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St. Boniface Catholic School
2013-2014
He shepherds. We shape. They shine.
STATEMENT OF MISSION, VISION, AND BELIEFS Lafayette Catholic Schools
Mission Statement
The Lafayette Catholic Schools’ Mission is to serve God by providing a challenging academic education
integrated with Catholic values and morals developing the whole person
spiritually, intellectually, physically, and socially.
St. Boniface Catholic School
Statement of Purpose
St. Boniface School fosters spirituality and academic excellence in a distinctive Catholic Franciscan environment
with high expectations for students in grades four to six by developing the whole person and facilitating
the success of all students.
Belief Statement of the Lafayette Catholic School System
We believe that the issue of providing a quality Catholic education to all of our children is of the utmost importance to the future well-being and salvation of our Church, our nation and our community. We Believe:
♦ All persons have an inalienable right to a quality education “in virtue of their dignity as human persons” and that all have a right to an education that develop{s} harmoniously their physical, moral, spiritual and intellectual qualities.”
♦ A quality education can be attained only in an orderly, just, and non-violent environment.
♦ Administrators have the responsibility to ensure the overall Catholic Christian environment in
which all participants in the system are respected.
♦ While recognizing the primary role of parents in the education of children that there are educational duties and responsibilities vested in civil and religious authority in order to better provide for the common good of all people.
♦ Parents are responsible to enter into cooperative relationships with those delegated with educating
their children.
♦ Teachers, administrators, the Board of Education and the Board of Trustees are responsible to collaborate with parents in all decisions relating to the education of their students.
♦ The goal of all education is to foster the development of the total person. This formation
needs to provide students with opportunities for moral and spiritual growth to complement their intellectual and physical development.
♦ Students need to have a desire and willingness to grow in their overall formation in their
academic and personal life.
♦ Each student is provided with and expected to maintain an environment that is conducive to learning and that is orderly and respectful of each individual, regardless of the student’s social, cultural or personal status.
♦ All members of the Lafayette Catholic School System, employees, students and parents are
expected to fully embrace the mission and the policies of the Lafayette Catholic Schools. We believe that the challenges we face in this endeavor can only be met and overcome if we join together with Jesus Christ, put aside all that might potentially divide us, and seek to serve our common goal of providing all of our young people with a quality education that will provide them with the knowledge and skills to live happy, productive and rewarding lives.
NARRATIVE DESCRIPTION
Local Area Background
St. Boniface School is in the downtown historic district of the City of Lafayette, Indiana. Lafayette is located in central Indiana, which is 63 miles northwest of Indianapolis and 108 miles southeast of Chicago. West Lafayette, on the other side of the Wabash River, is home to Purdue University, which contributes significantly to both communities. It has a strong local economy, educated and skilled workforce, high quality of life, low crime rate and enthusiastic support of industrial and business development. Lafayette is home to over 300 manufacturing firms. Lafayette also has a large farming community and seed industry. The census of Lafayette in 2012 is 67, 925.
Students attending St. Boniface School come from one of four public school corporations: Lafayette Public Schools, Tippecanoe County Schools, Benton County Schools or West Lafayette Public Schools. The Lafayette Catholic School System is comprised of St. Boniface School, St. Mary Cathedral School, St. Lawrence School and Central Catholic Jr. Sr. High School. The Diocese of Lafayette-in-Indiana provides guidance and general supervision over all the Catholic Schools in the diocese.
Students attending St. Boniface School may be members of any Catholic Church in Tippecanoe County. There are four Catholic Churches in Lafayette: St. Ann, St. Boniface, St. Lawrence, and St. Mary Cathedral. There are two Catholic Churches in West Lafayette: Blessed Sacrament and St. Thomas Aquinas. Students from other faiths attend St. Boniface School.
Historical Background St. Boniface School was founded in 1866. In 1877, the Sisters of St. Francis of Perpetual Adoration were asked to staff the school. In 1908, the present St. Boniface School was constructed. The Franciscan Sisters continue to administer and staff the school to this day. The Sisters of St. Francis of Perpetual Adoration have administered and staffed the school for 125 years up to the present time. The Franciscan heritage is still a major influence on the religious formation of the students.
In 1957, Central Catholic High School was constructed for students in grades 9 to 12. St. Mary and St. Boniface Schools were merged in 1975. St. Mary School taught students from kindergarten to grade 5, and St. Boniface took students in grades 6 to 8. A central business office was established. St. Lawrence remained with grades K to 8. Later in 1986, the students in grades 7 and 8 from both St. Lawrence and St. Boniface were moved to Central Catholic. This was done to encourage attendance to Central Catholic High School. This required a reorganization of the elementary grades. St. Mary’s School now houses students in kindergarten to grade 3 and St. Boniface has students in grades 4, 5, and 6. St. Lawrence has students from kindergarten to grade 6. Both St. Lawrence and St. Boniface graduate their students to Central Catholic for grades 7 to 12. All four schools share the services of a director, financial office, marketing and development office.
