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IMPROVING

STUDENT LEARNING

© Copyright 2013

A Self Study for:

Christ the King Catholic School 7414 SE Michael Drive Milwaukie, OR 97222

Continuous School Improvement Focused On High Achievement Of All Students

2014

 

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PREFACE The following Self Study document acknowledges the dedication of the shareholders and

community surrounding Christ the King Catholic School. Over the past 50 years, the Christ the

King Catholic community has worked to build a gospel-centered environment that supports and

strengthens the God-given capabilities of individual students, families, and the greater

community. It is our goal that by the time a student graduates from Christ the King Catholic

School they can confidently take their talents into the world as a spiritual person, lifelong

learner, and person of integrity.

Through the Self Study process during the 2013-2014 school year, we have been able to

explore the changes and challenges that have faced the Christ the King Catholic School

community over the course the last accreditation term. In our Self Study, we discovered two key

facets of our school that were repeatedly reinforced by feedback from our parents, students,

alumni, parishioners, pastor, and other community members. The first is that we are Catholic

school rooted in faith that teachers gospel values to every student that enters our doors. This is

the foundation of Christ the King Catholic School and the cornerstone of our mission. The

second realization we identified through the Self Study was that we are a strong academic

institution that provides a diverse array of academic supports and challenges to our students.

Teachers and faculty go above and beyond the standards in order to provide students with

rigorous and authentic educational experiences that they will carry with them throughout the rest

of their lives.

We are a school community that is constantly growing, changing, and adapting to the needs of

our community and shareholders. Education is a dynamic institution and its changes and

fluctuations can be challenging. At Christ the King Catholic School, we are uniquely fortunate to

have Catholic values embedded into our identity, which provide the foundation for any curricular

or co-curricular changes. With this strong, faith-based formation, and with the support of our

parish, the school can confidently meet the social and education needs of its students. We seek

to prepare students to the rigor of future academic challenges while instilling them with a strong

moral and social foundation rooted in Catholic teachings.

 

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TABLE OF CONTENTS Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 List of Personnel and Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 List of Key Terms and Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Chapter 1 – Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 A – HOW THE SELF STUDY WAS CONDUCTED . . . . . . . . . . . . . . . . . . . . . . . . 7 B – INVOLVEMENT AND COLLABORATION OF SHAREHOLDERS IN

COMPLETING THE SELF STUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Chapter 2 – Context of the School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 A – SCHOOL PROFILE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 B – USE OF PRIOR ACCREDITATION FINDINGS TO SUPPORT HIGH

ACHIEVEMENT OF ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 School Mission and Philosophy Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Schoolwide Learning Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Chapter 3 – Quality of the School’s Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 A – ASSESSMENT OF THE SCHOOL’S CATHOLIC IDENTITY . . . . . . . . . . . . . 23 B – DEFINING THE SCHOOL’S PURPOSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 C – ORGANIZATION OF STUDENT LERNING TO SUPPORT THE HIGH

ACHIEVMENT OF ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

D – DATA ANALYSIS AND ACTION TO SUPPORT HIGH ACHIVEMENT OF ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

E – HIGH ACHIVEMENT OF ALL STUDENTS TOWARD CLEARLY DEFINED SLES AND CURRICULUM STANDARDS . . . . . . . . . . . . . . . . . . 45

F – INSTRUCTIONAL METHODOLOGY TO SUPPORT HIGH ACHIEVEMENT OF ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

G – SUPPORT FOR STUDENT SPIRITUAL, PERSONAL, AND ACADEMIC GROWTH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

H – RESOURCE MANAGEMENT AND DEVELOPMENT TO SUPPORT HIGH ACHIVEMENT OF ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Chapter 4 – Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

A – DESIGN AND ALIGNMENT OF THE ACTION PLAN WITH THE SELF STUDY FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

B – CAPACITY TO IMPLEMENT AND MONITOR THE ACTION PLAN . . . 96

Appendix A – School Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 A-1 – Basic Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 A-2 – Current Enrollment Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 A-3 – Instructional Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 A-4 – Support Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

 

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. A-5 – Participation in IDEA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 A-6 – Participation in Federal Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 A-7 – Standardized Testing Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 A-8 – Staff Development Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Appendix B – Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 B-1 – Enrollment Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 B-2 – Finances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

 

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LIST OF PERSONNEL AND POSITION Administration Joe Bridgeman, Principal Joyce Auxier, Administrative Assistant Melanie McCaffrey, Events/Fundraising Lisa Bergeson, Development Director Monsignor Richard Paperini, Pastor Dr. Elaine Park, Pastoral Associate Faculty Megan Rensberger, Kindergarten Teacher Lori Fosatti, 1st Grade Teacher Sue Carter, 2nd Grade Teacher Caitlin Ponzetti-Binstock, 3rd Grade Teacher Jill Irish, 4th Grade Teacher Megan Thyken, 5th Grade Teacher Molly Drenner, Middle School Teacher (Science/Math, 6th Grade Homeroom) Joe English, Middle School Teacher (Social Studies/Language Arts, 7th Grade Homeroom) Mary Clare Metscher, Middle School Teacher (Math/Science, 8th Grade Homeroom) Mary Rehmann, Middle School Teacher (Language Arts, 8th Grade Homeroom) Judy Sherbo, Music Teacher Amy Verkest, P.E. Teacher Christina Castaneda, Spanish Teacher Christina Baker, Library/Technology Chris Super, Art Teacher Shannon Rohrer, Instructional Assistant Tina Eggen, Instructional Assistant Marri Ashley, Instructional Assistant Colin McClain, Instructional Assistant Selena Bourne, School Counselor Patty Gabrish, Learning Specialist Debbie Carter, Hot Lunch Coordinator Jen Loboy, Hot Lunch

 

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LIST OF KEY TERMS AND ABBREVIATIONS

aimsweb – tri-annual assessment tool used in grade K-8 CogAT – Cognitive Abilities Test – annual assessment used in grades 5 and 7 CTK – Christ the King – nickname for Christ the King Catholic School CYO – Catholic Youth Organization – parish and school based athletic program DRA2 – Developed Reading Assessment 2 – assessment tool used in grades K-2 Edmodo – website used as a file-sharing site and online classroom in grades 5-8 FE – Family Envelope – weekly newsletter sent home to families FTE – Full Time Equivalency – measure used to describe part-time employment GLAD – Guided Language Acquisition Design – model of professional development in the area of language acquisition and literacy ITBS – Iowa Test of Basic Skills – annual assessment used in grades 3-8 PBIS – Positive Behavior Interventions and Support – model that reinforces the SLEs and is used as the basis for the school’s Pride Card system PCO – Parent Community Organization – parent group that organized family events throughout the school year PLC – Professional Learning Community – groups composed of classroom teachers that support and encourage communication across the grade levels RCIA – Rite of Christian Initiation for Adults – parish program for evangelization SAC – School Advisory Council – group of school shareholders that collaborate and make decisions for the direction of the school SIOP – Sheltered Instruction Observation Protocol – a model used to design and deliver effective sheltered instruction lessons for students SLE – Schoolwide Learning Expectations – set of expectations for student behavior aligned with the school’s mission and philosophy SMART Goal – Specific Measurable Attainable Realistic Timely Goal – tool used to provide interventions and accommodations for students scoring below benchmark targets on aimsweb assessments

 

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CHAPTER 1 – INTRODUCTION A. HOW THE SELF STUDY WAS CONDUCTED The Self Study and accreditation process at Christ the King Catholic School began during the

2012-2013 school year and represents the efforts of the pastor, administration, faculty, staff,

parents, students, parishioners, School Advisory Council (SAC) and Parent Community

Organization (PCO).

During the fall of 2012-2013 school year, the school faculty, staff, and SAC met to review the

school’s mission, philosophy, and Schoolwide Learning Expectations (SLEs). While the mission

and philosophy were re-adopted without change, the school’s shareholders acknowledged a

need to simplify the SLEs. A committee of teachers was organized and met twice in the fall to

re-write the SLEs to make them more accessible to students and parents. The principal then

shared the revised SLEs with the pastor and SAC and received their approval to share the

revision with parents and students. The newly version of the SLEs were shared with the 8th

grade class, who provided valuable feedback. The new SLEs were then shared with parents

who provided brief feedback. School shareholders accepted the newly written SLEs in the

spring of the 2012-2013 school year, to be fully adopted with the start of the 2013-2014 school

year.

In the winter of the 2012-2013, the principal selected representatives from each of the school’s

grade-level PLC groups in order to serve on the Self Study Leadership Team. This group met

regularly in order to schedule, organize and plan for Self Study meetings during the upcoming

school year. One of the first tasks of the leadership team was to break down the writing tasks of

the Self Study document and to organize groups of approximately six shareholders, including

parents and SAC members, to be in charge of writing for their assigned section(s). The team

created a timeline of events for the actual writing of the Self Study document and brainstormed

methods for ensuring collaboration of more distant shareholders (i.e. parishioners, alumni, etc.).

In addition, the Leadership Team began writing chapter two of the Self Study document.

In August of 2013, the staff gathered to prepare for the Self Study year. A team of teachers

collaborated on how to best implement the new SLEs and came up with the Positive Behavior

Intervention and Supports (PBIS) inspired Pride Card System. All shareholders gathered to

review the section(s) that they would be writing towards and to address the discussion prompts

from their section(s). Throughout the fall parents and other shareholders were informed of the

 

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Self Study process through regular communication via school newsletters, the school website,

the school’s Facebook page, and during Back to School Night.

During the Fall of 2013, in conjunction with fall parent/teacher conferences, parent, student,

staff, Catholic Identity, pastor, and SAC surveys went out to all shareholders. These surveys

were offered online and in print format. Additionally, the school opened up space in the building

where parents could come in before or after their conference in order to take the survey using a

school computer.

After survey data was gathered, and ITBS and aimsweb data was received and analyzed for the

2013-2014 school year, staff groups sat down during the week of Thanksgiving, 2013 to write

their specific sections from chapter three of the Self Study document. After the difference pieces

were written, the document was compiled and edited by the Self Study Leadership Team head

member. This rough draft was shared with the Leadership Team and then sent to the

Archdiocese of Portland for feedback from Dr. Julie Vogel.

In the spring of the 2013-2014 school year, all shareholders gathered to review the significant

accomplishments of the Self Study document and to analyze the significant goals in order to

develop an Action Plan. This meeting led to productive discussion of the school staff and

shareholders as to where we see the direction of the school moving into the future and what we

want to accomplish during the next term of accreditation. The Action Plan goals were accepted

by the end of this meeting and communicated with shareholders.

The final draft of the Self Study document, along with the action plan was completed in the

spring of 2014 and with Dr. Julie Vogel for feedback. Dr. Julie Vogel met with the Self Study

Leadership team to clarify questions and provide additional support and feedback. The draft

was send to Kay Purcell, the head of the Accreditation Visiting Team in June. After review, the

final draft was printed during the summer of 2014.

Though the Self Study was a large project that demanded collaboration and communication

between all of the Christ the King Catholic School shareholders, there were no major obstacles

to completing the Self Study. One challenge of the process was coordinating meeting time

between Self Study Leadership Team members. One tool that aided the team in this process

was the use of GoogleDocs as a platform for communication and collaboration. An additional

challenge was scheduling all-shareholder meetings during times that worked well for non-school

staff members such as parish staff, parents, SAC members, and parishioners. The Self Study

 

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Leadership Team worked hard to ensure that there would be various representatives of these

groups in attendance for at least one of the all-shareholder meetings throughout the Self Study

year.

 

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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. Participating in the accreditation process, writing the Self Study document, and preparing for the on-site visit offered the Christ the King Catholic School pastor, administration, faculty, staff, parents, students, parishioners, School Advisory Council (SAC), and Parent Community Organization (PCO) a unique opportunity to look inward at our Catholic identity, our academic program, our successes and our areas of improvement as a school. All shareholders were involved in the Self Study and accreditation process and were encouraged to actively participate in the process. In the beginning stages of the Self Study process, school staff, faculty, administration, parents, students, SAC, PCO and the pastor all participated in the review of the school’s mission and philosophy statements and the revision of the Schoolwide Learning Expectations (SLEs). All Christ the King Catholic School students and SAC members provided invaluable feedback for the Self Study by participating in surveys and over 95% of parents completed surveys. The pastor, pastoral associate, parishioners, SAC members and PCO members were all involved in writing the Self Study document. There was at least one parent and one additional non-staff member on every Self Study writing team. All shareholders were invited to participate in Self Study meetings throughout the 2013-2014 school year. Progress of the Self Study process was communicated regularly to shareholders through weekly FE newsletters, the school website, and the school Facebook page. The principal regularly shared Self Study and accreditation information with the pastor and SAC during the regular meetings. The final draft of the Self Study document will be available to all shareholders via the school website and updates to the Action Plan will be included as part of the principal’s report to all shareholders including the pastor, SAC, PCO and school staff. EVIDENCE

• Classroom Newsletters • FE Newsletters • Self Study Survey data • List of Self Study Leadership Team members • Self Study Leadership team meeting minutes • List of SAC members • SAC meeting minutes • 2013-2014 Self Study Action Plan

 

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CHAPTER 2 – CONTEXT OF THE SCHOOL A. SCHOOL PROFILE (with supporting data) Christ the King Catholic School was established in 1964 to serve a growing population in the

Milwaukie and Happy Valley area. The school is located on 13 acres adjacent to La Salle

Catholic College Preparatory. The school was built around a courtyard with an outside corridor

connecting the office and classrooms. The main purpose of this layout was to cut down on

heating costs and noise. At the school’s dedication in 1964, Father Whalen commented “this

construction was innovative at the time, giving the children and staff a chance to breath our

refreshing rain-cleansed Oregon air.” The school opened in 1964 to grades one through four

and by Fall 1966, the school accommodated grades one through eight.

Additional classrooms were needed in order to accommodate new students wishing to attend

the school. The prior master plan was not yet completed, so the south part of the school was

considered a starting place to build new classrooms and a separate library. The planning for

the school addition started in 1989 and was completed during the 1992-1993 school year. This

new addition added four classrooms and a library. In 1998-1999 a modular building was added

near the main entrance to the school to support Religious Education and provide more

classroom space. In 2012 the school remodeled one of the classrooms in the middle school

wing into a new science lab and in 2013 renovated the Kindergarten classroom. The school is

currently completing Phase 1 of a three year “Foundations in Faith Classroom Renovation

Project.” Phase 1 includes renovating the first and second grade classrooms, due to be

completed August 2014. The second and third phases of this project include renovating the

third, fourth, and fifth grade classrooms and adding independent heating and cooling in all the

classrooms.

Christ the King Catholic School, part of the Archdiocese of Portland, has approximately 250

students in kindergarten through eighth grade. In addition to one classroom per grade, the rich

academic program includes library/technology, art, Spanish, physical education and music

classes for all grades. The school maintains its own State certified hot lunch program, serving

over 125 lunches per day. Morning and afternoon extended care is available through the

school’s State certified program. Students have the opportunity to participate in a wide variety

of after-school activities including yoga, choir, band, Mad Science, Art Starts, speech team,

chess, and Lego team. In addition, a variety of athletic programs are available through the

Catholic Youth Organization.

 

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As you will see in Appendix A, 82% of our students are Catholic. We draw from our own parish

as well as surrounding parishes that do not have elementary schools including St. Philip Benizi

and St. Aloysius. The school is representative of the demographics of the parish. The school

community is ethnically diverse with 58% white, 22% Asian, 3% Native American or Pacific

Islander, 2% black, 2% Hispanic, and 13% self-reported as other. The new terms to report

ethnicity from the Archdiocese and NCEA direct many of our families to report as multiracial.

We continue to search for ways to communicate with, reach out to, and support our Asian

families.

When analyzing school enrollment over time, there are two trends that are most evident. The

first trend is that the Kindergarten class adds several students when moving into first grade.

However, Kindergarten classes that start smaller seldom appear to reach classroom capacity

(30 students) for more than one year. This trend was noted during the 2011-2012 School

Profile Report and Kindergarten capacity, with the approval of the Archdiocese, was raised from

25 to 28 students. As a result, this year and last year’s Kindergarten class has 28 students with

two students on the waiting list for first grade.

The second trend is a decrease in class size moving from 5th grade into middle school. Christ

the King Catholic School has been discussing this trend for several years and has made several

significant improvements to the middle school program to increase student retention. Middle

school math classes have been divided into standard and advanced courses to better meet the

needs of all students. Last year, 7th and 8th grade Language Arts classes were divided in half,

based on learning style and student need, to create smaller classes of no more than 15

students. The middle school Spanish program is now aligned with La Salle Catholic College

Prep and uses the same textbook in an effort to better prep Christ the King graduates to pass

the high school Spanish I challenge exam. Results shared with Christ the King this year show

significant improvement in the results of the challenge exam. In addition, the recent one-to-one

implementation of iPads in the middle school program has also helped increase student

retention.

In 2011, in order to increase fundraising and improve the effectiveness of school events, the

school restructured the Development Department. The school hired a full-time Development

Director and a part-time Events Director. The Development Director position is shared with the

Parish (60%/40%). These two positions work closely together to increase total fundraising

dollars, improve marketing efforts, and improve communication with the school community.

Since this restructure, the school’s total fundraising amounts have increased dramatically. For

 

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example, total fundraising increased from $43,500 in the 2010-2011 school year to $127,750 in

the 2013-2014 school year (see Section H Resource Management).

The school routinely reaches out to the local community with advertisements, fliers, and

newspaper announcements for Open House during Catholic School’s Week and special events.

In addition, the school administration and staff includes regular updates in the parish bulletin,

participates in the parish ministry fair, and participates in other functions to make our presence

seen. For the past two years the school has been committed to making a better effort to

advertise to our own parish families that currently do not attend our school through the Religious

Education program and at the masses. There are enough families in the parish to fill the school,

but a more focused effort to get the word out more personally by a direct invitation to our

families would improve communication and enrollment.

The school is in the final year of the current strategic plan, created during the 2007-2008 school

year. This living document has been a critical tool in implementing the short-term and long-term

goals our school has achieved over the past five years. The current five-year plan, which is

available on the school’s website, includes an operational timeline of seventy-five actions

steps. The new strategic plan is broken down into five priority focus areas - Academic

Excellence, Catholic Ministry, Vibrant Community, Financial Health, and Solid

Infrastructure. Each of these priorities includes strategic goals.

Beginning in the summer of 2013, the School Advisory Council met with a consultant several

times per month during the 2013-2014 school year and worked on creating a shared vision and

new strategic plan. These conversations focused on the school’s mission statement, the current

five-year plan that expired at the end of the 2013-2014 school year, and feedback from staff,

students, parents, and parishioners. The draft of the new strategic plan was completed in April

2014 and was shared with the broader school community for review and comments. The

feedback gathered through this process assisted the School Advisory Council in creating the

final version in June 2014. This information assisted the Council in prioritizing the goals and

creating the operational plan. The operational plan includes a timeline for each goal, a system

to collect and track data, and a process for sharing measurable results. The School Advisory

Council will share that detailed operational plan on an annual basis for each priority focus area.

The work that the School Advisory Council did in relation to the new strategic plan was done in

conjunction with the Self Study process since so many of these shareholders were deeply

involved with both projects.

 

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Christ the King Catholic School’s mission statement, philosophy, and Schoolwide Learning

Expectations (SLEs) provide the foundation for the school’s Catholic identity and vision to

strengthen the God-given capabilities of each child in a loving Catholic environment. The SLEs

support this mission and drive instruction at Christ the King. The pastor works closely with the

principal to support the mission and SLEs of Christ the King Catholic School. The dedicated

staff works to encourage students to become life-long learners, people of integrity, and spiritual

people. These SLEs are a part of our long-range planning, student assessment, and they drive

daily instruction.

Our parents rank academic excellence, safe environment and Catholic values as the top three

reasons that they send their children to Christ the King Catholic School. Christ the King Catholic

School typically sends over ninety percent of our graduates to Catholic high schools. Based on

informal conversations with alumni, graduates that go on to a Catholic high school report being

well prepared for high school. Our graduates that attend our local public schools also report

being well prepared for high school and are grateful for the strong spiritual and moral foundation

that they have received.

Through analysis of school staff, parish member, and parent survey data, the school staff

discovered that Christ the King Catholic School’s mission statement and philosophy were well

perceived and accepted by key shareholders. The school has seen an increase in responses

from our annual parent survey: responses have increased 40% since the 2010-2011 school

year. This upward trend is credited to increased and updated communication via school

newsletters, the new school website, and PowerSchool. Though the school continues to

promote the Christ the King Parish Adult Faith Formation (AFF) programs and middle school

parish programs, there is an acknowledged need to provide additional opportunities that support

family faith formation. As evidenced by Self Study parent survey data, 93% of parents feel that

their kids are safe at school. Approximately one third of responding parents ranked ‘safe

environment’ as the main reason they send their children to Christ the King Catholic School. In

an effort to maintain this level of safety, the Clackamas County Sheriff’s Department evaluated

the school’s interior and exterior building safety in 2013. Based on the sheriff’s

recommendations, the perimeter of the student play area was fenced, windows with shades

were built into classroom doors, safety locks were installed in all school doors, and exterior

shrubbery was removed around the perimeter of classrooms. The principal directs regularly

scheduled safety drills including fire and lock-down drills. Protocol for these are outlined in the

Employee handbook.

 

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An overwhelming number of written responses to the Self Study Parent Survey showed that the

“caring community” and “family environment” is one of the key reasons why parents send their

children to Christ the King Catholic School. With the Schoolwide Learning Expectations (SLEs),

Christ the King Catholic School encourages each individual student's growth towards becoming

a spiritual person, a life-long learner and person of integrity as they learn to share the gifts they

have been given with the immediate school community and others. The parish and school work

with the parents as primary educators to provide faith-based service and learning

opportunities. The parish priest, deacon, pastoral associate and principal all work closely with

staff, parents and students to support the integration of the Roman Catholic Faith into all

aspects of school life. The mission statement and philosophy statement are posted prominently

on the school website. The mission statement is also included on newsletters, displayed

throughout the school and in classrooms and embraced by the school administration and staff.

Twenty-six of the twenty-seven teachers surveyed found that the school mission statement

clearly indicates the relationship of the school to its parish community.

