learning Expectations, Arch/diocesan curriculum
standards (local curriculum standards where Arch/diocesan standards don’t exist), and other
institutional and/or governing authority expectations. All students make acceptable progress
toward clearly defined and measurable Schoolwide Learning Expectations, Arch/diocesan
curriculum standards (local curriculum standards where Arch/diocesan standards don’t exist),
and/or other governing authority expectations.
In 2010 Our Lady of the Lake worked to ensure the success of every student by aligning all
curricula programs with the Seattle Archdiocesan standards and those set for by the Office of
Superintendent of Public Instruction for the State of Washington in the Essential Academic
Learning Requirements. Any new program would have to meet the demands of these standards.
The leadership team ensured that all teachers understood the demands of the Writer’s Workshop
by providing extensive training and program binders with a wealth of resources for each teacher.
Staff was trained to understand the needs of not only their own grade level, but those of other
grades.
As part of the implementation of the Writer’s Workshop program at OLL in consultation with
our trainer, writing calendars were developed for each grade level K – 8. OLL staff has great
confidence in the program that was developed. It is sequential and cumulative. K-8 teachers use
a consistent process each time students write by applying the same vocabulary, language and
steps for the writing process. This allows students to take on confident ownership of their work
by writing clearly, effectively and purposefully. It is designed to be intensive and informative,
build writing stamina and provide a sense of urgency in our students for the need to write. As
the program progressed, students were exposed to a variety of writing genres from narrative to
91
expository to poetry. Writer’s Workshop is developmentally appropriate, and aligns with the
governing authorities.
A curriculum map in the form of a writing calendar is provided for every grade and is shared
commonly among K-8 instructors. Genre studies are equally distributed to vary writing
experience, to develop the writer, and to complement the Unit of Study materials. Based on
national data, we understand that intensive staff development is integral to the program’s
success.
Beginning in the spring of 2012 the staff in consultation with our trainer the staff began to
discuss the Common Core State Standards (CCSS) and their impact on the writing calendars and
the Writer’s Workshop. As Washington had joined the growing list of states adopting the CCSS
and if we were to keep pace with the current educational standards, we would need to do two
things: revise the writing calendars and understand the CCSS. Goals for the 2012-2013 school
year included professional development and revisions to the writing curriculum to reflect the
CCSS. All writing teachers and administrators attended a Common Core workshop sponsored
by several schools in the North Deanery. This workshop provided training in the reading,
writing and language arts sections of the CCSS. The workshop included whole group instruction
and grade level small group work to help teachers understand how the CCSS is designed and
how the Anchor Standards weave thoughout out each grade level to ensure all students meet the
Grade 12 standards. Teachers reflected that our work in adopting the Writer’s Workshop has put
us ahead of the game in terms of meeting the instructional requirements and understanding the
process.
At the same time, the reading specialist and Ms. Kesler worked on revising the writing calendars
for each teacher. Consequently, the 2012-2013 school-year began with those solidly in place.
As each year progresses teachers will continue to evaluate the effectiveness of the writing
calendars and make any necessary adjustments for the next school year.
In conjunction with the DWA (Developing Writers Assessment), teacher observation, the use of
rubrics and student feedback, OLL students demonstrate improved growth toward the standards
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established by our governing authorities. Teacher satisfaction of student progress is high and
parent feedback is very positive. The quality, content, and volume of student written work at
OLL in the last two years has greatly improved as measured developmentally in the DWA.
Students see themselves as authors and take pride in their work.
TASK 3 – INSTRUCTIONAL METHODOLOGY
The staff applies research-based knowledge about teaching and learning in the instructional
process. Assessment is frequent and varied, integrated into the teaching/learning process, and
informs curriculum planning.
Through past research, as outlined in the preface, we have implemented a new teaching approach
to writing. The Writer’s Workshop is a school wide curriculum that allows students to become
more competent year after year in their writing skills.
The Writer’s Workshop begins with students gathering in a designated meeting place. Students
then gather for a 7 to 12 minutes long mini-lesson. The topic of the mini-lesson is determined by
the needs of the students. Within this lesson there are four main points: Connection, Teaching
Point, Active Engagement, and Link.
