Self-Study 2016_Final by St. Joseph School

2016 Accreditation Self-Study

A Self Study for: St. Joseph School 700 18th Ave East Seattle, WA 98112 Continuous School Improvement Focused On High Achievement Of All Students

2015-2016

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Preface The St. Joseph School Self Study process presented the faculty, staff, parents, students, parish and other shareholders with the opportunity to study all facets of school life and how best to improve student learning. Data gathered during the research and writing of the Self Study supports both the strengths and areas for growth the school can focus on now and over the next several years. Guided by this document and the soon to be completed Strategic Plan, St. Joseph School is poised to achieve relevant goals that will continue to support our mission, philosophy, and SLEs. The traditions of our Jesuit-inspired school, coupled with Schoolwide Learning Expectations, allow all members of this community to celebration a Catholic school where values are infused in all elements of the curriculum and school day. Valuable input from Father John Whitney, the School Commission, Parent Association Board, community shareholders, faculty, staff, students and parents helped craft a sound document that represents a school dedicated to the betterment of all students. St. Joseph School expresses sincere gratitude to Chairperson Lovey DeRego, Associate Superintendent, Hawaii Catholic Schools, for her positive guidance and support of our work. St. Joseph School is grateful to Kristin Dixon, Assistant Superintendent for Curriculum, Instruction and Assessment, Office of Catholic Schools, Archdiocese of Seattle, for her encouragement and assistance throughout the process.

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School Mission The mission of St. Joseph School is to create a faith-centered community that educates and inspires students to reach their God-given potential.

School Philosophy St. Joseph School develops students who are open to growth, intellectually competent role models of Catholic teaching dedicated to social justice. As a Catholic school steeped in the Gospel values and the Jesuit and Holy Names traditions, the guiding philosophy of St. Joseph School is to provide a student-centered learning environment committed to the development of the whole child: spiritually, intellectually, psychologically, socially, physically, and aesthetically. In partnership with parents: St. Joseph School provides a structure to address all students’ unique growth, challenging students intellectually to: • develop critical thinking skills • understand and accept a diverse society • appreciate the beauty of creation St. Joseph School provides the support for reflection and growth by working in partnership with parents to stress: • the formation of character and leadership • the necessity of service to others • the importance of lifelong learning

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Schoolwide Learning Expectations (SLEs) A St. Joseph Jesuit Catholic School Student is: 1. A faith-filled person who: 1.1 Engages in prayer to nurture a personal relationship with God 1.2 Worships through participation in the Mass/liturgical celebrations 1.3 Practices Gospel values through service and demonstrating empathy and compassion toward others 1.4 Demonstrates knowledge of Catholic faith, traditions, and teachings 2. A curious and confident learner who: 2.1 Understands and connects content of all subjects 2.2 Communicates effectively and responsibly in a variety of ways 2.3 Demonstrates effective learning habits, organizational skills, and time management 2.4 Applies critical thinking and creativity in different situations 2.5 Uses technology as a resource for learning 3. A person of integrity who: 3.1 Takes responsibility for oneâ&#x20AC;&#x2122;s actions 3.2 Makes thoughtful and moral choices 3.3 Practices personal and academic honesty 4. A contributing member of the global community who: 4.1 Seeks understanding of other cultures 4.2 Actively participates in community service projects 4.3 Responsibly cares for natural resources 4.4 Works cooperatively with others

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TABLE OF CONTENTS CHAPTER 1 – INTRODUCTION A B

How the Self Study Was Conducted ……………………………………………………… Involvement and Collaboration for Shareholders in Completing the Self Study…………..

8 9

CHAPTER 2 – CONTEXT OF THE SCHOOL A B

School Profile……………………………………………………………………………… Use of Prior Accreditation Findings to Support High Achievement of All Students………

11 14

CHAPTER 3 – QUALITY OF THE SCHOOL PROGRAM A B C D E F G H

Assessment of the School’s Catholic Identity……………………………………………... Defining the School’s Purpose…………………………………………………………….. Organization for Student Learning to Support High Achievement of All Students………. Data Analysis and Action to Support High Achievement of All Students………………… Schoolwide Learning Expectations and Standards-Based Curriculum to Support High Achievement of All Students……………………………………………………………… Instructional Methodology to Support High Achievement of All Students……………….. Support for Student Spiritual, Personal, and Academic Growth…………………………... Resource Management and Development to Support High Achievement of All Students...

17 22 26 30 35 40 44 48

CHAPTER 4 – ACTION PLAN Design and Alignment of the Action Plan with the Self Study Findings………………….. Capacity to Implement and Monitor the Action Plan………………………………………

52 55

IN-DEPTH STUDY………………………………………………………………………..

A B

APPENDIX………………………………………………………………………………… 83

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St. Joseph School Staff 2015-2016 Aman, Peggy Ambuske, Dorothy Andrews, Max Andrews, Sheri Battaglia, Colleen Bever, Mary Helen Bolstad, Diana Boniface, Leslie Carlson, Darcy Carson, Ann Cedergreen, Theresa Connally, Kara Cooper, Diane Crocker, Molly Cutler, Barb Daly, JoePoe Doquilo, Mary Dorn, Mary Fennessy, Patrick Finn, George Flies, Ellen Foss, Rebecca Gomez, Emily Guerra, Mary Hamblet, Cathy Hayes, Robbie Hess, Scott Hollingshead, Kesslie Johnson, Julie Jones, Robin Kastens, Cassie Knierim, John Kondratyuk, Yuri LaCasse, Alex Lacktrup, Jayson Larsen, Donna LeTellier, Andrew Mansoori, Lisa Marion, Kathy McDonald, Sally Sue McGill, Linda McLaughlin, Grace

Grade 3 Grade 2 Facilities Grade 4 Advancement Director, Middle School Music Grade 4 Exploratory Drama Kindergarten Kindergarten Assistant to the Principal, Communications LRC Art Library LRC Grade 1 Business Manager Principal Grade 7, 8 LRC Director Playground Lunchroom, Advancement Grade 2 Grade 5 PE, CYO Grade 7, 8 Grade 2 Exploratory Speech School Nurse Grade 1 Technology Facilities Grade 7, 8 Grade 4 Grade 3 Grade 7, 8 BASEP Grade 7, 8 Grade 4 Playground, BASEP Grade 2 P a g e 6 | 117

McShane, Paul Mead, Cheryl Miller Chris Mills, Jaymie Moyer-Taylor, Jennifer Murphy, Cristina Nelson, Craig Nguyen, Linh-Co Nguyen, Phuong O'Brien, Tina Osses, Esteban Palmer, Mickie -Jo Peterson, Beth Read, Jamie Richarz, Sean Robbins, Morgan Roberts, Christopher Robles, Julissa Ross, Devin Ross, Kathleen Sauvage, Bill Sepulveda, David Shultz, Julie Spaniola, Ona Steinhauser, Barbara Theisen, Patrice Thompson, Diane Tremel, Jamie Vien, Todd Weihe, Honor Weinberg, Emily White, Patty Woletz, Chuck Woletz, Jean Wolfe, Meg Yousoofian, Vicki Zadra, Lillian

PE Grade 3 LRC Advancement Counselor Lunchroom, Advancement Facilities Grade 7, 8 Lunchroom, Facilities Advancement Facilities Business Office Exploratory Art Technology Music, Exploratory Grade 6 Music Spanish Technology Grade 1 Grade 8, Advancement Playground, BASEP Grade 6 Kindergarten Admissions Grade 5 Main Office Grade 5 Lunchroom, Facilities Spanish LRC Main Office Grade 6 Library LRC LRC Director, Primary School

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We Are Called 2015-2016 School Theme

CHAPTER 1 – INTRODUCTION A. HOW THE SELF STUDY WAS CONDUCTED St. Joseph School began working on the Self Study in August 2014. The principal, Patrick Fennessy, appointed the primary school director, Lillian Zadra, and the middle school director, Mary Helen Bever, to be co-coordinators of the Leadership Team. Five teachers, representing the primary and middle schools as well as the Learning Resource Center (LRC), were appointed to serve on the Leadership Team along with the principal and co-coordinators. The WCEA Elementary Commissioner from the Seattle Archdiocese, Kay Purcell, conducted a half-day inservice on the new accreditation protocol for the staff prior to the first day of school in August 2014. In the Fall 2014, teachers met in teams to review and revise the mission statement, philosophy, and the Schoolwide Learning Expectations (SLEs). All teams agreed that the mission statement stood for who St. Joseph School is and should remain the same; however, most teams suggested some revisions to the philosophy and the SLEs. The staff decided that the philosophy should be more concise and reflect the mission statement more scrupulously. The SLEs also needed to be more measureable and written in student-friendly language. After several drafts and revisions, the staff reached consensus on a clear and concise philosophy that embodies the mission, and on clearly measurable and student-friendly SLEs. The school hired a consultant to facilitate a shareholder’s meeting, which was held on November 5, 2014. Staff, parents, alumni, and students attended this meeting. In small groups, attendees shared ideas on the revised philosophy and SLEs, as well as on the school’s Catholic identity. After considering the feedback received from the Shareholders Meeting, the Leadership Team presented a draft of the revised philosophy and SLEs to the staff for final approval. The principal also shared these documents with the School Commission. Based on individual teacher interest, knowledge, and experience, every teacher at St. Joseph was assigned to a committee to write one section (A-G) of Chapter 3. The principal was responsible for writing section H on Resource Management and Development. In December 2014, parents, staff, and students completed surveys. Survey results were uploaded to Google Drive for easy teacher access. Members of the Leadership Team began writing Chapters 1 and 2. From January–March, teachers met in committees to complete drafts for sections A-H of Chapter 3. At an all-staff meeting in April, the Leadership Team shared all goals as listed in Chapter 3. The goals were written on posters and teachers put colored dots by the goals they believed would have the greatest impact on improving student learning and should therefore be included in the Action Plan. The ideas shared at this meeting became the basis for determining the five Critical Goals and the Action Plan. Additionally, the science in-depth committee began meeting in April to complete this section of the Self Study. The Action Plan and Chapter 4 were completed and agreed upon in December 2015. A first draft of the Self Study was sent to the visiting committee chair in June 2015. A second draft was sent to the visiting chair for input in November 2015. Final editing occurred in November and December prior to the publication of the Self Study in January 2016, in preparation for the March 2016 visitation.

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The principal and building directors have regularly updated parents on the Self Study process in the weekly newsletter, the FLASH!, and in seasonal school newsletters. In Spring 2015, the newsletter included an article, “Self Study Focus,” which explained how gathering and analyzing data remains central to the Self Study process. The article highlighted how staff used various data sources to reexamine the school’s Catholic identity, purpose, standards-based curriculum, assessment data, teaching methodology, and resource management, in order to determine significant accomplishments and agree on new goals since the last accreditation in 2010. The article noted that teachers selected science as the in-depth curriculum area for the 2016 Self Study and that the science committee wrote the in-depth study and Action Plan that aligns the K8 science program to Next Generation Science Standards (NGSS) during the 2015-16 school year. Throughout the Self Study process, the principal provided updates to the School Commission and Parent Association Board (PAB). At three parent forums held in the fall, winter, and spring, the administration provided additional details about the Self Study and Accreditation process and answered questions. B. INVOLVEMENT AND COLLABORATION OF SHAREHOLDERS IN COMPLETING THE SELF STUDY The school involves all shareholders in data review, analysis and dialogue about perceived accomplishments in the area of student learning, and in developing, implementing and monitoring goals for improvements in student learning. St. Joseph School works closely with its shareholders in the process of continuous school improvement. The principal meets regularly with the School Commission and its associated committees (Finance, Development, Buildings/Grounds/Safety, Strategic Planning, and Endowment), and the PAB. The various parent committees and boards are a major strength of St. Joseph School. They consistently collaborate with the pastor and the school administration in order to ensure that the school maintains policies, programs, and planning for ongoing school improvement and higher student achievement. The principal reports on academic trends and goals, results of the Fall ITBS scores, school technology, staffing, yearly parent survey results, Catholic identity initiatives, enrollment, and financial data. He regularly updates the School Commission on the current year’s tuition revenues, financial aid, and the results of all fundraising efforts. He meets weekly with the director of admissions, the school business manager, and the advancement office. In 2013, the School Commission and the principal began planning for a new strategic plan, which outlines future goals in such areas as curriculum and academic programs: finance, tuition, staff salaries, school advancement, enrollment, marketing, and technology. Updating the strategic plan provides another means for shareholder involvement in the implementation and monitoring of school goals. The principal decided to complete the strategic plan in the same year as the Self Study and accreditation visitation. This decision allows the strategic plan to be informed by the Self Study and vice versa. In Spring 2015, the principal, with the approval of the School Commission, hired a consultant to assist in completing the strategic plan. Each Fall, a member of the administration provides the School Commission with an update

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on pertinent topics. The year’s theme, core curriculum focus, professional development, and Catholic identity are also discussed. Beginning with the 2013-2014 school year, the administration offered three evening parent forums. The purpose of these parent forums was to provide an additional means for parents to receive an update on school activities and happenings; the forums also allowed parents to share their ideas with the school administration, to ask questions, and to be active partners in their childrens’ education. Another way parents stay informed about school accomplishments and progress on school goals is through the weekly communication, the FLASH!, which includes a letter from the principal, as well as letters from each of the directors. During the Self Study/accreditation process (20142016), these letters have included regular updates on the Self Study. All parents were invited to attend a Shareholder’s Meeting in November 2014 for the purpose of reviewing and revising the school’s philosophy and SLEs. Nearly 100 people participated in this meeting. The SLEs are St. Joseph School’s commitment to ensure the spiritual, academic, social, and emotional growth of all its students. In December 2014, the administration invited all shareholders to complete a survey using SurveyMonkey. The staff, all students in grades K-8, and more than 200 parents completed the survey. The leadership team reviewed survey results and uploaded them to Google Drive for instant teacher access when writing Chapter 3. The administration shared the results of this survey with the School Commission. A summary of the survey results is discussed in more detail in Chapter 2, Section A. St. Joseph School continues to involve its shareholders in the regular review and accomplishment of school goals set forth in this Self Study, identified in the strategic plan, and the yearly curriculum and professional development goals agreed upon by the school staff. This process represents the ongoing operation and success of the school and the continued growth and achievement of all students. Evidence  2014-2015 Staff In-Service agenda  FLASH! newsletter  Shareholder’s meeting agenda  School Commission meeting  Parent, student, staff surveys  Chapter 3, A-H committee writing assignments  LRC documents  1st draft of Self Study  Spring 2015 St. Joseph newsletter  PAB minutes  Strategic planning committee meeting minutes

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Open to Grace 2014-2015 School Theme

CHAPTER 2 â&#x20AC;&#x201C; CONTEXT OF THE SCHOOL A. SCHOOL PROFILE In 1907, under the vision and direction of the Jesuits and Sisters of the Holy Names of Jesus and Mary, St. Joseph School opened its doors to 14 boys and 16 girls in the St. Joseph Church basement. In 1917, due to overcrowding, the girls moved two blocks away to Holy Names Academy while St. Josephâ&#x20AC;&#x2122;s transitioned to an all boys elementary school. The building which now houses the primary school (Grades K-4) was completed in 1923. In 1953, the school once again became co-educational and in 1957, over 500 students were enrolled in Grades 1-8. The building which houses the middle school (Grades 5-8) opened in 1960, and the school added a new gymnasium in 2000. In Fall 2014, a new addition including an expanded Learning Resource Center (LRC), a main entrance and lobby, several new offices, and an elevator was completed. This project increased school security, updated a number of infrastructure items, and improved the overall aesthetic of the school. St. Joseph School remains the only Jesuit parish and Jesuit-inspired elementary school in the Seattle Archdiocese. Furthermore, members of the Holy Names Sisters taught at the school for nearly 70 years. The last Holy Names Sister, Sister Jocie Chism, who throughout her tenure served as both teacher and principal, later assisting in the library, gave a total of 33 years of service to St. Joseph School; she retired at the close of the 2014-15 school year. The charisms of the Jesuits and the Sisters of the Holy Names of Jesus and Mary prepare students for active participation in the Church as well as the world in the service of others. St. Joseph School continues to inspire students to reach their God-given potential. Specifically, each student is viewed as a unique gift from God with special talents and gifts that are meant to serve the world. The school takes its responsibility to help students develop their gifts and skills so they may better serve others very seriously. In both Jesuit and Holy Names education, the criterion of excellence is applied to all areas of school life. This is as true at St. Joseph School today as it was when the school opened in 1907. The principal is more intentionally weaving Ignatian spirituality into the daily life of the school; for example, all students pray the Examen in class each day. Each student is also appropriately supported and challenged in working to achieve the Schoolwide Learning Expectations (SLEs) as part of the goal of a rigorous curriculum. For more than 100 years, the school community has remained true to the values upon which it was founded. In an atmosphere of mutual respect, students, staff, and parents join together to ensure a safe and positive environment where students are encouraged to advance their intellectual abilities and develop their confidence and capacity to be creative, courageous, and compassionate leaders. Presently, St. Joseph School provides quality Catholic education to 601 students: 324 in the primary school and 280 in the middle school. While the majority of the Catholic students come from St. Joseph Parish, the school attracts families from many other parishes in the Seattle area. Of the 601 students, approximately 445 are Catholic. Students of color - Asian, Black, Hispanic, Native American, Hawaiian, Pacific Islander, and mixed race - comprise approximately 25% of

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the school’s population. Approximately 80% of St. Joseph’s graduates continue their education at one of Seattle’s five Catholic high schools. Enrollment trends since the last Self Study in 2010 remain consistent. The school continues to attract a diverse student body from 40 ZIP codes in the Seattle area. The school also continues to attract students with diverse needs, due in part to the services offered through the LRC. While the program began as a response to serving students with learning support needs, it now also serves students who are working above standard. The school recognized this enrollment trend several years ago and in 2013 the school began raising funds specifically to fund an expansion of the LRC so it could adequately serve all students. The renovation was completed in November 2014, and the new space has five LRC classrooms, offices for the counselor and LRC Director, and a conference room. Significant input from parents and teachers indicated a need to offer enrichment classes for advanced learners, particularly for grades K-5. In Spring 2014, the principal announced the addition of an Advanced Learning Opportunity (ALO) program to the LRC and hired two advanced learning specialists for Grades K–5. In 2015, a math specialist joined the LRC to provide remedial instruction and assistance to students in Grades 2-6. In the 2015-16 school year, approximately 100 students receive support in the LRC, and approximately 60 students participate in ALO classes. Students in Grades 3-8 take the ITBS (Iowa Test of Basic Skills) and the CogAT (Cognitive Abilities Test) test in the fall. Each year, the teachers carefully analyze these test results using Interactive Results Manager (IRM). Teachers use this data to develop student learning plans, to determine which students need additional support or enrichment from the LRC, to place Grades 6-8 students in math groups, to compare a student’s achievement to his/her ability, and to differentiate instruction in the classroom. In 2014-15, St. Joseph student scores were lower than expected in math computation. Consequently, teachers met in grade-level teams to analyze these scores in more detail and to discuss ways for students to improve in this area. Overall, the majority of St. Joseph students perform in the 70th percentile or above in all academic areas. This percentile has remained constant since the last Self Study. In addition to the ITBS and CogAT standardized tests, students in Grades 1-8 take the Standardized Test for the Assessment of Reading (STAR). The results of these tests help determine appropriate instruction and groupings for students in literacy. The STAR test, administered three times per year, also provides an additional means to monitor student progress. St. Joseph kindergarten students take the Phonological Awareness of Literacy Screening (PALS) test in September, January, and May. Results from the PALS test help identify student strengths and areas of weakness and also serve to group students accordingly. Along with the formal tests mentioned above, teachers use classroom assessments, daily work, anecdotal records, and observations in order to provide appropriate instruction, support, accommodations, and enrichment for all students. See Chapter 3, Section D, for a detailed description on the use and analysis of assessment data. In December 2014, parents, staff, and students responded to a survey administered via SurveyMonkey. Of the parents who responded, the majority send their children to St. Joseph School because of academic excellence (88%) and Catholic Values (77%). Over 90% of the parents believe that the school provides an atmosphere where Christian values and attitudes are

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emphasized and practiced. When rating their child’s education, 90% of parents ranked the education their child was receiving in most academic areas highly effective or effective. In science and technology, approximately 20% of parents ranked the education as somewhat effective. We analyze science in the school’s in-depth study, and confirm that teachers will align the science curriculum to the Next Generation Science Standards (NGSS). This alignment may result in the purchase of a new science program and/or new resources for science. Likewise, a technology committee began the initial discussion around the need for a technology plan to be implemented through the strategic plan. More than 91% of the staff believe there is a spirit of Christian community among faculty, parents, and students, and that the Catholic faith is clearly a priority among the administration and staff. The majority of teachers report that they feel supported in their vocation and receive regular feedback from the directors and principal, which helps them to grow as educators. More than 86% of teachers believe the school offers multiple opportunities for professional growth; the surveys also indicate that the teachers have confidence in the school’s administration. Grades 5-8 students rank St. Joseph teachers as their favorite element of the school; the quality of learning was ranked second, the environment third, and the community fourth. More than 95% of students believe that they are expected to do their best. Approximately 90% of students believe that teachers set high standards for achievement. The majority of middle school students state other students treat them with respect; the same is true for students in Grades K-4. Over 97% of the primary students strongly agree or agree that their teachers treat them with respect; 92% of them strongly agree or agree that all students are treated fairly. Approximately 94% of primary students strongly agree or agree with the statement: “I understand the goals of my lessons.” All survey results, along with the school’s stable enrollment, indicate a high degree of satisfaction with the school’s Catholic identity, learning environment, academic excellence, and the progress and achievement of all students. Information from annual parent surveys helps the school identify necessary goals for ongoing school improvement. Evidence  Examen bookmarks  SLEs  Prior Self Study  Parent, student, staff surveys  Historical photographs and descriptors of St. Joseph School on main floor  Enrollment data  LRC expansion  Assessment data  Technology committee agendas and minutes

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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. St. Joseph School identified four Target Goals in the last Self Study completed in 2010. Significant work has been done toward accomplishing the four goals, and some of this work remains ongoing. The collaborative efforts of the administration and faculty toward Self Study goal accomplishment, as well as yearly curriculum and professional development goals, positively influence student learning and assure the growth and high achievement of all students. Target Goal #1 Clarify and refine the internal and external communication structure of St. Joseph School Positive strides have been made in addressing the communication structure of St. Joseph School. Strategies and protocols implemented over the past three years include the following: 1) an annual review and update of all handbooks which are then made available online; 2) a new configuration of school administration - principal, primary school director, and middle school director - in order to provide a more direct line of communication and support for teachers, parents, and students, and as a means of addressing the needs of the whole child more effectively; 3) weekly notes, in addition to a weekly staff bulletin, from the principal and the directors to keep all staff members well-informed and to create a feeling of transparency, trust, and confidence in the administration; 4) regular grade-level team and building meetings for curriculum planning and the review and analysis of assessment data; 5) the use of Google Drive for middle school students to submit their writing, allowing more immediate feedback as well as using Google Classroom to communicate assignments and class announcements to students and parents; 6) Grades K-8 teachers using PowerSchool to communicate student progress; 7) updated FLASH! newsletter that is mobile-friendly and includes weekly updates from the principal; and 8) school administrators hosting three forums per year (fall, winter, and spring) giving parents an opportunity to hear directly from the school administration and ask questions. Although we believe this Target Goal has been accomplished, clear, concise, and coherent communication remains a high priority for the current administration. The principal and the directors believe in a collegial style of leadership. One example of this is the makeup of the administrative team. In addition to the principal and directors, the head of the LRC, a 1st grade teacher, a 3rd grade teacher, a 6th grade teacher, and an 8th grade teacher are team members. This team serves as a conduit for information and ideas both to and from staff.