The school is fortunate to have strong financial and spiritual support from our parish community

and families so that we can offer a variety of programs to our students promoting their spiritual

growth as well as educating the whole child. We are blessed to have a well-educated faculty

and staff including three of the five Instructional Assistants who hold teaching certificates. All of

our students participate in independent courses in library/technology, art, music, physical

education, and Spanish. In addition, the school is blessed to have a certified part-time Learning

Specialist and a certified part-time School Counselor. The school also accesses Title II funds

through the North Clackamas School District. These funds have been in the past for

Understanding by Design training; aimsweb training; differentiated instruction; 6+1 Writing Traits

training, and a variety of other professional development for the faculty and staff.

Assessment is an important piece to planning for instruction for students at Christ the King

Catholic School. Faculty regularly review and analyze data from the ITBS scores, DRAs in the

lower grades, aimsweb scores and SMART Goals, in-class formative and informative

assessments, and teacher observations. With this data, teachers may identify a student as

needing an individual learning plan that is formulated through the collaboration of the Learning

Specialist, School Counselor, classroom teachers, and parents. Teachers regularly monitor

how students are progressing and work to differentiate lessons to reach the needs of all

learners on the spectrum.

Christ the King Catholic School has strong support from the SAC, Parish Finance Council,

 

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Parish Pastoral Council, pastor and principal. The mission and strategic plan drive the budget,

which is thoughtfully planned and followed to ensure a strong financial future for the school.

Christ the King Catholic School has many visionary leaders who work together to bring this

excellent Catholic education to our students in the future.

 

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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.

As a part of the 2008 Accreditation Action Plan, Christ the King Catholic School identified three

main goals targeted to help improve student learning and to strengthen God-given capabilities.

The first goal was to “increase student achievement by aligning and communicating curriculum

areas by grade.” This goal was addressed primarily by the new Archdiocesan standards, which

condensed previous grade-level expectations. As a result, teachers have implemented targeted

standards-based planning methods and are increasingly moving towards curriculum mapping

informed by Understanding by Design (UbD) methods as well as Common Core State

Standards (CCSS). In addition, administration has dedicated time for school staff to focus on the

alignment of curriculum and communication with parents to increase student achievement in

weekly Professional Learning Community (PLC) meetings. These meetings allow staff

opportunities to collaborate on student achievement while maintaining a Catholic environment

that is gospel-centered and service oriented.

The second goal identified through the 2008 Accreditation Action Plan was to “increase student

achievement in math for grades K through 8.” In order to raise the level of math achievement

across the grades, new kindergarten through eighth grade math curriculum was adopted in

2010-2011. This adoption was reevaluated with the release of the new Archdiocesan math

standards in 2011-2012. As a result, new kindergarten through fifth grade math curriculum

more-closely aligned to these new standards was adopted in 2013-2014. Since this curriculum

is newly adopted, no data is available as to its effect on student performance and achievement.

In order to address the needs of all students, and to better prepare them for high school, Christ

the King Catholic School developed and implemented leveled math courses in the middle

school. This split allows for smaller class sizes and more opportunity for individualized

instruction. In addition, Christ the King Catholic School offers a unique independent study

program available to those students who exceed standards for the middle school math program.

This program is run with the support of the LaSalle Catholic College Prep math department and

allows students to take online math courses through Bingham Young University’s Independent

Study Online Courses.

The final goal identified in the 2008 Accreditation Action Plan was to “meet the diverse needs of

students”. The school is continually identifying and supporting these students’ specific needs.

 

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The addition of a new Learning Specialist position and Special Education Instructional Assistant

position were incorporated in August of 2010 in order to support the high achievement of all

students. Furthermore, specific, measurable, attainable, realistic, timely goals (SMART Goals)

are designed, as needed, for individual students whose assessment data indicates the need for

individualized instruction. These SMART Goals are derived from assessment data including

Iowa Test of Basic Skills (ITBS) scores and Academic Improvement Measurement System

(aimsweb) data. PLC groups regularly monitor SMART Goals and in some special cases the

Student Success Team meets to help support the success of students with specific needs. The

use of SMART Goals has provided teachers an additional tool with which to analyze class data

and to make accommodations swiftly and accordingly for both struggling learners and

accelerated students.

Our staff faced two key challenges when working to address the goals of the 2008 Accreditation

Action Plan. Since the time of the last Accreditation, the Archdiocese has transitioned away

from Grade Level Expectations (GLE’s) and has established specific grade-level standards. This

impacted the strategies and interventions the school had identified in the 2008 Accreditation

Action Plan by aligning curriculum across grade levels. The second challenge related directly to

student achievement in mathematics as a reaction to data brought to light during the last Self

Study. This was later was influenced by changes from the Archdiocese as well as staff

consensus that the newly adopted math curriculum was not closely aligned with the updated

Archdiocesan math standards. As a result new kindergarten through fifth grade math curriculum

was adopted for the 2013-2014 school year. Though these obstacles challenged the staff of

Christ the King Catholic School as they worked to increase student achievement, they did not

prevent the completion of any of the goals or strategies in the 2008 Accreditation Action Plan.

The 2008 Accreditation Action Plan focused on the high achievement of all students. Many of

the changes were implemented naturally through the Archdiocese and their adoption of new

academic standards. These new standards, along with an increase in staff collaboration and the

addition of support staff led to measurable improvements in student learning. This is indicated

by improvements in ITBS scores, aimsweb data, as well performance on classroom

assessments over time. Prior accreditation findings truly drove school improvement and have

led Christ the King Catholic School students to higher levels of achievement over the course of

the last six years. This can be seen through the work that Christ the King Catholic School and

Parish have done to develop, implement, and maintain the school’s Five-Year Plan. This plan,

developed from the findings of the 2008 Accreditation Action Plan, has supported high

 

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achievement of all students and allowed prayer, stewardship, education and evangelization to

flourish in the community.

Christ the King Catholic School administration (pastor, principal, School Advisory Council)

monitors the progress on accomplishment of the Action Plan annually and regularly

communicates the progress to the school and parish community. Progress is reported through

multiple means of communication, including the school’s website, weekly newsletter to parish

and school families, Back-to-School Night, open meetings of the School Advisory Council (SAC)

and Parent Community Organization (PCO), and annual principal letters such as the “August

Update” and “State of the School” letter in January. The administration also collaborates with

the school staff to monitor and report individual student progress. School staff analyzes both

formal and informal assessment data to design SMART Goals. Teachers communicate

regularly with parents through conferences, report cards and weekly newsletters and frequent

emails and/or phone calls. Parents and guardians of students collaborate with school staff to

monitor and support student achievement. They work closely with the Learning Specialist to

access North Clackamas School District resources or other outside assistance for students with

specific learning/social needs. Christ the King Catholic School students take responsibility for

their learning and communicate this through self assessments, student led conferences, setting

and communicating learning goals and completing projects that require sharing their learning

with a broader audience than the classroom teacher.

The school’s Five-Year Plan, in-depth study goals, annual progress reports and regular data

analysis are all ongoing systematic structures that help to improve the culture of the school.

These systems are steadfastly supported through the efforts of stakeholders including school

faculty, parents, the Parent Community Organization (PCO), School Advisory Council (SAC),

Parish Pastoral Council, and Parish Director of Evangelization as we work in community to build

the Kingdom of God. This collaboration of school and parish allowed the community to focus on

a continuous process of Christ-centered school improvement during the years in which a WCEA

Accreditation Visit did not take place.

EVIDENCE

• CTK 2008 Self Study and Report of Findings

• CTK 2008 Previous Action Plan and of annual updates

• Annual Reports to WCEA Elementary Commissioner

• In-Depth Study Goals

 

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• Report Cards

• Classroom Newsletters

• FE Newsletters

• “August Update” letters

• “State of the School” letters

• ITBS Data

• aimsweb Data

• SMART Goals

• SAC Meeting Minutes

• SLEs

• SLE assessment rubrics

 

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Christ the King Catholic School Mission Statement

Christ the King Catholic School strengthens the God-given capabilities of each child in a loving

Catholic community. Students experience an environment that is gospel-centered and service-

oriented.

Christ the King Catholic School Philosophy Statement

We strive to model the honesty and humility of Jesus Christ and demonstrate joy in teaching

God’s children. We demonstrate care and compassion for each student and respect for the

dignity of each individual. We affirm that parents are the primary educators of their children. We

support and assist in the faith formation of students by modeling the teachings and example of

Jesus Christ. We provide an academic foundation for students at every grade. We challenge

students to achieve their fullest potential as we prepare them for future levels of education.

 

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Schoolwide Learning Expectations for Christ the King Catholic School

A Christ the King Catholic School student is a Spiritual Person who:

o Demonstrates a love of God and others

o Knows and practices God’s teachings

o Shares gifts and talents generously

A Christ the King Catholic School student is a Life-Long Learner who:

o Shows curiosity and enthusiasm for learning

o Demonstrates academic growth

o Produces and communicates quality work

A Christ the King Catholic School student is a Person of Integrity who:

o Promotes justice, equality and mutual respect

o Takes responsibility for one’s own actions

o Shows empathy and advocates for self and others

 

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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.

IMPROVING SPIRITUAL FORMATION

The mission and philosophy statements of Christ the King Catholic School clearly emphasize

that the parents, teachers, administrators and pastoral staff all work to challenge students to

achieve their fullest potential and share their God-given capabilities. All members of the Christ

the King Catholic School family work to model the examples and teachings of Jesus Christ in a

loving Catholic community. An overwhelming number of written responses to the Self Study

Parent Survey showed that the “caring community” and “family environment” is one of the key

reasons why parents send their children to Christ the King Catholic School. With the Schoolwide

Learning Expectations (SLEs), Christ the King Catholic School encourages each individual

student's growth towards becoming a spiritual person, a life-long learner and person of integrity

as they learn to share the gifts they have been given with the immediate school community and

others. The parish and school work with the parents as primary educators to provide faith-based

service and learning opportunities. The parish priest, deacon, pastoral associate and principal

all work closely with staff, parents and students to support the integration of the Roman Catholic

Faith into all aspects of school life. The mission statement and philosophy statement are posted

prominently on the school website. The mission statement is also included on newsletters,

displayed throughout the school and in classrooms and embraced by the school administration

and staff. Twenty-six of the twenty-seven teachers surveyed found that the school mission

statement clearly indicates the relationship of the school to its parish community.

Christ the King Catholic School provides regular opportunities for the school community to

experience prayer and the Sacraments. Students lead and are led in prayer in their classrooms

several times each day. Spontaneous prayer, group prayer, meditative prayer, and traditional

prayers as indicated by Archdiocesan standards are all a part of daily school life. Middle school

students lead a daily morning prayer for the whole school. Each grade level, kindergarten-

eighth, prepares prayer services for our weekly Monday morning prayer service. Grades three

through eight prepare and host weekly Mass as readers, gift bearers, altar servers and choir

members. Students prepare each week by reading and analyzing the gospel reading for their

 

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upcoming mass and writing prayers of the faithful. These grades also participate in annual

Lenten Stations of the Cross and Reconciliation services.

Christian service is highly valued and integrated within the entire school community and serves

to further strengthen our Catholic identity. In keeping with the school’s tradition of serving

others, each grade level sponsors different outreach projects to benefit various organizations

throughout our community. Some of these organizations include, St. Vincent de Paul, Susan G.

Komen Foundation, the Madonna Center, St. Francis Dining hall, Oregon Food Bank, letters to

service men and women, sponsorship of the outreach program, Helping Hands, and

involvement in the sponsorship of Salisa Bana, a boarding school in the Democratic Republic of

Congo. Strong parental involvement makes the many social outreach opportunities possible,

whether it is to provide planning, transportation, or donated goods. Fifth-through-eighth grade

students are required to perform service hours on their own time, starting with 15 hours in fifth

grade and culminating with a minimum requirement of 30 hours per year in eighth grade.

Regardless of this benchmark, many students go above and beyond the minimum requirement

for service hours. During the 2012-2013 school year, middle school students recorded an

increased total of 5,292 service hours. This data is represented in the table below. Ninety-eight

percent of parent-survey respondents believe the school has a service-oriented outreach to

church and civic community.

Service Achievement Level Awards Number of Recipients

Bronze: 50-74 hours 20

Silver: 74-99 hours 7

Gold: 100+ hours 21

IMPLEMENTATION AND ASSESSMENT OF RELIGION CURRICULUM

The religion curriculum used by Christ the King Catholic School is based on Archdiocesan

standards and recommended through the Archdiocese of Portland. Some resources utilized by

classroom teachers in order to address these standards are: Faith First Religion Program, Our

Sunday Visitor Curriculum Division, What the Church Believes and Teaches from Pflaum

publishing- based on the Catechism of the Catholic Church, excerpts from The United States

Conference of Catholic Bishops, papal statements and the Bible. Ninety-six percent of teacher-

survey respondents believe that Christ the King Catholic School is effective or highly effective at

 

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using a variety of teaching methods and strategies that help educate the whole child. Christ the

King Catholic School’s SLEs are based on Catholic values. Grade-level PLCs have developed

tri-annual student self-assessments of individual growth in each of the SLE indicators. These

SLE indicators are embedded into everyday teaching and expectations for all students. In

addition, all teacher lesson plans are aligned to address the SLEs. The spirit of evangelization is

strong. Over the past five years, 11 non-Catholic students and members of their families enter

the Rite of Christian Initiation for Adults (RCIA) program, which can also be modified for children

when appropriate.

Religious signs, Sacramentals, traditions and rituals are a part of the culture at Christ the King

Catholic School. Prayer corners, crucifixes and religious art are present in every

classroom. The Stations of the Cross are displayed in the school office in addition to in the

church. Religious statues of Mary and Christ the King are placed throughout the school and

parish campus. The Christ the King Catholic Parish and School logo of the cross is used in

multiple ways: on letterhead, signage and school uniforms. The entire school community

attends weekly Mass on Wednesdays. The students are invited to participate in many ways

from kindergarten through eighth grade. Students and teachers attend Mass each week in

family groups composed of one-to-two students from every grade level. In family groups, each

kindergartener is paired with a seventh grade “buddy” and the relationship continues as first and

eighth grade “buddies.” The older students lead family groups, mentor other students, and

model expected behavior and responses. In addition to attending weekly mass, family groups

meet approximately once a month to participate in activities organized and led by the eighth

grade class.

STAFF FAITH FORMATION AND DEVELOPMENT

Both the school and parish administration provide many faith formation opportunities for

students, parents and school personnel. The Christ the King Catholic School staff participates

in the Archdiocesan catechist-formation training program “Echoes of Faith.” The faculty attends

regular Archdiocesan faith formation inservices and participates in an annual parish and school

faculty retreat. Teachers and staff model their faith daily in their interactions with students,

parents, and one another. Monsignor Paperini, Deacon Jim Pittman and our pastoral associate,

Dr. Elaine Park, offer their time and talents generously to students, parents and staff. They

facilitate liturgical discussions within the classrooms, and help plan religion lessons and

retreats. Monsignor Paperini delivers child-centered homilies that resonate with students and

apply to daily life.

 

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ANALYSIS OF AREAS OF IMPROVEMENT

Feedback from the parent survey indicates that, although parents believe their students are

receiving a solid religious education, they may not be aware of the occasions provided for them

to grow in their own faith. It is a critical goal of the Christ the King Catholic School community to

increase opportunities for parent involvement in both curricular and co-curricular activities

including faith formation. The school is working toward promoting education and events offered

through the parish. Parents are invited to participate in our weekly Monday morning prayer

services, weekly Mass, Blessing of the Animals, May Crowning, Lenten Reconciliation, Stations

of the Cross and other various prayer celebrations. Parish faith formation opportunities are

announced to parents through the weekly school newsletter, classroom newsletters, the school

website, and the school’s Facebook page. For the last two years, the school’s Catholic Schools

Week celebration targeted different members of our community to honor each day including

parish, students, school staff and parents with a variety of church and school events.

The parish and school administration, staff, parishioners, parents and students of Christ the

King Catholic School work together to strengthen one another and to live in ways that are

Gospel-centered and service-oriented. The school’s mission and philosophy statements, as

well as SLEs, provide guidance to students and staff alike. It is this strong Catholic framework

that keep students safe, happy and challenged within the school environment, and aides

students when they are faced with decisions outside the classroom. As family group “siblings,”

students support one another: older students provide guidance, community and a sense of

security for younger students. This teaches responsibility to older Christ the King Catholic

School students, while providing younger students with a variety of models to look up to. School

personnel are also actively engaged in their personal faith journeys with opportunities provided

for faith sharing amongst faculty and staff. Survey data shows that our shareholders view the

Catholic identity of Christ the King Catholic School as vibrant and authentic. However, school

shareholders have acknowledged a need to increase integration and collaboration between the

school and parish. It is the mission of Christ the King Parish to, “build God’s kingdom through

prayer, stewardship, education and evangelization” and it is the goal of the school to support

that mission. The school will continue to work to create opportunities and activities to bridge the

connection between the parish and school in order to improve the faith formation of our school

students and families.

 

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SIGNIFICANT ACCOMPLISHMENTS

• School families joining the RCIA program

• Involvement of Monsignor Paperini, Deacon Jim, & Dr. Elaine Park

GOALS

• Increase integration and collaboration between school and parish

• Increase opportunities for parent involvement in both curricular and co-curricular

activities as the primary educators of their children

EVIDENCE

• Self Study Survey data

• Sacramentals and prayer corners on display in the classrooms

• School routines that incorporate prayer throughout the day

• Service projects

• Mass planning schedules

• Teacher Lesson Plans

• SLEs rubrics

• Family Group Activity plans

• Reconciliation service program

• Teachers list with catechist certification

• Religion curriculum

• Catholic Schools Week agendas

• Retreat agendas

• RCIA records

• Dr. Park Liturgical presentation agendas

• Service Hour records

 

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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. MISSION AND PHILOSOPHY STATEMENTS

Christ the King Catholic School and Parish believe in their purpose to continue the tradition of

Catholic education by spreading the Gospel message, worshipping in community, serving

others and working together for social justice and global awareness. We believe in educating

the whole child spiritually, academically, emotionally, socially, and physically, taking into

account each child’s unique needs and abilities. We believe in integrating faith into all aspects of

the curriculum, and instilling Christian values set by the example of adults. School and parish

activities are built on the mission, philosophy. Catholic faith is practiced through daily prayer,

weekly school Mass, Family Group Activities, service projects, and parish religious education.

School staff, parents and the Parent Community Organization (PCO) plan these and other

activities. The school’s mission and philosophy statements align with teaching practices of the

Roman Catholic Church and are living components of the Christ the King Catholic School

community.

In the spring of 2013, the mission and philosophy statements of Christ the King Catholic School

underwent a routine review. This process incorporated input from a variety of shareholder

members. These shareholders included, the School Advisory Committee (SAC), school staff,

principal, pastor, parish administrators, students and parents. Initially, the process brought

together shareholders to carefully review the existing documents. As a part of this initial

process, the members discovered that both students and staff at Christ the King Catholic School

were unable to fully articulate the school mission, philosophy, and Schoolwide Learning

Expectations (SLEs). Two small subcommittees staff were formed to help review and modify the

Schoolwide Learning Expectations with the help of input from middle school students. This

review process clarified the SLEs with student-friendly and accessible language. At the end of

the review process, all shareholders formally adopted the SLEs. After careful consideration, the

reviewers decided to not revise or update the current mission and philosophy statements, but to

re-adopt the existing documents for the 2013-2014 school year.

Christ the King Catholic School’s mission statement, philosophy, measurable SLEs and other

authority expectations are fully embedded into the daily life of the school community and clearly

 

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reflect the school’s Catholic identity. They can be seen posted in all classrooms, hanging on

hallway banners, embedded into teacher lesson plans, linked to student assignments and

posted on Pride Cards. Christ the King Catholic School’s mission and philosophy statements

align with the teaching and practices of the Roman Catholic Church. Through analysis of school

staff, parish member, and parent survey data, the school staff discovered that Christ the King

Catholic School’s mission statement and philosophy were well perceived and accepted by key

shareholders. However, data analysis has indicated a need for greater emphasis regarding

clarity and identification of the SLEs for students.

SLEs AND CURRICULUM STANDARDS

With the revision of the Christ the King Catholic School SLEs, there has been a renewed sense

of ownership and pride in teaching Catholic values throughout the academic day. Our SLEs ask

that a Christ the King Catholic School student strive towards being a spiritual person, a lifelong

learner, and a person of integrity. Teachers use the SLEs in daily lessons, unit plans, curriculum

maps, projects, activities and assessments. There is an SLE focus every week that is printed in

the Family Envelope (FE) newsletter, said during morning announcements and discussed in

classrooms. As a part of Christ the King Catholic School’s new Positive Behavior Intervention

System (PBIS), Pride Cards are given to students who demonstrate behavior consistent with the

Schoolwide Learning expectations. Every trimester, students self-assess themselves in relation

to the SLEs using a grade-level appropriate SLE rubric. In addition, teachers provide input on

these assessments to communicate classroom behavior and observations to parents. In the

middle school, students in the eighth grade complete a culminating SLE reflection to assess

student achievement of the SLEs. It is the idea of the staff that every student that graduates

from Christ the King Catholic School should be able to say that they consistently meet the SLEs.

Christ the King Catholic School directly incorporates SLEs and Archdiocesan curriculum

standards into all classroom lessons. The school uses curriculum standards for all core classes

as outlined by the Archdiocese of Portland. These provide the basis for all teacher lesson, unit,

and long-range plans. These standards are often linked to daily learning objectives, which are

posted in classrooms at the beginning of every class. The school is working towards getting the

Archdiocesan curriculum standards posted on the school website to be easily accessed by

shareholders. The curriculum standards hold students to a high level of achievement and help

Christ the King Catholic School practice its philosophy of challenging students to achieve their

fullest potential while preparing them for future levels of education. The school has been

successful at providing a quality, faith-based education to students. As reflected in ITBS data,

 

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students at Christ the King Catholic School score 2.05 above Grade Level Equivalencies (GLEs)

on average.