Educational Programs St. Boniface School has fully accredited teachers. There are six full time teachers for grades 4 to 6. The average class size is 20 students per classroom. Part-time teachers are employed for art, music, physical education, computer, and guidance. Students participate both in a traditional model of education as well as across the curricular projects involving language arts, math, science, social studies and research. Students consistently score in the average or above average range in the standardized assessments.
DESCRIPTION AND LOCATION OF CURRICULUM
St. Boniface School follows the Indiana Core Curriculum and the Curriculum developed by the Diocese of Lafayette, Indiana. The Indiana Core Curriculum is available to each teacher both in the printed form and located on the Indiana Department of Education website. Teachers are expected to indicate within their lesson plans the standards. Lessonplan.com makes the standards digitally accessible to be put in the daily lesson plans.
TITLES AND DESCRIPTIONS OF ASSESSMENT INSTRUMENTS USED
St. Boniface School uses the following assessments in order to assure success for each student.
• ISTEP+ Yearly – March and April
• NWEA This assessment was used during the past 2 years, 2011-12 and 2012-13 but was not user friendly and difficult to use information for improving skills. It was discontinued.
• ACUITY Predictive Tests for Language Arts and Mathematics
o First test taken September 2013
o Second test taken November 2013
o Third test taken February 2014
• Teacher made assessments
• Textbook assessments following the curriculum
• Student writing portfolios
• Otter Creek Institute Math Facts student graphs
• Cross curricular writing projects
• Students projects
o Science
o Social Studies
o Language Arts
SUMMARY OF DATA
MATHEMATICS GRADE 4
Data Collection: The 4th grade students ISTEP+ results from Spring 2009 to Spring 2013. ISTEP MATH
Grade 4, Spring 2009, 2010, 2011, 2012, 2013 Percent Mastery
Grade 4 Grade 4 Grade 4 Grade 4 Grade 4
Spring 2009
Spring 2010
Spring 2011
Spring 2012
Spring 2013
Number Sense 80 82 87 92 81 Computation 83 74 87 92 86 Algebra & Functions 85 78 84 92 79 Geometry 87 85 89 92 84 Measurement 87 79 87 92 76 Data Analysis & Probab 83 80 87 95 76 Problem Solving 82 85 89 86 84
ISTEP Grade 4 Math Spring 2009 to 2013
Analysis of Data: According to ISTEP+, the 4th grade students did well in the areas computation, geometry, and problem solving. The areas of concern are measurement, data analysis & problem solving, algebra & functions.
Data Collection: The ISTEP+ results following the same group of students in grades 3 and 4 from 2012 to 2013. ISTEP MATH
Grade 3,4, 2012, 2013 Percent Mastery Grade 3 Grade 4
Spring 2012
Spring 2013
Number Sense 82 81 Computation 78 86 Algebra & Functions 78 79 Geometry 78 84 Measurement 82 76 Data Analysis & Probab 76 Problem Solving 78 84
Analysis of Data: According to ISTEP+, the same group of students in 3rd and in 4th grade, did well in the areas of computation, geometry, problem solving and number sense. The areas of concern are algebra & functions, measurement, and data analysis.
Data Collection: The NWEA, (Northwest Evaluation Association) results following the same group of students in grades 4 in the Fall 2012, and Spring 2013 . NWEA Hi - percentile is 66% and above Mathematics AV - percentile is between 66% and 34% range Spring 2012 LO- percentile is 34% and lower Grade 4 NWEA Grade 4 Grade 4 Fall 2012 Spring 2013 Number Sense High 18 16 Avg 9 14 Low 9 7 Computation High 13 10 Avg 13 18 Low 10 9 Algebra Functions High 18 11 Avg 11 18 Low 7 8 Geometry High 11 22 Avg 13 10 Low 12 5 Measurement High 12 15 Avg 16 16 Low 8 6 Stats/Data/Prob High 18 13 Avg 12 14 Low 6 10 Problem Solving High 9 16 Avg 19 10 Low 8 11
Analysis of Data: According to NWEA, the 4th grade students did well in number sense, computation, algebra functions, geometry and measurement. The areas of concern are statistics, data, probability, and problem solving.