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Target Goal #2 Address the leadership transition From 1976 until 2012, St. Joseph School was led by the same individual. In order to hire a principal whose qualifications were well matched to the needs of the school, listening sessions were held with parishioners, parents, alumni, and staff to identify current school strengths and areas for growth. The pastor, in consultation with the Office for Catholic Schools, then formed a search committee who conducted a nationwide search for a new principal. After interviewing several candidates, two finalists were selected and invited to spend two full days at the school for more in-depth interviews with various staff, school, and parish committees. In November 2011, the pastor offered Patrick Fennessy the position of principal. He accepted the position and officially took over the office of principal in July 2012. Because Mr. Fennessy was serving as St. Joseph Schoolâ&#x20AC;&#x2122;s vice principal for student life at the time he was hired, the outgoing principal was able to mentor him for five months before he officially began his new role as principal. Additionally, the outgoing principal was available for consultation throughout Mr. Fennessyâ&#x20AC;&#x2122;s first year as principal. In the winter of 2013, Mr. Fennessy announced to staff that the administration would be restructured to include a primary school director for Grades K-4 and a middle school director for Grades 5-8. The director positions replaced the academic vice principal and the student life vice principal positions. This restructuring allows for a more holistic approach to address the needs of the child, thus more effectively serving staff, students, and parents. Target Goal #3 Improve accountability of student understanding through differentiated instruction and assessment In 2014, the school was renovated in order to offer additional classroom space for an LRC. The LRC consists of a director, six teachers, and one full time counselor. Five of the teachers and the director provide support to students who have been identified as having special needs in reading, writing, or math. One teacher is the advanced learning specialist. She works with students who will benefit from additional enrichment and challenge. Teachers use IRM to review and analyze yearly ITBS and CogAT test scores results. This helps teachers to differentiate instruction and meet individual needs more effectively. Over the last two years, teachers administered the STAR and PALS assessments to help them more accurately differentiate instruction and measure student progress. All teachers attend classes and workshops both internally and externally that are focused on strategies and programs for differentiating instruction and assessment within the classroom. In Grades 6-8 writing coaches work with small groups of students as a way of tailoring writing instruction to individual needs. Beginning in 6th grade, students are ability grouped for math instruction. As in every school today, effectively analyzing assessment data to measure student progress and differentiate instruction is a priority and an ongoing goal.

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Target Goal #4 Develop a rubric to measure achievement of SLEs After the last accreditation in the fall of 2009, St. Joseph School formed a committee to develop a formalized process to measure students’ progress of the SLEs by creating rubrics for all classroom teachers. Due to the transition of committee leadership, SLE rubric refinement was temporarily suspended. In Fall 2014, with input from those who attended the shareholder’s meeting, staff revised the SLEs to incorporate student-friendly and clearly measurable language. In January 2015, the teachers developed and began using rubrics to measure student achievement of the SLEs. Teachers continue to look at ways to link their lessons and assessments to the SLEs. While the school has made great progress in integrating and measuring SLEs, teachers need to develop a more formal way to report and recognize student progress on SLEs achievement. The staff is also committed to integrating the SLEs more intentionally into the daily life of the school and to measure, report, and recognize student accomplishment of SLEs on a regular basis, which is now one of St. Joseph’s Critical Goals. Evidence  Family and staff handbooks  Weekly staff bulletins  FLASH! newsletter  Directors’ weekly bulletins  Quarterly newsletters  SLEs and SLE rubrics  Prior Self Study  Assessment data  Writing coach flyer  Graduation programs

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Come to the Water 2013-2014 School Theme

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. The St. Joseph School mission statement highlights the foundation of the institution as a faithfilled community that “educates and inspires students to reach their God-given potential”. This statement is supported by a philosophy that recognizes our Catholic and Ignatian tradition where we team up with parents to provide a student-centered focus that fosters knowledge of our faith, with emphasis on prayer and liturgy, moral formation, and the importance of global stewardship and service. The vast majority of parents who completed a survey in Fall 2014 feel the school has mission and philosophy statements which indicate the integration of the Catholic faith into all aspects of school life (90%). Schoolwide Learning Expectations (SLEs) further refine the mission and philosophy by creating daily opportunities for each student to live the teachings we profess by being a faith-filled person, a curious and confident learner, a person of integrity, and a contributing member of the global community. Beginning in Kindergarten, the SLEs are an essential part of every grade level curriculum. During the 2014-15 school year, the school staff and faculty revised the SLEs in more measurable terms. Every classroom displays the SLEs poster, and teachers reference the SLEs in their lesson plans. Viewing parents as the primary educators of their children, the mission, philosophy and SLEs are frequently communicated in various ways to both the parent and parish communities. In a school of over 600 students, approximately 75% are Catholic, and 50% of those students and families are members of St. Joseph Parish. The St. Joseph School year theme further connects the school’s Catholic identity with real world experiences for the entire student body. The theme reminds us of the school’s mission to exemplify Christ and help students achieve their God-given potential. The theme permeates every facet of the school year from the opening in-service for staff to classroom environment to school Masses. Examples of yearly themes include: Come to the Water, Christ Has No Body Now But Yours, We Carry the Light, Open to Grace, and this year’s theme, We are Called. We are Called helps the St. Joseph community focus on what God calls us to throughout the year, which complements Pope Francis’ call to celebrate a Holy Year of Mercy. The religion curriculum is based on the Archdiocesan standards and all texts are Archdiocesan approved. Each grade’s religion curriculum includes the Archdiocesan required prayers; a checklist of prayer mastery is included in each student’s permanent record. The school uses the Benziger Blest Are We curriculum for K-6. The 7th and 8th grade students use Loyola textbooks. In addition, all classrooms use a children’s bible, the American Bible Society’s Holy Bible, or The Catholic Youth Bible. Guided by the standards and curriculum, the sacraments are taught or reviewed each year.

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Second grade classes join with the parish in celebrating First Reconciliation and First Eucharist. Many of the St. Joseph School parents participate in the parish’s two-year Catholic Faith Formation program (CFF); this helps to ensure students and their families are thoroughly prepared to receive the sacraments. The liturgical calendar is used as a teaching tool at some grade levels. Assessments take place both formally and informally. In Kindergarten, student understanding of the religion curriculum is primarily assessed through observation, in-class activities, and class discussions. At other grade levels, students are assessed with reflection writing, one-on-one conversations, oral recitation of prayers, text assessments, identification of parts of the Mass through creating timelines, making conscious moral choices through studying the SLEs and completing quizzes, creating prayer pamphlets, and writing original prayers. In August 2014, three teachers and two administrators attended the “roll-out” of the new Archdiocesan standards. With the new religion standards firmly in place throughout the Archdiocese, St. Joseph School teachers are working to integrate them more fully into lessons and the daily life of the school. Progress is being made to align religion units, text, and lessons with new standards. With this goal in mind, the school will consider the necessity of purchasing new religion texts within the next two years. Fifty percent of St. Joseph teachers are catechetically certified, and all those teaching religion either have certification or are working toward certification. The school administration strongly supports these efforts by paying course fees and providing stipends for teachers who complete all courses and become certified. Additionally, an administrator meets with a teacher who is completing the program to discuss and answer a final questionnaire that requires submission to the Office of Faith Formation. Prayer and sacraments are at the heart of St. Joseph School’s Catholic identity. The core SLEs, “A faith-filled person who engages in prayer to nurture a personal relationship with God, and a faith-filled person who worships through participation in the Mass/liturgical celebrations” define who we strive to be. Prayer takes on many forms throughout the year beginning with the entire staff at the fall in-service. Each Monday morning an administrator or member of Student Council welcomes the students and leads prayer over the school intercom. Incorporated into this activity is an invitation for all to focus on the schoolwide virtue of the week. Examples of virtues include joyfulness, courtesy, excellence, cooperation, thankfulness, forgiveness, compassion, and respect. Virtues are posted on the website and displayed around the school. Students in Grade 4 are recognized bimonthly with the Virtue award. Teachers and students pray together daily. In 2015, the principal began incorporating Ignatian spirituality into the life of the school in an effort to connect more overtly the school's Catholic identity to its Jesuit roots. As a first step, the staff began its in-service day in September with a retreat that focused on Ignatian spirituality. St. Joseph Pastor John Whitney, SJ, and the parochial vicar, Glen Butterworth, SJ, led the retreat. The retreat covered the life of St. Ignatius and praying the Examen. At the end of this retreat, the principal charged the teachers and staff to begin praying the Examen each day. Staff gather every Friday morning before school to pray together. This time of reflection and sharing is led by a different staff member each week and is seen as a special time for fellowship

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for a large staff spread across two buildings. Intentions are shared for members of St. Joseph’s school and parish as well as local, national, and global concerns. Attendance at Friday morning prayer is optional; however, the vast majority of staff members attend each week. Each Friday prayer leader creates unique prayers, offering staff unique perspectives on personal or global concerns. The St. Joseph School community gathers for monthly Masses that are hosted by individual grades. Eighth grade students instruct the younger students about the Mass by coming to their classrooms before Mass begins to give a short synopsis of the readings. Students participate as readers, altar servers, and choir members, and by creating banners or other symbols of the school’s theme or specific celebration. The school year begins each year with the Mass of the Holy Spirit led by the 8th grade. In 2013 and 2014, St. Joseph celebrated an all school Mass honoring Our Lady of Guadalupe, led by the Spanish department, which featured a student reenactment of the Miracle of the Roses. In addition, all-school Advent prayer services, Lenten Stations of the Cross, and the Sacrament of Reconciliation are held. There are also other special prayer opportunities throughout the year such as the Blessing of the Animals on the Feast of St. Francis and the prayer services before three outreach days. Another valued Catholic tradition is the 8th grade reenactment of Christ’s Passion, recently rewritten by St. Joseph’s pastor. St. Joseph School enjoys strong support from the parish. The parish and school staff work collaboratively to extend the school’s mission, resulting in many opportunities for students and staff to expand Catholic identity. The parish deacon, Steve Wodzanowski, began working at St. Joseph Parish in 1982, first as a Jesuit volunteer, and then as deacon. Deacon Steve is the primary liaison to the school for all liturgies and prayer services, and he supports teachers and the religion curriculum by coming into classes to offer instruction and insight. The parish’s director of religious education (DRE) and 2nd grade teachers work together from the beginning of the year, and the DRE makes sure that 2nd grade families have First Eucharist preparation schedules in their handbooks. The DRE visits during Back to School Night in 2nd grade to talk about the program. Teachers also participate in the rehearsals for First Eucharist and attend this deeply meaningful occasion; this is true for both First Eucharist and First Reconciliation. The DRE also communicates with 1st grade teachers about sacramental preparation. School administrators attend weekly parish meetings to enhance good communication. The Catholic Faith Formation Committee works on developing educational programs for the parishioners, including students at St. Joseph School. This is done in order to nurture students’ spiritual and living faith life. These programs span from infancy to elderly and align with the Seattle Archdiocesan policies and standards. St. Joseph School takes pride in creating accessible and varied opportunities for parents to share in the spiritual formation of their children. Parents who responded to the 2014 survey expressed their confidence in St. Joseph School’s excellence in the teachings of the Catholic faith and traditions. More than 90% of parents said they believe that students are receiving high quality faith formation. Specifically, 92% felt the school provided an atmosphere in which Christian values and attitudes are emphasized and practiced, 96% believe the school teaches the basic facts

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of the Catholic faith, and 92% see St. Joseph School making holy days and the church year meaningful. Parents are encouraged to participate in school Masses, the Christmas program, the parish Children’s Faith Formation program, service opportunities, outreach days, and Lenten celebrations such as the student-led Passion play and class reconciliation services. The Parent Association Board (PAB) also hosts a monthly coffee and doughnut reception after the 9:00AM Sunday Mass and sponsors occasional family dinners for the whole parish. Other Catholic traditions include a March Ceili dinner and St. Joseph the Worker dinner, both hosted by members of the school and parish. Each of these celebrations and services strengthen the school’s Catholic identity. Through schoolwide requirements of 25 service hours per family, parents share their time and talents for the benefit of the school and parish community. Signs and symbols of Catholic faith are prominently displayed throughout St. Joseph School classrooms. These include crucifixes, prayer corners in each classroom that display symbols of the year’s theme, as well as statues of Mary, the Holy Cross, candles and flowers, rosaries, and mementos from St. Joseph sister parishes in El Salvador and Kenya. We continue to add new symbols highlighting the school’s Catholic identity in the newly renovated space. Throughout the school hallways there are statues of St. Aloysius Gonzaga, St. Ignatius Loyola, and St. Joseph. The school’s art teacher, along with 7th and 8th grade students, painted St. Ignatius and Blessed Marie-Rose, founder of the Sisters of the Holy Names, as well as St. Joseph on the school entrance pillars to remind us of the school’s founders: the Jesuits and the Sisters of the Holy Names. As part of the school’s connection to its Ignatian roots and Catholic identity, St. Joseph School places significant value on service. The SLEs include the following expectations: “Practices Gospel values through service and demonstrates empathy and compassion toward others.” The students are involved in many service opportunities. St. Joseph School’s graduates recognize that they are called to improve the world around them. Three outreach days ground the school’s service focus. All classrooms collect monies for our sister parishes and schools in Mombasa, Kenya, and Arcatao, El Salvador, and all classrooms collect food for St. Mary’s Food Bank. Each grade has its own outreach focus, including: Westside Baby, St. Francis House, St. Martin de Porres Shelter, Water First International, Jubilee Women’s Center, and the Lymphoma/Leukemia Society. On the three service/outreach days, all classes bring items for these organizations and 7th and 8th graders join the community with their advisory group at the following locations: Ronald McDonald House; Recovery Café; Millionaire’s Club; Northwest Harvest and other food banks; Boyer Children’s Clinic; Foss Home and Village; Jubilee Women’s Center; St. Vincent de Paul; Westside Baby; The Experimental Education Unit at the University of Washington; Earth Corps; Aegis Senior Living; Matt Talbot Center; Capitol Hill Litter Removal; and Children’s Hospital. In Spring 2015, students “stuffed” a school bus for a diaper drive. During this same year, the school’s speech team sponsored a drive to help victims of the Nepal earthquake. The service days inspire the students to initiate their own service programs such as Blessing Bags for the homeless and the Pink Bandana Guild, supporting

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Children’s Hospital’s pediatric cancer research. These activities allow St. Joseph students to live out their faith and make the world a better place. The Catholic identity of St. Joseph School continues to support students, parents, and staff toward a stronger and deeper understanding of faith. Since the last accreditation in 2010, the school has seen an increase in meetings that are opened with prayer; more schoolwide Masses; a broader scope of retreats for middle school students; tours of the church for younger students at the beginning of the year; emphasis on knowing and assessing SLEs with rubrics; Stations of the Cross geared toward primary school differently than middle school; and a renewed commitment to the school’s Ignatian spirituality with the introduction of the Examen. The gift of evangelization flows from one’s own understanding and relationship with Jesus. The many opportunities the St. Joseph community has for prayer deepen our personal relationship with Jesus and enhance our faith life. Students and staff are expected to live by the gospel values they learn about in religion class and at school Masses. The Virtue of the Week program highlights the school’s emphasis on values and on treating others as Jesus would. During daily interactions with one another, teachers, students, and parents model how collaboration, forgiveness, and support look and feel, while working together to solve problems. We welcome and introduce people to St. Joseph School by having 8th grade students participate in the Student Ambassador program where they give personal tours to prospective families, thus emphasizing the importance of hospitality in the school environment. The students evangelize by being personable and sharing their knowledge and experience of a Catholic education. The planning of liturgical celebrations throughout the year brings together the parish and teaching staff. We take who and what we are as faith-filled people committed to social justice when we go out into the larger community to share time, talents, and treasures. Conscientious evangelization creates an environment where Catholic faith informs student experiences, inspires others, guides decisions, and grows and develops students into faith-filled persons, curious and confident learners, persons of integrity, and contributing members of the global community. Significant Accomplishments  90% of parents report that their students receive high quality faith formation  Extensive service, including schoolwide participation in all outreach days  Monthly Masses led by each grade level, including a Mass in celebration of Our Lady of Guadalupe  Annual all-school theme that reflects the call to prayer, service, leadership, and the virtue of the week  Collaboration between school and parish, which strengthens St. Joseph’s Catholic identity Goals  

Review, clarify, integrate, and communicate new Archdiocesan religion standards Assess the need for new religion texts that ensure teachers incorporate and implement the new Archdiocesan religion standards

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

Evaluate the SLEs in light of Archdiocesan religion standards to strengthen the school’s Catholic identity

Evidence  St. Joseph’s vibrant faith community  Classroom prayer corners, statues, and crucifixes  Schoolwide monthly Masses  Prayer services  Prayer corners in classrooms  Outreach days three times per year  Informational publications such as the FLASH!, Reconnections, and Hotshots  SLE rubrics  Revised prayer cards based on new Archdiocesan standards  Reenactment of Christ’s Passion by 8 grade class  Banners made by classes for Mass  Recognition of 4th grade students who show exceptional practice of the virtue of the week  Pope Francis holy cards for all students and staff  Class stewardship projects  Schoolwide outreach  Staff prayer every Friday morning before school  Blessing Bags for the homeless  Student-led prayer over the intercom  The Examen  3rd grade saint projects  Virtue mini-posters  Liturgy committee agendas  Yearly themes  Yearbooks  Archdiocesan religion standards th

B. DEFINING THE SCHOOL’S PURPOSE 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 purpose of St. Joseph School as defined in the mission statement and philosophy is to provide students with a faith-centered community that educates and inspires students to reach their God-given potential. St. Joseph School, in partnership with parents, develops students who are open to growth, intellectually competent role models of the Catholic faith dedicated to prayer and social justice. As an extension of the parish’s mission to follow Jesus by loving and serving P a g e 22 | 117

others, the guiding vision of the school’s mission statement identifies the Catholic identity of the school, reveals its roots in the Gospel values, and is dedicated to the development of the whole child. School Mission The mission of St. Joseph School is to create a faith-centered community that educates and inspires students to reach their God-given potential. School Philosophy St. Joseph School develops students who are open to growth, intellectually competent role models of Catholic teaching dedicated to social justice. As a Catholic school steeped in the Gospel values and the Jesuit and Holy Names traditions, the guiding philosophy of St. Joseph School is to provide a student-centered learning environment committed to the development of the whole child: spiritually, intellectually, psychologically, socially, physically, and aesthetically. In partnership with parents: St. Joseph School provides a structure to address all students’ unique growth, challenging students intellectually to: • develop critical thinking skills • understand and accept a diverse society • appreciate the beauty of creation St. Joseph School provides the support for reflection and growth by working in partnership with St. Joseph School parents to stress: • the formation of character and leadership • the necessity of service to others • the importance of lifelong learning Schoolwide Learning Expectations (SLEs) A St. Joseph Jesuit Catholic School Student is: 1. A faith-filled person who: 1.1 Engages in prayer to nurture a personal relationship with God 1.2 Worships through participation in the Mass/liturgical celebrations 1.3 Practices Gospel values through service and demonstrating empathy and compassion toward others 1.4 Demonstrates knowledge of Catholic faith, traditions, and teachings 2. A curious and confident learner who: 2.1 Understands and connects content of all subjects 2.2 Communicates effectively and responsibly in a variety of ways 2.3 Demonstrates effective learning habits, organizational skills, and time management

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2.4 2.5

Applies critical thinking and creativity in different situations Uses technology as a resource for learning

3. A person of integrity who: 3.1 Takes responsibility for one’s actions 3.2 Makes thoughtful and moral choices 3.3 Practices personal and academic honesty 4. A contributing member of the global community who: 4.1 Seeks understanding of other cultures 4.2 Actively participates in community service projects 4.3 Responsibly cares for natural resources 4.4 Works cooperatively with others In October 2014, teachers met to review the school’s mission statement as well as the philosophy and SLEs. In November, there was a shareholder’s meeting facilitated by an outside consultant. The school administration, teachers, staff, pastor, alumni, and parents, including representatives from the School Commission and PAB participated in this meeting. Based on the data from these meetings and the fact that 90% of parents agreed that St. Joseph’s mission and philosophy statement integrated the Catholic faith into all aspects of student life, the accreditation leadership team, with full support of the pastor, left the mission statement as written and presented a draft for the revision of both the philosophy and the SLEs to staff for approval. This information was also shared with the School Commission. The evolution of the SLEs began with the 2002-2003 Accreditation process. The teachers, with input from constituents attending a shareholders’ meeting, developed the school's first version of the SLEs. A similar group came together in August of 2009, again as part of the accreditation process for school improvement, revising the SLEs with a focus on measurability and reemphasizing the SLEs as the foundation of the curriculum and the key to the development of the whole child. A target goal from the 2010 Self Study identified the need to develop a more formal process to measure individual student progress toward meeting the SLEs. We formed a committee of teachers to begin the process of creating grade level appropriate rubrics to measure student progress on the SLEs. This process was ongoing from 2009 to 2012, and feedback from the work of this committee as well as drafts of the rubrics became the data teachers used to determine that the SLEs required revision and updating so they are expressed in student-friendly, measureable language. In 2014, teachers developed and agreed upon measureable, grade level rubrics; following this agreement, student assessment of the SLEs began. Initially, classes focus on a different SLE and students assess their progress toward achieving that SLE. The SLE language is often referred to in lesson design and is commonly used in student-led conferences, thereby including parents. The SLEs are posted in all classrooms, teaching areas, and in common areas. The SLEs are also posted on the school website. While the school has made progress in the integration and measurement of the SLEs, teachers do need to develop a more formal way to report and recognize student achievement of the SLEs. The staff is committed to being more intentional about integrating the SLEs into the daily life of the school.