COMMUNICATION TO SHAREHOLDERS

Christ the King Catholic School works to ensure that all shareholders have a stake in the school

program so that, together, we can fulfill our mission and philosophy. The SAC regularly review

the SLEs with help and input from the principal and pastor. All shareholders were given voice in

the formation of the mission and philosophy and they helped the school revise the SLEs. The

school mission and philosophy statements are posted in various locations throughout the school

building. They are posted on the school website and incorporated into school FE newsletters,

classroom newsletters and quarterly parish newsletters. The SLEs are posted on banners in the

hallways. There are posted expectations for various locations around the school building that

are linked to the SLEs. They are integrated into lessons, posted in the classroom and printed on

Pride Cards. Students are often asked to reflect on the SLEs and are assessed on their

achievement of these expectations on a tri-annual basis. Parents can see the SLEs on student

work, teacher lesson plans, student SLE self-assessments and outlined on school conduct slips

for negative behavior.

ANALYSIS OF AREAS OF IMPROVEMENT

Christ the King Catholic School as worked hard to develop, implement and communicate their

purpose through the mission and philosophy statements and the SLEs. With the support of all

shareholders, the school hopes to continue teaching the SLEs. School staff is hoping to gather

data on the SLEs over time using SLE rubrics, student culminating reflections and other

assessments. In addition, the school hopes to gather data about the success of the PBIS-

inspired Pride Card system that was newly instituted as the start of the 2013-2014 school year.

Teachers, parents, students and staff provide informal feedback regarding this system on a

regular basis. The school staff has also discussed adjustments to be made to the system during

multiple all-staff meetings. At the end of the 2013-2014 school year, teachers met in

Professional Learning Community (PLC) groups as well as a whole staff to discuss the

successes and shortcoming of the Pride Card system in order to make improvements for the

next school year.

SIGNIFICANT ACCOMPLISHMENTS

• Revision and enhanced implementation of the SLEs

 

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• ITBS data showing students 2.05 above GLE on average

• Implementation of PBIS Pride Card system

• Confirmation of the school mission and philosophy statements

GOALS

• Further formalize SLEs assessment, data collection, and analysis

• Gather and analyze data regarding the positive effect of the Pride Card system

EVIDENCE

• SLE assessment rubrics

• Teacher lesson plans

• SLEs banners throughout school

• Mission and philosophy posters in classrooms

• SLE posters in classrooms

• FE newsletters

• Classroom newsletters

• Classroom binders

• Curriculum maps

• Pride Cards

 

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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. CATHOLIC IDENTITY

All the organizational structures of Christ the King Catholic School are in place, clearly defined,

and understood by all shareholders and directly aimed at facilitating achievement for every

student. The school’s mission statement and philosophy have been reviewed and remain the

same. The Schoolwide Learning Expectations (SLE) however, have been reevaluated and

modified to better suit the current school environment. With the addition of a certified learning

specialist, enhanced Professional Learning Communities (PLCs), improved communication with

shareholders, re-structured Parent Community Organization (PCO) and completion of the

school’s five-year plan, we continue to uphold our mission: “Christ the King Catholic School

strengthens the God-given capabilities of each child in a loving Catholic community. Students

experience an environment that is gospel centered and service oriented.”

Christ the King Catholic School’s principal provides leadership and is at the center of the

educational environment. The organizational structures work together to create a learning

environment that supports the school’s mission, philosophy and SLEs. Monsignor Paperini, our

pastor, and Dr. Elaine Park, our pastoral associate, have a strong presence within the school

and work directly with each class to educate and support their religion curriculum, growth in their

Catholic faith, and promotion of vocations. All homeroom teachers are certified Catechists.

The Student Advisory Council (SAC) provides policy direction, promotes implementation and

ensures that the intent and spirit of all policies are in accordance with guidelines established by

the Archdiocese of Portland. SAC meets monthly and members include the parish and school

development director, principal, elected and appointed parents and parishioners and a

representative from the PCO. SAC consistently discusses and evaluates the school’s five-year

plan and specific goals, academic achievement, and with the leadership of the principal

participates in developing the new SLEs. SAC is actively involved in major curriculum decisions

such as aimsweb implementation, iPads, and SLEs.

The administration and SAC work to increase various community-building opportunities such as

staff retreats and a recently restructured PCO. The PCO, which supports the spiritual and

educational growth of the school, was restructured in the summer of 2010 with additional

 

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changes in the summer of 2012. These changes arose from the group no longer having

fundraising responsibilities, and as an effort to encourage more involvement. Without a

fundraising focus, PCO is able to organize events that emphasize community building between

parish families and school families. In addition, every effort is made to welcome and include new

students and families. Christ the King Catholic School and Parish community events include:

Back-to-School Night, the Ice Cream Social, the Harvest Festival, the Father-Daughter Dance,

Family Bowling Night, and Community Movie Nights. PCO encourages all parents to become

involved in classroom activities, extra-curricular activities such as CYO, and parish service

opportunities such as St. Vincent de Paul, Open Arms/Helping Hands, Eucharistic ministers,

parish choir, Altar Society and Knights of Columbus.

ENVIRONMENT FOCUSED ON STUDENT LEARNING

Pastor, principal and faculty are cohesive and fully committed to high achievement of all

students. Twelve of the 15 certified teachers at Christ the King Catholic School hold advanced

degrees. Implementation of programs, policies, and plans of action are entrusted to the teaching

staff. PLCs have been created to allow collaboration between grade levels. These groups have

dedicated weekly meetings and focus on curricular collaboration and data analysis for student

academic achievement. When reviewing the school’s PLC format during the 2012-2013 school

year, it was observed that there is a need to develop a stronger structure for the transition

between second and third grade as well as fifth grade and sixth grade.

All classroom teachers collaborate with the school’s learning specialist in order to sustain a high

standard of learning and to ensure the success of each student. Student achievement is

consistently communicated in a variety of ways to parents and other shareholders including

PowerSchool, progress reports, report cards, conferences and parent-teacher

conversations. Annual standardized testing for grades three through eight and tri-annual

aimsweb testing for students in kindergarten through eighth grade provide key insight into the

individual needs of each student. Individual student performance on assessments is

communicated to parents, discussed during conferences and used in the classroom to make

adjustments to instruction. The learning specialist creates custom learning interventions for

students that are implemented with the help of four trained instructional assistants (IAs). In

addition, Student Success Teams composed of classroom teachers, support staff and the

school counselor meet regularly to address the needs of students targeted for more individual

support based on a lack of adequate progress towards curriculum standards and SLEs. It has

been made clear by parent survey feedback and classroom observations that there is a need to

 

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better support English Language Learner (ELL) students and families. According to school

profile data, 19% of Christ the King Catholic School families do not speak English as the primary

language in their home. The school has identified this as a critical goal to be accomplished

during the next term of accreditation.

Teacher professional development focuses on Archdiocesan goals as well as school goals and

targeted areas that include Understanding by Design (UbD) training, technology

implementation, curriculum mapping, close reading strategies and differentiation. Throughout

the year, teachers revisit and evaluate the success of ideas and methods learned through

professional development. In order to create a supportive and safe environment that fosters the

high achievement of all students, Christ the King Catholic School teaches to the whole

child. Both the five-year strategic plan and three-year technology plan will be completed at the

end of the 2012-2013 school year. A new five-year plan is currently being created for the next

cycle.

COMMUNICATION TO SHAREHOLDERS

Christ the King Catholic School’s administration, utilizes constant review, discussion, problem

solving and communication to monitor progress and evaluate academic outcomes. A wide

variety of assessment tools and reporting formats are used to inform parents of student

progress. Curriculum standards and SLEs illustrate the school’s focus on student achievement,

Catholic values and it’s partnership with parents. This information is communicated through

student/parent handbook, trimester report cards, twice-yearly parent-teacher conferences,

weekly principal’s newsletters, weekly classroom newsletters, organizational monthly meetings,

school website, school Facebook page, school directory application, and the web-based

PowerSchool student information system which allows parents online access to student’s

academic progress in grades four through eight. Middle school parents have online access to

additional detailed classroom information through the online-classroom website Edmodo.

Christ the King Catholic School has strengthened communication between shareholders by

including a column in the weekly parish bulletin as well as including parish news in our weekly

Family Envelope newsletter. The school has seen an increase in responses from our annual

parent survey: responses have increased 40% since the 2010-2011 school year. This upward

trend is credited to increased and updated communication via school newsletters, the new

school website, and PowerSchool. Though the school continues to promote the Christ the King

 

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Parish Adult Faith Formation (AFF) programs and middle school parish programs, there is an

acknowledged need to provide additional opportunities that support family faith formation.

ANALYSIS OF AREAS OF IMPROVEMENT

In order to best support the high achievement and communicate student growth to all

shareholders, Christ the King Catholic School shareholders have identified three significant

goals for improvement. The school mission, philosophy and SLEs give voice to who we are as a

learning community. They provide a foundation for our curriculum and identify our school as a

Catholic community working toward the development of all students, the professional growth of

teachers, and the building of a wider community. In order to continue to support the needs of

diverse students, the school staff seeks to increase teacher communication across the grade

levels. In order to strengthen the support surrounding each individual student, the school also is

working toward the creation of additional faith formation and other opportunities for parents and

families, especially those with ELL students. All shareholders are invested and committed

together to ensure the high achievement of all learners.

SIGNIFICANT ACCOMPLISHMENTS:

• Restructuring of PCO

• Addition of 0.6 FTE Learning Specialist

• Creation of PLCs

• Improved communication with shareholders

GOALS:

• Increase communication across all grade levels and between PLCs in order to facilitate

smoother transitions between grade levels

• Create additional family faith formation opportunities

• Create a system of support for ELL parents and students

EVIDENCE

• Self Study Survey Data

• PowerSchool accounts

• Classroom Edmodo websites

• FE newsletters

• Classroom newsletters

• School website

 

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• School Facebook webpage

• Parish bulletins

• SAC meeting agendas

• PLC meeting agendas

• List of PCO events

• Copy of SLEs

 

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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. STRENGTHENING CATHOLIC IDENTITY

Christ the King Catholic School’s mission is to “strengthen the God-given capabilities of each

child in a loving Catholic community.” In order to accomplish that goal, the school seeks to teach

the whole child and provide both academic and non-academic opportunities for students to

share their gifts and talents. Christ the King Catholic School provides students numerous

opportunities throughout the school week for faith formation including Monday Morning Prayer

Services, Wednesday School Mass with the parish, Family Group Activities, participation in the

sacraments, and class service projects both within and outside of the school community. All

students at Christ the King Catholic School attend a religion class for over 150 minutes a week

and pray regularly both formally and informally throughout the day. Student participation in

these activities contributes to their citizenship and religion class grades in the middle school. In

addition, students are assessed based on their understanding and attainment of the SLEs. In

every grade, students assess themselves on a trimester-basis in regard to the SLEs, and their

homeroom teacher provides additional feedback and input. In sixth through eighth grade,

student citizenship grades are linked explicitly to the SLEs. As a result of the Self Study, the

school is reformatting K-8 report cards specifically link classroom citizenship grades to SLEs.

The staff has worked to outline benchmarks for each grade level to help students and teachers

track how well students are progressing in their achievement of the SLEs in each grade.

As a result of the Self Study process and in reaction to feedback from parents, the school

recognized a need to revitalize the spirit of the SLEs within the school. In order to reinforce the

importance of learning the SLEs, in addition to academic curriculum, Christ the King Catholic

School has adopted a Positive Behavior Interventions and Strategies (PBIS)-inspired Pride Card

system. This offers students positive reinforcement for following the SLEs. The staff has noted

that this has made a positive impact on the whole school environment and has increased

student understanding of the SLEs. School conduct slip are also linked directly to the SLEs.

This ensures that if students are being disciplined for behavior, they have an understanding of

 

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which specific SLE they are not following and how that ties back to the expectations pervasive

throughout Christ the King Catholic School.

Based on informal parent feedback, the SAC, working closely with Monsignor Paperini,

determined a need to change the weekly school mass schedule. There was a feeling in the

community that many school families viewed Friday school mass as fulfilling their weekend

mass obligation. In order to increase school family involvement in the parish, school mass was

moved to Wednesdays at the beginning of the 2013-2014 school year. In addition, there was an

identified need for more pastoral involvement in the classroom. To address this feedback,

Monsignor Paperini, Dr. Elaine Park, and Deacon Jim Pittman now all make time to visit

classrooms and help with preparations for the mass. These parish leaders, as well as Julie

Onderko, a parish youth ministry leader, make formal and informal visits to classrooms regularly

throughout the school year.

COLLECTING DATA

Christ the King Catholic School uses a variety of assessments in all grades in order to gauge

and analyze student achievement trends. In grades K-5, the school uses Developmental

Reading Assessment 2 (DRA2) to track students’ developmental reading skills. Each homeroom

teacher gives assessments two to four times a year and analysis of this data is used to

determine the student reading levels. Instructional assistants aide teachers in gathering data,

recording it by hand and then using the Running Record Calculator website in order to help

analyze the information.

Christ the King Catholic School students in grades three through eight take the Iowa Test of

Basic Skills (ITBS) every fall. These scores are recorded, reported to parents, and utilized by

classroom teachers in order to drive curricular improvement. Third, fifth, and seventh grade

students also take the CogAT in order to help gauge students’ learned reasoning abilities.

Student ITBS scores are analyzed annually in order to determine accommodations needed by

individual students and to realize trends in class and school performance over time. This data is

maintained by the classroom teacher and is passed up through the grades until the class

graduates.

The school began using aimsweb testing in all grades in 2010 in order to have an additional

piece of nationally normed data in regards to students’ achievement and growth. In

kindergarten, students begin with leveled English Language Arts (ELA) assessments; students

 

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in grades one through eight complete a set of ELA as well as two math assessments. These

tests are given tri-annually and used to compare students with national norm-referenced grade-

level benchmarks as well as to indicate student growth over time. Classroom teachers and the

learning specialist use this data to differentiate based on individual student need. Students who

fall below the tenth percentile are referred to the learning specialist for specific interventions and

support. The learning specialist works with the classroom teacher to write and monitor a

SMART Goal for these students.

All Christ the King Catholic School teachers use a diverse array of classroom assessments in

order to track, monitor and analyze student performance. These assessments range from

informal classroom observations to summative unit tests. Teachers also gather and organize

assessment data using various websites and iPad applications including but not limited to

Edmodo, JogNog, Kahn Academy, Xtra Math, Quizlet, RAZ kids, Reading A-to-Z, and IXL Math.

In 4th through 8th grade, student performance on summative tests, quizzes and other work are

reported to parents on a regular basis via PowerSchool. In many classrooms, teachers use

student pre- and post- assessment data in order to track growth progress. For example, in

second grade students complete a spelling pre-assessment at the beginning of the week

followed by a Friday post-assessment.

Teachers also collect samples of student work in order to share student growth with parents as

well as to help students self-assess and see how they are developing as learners. Teachers use

these and other student self-assessments in order to drive student performance and encourage

student metacognition.

Christ the King Catholic School uses high school placement data, when available, in order to

keep track of alumni and to better prepare current students for the transition to high school. The

school receives enrollment and placement data from La Salle Catholic College Preparatory. In

2013, ninety-five percent of graduating students went on to a Catholic high school.

In order to ensure that students are developing socially as well as academically, Christ the King

Catholic School began using SLE student self-assessments three times a year with the start of

the 2013-2014 school year. The rubrics for these assessments were developed by grade-level

PLCs and are formatted to be age-appropriate for students at those grade levels. The school

intentionally kept the language of the SLEs the same across the grade levels, but students in

the higher grades are asked to respond more fluently than in the younger grades. Classroom

teachers keep track of these student self-assessments and use them to track growth over time.

 

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In addition, classroom citizenship grades in sixth through eighth grade are linked directly to

SLEs in order to track student development and are reported regularly to parents via

PowerSchool. This allows the school to ensure that they are using a variety of assessment data

in order to teach the whole child and provide both academic and non-academic opportunities for

students to share their gifts and talents.

DISAGGREGATING & ANALYZING DATA

DRA2 data is used in grades K-4 in order to track students’ developmental reading skills. In

kindergarten, all students are assessed three to four times a year in order to determine each

individual's reading level and to group students based on their specific needs. In kindergarten

through fifth grade, student reading skills are assessed using data from both DRA2 and

aimsweb in order to track students’ development. In these grades, teachers identify students

who score well below or well above reading targets and make appropriate accommodations. In

grades K-3, students that score in the lower quartile work one-on-one with the classroom

teacher in order to practice and develop reading skills. The learning specialist further assesses

students that fall below the tenth percentile and students that qualify receive additional support

regularly throughout the week. For students in the fourth grade, DRA2 is used only as a

diagnostic tool for those students identified by aimsweb scores as falling well below the national

norm benchmarks.

DRA2 data is shared with parents regularly and is passed up from teacher to teacher as

students pass through each grade level. In addition, teachers use time during their weekly PLC

meetings to communicate information about individual students as well as to discuss any trends

they have identified in relation to DRA2 data. From these conversations, teachers have realized

a trend in reading scores for ELL students and have disaggregated data in order to better

analyze this trend. In talking with parents of these students, teachers realized that students

were rarely able to practice their reading skills at home. These students were targeted for

increased in-class reading practice, which has led to an increase in aimsweb fluency scores.

Student ITBS scores are analyzed yearly in order to realize trends in class and school

performance over time. After test data is returned to the school, the principal shares the results

with classroom teachers. Teachers then look at this information in PLC group in order to identify

any trends, discrepancies, or specific concerns. This drives curricular changes and helps

teachers accommodate students’ individual needs. Last year, middle school teachers noticed

negative trends in ITBS data in regards to students’ geography skills. As a result of this

 

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analysis, the teachers developed and implemented a geography elective class for sixth grade

students. The school staff has acknowledged a need for more in-depth analysis of ITBS data

and is working, with the help of the Archdiocese, to find better ways to utilize ITBS data.

ITBS data has been disaggregated for both gender and race. With the 2013 round of ITBS

testing, it was seen that females tend to score higher than males in all categories except for the

class of 2014 and the class of 2017. It was also noted that Christ the King Catholic School’s

Asian students tend to score higher than their peers. After analyzing data from all test areas, it

was seen that the school’s math computation scores have shown a slower growth rate than

other areas, though they still fall above national norms. On average, Christ the King Catholic

School classes score only 0.8 above GE when compared to national norms on the math

computation test, whereas the Christ the King Catholic School class average composite scores

show classes scoring 2.05 above GE.

The school uses aimsweb testing data in all grades as the primary source of data and

information in regards to students’ achievement and growth over time. aimsweb tests are given

three times a year in the fall, winter and spring and student achievement is analyzed in relation

to national benchmarks. This data is shared each trimester with both students and parents and

is used to adjust classroom instruction and individual SMART goals. Students who fall well

below national benchmarks, are targeted by teachers for extra support. To help these students,

teachers in all grades write SMART Goals to address specific areas for improvement.

These SMART Goals are shared with parents in order to empower these shareholders to better

support their students’ success. In addition, classroom teachers use aimsweb data to identify

those students who score well above national benchmarks; that data is used to differentiate

instruction, to challenge high achieving students and meet all students’ individual needs.

The learning specialist works with the classroom teacher to write and monitor a SMART Goal for

these students. For students who score below the twenty-fifth percentile, the classroom teacher

independently writes and monitors necessary SMART Goal. Any student that performs well

above average, in the ninetieth percentile, is identified and provided more challenging

alternative or extension work.

One key trend that was identified by classroom teachers using aimsweb data was the significant

drop-off in student scores over the summer months. In order to best analyze this information,

teachers met with the school’s learning specialist who reported that this trend is not unique to

Christ the King Catholic School. To address the summer drop-off in test scores, teachers have

 

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provided optional resources including websites, iPad apps, and worksheets to be used by

families over the summer months in order to keep student skills sharp. The learning specialist

provides additional resources and holds a summer writing workshop. In the middle school,

students complete summer reading and writing assignments due at the beginning of the school

year.

Classroom assessments are analyzed on a student-by-student basis. Students who score

significantly below average on classroom assessments and aimsweb are paired with an

instructional assistant, or academic support team to gain more individual support. Students who

fall under academic concern based on grades are flagged and monitored for academic

probation. They are provided an intervention to raise scores and get them back into academic

standing. Students are given opportunities for accommodations based on individual need

including test corrections or retakes. In some cases, additional modifications are made to

students’ Individual Learning Plans. Alternately, when a student scores well above average,

accommodations are made for them to keep pushing their educational needs as well. These

students are given extension work, opportunities to serve as mentors for other students, and

other accommodations.

The implementation of the revised SLEs has had a positive effect on students. Students have

responded positively to the SLE-linked Pride Card system and overall student conduct has

improved. The staff has seen this through informal observations of all students. In the winter of

2013, all students participated in a Family Group Activity highlighting the importance of sharing

their gifts of love in the spirit of Christmas. As students grow more familiar with the revised SLEs

they are better able to give personal examples of the SLEs in their daily lives. Since this

program is relatively new, no strong discernable trends have been identified.

USE OF DATA TO DRIVE CURRICULAR CHANGE AND TO IMPROVE STUDENT

LEARNING

Christ the King Catholic School uses DRA2 in grades K-5 to identify students’ developmental

reading levels from year to year. The data is shared between grade levels to ensure sustained

growth of each individual student. The grade level reading goal is adapted for individuals based

on their needs. Specifically, ELL students are targeted for more in-class practice and support.

Christ the King Catholic School uses ITBS as an annual summative assessment. It allows for

tracking from year to year to show progress, growth, and areas where there is a need for

accommodation of instruction.

 

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aimsweb allows for the same important incremental tracking that ITBS does, however it allows

the school to see growth, progress, and areas where there is a need for instructional changes.

aimsweb is implemented three times a year whereas ITBS is just once a year. aimsweb scores

help teachers determine if there is a need for a SMART Goal for students that are not meeting

the target for each benchmark. The results allow us to make curricular decisions and

adaptations for accelerated students as well as monitor and adjust progress for all students. For

example, the use of aimsweb in the middle school helps to level math classes based on ability.

In the younger grades, data from ITBS and aimsweb showed a downward trend in math

computation scores over time. In order to address this deficiency, the school adopted new math

curriculum in kindergarten through fifth grade at the start of the 2013-2014 school year.