First, the connection point of the lesson solidifies what children already know by summarizing
parts of the writing process. Next, the teaching point is stated and the teacher demonstrates to the
children how writers go about achieving the goal of the mini-lesson. Through active engagement,
children are given a chance to practice what has just been taught. The final step in the minilesson is the link, in which the teacher reinforces what has been taught. Children are reminded of
today’s teaching point and then sent off to write.
The Writer’ Workshop has impacted our teachers, students and parents. Students are more aware
of what makes a good writer through the examination of real-world writing samples. By using
these writing samples as a model, the level of writing has significantly improved. Students are
more excited about writing and publishing their work. Student writing projects are celebrated
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through publishing parties. By the end of year two of The Writer’s Workshop teachers, students,
and parents have observed a significant improvement which is also now evidenced through the
second administration of the Developing Writers Assessment.
The publishing party celebrates the culmination of the writing process. Students are able to use
all the skills they have learned in that unit of study to publish a genre study such as a personal
narrative, lyrics, poetry, and such. Students share and celebrate their writing with classmates,
other classes, parents, teachers, principal and members in the community.
In order to support the high achievement of each child, teachers make a determination of the
additional needs of students writers through a variety of methods. Teachers conference
individually with students to talk about their writing. This allows teachers to set individual goals
for a student to work toward. Teachers have conferences with students a number of times to
check on their progress toward the achievement of the set goals. A teacher might also hold a
small group mini-lesson to clarify or re-teach a writing concept. Finally, a teacher holds a private
mini-lesson if a student is struggling with a topic covered previously. By assessing the needs of
every student, teachers are able to help them achieve at their highest level.
Finally, through the use of the DWA (Developing Writer’s Assessment) given twice a year,
teachers can target writing skills for each student to focus on. By setting goals with students, to
focus on the targeted area in writing pieces, students can strive to meet these goals and achieve at
a high level. This also allows teachers to differentiate writing instruction for each student
through writing conferences, small group, or one-on-one mini-lessons, targeting the goals set
through the DWA data.
TASK 4 – SUMMARY OF FINDINGS
Accomplishments:
1. Over two years of implementing the Writer’s Workshop Program, our most significant
accomplishment is improving teacher competency in teaching writing through on-going
intensive staff development, peer and individual mentoring, more rigorous writing
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expectations, group consensus of consistent rubrics, well developed writing curriculum
calendars, and the implementation of a school-wide assessment model. What has emerged is
a new and more rigorous writing program as demonstrated by student assessment, quality of
student work, and the skills of the teacher.
2. Successful alignment of the Writer’s Workshop with the State standards and then revised to
reflect the common core state standards.
3. Adoption of a yearly assessment (DWA)
i. to collect individual student data
ii. to collect whole-class data regarding achievement of writing standards
iii. to begin collecting measurable data to drive the writing curriculum.
iv. to inform the instruction
4. The use of rubrics to assess writing and evaluate student achievement
5. Increased student awareness of writing skills including writing stamina, the writing process,
reflection, writing conferences and parent awareness of the new curriculum
6. Student awareness of what is good real world writing and an enjoyment of writing
7. Writing is celebrated through a variety of school-wide or class wide events
8. Teachers have been provided some opportunities to share the success of the Writer’s
Workshop with neighboring catholic schools
9. The recent parent survey results reveal that both students and parents recognize the ongoing
success of the program
Goals:
1. Continue to refine the use of the DWA to help students achieve at a high level
2. To provide measurable data and to help drive instruction and evaluate the program.
3. To set individual goals with students to monitor student progress toward the standards
4. Continue to align the Writer’s Workshop with the Common Core Standards as adopted by the
State of Washington.
5. The power of the Writer’s Workshop is in professional development.
6. Continue to provide continuing learning opportunities for current teachers and immersion
training for new staff.
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7. Identify other curriculum areas that could be similarly strengthened by engaging in the
process of discernment, professional development, implementation, and mentoring
8. Evaluate the purchase newly revised Units of Study Kindergarten through grade 8 as they
become available from Heinemann Publications.
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