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St. Joseph School uses Common Core, State, and Archdiocesan standards, as well as the SLEs, to shape and design curriculum. In adopting and analyzing Standardized Test for the Assessment of Reading (STAR) reading data and the Iowa Test of Basic Skills (ITBS) data, staff agreed upon the need to continue aligning curriculum vertically and horizontally to meet Common Core and Archdiocesan standards to support high achievement of all students. The school encourages students to develop their individual faith through Mass and prayer services, outreach days, and class-led stewardship projects. Students at St. Joseph School become curious, confident learners by expressing what they have learned in a variety of projects and presentations. Administration and faculty lead by example and model integrity in all aspects of school life to ensure that students will in turn learn the value of taking responsibility for one’s actions. Lessons from the Gospel, often part of daily prayer, further reinforce the concepts of moral choices, honesty, and responsibility. Additionally, to help every child become a contributing member of the global community, we challenge students to seek understanding of cultures that are different from their own and take care of and improve the world around them. Through study and research, community service projects, communicating with St. Joseph sister schools in Kenya and El Salvador, and monthly class buddy activities, St. Joseph School students strive to make connections with the greater world. Students practice healthy living by composting, recycling, reusing, and respecting resources throughout the building. Teachers provide opportunities every day for students to live out the SLEs and reach their full potential. As noted, the St. Joseph School mission, philosophy, and the SLEs define and guide the school. The governing authority that ensures that St. Joseph School’s purpose remains clear include the pastor, principal, directors of the primary and middle schools, and the School Commission. The School Commission, consisting of parents and professionals from outside the school community, is an advisory council for the pastor and the principal; members are dedicated to Catholic education and high achievement for all learners. The responsibilities of the School Commission include planning, policy development, finance, public relations, and evaluation of the School Commission’s effectiveness. School directors report student progress to the full School Commission formally each year; informally, the principal informs this group monthly. The Finance Council works with the school administration and pastor to develop the budget. The school’s governing authority expectations include: creating a balanced budget; setting tuition at a level that most families can afford; developing a scholarship fund for families unable to pay the full cost of tuition; hiring and retaining a highly trained and devoted faculty and staff; maintaining all school buildings and grounds, ensuring the safety of all students; and providing an educational program that graduates students highly prepared for high school and beyond, ready to act in order to make the world a better place. The purpose of St. Joseph School is to educate the whole child in the Catholic tradition. This is clearly defined in the mission statement, revised philosophy, and updated SLEs. Staff survey data indicates that 95% of staff support and understand the mission and philosophy of the school, and 84% understand the importance of the SLEs as an outgrowth of the mission. Having recently finished creating rubrics to measure SLEs at each grade level, St. Joseph School is committed to supporting staff and students in full understanding and measurement of the SLEs.

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Significant Accomplishments  The revision of the SLEs to include student-friendly, specific, measureable language with grade-level appropriate rubrics  Strong governance structure and support Goals  

Align curriculum both vertically and horizontally to meet identified standards and focus on student learning Integrate SLEs into the daily life of the school and communicate student progress on the SLEs based on student self-assessments

Evidence  SLE rubrics  Classroom SLE posters  Curriculum maps  Service and outreach days  School communications  School displays that reflect mission, philosophy, and SLEs  Survey data  Mission statement and philosophy  FLASH! newsletter  Prior Self Study  Assessment Data (ITBS/Cognitive Abilities Test [CogAT], STAR)  Principal/directors meeting agendas  Administrative team notes  School website 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 organizational structures of St. Joseph School strongly support and promote the Catholic identity of the school and ensure the growth and high achievement for all students. The pastor is responsible for the administration of the school. The School Commission assists in policy development and long range planning for the school. The daily governance of the school is delegated to the principal and two directors. In Fall 2014, the administration was restructured to include a primary school director for Grades K-4 and a middle school director for Grades 5-8. The director positions replace the academic vice principal and the student life vice principal positions. This restructuring allows for a more holistic approach to addressing the needs of the child, thus more effectively serving the staff, students, and parents. The pastor is available to the faculty and approves employment status for school personnel. The pastor attends all School Commission meetings and meets monthly with the principal to provide a connection between the

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school and the parish. The pastor and principal support and encourage parent faith formation through collaboration between school personnel and parish members. There is a strong emphasis in aligning adult faith formation opportunities with school schedules. The pastor celebrates the Catholic faith through monthly Mass, service day prayer services, and by joining in the celebration of the eucharist and reconciliation sacraments. Periodically throughout the year, the pastor visits classrooms to teach and share Catholic beliefs and traditions. The St. Joseph Parish deacon is also a very visible presence at St. Joseph School, participating in all-school liturgies, prayer services, and faculty retreats. The school administration, pastor, and deacon are a presence at faculty and student retreats and outside school experiences as a means of promoting and focusing the school’s Catholic identity. Through the involvement of the parish and pastor, students grow in their understanding of the Catholic faith. The principal fosters a Catholic vision and creates an environment that nurtures student learning. He sets high standards by hiring competent, dedicated, and knowledgeable faculty and administrators who are current in their educational practices and support the academic accomplishments of all learners. In collaboration with the primary and middle school directors and parish staff, the principal organizes the beginning of year faculty retreats to promote the school’s Catholic identity. Together, the principal and directors foster a positive learning environment for all students. After greeting students each morning, the principal and directors maintain an active presence in the hallways and in the classrooms, leading all school or building meetings, facilitating 8 grade advisory groups, and engaging with students on a daily basis regarding their learning. Communication from the administration is shared each week through an online parent newsletter, the FLASH!, Friday faculty notes and bulletin from the principal, and a primary school and middle school staff bulletin sent out to staff each Sunday evening looking forward to the week ahead. The principal or a director attends monthly PAB meetings to support the goals of the PAB and to foster excellent communication regarding student learning with current parents. What’s more, the administrative team assists the principal in creating an environment that focuses on student learning and effective communication. The administrative team consists of the primary and middle school directors, teacher representatives from the primary and middle school buildings, and the director of the LRC. th

The St. Joseph School Commission consists of the pastor, the principal, School Commission chair, chairpersons of the buildings/grounds, finance, and advancement committees, the PAB president, one additional representative from the PAB, an Endowment Board representative, and five to six at large members. All members are chosen according to Archdiocesan criteria, including a strong commitment to Catholic education, committee work, confidentiality, integrity, and the ability to represent the entire school community. Committee members are selected to advise the pastor and principal, to be positive ambassadors of St. Joseph School, and to help create an environment that focuses on faith formation and academic achievement of all students in the community. The St. Joseph School Commission meets quarterly to discuss policies in the areas of finance, personnel, facilities, and curriculum. In 2013, the finance committee and School Commission approved increases in expenditures for the LRC, making it possible for the principal to hire additional staff, increasing the school’s effectiveness in appropriately supporting and challenging every student. This also included the recognition that a program to meet the

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needs of more curious and advanced learners was necessary. In 2014, an Advanced Learning Opportunity (ALO) teacher was hired and began offering classes to small groups of students in Grades 1-5. The new school leadership team embodies a shared responsibility for student learning at St. Joseph School. High achievement for all students is a goal of the administration, teachers, and specialists. The primary and middle school directors oversee all student activities to foster a positive, faith-centered community. They facilitate teacher goal setting and attainment, and do formal and informal observations to support and increase high achievement of all students. Each week, the directors craft newsletters to the teachers in their respective buildings to communicate curricular goals, opportunities for professional development, and upcoming events for the week. Both directors visit classrooms regularly, meet individually with students, and review student assessment reports and trimester report cards. In collaboration with the classroom teachers, the directors plan staff development opportunities to collect, assess, and analyze student data as a means of driving academic achievement for students and to provide appropriate interventions. Ongoing professional development for the faculty and staff is supported and highly encouraged by the administration. Some examples of professional development to increase student learning are as follows: primary teachers are trained, and continue to receive training, in the Wired for Reading method and The Daily 5 and CAFE approach; middle school teachers have focused on aligning writing skills with the Common Core State Standards (CCSS) utilizing the six-trait writing program as well as MLA formatting guidelines; and professional development with a writing consultant was integrated and included lessons in unit design, development of lesson plans, and incorporating best practices for all learners. Extensive time has been devoted to providing teachers with informative, ongoing, collaborative opportunities to increase knowledge and to develop high standards for all writers across middle school content areas. Since 2013, math teachers have attended multiple workshops on the Math in Focus program. The math teachers meet to discuss what standards must be taught and mastered at each grade level, resulting in a strong alignment of the math curriculum across all nine grades. Math consultants and experts in Math in Focus program have worked with the teachers and students, and also conducted sessions with parents. These examples highlight St. Joseph teachersâ&#x20AC;&#x2122; commitment to growth, as well as the schoolâ&#x20AC;&#x2122;s support of continuous professional development aimed at high achievement of all students. The current strategic plan, Quo Vadis, was initiated by the previous principal and has provided direction for the past five years. The current principal and the Strategic Plan Steering Committee are now creating a new strategic plan for St. Joseph School. The process for St. Joseph School began with a School Commission retreat based on the school's spiritual values that allowed the School Commission to solidify the process in the school's unique mission and its vision for the future. The new planâ&#x20AC;&#x2122;s scope of work encompasses all aspects of the school from curriculum to financial to facilities and grounds. The wider school community will be invited and encouraged to share input and perspective through an online survey designed by the steering committee; the school

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community will then be invited to participate in an All Stakeholder’s Meeting scheduled on January 14, 2016. Furthermore, a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis will be sent to key staff, parents, and alumnae for additional input. The final strategic plan will be completed shortly after the start of the 2016-17 academic year. Significant Accomplishments  Commitment to a strategic plan that promotes a strong school vision  Ongoing professional development for the faculty  Strong governance by School Commission, PAB, Endowment Board, finance, advancement, and building/grounds committees  New administrative model Goals  

Continue support for ongoing professional development Successfully complete and implement new strategic plan

Evidence  Annual report  School mission and philosophy  School Commission agendas and minutes  2016 All stakeholders meeting for strategic planning  SWOT survey  Quo Vadis  School surveys  Title II records for professional development  Parent Handbook  School brochures  School yearly Mass schedule  Professional growth plans  Faculty handbook  Strategic plan informational emails  FLASH! Newsletter  School brochures  Faculty retreat th  8 grade fall and spring retreat th  5 grade class Mass at Camp Seymour th  7 grade overnight experience prayer service

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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. The foundation for improving student learning for all students has deep roots in data collection, disaggregation, and analysis. The teaching staff at St. Joseph School understands the need to use a variety of data that not only supports curricular decisions, but is consistent with the mission of the school to educate the whole child based on the schoolâ&#x20AC;&#x2122;s Catholic identity and commitment to the SLEs. Graduating faith-filled, curious, and confident learners who possess integrity and become members of the global community is achieved through carefully considering a variety of data so that we can ascertain how and where a graduate can excel at his/her choice of high school. Assessments take place formally and informally in each subject area. The important work of using assessments begins in the classroom. Assessments are both formative and summative. Formative assessments provide sound feedback on student learning. These assessments give students a clear picture of their progress and how individuals can reach mastery. Assessments provide teachers with feedback as to how to modify teaching and learning activities. St. Joseph teachers use many forms of formative assessments including the use of white boards by each student in math to determine quickly whether students are understanding the concept, homework, paper and pencil quizzes, observations of students, and oral discussion with teachers. Teachers give summative assessments at the end of a unit or learning period. These include teacher-designed tests, multiple-choice tests, timed tests, oral tests, rubrics, student reflections, and objective tests. In 2014, the LRC and administration met weekly to plan and implement teacher in-service data conversation days. The focus was to establish grade-level data teams who would collect, analyze, plan, and make decisions to improve student learning using the STAR, Developmental Reading Assessment (DRA), Phonological Awareness Literacy Screening (PALS) and ITBS assessment results. Teachers worked together to understand more deeply what the results revealed about student achievement, identify areas where some of their students need additional support, adjust instructional approaches, or supplement materials to improve student learning. Based on teacher feedback following this work, in Spring 2015, the majority of classroom teachers found that using data positively reinforced their understanding of student growth throughout the year. Data conversation days will continue each year, providing a collaborative approach with a view to improving student achievement and sharing best teaching practices. Teachers have desired a consistent assessment in primary grades. St. Joseph School now administers the PALS in Grades K-2 three times per academic year. With the introduction of the PALS tests, primary teachers are more involved with collecting, disaggregating, and analyzing

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data. The PALS also provides a comprehensive assessment of student knowledge of literacy fundamentals and skills, and identifies students in need of reading intervention and enrichment. The goal of this data is to drive instruction and intervention so as to improve literacy skills through individual, small group, or whole group instruction. Through studying the PALS data over the course of two years, it was determined that the results best served kindergarten teachers and students; thus, first and second grades moved to STAR assessments. The DRA is administered to students in Grades K-2 and is a standardized reading test used to determine a student’s instructional level in reading. Teachers administer the DRA individually to students. Teachers and the LRC specialists for Grades K-2 use the DRA results, along with other assessments, to plan reading instruction for the whole class as well as for small groups. The DRA is administered two to three times a year depending on the grade level and academic need. The Title I instructor works with students whose DRA results qualify them for services. In Fall 2014, St. Joseph adopted the STAR to gather additional reading data in Grades 3-8. Based on positive feedback from teachers, in 2015, 1st and 2nd grade teachers also began using the STAR Reading and STAR Early literacy; 7th and 8th grade math teachers have decided to adopt STAR Math to monitor progress for all students and identify prior standards that still require mastery. STAR Reading is an online assessment program that assesses overall reading achievement and provides teachers with individual student data. The STAR Reading assessment is administered a minimum of three times a year to screen students for reading achievement levels and to help monitor growth. Teachers use STAR data to help determine flexible reading groups and incorporate instructional strategies to meet the needs of all learners. Individuals who score above 90% are monitored closely and often considered for the ALO program providing an enriched and challenging English Language Arts (ELA) curriculum in Grades K-5. In middle school, students above the 90% are given the opportunity, through seminar discussion and writing assignments, to study the novels being read in class in more depth. The classroom teachers carefully monitor and provide the necessary instruction to meet the needs of individual learners scoring between 51-90%. Students scoring below 50% are identified in the “intervention” and “urgent intervention” categories and are closely monitored by the classroom teachers and LRC specialists. Most students scoring below 25% require more intense intervention and receive LRC support to increase their overall reading skills. Progress is carefully monitored and reported to the teachers, parents, and administrators each trimester for students receiving direct instructional support in the LRC. St. Joseph School administers the ITBS and CogAT each fall to students in Grades 3-8 as part of the Archdiocesan consortium on standardized testing. Results are received in late fall and shared with parents during the first trimester reporting period in December. Each year, teachers meet as a whole group and in teams to disaggregate and analyze student performance. CogAT results are used primarily to discern large discrepancies between overall ability and skill achievement and to ensure all students requiring support receive it. In January 2015, teachers in Grades 3-8 met to look at trends in the data in the areas of ELA and math. As a result of this meeting, teachers

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selected punctuation and capitalization in ELA and math computation as areas of focus. In building meetings, teachers brainstormed ways to modify instruction to support high achievement for all learners in these areas of focus. In the area of ELA, teachers decided to focus on capitalization and punctuation throughout the curricula using Google Apps for Education (GAFE), IXL, and utilizing classroom based assessments to monitor growth. In math, teachers began to work more purposefully on computation skills and allocate more practice with timed assessment in the area of math facts. Teachers used Sumdog, IXL, timed tests, and classroom assessment to increase accuracy and speed in math computation. The ITBS math computation test was administered again in Spring 2015. Teachers will work in Winter 2016 with the spring and new fall results to monitor progress in math computation. St. Joseph School made the decision several years ago not to use the science section of the ITBS test due to concerns about alignment with the science curriculum. Using data from classroom work and assessments and the fact that the science curriculum did not line up with the standardized assessment and the release of the Next Generation Science Standards (NGSS), science was considered to be an area of concern in the schoolâ&#x20AC;&#x2122;s overall curricular review process. Students took the science section of the ITBS in Spring 2015. This was done to provide more data for the science committee as they began the in-depth study of science curriculum. Based on assessment data, teacher observations, and classroom work, students in Grades K-8 demonstrating below grade-level standards in literacy, math, and study skills are referred to the LRC for further assessment. Additional academic support is determined by the data collected. Student interventions include 1:1 support, small group instruction, collaboration with the classroom teacher, accommodations, and a differentiated approach in the classroom. At the end of each trimester, the classroom teachers and LRC specialists analyze student data to determine instructional goals for all students receiving LRC support. Based on parental and teacher input to the previous principal and current principal, as well as a desire to support learners who score above the 90%, the LRC expanded in 2013 and started an ALO program for K-5 students. ALO classes provide enriched and accelerated learning at an intensity, depth, and pace that meets a studentâ&#x20AC;&#x2122;s intellectual needs, curiosity, and motivation levels. ALO students are identified based on several data points and reviewed by the ALO specialist for identification, placement, and provided services. Data collection is based on PALS (K), DRA (K-2), STAR Reading (1-5), ITBS/CogAT (3-5), teacher rubrics, and other assessments as needed and determined by the ALO specialist. Each trimester, flexible groups are established by lesson objectives focusing on ELA, critical thinking, and problem solving. In addition to small group instruction, the ALO specialist serves as a resource for the classroom teachers on differentiated instruction for the advanced and curious learner. In Grades 6-8, students are grouped by ability for math to further meet the needs of all students. St. Joseph School places significant importance on professional development to support teacher growth; this emphasis directly impacts high achievement by all students. One area of focus for administration and teachers from 2009 to the present has been the instruction of writing and the writing program. Based on anecdotal evidence including staff meetings, teacher discussion, and

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professional sharing, a desire to align our writing expectations vertically, and ITBS data in the areas of language and grammar, the staff dedicated themselves to a focus on writing instruction and expectations, integrating an increase of focused writing feedback. The administration supported this strategy by hiring a contracted specialist in 2013 who provided consistent professional development to the whole staff and teaching teams. Moreover, the specialist worked on vertical expectations, mastery lists, and supported the move in the middle school to incorporate MLA formatting for all written work. The specialist also developed a writing coach program utilizing both school staff members and parent volunteers in order to give more frequent, focused feedback to students on their writing at all stages of the process. As part of the writing coach program, students enjoyed more writing conferences and directed feedback on draft work. This focused and consistent professional development in the area of writing supported St. Joseph’s desire to align the writing curriculum vertically and to work collaboratively on writing skill improvement for all students. This dedicated emphasis has resulted in increased writing for every student, helped us meet each student’s individual writing needs, and allowed us to witness growth for every learner. All teachers in Grades K-8 have continued to develop common writing assessments given in fall and spring which include common assessment rubrics and a collaborative approach to scoring pieces of writing. As part of the school’s curricular review process, St. Joseph School formed a math committee to review and recommend curriculum adoption. The committee began their work in Fall 2010 by gathering data on the previous math program and reviewing standardized test scores. After analysis of several math programs, teacher meetings, and sampling lessons, in 2012 we decided to adopt Math in Focus (Singapore Math). To support the move to this math program, teachers began consistent focused professional development with experts in this method. A combination of trainings was offered including conferences and work with trainers who met with teachers both individually and in teams. This included sample lessons being taught in collaboration between the classroom teacher and outside professionals. Work with Yeap Ban Har, an internationally recognized expert in Math in Focus methodology, as well as individual teaching team work with Linh-Co Nguyen, math expert, supported both teachers and students in the adoption of a math series. In 2015, the Big Ideas math series was added to Grades 6-8 to supplement the math curriculum. This series was implemented after discussions between area high school math teachers, current middle school teachers, and administration to ensure that students were prepared for the more traditional math curriculum taught in Catholic high schools. St. Joseph School has not focused on data collection via standardized testing with regard to the K-8 science curriculum. Last year, the school began addressing this assessment gap. A review of the school’s science curriculum was started in 2013, in anticipation of the forthcoming NGSS. On completion of the in-depth study and the development of a very specific Action Plan, the school expects the science curriculum to be a strong foundation that will improve science achievement for all students.