All teachers use classroom assessments that drive instruction. Students that do not score as

highly on classroom assessments and also aimsweb tests work more closely with instructional

assistants and are given opportunities for test corrections and retakes. Those students who

score well above average are given extension work/opportunities and can serve as mentors for

their classmates. In the middle school, math classes are leveled using ITBS and aimsweb test

data. Students achieving above Grade Level Equivalencies (GLEs) and nationally normed

targets are placed into an accelerated course for pre-algebra and algebra. In addition, students

who score well above targets for math computation, concepts and applications on aimsweb

assessments are considered for placement into the Brigham Young University (BYU)

Independent Study program. Christ the King Catholic School aims to prepare all students for

Catholic high school. In order to best prepare students for the rigor of high school, the school

has worked with La Salle Catholic College Preparatory to assess students in both Spanish and

mathematics. As the result of feedback from students and the La Salle Catholic College

Preparatory Spanish placement test, Christ the King Catholic School was able to make changes

in the school’s Spanish curriculum.

The middle school math program underwent similar changes when it became apparent that

there was a need to differentiate instruction based on ability. By creating this type of setting for

students, notable growth was observed in students’ individual math abilities as well as their

freshman year high school math class placements. Christ the King Catholic School students

successfully and consistently place in high school algebra equivalent classes or higher.

This year, the newly revised SLEs have started to show improvements in student conduct.

While there is not yet definable data to back this, the revitalized focus on expectations has

 

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increased positive student behavior in the classroom and in the school as a whole. In addition,

teachers informally report that they have issued fewer conduct slips since the adaption of the

Pride Card system, though there is no formal data to support this. There is a great sense of

ownership in this program, not only from the faculty but from students as well. This has served

to create an environment that is driven by high expectations, a desire to perform higher, and

overall unified community.

SIGNIFICANT ACCOMPLISHMENTS

• Implementation of aimsweb

• Revision and enhanced implementation of the SLEs

• ITBS data showing students 2.05 above GLE on average

• Ninety-five percent of graduating eighth graders attend Catholic high schools

GOALS

• Formalize and increase analysis of ITBS

• Continue to address issues surrounding summer learning loss in aimsweb test scores

• Create a system of support for ELL parents and students

EVIDENCE

• Self Study Survey data

• School Profile Appendix A

• Data Analysis Appendix B

• DRA2 data

• ITBS data

• CogAT data

• aimsweb data

• SMART Goals

• Classroom assessments

• Student work samples

• SLE assessment rubrics

• Teacher lesson plans

• High school placement test results

• PLC meeting notes

• Pride Cards

• BYU Independent Study information

 

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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. CATHOLIC VALUES IN CURRICULUM

At Christ the King Catholic School, our Catholic faith is the reason our school exists; it forms the

foundation and guides the principles by which our school operates. Our faith-based approach is

evident in our Schoolwide Learning Expectations (SLEs), which are based on our Catholic

Identity and Gospel values. They encourage students to be spiritual people, life-long learners,

and persons of integrity. The most recent revision of our SLEs highlights the close involvement

of all shareholders in schoolwide decisions. The staff, School Advisory Council (SAC), middle

school students, parishioners, and parents actively participated in the detailed revision process.

The SLEs can be seen throughout the school: they are posted in every classroom, incorporated

into teacher lesson plans, printed on Pride Cards, and integrated into classroom assessments.

On a tri-annual basis, students self-evaluate their achievement of the SLEs with input from their

classroom teacher using SLE assessment rubrics designed specifically for each grade level

group—primary, intermediate and middle. These SLE assessments are communicated with

parents during conferences and sent home with report cards. The SLEs are embedded into

daily life at Christ the King Catholic School and play an active role in the spiritual and academic

development of our students.

Christ the King Catholic School expects all students to grow across a spiritual, academic,

physical, moral, emotional, and social spectrum. The entire school staff works with parents to

ensure that each child has the opportunity to meet his or her potential. The school uses

curriculum standards, as identified by the Archdiocese of Portland, that are challenging,

relevant, and indicative of a continuum of learning for all students. In addition, Christ the King

Catholic School employs SLEs throughout the curriculum to specifically address the Catholic

Identity of the school. All teacher lesson plans are linked explicitly to the Archdiocesan

curriculum standards as well as SLEs to ensure that all lessons, regardless of subject matter,

reflect Gospel values. The rigorous curriculum standards and SLEs, combined with positive

educator and staff interaction with students, provide the framework for helping all students

achieve significant growth across the spectrum within a loving, Gospel-center Catholic

community.

 

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ENSURING CHALLENGING, COMPREHENSIVE AND RELEVANT CURRICULUM

All Christ the King Catholic School teachers use the curriculum standards approved by

Archdiocese of Portland as the framework and starting place for building lessons that engage,

challenge and accommodate the diverse learners in their classrooms. In partnership with the

Archdiocese of Portland, the school is also currently investigating the merits of Common Core

State Standards as part of a three-year Archdiocesan process. All practices and resources

utilized by teachers are evaluated on their adherence to the Archdiocesan standards, as well as

their effective contribution toward reinforcing the school’s SLEs and Catholic Identity. In grades

three through five, Social Studies Weekly Readers were adopted for classroom use on the basis

that they address 80% of Archdiocesan standards while additionally encouraging discussion of

character and morals in a historical context. All teachers use a variety of resources, media,

instructional methods, and technology to create an environment that is challenging,

comprehensive, and relevant to all students.

In addition to research-based instructional practices such as explicit instruction of academic

language, graphic organizers, and think/pair/shares, teachers make use of supplemental texts

(trade books, primary source documents, etc.) and technology within every content-area class.

Teachers regularly research and implement best practices like posting and referencing learning

targets, enduring understandings, and essential questions during their lessons. These best

practices, along with content standards and SLEs can be found in teacher lesson plans as well

as long-range curriculum maps.

Christ the King Catholic School teachers have embraced the Understanding by Design (UbD)

methodology to ensure students build essential understandings in content areas and develop

required skills that transfer across grade levels and curricular areas. As a result of the 2012-

2013 Social Studies In-Depth Study, all teachers have created an UbD unit plan for one subject;

many teachers have created and taught other units using the UbD methodology. Using this

framework, teachers are equipped to ensure that students are learning concepts that meet with

the Archdiocesan curriculum standards and that will endure over time as our students develop

into lifelong learners.

INTEGRATION OF TECHNOLOGY

 

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Christ the King Catholic School has implemented a 1:1 iPad program. Technology is seamlessly

integrated into the entire school community to enrich our SLEs and curriculum standards,

making them challenging and relevant. Students and staff use technology to expand beyond

their classroom walls. A visitor to the primary grades might observe students use iPads for

basic skills practice with phonics, handwriting, or even reading instruction. In intermediate

grades, application of technology allows for reinforcement of math computation skills and

handwriting or typing, differentiated reading, and the use of media for presentations and

reports. In the middle school, technology is used for research in content-area classes,

collaborative work (through use of Google Drive and Edmodo), and content-specific learning

(Netter’s Atlas, Google Earth, graphing calculators, NY Times articles). Teachers have access

to their own laptops and iPads, document cameras, projectors and Apple TVs. They use this

technology within their classrooms to help guide and assist their instruction. Teachers and staff

use technology to coordinate and collaborate with each other. In addition to 1:1 iPads, teachers

have access to a shared laptop cart that is used explicitly for library and technology curriculum

as well as classroom instruction. In addition to instructional purposes, technology is used for

student assessment along with traditional assessment methods.

MEASURING ACHIEVEMENT OF SLEs AND CURRICULUM STANDARDS

Assessments are based on curriculum standards and are conducted both formally and

informally. Formative and summative assessments take place and are communicated to

students and parents regularly. Formal assessments that compare Christ the King students to

national norms include tri-annual aimsweb assessments (occurring in the fall, winter and

spring), annual Iowa Test of Basic Skills (ITBS), and Developmental Reading Assessments

(DRA2) in grades K-5. Formal classroom assessments include chapter and unit tests, project-

based learning assessments, teacher-created tests, performance-based assessments, teacher

observations, and student self-assessments. These assessments drive the creation of SMART

Goals for both striving and excelling learners.

Informal and formative assessments include, but are not limited to, classroom observations,

student daily work, evidence-based assessments, digital assessments available through apps

and websites (xtramath.org, Educreations, Edmodo, JogNog, etc.) quizzes, student-teacher

conferences, and small group conversations. These formative assessments provide frequent

and immediate feedback on student mastery of concepts, allowing teachers to modify instruction

to meet student achievement needs.

 

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All of these assessments are communicated regularly to parents. Parent-teacher conferences

occur twice annually, and, in middle school, fall conferences are student-led. Trimester report

cards provide formal feedback on student achievement. In kindergarten through third grade,

report cards reflect developmental standards while students in the upper grades receive letter

grades by subject. Informal opportunities for progress are available as well. For example,

weekly newsletters highlight current curriculum topics and SLE focuses, conferences occur as

needed, and grades 4-8 can access grades through PowerSchool. Summative and formative

assessment data is communicated to relevant shareholders to ensure all students are making

acceptable academic progress and working towards achieving their full potential.

The school incorporates SLEs as a comprehensive framework; SLEs are regularly

communicated, drive our teaching practices and are essential in behavior management. SLEs

are communicated consistently to students, parents, and other shareholders in the community

through a variety of methods, including the weekly NewsFlash, class newsletters, weekly church

bulletins, the Monday Messenger (a staff communiqué), and the school website. Teachers and

staff explicitly teach, model, and reference SLEs to encourage student ownership of the

expectations. They are an essential component of teacher lesson plans, weekly prayer services,

family group activities and our Positive Behavior Intervention and Supports (PBIS) program. Our

PBIS system recognizes students who actively demonstrate SLE values through immediate

acknowledgement with a Pride Card, and weekly affirmation during prayer assemblies. It is our

goal that parents and students will embrace the heart of our SLEs, both at home and in daily life

beyond the school. One goal of Christ the King Catholic School is to further formalize the

assessment and analysis of this SLE data in the coming school years.

Teachers use multiple assessments to measure student achievement and acceptable progress

toward meeting SLEs including student reflections, informal class discussions, and tri-annual

summative assessments. In addition, SLEs are tied to unit and lesson plans and assessed in all

content classes. The SLE language is consistent throughout all grades to ensure continuity and

maintain the essence of Schoolwide Learning Expectations. However, rubrics for teacher and

student evaluations reflect developmentally appropriate understandings of the expectations for

each grade group. There are formative assessments throughout each grading period to

measure SLE achievement growth, and these are incorporated in parent-teacher conferences

twice annually. In addition, students self-evaluate their achievement of the SLEs with written

input from their classroom teacher using an SLE rubric that is included in trimester report cards.

Each PLC group (K-2, 3-5, 6-8) collaborated to determine how to best measure acceptable

grade-level progress to represent student achievement of SLEs. In primary grades, students

 

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and teachers assess once a trimester and conference to discuss student achievement of the

SLEs. In intermediate grades, students and teachers assess and conference to create personal

goals and find evidence of work demonstrating the SLE goal. Finally, in middle school, students

and teachers assess and students self-select evidence to demonstrate progress towards

mastery of the SLEs. For students not making acceptable progress, teachers meet with

students and monitor progress more frequently. Additionally, parent-student-teacher

conferences may occur to discuss further development and goals. All Christ the King Catholic

School graduates, beginning with the class of 2014, will be expected to submit a final reflection

on their achievement of the SLEs as a culminating assessment. The school hopes to be able to

continue to formalize the collection of SLE data in order to be able to see trends over time.

Both the SLEs and Archdiocesan curriculum standards form the foundations and benchmarks

for student learning at Christ the King Catholic School. Curriculum and SLE standards guide

our planning, instruction, and assessment of lessons. During academic lessons, teachers

incorporate related SLEs into their essential questions and learning targets. Teachers and staff

encourage student engagement and discovery of everyday relevance for subject matter and

skills.

TRACKING ACCEPTABLE STUDENT PROGRESS

Christ the King Catholic School seeks to provide an academic foundation for students and

challenge them to achieve their fullest potential both as lifelong learners and as followers of

Jesus. The school uses various assessments to track student progress and monitor student

growth including ITBS, aimsweb, DRA2, SLE rubrics, classroom assessments, web-bases

assessments. These assessments help teachers ensure that students are making acceptable

progress towards meeting curriculum standards and SLEs. Christ the King Catholic School

utilizes multiple tools to help students and parents monitor this progress. In grades four through

eight, students and parents all have online access to student grades using PowerSchool. In the

middle school, students are encouraged to check their scores via PowerSchool on a regular

basis to avoid missing work and to encourage student ownership of grades.

In addition to PowerSchool, trimester reports cards are sent home to share student progress

with parents. Along with a grade report, all parents receive a copy of their student’s SLE

assessment that allows them to see their child’s progression towards consistently meeting the

SLEs. Although they do not always coincide with trimester report cards, aimsweb test scores

are also shared with parents on a tri-annual basis. In the fall, these scores are shared and

 

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communicated during conferences, where parents and teachers can discuss any key areas of

concern.

In order to ensure that all students are making acceptable progress, various interventions and

accommodations are in place at Christ the King Catholic School. The key assessment tool used

by classroom teachers as a measure of student progress is aimsweb test scores. This

information drives teachers’ curricular decisions and helps teachers design SMART Goals for

those students not making adequate progress towards curriculum standards, as well as for

those students who require additional academic challenges.

Teachers also use ITBS data to track student progress from year to year. ITBS data is shared

with parents and students and communicated across the grade levels to monitor student growth

as they move through the grades. Although ITBS data is occasionally used to diagnose

individual needs and plan interventions, the information is primarily used to make large-scale

curricular decisions. For example, as evidenced by the 2012-2013 ITBS scores, it was seen that

incoming middle school students consistently scored lower in geography than in years past. In

order to address this deficiency, the middle school staff implemented a geography class for sixth

graders to provide additional classroom time to practice these skills, while emphasizing the

subject within the social studies classes in grades.

To track student achievement of the SLEs, teachers use formative classroom assessments as

well as summative SLE assessments three times a year. Students are asked to reflect on their

adherence to the SLEs on a regular basis and are given indications when their behavior is not in

line with the SLEs. Students observed working towards the SLEs can be rewarded a Pride Card

for their behavior while a student not following an SLE might be redirected in relation to the

specific expectation they are violating. These reflections and reminders serve not only to help

teachers reinforce the value of the SLEs, but also give students of all ages a chance to check in

with themselves and think about how their behavior is affecting their classmates and their

school community.

MONITORING STUDENTS NOT MAKING ACCEPTABLE STUDENT PROGRESS

For students not making acceptable academic progress, classroom teachers plan and

implement interventions on a case-by-case basis. For students not meeting nationally normed

targets on aimsweb assessments, teachers create individual SMART Goals designed to monitor

progress and measure intervention efficacy. If these interventions are not successful over a

 

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given time period, the school learning specialist will reevaluate students on a case-by-case

basis. Some of these interventions include Reading Recovery, pullout or push-in support, IA

support, classroom accommodations, or Individualized Learning Plans (ILPs), as documented

by the learning specialist. Should additional interventions be needed beyond the capabilities of

Christ the King Catholic School, public school resources in North Clackamas are accessed for

more intensive evaluation and support processes. These resources allow more through

identification of areas of weakness and strengths for students and provide access to further

resources (speech pathologists, resource rooms, etc.).

Students without identified learning challenges who do not meet acceptable growth over time

may be placed with a Student Success Team to provide focused assistance and further

intervention. This intervention was newly adopted in the 2013-2014 school year and has helped

teachers in the middle school monitor and support students who are consistently not making

progress in the classroom.

The SLEs provide a framework for positive student behavior. For students not making adequate

progress towards the SLEs, there are behavioral consequences. If a student is consistently not

following the SLEs or is not making progress over time to meet the SLEs, teachers plan

interventions that involve both parents and student input. As Christ the King Catholic School

begins to employ the new SLE assessment rubrics in all grades, these interventions will be

become supported with more data as evidence. In addition, the school’s discipline policy and

conduct slips are all aligned with SLEs, ensuring that, if a student receives this consequence,

they are aware of the school expectation that they violated.

ENSURING ACCEPTABLE PROGRESS FOR ALL STUDENTS

Christ the King Catholic School’s SLEs and rigorous academic curricula within the Gospel-

centered and service-oriented environment of Christ the King Catholic School prove to be a

highly effective model for ensuring high achievement by all students. Our aimsweb, ITBS, and

classroom data support this analysis of significant academic achievement, including those

principles held by the life-long learner facet of our SLEs. As we refine the collection of data and

continue to measure SLE achievement, we expect to see trends showing student gains in

understanding of the SLEs. In addition, we hope to develop a method for accurately measuring

and assessing student ownership of the SLEs.

 

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Assessments shape the data driven decisions that occur throughout Christ the King Catholic

School. Assessment data is used to determine curricular materials and personnel that best meet

the documented needs of both striving and excelling students. Data is disaggregated by

achievement as well as ELL status to drive instruction and determine whether acceptable

progress is being made. Data shows that students at Christ the King Catholic School are

making remarkable progress in all content areas. ITBS scores show in the aggregate that

students in grades three through eight average 2.05 grade level equivalents (GLEs) above their

nationally normed peers. Furthermore, our data show a trend that gains are maintained each

year as students continue to make gains equal to or exceeding one grade level per year. For

example, looking at the most recent ITBS composite score, students in third grade initially

tested 1.1 GLE above third grade norms, and by eighth grade students test 5 GLEs above

norms. Apart from ITBS, classroom teachers use aimsweb data to further disaggregate data as

is pertinent to their specific students.

All shareholders work together toward the high achievement of all Christ the King Catholic

School students. Teachers collaborate within and across PLC groups to ensure students in

need of extra support or additional challenges have the resources they need. The primary form

of differentiation occurs during daily lessons in the classroom through modified assignments

both to challenge and support students, as well as in differentiated teaching strategies. For

example, in kindergarten through fifth grade, students are broken into ability level groupings

within their classroom for reading and math based on aimsweb data. In the middle school,

students experience leveled math classes, extended curriculum through the BYU Independent

Study program, and split language arts classes for intensive writing instruction. Middle school

students are given opportunities to both tutor and be tutored in a structured teacher-assisted

environment. Throughout the entire school, teachers hold a range of additional certifications and

trainings that support the academic success of all students (reading, ELL, and SPED

endorsements, Guided Language Acquisition Design and Sheltered Instruction Observation

Protocol (GLAD/SIOP) trained teachers). In order to ensure that all students learning needs are

being met and that students are being challenged appropriately, the school is looking to improve

their process for determining how learning groups are leveled at in the middle school.

Teachers use aimsweb, Iowa Test of Basic Skills (ITBS), and classroom data to identify

strengths and weaknesses in classes and create long-range plans and pacing guides in

response to these. In addition to five core curriculum areas, and to teach to the whole child, we

offer music, art, library, physical education, and Spanish. Because our Catholic Identity is

central to who we are and what we teach, questions related to religion and Roman Catholic faith

 

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formation (morals, ethics, responses) are integrated into all classes. For example, in a third

grade during a unit on Native Americans, a visitor might expect to hear conversations regarding

treating all people equally, as Jesus commanded us to do. Our religion curriculum is United

States Conference of Catholic Bishops (USCCB) approved; our academic lessons are based off

Archdiocesan standards; and our morning announcements and Masses are drawn from USCCB

daily readings. All of these programs help Christ the King Catholic ensure opportunities for

students to achieve to their fullest potential and make acceptable progress towards both

academic and faith-based standards.

One goal that the school has identified in order to ensure that all students are making

acceptable progress towards curriculum standards and the SLEs throughout their time at Christ

the King Catholic School is to increase communication across grade levels and PLCs. This will

ensure that all students will be prepared for their next level of education as they enter each new

grade. It will also help teachers and staff provide opportunities for parents to support their

students learning and faith formation as they move through the grades.

SIGNIFICANT ACCOMPLISHMENTS

• Creation of PLCs

• Revision and enhanced implementation of the SLEs

• Technology upgrade (teacher laptops, document cameras, projectors, Apple TVs, 1:1

student iPads, laptop cart)

• Creating leveled classes in the middle school

• Addition of 0.6 FTE Learning Specialist

• Strong and diverse academic program supported by specialist teachers including Spanish, art, library/technology, music and physical education.

GOALS

• Further formalize SLEs assessment, data collection, and analysis

• Increase communication across all grade levels and between PLCs in order to facilitate

smoother transitions between grade levels

EVIDENCE

• Self Study Survey data

• Copy of SLEs

• PLC meeting notes

• SMART Goals

• ITBS data

 

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• aimsweb data

• DRA2 data

• Report cards

• Progress reports

• SLE rubrics

• SLE culminating assessment

• Archdiocesan Curriculum Standards

• Analysis of data collected by the school addressing SLEs, standards and expectations

• Curriculum maps

• UbD lesson plans

• Posted SLEs and Learning targets in classrooms

• Classroom newsletters

• School website

• PowerSchool Website

• Lesson plan binders

• Student work samples

• Pride Cards

• Student Success Team protocol

 

 

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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. MODELING CATHOLIC VALUES

At Christ the King Catholic School, our Catholic faith forms the foundation and guides the

principles by which our school operates. All school faculty members embrace the opportunity

and responsibility of being influential leaders in a Catholic community. School staff members are

dedicated to their roles as apostolic and ministerial workers of the Roman Catholic Church who

teach by way of example as well as by instruction. Teachers model Catholic values throughout

the day as they lead daily prayer, celebrate in the mass, and serve their students and

coworkers. Teachers also help build the faith foundation of the Christ the King Catholic School

community by preparing school masses, planning Monday prayer assemblies, organizing

service projects and serving and Eucharistic ministers.

In order to grow in faith as a staff, the Christ the King Catholic school staff participates in the

“Echos of Faith” series, which is in alignment with the faith formation specifications of the

Archdiocese of Portland. All teachers participate in annual inservices held by the Archdiocese of

Portland and classroom teachers are certified Catechists.

Prayer and Catholic life are a central focus at Christ the King Catholic School. Prayer happens

throughout the day, from morning, lunchtime, and concluding prayers in and spontaneous

prayers the classroom, to prayer before assemblies and parent and faculty meetings. Catholic

values are integrated into students’ lives in meaningful and authentic ways. Throughout the

school year, students participate in weekly prayer assemblies, weekly mass, regular Family

Group Activities, and service projects. All student schedules meet the Archdiocesan

requirement and receive over 150 minutes of religion instruction during the week. In addition,

religious teachings are embedded into classroom lessons and all teacher lesson plans are

aligned with the Schoolwide Learning Expectations (SLEs). There are additional opportunities

for community prayer throughout the liturgical year including the Blessing of the Animals on the

Fest of St. Francis of Assisi, Stations of the Cross and reconciliation during Lent, and the May

Crowning in celebration of Mary.

 

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Catholic faith is alive and evident at Christ the King Catholic School. It is reflected in the

school’s mission and philosophy statements, SLEs and Positive Pledge, all of which can be

seen posted in various locations throughout the school including all classrooms. In addition,

every classroom features a prayer corner with religious symbols. The SLEs are printed on Pride

Cards and are incorporated into teacher lesson plans and posted learning objectives.

Service projects are another way that Catholic values are integrated into the curriculum at Christ

the King Catholic School. Every year, homeroom classes are responsible for one community

based service project. Some examples of individual class service projects are the St. Vincent

DePaul Canned Food Drive, Lee Pink and Denim Day, baby shower for the Madonna Center,

Helping Hands, and the St. Francis Dining Hall.

IMPLEMENTING RESEARCH-BASED INSTRUCTIONAL METHODOLOGY

Christ the King Catholic School strives to provide students with an academic foundation that is

rooted in Catholic values. In order to ensure that students are prepared for the rigor high school

and beyond, the school implements various teaching practices and methodologies that are

research-based including Professional Learning Communities (PLCs), curriculum mapping, UbD

unit planning, Close Reading, teaching academic language, Sheltered Instruction Observation

Protocol (SIOP), and Positive Behavior Interventions and Supports (PBIS),

At the start of the 2010-2011 school year, the school, under the leadership of the principal,

organized PLC groups in order increase and facilitate communication across the grade levels.

The model, which is still being used today, consists of five PLCs: K-2, 3-5, 6-8, Instructional

Assistants (IAs), and specialists (music, physical education, art, library/technology, Spanish).

Weekly PLC meeting times are blocked off in teachers’ schedules and offer staff members’ time

to collaborate, share teaching strategies, and discuss any areas of curricular or instructional

improvement. These discussions lead to further collaborative conversations on improving

individual teaching practices. One essential topic shared during PLC-time is student data. As

new data from classroom assessments, Iowa Test of Basic Skills (ITBS) and aimsweb becomes

available throughout the school year, it is analyzed and interpreted by individual teachers as

well as PLC groups. This data also drives discussions around which students may need

additional support in either curriculum enrichment or intervention. The PLC time is the first step

in creating individual Student Success Plans.

 

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Christ the King Catholic School also uses a variety of research-based lesson planning and

implementation techniques. Teachers use curriculum maps that act as long-range planning tools

for the entire school year. During the 2013-2014 school year, all classroom teachers updated

grade level curriculum maps for the five core classes (mathematics, science, social studies,

language arts and religion). In addition, classroom teachers post learning objectives in the

classroom to provide direction and goals for daily lessons. The practice of posting learning

objectives is a research-based practice that allows teachers and students to work towards a

common goal throughout a lesson. Individual teachers have also received positive feedback

from students and parents in regards to how awareness of learning objectives and standards

has provided motivation for student performance. The staff at Christ the King Catholic School

also uses Understanding by Design (UbD) techniques as a format for curriculum unit planning.

The school has two designated UbD trainers that have attended specific training sessions

through the Archdiocese of Portland. During the 2012-2013 school year all classroom teachers

wrote an UbD unit plan for one social studies topic. Many teachers have complied and taught

additional UbD units throughout the course of the current school year.

As a part of the Archdiocese of Portland’s three-year exploration of the new Common Core

State Standards (CCSS) for English language, Christ the King Catholic School has been

exploring the new standards for English/Language Arts (ELA) across the curriculum. Teachers

have implemented Close Reading strategies and increased student exposure to the analysis of

Informational Non-Fiction Text in all content areas. The staff is increasingly aware that all

teachers are reading teachers. In addition, the staff at Christ the King Catholic School continues

to participate in staff development training regarding the more effective way for students to

engage with the text through a variety of comprehension levels.

Teachers in kindergarten through second grade received SIOP training in the summer of 2011

teaching strategies with the goal of addressing the academic needs of English Language

Learners (ELL). According to school profile data, 19% of Christ the King Catholic School

families do not speak English as the primary language in their home. The school has identified

eleven different languages that are spoken by students and their families, the most common of

which is Vietnamese. Teachers use their SIOP training in the classroom to design and deliver

effective sheltered instruction lessons while supporting the language development of all

students. Despite this resource for supporting our ELL students, Christ the King Catholic School

shareholders have identified the creation of a support system for ELL parents and students as a

key goal for the upcoming school year.

 

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In order to renew all shareholder investment in the recently revised SLEs, the school staff

sought to make the SLEs accessible to all students and to embed them into the behavior

protocol of the school. The key way that this was accomplished was through the adoption of the

PBIS-based Pride Card system. Research states that in order to see a change in student

behavior over time there needs to be three instances of praise for every one instance of

reprimand. In order to ensure ample opportunity for positive interactions with students, teachers

award Pride Cards to students that they observe following the SLEs. Every Monday during the

Morning Prayer Assembly, two Pride Cards are drawn from each PLC-level and students are

acknowledged in front of the school body and rewarded with a prize by the principal. Classroom

teachers also use Pride Cards as incentives in the classroom and to encourage students to

follow the SLEs at all times. The Pride Card system has received praise and feedback from all

shareholders including parents, teachers, students and staff. Christ the King Catholic School is

dedicated to continue this PBIS program in order to ensure the high achievement of all students

towards the SLEs.

USE OF ASSESSMENTS TO MODIFY INSTRUCTION AND CURRICULUM

Assessment is an ongoing process at Christ the King Catholic School. The school staff uses a

variety of assessment tools including formative and summative classroom assessments, ITBS,

and aimsweb. These assessments provide teachers, IA’s, administration, and parents multiple

tools to track student growth and progress over time. This data allows teachers a basis for

making accommodations in the classroom, to modify instruction and it drives curricular changes

and development.

Classroom teachers use formative and summative assessments to track student progress and

ensure that students are meeting grade level standards. Teachers use data from these

assessments to identify students’ specific needs. In some cases, classroom teachers work with

the learning specialist to analyze data and determine classroom accommodations for individual

students. Formative assessments are used on a regular basis to help teachers plan and modify

instruction based on whether or not students have met daily learning objectives.

Nationally normed assessments are used at Christ the King Catholic School to evaluate student

achievement on a national level. Both aimsweb and ITBS assessments are administered to

students. aimsweb assessments are administered three times a year in the fall, winter and

spring to all students. aimsweb assessment scores inform teachers, parents and students of

areas of strength or weakness in relation to reading fluency, reading comprehension, math

 

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computation and math concepts and applications. ITBS assessments are administered in the

fall to students in grades three through eight. This is a comprehensive summative assessment

program offers teachers, parents, administration and students multiple data points with which to

track and monitor student achievement.

ITBS is used by individual classroom teachers and shared between PLC groups in order to

analyze trends and make necessary changes to instruction. Through the disaggregation of

schoolwide ITBS mathematics data for several years, it was observed that math computation

was an area of necessary growth. This conclusion was supported by trends observed in

aimsweb data. In order to address this issue, the school adopted new Envisions math

curriculum in kindergarten through fifth grade in order to meet the needs of all learners. The

effectiveness of the new math curriculum will be analyzed and assessed using aimsweb and

standardized test data in the 2014-2015 school year.

In addition, trends observed in ITBS and aimsweb provided a quantitative foundation for

creating leveled learning groups in the middle school. In the middle school, it was observed that

there were many students achieving above Grade Level Equivalents (GLE) in mathematics that

should be considered for more individualized instruction. In order to provide a greater challenge

for these students and to better meet the needs of all students, Christ the King Catholic School

began splitting middle school math groups in the fall of 2010. In addition, the school has also

collaborated with LaSalle high school to offer high school credit through the BYU Independent

Study program for those students scoring well above national norms for mathematics.

Also in the middle school, ITBS data was analyzed and a decreasing trend was recognized in

student geography scores. As a result of this test score analysis, a geography elective course

was integrated in the middle school in order to address the drop in geography test scores.

INTEGRATION OF TECHNOLOGY

Technology is fully integrated into the learning process at Christ the King Catholic School. All

school teachers have a school laptop and iPad to be utilized for planning instruction,

communicating with parents and staff members and engaging students in the learning process.

In addition, every student has an iPad that they use regularly in the classroom for skills practice,

research, and collaborative communication. In addition the school has a laptop cart that acts as

a mobile computer lab for student use for research, projects, movie making and for typing

practice. All school classrooms have document cameras, projectors and Apple TVs in order to

 

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make lessons accessible to all students. Teachers, students, parents and staff have embraced

technology in the classroom and have seen the results of using technology to meet the needs of

upcoming generations of learners.

ANALYSIS OF AREAS OF IMPROVEMENT

In order to ensure that Christ the King Catholic School continues to meet the needs of diverse

leaners, the school regularly assesses the merits of instructional practices and makes

modifications when needed. Since the last accreditation, the school has hired a part-time

learning specialist, adopted aimsweb assessments, implemented new technology, adopted new

math curriculum in kindergarten through fifth grade, added a geography elective course, and

instituted our PBIS-inspired Pride Card system. All of these changes were made after conscious

conversation between staff members and administration and all were driven by data and

research.

One area of continued improvement that the school is currently working towards is the

increased use of curriculum maps and UbD unit plans. These tools and methodologies will help

the school ensure that it is following its philosophy of challenging students to achieve their

fullest potential and prepare them for future levels of education.

It has also come up in many PLC conversations that there is a desire and need for more

consistency with the methods in which writing skills are taught and assessed. This change has

also been driven by conversations surrounding the Archdiocesan exploration of the new CCSS

ELA standards in all content areas. The school hopes to develop a writing protocol that unifies

the writing and editing process for students in the upper grades. Teachers also hope to provide

a rubric for assessment that can be used across the grades, while still addressing the standards

at each grade level. This alignment of expectations will help Christ the King Catholic School

students transition more smoothly between the grades and challenge them towards high

achievement.

School shareholders have also identified a need to further support ELL students and families,

which make up approximately one-fifth of the documented population of our school. Christ the

King Catholic School seeks to support the high achievement of all students and to

accommodate the needs of minority groups. The school hopes to increase the cultural

awareness and acceptance of these groups and improve communication that is adapted to their

 

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needs. The school also seeks to support the unique learning needs of ELL students with

researched and documented strategies.

SIGNIFICANT ACCOMPLISHMENTS

• Adoption and integration of new K-5 math curriculum

• Technology upgrade (teacher laptops, document cameras, projectors, Apple TVs, 1:1

student iPads, laptop cart)

• Creation of PLCs

• Revision and enhanced implementation of the SLEs

GOALS

• Increase consistency of writing implementation and assessment across the grades

• Further implementation and analysis of UbD unit plans

EVIDENCE

• Self Study Survey data

• Copy of SLEs

• PLC meeting notes

• Family Group activities

• Catholic Schools Week activities

• Service projects

• Sacramentals and prayer corners on display in the classrooms

• Student work samples

• Classroom assessments

• ITBS data

• aimsbweb data

• SLE assessment rubrics

• Teacher lesson plans

• Curriculum maps

• UbD unit plans

• Close reading lesson plans

• PBIS informational document

• SIOP informational document

• BYU Independent Study information

 

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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. PROGRAMS ROOTED IN CATHOLIC VALUES

Christ the King Catholic School students are provided a multitude of opportunities to participate

in curricular and co-curricular activities that both enhance and support their achievement of the

SLEs and Archdiocesan curriculum standards. In direct correlation with the school’s mission

statement, these activities seek to strengthen the God-given capabilities of each student in a

loving Catholic community. In all grades, classroom lessons in various subjects ask students to

reflect on the social justice issues being presented in the lesson. In this way, the Archdiocesan

religion curriculum standards are woven into the classroom experience of all students,

regardless of the class. All grade levels work on service projects that teach Catholic values by

modeling the teachings and example of Jesus Christ. Students are given opportunities to

demonstrate their Catholic values on a daily basis. Teacher lesson plans are linked the SLEs

and many in-class activities ask students to think about how the lesson relates to SLEs in

addition to specific content objectives. Students are assessed regularly on their achievement of

the SLEs. One goal of Christ the King Catholic School is to further formalize the assessment

and analysis of this SLE data in the coming school years.

In addition, students in every grade complete various service projects throughout the school

year. Some examples of individual class service projects are the St. Vincent DePaul Canned

Food Drive, Lee Pink and Denim Day for breast cancer awareness, baby shower for the

Madonna Center, Helping Hands, and serving the homeless at the St. Francis Dining Hall. In the

middle school, students are required to independently complete 20-30 hours of service outside

of school. Although many grades have established service projects they do annually, the school

staff has identified a desire for organizing a formal service project at every grade level so that

students can experience the value of serving others throughout their career at Christ the King

Catholic School.

Students also experience these life-lessons in other places around the school. In 2013, the

school staff, in collaboration with the pastor, SAC, students and parents worked to revise the

Christ the King Catholic School Schoolwide Learning Expectations (SLEs). These revised SLEs

are posted in key locations around the building and students are encouraged to think of them as

 

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guidelines for living out Catholic values in every area of their life. In addition, teachers and staff

work to redirect student’s behavior by addressing the SLEs first. For example, a student who is

not passing the ball during a basketball game on the playground is asked to reflect on how they

could be a better Person of Integrity. In this way, the notion of Catholic values permeates a

student’s daily experience at school. These values are also reinforced in student’s experiences

in co-curricular activities such as choir, CYO sports and Mad Science, where teamwork and

mutual respect are just as important as sharing gifts and talents generously.

RESOURCES FOR HIGH ACHIEVEMENT IN CURRICULAR AND NON-CURRICULAR

AREAS

Christ the King Catholic School provides varied and vibrant curricular programs that adhere to

Archdiocesan curriculum standards. Every student participates in music, art, physical

education, technology, and Spanish language classes in addition to their core classes of English

language arts, social studies, mathematics, science, and religion. These courses are led by a

dedicated teacher for each of these classes and further supported by instructional assistants,

specialists, the school counselor and parent volunteers. Beyond the scope of the classroom,

students participate in various large-scale curricular activities such as BizTown in the fifth grade

and the middle school Science Fair.

To support the spiritual growth of our students, we offer First Eucharist and First Reconciliation

retreats for second grade students and their parents. In the middle school, the sixth graders

annually attend the Vocations Rally and eighth graders participate in the Lifesavers retreat that

focuses on community building and individual faith reflection. Students in all graders collaborate

with the pastoral associate, Dr. Elaine Park, for faith-formation discussions within the classroom.

To enhance the spiritual growth of the parents, the school offers a weekly Monday morning

prayer service, weekly student-led mass, and special celebrations such as Blessing of the

Animals, May Crowning of Mary, Catholic Schools Week, and Stations of the Cross.

Christ the King Catholic School offers a variety of co-curricular programs that support learning,

teamwork, creativity, and problem-solving skills. Such activities include, but are not limited to,

band, CYO sports, Chess Wizards, Mad Science, Liturgical choir, Math Club, Tutor Tuesdays,

Fine Art Starts, Middle School Book Club, Speech Team, and Lego Robotics. These activities

are led and supported by various community members including classroom teachers, parents,

and outside staff contracted by the school.

 

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One goal identified by the Christ the King Catholic School faculty and staff is to increase

opportunities for parents for involvement in both curricular and co-curricular activities. Although

98% of parents rated reported that school communications keep them informed of school

activities, the faculty and staff have acknowledged a need to more deeply and genuinely involve

parents in the education of their children. The middle school staff is developing a middle school

preparedness program in order to educate parents on changes that come with entering the

upper grades. In addition, all staff are working to educate parents on how to integrate

technology appropriately and effectively at home in order support and supplement the work their

students to in school. The school is working with the parents to prove parents with faith-

formation activities for both children and families. In the fall of 2013, just 73% of parents

reported that they felt that the school is providing opportunities for parents to help their children

grow in faith and only 64% felt that the school is providing opportunities for parents to grow in

their own faith. The school and parish are currently looking at ways to provide opportunities for

the parents to engage in their students’ learning and faith formation in the coming years to

address this disparity.

SCHOOL SAFETY AND EMERGENCY PLANS

Christ the King Catholic School has a comprehensive safety plan in place and is documented in

the Employee Handbook. As evidenced by Self Study parent survey data, 93% of parents feel

that their kids are safe at school. Approximately one third of responding parents ranked ‘safe

environment’ as the main reason they send their children to Christ the King Catholic School. In

an effort to maintain this level of safety, the Clackamas County Sheriff’s Department evaluated

the school’s interior and exterior building safety in 2013. Based on the sheriff’s

recommendations, the perimeter of the student play area was fenced, windows with shades

were built into classroom doors, safety locks were installed in all school doors, and exterior

shrubbery was removed around the perimeter of classrooms. The principal directs regularly

scheduled safety drills including fire and lock-down drills. Protocol for these are outlined in the

Employee handbook.

The school is committed to providing a safe learning environment for all students. All staff and

volunteers are required to complete the Called to Protect program as mandated by the

Archdiocese of Portland. Teachers utilize “Second Step” and “Talk About Touching” training

modules within individual classrooms to help support students’ interactions with both adults and

their peers. These programs help students develop their social and emotional awareness and

be cognizant of their personal safety.

 

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USE OF EXTERNAL RESOURCES TO ASSIST STUDENTS

Christ the King Catholic School is committed to providing all students opportunities to be

successful both inside and out of the classroom. Classroom teachers and school staff utilize

various resources to make these opportunities a reality for our students. School staff regard

parents as the primary educators of their children, and work to collaborate with parents on all

levels. Every classroom has at least one dedicated room parent that helps plan activities,

organize volunteers, and otherwise assist the classroom teacher. All parents are invited into

their child’s learning experience through volunteering in the classroom, serving in the

lunchroom, chaperoning events, and helping with service projects. In the sixth grade, parents

have helped assist in the science lab, getting messy with a squid dissection. In first grade,

parents help students plant Brassica seeds during their unit on plants. In all grades, parent

volunteers lead students in classroom lessons for the Junior Achievement program, including

BizTown in the fifth grade.

Within the classroom, teachers use technology as a key resource for helping students engage

with what they are learning and interact in the classroom. Every student uses their school iPad

to practice basic skills, access teacher-provided information, research new information, share

ideas and present their work. The school also has a laptop cart that is available to all classes as

needed. These resources help teachers convey lessons in an engaging manner while teaching

students the technology skills they will need in the future. The school also accesses Title II

funds through the North Clackamas School District. These funds have been in the past for

Understanding by Design training; aimsweb training; differentiated instruction; 6+1 Writing Traits

training, and a variety of other professional development for the faculty and staff.

The school also receives a lot of support from the parish in order to provide genuine and worthy

learning experiences for all students. Monsignor Paperini, Dr. Elaine Park, and Deacon Jim

Pittman all make visits to classrooms to help support teachers and to discuss various aspects of

Catholic living with the students. In addition, Julie Onderko, a parish youth ministry leader, has

come into middle school classroom to lead lessons with gospel-centered objectives. These

experiences help students engage with parish staff and help build the relationship between

Christ the King Parish and School.

 

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SUPPORTING STUDENTS WITH SPECIAL NEEDS

Christ the King Catholic School seeks to provide an academic foundation for students at every

grade and to challenge students to achieve their full potential. Classroom teachers regularly

assess students to determine individual student needs and plan interventions based on these

assessments. Teachers also use tri-annual aimsweb assessments to create plans for students

scoring well-above or well-below nationally normed targets. Based on student need, classroom

teachers write SMART Goals that outline interventions when students are not meeting targets.

Professional Learning Communities (PLCs) have dedicated time to create and discuss SMART

Goals, share interventions, offer support and collaborate on strategies for the common goal of

student success. These SMART Goals are shared with parents on a trimester basis, generally

during conferences.

For children in need of extra support, the school’s Learning Specialist meets with individual

students, parents and teachers on a regular basis. Many of these students have Individualized

Learning Plans (ILPs) that outline their specific needs. Students are pulled out of the classroom

in grades K-5 to work with the learning specialist one-on-one or in small groups in order to

address learning needs. The learning specialist also works with instructional assistants (IAs) to

push into all classrooms, support individual students, and aide classroom teachers. In addition,

Christ the King Catholic School Catholic School currently has one dedicated IA that acts as an

aide for a student with Down syndrome.

For the accelerated student, Christ the King Catholic School offers advanced math instruction

and various academic clubs to enhance learning. During classroom instruction, students are

encouraged to expand their interests through extended projects, opportunities for outside

research, and academic competitions. In addition, alternate texts with higher Lexile levels are

available to students. Students that have shown the capacity to work above grade level are

encouraged to participate in co-curricular activities that show off their talents such as

participating in Mad Science or in the Central Catholic Math Fest.

Christ the King Catholic School shareholders have analyzed and disaggregated data regarding

the achievement of English Language Learner (ELL) and have acknowledge a need to create

more systems of support for these individuals and their families. These families make up a

significant portion of our school community and it is in line with the school’s mission and

philosophy to support these, as well as all students’ spiritual, personal and academic growth.

 

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This has been identified this as a critical goal for accomplishment over the school’s next term of

accreditation.

SUPPORT SERVICES FOR ALL STUDENTS

In order to support all students, Christ the King Catholic School teachers use a variety of

teaching strategies, differentiation techniques, interventions and assessments. Teachers use

classroom resources such as textbooks, iPads applications, extension texts, visual aides and

manipulative in order to help guide student learning at all levels. The school also uses human

resources including the learning specialist, IAs, parish staff, parents, coaches and outside staff

to aide in teaching and to build a supportive community of learning around every student. During

the winter trimester of the 2013-2014 school year, Christ the King Catholic School was able to

add a part-time School Counselor to support students in all grade levels. The school counselor

has supported teachers with various classroom conflict strategies and interventions. The

counselor has also worked with whole classes, small groups and individual students to improve

individual personal skills and improve interpersonal communication amongst students. With this

infrastructure of resources and support, Christ the King Catholic School is well equipped to

provide all students with a strong academic foundation, rooted in faith, that prepares students

for future levels of education.