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Faith formation is assessed across all grade levels, both formally and informally, through tests directly connected with the texts, prayer cards, recording prayers memorized at each grade level, participation in the 8th grade Passion play, grade levels leading Masses, and reports written on saints to name a few. Cross-curricular projects challenge students to connect their Catholic faith with events in history and current events. Students reflect on their growth as St. Joseph students by measuring their achievement of the SLEs through grade-level rubrics. The Archdiocese of Seattle adopted new religion standards in Fall 2014. Grades K-6 have used the Blest Are We texts since 2010. In Fall 2015, 7th and 8th grades adopted new texts (Loyola Press) which are aligned with the new Archdiocesan standards. With new directors at the primary and middle school levels, St. Joseph began incorporating the standards at that time; however, the school recognizes the need for continued work in order to create comprehensive unit plans and curriculum maps. Through ongoing analysis of curriculum, the current religion text, revised SLEs, and the emphasis on regular professional development, the school has identified strengthening our Catholic identity as a critical goal. Significant Accomplishments  Extensive use of formal assessments in grades K-8 including PALS, DRA, STAR, and ITBS  Regular professional time (K-8) to meet to analyze data as teams and across grade levels  Adoption of STAR Math in Grades 7 and 8  Establishment of the Writing Coach Program and use of beginning/end of year writing assessments  Creation of an Advanced Learning Program in Grades K-5 and hiring of ALO specialist Goals    

Strengthen the school’s Catholic identity Increase understanding of assessments and data to inform planning and instruction in order to ensure the ongoing academic growth and high achievement for all students Continue to focus on writing as an integral part of the curriculum Improve science curriculum across all grade levels

Evidence  ITBS, CogAT, STAR, DRA, PALS, standardized test data  IRM  Mastery tests and unit projects in all subject areas  Science labs  Write On! writing assessment  Formative assessments  Writing Coach program  Web-based learning: IXL, PurposeGames.com, Spelling City, Sumdog  Exit slip examples  LRC student plans  Classroom SLE measurements (i.e., weekly goal setting, self evaluations, student rubrics, classroom coaching)

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       

Archdiocesan religion standards Report cards Data conversation days agendas Data conversation days PowerPoints Parent, student, staff surveys Weekly staff bulletins Math parent education nights Quarterly newsletters to parents

E. HIGH ACHIEVEMENT BY ALL STUDENTS TOWARD CLEARLY DEFINED SLEs AND CURRICULUM STANDARDS All students make acceptable and measurable progress toward clearly defined Schoolwide Learning Expectations and challenging, comprehensive, and relevant curriculum standards. St. Joseph School’s curriculum focuses on educating the whole child: head, heart, and hands. In December 2014, 213 families replied to a survey and 90% of the parents believed that the school has both a mission statement and philosophy that indicate the integration of the Catholic faith into all aspects of school life. Of the parents who took the survey, 96% believe that their children are receiving quality teaching in the basic tenets of faith and 92% believe St. Joseph School provides an atmosphere in which Christian values and attitudes are emphasized and practiced. St. Joseph School has a strong religion curriculum and instruction that is faithful to Roman Catholic Church teachings and meets the requirements set forth by the United States Conference of Catholic Bishops (USCCB); the lessons from the Catholic faith and tradition are integrated across the curriculum and incorporated in a variety of school activities. St. Joseph collaborates with parents and guardians in raising and forming their children. According to the parent survey, a high percentage of the parents send their children to St. Joseph School because of Catholic values (77%) and faith formation (50%). St. Joseph School has a liturgy committee made up of the principal, the directors, teachers, and Deacon Steve Wodzanowski. This committee meets in August to discuss the school’s theme and how to weave the theme into the school Masses; the committee also schedules the school Masses for the year. The principal, the middle school director, 8th grade teachers, and the music teacher meet in October to begin planning the Passion play. Students in Grades 3 through 8 have an opportunity to lead a monthly Mass, which includes guiding the singing planned by music teachers. To increase student understanding and appreciation for the Mass, Deacon Steve teaches students about the Mass and works with teachers and students to prepare school Masses. Each week begins with prayer over the intercom and the weekly virtue announcement. All teachers pray the Examen with their classes daily. All faculty and staff gather on Friday morning before school at 7:45 AM in the staff lounge for prayer and breakfast. Prayer is led by a different teacher or staff member each week. The primary school and the middle school gather together each week during Advent and Lent for a short prayer service. To deepen each student’s

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experience of Lent, the 8th grade students present the Passion of Jesus Christ to the school and parish. Classrooms participate in reaching out to others by adopting families during Advent and collecting money for Rice Bowl during Lent. Catholic teachings and values are deeply integrated across curricular areas and in school activities. Examples include intertwining the writing skills and religion curriculum through Mass journals, integrating the performing arts in school Masses, the Christmas program, the Passion play, and integrating the visual arts into the liturgical calendar and school theme. When participating in CYO sports, students say a prayer before the start of each game. All grades include social justice lessons in literacy including saints in 3rd grade, heroes in 4th grade, and peacemakers in 6th grade. St. Joseph School provides a curriculum that is rigorous, relevant, and infused with Catholic faith traditions for all students in K-8. The faculty implements the CCSS, national standards, and Seattle Archdiocesan religion standards. Teachers complete curriculum maps. These curriculum maps guide year long planning, instruction, and assessment and are regularly updated. The SLEs were reviewed and revised during the 2014-2015 school year. Teachers created detailed rubrics using student-friendly, specific, and measurable language for the revised SLEs in Grades K-8. Teachers are committed to integrating the SLEs into the daily life of the school. The SLEs are considered a guiding force behind curriculum, instruction, assessment, policies, procedures, service work, and other activities. St. Joseph implements meaningful tools that measure student achievement of the SLEs and curriculum standards. Teachers use a variety of formative and summative assessments to measure student achievement toward content area standards. Teachers measure student progress toward the SLEs in a variety of ways from smiley faces in kindergarten to student self-assessments and goal setting in the older grades. The goal relating to SLEs is for progress to be shared with parents at student-led conferences in the fall and spring. During the 2014-2015 school year, teachers spent a significant amount of time analyzing the math curriculum. In 2012, St. Joseph adopted Houghton Mifflin Harcourtâ&#x20AC;&#x2122;s Math in Focus program as its common K-8 math program. Responding to teacher requests for additional professional development related to the Math in Focus program, St. Joseph School contracted with Seattle Central College to bring in a math specialist to work with teachers in 2014. During that time, teachers met in groups (K-2, 3-5, and 6-8) to discuss math expectations at each grade level. In March 2015, all math teachers, beginning with grade-level teams and moving to vertical teams (i.e., 3rd grade teachers meeting with 4th grade teachers) met to determine which math skills students needed to demonstrate proficiency in at each grade level. In 2015, the Big Ideas math series was added to Grades 6-8 to supplement the math curriculum. This was done to ensure that students were prepared for the more traditional math curriculum students encounter in area high schools. In Fall 2014, the middle and primary directors and three religion teachers attended a presentation by one of the assistant superintendents at the Archdiocese on new religion standards. A summary

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of the new religion curriculum was then presented to staff. The administration made the decision to complete its Self Study before fully implementing the new standards. In Fall 2015, due to the hiring of a new 7th grade religion teacher, the school purchased new religion textbooks (Loyola Press) aligned to the standards and approved by the Archdiocese for the 7th and 8th grades. An area of focus for St. Joseph teachers includes reexamining the current K-8 curriculum, affirming that it adheres to appropriate, delineated standards, and is vertically aligned to ensure that every student successfully completes a rigorous and coherent sequence of academic courses based on the standards. St. Joseph School teachers work closely together on a weekly basis to plan lessons and assessments and discuss student progress. Teachers in Grades K-5 work in grade-level teams; teachers in Grades 6-8 work in content-area teams. In an effort to differentiate instruction, teachers use a variety of teaching methods: flexible groupings, direct instruction, paired learning, parent volunteers for 1:1 or small group work, and ability groups in math. Textbooks and technology are used to differentiate via leveled readers, IXL modules at different levels, and math enrichment offered in the textbook. The LRC offers additional support or enrichment for students. Through small group as well as individualized instruction, the LRC teachers remediate and support basic skills and enrich classroom learning. The Houghton-Mifflin reading program provides individual instruction and support opportunities through leveled readers. Other ways teachers provide differentiation include: Walk to Read flexible groupings; classroom volunteers; the primary school director teaching small groups of students; math mingle (leveled math classes); life and leadership class provided by the school counselor; study hall during lunch, recess, and after school; accommodated testing; study skills instruction; and individualized instruction. Identification of students not making adequate progress begins with classroom assessment data and teacher observation. St. Joseph School has various screening points at different grade levels. In June prior to the kindergarten year, incoming students take part in a screening test for readiness skills in literacy and math. Kindergarten administers PALS and DRA reading assessments to assess literacy skills. Students in Grades 1-8 take the STAR reading assessment a minimum of three times a year. At the end of each unit grades K-5 use a common theme test in reading. Every October students in Grades 3-8 take the ITBS and CogAT. Students in Grades 78 take the STAR Math assessment three times a year. In addition to classroom assessments and standardized testing, the LRC does more in-depth testing to determine a studentâ&#x20AC;&#x2122;s specific learning needs. Increasing teacher understanding and the use of assessments and data to inform planning and instruction is a Critical Goal in the Action Plan. St. Joseph School is proud of its newly expanded LRC. The center is comprised of a director, five LRC specialists, two ALO specialists, a part-time math specialist, and a full-time counselor. This structure helps the school address the needs of a diverse student population. The LRC supports the academic, social, and emotional needs of individual students. The learning specialists meet with classroom teachers to determine the type and amount of support a student might need. If remedial support is required, a tier system is used, providing various levels of intensity in support. This system has three tiers: tier I students have their needs addressed within

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the classroom setting through collaboration between the classroom teacher and the learning resource specialist; tier II students are provided additional support in a small group, pull-out setting two to three times per week; and tier III students have greater academic needs and thus receive instruction and support four or five times per week, either individually or within a small group in the LRC. St. Joseph teachers will continue to evaluate programs and interventions for all of the challenges that arise in a large urban school that draws from a diverse population. Textbooks serve as an important tool to student education, but St. Joseph sees the value in adding resources beyond the everyday textbook to enrich the minds of all students. Among the many resources teachers and students use, the school library is one of the true gems that Grades K-6 students visit on a weekly basis. Not only is there an abundance of information in the library books that students regularly check out and read, there are online resources easily accessible in the library. Field trips are another means outside of textbooks allowing students to extend their knowledge and thinking. Every grade participates in multiple field trips each year. These trips relate to curriculum and/or service learning. Lastly, teachers invite community speakers to make the curriculum more relevant and real, and to draw students into the material in an entirely new way. All teachers purposefully integrate technology into the curriculum. St. Joseph School uses a variety of hardware, software, and web-based programs to facilitate and enhance learning. We are a GAFE school. Students use iPads, laptops, desktops and Chromebooks. Additionally, a technology teacher offers instruction in the computer lab as well as via collaborative teaching within the classroom. Teachers regularly use their SmartBoards and document cameras to enhance instruction and to engage and motivate students. Currently, 7th and 8th grade science students use Einstein tablets to take measurements and record data. Students have access to software that promotes skills as well as assists in work production. For example, apps are used in the lower grades to reinforce reading skills, while PowerPoint, Keynote, and other relevant software are used in the upper grades to produce both individual and group projects. Several online programs provide support for student learning including Google Docs, Google Classroom, IXL, Quizlet, Kidblog, BrainPOP, Mavis Beacon typing, and ThinkCentral. Students collaborate with their peers, inside and outside of school, in a way never thought possible prior to technology. Finally, the librarian maintains an updated library web page with links to materials and information that can help students be more successful with their homework and projects. Students and teachers have access to a variety of different important online educational resources to supplement the curriculum. Students in Grades 1-8 have an IXL.com account that can be used not only for extra math practice, but also to help them in the area of language arts. The IXL lessons are aligned to the CCSS. Another resource favorite used by teachers and students alike is the popular BrainPOP. It allows students a concise, short overview of the topic at hand that is interactive and motivating. Quizlet is a free online resource that students are encouraged to use as a study tool to create notecards as well as practice tests for test preparation. Guided by the school librarianâ&#x20AC;&#x2122;s comprehensive webpage, teachers have access to an infinite amount of outside online resources that every teacher uses to reach all students with a fun, educational, and interactive curriculum.

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Significant Accomplishments  Integration of Catholic teachings and values across curricular areas and in school activities  Expansion of LRC; hiring of a part-time LRC math specialist (2015)  Utilizing a math specialist who works with teachers and groups of students to support the Math in Focus program, and facilitates three parent math nights  Use of technology across the curriculum in Grades K-8  Multi-talented librarian who assists teacher with library and technology resources Goals  

Increase all teacher understanding of assessments and data use to inform planning and instruction Reexamine curriculum to ensure that it adheres to appropriate, delineated standards and is vertically aligned

Evidence  Curriculum maps for each grade level in language arts, religion, math, social studies, science, and technology  SLE revision notes  SLE rubrics  PowerSchool to communicate mid-tri reports and report cards  Teacher/parent/school communication  Use of IXL.com, Spellingcity.com,  Use of ITBS data to drive instruction  Pilot use of STARS and PALS reading assessments to drive instruction  DRA scores to chart reading growth in primary grades  Parent, staff, student surveys  Examen  Friday morning prayer calendar  Primary grade Mass journals  Library website  Report cards  School counselor’s webpage  LRC Handbook  LRC service plans  LRC red binders  Computer lab

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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. St. Joseph School, in collaboration with parents and guardians as primary educators, seeks to educate the whole child by providing an excellent education rooted in the Gospel values, centered on the Eucharist, and committed to faith formation, academic excellence, and service. The mission statement states that St. Joseph School endeavors to create a faith-centered community that educates and inspires students to reach their God-given potential. At the heart of the schoolâ&#x20AC;&#x2122;s mission statement is the development of each childâ&#x20AC;&#x2122;s unique God-given talent to bring good to the world. St. Joseph follows Universal Catholic Church (UCC) teaching. Each religion teacher has completed or is in the process of completing the required Archdiocesan Catechetical Certification program. All teachers model Catholic values by signing covenants each year, agreeing to uphold the teachings of the Catholic Church. Teachers set yearly spiritual goals as part of their professional growth plans. St. Joseph School religion teachers use the religion education requirements and standards approved by the Seattle Archdiocese. According to survey results, over 90% of the parents surveyed felt the school was highly effective or effective in the teaching of religion. Catholic teachings and values are deeply integrated across curricular areas and in school activities. Students are assessed on their knowledge of the religion standards in a variety of ways; for example, SLEs, classroom assessments, participation in Mass, and prayer tests. St. Joseph School teachers and staff are highly trained and well-educated professionals who continue to stay abreast of research-based best practices in the field of education by regularly attending local and national workshops and conferences, working with on-site experts both in and out of the classroom, and reading research-based articles and professional journals related to teaching pedagogy. The administration supports teachers in this area by budgeting a significant amount for professional development; creating common planning time; conducting frequent walk-throughs and observations; meeting with teachers to discuss their professional goals for the year; scheduling professional development opportunities during building meetings; creating opportunities for teachers to teach teachers; highlighting various opportunities for professional growth in weekly bulletins; and sharing professional articles with teachers. Some recent examples of professional learning in instructional methodology include: hosting an internationally recognized Singapore math expert for the adoption of a new math curriculum, Math in Focus; contracting with a local Singapore math expert following the adoption to work with teachers in the classroom; sending primary teachers to train in the literacy program, Wired for Reading, and Daily 5 CAFE teaching method; and sending teachers to Full Option Science system (FOSS) science training, a Diverse Learner Conference, Innovative Learning Conference at the Nueva School in San Francisco, OETC and NCCE Technology Conferences in Portland and Seattle, STAR assessment training, ReThink Mathematics! math workshop, Global Visionaries Democratic Classroom workshop, and Love and Logic training, among them. The

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administration also supports continuing education for teachers and staff at various colleges and universities through tuition assistance. According to survey results, 85% of teachers rate the school as highly effective or effective in providing unique opportunities for professional growth. Teachers use this research-based teaching and learning knowledge to meet the needs of all learners. Unit plans and lessons are designed to engage all students actively, and are consistent with the schoolâ&#x20AC;&#x2122;s mission and SLEs. The SLEs are used in all grade levels and subjects to help drive instruction. The work on this Self Study has helped St. Joseph School recognize the need for teachers to be very intentional about integrating SLEs into the daily life of the school. State and Archdiocesan curriculum standards guide curriculum maps, lesson planning, and instruction. An area of focus for St. Joseph School teachers is to continue to align curriculum both vertically and horizontally to meet Common Core and Archdiocesan standards. Some examples of research-based instructional methodology used by St. Joseph teachers to meet the needs of all students include: direct instruction; scaffolding; metacognition; organized collaboration; discussion strategies; differentiation; think-pair-share; close reading; modeling; guided practice protocols; spiraling curriculum; standards-based curriculum; student-centered assessment; inquiry-based learning; peer review in writing; field trips and guest speakers; whole group, small group, and project-based learning; integrated technologies/multimedia presentations; and interdisciplinary curriculum. Throughout all core content areas, teachers use differentiation strategies to advance all student learning; for example, flexible groupings in literacy instruction allow students to read at their level and practice necessary skills and strategies. According to survey results, 93% of the students surveyed felt that the school was highly effective or effective in supporting their learning. Students utilize various resources at St. Joseph School to enhance their learning including laptops, desktops, Chromebooks, iPads, and Einstein tablets. There are SmartBoards and document cameras in all classrooms. The school library has over 20,000 books and magazines, and the librarian has created a library website with a plethora of resources for both teachers and students. Building upon a strong foundation, St. Joseph School began an experiential capstone learning experience during the 2014-2015 school year. This experience takes Grades 5, 7, and 8 outside the classroom to learn through experience. Grade 8 ventured to Washington, DC, and New York City to reinforce essential history facts and concepts. In 2015, students went to Fordham University to learn about how college students serve their communities. In 2016, 8th graders will participate in service at Holy Rosary School in Georgetown, DC. Grade 7 prepared for their role as student leaders by engaging in an overnight Leadership Camp at Camp Colman. And 5th grade continued a decades-long tradition of practicing hands-on science at an Outdoor Education camp, Camp Seymour, on the Key Peninsula. With the addition of a 6th grade trip in January 2016 to Islandwood, a classroom in the woods on Bainbridge Island that emphasizes stewardship of the environment and the community, the schoolâ&#x20AC;&#x2122;s valuable experiential learning has been expanded and enhanced.