SIGNIFICANT ACCOMPLISHMENTS

• Technology upgrade (teacher laptops, document cameras, projectors, Apple TVs, 1:1

student iPads, laptop cart)

• Addition of 0.6 FTE Learning Specialist

• Safety Upgrades to the School Building

• Revision and enhanced implementation of the SLEs

• Strong and diverse academic program supported by specialist teachers including

Spanish, art, library/technology, music and physical education.

• Diverse field trip opportunities enhance student learning beyond the school walls

• Increased number of after-school enrichment activities

• Addition of School Counselor

GOALS

• Further formalize SLEs assessment, data collection, and analysis

 

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• Increase opportunities for parent involvement in both curricular and co-curricular

activities as the primary educators of their children

• Create a system of support for ELL parents and students

EVIDENCE

• Self Study Survey data

• List of Co-curricular Activities available to students

• Junior Achievement Lesson Plans

• EDGE Lesson Plans from Julie Onderko

• Instructional Assistant Schedules

• SMART Goals

• Individualized Learning Plans

• Safety Evaluation and Plan 2013

• School Safety Drill Protocols

• Called to Protect Information

• Three-Year Technology Plan 2010-2013

• New Technology Plan

 

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H. RESOURCE MANAGEMENT AND DEVELOPMENT TO SUPPORT HIGH ACHIEVEMENT OF ALL STUDENTS The pastor, principal, and school board develop, implement, and monitor resources and plans to ensure and support high achievement of all students of the Schoolwide Learning Expectations, Arch/diocesan curriculum standards (local curriculum standards where Arch/diocesan standards don’t exist), and other governing authority expectations.

SUPPORTING CATHOLIC IDENTITY

Christ the King Catholic School consistently develops, implements, and monitors it’s resources

and maintains a strategic plan that ensures the long-term sustainability of the school programs

and that supports the high achievement of all students. The school strengthens the God-given

capabilities of each child in a loving Catholic community through the use of the Schoolwide

Learning Expectations and the Archdiocesan curriculum standards.

The school has extensive resources that are used to effectively carry out the school’s mission,

philosophy, and Schoolwide Learning Expectations in support of the high achievement of all

students. The school is dedicated to using its resources to strengthen the God-given

capabilities of each child in a loving Catholic community. Only after the students’ needs are

met, and resources obtained and secured for current and future goals, are secondary

allocations considered. The school makes all financial decisions based on supporting the

philosophy that students are challenged to achieve their fullest potential as they are prepared

for future levels of education. Priority and reflection is always given to how spending with impact

students and their ability to achieve the Schoolwide Learning Expectations.

FINANCIAL MANAGEMENT SYSTEM

Christ the King Catholic School has extensive resources that support, enhance, and expand the

school program and reflect responsible stewardship through the use of sound financial

practices. The school uses proper bookkeeping and accounting practices to create, implement,

and monitor the financial position of the school. With the employment of a highly qualified

shared Business Manager, the school and parish leaders are kept informed of the school’s

financial position. The school’s financial management system has a set of checks and balances

in place that ensure an environment in which all reports fully reflect the school’s financial

position. The school uses a chart of accounts that conform to Generally Accepted Accounting

Principles (GAAP).

 

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Christ the King Catholic School uses a comprehensive and transparent process to create and

implement a balanced budget that supports the high achievement of all students. The

budgeting process begins in December when the School Advisory Council (SAC), principal, and

pastor set budget goals for the upcoming school year based on the school’s five-year strategic

plan.

In January, the principal, pastor, Business Manager and a subcommittee of the School Advisory

Council create a draft budget including proposed tuition rate increases. The budget is based on

actual historical costs of educating a child. Prior year’s expenses set the foundation of the

budget with adjustments made as projections are gathered, such as tuition rates, increases in

the cost of staff benefits, increases in staff salaries, and changes in enrollment. Budget income

includes tuition, fees, revenue from Hot Lunch and Extended Care, and fundraising. Projected

donations to restricted projects are not included in income or reflected in the budget.

The draft budget is then presented to the entire SAC, which then sets tuition rates for the

upcoming school year so that marketing and enrollment information can be prepared for

Catholic Schools Week at the end of January. This draft budget is then provided to the

administrative team (principal, pastor, Business Manager, Pastoral Associate) for further

discussion/changes. Once the pastor provides final approval to the budget in late May, it is

entered into the accounting software. This budgeting process has been in place since the prior

accreditation and allows the school to annually review prior year school budgets in relationship

to the five-year strategic plan that supports the high achievement of all students.

COMMUNICATION TO SHAREHOLDERS

Monthly financial reports are provided to the pastor and principal to help guide decision-making.

These reports include a profit and loss statement, monthly activities statement, and a year-to-

date financial position statement. These reports are shared with the SAC who reviews the

information on a regular basis. This process ensures responsible stewardship by assisting the

pastor and principal in making any necessary mid-year adjustments in spending to support the

high achievement of all students.

The principal periodically shares the financial status of the school with the parish and parent

community. In addition to the monthly SAC meetings, a “State of the School” letter is mailed to

all stakeholders in January that includes an overview of the current school year budget, a draft

of the upcoming school year budget, and tuition rates for the upcoming year. Several times a

 

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year at the end of every weekend Mass, the principal addresses the congregation and shares

an update on the school, including financial information, community service projects, faith

formation, and academic achievements. At the end of every school year, a letter is mailed to all

stakeholders that reviews the school year and includes an overview of accomplishments and

changes and goals for the upcoming school year. All information provided to the parish and

school community is shared on the school’s website, the weekly school newsletter, the weekly

parish bulletin, and on the school’s Facebook page.

SUPPORTING STUDENT ACHIEVEMENT AND THE SCHOOL’S PURPOSE

Christ the King Catholic School makes all financial decisions based on supporting the

philosophy that students are challenged to achieve their fullest potential as they are prepared

for future levels of education. Two examples are the creation of a new science lab and a new

Instructional Assistant model that included the creation of new office space.

In the summer of 2012, a new science lab was built in place of the old computer lab.

Recognizing the growing STEM focus in middle school, recently established advanced math

courses, and the need for a dedicated lab, the school’s administration, teachers, and SAC

approved actions to add facilities for science instruction and a mobile computer lab. The

computer lab was replaced with a mobile computer lab and the space was renovated to include

space for science experiments and equipment storage. Funding for the science lab/mobile

computer lab project came from a restricted paddle raise at the school’s 2011-2012 auction.

The need for additional support led the school in 2012-2013 to restructure how Instructional

Assistants were used. Instructional Assistants were moved out of dedicated classrooms and

scheduled into classrooms based on student need. A result of this new structure, the school

recognized that Instructional Assistants needed their own workspace to be most effective. In

the summer of 2013, the school entryway was renovated to include new office space for the

Instructional Assistants. Funding for this project came from a restricted paddle raise at the

school’s 2012-2013 auction.

The distribution of these extensive resources also reflect the focus on the faith formation of

students, staff, and parents, creating a strong community that enhances the Catholic Identity of

the school. The school budget includes specific line items for community building and faith

formation activities for staff, students, and parents. Recently, these funds have been used to

support staff faith formation through beginning of the school year retreat, Archdiocesan faith

 

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formation inservices, Catechist training and certification (Echo’s of Faith), and regular parish

and school staff community building activities. Funds are used to support student faith formation

through retreats such as the 8th grade class attending the Tillicum Ropes Course and the 3rd

through 5th grade retreat with Dr. Elaine Park at the Griffin Center. In addition, the Parent

Community Organization (PCO) focuses on hosting community-building activities that are not

tied to fundraising events. These school and parish gatherings include the BBQ and Ice Cream

Social, New Parent Workshop, Fall Festival, Father-Daughter Dance, Mother-Son Laser Tag,

Family Bowling Night, and occasional movie and popcorn nights in the gym.

LONG-TERM VIABILITY AND FINANCIAL STEWARDSHIP

Christ the King Catholic School’s previous five-year strategic plan (which concluded in 2013-

2014) included a focus on ensuring the long-term viability of the school and responsible

stewardship through an emphasis on fundraising and development. The SAC reviews and

updates the strategic plan on a regular basis and uses its goals as guiding principles in

providing a road map for the school’s leadership and constituents. Currently, the school budget

is met through three different avenues of income: tuition and fees (80%), fundraising (11%), and

the parish subsidy (9%).

Tuition and fees account for the largest portion of the school’s operating budget. Christ the King

Catholic School has worked hard to ensure that tuition rates do not exceed a 3% increase per

year. In order to exercise prudent financial stewardship and the ongoing sustainability of the

school, the school community has placed an emphasis on restructuring its development

department to reflect an approach to fundraising that unifies the parish and school resources. A

joint database between the parish and school has been added to enhance our donor

management system, addressing all aspects of our parish ministries, school fundraising, and

alumni tracking and acknowledgement of donations.

Christ the King Catholic School’s donor base has grown significantly over the past five

years. Donors have the opportunity to contribute to the school in a variety of ways. A decision

was made by SAC to eliminate multiple smaller fundraising projects in order to focus on a few

larger fundraisers: Auction, Jog-a-thon, Tuition Raffle and Annual Fund. In addition, the

mandatory fundraising requirement for each family of $600.00 per year was increased, and the

ways in which those funds can be raised has been simplified. As a result of these efforts,

coupled with a renewed emphasis on grants, the school has realized a significant increase in

fundraising revenue (see table below). A concentrated focus on growing the Christ the King

 

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Catholic School Endowment has resulted in the total value now exceeding one million

dollars. The Endowment now contributes $10,000 or more per year towards tuition assistance.

Fundraiser 2010-2011 2011-2012 2012-2013 2013-2014

Auction Paddle Bid $15,000 $40,000 $45,000 $45,950

Jog-A-Thon $7,500 $45,000 $50,000 $54,000

Tuition Raffle N/A $14,400 $14,850 $14,100

Annual Fund $21,000 $48,000 $48,500 $27,800*

* as of June 2014

Christ the King Catholic Parish, following Archdiocesan policy, subsidizes the school by

contributing 20% of its annual offertory based on a rolling three year average. This amount,

approximately 9% of the school’s budget, is $145,000 per year. Reflecting the school’s mission

statement and philosophy, these funds are used to support tuition assistance and provide the

opportunity for a Catholic education to all those who seek one. Tuition assistance has grown

from $96,000 in 2010-2011 to over $120,000 in 2013-2014.

Christ the King Catholic School is thriving. For the past four years, the school’s year-end

financial statements have shown a profit. Using the prior five-year strategic plan as a

foundation, last year the SAC, with extensive input from staff and parents, created the next

comprehensive five-year strategic plan to guide the long-term viability of the school. The SAC

meets monthly and reviews the operating plan for that school year as well as the school budget.

The Council gathers annually at the end of the school year to review the completed school year

and to forecast for the next year. It is a goal of the school to establish a process and structure

for a 3-5 year budget planning that would forecast revenue and expenses and enable the school

to produce more detailed strategic plans.

PLANNING FOR TECHNOLOGY IMPLEMENTATION

Christ the King Catholic School has made technology in the classroom a priority in order to

support the high achievement of all students. During the 2010-2011 school year, the SAC, in

collaboration with the school staff, administration, technology teacher and pastor created a

three-year technology plan aimed towards updating classroom technology and providing

 

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students with more accessible digital resources. The first phase of the technology plan was to

update desktop computers in the classroom and provide all staff members with a portable

laptop. In the fall of 2010, the school staff evaluated different laptop models then voted on which

model to adopt. The first phase also involved the purchase and installation of document

cameras and projectors into every classroom. In January of 2011, the school purchased

MacBook Pro laptops, document cameras, and projectors for all classrooms using the $16,000

raised from the Auction Paddle Bid. In the spring of 2012, Christ the King Catholic School also

implemented Google Apps for Education including e-mail, calendar and document sharing for all

staff and also introduced PowerSchool to be used for grade reporting.

The second phase of the technology plan began in the fall of 2011 and involved the full

implementation of PowerSchool for teacher, parent and student use. It also involved updating

the school website and purchasing a laptop cart to be used by students in the classroom. The

use of PowerSchool was fully integrated in grades four through eight and all classroom teachers

received training on the software. The school’s technology teacher provided support and

leadership with this transition. During the 2011-2012 school year, the staff began exploring

options for student-centered technology. The staff and SAC made visits to the Canby School

District to observe their use of digital devices in the classroom. In the spring of 2012, the school

staff came to the consensus to purchase iPads for every student in the school as a part of the

final phase of the three-year technology plan. The staff determined that the most effective

integration of technology would start in the middle school with 1:1 iPads in the fall of the next

school year. In June of 2012, all staff received iPads and iTunes gift cards to provide an

additional resource to help with lesson planning and classroom activities.

In the fall of 2012, all Christ the King Catholic School middle school students were provided an

individual iPad for classroom use throughout the school day. The iPads were preloaded with

Apps and restrictions set by the middle school staff and monitored for use on a regular basis. In

addition, the school’s Internet capabilities and accessibility were upgraded over the summer

months. The funds for this investment came from the 2011-2012 Jog-a-thon as well as the

$107,000 raised during the 2011-2012 Auction Paddle Bid. In order to complete phase three of

the technology plan, Christ the King Catholic School introduced iPads through the grades,

adopting them in grades three through five in March of 2013 and in kindergarten through second

grade in May of 2013. iPads are currently used on a daily basis in classrooms and provide

students increased opportunities to access and engage with information while practicing

technology resources skills.

 

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Christ the King Catholic School is currently working on the development of a new technology

plan for the school that will be in place at the start of the 2014-2015 school year.

SIGNIFICANT ACCOMPLISHMENTS

• Creation of new science lab

• Restructuring of Instructional Assistant model

• Technology upgrade (teacher laptops, document cameras, projectors, Apple TVs, 1:1

student iPads, laptop cart)

• Endowment over $1,000,000 with funds going towards tuition assistance

GOALS • Improve access for school administration to financial records

• Establish a 3-5 year budget that forecasts revenue and expenses for better-informed

strategic planning

EVIDENCE

• Self Study Survey data

• Budgets from 2010-present

• Financial Reports from 2010-present

• Tuition Schedules from 2010-present

• Endowment Balances from 2010-present

• Five-Year Strategic Plan 2010-2014

• Five-Year Strategic Plan 2014-2018

• Three-Year Technology Plan 2010-2013

• New Technology Plan

 

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CHAPTER 4 –ACTION PLAN A. DESIGN AND ALIGNMENT OF THE ACTION PLAN WITH THE SELF STUDY FINDINGS The Action Plan addresses the school’s critical goals to enhance student learning that supports high achievement of all students of the Schoolwide Learning Expectations, Arch/diocesan curriculum standards (local curriculum standards where Arch/diocesan standards don’t exist), and other governing authority expectations. LIST OF SIGNIFICANT ACCOMPLISHMENTS

• School Masses led by students (3rd-5th grade)

• School families joining the RCIA program

• Involvement of Monsignor Paperini, Deacon Jim, & Dr. Elaine Park

• Revision and enhanced implementation of the SLEs

• ITBS data showing students 2.05 above GLE on average

• Implementation of PBIS Pride Card system

• Confirmation of the school mission and philosophy statements

• Restructuring of Parent Community Organization

• Addition of 0.6 FTE Learning Specialist

• Creation of Professional Learning Communities

• Improved communication with shareholders

• Implementation of aimsweb

• Technology upgrade (teacher laptops, document cameras, projectors, Apple TVs, 1:1

student iPads, laptop cart)

• Creating leveled classes in the middle school

• Adoption and integration of new K-5 math curriculum

• Safety Upgrades to the School Building

• Creation of new science lab

• Restructuring of Instructional Assistant model

• Endowment over $1,000,000 with funds going towards tuition assistance

• Ninety-five percent of graduating eighth graders attend Catholic high schools

• Diverse field trip opportunities enhance student learning beyond the school walls

• Increased number of after-school enrichment activities including choir, band, chess,

yoga, Mad Science, Art Starts, math magicians, middle school math club, and Speech

Team.

• Strong and diverse academic program supported by specialist teachers including

Spanish, art, library/technology, music and physical education

• Addition of School Counselor

 

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LIST OF SIGNIFICANT GOALS

• Increase integration and collaboration between school and parish

• Further formalize SLEs assessment, data collection, and analysis

• Gather and analyze data regarding the positive effect of the Pride Card system

• Increase communication across all grade levels and between PLCs in order to facilitate

smoother transitions between grade levels

• Create additional family faith formation opportunities

• Create a system of support for ELL parents and students

• Formalize and increase analysis of ITBS

• Continue to address issues surrounding summer learning loss in aimsweb test scores

• Increase opportunities for parent involvement in both curricular and co-curricular

activities as the primary educators of their children

• Increase consistency of writing implementation and assessment across the grades

• Further implementation and analysis of UbD unit plans

• Improve access for school administration to financial records

• Establish a 3-5 year budget that forecasts revenue and expenses for better-informed

strategic planning

 

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LIST OF CRITICAL GOALS 1. [Action Plan Goal #1] – Strengthen student achievement of Schoolwide

Learning Expectations.

Christ the King Catholic School faculty and staff have worked hard over the last three years to revise the Schoolwide Learning Expectations and make them a living part of the school program. These expectations are directly linked to the schools mission and philosophy and pushes students to challenge themselves both academically and spiritually. The school strives to further formalize SLE assessment, data collection, and analysis. With an increased focus on Schoolwide Learning Expectations, students will be better prepared to face the challenges that they will meet in future levels of education and beyond.

Alignment with mission, philosophy, SLEs: An increased focus on student achievement of Schoolwide Learning Expectations goes hand in hand with the school’s mission and philosophy. This goal will help the school fulfill their mission of, “strengthening the God-given capabilities of each child in a loving Catholic community.”

2. [Action Plan Goal #2] – Increase student learning by creating and

facilitating smoother transitions between grade levels.

Christ the King Catholic School faculty and staff seeks to, “challenge students to achieve their fullest potential as we prepare them for future levels of education.” Although the school consistently prepares students for success in Catholic high schools, shareholders have identified the transition between grade levels to be ambiguous. This ambiguity creates tension and confusion for parents and students. Our goal is to support parents as their child adjusts to a new classroom with new expectations and standards. By building a cohesive system teachers and faculty will communicate the incremental changes, strengthen the unity of the school and clarify long-range goals for the students. This will facilitate the ability for parents to be involved as the primary educator. Alignment with mission, philosophy, SLEs: An increased clarity during grade level transitions helps support the parents’ role as primary educators within the Catholic community at Christ the King. This goal will help the school fulfill their philosophy of, “affirming parents are the primary educators of their children.”

 

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3. Formalize and increase analysis of standardized test data and continue to address issues surrounding summer learning loss in aimsweb test scores

Christ the King Catholic School faculty and staff strive to consistently support student achievement throughout the school year. ITBS scores are received by Christ the King however have not yet developed a protocol for analyzing it. To best utilize the data, Christ the King faculty and staff would like to identify trends, recognize curricular strengths and weaknesses, design any necessary interventions, and document how our school averages compared to national norms. Through using aimsweb in coordination with ITBS, a trend of summer learning loss has been noted and could negatively affect student potential success. After using aimsweb for four years faculty and staff have data to support learning trends and are beginning to reach out to parents. Utilizing parents as the primary educators during the summers will increase student achievement. [Please note: Christ the King Catholic School, in conjunction with the Archdiocese of Portland, will begin using the STAR assessment as their standardized testing tool in place of ITBS beginning with the 2014-2015 school year.]

4. Create a system of support for parents and students who are English

Language Learners

Christ the King Catholic School is blessed with a diverse school population. Faculty and staff “respect the dignity of each individual” and recognize the importance of building an awareness of cultural differences, supporting those struggling in a new language, and honoring the gifts and talents of the school community. To ensure student achievement, faculty and staff must build language and cultural supports for the parents, to facilitate their success as the primary educators of the students.

5. Increase integration and collaboration between school and parish

Christ the King Catholic School recognizes that our school community is made up of teachers, administrators and support staff as well as the parish staff and greater Christ the King shareholders (parents, parishioners, alumni, etc.). Most importantly, Christ the King Catholic School is a recognized by all parties as a ministry of the church. The greater Christ the King community has targeted two areas to improve collaboration and as a result reinforce the schools SLEs. First, the administration would like to see more school families involved in the life of the parish. Second, the school would like to facilitate greater outreach between parish and school functions. As a Catholic School, we believe that student achievement is implicitly linked to Catholic Identity. Increased collaboration will build the students personal Catholic Identity and thereby increase student achievement as outlined by the SLEs.

 

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Improving Student Learning for Catholic Schools

Appendix F-1 Action Plan Template: Used for Every Action Plan

Action Plan for Christ the King Catholic School Goal #1: (from Chapter 3-D and 3-F) “Christ  the  King  Catholic  School  faculty  and  staff  will  strengthen  student  achievement  of  Schoolwide  Learning  Expectations.”   Rationale for this Goal: Christ the King Catholic School faculty and staff have worked hard over the last three years to revise the Schoolwide Learning Expectations and make them a living part of the school program. These expectations are directly linked to the schools mission and philosophy and pushes students to challenge themselves both academically and spiritually. With an increased focus on Schoolwide Learning Expectations, students will be better prepared to face the challenges that they will meet in future levels of education and beyond. Alignment with mission, philosophy, SLEs: An increased focus on student achievement of Schoolwide Learning Expectations goes hand in hand with the school’s mission and philosophy. This goal will help the school fulfill their mission of, “strengthening the God-given capabilities of each child in a loving Catholic community.”

Strategy #1 Develop standard SLE assessment tools to adapted to each grade-level

Activities

1. Create SLE portfolio project assessments to be used at each grade level 2. Complete and track SLE rubric tri-annual assessments 3. Complete weekly Pride Card Drawings and celebrate winners with

shareholders

Cost or Resources &

Sources

1. SLE portfolio project assessments developed by individual classroom teachers

2. SLE rubric tri-annual assessments organized by classroom teachers 3. Pride Cards 4. Pride Card prizes

Person(s) Responsible

For Implementation

1. Pastor 2. Administration and staff 3. Classroom teachers 4. Parents

Process For

Monitoring

1. Tri-annual SLE rubrics shared with parents every trimester and discussed during parent-teacher conferences

2. SLE Portfolio projects to be passed up through grade levels as students matriculate

3. Principal and pastor will aid classroom teacher in assessing 8th graders final portfolio project

 

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Baseline Assessment 1. Student, staff and parent survey data from the 2013-2014 school year

Ongoing Assessment

1. Tri-annual SLE rubric assessments 2. Informal classroom feedback 3. Data from classroom lessons and assignments linked to SLEs

Timeline Start/Stop

1. 2013-2014 school year to test SLE Rubrics and Pride Card system 2. 2014-2015 school year to adjust the use of SLE Rubrics, Pride Card

system and develop Portfolio Projects 3. Report results of program to shareholders 2015-2016

Process for Communicating to Shareholders

1. Weekly school and classroom newsletters 2. School website and Facebook page 3. School Advisory Council meetings 4. Principal to share progress with pastor 5. Parent-Teacher conferences 6. Pride Card drawings during weekly assemblies 7. Report Cards

Strategy #2 Create data collection system and procedure

Activities

1. Complete and track SLE rubric tri-annual assessments 2. Develop assessment criteria for 8th grade final portfolio project 3. Develop assessment criteria for grade level portfolio projects 4. Create conduct slips that are linked to the SLEs 5. Include citizenship grades on report cards using the language of SLEs 6. Record and track Pride Card winners and number of awarded Pride

Cards

Cost or Resources &

Sources

1. Classroom resources to help teacher develop portfolio projects 2. Pride Cards 3. Conduct Slips 4. PowerSchool for recording citizenship grades

Person(s) Responsible

For Implementation

1. Administration and staff 2. Classroom teachers

Process For

Monitoring

1. Classroom collection of tri-annual SLE rubric assessments 2. PowerSchool 3. Report Cards 4. Pride Card winner database 5. Classroom visits

Baseline Assessment

1. Student, staff and parent survey data from the 2013-2014 school year 2. Informal classroom observations

Ongoing Assessment

1. Tri-annual SLE rubric assessments 2. Informal classroom feedback 3. Data from classroom lessons and assignments linked to SLEs

Timeline Start/Stop

1. 2013-2014 school year to test SLE Rubrics and Pride Card system 2. 2014-2015 school year to adjust the use of SLE Rubrics, Pride Card

system and develop Portfolio Projects a. Report results of program to shareholders 2015-2016

 

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Process for Communicating to Shareholders

1. Weekly school and classroom newsletters 2. School website and Facebook page 3. School Advisory Council meetings 4. Principal to share progress with pastor 5. Parent-Teacher conferences 6. Pride Card drawings during weekly assemblies 7. Report Cards

Strategy #3 Analyze data to further refine program

Activities

1. Create a team to analyze data 2. Increase teacher communication of student achievement of SLEs across

grades 3. Regularly review how SLEs contribute to and enhance Catholic

Identity

Cost or Resources &

Sources

1. Time for SLE data review team to meet 2. Faculty and staff participation 3. Time during PLC meetings and monthly all-staff meetings 4. Feedback from shareholders

Person(s) Responsible

For Implementation

1. Administration and staff 2. Classroom teachers 3. Pastor 4. Parents

Process For

Monitoring

1. Classroom collection of tri-annual SLE rubric assessments 2. Communicating during regular PLC meetings 3. Communicating PLC strategies during monthly all-staff meetings 4. Annual review

Baseline Assessment 1. Student, staff and parent survey data from the 2013-2014 school year

Ongoing Assessment

1. Tri-annual SLE rubric assessments 2. Informal classroom feedback 3. Data from classroom lessons and assignments linked to SLEs

Timeline Start/Stop

1. 2013-2014 school year to test SLE Rubrics and Pride Card system 2. 2014-2015 school year to adjust the use of SLE Rubrics, Pride Card

system and develop Portfolio Projects 3. Report results of program to shareholders 2015-2016

Process for Communicating to Shareholders

1. Weekly school and classroom newsletters 2. School website and Facebook page 3. School Advisory Council meetings 4. Principal to share progress with pastor 5. Parent-Teacher conferences 6. Pride Card drawings during weekly assemblies 7. Report Cards

 

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Improving Student Learning for Catholic Schools

Appendix F-1 Action Plan Template: Used for Every Action Plan

Action Plan for Christ the King Catholic School Goal #2: (from Chapter 3-C)  “Christ  the  King  Catholic  School  faculty  and  staff  will  increase  student  learning  by  creating  and  facilitating  smoother  transitions  between  grade  levels.”  

Rationale for this Goal: Christ the King Catholic School faculty and staff Christ the King Catholic School faculty and staff strive to consistently support student achievement throughout the school year. Standardized test scores are received by Christ the King Catholic School however have not yet developed a protocol for analyzing it. To best utilize the data, Christ the King Catholic School faculty and staff would like to identify trends, recognize curricular strengths and weaknesses, design any necessary interventions, and document how our school averages compared to national norms. Using aimsweb data in coordination with ITBS information, a trend of summer learning loss has been noted and could negatively affect student potential success. After using aimsweb for four years, faculty and staff have data to support learning trends and are beginning to reach out to parents. Utilizing parents as the primary educators during the summers will increase student achievement. [Please note: Christ the King Catholic School, in conjunction with the Archdiocese of Portland, will begin using the STAR assessment as their standardized testing tool in place of ITBS beginning with the 2014-2015 school year.]

Alignment with mission, philosophy, SLEs: An increased clarity during grade level transitions helps support the parents’ role as primary educators within the Catholic community at Christ the King Catholic School. This goal will help the school fulfill their philosophy of, “affirming parents are the primary educators of their children.”

Strategy #1 Increase communication across grade levels, PLCs and with IAs and specialists

Activities

1. Create structure for regular cross-grade level communication, especially between PLC groups

2. Allow time at the end of the school year for grade level teachers to meet and collaborate for the upcoming school year (e.g. 3rd meets with 4th to share data and information about the upcoming class)

3. Schedule time during monthly all-staff meetings for PLC groups to report out about strategies they have been working on

4. Develop a common writing assessment tool used in all grades to formalize and standardize writing assessment across the grade levels

 

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Cost or Resources &

Sources

1. Faculty and staff participation 2. Time during monthly all-staff meetings 3. 6+1 Writing Traits training and materials

Person(s) Responsible

For Implementation

1. Administration 2. Classroom teachers 3. 6+1 Writing Traits trainer

Process For

Monitoring

1. Sharing lesson plans, writing assessments, during regular PLC meetings, 2. Recording and sharing PLC strategies during monthly all-staff meetings 3. Recording notes from end-of-year grade level meetings 4. Annual review

Baseline Assessment

1. Current ITBS and aimsweb data 2. Student, staff and parent survey data from the 2013-2014 school year

Ongoing Assessment

1. Feedback from regular PLC and all-staff meetings 2. Feedback from student, staff and parent surveys 3. aimsweb test scores 4. STAR assessment data 5. Classroom assessment data

Timeline Start/Stop

1. 6+1 Writing Traits training in June of 2014 2. End of year grade level meetings beginning on June of 2014 3. Ongoing, with annual review

Process for Communicating to Shareholders

1. Weekly school and classroom newsletters 2. School website and Facebook page 3. Back to School Night 4. School Advisory Council meetings 5. Parent-Teacher conferences 6. Classroom visits

 

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Strategy #2 Increase parent support and education in grade level transitions

Activities

1. Provide information to parents about the expectations for each grade level during the fall Back to School Night

2. Create a special Middle School Back to School “Boot Camp” to provide information to both transfer and 6th grade parents and students in regards to the transition to middle school

3. Provide Academic Course Calendars for all classes in grades 5-8 available to parents and students online through the school website

4. Provide parents with information and data regarding summer learning loss and provide resources for families over the summer

Cost or Resources &

Sources

1. Faculty and staff participation 2. Google Calendar for Academic Course Calendars, along with teacher

training Person(s)

Responsible For

Implementation

1. Administration 2. Classroom teachers

Process For

Monitoring

1. Communication during regular PLC meetings and all-staff meetings 2. Informal feedback from parents 3. Feedback from parent, staff and student surveys 4. Recording notes from end-of-year grade level meetings 5. Annual review

Baseline Assessment

1. Current ITBS and aimsweb data 2. Student, staff and parent survey data from the 2013-2014 school year

Ongoing Assessment

1. Feedback from regular PLC and all-staff meetings 2. Feedback from student, staff and parent surveys 3. aimsweb test scores 4. STAR assessment data 5. Classroom assessment data

Timeline Start/Stop

1. Back to School Boot Camp for middle school during the Fall of 2014-2015 school year

2. Back to School Night during the Fall of 2014-2015 3. Ongoing, with annual review

Process for Communicating to Shareholders

1. Weekly school and classroom newsletters 2. School website and Facebook page 3. Back to School Night 4. School Advisory Council meetings 5. Parent-Teacher conferences 6. Classroom visits

 

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Strategy #3

Increase student awareness of expectations from grade level to grade level.

Activities

1. Create a standard agenda for end of the year “Fly Up” topics in order to ensure that all students see the same basic glimpse of the upcoming school year

2. Post clear objectives and SLEs at the beginning of every lesson in grades K-8 and review them at the end of the lesson

3. In the Middle School, highlight one academic vocabulary per week in all classes

Cost or Resources &

Sources

1. Faculty and staff participation 2. Academic vocabulary resources 3. Close-writing training with Tier 2 word lists, provided by the

Archdiocese of Portland 4. Classroom resources for posting and reviewing objectives and SLEs

Person(s) Responsible

For Implementation

1. Administration 2. Classroom teachers 3. Middle school staff

Process For

Monitoring

1. Communication during regular PLC meetings and all-staff meetings 2. Informal feedback from parents 3. Feedback from parent, staff and student surveys 4. Recording notes from end-of-year grade level meetings 5. Annual review

Baseline Assessment

1. Current ITBS and aimsweb data 2. Student, staff and parent survey data from the 2013-2014 school year

Ongoing Assessment

1. Feedback from regular PLC and all-staff meetings 2. Feedback from student, staff and parent surveys 3. aimsweb test scores 4. STAR assessment data 5. Classroom observations and assessment data

Timeline Start/Stop

1. Back to School Boot Camp for middle school during the Fall of 2014-2015 school year

2. Back to School Night during the Fall of 2014-2015 3. Ongoing, with annual review

Process for Communicating to Shareholders

1. Weekly school and classroom newsletters 2. School website and Facebook page 3. Back to School Night 4. School Advisory Council meetings 5. Parent-Teacher conferences 6. Classroom visits

 

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Improving Student Learning for Catholic Schools

Appendix F-1 Action Plan Template: Used for Every Action Plan

Action Plan for Christ the King Catholic School Goal #3: (from In-Depth Study) “Christ the King Catholic School faculty and staff will focus professional development on Understanding by Design in order to increase teacher effectiveness and student learning.” Rationale for this Goal: Christ the King Catholic School wants to ensure that all students understanding the essential questions of the content area and curriculum standards. This goal ensures uniformity and consistency across grade units in planning, lesson structure, and processional academic language. In addition, this goal will support teachers in creating appropriate assessments, both formative and summative. Alignment with mission, philosophy, SLEs: This goal aligns closely with the school’s mission, “to strengthen the God-give capabilities of each child in a loving Catholic community” and the core philosophy to “challenge students to achieve their fullest potential as we prepare them for future levels of education.” The Schoolwide Learning Expectations are living examples of the mission and philosophy in action.

Strategy #1 Provide additional staff professional development in Understanding by Design.

Activity #

1. Archdiocesan Understanding by Design training beginning with the 2012-2013 school year.

2. Continuing professional development through the PLC structure as well as school sponsored, and Archdiocesan sponsored, trainings.

Cost or Resources &

Sources

1. School operating budget for professional development: a. Substitute teachers b. Courses, conferences, etc. c. Staff meals/expenses on in-service days

2. Federal Title funds

Person(s) Responsible

1. Principal 2. Assistant Principal

 

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For Implementation

3. Leadership team

Process For

Monitoring

1. Professional Learning Communities 2. Staff meetings, trainings, and professional development 3. Staff evaluations

Ongoing Assessment

1. aimsweb data - reading, reading comprehension, math (interpreting graphs and charts)

2. Classroom assessments 3. National test (STAR assessments)

Timeline Start/Stop

1. Understanding by Design training 2. 2013-2014 Archdiocesan professional development

Process for Communicating to Shareholders

1. Weekly school and classroom newsletters 2. Back to School Night 3. School Advisory Council meetings 4. Parent-Teacher conferences 5. Classroom visits

Strategy #2 When possible, purchase and utilize new curriculum materials that use Understanding by Design strategies.

Activity # 1. Purchase new K-5 math textbooks (2013-2014) 2. Purchase new 6-8 social studies textbooks (2013-2014) 3. Additional teacher training for new curriculum

Cost or Resources &

Sources

1. School operating budget: a. Textbook purchase b. Courses, conferences, etc. c. Staff meals/expenses on in-service days

2. Federal Title funds - professional development

Person(s) Responsible

For Implementation

1. Principal 2. Assistant Principal 3. Leadership team

Process For

Monitoring

1. Professional Learning Communities 2. Staff meetings, trainings, and professional development 3. Staff evaluations

Ongoing Assessment 1. Formal and informal assessment of students’ progress with the

new textbooks.

 

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2. aimsweb data - reading, reading comprehension, math (interpreting graphs and charts)

3. Classroom assessments 4. National test (STAR assessments)

Timeline Start/Stop 1. Both textbook adoptions to be completed Fall 2013.

Process for Communicating to Shareholders

1. Weekly school and classroom newsletters 2. Back to School Night 3. School Advisory Council meetings 4. Parent-Teacher conferences 5. Classroom visits

 

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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. Chart naming convention: G Goal # - S Strategy # - A Activity # For example: G1-S2-A4 = Goal #1, Strategy #2, Activity #4

Month/Year Goal Strategy or

Activity Cost Person Responsible Other

2012 - 2013 &

Ongoing

G3 - Faculty and

staff will focus professional development

in Understanding

by Design

S1-A1 -

Archdiocesan Understanding

by Design training

S1-A2 -

Continuing professional development through the

PLC structure as well as

school sponsored, and Archdiocesan

sponsored trainings

S1-A1 -

Cost of outside professional

development - Title II funds

S1-A2 -

Cost of outside professional

development - Title II funds

Teachers & administration n/a

Summer 2013 & Ongoing

G3 - Faculty and

staff will focus professional development

in Understanding

by Design

S2-A1 -

Purchase new K-5 math textbooks aligned to

Understanding by Design principles

S2-A2 -

S2-A1 -

Cost of math textbooks $16,500

S2-A2 -

Administration n/a

 

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Purchase new 6-8 social

studies textbooks aligned to

Understanding by Design principles

Cost of social studies

textbooks $9,000

2014-2015 Ongoing

G1 - Strengthen

student achievement

of SLEs

S1-A1 – Create SLE portfolio assessments

S1-A2 –

Complete and track SLE rubric tri-

annual assessments

S1-A3 –

Complete weekly Pride

Card drawings

S1-A1 – No Cost

S1-A2 – No Cost

S1-A3 – Minimal cost for student

prizes

Teachers, support staff,

and administration

n/a

2014-2015 Ongoing

G1 - Strengthen

student achievement

of SLEs

S2-A1 -

Complete and track SLE rubric tri-

annual assessments

S2-A6 -

Record and tack Pride Card

winners and number of

awarded Pride Cards

S2-A1 – No Cost

S2-A6 – No Cost

Teachers, support staff,

and administration

n/a

Fall 2014

G1 - Strengthen

student achievement

of SLEs

S2-A4 –

Create conduct slips that are linked to the

SLEs

S2-A5 – Include

S2-A4 – No Cost

S2-A5 – No Cost

Teachers, support staff,

and administration

n/a

 

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citizenship grades on report cards using the language of the

SLEs

Spring 2015 -

Fall 2016

G1 - Strengthen

student achievement

of SLEs

S2-A2 - Develop

assessment criteria for 8th

grade final portfolio project

S2-A3 - Develop

assessment criteria for grade level portfolio projects

S2-A2 – No Cost

S2-A3 – No Cost

Teachers, support staff,

and administration

n/a

2014 - 2015 &

Ongoing

G1 - Strengthen

student achievement

of SLEs

S3-A1 –

Create a team to analyze data

S3-A2 –

Increase teacher communication

of student achievement of the SLEs across

grades

S3-A3 – Regularly

review how SLEs contribute to and enhance

Catholic Identity

S3-A1 –

May incur some costs for

training (if needed),

substitutes, meals, etc

S3-A2 – No Cost

S3-A3 – No Cost

Teachers, support staff,

and administration

n/a

2014 - 2015

G2 - Create and facilitate smoother transitions

S1-A1 - Create a

structure for regular cross-

S1-A1 - No Cost

Teachers, support staff,

and administration

n/a

 

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between grade levels

grade level communication,

especially between PLCs

Spring 2015

G2 - Create and facilitate smoother transitions

between grade levels

S1-A2 -

Allow time at the end of the

school year for grade level

teachers to meet and collaborate

for the upcoming

school year.

S1-A2 - No Cost

Teachers, support staff,

and administration

n/a

2014 - 2015 &

Ongoing

G2 - Create and facilitate smoother transitions

between grade levels

S1-A3 -

Schedule time during monthly

all-staff meetings for

PLC groups to report out about strategies they

have been working on.

S1-A4 -

Develop a common writing

assessment tool used in all grades to

formalize and standardize

writing assessment

across grade levels.

S1-A3 - No Cost

S1-A4 - Possible cost for follow-up 6+1 Writing

Traits training and additional materials as

needed.

Teachers, support staff,

and administration

n/a

Fall 2014 &

Ongoing every Fall

G2 - Create and facilitate smoother transitions

between grade

S2-A1 - Provide

information to parents about

the expectations

S2-A1 - No Cost

Teachers, support staff,

and administration

n/a

 

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levels for each grade level during the

fall Back to School Night

S2-A2 -

Create a special Middle School Back to School “Boot Camp” to

provide information to both transfer and 6th grade parents and students in

regards to the transition to

middle school

S2-A2 - No Cost

2014 - 2015 &

Ongoing

G2 - Create and facilitate smoother transitions

between grade levels

S2-A3 - Provide

Academic Course

Calendars for all classes in grades 5-8 available to parents and

students online through the

school website

S2-A3 -

Annual website maintenance

cost and service

Teachers, support staff,

and administration

n/a

Spring 2015 &

Ongoing every Spring

G2 - Create and facilitate smoother transitions

between grade levels

S2-A4 -

Provide parents with

information and data regarding

summer learning loss and provide resources for families over the summer

S2-A4 - No Cost

Teachers, support staff,

and administration

n/a

 

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Spring 2015 &

Ongoing every Spring

G2 - Create and facilitate smoother transitions

between grade levels

S3-A1 - Create a

standard agenda for end of year “Fly Up” topics

in order to ensure that all

students see the same basic

glimpse of the upcoming

school year

S3-A1 - No Cost

Teachers, support staff,

and administration

n/a

2014 - 2015 &

Ongoing

G2 - Create and facilitate smoother transitions

between grade levels

S3-A2 -

Post clear objectives and

SLEs at the beginning of

every lesson in grades K-8 and review them at the end of the

lesson

S3-A3 - In the Middle

School, highlight one

academic vocabulary per

week in all classes

S3-A2 - No Cost

S3-A3 - No Cost

Teachers n/a

 

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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 don’t exist), and other governing authority expectations.

Christ the King Catholic School has a strong capacity implement and monitor that Action Plans

presented within the Archdiocesan Self Study. The school and its shareholders have

participated in multiple WCEA/NAAA Accreditations. After each accreditation team visit, the

school has addressed and completed each recommendation from the team and has submitted

the accomplishments. The school has successfully completed all of the goals from the 2008 Self

Study and has used those goals to improve the schools academic and spiritual program. Christ

the King Catholic School strives each year to improve the learning of all students so thy may

reach their highest achievement.

The Action Plan outlined by this 2013-2014 Self Study was created with the support and

involvement of all shareholders. These shareholders are passionate about the success of the

school and its students and support the strategic set of goals. The ongoing assessment of will

involve regular review of progress and communication with appropriate shareholders including

the pastor, the SAC and the school faculty and staff. The principal will be responsible for

maintaining and keep the Action Plan as a center of focus.

The Action Plan will help drive student success in alignment with the schools mission and

philosophy. Students will be able to grow in their personal, spiritual and faith formation as the

focus on the values represented in the Schoolwide Learning Expectations (SLEs). They will also

be better prepared to make cross-curricular and cross-grade connections as they focus their

learning on enduring understandings and essential questions. In addition they will feel better

prepared to be successful from grade to grade with clear lesson objectives, SLEs and other

classroom and schoolwide expectations.

All shareholders will receive regular updates on Action Plan progress through weekly FE

newsletters, the school website, and the school Facebook page. The principal will regularly

communicate developments with the pastor, the SAC and PCO. Parents will receive updates in

relation their students’ progress through report cards, SLE assessments and other classroom

assessments.

 

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In addition to the two main goals outlined in the Action Plan, along with an In-Depth study goal,

Christ the King Catholic School has outline five critical goals to be accomplished in the coming

years. As goals from the Action Plan are completed, these goals will become the next focus of

the school staff and shareholders. This will provide direction for the school in the coming years

and will help us to ensure that we are meeting the needs of our community and shareholders.

The school has identified all of the resources it will need in order to accomplish the goals of the

Action Plan. Christ the King Catholic School has been thoughtful in creating these goals and

has planned for them financially. The only foreseeable resource that is required to accomplish

our goals is the time for teachers and staff to create various lesson plans, assessments, and

classroom tools. In addition, we will be challenged to find time to meet as staff and as various

collaborative groups to discuss and reflect the successes and failures of our Action Plan

activities.