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Teachers use a variety of assessments to modify instruction and curriculum to meet the needs of all learners. Formal and informal assessment practices are used to gauge growth and strategize about next steps. Informal assessment techniques vary: exit slips, seat work, journals, technology activities, thumbs up/down, learning logs, etc. These practices help to monitor student learning and plan future instructional steps. Assessments are both formative and summative. Formative assessments provide sound feedback on student learning, give students a clear picture of their progress and how to improve, and provide teachers with feedback on modifying teaching and learning activities. St. Joseph teachers use many forms of formative assessments including the use of whiteboards by each student in math to quickly determine if students are understanding concepts, homework, paper and pencil quizzes, observations of students, and oral discussion with the teacher. Teachers give summative assessments at the end of a unit or learning period. These include teacher-created tests, multiplechoice tests, timed tests, oral tests, rubrics, student reflections, and objective tests. More formalized assessment techniques include common grade-level pre/post-assessments (ELA and math), projects, tests, and standardized interim assessments (STAR, PALS, DRA); all assessments contribute to the evaluation of student growth. Finally, yearly standardized assessments (ITBS/CogAT) help teachers and administrators monitor academic programs. Recently, a schoolwide analysis of data from the 2014 Fall ITBS test revealed math computation averaging 60%, indicating an area for growth. As a result, teachers incorporated a variety of instructional practices aimed at increasing scores, including working with an outside math specialist on defining and aligning the K-8 math curriculum before retesting in Spring 2015. The Fall 2015 ITBS scores reflect a slight improvement in math computation, with an overall score of 69%. Based on the work aligning the math curriculum across grade levels, teachers recognize the need to reexamine and align other areas of curriculum at St. Joseph, including religion, science, ELA, and social studies. Teachers are also planning to analyze the results of the math computation retest and measure the results of specific teacher interventions. Teachers agree that although an abundance of data is collected at St. Joseph School, more professional development is needed to learn better methodologies for disaggregating and using the data to adjust teaching and learning in order to improve student learning. Teachers regularly partner with students in taking an active role in their own learning through reflection activities as well as setting specific intellectual goals. Whether itâ&#x20AC;&#x2122;s reflecting in a math journal or creating a growth goal related to SLEs, students understand that they drive their own learning. Teachers began sharing ITBS and STAR data with students in order to prepare for student-led conferences in Fall 2015. According to survey results, 90% of the students surveyed rated teachers as highly effective or effective in encouraging them to assess the quality of their own work. One of the many cornerstones of St. Josephâ&#x20AC;&#x2122;s infrastructure is the LRC. Staffed by certified, dedicated teachers and a counselor, the LRC works to support student learning at every level. Through collaboration with classroom teachers and parents, the LRC staff work to identify students who need extra support through remediation of skills, study skills assistance, classroom

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support, enrichment opportunities, and social/emotional interventions. The groundwork for this support begins with formal and informal data collection. At the end of every year, the LRC collects anecdotal notes from classroom teachers via service plans. Furthermore, classroom assessments, as well as standardized assessments, are used to identify students who might need extra resources or support. LRC staff regularly attend grade-level team meetings to discuss ongoing responses to student learning. Depending on student need, LRC staff work with students 1:1, in small groups, or are present during classroom lessons. Furthermore, they support teachers in strategizing classroom intervention/enrichment. Finally, the LRC supports students through after-school study halls, advocating for students with the district, tutor referrals, parent communication, and referrals to outside counselors. Teachers integrate technology throughout the curriculum in order to improve student learning. The technology teacher works with classroom teachers to plan activities that reinforce skills or promote project-based learning. Some examples include: 4th grade students research animals and write individual books on their animal choices; 5th grade students learn to blog as a means of showcasing writing; 6th-8th grade students use Google Drive to peer edit their writing; and 7th and 8th grade teachers use graphing software on SmartBoards to teach linear equations. Students in exploratory technology learn to use a 3D printer, how to code, and explore building and programming robots. Exploratory art teachers use iPads to create art. Students in Grades 3-8 use computers to take the STAR reading and/or math assessments. We are blessed at St. Joseph School to have so many technology resources including devices, a robust Internet, a technology director, and technology teachers. Last year, a technology committee, made up of IT specialists, teachers, and the directors, evaluated the technology curriculum, inventoried the school’s devices, and initiated the creation of a schoolwide technology plan. Significant Accomplishments  The addition of an experiential learning program: Capstone  Library equipped with extensive resources  The majority of parents feel the school is effective in the teaching of religion  93% of students surveyed felt that the school was highly effective or effective in supporting their learning  Collaboration between teachers, parents, and the LRC Goals    

Clearly define and create a 21st century technology plan for the school Continue to develop standards-based instruction through professional learning, alignment, and collaborative problem solving Continue to align curriculum both vertically and horizontally to meet Common Core and Archdiocesan standards Learn better methodologies for disaggregating and using the data to adjust teaching and learning in order to improve student learning

Evidence  SLE Posters  Samples of summative and formative assessments aligned to standards/SLEs P a g e 43 | 117

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Lesson plans aligned to standards and SLEs Curriculum maps Student reflections and community outreach letters List of assessments by grade level List of staff professional development opportunities Directors’ weekly bulletins List of outreach destinations Schoolwide assessment data Library web page Service evidence: thank you notes, certificates Learning profiles Survey results ITBS and STAR data

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. Guided by its Catholic roots, St. Joseph School seeks to support each student’s spiritual, personal, and academic growth. In support of the school’s mission to create a faith-centered community that educates and inspires students to reach their God-given potential, many programs and opportunities exist to bolster and encourage students in their pursuit of achieving curriculum standards and SLEs. Students are asked to learn, understand, develop, and reflect on their spiritual identity using the SLEs as a foundation. Opportunities for students to reveal growth in this area include an Archdiocesan standards-based religion curriculum, daily prayers including the Examen, prayer before all CYO contests, and monthly all school Masses prepared and led by grade levels. Students and parents are invited to attend and participate in family Masses at St. Joseph Church. Parents are encouraged to teach and model the SLEs at home to make an even stronger connection for the students. The PAB provides opportunities for parents to build community before school Masses and on Sundays through parish Mass. The school community celebrates Catholic Schools Week each year. Catholic Schools Week allows St. Joseph School to illustrate the wonderful benefits of a Catholic education while celebrating its excellence with all shareholders. The week begins with the school community celebrating with the parish at Sunday Mass. Throughout the week, students and teachers thank and honor their parents, the school, and parish staff. Students write letters of appreciation to their parents and teachers. Parents send in notes of appreciation and often contribute to a class project such as a photo of the students or letters from the students to

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the teachers. Teachers show appreciation for their students through class events and student celebrations. The weeklong celebration unites the school and sends a positive message of gratitude to the community. The middle school capstone experience at St. Joseph was established in 2014. It is a curriculuminformed program where students receive opportunities to grow, develop, and apply classroom knowledge via experiential learning. The capstone experience is comprised of four grade-level experiences beginning with a 5th grade camp and culminating with an 8th grade trip. The goal is for students to experience a strong sense of belonging, fellowship, acceptance, and love while growing as young adults, students, and servant leaders. SLEs provide the foundation of the capstone experience as the students grow and mature throughout their time at St. Joseph School. In turn, students become contributing community members who provide leadership to the school and the wider community. A goal is to connect the middle school capstone experiences with SLE rubrics to reveal a deeper connection between the SLEs and grade-level experiential experiences. The many curricular opportunities at St. Joseph are aligned with the mission, philosophy, and SLEs and support the development of the whole child. The programs promote the Gospel values for both parents and students by setting high moral expectations and responding to student needs. The wide variety of programs that are available to students offer many choices for the individual child to explore and discover new interests. Opportunities for curricular involvement for students include the areas of academics, community service, after school enrichment, and the performing arts. Curricular activities include a newly expanded exploratory program for 7th and 8th graders with choices in choir, band, art, robotics, 3D printing, coding, speech, journalism, math, street law and justice, and drama. The music department sponsors a Christmas program and an Evening of Entertainment (E of E) each spring, giving all classes in Grades K-6 the opportunity to perform. The Christmas program is held in the church before the students leave for the Christmas break and the E of E is in the school gymnasium at the end of the school year. The art department provides sets and costumes for both of these programs. Seventh and 8th grade students are able to help produce the school yearbook, be a part of the Student Council, serve as Student Ambassadors, and produce the school newspaper. The Student Council sponsors spirit days and service opportunities. All students may choose to participate in after-school activities such as chess club, Hour of Code, cribbage club, coding club, French club, scouting, speech team, and CYO sports. Students may participate in soccer, cross country, volleyball, baseball, basketball, and track and field. Coaches include both faculty members and parent volunteers. These athletic endeavors encourage the students to play and compete with good sportsmanship and to uphold Catholic values. Beginning in 2015, one of the current physical education teachers became the St. Joseph Parish Director of CYO. This relationship helps ensure that students participating in CYO sports are held to the same standards as they are for all in-school activities. Based on the needs of the community, St. Joseph supports a long-standing before and after school program (BASEP). BASEP is a source of many other opportunities for all students. These

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programs change on a regular basis in response to the interests of the students and include but are not limited to Legos, language, dancing, cooking, technology, and art. BASEP staff support students with homework, and students in Grades 5-8 who take advantage of BASEP receive targeted study hall time and support in relation to increased academic demands. More than 100 students benefit from the morning and/or afternoon BASEP. The LRC department is a vital and integral component of the total St. Joseph School educational program supporting the academic, social, and emotional needs of individual students, promoting student achievement and success. Students in need of academic support receive direct instructional assistance in the areas of reading, writing, and math based on formal, informal, and classroom assessments. LRC support takes place in the classroom or in the LRC varying from small group instruction to 1:1 interactions. The LRC department meets every other week to discuss student progress and to communicate effective strategies to support and guide student learning. Additionally, LRC specialists meet weekly with grade-level teams to discuss student progress, accommodations to support the diverse learner, and strategies to support all learners. The ALO program offers students in Grades K-5 an enriched and accelerated curriculum that presents learning at an intensity and depth that meets student intellectual and motivation levels. ALO programs are provided one-two days per week in a small group setting. The LRC and ALO specialists communicate regularly with parents via trimester reports, conferences, emails, and/or phone calls. In collaboration with the classroom teachers, the LRC department strives to create a positive and stimulating learning environment that fosters success for all students. In addition to their classroom teachers, students are supported by a full-time school counselor and the 7th and 8th advisory program. St. Joseph School’s counselor contributes to the mission of teaching and meeting the social and emotional needs of the whole child by serving over 600 students. Integral to the fulfillment of the SLEs, the counselor utilizes research-based programs and methods. The counselor provides individual and small group counseling to all students in Grades K-8 and teaches conflict resolution and emotion management skills within the classroom. Kelso’s Choices, Second Step, and other evidence-based guidance lessons are taught in the primary grades. In Grades 3-4, the counselor teaches students about handling teasing, differentiating conflict from social bullying, how to be an upstander, as well as other friendship skills. The counselor also provides topic specific weekly “Snack and Chat” small groups for Grades 1-4. In 6th grade, students learn leadership skills through life and leadership skills classes. These classes address interpersonal, social, and adolescent topics. Seventh and 8th graders have the opportunity to become trained by the school counselor for the Peer Mediation program. This program aims to teach older students how to be positive mentors to younger students at school. The counselor also teaches the recently updated Archdiocesan personal safety curriculum. The school counselor provides curriculum, materials, and guidance for the 7th and 8th grade advisory program. All 7th and 8th grade students meet weekly in their advisory groups with a dedicated staff member. When students volunteer in the community on three outreach days, they volunteer with their advisory group. Advisory groups and volunteering help the students become contributing members of the Seattle/Capitol Hill community.

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Parents may receive support when needed through meetings with the counselor. Parents also can explore the counselor comprehensive website, Counselor’s Corner, which includes K-8 socialemotional developmental information, developmental homework tips, monthly parenting tips, child/adult bibliographies, and community resources. The counselor communicates current programming and social/emotional trends through monthly newsletters in the FLASH!. The safety of all students at St. Joseph School is of utmost importance. St. Joseph School has a safe and secure building environment as well as a new comprehensive emergency preparedness plan. Students practice evacuation and/or shelter in place drills monthly. The school nurse provides annual vision and hearing screenings, immunization record keeping, and medical training to assist with the physical needs of all students. The entire St. Joseph School community is committed to the process of helping all students reach their spiritual, academic, and personal potential. Parents, teachers, staff, parish personnel, coaches, and the students themselves are involved in this collaborative process. The SLEs provide a solid foundation for all students. Upon graduation, students are curious, confident learners who contribute not only to their school community, but the wider community as well. Significant Accomplishments  School families participate in parish life, family Masses, and faith formation  Extensive curricular and co-curricular programs for students, often led by parent volunteers  Peer Mediator program th  Expansion of the 7 -8th grade exploratory program  A full-time counselor who works with students from K-8 Goals  

Study the need for additional counseling support Evaluate how the capstone experiences in Grades 5-8 integrate the SLEs

Evidence  Parent, student, staff surveys  Technology plan  School safety plan  Advisory portfolio  LRC documents  ALO program description  Parent handbook  School handbook  Faculty handbook  CYO statements, prayers, and participant agreements  St. Joseph School website  BASEP handbook  Standardized test data  Trimester report cards

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Counselor’s Corner website and monthly newsletters Christmas programs/Evening of Entertainment brochures Revised emergency plan Outreach program Peer Mediation program

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. As a Catholic school, St. Joseph School recognizes that the budget should be a statement of the school’s mission. To that end, the school works to allocate resources in support of student achievement, moral formation, and healthy development. St. Joseph is blessed to have the resources available to support diverse learners, families from diverse backgrounds, competitive salaries for teachers and staff, and ongoing professional development for teachers. St. Joseph uses proper generally accepted bookkeeping and accounting practices (GAAP) to create, implement, and monitor the school’s finances. The school’s business office manages all financial activities under the supervision of the principal. Accounting is in line with Archdiocesan policies and follows the Archdiocesan chart of accounts. St. Joseph School frequently communicates financial information to the community using the FLASH! and other reports. Each year, the school produces an annual report that is mailed to all members of the community. The commitment to a very strong financial management system supports the school’s mission, philosophy, and SLEs; improving student learning with enhanced physical spaces; funds available for cutting edge professional development; acquisition of 21st century curriculum materials; and investment in assessments that support the high achievement of all students. Each May, the principal works with the business manager and finance committee to create a draft budget taking into consideration key target areas including instruction; tuition assistance; administration; professional development; facilities; equipment; technology; program enhancement/expansion; capital projects; and other planned projects. The finance committee reviews the budget, makes changes and suggestions, and approves the draft budget. At the May School Commission meeting, the Commission reviews the draft budget and accepts it, knowing that at the September meeting some changes may occur. Changes normally arise as the result of enrollment data that differs from the prior May projections. The principal and the finance committee which is comprised of finance experts, meet nearly every month during the school year. These meetings include high-level reviews of the income

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statement and balance sheet, discussion of emerging major financial issues, and other long range planning issues. In the last year, the committee has spent more time investigating topics germane to the school’s next strategic plan. A subcommittee is currently setting tuition rates for the next three to five years; another subcommittee is focused on the topic of teacher compensation. This work will inform the school’s next strategic plan, which will be effective during the 2016-17 school year. Over the past two years, the finance committee has worked to improve the school’s financial aid process. As a result of this directed focus, there is now a formal appeal process for families whom do not receive financial aid or wish to increase their award. This new strategy has increased the objectivity and transparency of the process. The new strategic plan also addresses the current teacher salary schedule. The goal remains increasing compensation for teachers. Like most Catholic schools, St. Joseph relies on tuition dollars as the largest source of operating revenue. Enrollment is very strong at the school and demand is high. The school is currently at 98% capacity with the majority of classes enjoying full enrollment. By reviewing census data and baptismal rates at the parish and neighboring parishes, the school makes enrollment projections. The school also strives to create a diverse community that represents the entire city of Seattle. St. Joseph enjoys a very stable financial status in large part because of the successful fundraising program. The school’s advancement office, led by the director of advancement for the parish and school, oversees all fundraising activities. Each year, the school pledge drive (annual fund) raises approximately $550,000; the school auction raises approximately $350,000; and the Jog-a-Thon averages approximately $85,000 in revenue. Additionally, the principal works with individual donors and foundations to secure funds for special projects and the school’s endowment. For example, in 2013-14, the school completed a major addition and remodel, some of which was paid for with individual donations secured by the principal. The Endowment for St. Joseph School, a separately incorporated 501c3, has a $7M balance, which generates roughly $280,000 each year that directly supports the financial aid budget. Approximately $900,000 in financial aid is awarded each year to 19% of the student body; these awards permit St Joseph School to fulfill its mission of openness and accessibility to many families. Increasing the endowment will help alleviate the larger school burden linked to funding the significant financial aid budget. The school’s successes in fundraising and conservative budgeting have helped it amass one year’s operating expenses in cash reserves held, according to Archdiocesan policy, in the Parish Revolving Fund (PRF). This money earns 3.25% interest and is used as a quasi-endowment, helping support the school’s financial aid budget. St. Joseph School also has funds within the PRF earmarked for facilities and capital expenditures. An identified goal is to maintain one year’s operating cash in the PRF. St. Joseph’s long-term financial picture is very strong and will allow the school to realize the school’s mission, philosophy, and SLEs for years to come. The advancement committee helps build a community among parents, alumni, and friends, and raises the funds necessary for St. Joseph School to achieve its mission. This committee works diligently throughout the year to raise the funds the school needs to operate, which allows teachers and specialists to focus on student learning and social/emotional growth. The school relies on the $1,500,000 brought in each year via a Jog-a-thon, an annual appeal, an auction, ongoing sales of SCRIP (gift card purchases that provide revenue), as well as other P a g e 49 | 117

fundraisers. Moreover, advancement committee members and staff members support classroom and special project fundraising efforts, plan key school celebrations, rally volunteers, and facilitate alumni reunions. The advancement committee exists to encourage current families, alumni, and friends to support the school with their time, expertise, finances, and prayers. In an effort to ensure that students are educated and inspired to reach their God-given potential, the school has allocated significant resources to enhancing the LRC. Beginning with the 2014-15 school year, the LRC became a standalone department in the budget in order to track more accurately the expenses of this growing program. Traditionally, the LRC has worked to address the needs of struggling learners; however, in recent years, the school has added staff to create an ALO program. The ALO program was created in direct response to requests from parents as well as the school’s observation of students. St. Joseph School has also devoted significant funds to technology. Students have ready access to multiple technologies including iPads, laptop computers, Chromebooks and desktop computers. A comprehensive technology plan will be an outcome of the strategic plan to be implemented in 2016-17. St. Joseph School recognizes the importance of supporting the Catholic identity of the school by earmarking funds for teachers to complete their Catechetical Certification. St. Joseph School provides funds for Catechetical Certification coursework, and each teacher who completes the three-year certification process receives a stipend for the length of their covenant with St. Joseph. Resources are available to make both staff and student retreats and out of school faith experiences a high priority, and the school is committed to offering support for faith formation for teachers. St. Joseph School is blessed to have a talented and dedicated faculty, and provides many inservices and trainings that enable teachers to hone their craft in order to support high achievement of all students. The school provides adequate budgetary funds and also makes use of available Title funds. Title II funds have provided for significant opportunities for professional development including faculty work with Yeap Ban Har (a Math in Focus specialist), Wired for Reading training, Daily 5 and CAFE training, a regional presentation with John Medina, STAR training, the ADCD conference in Chicago, and the National Reading Conference in New Orleans. St. Joseph School also receives Title I funds. In recent years, Title I funds have been used to provide reading, writing, and math support for approximately 2% of the student body. The school believes that teachers should have access to the latest and most effective programs to help them provide a high caliber education to students. Significant Accomplishments  Very stable financial future  Competitive compensation package, including stipends for Catechetical Certification  Robust support for continuing education for teachers  Strong advancement department with a new director of advancement for the parish and school Goals   

Continue to increase teacher compensation Increase the endowment size Maintain one year’s operating cash in PRF

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Evidence  Strategic Plan  Balance sheets and income statements  Tuition rates  Annual reports  Finance Council agendas  FLASH! newsletter  School Commission minutes  Financial aid  Fundraising brochures  Title funding documentation

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We Carry the Light 2012-2013 School Theme

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  90% of parents report that their students are receiving high quality faith formation  Extensive service, including schoolwide participation in outreach days  Monthly Masses led by each grade level, including a Mass in celebration of Our Lady of Guadalupe  Annual all-school theme that reflects the call to prayer, service, leadership, and the virtue of the week  Collaboration between school and parish, which strengthens the school’s Catholic identity  Revising Schoolwide Learning Expectations (SLEs) to include student-friendly, measurable language with grade-level appropriate rubrics  The adoption of Standardized Test for the Assessment of Reading (STAR) Reading and Early Literacy assessments  Adoption of STAR Math in Grades 7-8  Strong governance structure and support  Commitment to a strategic plan that promotes a strong school vision  Ongoing professional development for the faculty  Strong governance by School Commission, Parent Activities Board (PAB), Endowment for St. Joseph School Board, finance committee, advancement, and building/grounds committees  New administrative model  Extensive use of formal assessments in Grades K-8 including PALS, DRA, STAR, and ITBS  Primary school dedication to Wired for Reading; Daily 5 and CAFE  Regular professional time (K-8) to meet to analyze data as teams and across grade levels  Establishment of the Writing Coach Program (Grades 6–8) and use of schoolwide beginning/end of year writing assessment  Creation of an Advanced Learning Opportunities (ALO) Program in Grades K-5 and hiring of a new ALO specialist  Catholic teachings and values are deeply integrated across curricular areas and in school activities  Learning Resource Center (LRC) expansion, including more classroom space and LRC specialists  Increased collaboration between classroom teachers and LRC specialists

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               

Hiring of a part-time LRC math specialist (2015) The utilization of a math specialist who works with teachers and groups of students to support the Math in Focus program, as well as the facilitation of three parent math nights Use of technology across the curriculum in Grades K-8 Creating and implementing an experiential learning program: Capstone Library equipped with extensive resources Over 90% of parents feel the school is highly effective or effective in the teaching of religion School families participate in parish life, family Masses, and faith formation Extensive curricular and co-curricular programs for students, often led by parent volunteers Peer Mediator program Expansion of the 7th-8th grade exploratory program A full-time counselor working with Grades K-8 Very stable financial future Competitive compensation package, including stipends for Catechetical Certification Robust financial support for continuing education for teachers 93% of students surveyed felt that the school was highly effective or effective in supporting their learning Strong advancement department with a new director of advancement for the parish and school

Goals        

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Review, clarify, integrate, and communicate new Archdiocesan religion standards Assess the need for new religion texts and ensure that teachers implement the new Archdiocesan religion standards Evaluate the SLEs in light of Archdiocesan religion standards to strengthen Catholic identity Align curriculum both vertically and horizontally to meet identified standards and focus on student learning Intentionally integrate SLEs into the daily life of the school; communicate student progress on the SLEs based on self-assessments Continue support for ongoing professional development Successfully complete and implement new strategic plan Increase administrative/faculty understanding of assessments and data to inform planning and instruction as a means of fostering ongoing academic growth and high achievement for all students Continue to focus on writing as an integral part of the curriculum Improve science curriculum across all grade levels Reexamine curriculum to ensure that it adheres to appropriate, delineated standards and is vertically aligned Clearly define and create a 21st century technology plan Continue to develop standards based instruction through professional learning, alignment, and collaborative problem solving

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    

Study the need for additional counseling support Evaluate how the capstone, exploratory, advisory, and field trip experiences integrate the SLEs Continue to increase teacher compensation Increase the size of the endowment for St. Joseph School Maintain one year’s operating cash in Parish Revolving Fund (PRF)

Critical Goals 1. Strengthen Catholic identity by updating the Religion curriculum Rationale: The mission, philosophy, and SLES call us to strengthen Catholic identity by carefully studying the current religion curriculum in light of the new Archdiocesan standards. 2. Effectively integrate the SLEs Rationale: While St. Joseph School has made some progress in the integration and measurement of SLEs, teachers need to develop ongoing ways to report and recognize student progress of the SLE achievement. The staff is committed to integrating the SLEs intentionally into the school’s daily life and to measure, report, and recognize student accomplishment of SLEs on a regular basis. 3. Continually evaluate and define the curriculum aligned with identified standards and focused on student learning Rationale: A well-defined curriculum is critical to supporting all students and will drive instruction, assessments, and outcomes. Based on the work aligning the math curriculum across grade levels, teachers recognize the need to reexamine and align other areas of curriculum at St. Joseph School, including religion, science, English Language Arts (ELA), and social studies over the course of the next several years. 4. Support ongoing professional development for teachers in interpreting and using all forms of data to inform instruction that advances student learning Rationale: St. Joseph School has made data collection a priority over the past several years. St. Joseph School has significant informational data about student achievement. Moving forward, professional development to support teachers in analyzing and disaggregating data will inform planning and instruction in order to ensure the ongoing academic growth and high achievement for all students. 5. Define and create a 21st century technology plan for the school Rationale: St. Joseph School enjoys an abundance of technology and a wealth of resources including hardware and software. Teachers and administrators recognize the need to define the

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technology curriculum at each grade level and finalize a technology plan that supports student learning well into the 21st century.