EVIDENCE

• CTK 2008 Self Study and Report of Findings

• CTK 2008 Previous Action Plan and of annual updates

• Annual Reports to WCEA Elementary Commissioner

• CTK 2008 Action Plan and revisions

 

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Improving Student Learning for Catholic

Schools  

Appendix A-1 School Profile – Basic Information

E403 Christ the King Catholic School K–8 (503) 785–2411 _ School Code School Name Grades School Phone 7414 SE Michael Drive Milwaukie OR 97222 _ Address City State Zip Joe Bridgeman bridgemanj@ctk.pvt.k12.or.us (503) 621–2432 _ Principal E-mail Address Home Phone Monsignor Richard Paperini North Clackamas School District _ Pastor Public School District Elaine Park, Ph.D N/A ___ _ Director of Education for Religious Community in School Religious Community 11709 SE Fuller Road Milwaukie OR 97222 _ Address City State Zip Does your school have a school board? ! Yes ___ No If yes, is it an advisory body or a governing body? ! Advisory ___ Governing Who is the chair/president? Mike McCaffrey _ Do you have a Preschool Program? ___ Yes ! No What are the hours of operation? N/A _ Do you have an Extended Day Program? ! Yes ___ No What are the hours of operation? AM: 7:15am-8:00am PM: 3:00pm-6:00pm_ What are the fees? ______$4.00 per hour per student______________ How many families participate? ________Approximately 40 families____________ For which grades do you have waiting lists? _____ Kindergarten, 1st, 5th ___________________ Do you have an approved Technology Plan? ! Yes ___ No

Improving Student Learning for Catholic Schools

Appendix A-2 School Profile – Current Enrollment Information

Female Male Total

Preschool 0 0 0 Pre-K 0 0 0

K 17 11 28 1 19 11 30 2 16 13 29 3 13 13 26 4 14 12 26 5 10 20 30 6 16 11 27 7 6 18 24 8 14 13 27

Total 125 122 247

Race & Ethnicity Catholic Non-Catholic Total

Black 5 1 6 Asian 43 11 54

Hawai’ian / Pacific Islander 1 0 1 Native American / Native Alaskan 4 3 7

White 120 25 145 Other 25 5 30

Total Race 198 45 243 Hispanic 4 0 4

Non-Hispanic 0 0 0 Total Ethnicity 202 45 247

School Year Number of Graduates

Boys / Girls

Number applying to Catholic high schools

Boys / Girls

Number accepted by Catholic high schools

Boys / Girls 2007 - 2008 15/14 = 29 14/13 = 27 14/13 = 27 2008 - 2009 13/14 = 27 12/13 = 25 12/13 = 25 2009 - 2010 13/10 = 23 13/8 = 21 12/8 = 20 2010 - 2011 14/15 = 29 13/15 = 28 12/15 = 27 2011 - 2012 10/12 = 22 10/12 = 22 9/12 = 21 2012 - 2013 12/17 = 29 11/16 = 27 11/16 = 27 Totals 77/82 = 159 73/77 = 150 70/77 = 147

                                                                                                                                         Christ the King Catholic School                                                                                        Page  100  of  114  

 

Questions to be Discussed – Trends and Causes

5. Is the composition of the school reflective of the composition of the parish? (Ethnic, socio-economic, etc.) If not, why not?

Christ the King Catholic School is blessed with a diverse student body, both ethnically and economically. Approximately 39% of students are identified as minority, with Asian students making up 20% of the entire student body. The school closely represents the ethnic and socio-economic diversity of Christ the King Catholic Parish.

6. What is the acceptance rate of graduates into local Catholic high schools?

Over the past six years, Christ the King Catholic School has had 150 students apply to local Catholic high schools, of which 98.0% (147 students) were admitted.

7. What articulation do your teachers have with local Catholic high school teachers?

Christ the King Catholic School greatly benefits from being adjacent to La Salle Catholic College Prep. While the two schools do not have formalized partnerships, there are numerous ways in which both schools support each other. Christ the King teachers regularly participate in La Salle’s summer middle school teacher classes. In addition, La Salle teachers and administrators were instrumental this past summer in the development of the school’s advanced math program in middle school and the articulation of the school’s Spanish program with La Salle’s Spanish program. This informal partnership is strengthened through many Christ the King parents also having students at La Salle and several La Salle faculty members having students at Christ the King. Christ the King teachers regularly participate in professional development offered by Central Catholic High School as well as Jesuit High School.

8. How well prepared are the students for high school?

Christ the King Catholic School faculty and staff are increasingly using data to make and inform instructional decisions. Aimsweb data, in addition to ITBS data, is used to create SMART Goals for striving learners and to design additional challenges for higher achieving students. Research based teaching strategies have shown a positive impacted on student performance. Student performance on standardized tests, classroom assessments and performance data of graduates at La Salle Prep, proves this to be true. In addition, academic achievement results of recent graduates attending La Salle shows Christ the King students performing above their peers.

                                                                                                                                         Christ the King Catholic School                                                                                        Page  101  of  114  

 

Improving Student Learning for Catholic Schools

Appendix A-3 Adhere to Diocesan Policy in publishing this appendix

School Profile – Instructional (Teaching) Staff

Name Grade Subj.

Catholic/ Non-Cath.

Highest Degree

Teacher License

Catechist Cert.

Total Yrs. Exp.

Exp. this

school Ethnicity M/F

Joe Bridgeman Principal Cath. MA OR Admin. Yes 14 4 Cauc. M

Megan Rensberger K Cath. MA OR Yes 2 2 Cauc. F

Lori Fossati 1 Cath. BA OR Yes 25 23 Cauc. F

Sue Carter 2 Cath. BA OR Yes 24 24 Cauc. F

Caitlin Ponzetti-Binstock 3 Cath. MA OR Yes 4 3 Cauc. F

Jill Irish 4 Cath. MA OR Yes 21 4 Cauc. F

Megan Thyken 5 Cath. MA OR Yes 5 2 Cauc. F

Molly Drenner 6th Homeroom (Sci/Math) Cath. MA OR Yes 9 5 Cauc. F

Joe English 7th Homeroom (SS/ELA) Cath. MA OR No 1 1 Cauc. M

Mary Rehmann 8th Homeroom (SS/ELA) Cath. MA OR Yes 4 4 Cauc. F

Mary Clare Metscher

8th Homeroom (Sci/Math) Cath. MA OR Yes 3 3 Cauc. F

Christiana Baker Library/Tech. Cath. MA OR No 4 4 Cauc. F Christina Castaneda Spanish Cath. BA UT No 1 1 Cauc. F

Judy Sherbo Music Non BA OR No 34 15 Cauc. F

Amy Verkest PE Non MA OR No 13 13 Cauc. F

Patty Gabrish Learning Specialist Cath. MA OR Yes 20 4 Hisp. F

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Questions to be Discussed – Trends and Causes i. What are the Archdiocesan requirements for teacher credentialing? How is this being

implemented at your school? The Archdiocese of Portland requires that all classroom teachers have appropriate and valid State of Oregon teacher certification. All teachers, including specialists, at Christ the King Catholic School have appropriate State of Oregon teacher certification.

ii. What are the Archdiocesan requirements for teacher catechist certification? How is this being implemented at your school? The Archdiocese of Portland requires that all classroom teachers that teach religion have catechist certification or be part of a program to become certified. Beginning last year, Christ the King Catholic School began a catechist certification process with all the teachers, including specialists. When the program is completed in the 2013-2014 school year, all Christ the King teachers will have a catechist certification.

iii. How many teachers are new since the last accreditation visit? Why did teachers leave? How are teachers being recruited? Christ the King Catholic School was accredited for a full six-year term during the 2008-2009 school year. During the past five years, three teachers, of a staff of 15 certified teachers, have had their contracts not renewed. Based on the recent economic recession and a renewed interest in Catholic schools, Christ the King has experienced an overwhelming response of applicants to new position postings and has averaged over forty applicants for each opening.

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Improving Student Learning for Catholic Schools

 Appendix A-4

Adhere to Diocesan Policy in publishing this appendix School Profile – Support (non-teaching) Staff

   

Name Assignment Hours

per day Worked

Days per year

worked

Years Worked at this school

Qualifications (degree, certification, etc.)

Joyce Auxier Administrative Assistant 8 230 6 BA

Shannon Rohrer Instructional Assistant 5 180 1 BA

OR Teaching License

Tina Eggen Instructional Assistant 5 180 2 BA

Laura Brody Instructional Assistant 5 180 1 BA

Colin McClain Instructional Assistant 5 180 1 BA

IL Teaching License

Marri Ashley Instructional

Assistant/Extended Care Coordinator

5 180 1 BA OR Teaching License

Debbie Carter Hot Lunch 5 180 4 N/A

Jen Loboy Hot Lunch 5 180 4 N/A

Chris Super Art 8 120 0 BA

Theresa Huiard Technology 8 230 14 BA

Melanie McCaffrey Events/Fundraising 5 140 1 BA

Lisa Bergeson Development 8 230 1 BA

   

 

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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? !Yes___ No 2. If yes, how many children were actually identified as having a disability? 10 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? __3__ 5. Of those children currently enrolled in your school and having an ISP with specified services

identified, how many are receiving? NO specified services __0__ SOME specified services __3__ All Specified services __0__ 6. Of those children with disabilities currently enrolled in your school, how many are receiving the

specified services in your school? __3__ 7. How many are receiving those services at a public school or neutral site? __1__ 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? ___ 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? __10__ 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? __9__

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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? _NONE_ 2. How many students are receiving Title IA services? _NONE_ 3. What services are being offered at your school for Title IA students? _NONE_ Title II, Part A – Teacher and Principal Training and Recruiting Fund 1. What is your per-pupil allocation for Title IIA services? _Approximately $21.68 per child_ 2. What is your total Title IIA allocation for the 2013-2014 School Year? _$5,420_ 3. Have you developed/filed an approved Title IIA Staff Development plan? !Yes ___ No 4. Attach a copy of your staff development plan to this section. [see attached] 5. If you don’t have a staff development plan, describe the staff development in-services you

will be requesting. _N/A_ Title II, Part D – Enhancing Education Through Technology 1. What is your per-pupil allocation for Title IID services? $_________$21.68______ per child. 2. What is your total Title IID allocation for School Year 2013-2014 $5,420_________ 3. How will you be using these resources? Staff professional development.

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Title III, Part A – English Language Acquisition, Language Enhancement and Academic Achievement 1. Christ the King Catholic School does not participate in Title III 2. Are you using any funds/services for Title III for your students? ___ Yes__X_ No 3. If Yes, please describe the services that you provide/are provided. Title IV, Part A – Safe and Drug-Free Schools and Communities 1. Christ the King Catholic School does not participate in Title IV 2. What is your per-pupil allocation for Title IVA services? $___________________ per child. 3. What is your total Title IVA allocation for School Year ____-____? $_________________ 4. How are you using these funds?

Title IV, Part B – 21st Century Community Learning Centers 1. Christ the King Catholic School does not participate in Title IV – 21st Century Community

Centers 2. Is your LEA participating in this program? ___ Yes_X__ No 3. How many students do you have that are a part of the target population for this program? ___ 4. Describe the services that are provided for your target population.

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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.

Staff Development for 2013-2014 Theme: Instructional Technology, Reading, UbD

• Archdiocese of Portland – UbD training • Archdiocese of Portland – Accreditation training and support • Christ the King Catholic School staff member - UbD training • BERA – reading interventions training $ 230

Staff Development for 2012-2013 Theme: Instructional Technology, Reading, UbD

• Archdiocese of Portland – UbD training $ 700 • Christ the King Catholic School staff member - UbD training • Book study – “Understanding by Design” $ 210 • ASCD Conference – implementing the Common Core $2,625 • University of Portland technology conference $ 300 • ASCD technology conference $ 225

Staff Development for 2011-2012 Theme: Instructional Technology, Reading, Curriculum Mapping

• Archdiocese of Portland – curriculum map training • NCSD curriculum mapping trainer $ 750 • Children’s Literature course $1,200 • NCSD Technology Coach $ 750 • NCSD Treasure’s training $1,000 • Daily 5 Conference $1,100 • NCSD iPad course $ 700

Staff Development for 2010-2011 Theme: Differentiated Instruction, Reading, PLC’s

• Book study – Robert Marzano’s “Classroom Instruction that Works” $ 150 • NCSD Technology Coach $ 750 • Christ the King Catholic School staff member – PLC’s • Aimsweb training $4,500 • Christ the King Catholic School staff member – technology

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Christ the King Catholic School

education enlightened by faith

Enhancing Teacher & Principal Effectiveness Title IIA Professional Development Goals

2013 - 2014 Christ the King Catholic School is committed to ensuring that our students are taught by experienced, qualified and outstanding teachers. This plan for improving teacher and principal quality demonstrates the strategies Christ the King will employ to support high teacher and principal quality. Goal 1: Understanding by Design (curriculum mapping) Teachers will engage in professional development focusing on curriculum mapping using the Understanding by Design guidelines and aligning curriculum with local and national standards. Objectives:

• Staff will engage in professional development focusing on Understanding by Design and aligning curriculum with local and national standards.

• Staff will engage in professional development to assist with condensing curriculum into a summarized form to communicate to all stakeholders.

• Staff will participate in extensive dialogue focusing on curriculum mapping in their professional learning communities.

Goal 2: Integrating technology into daily lesson planning and instruction Provide training in effectively integrating technology into instruction and the curriculum. Objectives:

• Train staff to utilize instructional technology to increase student learning. • Train staff to utilize a variety technology tools to increase teacher efficiency and support

building-wide programs. • Train staff to utilize iPads in daily instruction.

Goal 3: Meeting the needs of struggling and advanced students with a focus reading instruction Meet the academic needs of struggling and advanced learners with a focus on reading instruction by ensuring appropriate and adequate accommodations, structures and programs. Objectives:

• Staff will engage in professional development focusing on the use of research-based strategies for increasing student achievement.

• Staff will engage in professional development focusing on utilizing diagnostic and other assessment tools for implementing personalized interventions.

• Staff will engage in professional development in the area of differentiated instruction.

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Goal 4: Highly qualified educators Ensure staff is highly qualified for their positions by completing appropriate courses, workshops, trainings and related professional development opportunities.

• Provide funding for staff to take professional development to strengthen expertise in core academic subjects and in effective instructional strategies, methods and skills

• Provide funding for leadership development and management training to improve the quality of leadership throughout the school.

Goal 5: Professional Learning Communities (PLC’s) What are the "big ideas" that represent the core principles of professional learning communities? How do these principles guide schools' efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school? Objectives:

• Staff will engage in professional development focusing on the use and effectiveness of professional learning communities.

• Staff will engage in professional development focusing on the “big ideas” of professional learning communities.

• Staff will engage in professional development focusing on utilizing assessments and other types of data to inform instruction.

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Improving Student Learning for Catholic Schools

Appendix B – Data Analysis Templates:

These templates will provide space to enter very specific data (e.g., enrollment over time) followed by questions about the data. The questions are Discussion Questions. Keep notes of your discussion to help write the narrative in Chapter 3-C. All templates are available in a pre-designed spreadsheet, or you can create your own spreadsheet based on the tables presented in this Appendix.

Appendix B-1 Data Analysis – Enrollment Trends

Grade Enrollment Over Time

Year PK K 1 2 3 4 5 6 7 8 2013-14 0 28 30 29 26 26 30 27 24 27 2012-13 0 28 28 26 29 26 30 23 29 29 2011-12 0 25 24 30 22 30 21 28 28 22 2010-11 0 25 24 20 27 16 23 26 24 29 2009-10 0 22 20 27 19 23 27 28 26 23 2008-09 0 25 30 23 26 30 30 28 29 27 2007-08 0 25 23 29 29 29 29 27 27 29 2006-07 0 20 26 30 25 30 28 28 30 21 2005-06 0 20 29 30 29 28 30 29 21 27 2004-05 0 24 27 30 24 27 27 19 28 22 2003-04 2002-03 0 25 27 30 29 25 28 27 23 28

 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?

When analyzing enrollment over time, there are two trends that are most evident. The first trend is that the Kindergarten class adds several students when moving into first grade. However, Kindergarten classes that start smaller seldom appear to reach classroom capacity (30 students) for more than one year. This trend was noted during the 2011-2012 School Profile Report and Kindergarten capacity, with the approval of the Archdiocese, was raised from 25 to 28 students. As a result, this year and last year’s Kindergarten class has

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28 students with two students on waiting list for first grade. The second trend is a change in class size moving from 5th grade into middle school. Christ the King Catholic School has been discussing this trend for several years and has made several significant improvements to the middle school program to increase student retention. Middle school math classes have been divided into standard and advanced courses to better meet the needs of all students. Last year, 7th and 8th grade Language Arts classes have been divided in half, based on learning style and student need, to create smaller classes of no more than 15 students. The middle school Spanish program is now aligned with La Salle Catholic College Prep and uses the same textbook in an effort to better prep Christ the King graduates to pass the high school Spanish I challenge exam. In addition, the recent one-to-one implementation of iPads in the middle school program has also helped increase student retention.

Total Enrollment Over Time  

2013-2014

2012-2013

2011-2012

2010-2011

2009-2010

2008-2009

2007-2008

2006-2007

2005-2006

2004-2005

2003-2004

2002-2003

247 244 230 214 215 248 247 238 243 228 234 242    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?

Christ the King Catholic School has experienced significant swings in enrollment over the past eleven years. Historically, the average enrollment is between 240-250 students. However, during the height of the recent economic recession, enrollment fell to a low of 214 students. The past three years has seen an increase in enrollment that more closely matches the historical average. In addition to a stronger academic program, two significant factors are helping push enrollment up - a slowly improving economy and the consistent budget struggles of the local public school district.

3. What is the trend in the public school? Is there a similar increase/decrease?

Christ the King Catholic School is located within the boundaries of the North Clackamas School District. North Clackamas encompasses approximately 40 square miles with a total population of approximately 116,000. Total enrollment in North Clackamas schools is approximately 17,500 students and is relatively flat over the past several years after experiencing significant growth during the last decade.

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?

Christ the King Catholic School continues to work hard to attract new families and retain current families. The current retention rate is 96%. The school marketing program includes numerous activities: a weekly newsletter is included in the Parish Bulletin along with a postcard style “get more information” card in each pew, regular stories are highlighted in

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local newspapers on the school website and Facebook, each classroom focuses on one community outreach project each year, occasional mailers are sent to the surrounding zip codes (especially around Open House in January), informational banners can be found at major intersections, and because word of mouth is our most effective marketing tool, parents are regularly encouraged to discuss the school to friends and family.

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Appendix B-2 Finances

Per Pupil Cost Over Time

Year  

2005  -­‐  2006  

2006  -­‐  2007  

2007  -­‐  2008  

2008  -­‐  2009  

2009  -­‐  2010  

2010  -­‐  2011  

2011  -­‐  2012  

2012  -­‐  2013  

Current  Year  

Amount   $5,622   $6,463   $6,341   $6,715   $7,530   $6,665   $6,180   $6,332   $6,345  

%  Increase   n/a   14.95%   -­‐  1.9%   5.90%   12.14%   -­‐11.49%   -­‐7.38%   2.46%   0.20%  

First Child’s Tuition Over Time

Year  2005  -­‐  2006  

2006  -­‐  2007  

2007  -­‐  2008  

2008  -­‐  2009  

2009  -­‐  2010  

2010  -­‐  2011  

2011  -­‐  2012  

2012  -­‐  2013  

Current  Year  

Amount   $3,540   $3,755   $3,950   $4,190   $4,495   $4,630   $4,795   $4,950   $5,125  

%  Increase   8.00   6.00   5.00   5.00   6.00   3.00   3.50   3.15   3.50  

Tuition as a % of Per Pupil Cost

Year   2005  -­‐  2006  

2006  -­‐  2007  

2007  -­‐  2008  

2008  -­‐  2009  

2009  -­‐  2010  

2010  -­‐  2011  

2011-­‐  2012  

2012  –  2013  

Current  Year  

%   63.7%   59.3%   63.6%   63.1%   56.9%   60.5%   68.9%   78.1%   65%  

Budget Surplus/Deficit (Bottom Line)

Year  2005  -­‐  2006  

2006  -­‐  2007  

2007  -­‐  2008  

2008  -­‐  2009  

2009  -­‐  2010  

2010  -­‐  2011  

2011  -­‐  2012  

2012  –  2013  

Current  Year  

$   $97,998   $52,496   ($7,010)   ($52,459)   ($45,844)   ($76,772)   $30,515   $22,865   $18,242  

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1. In light of the above statistics, what are you doing to keep tuition affordable? Several years ago, Christ the King Catholic School decided not to raise tuition more than 4% over a single school year. The financial goal is for tuition to fund 80% of expenses, with the Parish subsidy and fundraising covering the other 20% of expenses. The School Advisory Council has significantly simplified the fundraising commitment by making it easier for every family to reach their fundraising requirement. It is our hope that in creating additional ways for our parents to reach their fundraising commitment it may be easier to achieve their fundraising requirement. The success of our fundraisers, including the annual school auction and jog-a-thon, have been and continue to be a direct result of people who want to make a difference - through their direct involvement, donations or monetary contributions. It is through the continuing support of our school and parish community that we are able to keep our tuition costs as low as possible.

2. What efforts are you making to stabilize your revenue mixture (tuition, fees, fundraising, subsidy, etc.)? Christ the King Catholic School continues to work hard to establish a financial model that is effective at providing an exceptional academic program while being sustainable long-term. Over the past three years, the School Advisory Council has simplified tuition by moving to a single tuition structure for all families. The single tuition structure has made the school more competitive with other Catholic schools and further increased enrollment. The fundraising commitment has also been significantly simplified by making it easier for every family to reach their fundraising requirement. It is our hope that in creating additional ways for our parents to reach their fundraising commitment it may be easier to achieve their fundraising requirement. In addition to altering the tuition structure and simplifying the fundraising requirement, the School Advisory Council regularly examines the school budget in depth and looks for ways to save money and cut unneeded expenses. Over the past two years, the school has recognized significant savings from the reorganization of the Development Team and the streamlining of expenses shared by the school and Parish. Additional savings have been realized by restructuring the instructional support staff. The new model brought the school into alignment with other schools in the Archdiocese and now includes four Instructional Assistants who are dynamic, shared resources for all classes.

3. How are you addressing budget deficits (if any)? No current budget deficit.

4. What is the role of the parish in addressing your school’s budget deficits (if any)? No current budget deficit.

5. What is the role of the Arch/diocese in addressing your school’s budget deficits (if any)? No current budget deficit.