Critical Goal from In-Depth Study To improve science instruction and learning across grade levels Rationale: Adopting a standardized assessment will allow for identifying any weaknesses in science instruction. Creating curriculum maps across the grade levels will create a more intentional and accurate alignment with Next Generation Science Standards (NGSS). Providing professional development for science will help teachers develop teaching strategies and lesson plans to achieve improvement in science instruction and learning across grade levels. B. CAPACITY TO IMPLEMENT AND MONITOR THE ACTION PLAN The school demonstrates the capacity to implement and monitor an Action Plan that ensures high achievement of all students of the Schoolwide Learning Expectations, Arch/diocesan curriculum standards (local curriculum standards where Arch/diocesan standards donâ&#x20AC;&#x2122;t exist), and other governing authority expectations. St. Joseph School identified four Target Goals in the last Self Study completed in 2010. Significant work has been done toward accomplishing the four goals, and some of this work remains ongoing. The collaborative efforts of the administration and faculty toward the Self Study goal accomplishment, as well as yearly curriculum and professional development goals, positively influence student learning and assure the growth and high achievement of all students. One of the most significant accomplishments from the previous Self Study was introducing a new leadership model. This model is in its second year, and the administration continues the work of clarifying and refining the internal and external communication structure. The school sees the importance of continuing to differentiate instruction and assessment, while bringing the SLEs to the forefront in support of the mission and philosophy. With accreditationâ&#x20AC;&#x2122;s focus on improving student learning, the newly created Action Plan in conjunction with the new strategic plan will ensure success for all students. The goals set out in this Action Plan will intentionally involve administrators, teachers, students and parents as well as connect with other shareholders, including the parish, through strong communication and collaboration. The plan to assess and monitor this Action Plan includes the establishment of committees for both religion curriculum review and science curriculum. There will be extensive support available through strong financial resources, attention to scheduling indepth meetings over the course of each year, and time for well-researched professional development. Student involvement will be key to monitoring how well St. Joseph School fully integrates the SLEs. The School Commission is actively involved in the life of the school and quarterly reports are made, which will include Action Plan progress. Updates will also be made to the PAB and to all parents in September at Back to School Night and throughout the year in

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the all-school weekly FLASH! newsletter, and to parents attending one of three forum information nights offered during the school year. With respect to strengthening Catholic identity, the primary focus is on updating the religion curriculum in light of the new standards and Ignatian spirituality. With the input of all religion teachers and guidance from the Archdiocese, St. Joseph will conduct a thorough review of the current religion texts and resources, as well as other Archdiocesan approved textbooks. Teachers will work collaboratively to refine curriculum maps, ensuring they are vertically aligned. Administrators will be diligent about scheduling quality time for teachers to meet and assure that the funds necessary for the purchase of new materials will be available as set out in the timeline. When the SLEs were revised during the 2014-2015 school year, teachers began to map out how best to introduce the revised SLEs into classrooms, and administrators worked with the larger community to make them aware of how the SLEs are tied in with the school’s mission and philosophy. The work that was begun last year intensified during the 2015-2016 school year with the creation of rubrics, and the school is now poised to integrate further the SLEs in the daily life of the school. The administration will see that the SLEs become part of report cards. Students will be more directly involved in their assessment. St. Joseph School extends its curriculum well beyond the classroom and therefore there is a need to incorporate the SLEs into student activities such as field trips, capstone experiences, etc. This incorporation will further develop the whole child and give deeper meaning to outside activities. While researching 21st century professional development opportunities, there was a great deal of support for choosing science as the in-depth study because of the need to update the curriculum to meet NGSS. Both of these areas will be instrumental in the selection of a tool that will measure student progress toward the standards. Teachers are keen to further their understanding and create curriculum maps so students will have numerous opportunities to excel in science. Because of St. Joseph School’s size, the school has the advantage of multiple teachers at each grade level, which enables us to work concurrently on the critical goals. Mindful of the timeline, the administration and staff will carefully monitor and adjust strategies and activities as necessary. This will allow the school to complete the first three goals in the desired time frame so the school can begin addressing additional goals.

Evidence  Previous Self Study, 2010  Previous Report of Findings, 2010  Science committee notes  SLEs and rubrics  FLASH! newsletter

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Improving Student Learning for Catholic Schools

Action Plan for St. Joseph School Goal #1: (from Chapter 3) Strengthen Catholic identity by updating the religion curriculum Rationale: The schoolâ&#x20AC;&#x2122;s mission, philosophy, and SLEs call us to strengthen Catholic identity by carefully studying the current religion curriculum in light of the new Archdiocesan standards. Alignment with mission, philosophy, and SLEs: faith-centered community, demonstrates knowledge of Catholic faith, traditions and teachings (1.4), and engages in prayer to nurture a personal relationship with God (1.1)

Strategy #1

Activities

Cost or Resources & Sources Person(s) Responsible For Implementation Process For Monitoring

Review and understand the new Archdiocesan religion standards

- Establish religion committee with at least one teacher per grade level, incorporating a specialist grade-level team meeting to examine new standards in conjunction with current curriculum - Schedule professional development with Archdiocese - Communicate review to parents, parish and School Commission Teacher and administrator time; possible cost for outside presenter

Administration and religion teachers

Records of meetings with agendas and minutes available to all through Google Drive

Baseline Assessment

Initial religion teacher survey created by designated religion committee

Ongoing Assessment

Trimester updates by religion committee to entire staff

Timeline Start/Stop

Spring 2016: begin formation of religion committee; ongoing work through 2016-2017 school year

Process for Communicating to Shareholders

- Weekly FLASH! newsletters to parents - Administratorsâ&#x20AC;&#x2122; weekly bulletins to staff; - Presentation by teachers at staff meetings

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Strategy #2

Activities

Cost or Resources & Sources Person(s) Responsible For Implementation Process For Monitoring

Align the religion curriculum with the new standards

- Decide on common curriculum map format for the school - Create curriculum maps at each grade level - Align curriculum with SLEs - Meet across grade levels for vertical alignment Teacher and administrator time; investigate curriculum map models

Administration and religion teachers

- Administrators and teachers review curriculum map drafts - Consultation with Archdiocese as needed

Baseline Assessment

Current curriculum maps, scope and sequence charts, current texts, other resources

Ongoing Assessment

- Consistent use of SLE rubrics - Sharing of in progress curriculum maps - Evaluating lesson plans in terms of new standards Fall 2016: ongoing with periodic updates to curriculum maps over the next three years

Timeline Start/Stop Process for Communicating to Shareholders

- Weekly FLASH! newsletters to parents - Administratorsâ&#x20AC;&#x2122; weekly bulletins to staff; - Post new curriculum maps on website

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Strategy #3

Activities

Cost or Resources & Sources Person(s) Responsible For Implementation Process For Monitoring

Assess the need for new textbooks and resources

- Order sample textbooks from Archdiocese - Compare new standards with current and sample texts - Sample texts are reviewed by grade-level teams and administration - Prepare cost analysis for budget - Determine which text will be used - Possible purchase of new religion texts and resources - Teacher and administrator time - Professional development: cost dependent on fees charged - Principal makes final decision on purchase of new texts - Directors oversee implementation - Religion teachers incorporate new texts into curriculum - Update principal on review of possible new texts - Religion teachers use a matrix to see which texts best align with standards

Baseline Assessment

Survey teacher satisfaction with current textbooks and resources

Ongoing Assessment

-Detailed review of sample texts using matrix -Assess student achievement based on lessons from sample texts -Compare lesson outcomes between current and sample texts -Spring 2016: request sample texts through Archdiocese -Fall 2016: begin work on standards, reviewing sample texts, and select curriculum map template; -Winter and Spring 2017: create curriculum maps for each grade level -Weekly FLASH! newsletters to parents -Administratorsâ&#x20AC;&#x2122; weekly bulletins to staff -Presentation for School Commission

Timeline Start/Stop

Process for Communicating to Shareholders

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Goal #2: (from Chapter 3) Effectively integrate the SLEs Rationale: While St. Joseph School has made some progress in the integration and measurement of SLEs, teachers need to develop ongoing ways to report and recognize student progress on the SLE achievement. The staff is committed to integrating the SLEs intentionally into the school’s daily life and to measure, report, and recognize student accomplishment of them on a regular basis. Alignment with mission, philosophy, SLEs: The school’s philosophy speaks to the development of the whole child: spiritually, intellectually, psychologically, socially, physically, and aesthetically.

Strategy #1 (add strategies as needed) Activities

Cost or Resources & Sources Person(s) Responsible For Implementation Process For Monitoring

Refine and evaluate the recently created SLE rubrics

- Students reflect on how well the rubrics help them achieve the SLEs - Teachers analyze student reflections in grade-level teams - Make changes to rubrics as needed, based on student and teacher reflections - Time designated for staff to evaluate effectiveness - Rubrics - Surveys completed by teachers, students, and parents Teachers and administrators

Look at data generated by surveys and marks on report cards

Baseline Assessment

- January 2016: teacher survey - June 2016: end of year student survey

Ongoing Assessment

- Formative classroom assessments - Trimester input from teachers and students

Timeline Start/Stop

January 2016–June 2017

Process for Communicating to Shareholders

Administrators, teachers, and students

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Strategy #2

Activities

Cost or Resources & Sources Person(s) Responsible For Implementation Process For Monitoring

Communicate student achievement of SLEs

- Determine from grade-level, building, and all-school meetings how best to communicate student achievement of SLEs on report cards - Trimester recognition assemblies by building - Include SLEs as part of Fall/Spring conferences - Time for meetings - Current online grading system Teachers, administrators, and technology team

Feedback from teachers and parents

Baseline Assessment

N/A

Ongoing Assessment

Survey parents at Fall/Spring conferences

Timeline Start/Stop

Fall 2016â&#x20AC;&#x201C;June 2020

Process for Communicating to Shareholders

- Revised report cards - Reports to School Commission

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Strategy #3

Activities

Cost or Resources & Sources Person(s) Responsible For Implementation Process For Monitoring

Expand the use of SLEs beyond the classroom

- Teachers meet to determine which SLEs are most relevant to outside activities (capstone, exploratory, advisory, and field trips) - Classroom teachers solicit student input as appropriate - Targeted SLEs are self-assessed during and after each experience - Teachers communicate expectations to involved parents - Consider the use of an electronic portfolio by eighth graders to give SLE feedback from the Capstone experience - No cost - Consultations among involved personnel Administrators, teachers, and staff

- Periodic student self-evaluations - Teacher observations - Classroom meetings

Baseline Assessment

N/A

Ongoing Assessment

- Periodic student self-evaluations - Teacher observations - Classroom meetings Fall 2016-ongoing

Timeline Start/Stop Process for Communicating to Shareholders

- Parents - Family and staff handbooks - Website

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Goal #3: (from Science In-Depth Study) Improve science instruction and learning across grade levels Rationale: Adopting a standardized assessment will allow us to identify any weaknesses in science instruction. Creating curriculum maps across the grade levels will create a more intentional and accurate alignment with NGSS. Providing professional development for science will help teachers develop teaching strategies and lesson plans to achieve improvement in science instruction and learning across grade levels. Alignment with mission, philosophy, and SLEs: Meeting this goal will help students achieve the SLEs: students will be curious and confident learners who understand and connect content of all subjects; communicate effectively and responsibly in a variety of ways; demonstrate effective learning habits; demonstrate organizational skills and time management; apply critical thinking and creativity in different situations; and use technology as a resource for learning. Furthermore, students will become contributing members of the global community who actively participate in community service projects, responsibly care for natural resources, and work cooperatively with others.

Strategy #1

Activities

Cost or Resources & Sources Person(s) Responsible for Implementation

Align curriculum with NGSS

- Examine current school resources - Determine supplemental materials and/or additional resources to be purchased - Create curriculum maps across grade levels K-8 Teacher time, FOSS science curriculum, Science and Technology Concepts for Middle School curriculum, and the NGSS resources School administration, science curriculum committee, and classroom teachers

Process for Monitoring

Periodic review of progress during faculty meetings with school administration present

Baseline Assessment

Current curriculum maps for Grades K-8

Ongoing Assessment

Administration determined checkpoints on curriculum map revision status

Timeline Start/Stop

- November 2015- June 2016: identify curriculum resources - 2016-2017 school year: begin implementing and building curriculum maps - 2017-2018 school year: finish curriculum maps and continue refining curriculum implementation

Process for Communication to Shareholders

Administration will share new curriculum goals with shareholders

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Strategy #2

Provide science specific professional development

Activities

- Administration informs faculty regarding science-based professional development opportunities and allocates resources for attendance - Staff members share information from professional development

Cost or Resources & Sources Person(s) Responsible for Implementation

Teacher time, sub compensation, professional development, registration fees, travel expenses

School administration, all faculty who teach science

Process for Monitoring

Monitor clock hours and/or credit hours completed by faculty

Baseline Assessment

- Staff self-assessment concerning the pedagogy used to teach science lessons - Analyze student assessment data to inform professional development

Ongoing Assessment

Self, peer, and administrative observation and assessment of the science teaching

Timeline Start/Stop

January 2016; reassess January 2017

Process for Communicating to Shareholders

- Informal emails and/or documentation providing feedback to staff - Professional development attendance documentation

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Strategy # 3 Activities

Adopt a standardized test - Research science-based test applicable to curriculum - Create or purchase a standardized test

Cost or Resources & Sources

Teacher time, class time, funding to purchase test

Person(s) Responsible for Implementation

Administration, LRC, classroom science teachers

Process for Monitoring

- Annual review of test scores - Analyze and modify specific instructional strategies and goals to target and support low performing students

Baseline Assessment

Spring/Fall 2015: ITBS testing period

Ongoing Assessment

Formative and summative classroom assessments

Timeline Start/Stop

- 2015-2016: Analyze baseline test data, select new standardized assessment tool - 2016-ongoing: annually implement Spring testing - Assess student performance and adjust teaching accordingly

Process for Communicating to Shareholders

- Individual ITBS scores shared with families - Schoolwide or class data shared with faculty, administration, and stakeholders

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IMPROVING STUDENT LEARNING FOR CATHOLIC SCHOOLS Appendix F-2 Action Plan Timeline The purpose of this form is to ensure that the school is not stressed by trying to accomplish too much at one time, i.e., use too many of the school’s financial or personnel resources during the same limited time period. The data for this form comes from the Action Plan. If too many things are happening at the same time, the school should revise its Action Plan to spread out the use of resources. Complete this form and consider the impact each month/year will have on staff and budgets. Month/Year

Goal

Strategy or Activity Examine current school resources

Cost

Nov 2015–June 2016

3 (Science)

Jan 2016Jan 2017

Research science assessment

None

Jan 2016ongoing

None

Jan 2016

Feb 2016–April 2016

2 (SLEs)

March 2016

1 (Catholic Identity)

April 2016– ongoing

April 2016

Research professional development opportunities Prepare cost analysis for designated professional development Students reflect on how well the rubrics help them achieve the SLEs Establish religion committee with at least one teacher per grade level, including specialists Staff members share professional development at staff meetings In grade-level teams, teachers analyze student reflections

None

Person Responsible Science committee and classroom teachers Science committee

Other

Administration, science committee, and classroom teachers Administration and science committee

None

Classroom teachers and students

None

Administrative team

None

Science teachers

None

Classroom teachers

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April 2016–Nov 2016

May 2016

Sept 2016

Sept 2016– ongoing

Sept 2016Jan 2017

Oct 2016

Oct 2016–Nov 2016

Decide from gradelevel, building, and all-school meetings how best to communicate student achievement of SLEs on report cards Schedule professional development with Archdiocese Make changes to rubrics as needed, based on student and teacher reflections Grade-level team meetings examine new standards in conjunction with current curriculum Teachers meet to determine which SLEs are most relevant to outside activities Solicit student input on integration of SLEs in expanded curriculum areas

None

Administrative team in conjunction with classroom teachers and specialists

None

Administration and religion committee

None

Classroom teachers

None

Religion teachers

None

Administration, classroom teachers, and specialists

None

Determine supplemental materials and/or additional resources to be purchased Communicate review of religion standards to parents, parish, and School Commission Meet across grade levels for vertical alignment Decide on common curriculum map format for all grades

None

Classroom teachers and other personnel involved with expanded curriculum Science committee

None

Administration and religion teachers

None

Administration, religion teachers

None

Administration and religion teachers

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Nov 2016– April 2017

Create curriculum maps at each grade level and align with SLEs Have SLEs as part of fall and spring conferences Targeted SLEs are self-assessed during and after each activity outside the classroom Teachers communicate expectations for external classroom activities to involved parents Trimester recognition assemblies by building Order sample textbooks from Archdiocese Prepare cost analysis for possible purchase of religion texts Create Grades K-8 curriculum maps

Nov 2016

Nov 2016– ongoing

Dec 2016– ongoing

Jan 2017

Feb 2017

Feb 2017–April 2018

Feb 2017–May 2017

Create or purchase a standardized assessment

April 2017–June 2017

April 2017–May 2017

June 2017

Compare new standard with current and sample texts Sample texts are reviewed by gradelevel teams and administration Determine which text will be used

None

Religion teachers

None

Classroom teachers and students

None

Classroom teachers and students

None

Teachers, specialists, and parents

None

Administration and classroom teachers

None

Administration and religion committee

Based on sample texts

Administration and religion committee

None

Science teachers

Cost Administration and dependent science committee on assessment selected None Administration and religion teachers

None

Administration and religion teachers

None

Administration and religion teachers

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Christ Has No Body Now But Yours 2011-2012 School Theme

An In-Depth Study in Science by: St. Joseph School 700 18th Ave. E. Seattle, WA 98112 Continuous School Improvement Focused On High Achievement Of All Students 2015-2016

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Preface St. Joseph School provides a challenging and rigorous science curriculum for students in grades kindergarten through grade eight. St. Joseph teachers have identified science as its curriculum focus for the in-depth study. The teachers recognize the importance of updating the St. Joseph current science curriculum to the Next Generation Science Standards (NGSS). There have been many advances in science and science education in recent years. The new science standards are rich in content and practice and arranged in such a manner as to provide all students an internationally benchmarked science education that will prepare them for high school and college.

Goal Improve science instruction and learning across all grade levels.

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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. Task 1 - Analyzing Curriculum Assessment Data In November 2014, a schoolwide parent survey indicated that 55% of parents believe the current science curriculum at St Joseph is effective and another 23% feel that it is highly effective in preparing students with a solid foundation in the hard sciences. These survey results, combined with the 2015 ITBS test scores, are an encouraging baseline in St. Joseph’s efforts to redefine and strengthen the existing science curriculum. Moving forward, the school plans to address its lack of science testing data by adopting a standardized science assessment, which will be administered annually to students in Grades 3 through 8. After reviewing St. Joseph School’s standardized test records, it is evident that a clear gap in data collection of student performance in science exists. As a result, the Iowa Test of Basic Skills (ITBS) science subtest was administered to Grades 3-8 during the 2014-15 school year. Although St. Joseph is unable to look at longitudinal data, last year’s testing will provide baseline data to refine and advance the St. Joseph science program. In Spring 2014, the science subtest of the ITBS was administered to Grades 3, 4, 6, and 7. Of students tested, 89% tested at or above the 50th percentile, with 58% of those tested scoring between the 75th and 99th percentile. Additionally, 11% of St. Joseph School students tested fell below the 49th percentile, with 3% in the 1st-24th percentiles. Furthermore, over the past three years, a small group of teachers have undertaken a detailed review of the Next Generation Science Standards (NGSS), and explored how the NGSS can be integrated into science classes. St. Joseph School produced a series of documents which compare the NGSS to the current school curriculum. This effort illustrates the grade levels where NGSS standards are currently incorporated into the curriculum and where there remains room for integration as teachers transition to these new standards. Finally, instructor-generated classroom assessments (both formative and summative) about curriculum studied throughout the year are routinely utilized to inform how each instructor sculpts his or her curriculum throughout the year. A student survey evaluating a year-long project studying the salmon life cycle was given to 4th-7th graders to get input about their previous experiences. Feedback was overwhelmingly positive, with the vast majority of students expressing continued enthusiasm and appreciation for the salmon project.

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Upon reflection, however, it is clear that St. Joseph has a significant absence of standardized science assessment. Fortunately, Spring 2015 ITBS testing revealed a high level of achievement of assessed students. This performance suggests the science program at St. Joseph School has a solid foundation upon which to build since the curriculum is correlated to the NGSS.

Significant Accomplishments rd  Continued development of the Kindergarten and 3 grade salmon study project as a result th th of the 4 -7 grade student surveys  The school has identified a clear area of science curriculum growth  Field trips that are meaningful to students are integrated into the current grade level science curriculum: 4th grade to Tiger Mountain to study temperate forest animal habitats, 5h grade science camp, and 6th grade University of Washington chemistry labs Goals    

Align the school’s curriculum and assessments to the NGSS Use standardized test data to inform pedagogical decisions in the classroom Offer professional development focused on the NGSS Explore the introduction of inquiry/problem based learning: Full Option Science System (FOSS)

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TASK 2 â&#x20AC;&#x201C; USING CURRICULUM STANDARDS All students make acceptable and measurable progress toward clearly defined Schoolwide Learning Expectations and challenging, comprehensive, and relevant curriculum standards. Task 2 - Using Curriculum Standards The science curriculum at St. Joseph School is closely aligned with the Archdiocesan curriculum guidelines. St. Joseph School teachers in Grades K-8 build all unit plans on Archdiocesan guidelines, which in turn are based on the Washington State Essential Academic Learning Requirements, the National Science Teachers Association (NSTA) national science curriculum guidelines, and the most recent best practices as identified and shared with faculty by their peers. All teachers in Grades K-8 use curriculum materials recommended by the Archdiocese of Seattle. These materials include the use of FOSS kits. St. Joseph School adopted the FOSS kits in 1998 and continue to use them today. The kits have been updated and enriched over the years by the use of reading materials suggested by FOSS in some grade levels. Additionally, Grades 78 use Carolina Science kits developed by the National Science Research Center (NSRC) and utilize the Prentice Hall Science Explorer textbooks. In all grade levels, teachers incorporate materials from other sources such as related texts, videos, online resources, field trips, and guest speakers. Some teachers make use of curriculum materials acquired in the course of their personal professional development efforts. The science curriculum at St. Joseph School is aligned with the following SLEs: A curious and confident learner who: 2.1 Understands and connects content of all subjects 2.2 Communicates effectively and responsibly in a variety of ways 2.3 Demonstrates effective learning habits, organizational skills, and time management 2.4 Applies critical thinking and creativity in different situations 2.5 Uses technology as a resource for learning A contributing member of the global community who: 4.2 Actively participates in community service projects 4.3 Responsibly cares for natural resources 4.4 Works cooperatively with others St. Joseph School plans to align its science curriculum with the NGSS. These standards have three main threads of study. A brief summary of these three threads below provides more clarity as to how they fit into the school program. 1) Disciplinary Core Ideas (DCI): Traditional science content, i.e., the foundational science knowledge that students should know after finishing each year. Parts of the cell or plate tectonics would be found in this thread.

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2) Crosscutting Concepts (XCC): Broad concepts that are more about scientific thought and expression rather than hard content. These concepts are found and employed across all science content as well as in other academic disciplines. Examples include patterns, cause and effect, or systems and modeling. 3) The Engineering Process (EP): A process of creating and testing solutions to various problems. It involves identifying problems, creating solutions, and testing various solutions through multiple iterations. Aspects of these three threads are currently taught throughout the school. One goal is to insert them overtly into the curriculum. In 2013, the current curriculum was reviewed in relation to the new NGSS standards. Although the curriculum was aligned with the OSPI WA state standards, St. Joseph found that there were significant gaps in the DCIs of the NGSS being taught at specific grade levels. Many of these gaps were actually taught outside the recommended grade levels. In addition, the XCCs were being taught in science as well as other curriculum areas. At this point, some teachers attempted to add more of the DCIs where concepts intersected, as well as engineering practices. Some areas currently aligned with NGSS are: - 2nd Grade: PS1 Matter and its interactions, LS2 Ecosystems, LS4 Biological evolutions - 3rd Grade: PS2 Ecosystems, LS3 Heredity, LS4 Biological evolutions - 4th Grade: PS3 Energy, ESS3 Earth and human activity - 5th Grade: PS1 Matter and its interactions, LS2 Ecosystems - 6th Grade: PS1 Matter and its interactions, PS3 Energy, LS1 Molecules to Organisms - 7th-8th Grade: PS1, Matter and its interactions, PS2 Ecosystems, LS1 Molecules to Organisms, LS3 Heredity, LS4 Biological evolution, ESS1 Earth’s place in the universe, and ESS2 Earth’s systems Areas where St. Joseph falls short in alignment are PS1, PS2 Motion and Stability, and PS4 Waves. In conclusion, the science curriculum reinforces and supports the St. Joseph School SLEs. The inquiry-based curriculum creates curious and confident learners. The study of our beautiful world inspires students to have faith in God, and the knowledge acquired about the conditions of our world creates global citizens, motivated to serve as stewards of the earth. Significant Accomplishments  Curriculum standards in science at St. Joseph School are aligned to Archdiocesan and WA State curriculum guidelines  All standard curriculum materials are recommended by the Archdiocese of Seattle and have been enhanced as new materials/research become available  Five science teachers attended workshops on the use of FOSS materials and the NGSS P a g e 74 | 117

ď&#x201A;ˇ

78% of parents surveyed feel the science curriculum at St. Joseph School is in the effective to highly effective range

Goal ď&#x201A;ˇ Create grade-level curriculum maps in order to confirm St. Joseph is covering all areas as delineated in the NGSS.

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TASK 3 â&#x20AC;&#x201C; 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. Task 3 - Instructional Methodology Teachers at St. Joseph School make use of best practices when designing and teaching science lessons. There are various types of lesson designs including teaching to diverse learning styles by differentiating instruction and the use of inquiry-based learning. Formative and summative assessments are used to drive instruction and evaluate learning outcomes. Science instruction at St. Joseph School is guided through the FOSS science kits and science textbooks. Primary teachers use FOSS, a hands on, inquiry-based curriculum; the middle school uses a combination of FOSS, Holt Science, and Pearson-Prentice Hall Science Series texts. Instruction is regularly differentiated where appropriate, and most lessons have an open-ended component that lends itself to meet the needs of the advanced as well as the struggling student. Research shows that inquiry-based learning demonstrates that students learn more deeply when they are engaged in activities and reveals that this type of learning is about developing inquiring minds, which can yield significant benefits (Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods by Brigid Barron, Linda Darling-Hammond, October 8, 2008, Edutopia). In addition to the above-mentioned curriculum, 5th grade students attend outdoor science camp where they investigate and explore environmental education. Students in Grades K-3 learn about the salmon life cycle and participate in the Salmon in the Schools program by raising salmon in a tank at school and then releasing the salmon into Issaquah Creek. These projects are open-ended in order to meet the needs of students at different development levels. Science lessons are designed to address the needs of multiple intelligences. Hands-on, inquirybased tasks, small group projects, and field trips meet the needs of students with kinesthetic and interpersonal intelligences. Other examples of science lessons that address the auditory learner are lecture and discussion; the use of technology addresses the linguistic learner; journaling activities address the intrapersonal learner. Teaching to multiple intelligences allows teachers to support high achievement for all students. Evaluation of student work in the classroom consists of both formative and summative assessments. Some examples of formative assessments at St. Joseph School are anecdotal notes, journals, in-class work, and short written responses to focus questions. Unit exams, performance assessments, end-of-unit reports, and projects are some examples of summative assessment. Summative assessments are the basis for the majority of a studentâ&#x20AC;&#x2122;s final grade in 7th and 8th grade science classes. Two examples of summative assessments in 8th grade are the cumulative open note tests to demonstrate overall science knowledge and year-long interactive science journals.

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Many professional development opportunities have been made available for staff. Professional development has included science workshops as well as research-based best practices. Some development opportunities include: FOSS Seattle Area Summer Institute, Serving Diverse Learners, Connecting Brain Research with Classroom Practices, and Brain Research with John Medina. Teachers are asked to present and share their knowledge gained at these workshops to school faculty. The administration provides updates on current professional development opportunities to teachers on a weekly basis. Teachers set yearly professional development goals in partnership with the administration. These professional development opportunities have helped to promote and improve the quality of instruction in order to meet the needs of St. Joseph’s diverse learning community. Significant Accomplishments  Teachers make use of best teaching practices from the many professional development opportunities  Financial resources are set aside to send teachers to high quality professional development opportunities  Teachers routinely differentiate instruction with collaboration and support from the Learning Resource Center (LRC)  Lessons are designed with multiple intelligences in mind Goal  Align XCC and scientific and engineering practices more closely with the NGSS  Encourage students to understand and connect content of all subjects, apply critical thinking and creativity, and work cooperatively with others.

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TASK 4 – SUMMARY OF FINDINGS “Science is not only compatible with spirituality; it is a profound source of spirituality.” ― Carl Sagan Overall, St. Joseph School employs an engaging and challenging science curriculum, focused on student outcomes. Funded professional development in contemporary neuroscience, researchbased best practices, and curriculum-specific teaching strategies have provided teachers with a plethora of pedagogical tools to improve student learning. These differentiated approaches meet the needs of a student body possessing various learning styles and abilities. Although St. Joseph School has a current lack of standardized testing data, other metrics of curriculum effectiveness have been positive. Enthusiastic student engagement and the voiced value of the salmon program by current and graduated students and their parents has yielded more funding for the program and ensured its continuation as a staple of the elementary science curriculum. Additionally, having forgone formal testing in science has permitted the school to investigate assessments aligned with the NGSS and will allow us to assess the science program accurately as the school restructures the curriculum to integrate the NGSS. For the past two decades, the St. Joseph School science curriculum has been aligned with the Archdiocesan science standards, which are in turn aligned with the OSPI Washington Essential Academic Learning Requirements (EALRs). St. Joseph School accomplished this alignment by adopting the FOSS science program recommended by the Archdiocese in 1998. FOSS was, and is, an inquiry-based curriculum with an emphasis on the scientific process. When the EALRs for science were updated in 2005, St. Joseph School also updated the science program by purchasing additional materials and funding professional development on the application and integration of these materials. Between the years of initial adoption of FOSS and this year, some grade levels have supplemented the existing curriculum state standards by enhancing the original kits. WA State again updated its science standards in 2013 by adopting the NGSS. These new standards have added an emphasis on engineering and technology. St. Joseph School teachers compared current curriculum to these new standards in 2013. Although it was discovered that the curriculum did not align entirely with the DCIs at particular grade levels, St. Joseph School found the majority of the DCIs within the Grades K-8 program was covered. The school also confirmed that the majority of the XCC concepts in science and other discipline areas was integrated. The engineering and technology emphasis of the NGSS is an area in which the school fell short. However, by aligning the curriculum to the State and Archdiocesan standards, St. Joseph School does an excellent job of emphasizing the SLEs within the science curriculum. Significant accomplishments in the area of instructional methodology include teachers making use of best teaching practices from a multitude of professional development opportunities. Financial resources are available for teachers to attend research-based workshops; teachers then design lessons with multiple intelligences in mind. St. Joseph teachers are able to provide quality instruction for all types of learners by implementing research-based learning. By choosing the goal of aligning with NGSS and using XCconcepts, students should be able to apply stronger

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critical thinking skills, make better connections between subjects, and have more opportunities to work cooperatively with others. Incorporating these new standards will provide a connective structure that supports students understanding not only in science, but across the entire curriculum. Of the goals identified earlier, St. Joseph believes that creating congruent grade-level curriculum maps in order to ensure all content areas are covered as delineated in the NGSS will have the greatest and most significant impact on student learning. Creating common curriculum maps will clearly identify existing content gaps in the K-8 science curriculum, as well as guide teachers across grades to spiral the scope and sequence of teaching. Over a studentâ&#x20AC;&#x2122;s tenure at the school, scientific concepts will be revisited with each successive presentation engaging further depth and complexity of the content. Goal: Improve science instruction and learning across grade levels. (Critical Goal #3 from Science In-Depth Study): Rationale: Adopting a standardized assessment will allow us to identify any weaknesses in science instruction. Creating curriculum maps across the grade levels will create a more intentional and accurate alignment with NGSS. Providing professional development for science will help teachers develop teaching strategies and lesson plans to achieve improvement in science instruction and learning across grade levels. Alignment with mission, philosophy, and SLEs: Meeting this goal will help students achieve the SLEs: Students will be curious and confident learners who: understand and connect content of all subjects, communicate effectively and responsibly in a variety of ways, demonstrate effective learning habits, organizational skills and time management, apply critical thinking and creativity in different situations, and use technology as a resource for learning. Furthermore, students will become contributing members of the global community who actively participate in community service projects, responsibly care for natural resources, and work cooperatively with others.

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Strategy #1 Activities

Cost or Resources & Sources Person(s) Responsible for Implementation Process for Monitoring

Align curriculum with the NGSS - Examine current school resources - Determine supplemental materials and/or additional resources to be purchased - Create curriculum maps across Grades K-8 Teacher time, FOSS science curriculum, science and technology concepts for middle school curriculum, and the NGSS resources School administration, science curriculum committee, and classroom teachers

Periodic review of progress during faculty meetings with school administration present

Baseline Assessment

Current curriculum maps for Grades K-8

Ongoing Assessment

Administration determined checkpoints on curriculum map revision status

Timeline Start/Stop

-November 2015-June 2016: identify curriculum resources -2016-2017: begin implementing and building curriculum maps -2017-2018: complete curriculum maps and continue refining curriculum implementation

Process for Communication to Shareholders

Administration will share new curriculum goals with shareholders

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Strategy #2

Provide science specific professional development

Activities

- Administration informs faculty regarding science-based professional development opportunities and allocates resources for attendance - Staff members share information from professional development

Cost or Resources & Sources

Teacher time, sub compensation, professional development registration fees, travel expenses

Person(s) Responsible for Implementation Process for Monitoring

School administration, all faculty who teach science

Monitor clock hours and/or credit hours completed by faculty

Baseline Assessment

Staff self-assessment of the pedagogy used to teach science lessons

Ongoing Assessment

Self, peer, and administrative observation and assessment of the teaching of science

Timeline Start/Stop

January 2016; reassessment January 2017

Process for Communicating to Shareholders

- Informal emails and/or documentation providing feedback to staff - Documentation of professional development attendance

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Strategy # 3 Activities

Cost or Resources & Sources Person(s) Responsible for Implementation Process for Monitoring

Adopt a standardized test - Research science-based test applicable to curriculum - Create or purchase a standardized test Teacher time, class time, funding to purchase test

Administration, LRC, classroom teachers of science

- Annual review of test scores - Analyze and modify specific instructional strategies and goals to target and support low performing students

Baseline Assessment

2015 Spring/Fall ITBS testing period

Ongoing Assessment

Formative and summative classroom assessments

Timeline Start/Stop

- 2015-2016: analyze baseline test data, select new standardized assessment tool - 2016-ongoing: annually implement test in the spring. - Assess student performance and adjust teaching accordingly

Process for Communicating to Shareholders

- Individual ITBS scores shared with families - Schoolwide or class data disseminated with faculty, administration, and stakeholders

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Letâ&#x20AC;&#x2122;s Go Fishing 2010-2011 School Theme

Improving Student Learning for Catholic Schools Basic School Profile St. Joseph School School Name

K-8 Grades

700 18th Avenue East Address

206-329-3260________ School Phone

________Seattle ___________WA_____98112______ City State Zip

Patrick Fennessy_____________pfennessy@stjosephsea.org________________________ Principal E-mail Address Home Phone Fr. JohnWhitney_____________________________Seattle_________________________ Pastor Public School District _________________________________________________________________________ Director of Education for Religious Community in School Religious Community _________________________________________________________________________ Address City State Zip Does your school have a school board? If yes, is it an advisory body or a governing body?

__x_ Yes ___ No __x_ Advisory___ Governing

Who is the chair/president? Spencer Hurst______________________________________ Do you have a Preschool Program?

___ Yes

__x_ No

What are the hours of operation? ____________________________________________ Do you have an Extended Day Program?

x Yes

___ No

What are the hours of operation? M-F: 7:00-8:15a; M,W,Th,F: 2:45-6:00p; T: 2:00-6:00p What are the fees?

Full time afternoons $309/mo

How many families participate?

>130____________________________________

For which grades do you have waiting lists? None____________________________ Do you have an approved Technology Plan?

_x__ Yes

___ No P a g e 83 | 117

Improving Student Learning for Catholic Schools Appendix A-2 School Profile â&#x20AC;&#x201C; Current Enrollment Information Male

Female

Total

Preschool Pre-K K 1 2 3 4

29 35 32 37 34

31 28 31 30 32

60 63 63 67 66

5 6 7 8 TOTAL

38 35 30 33 303

36 37 39 34 298

74 72 69 67 601

Race and Ethnicity

School Year

2011 2012 2013 2014 Current Year

Black Asian

18 13

NonCatholic 17 6

Hawaiian / Pacific Islander Native American / Native Alaskan White Other TOTAL RACE Hispanic

2 2 341 52 428 21

0 0 121 29 173 1

2 2 462 81 601 22

Non-Hispanic TOTAL ETHNICITY

421 442

158 159

579 601

Number of Graduates Boys / Girls 36 / 34 33 / 40 44 / 30 38 / 34 33 / 34

Catholic

Number applying to Catholic high schools Boys / Girls 36 / 30 30 / 35 28 / 34 39 / 28

Total 35 19

Number accepted by Catholic high schools Boys / Girls 38 / 27 29 / 34 28 / 32 36 /24

P a g e 84 | 117

1. Is the composition of the school reflective of the composition of the parish? If not, why not? The population of the school is reflective of the parish â&#x20AC;&#x201C; both are very diverse. 2. What is the acceptance rate of graduates into local Catholic high schools? Are students are generally accepted at every catholic high school to which they apply. The majority of our students have more than one catholic high school to choose from. 3. What articulation do your teachers have with local Catholic high school teachers? Our teachers have several opportunities to meet with high school teachers regarding curriculum including the Archdiocesan hosted Teacher Excellence Day in the fall at Bishop Blanchet High School, and special invitations from high schools regarding math articulation and professional development. The principal and directors at St. Joes have opportunities for regular communication with local Catholic high school administrators at principal and regional meetings regarding opportunities for our teachers to collaborate. 4. How well prepared are the students for high school? Our graduates are very well prepared for high school. The majority of our students are accepted at rigorous college preparatory high schools both catholic and independent. Many of our students receive academic scholarships and admittance with honors upon admission to catholic high schools, and several are accepted into honors programs at area public schools. 5. What is their strongest curricular area? Their weakest curricular area? The strongest curricular areas and reading, language and math, and the weakest area is math computation.

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Improving Student Learning for Catholic Schools Appendix A-3

Adhere to Diocesan Policy in publishing this appendix School Profile â&#x20AC;&#x201C; Instructional (Teaching) Staff Name

Catholic/ NonCath.

Highest Degree

Teacher License

Catechist Cert.

Total Yrs. Exp.

Exp. this school

Ethnicity

M /F

Principal

Catholic

Yes

White

Middle School Dir. Primary School Dir. K

Catholic

MA Ed. Admin. JD & Ed. Spec.

Yes

White

Catholic

MA in Ed. Leadership

Yes

White

Catholic

Yes

White

Catholic

BS in elem. Education MA in SBD

Yes

White

Catholic

Yes

White

Cassie Kastens 1

Catholic

Yes

White

Mary Doquilo

Catholic

Yes

White

Kathleen Ross

Catholic

BA in Anthro. BS in elem. Education MA in teaching MA

Yes

White

Grace McLaughlin Kesslie Hollingshead Dorothy Ambuske Mary Guerra

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Cheryl Mead

Catholic

Yes

White

Donna Larsen

Catholic

Yes

White

Peggy Aman

Catholic

Yes

White

Leslie Boniface

Catholic

MA in reading MA in education BA in K-8 education MA in education MA in reading MA in reading MA in education MA in education

Yes

White

Patrick Fennessy Mary Helen Bever Lillian Zadra

Ann Carson Theresa Cedargreen Ona Spaniola

Grade Subj.

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Sheri Andrews

Catholic

Yes

White

Sally Sue McDonald Jayson Lacktrup Jamie Tremmel Cathy Hamblet Patrice Theisen Julie Shultz

Catholic

Yes

White

Catholic

Yes

White

Catholic

MA in education MA in reading BA

Yes

White

Catholic

Yes

White

Catholic

Yes

White

6– Lit/ELA 6 - Math, Religion 6 Science, Social Studies 7/8 – Social Studies 7/8 Science 7– Lit/ELA 7– Religion 7/8 - Math 8Religion 8– Lit/ELA 7/8 - Math

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Catholic

Yes

White

Yes

Counselor

Catholic

Art certification MA

Vietname se White

Art

NonCatholic Catholic

White

Learning Resource Learning Resource Learning Resource Learning Resource

Catholic

Yes

White

Non Catholic Catholic

Yes

White

Yes

White

Catholic

Yes

White

Morgan Robbins Chuck Woletz

George Finn

Scott Hess Andrew LeTellier Kathy Marion

Bill Savage Alex LaCasse Linh-Co Nguyen Molly Crocker Jennifer Moyer Taylor Ellen Flies Vicki Yousoofian Diane Cooper JoePoe Daly

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Emily Ittes

Catholic

Yes

White

Catholic

Yes

White

Barb Cutler

Learning Resource Learning Resource Library

Catholic

MLS

White

Jean Woletz

Library

Catholic

White

Christopher Roberts Diana Bolstad

Music

PhD

Yes

White

Music

Non Catholic Catholic

Yes

White

Robert Hayes

PE/CYO

Catholic

Yes

White

Paul McShane

Catholic

Yes

White

Julissa Robles

Spanish

Catholic

Hispanic

Honor Weihe

Spanish

Yes

White

Jamie Read

Computers

Non Catholic Catholic

White

Darcy Carlson

Drama

Catholic

Yes

White

Sean Richarz

Band

Catholic

White

Meg Wolfe

What are the Archdiocesan requirements for teacher certification? How is the being implemented at your school? Teachers are required to have current certification. St. Joseph School requires teachers to be certified as outlined by the Archdiocese. What are the Archdiocesan requirements for teacher catechetical certification? How is this being implemented at your school? Teachers of religion are required by the Archdiocese of Seattle to have current catechetical certification. At this time all teachers of religion at St. Joseph School are either fully certified or in the process of becoming certified with full support from the school. How many teachers are new since the last accreditation visit? Why did teachers leave? How are teachers being recruited? Since the school was last accredited in 2010, 15 teachers are new to St. Joseph School. Some of these teachers are part-time and others have joined the staff as new programs have been added. Over the course of the last six years, teachers have retired or moved on to pursue other careers and interests. St. Joseph School recruits teachers of the highest caliber to serve the needs of all students. Careful consideration is given to teachers who support the schoolâ&#x20AC;&#x2122;s mission and philosophy.

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Improving Student Learning for Catholic Schools Appendix A-4

Adhere to Diocesan Policy in publishing this appendix School Profile â&#x20AC;&#x201C; Support (non-teaching) Staff Name

Assignment

Days per year worked

Business Manager

Hours per day worked 8

220

Years Worked at this school .5

Mary Dorn Micki-Jo Palmer

Bookkeeper

220

.25

Kara Connally

Executive Asst./ Communications Director Admissions

205

167

Tech Director

212

IT Certification

Craig Nelson

Maintenance

222

Boiler Certification

Devin Ross

Technology

212

Todd Vien

222

Phong Nguyen

Hot Lunch/Maintenance Hot Lunch

121

Max Andrews

Facilities Coor.

228

Health Certificate Health Certificate BA

Lisa Mansoori

199

195

Linda McGill

Director Before and After School Care (BASEP) Asst.Dir. BASEP/ Playground Director BASEP/Playground

178

Rebecca Foss

Playground Sup.

180

Patty White

Office Manager

194

Robin Jones

Nurse

Safe Environment Safe Environment BFA / Notary Public RN/BSN

Diane Thompson

Office Assistant

151

Barbara Steinhauser John Knierim

David Sepulveda

Qualifications (degree, cert., etc.) BA

HIPPA / Safe Environment

P a g e 89 | 117

Tina O’Brien

Dir. of Advancement

220

Jaymie Mills

188

196

180

Emily Gomez

Asst. Dir. of Advancement Asst. Dir. for Annual Giving Asst. Dir. for Alumni Relations Admin Asst

4.5

180

Christina Murphy

Admin Asst

180

Esteban Osses

Custodian

222

.25

Colleen Battaglia Bill Sauvage

MA – nonprofit leadership

P a g e 90 | 117

Improving Student Learning for Catholic Schools Appendix A-5 School Profile – Participation in IDEA Under the Individuals with Disabilities Education Act (IDEA), Local Education Agencies (LEAs) are responsible for locating, identifying, evaluating (“child find”) and developing an individual education program (IEP) for any child living within the district’s boundaries, including children enrolled in private and religious schools, who may have a disability (e.g., hearing, speech, sight, physical and mental impairments; emotional disturbances and learning disabilities, etc.) at no cost to the child’s parents. Child find is a component of IDEA that requires states to identify, locate, and evaluate all children with disabilities, aged birth to 21, who are in need of early intervention or special education services. 1. Has your LEA carried out this “child find” requirement in your school? _x_ Yes ___ No 2. If yes, how many children were actually identified as having a disability? ____4___________ 3. If No, have you ever requested the LEA to do a “child find?” and had that request denied? ___ Yes ___ No 4. Of those children identified with a disability, how many have had a formal Instructional Service Plan (ISP) developed by the LEA? _____4____ 5. Of those children currently enrolled in your school and having an ISP with specified services identified, how many are receiving? NO specified services ___2__SOME specified services ___0_ All Specified services _2____ 6. Of those children with disabilities currently enrolled in your school, how many are receiving the specified services in your school? ____0___ 7. How many are receiving those services at a public school or neutral site? ___2____ 8. For those receiving services at a public school or a neutral site, is transportation being provided at no cost to the child’s parents? __x_ Yes ___ No 9. How many of the children identified as eligible for services through ‘child find’ transferred to the public school? _0___ 10. How many of the children identified eligible for services through ‘child find’ chose to remain in your school and forego receiving the specified services? __4_____ 11. How many children with disabilities, who applied to your school within the past three years, were unable to attend because your school does not offer services that meet their specific needs? __0_____

P a g e 91 | 117

Improving Student Learning for Catholic Schools Appendix A-6 School Profile – Participation in Federal Programs Title I, Part A – Improving the Academic Achievement of the Disadvantaged 1. How many students are eligible for Title IA services? ___6____ 2. How many students are receiving Title IA services? ___5____ 3. What services are being offered at your school for Title IA students? The Title I teacher, Robin Sommers, provides 1:1 academic support for five students in grades 1-4. She is working in the areas of reading, writing, and math. Each student receives a total of one hour of academic support. Title II, Part A – Teacher and Principal Training and Recruiting Fund 1. 2. 3. 4. 5.

What is your per-pupil allocation for Title IIA services? $______34.00____ per child. What is your total Title IIA allocation for School Year 15-16? $_____20,495.00____ Have you developed/filed an approved Title IIA Staff Development plan? X Yes ___ No Attach a copy of your staff development plan to this section. See appendix A-8 If you don’t have a staff development plan, describe the staff development in-services you will be requesting.

Title II, Part D – Enhancing Education Through Technology 1. What is your per-pupil allocation for Title IID services? $_____0_______ per child. 2. What is your total Title IID allocation for School Year 15-16? $_0 3. How will you be using these resources? N/A

Title III, Part A – English Language Acquisition, Language Enhancement and Academic Achievement 1. Are you using any funds/services for Title III for your students? 2. If Yes, please describe the services that you provide/are provided.

___ Yes X No

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Title IV, Part A â&#x20AC;&#x201C; Safe and Drug-Free Schools and Communities 1. What is your per-pupil allocation for Title IVA services? $_______0_____ per child. 2. What is your total Title IVA allocation for School Year 15-16? $_______0____ 3. How are you using these funds? Title IV, Part B â&#x20AC;&#x201C; 21st Century Community Learning Centers 1. Is your LEA participating in this program? ___ Yes __X_ No 2. How many students do you have that are a part of the target population for this program? __0 3. Describe the services that are provided for your target population.

P a g e 93 | 117

Improving Student Learning for Catholic Schools Appendix A-7

Adhere to Diocesan Policy in publishing this appendix School Profile â&#x20AC;&#x201C; Standardized Testing Program (GE, NPR, etc.) *Scores Show %ile Rank: National Student Norm / National School Norm

Reading 2011 2012 2013 2014 Current Yr.

3rd 83 / 96 88 / 99 83 / 96 83 / 96 83/96

4th 83 / 96 81 / 96 87 / 99 85 / 98 84/97

5th 82 / 96 84 / 98 80 / 95 87 / 99 84/98

6th 79 / 95 78 / 95 80 / 96 76 / 93 83/97

7th 88 / 99 81 / 97 79 / 96 78 / 95 77/94

8th 85 / 99 86 / 99 77 / 91 79 / 93 81/96

Math 2011 2012 2013 2014 Current Yr.

3rd 70 / 76 82 / 93 75 / 82 79 / 88 78/87

4th 75 / 86 73 / 87 82 / 94 75 / 86 77/89

5th 76 / 85 69 / 75 75 / 83 78 /90 74/83

6th 76 / 89 78 / 91 71 /83 76 / 90 79/93

7th 88 / 99 76 / 88 76 / 88 73 / 84 82/96

8th 85 /98 80 / 95 68 / 79 74 / 88 79/94

Lang. Arts 2011 2012 2013 2014 Current Yr.

3rd 73 / 87 75 / 91 74 / 90 71 / 84 74/88

4th 82 / 99 72 / 84 82 / 99 74 / 91 76/93

5th 79 / 98 76 / 96 75 / 95 79 / 98 74/94

6th 76 / 96 74 / 94 73 / 92 69 / 87 76/96

7th 82 / 99 75 / 94 78 / 97 73 / 91 77/96

8th 81 / 98 83 / 99 73 / 89 81 / 98 77/94

Core 2011 2012 2013 2014 Current Yr.

3rd 78 / 91 84 / 97 80 / 94 81 / 95 80/95

4th 81 / 96 76 / 89 85 / 99 78 / 93 80/95

5th 80 / 95 78 / 93 78 / 93 83 / 98 78/93

6th 78 / 94 78 / 94 76 / 92 75 / 91 80/96

7th 88 / 99 78 / 93 79 / 94 77 / 91 80/95

8th 85 / 98 85 / 98 74 / 87 79 / 94 80/94

*Student Norm compares our students to all students who take the test; School Norm compares our school to all schools that take the test.

P a g e 94 | 117

Improving Student Learning for Catholic Schools Appendix A-8 School Profile – Staff Development Program In the following section, outline your staff development plans. Usually, a professional development focus will run for several years, be associated with In-Depth Studies, involve the entire faculty, be connected with your Action Plan, and have an impact on improving student learning. Title Teacher Excellence Day: Feed One Another (Archdiocese of Seattle) Serving Diverse Learners: For the Good of All Learners Math Workshops (Seattle Central College) Self-Regulation in Children – Keeping Body, Mind and Emotions on Task Science (Foss Seattle Summer Institute) Connecting Brain Research with Classroom Practices (Seattle Pacific University) Daily 5 CAFÉ Nueva Innovative Learning Conference Love & Logic Webinar Teacher Excellence Day: From Strength to Strength (Archdiocese of Seattle) Wired for Reading Math in Focus: Singapore Math Training Math Workshop (Our Lady of Fatima) Conference (New Orleans) NCEA Teacher Excellence Day: Strengthen Our Mission (Archdiocese of Seattle)

Year 2015-2016

Cost $0

2015-2016

$1700

2015-2016

$1200

2015-2016

$1000

2015-2016

2015-2016 2015-2016

$2,300 $1,950

2015-2016 2014-2015

$100 $0

2014-2015 2014-2015

$460 $10,620

2014-2015

$436

2014-2015 2014-2015 2013-2014

$1500 $600 $0

P a g e 95 | 117

Behaviors at Work High Yield Instructional Strategies for Increasing Teacher Excellence Handwriting Without Tears Novak Freedom Writers Workshop (Seattle) Discover Mathematics Workshop AMLE Conference PESI: Mental Health Conference Wired for Reading Singapore Math Training with Ann Stipek NCEA CMI Education Institute Advanced Learners (Portland) National Council Teachers Mathematics (NCTM) Conference Houghton Mifflin Training The Spiritual Dynamic of Catholic Education (Archdiocese of Seattle) Sacred Stories 40 Weeks Math Conference

2013-2014 2013-2014

$1800 $2840

2013-2014 2013-2014

$3383 $4000

2013-2014 2013-2014 2013-2014 2013-2014 2013-2014

$375 $950 $2840 $660 $5250

2012-2013 2012-2013 2012-2013 2012-2013

$900 $380 $2150 $790

2012-2013 2011-2012

$3678 $0

2011-2012 2011-2012

$120 $500

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Improving Student Learning for Catholic Schools Appendix B â&#x20AC;&#x201C; Data Analysis

Appendix B-1 Data Analysis â&#x20AC;&#x201C; Enrollment Trends

Grade Enrollment Over Time Year 2006 2007 2008 2009 2010 2011 2012 2013 2014 Current

Preschool

K 62 52 59 59 61 53 59 64 60 60

1 60 62 62 63 61 62 60 64 64 63

2 68 60 66 63 65 68 69 55 63 63

3 68 69 59 71 64 69 72 71 59 67

4 69 68 76 64 72 65 72 71 75 66

5 73 69 74 74 66 75 65 70 73 74

6 74 75 76 73 78 73 75 70 68 72

7 75 78 77 73 72 78 75 71 69 68

8 78 75 77 77 75 68 73 74 72 67

1. As you trace a class diagonally (K-2003, 1-2004, 2-2005, etc.) do you see an enrollment

trend? Are students entering or leaving at a specific grade level? What is the cause of this trend? What can the school do to change this trend, if a change is needed? For example, a significant number of students are leaving after 5th grade in order to attend the new public middle school with a brand new computer lab? What must you do to keep these students at your school? St. Joseph School enrollment has been fairly consistent for the past ten years. We had a light dip during the recession in 2007 but rebounded until 2011. The current fourth grade class, that began kindergarten in 2011, has been down between eight to ten students since 2011. This impacted our total enrollment between 2011 and the present.

Total Enrollment Over Time 2006 627

2007 608

2008 626

2009 617

2010 614

2011 611

2012 620

2013 610

2014 603

Current 601

P a g e 97 | 117

2. As you look at total school enrollment, what has been the 10-year trend? What has been

the most recent 5-year trend? What are the causes of increased or decreased enrollment? What have parents told you in their exit interviews when they leave school? We have not conducted exit surveys in approximately five years. We have seen movement with families in the past five years coming and going from the Seattle area. We have lost families to this movement and see middle school students applying out in the sixth through eighth grades to schools where they can continue into high school. 3. What is the trend in the public school? Is there a similar increase/decrease? Each year, along with kindergarten interest, is interest in middle school. Once grade school is over, many parents want students in Catholic or private school. Interest in the past couple of years has not been as great as it once was. 4. What recruitment efforts are you using to attract new students? Knowing that, in most cases, the mother decides what school her child will be attending before the child is 3 years old, what efforts are you making to put the name of your school before these parents? St. Joseph School coordinates a variety of strategies to recruit and attract new students and families to the school. From a marketing standpoint the school advertises in community magazines, publications and online avenues in Parent Map, Capitol Hill Times, Seattle Magazine and more. In addition to print advertising, the school hosts information nights in November, December and January including an evening dedicated to prospective Kindergarten families. During these information nights the administration and admissions director show informative video(s) of the life of a St. Joseph student, the academics, provide tours, led by 7th and 8th grade student ambassadors, as well as provide brochures and school collateral. The school collaborates with area pre-schools and Montessori schools to provide information and invitations to prospective families. More specifically, St. Joseph School provides space to the Montessori School of Seattle, which functions in parallel with the school, offering opportunities for prospective parents to observe the life of a St. Joseph School student. Finally, the school principal invites and encourages current families to provide recommendations for prospective families. Often times the principal meets one-onone with prospective or interested families to help them find the best fit for their child.

P a g e 98 | 117

Improving Student Learning for Catholic Schools Appendix B-2 Finances

Per Pupil Cost Over Time Year

2008

2009

2010

2011

2012

2013

2014

Current Year

Amount

10,556

12,403

12,007

13,003

13,648

14,709

15,571

14,615

17%

-3%

-6%

% Increase

First Childâ&#x20AC;&#x2122;s Tuition Over Time Year

2008

2009

2010

2011

2012

2013

2014

Amount

8,550

9,060

9,530

10,010

10,520

11,040

11,600

Current Year 12,190

% Increase

Tuition as a % of Per Pupil Cost Year

2008

2009

2010

2011

2012

2013

2014

81%

73%

79%

77%

75%

74%

Current Year 83%

Budget Surplus/Deficit (Bottom Line) Year

2008

2009

2010

2011 0

2012

2013

2014

Current Year 0

1. In light of the above statistics, what are you doing to keep tuition affordable? Over the course of the past year, the principal, with the help of the finance committee, has investigated different strategies to reduce the yearly increases in tuition. For the last six years, the school has increased tuition by 6% each year. After thoughtful discussions and thorough reviews of our budgets, we announced in November 2015 that we will now raise tuition by 4% each year. These smaller increases coupled with our plans to begin extending financial aid to more middle income families help us keep St. Joseph School an affordable option for a diverse set of families. P a g e 99 | 117

2. What efforts are you making to stabilize your revenue mixture (tuition, fees, fundraising, subsidy, etc.)? We think our revenue mixture is relatively well balanced, especially in comparison with other Catholic grade schools. That said, we do treat the parish subsidy as more of a cushion. We always budget in a way that doesn't rely on the subsidy. 3. How are you addressing budget deficits (if any)? St. Joseph School does not have a budget deficit. 4. What is the role of the parish in addressing your schoolâ&#x20AC;&#x2122;s budget deficits (if any)? N/A 5. What is the role of the Arch/diocese in addressing your schoolâ&#x20AC;&#x2122;s budget deficits (if any)? N/A

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Improving Student Learning for Catholic Schools Appendix B-3 Disaggregation and Analysis of Test Results: Quartile Analysis Language 2014-2015 75-99% 50-74% 25-49% 1-24%

Language 2013-2014 75-99% 50-74% 25-49% 1-24%

Language 2012-2013 75-99% 50-74% 25-49% 1-24%

Language 2011-2012 75-99% 50-74% 25-49% 1-24%

20 20 13 5

34 21 14 6

42 23 6 2

25 28 10 4

35 15 11 7

47 18 5 1

30 21 9 7

39 21 7 2

33 25 8 4

37 13 12 6

46 19 3 3

35 27 8 4

34 22 12 3

20 16 5 29

34 15 9 6

37 24 12 2

38 24 9 3

51 17 5

31 23 13 2

38 11 9 4

40 23 9 3

36 26 9 2

52 21 5

44 20 6 1

2-8 Totals 203 125 59 25

2-8 Totals 220 126 47 26

2-8 Totals 214 118 52 43

2-8 Totals 241 124 51 12

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Math 2014-2015 75-99% 50-74% 25-49% 1-24%

Math 2013-2014 75-99% 50-74% 25-49% 1-24%

Math 2012-2013 75-99% 50-74% 25-49% 1-24%

Math 2011-2012 75-99% 50-74% 25-49% 1-24%

29 16 11 2

38 19 15 3

39 23 9 2

36 21 9 1

33 15 13 6

38 24 3 6

34 18 10 4

43 15 8 3

31 24 12 3

27 26 11 4

40 20 5 6

33 22 13 6

44 18 7 2

21 16 4 29

28 18 9 8

39 24 8 4

41 11 3

44 25 3 1

31 20 11 7

30 18 10 4

40 18 9 7

36 25 9 3

49 14 5 3

4 1

2-8 Totals 213 118 60 20

2-8 Totals 208 125 59 26

2-8 Totals 217 120 42 47

2-8 Totals 247 107 48 25

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Math Computation 2014-2015 spring 75-99% 50-74% 25-49% 1-24%

Math Computation 2014-2015 fall 75-99% 50-74% 25-49% 1-24%

Math Computation 2013-2014 75-99% 50-74% 25-49% 1-24%

Math Computation 2012-2013 75-99% 50-74% 25-49% 1-24%

Math Computation 2011-2012 75-99% 50-74% 25-49% 1-24%

2-8 Totals

33 21 9 4

19 14 24 11

24 20 20 7

2-8 Totals 130 118 103 61

35 18 11 5

22 23 17 8

24 21 20 3

28 22 16 5

15 29 22 8

27 24 14 7

14 14 21 21

16 22 9 17

44 13 11 7

24 19 19 12

21 29 16 7

18 17 19 15

20 14 18 10

19 23 15 17

31 22 14 6

49 17 9 3

42 13 12 4

30 17 9 4

28 26 15 3

38 15 14 1

39 18 8 2

25 21 12 7

15 23 11 9

22 19 20 14

17 21 19 16

20 20 16 12

2-8 Totals 144 133 102 41

2-8 Totals 146 121 90 71

2-8 Totals 179 106 87 55

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Science Spring 2015 75-99% 50-74% 25-49% 1-24%

38 14 7 1

43 23 3 0

50 15 1 1

40 21 5 3

32 23 4 4

2-8 Totals

The weakest areas of performance for our students in ELA and math who scored in the first quartile group (below 25th %) are carefully monitored and supported in the LRC. The learning resource specialist and classroom teachers collaborate weekly to ensure an effective academic support plan is implemented addressing the specific needs of the learner. Academic progress is monitored by the LRC specialist and communicates to the students and parents each trimester with a narrative report. After our data walk in the winter of 2014 teachers in grades K through grade 8 concluded that areas that need special attention in ELA and math include foundation skills (writing a sentence), grammar and mechanics, grammar fundamentals, capitalization, punctuation, math computation. In ELA, the interventions that seem to have the greatest impact on student learning are small group instruction in both the LRC and classroom. Effective ELA interventions are implementing the 6-trait writing program with specific feedback, pre-writing graphic organizers, skill specific mini lessons, IXL Language and providing feedback on Google Drive (gr. 6-8) for identified grammar and writing skills. In math, the interventions that seem to have the greatest impact on math computation include designating class-time for practice and providing students with online programs that focus on computation skill building, including IXL Math and Sumdog, and teaching strategies around number sense. In addition, the LRC math specialist works with grades 2-4 either 1:1 or in small groups on strengthening automaticity in math facts.

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Improving Student Learning for Catholic Schools Appendix B-4 Disaggregation and Analysis of Test Results: Student Growth Over Time

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St. Joseph School 700 18th Ave East Seattle, WA 98112 206.329.3260 www.stjosephsea.org