SUMMARY OF DATA MATHEMATICS GRADE 5
Data Collection: The ISTEP+ results for 5th grade students from Spring 2009 to Spring 2013. ISTEP MATH
Grade 5 2009, 2010, 2011, 2012, 2013 Percent Mastery
Grade 5 Grade 5 Grade 5 Grade 5 Grade 5
Spring 2009
Spring 2010
Spring 2011
Spring 2012
Spring 2013
Number Sense 94 93 80 92 90 Computation 91 98 78 92 95 Algebra & Functions 91 88 78 90 93 Geometry 91 98 84 94 95 Measurement 91 98 82 88 88 Data Analysis & Probab 88 93 82 90 83 Problem Solving 85 95 80 94 93
Analysis of Data: According to ISTEP+ results, the 5th grade students did well in the areas of computation, geometry, and problem solving. The areas of concern are data analysis & probability, measurement, and number sense.
Data Collection: The ISTEP+ results following the same group of students in grades 3, 4, and 5 results from 2011 to 2013. ISTEP MATH
Grade 3,4,5 2011, 2012, 2013 Percent Mastery
Grade 3 Grade 4 Grade 5
Spring 2011
Spring 2012
Spring 2013
Number Sense 88 92 90 Computation 72 92 95 Algebra & Functions 78 92 93 Geometry 91 92 95 Measurement 94 92 88 Data Analysis & Probab X 95 83 Problem Solving 94 86 93
Analysis of Data: According to the ISTEP+ results, the same group of students in 3rd, 4th, and 5th grades did well in the areas of computation, geometry algebra & functions and problem solving. The areas of concern are data analysis & probability, measurement, and number sense.
Data Collection: The NWEA , (Northwest Evaluation Association) results for 5th grade in the Spring 2012, Fall 2012, and Spring 2013. NWEA Hi - percentile is 66% and above Mathematics AV - percentile is between 66% and 34% range Spring 2012 LO- percentile is 34% and lower Grade 4 & 5 NWEA Grade 4 Grade 5 Grade 5
Spring 2012
Fall 2012
Spring 2013
Number Sense High 12 21 18 Avg 17 14 17 Low 14 11 13 Computation High 10 22 18 Avg 19 16 14 Low 14 8 16 Algebra Functions High 17 23 9 Avg 15 12 20 Low 11 11 19 Geometry High 18 22 22 Avg 16 18 17 Low 9 6 9 Measurement High 19 23 20 Avg 11 9 16 Low 13 14 12 Stats/Data/Prob High 11 21 12 Avg 20 13 18 Low 12 12 30 Problem Solving High 13 15 15 Avg 11 17 12 Low 19 14 21
Analysis of Data: The same group of students in grade 4 and 5 according to NWEA did well in number sense, computation, algebra functions, geometry, and measurement. The areas of concern are statistics, data, probability, and problem solving.
SUMMARY OF DATA MATHEMATICS GRADE 6
Data Collection: The ISTEP+ results for 6th grade students from Spring 2009 to Spring 2013. ISTEP MATH
Grade 6 2009, 2010, 2011, 2012, 2013 Percent Mastery
Grade 6 Grade 6 Grade 6 Grade 6 Grade 6
Spring 2009
Spring 2010
Spring 2011
Spring 2012
Spring 2013
Number Sense 92 94 92 83 90 Computation 92 91 95 83 92 Algebra & Functions 89 91 95 83 90 Geometry 95 94 95 83 88 Measurement 92 88 95 85 92 Data Analysis & Probab 92 88 95 83 90 Problem Solving 92 91 95 80 92
Analysis of Data: According to the ISTEP+ results, the 6th grade students did well in the areas of computation, measurement, and problem solving. The areas of concern are geometry, number sense, algebra & functions, and data analysis & probability.
Data Collection: The ISTEP+ results of the same group of students in grades 3, 4, 5 and 6 from the years 2010 to 2013. ISTEP MATH
Grade 3,4, 5 ,6 Spring 2010, 2011, 2012, 2013 Percent Mastery
Grade 3 Grade 4 Grade 5 Grade 6
Spring 2010
Spring 2011
Spring 2012
Spring 2013
Number Sense 90 87 92 90 Computation 81 87 92 92 Algebra & Functions 88 84 90 90 Geometry 83 89 94 88 Measurement 90 87 88 92 Data Analysis & Probab X 87 90 90 Problem Solving 85 89 94 92
Analysis of Data: According to the ISTEP+ results, the same group of students in 3rd, 4th, 5th and 6th grades did well in the areas of computation, measurement, and problem solving. The areas of concern are number sense, algebra & functions, geometry, and data analysis & probability.
Data Collection: NWEA results (Northwest Evaluation Association) of students in 6th grade in the Spring 2012, Fall 2013, and Spring 2013. NWEA Hi - percentile is 66% and above Mathematics AV - percentile is between 66% and 34% range Spring 2012 LO- percentile is 34% and lower Grade 5, 6 NWEA Grade 5 Grade 6 Grade 6
Spring 2012
Fall 2013
Spring 2013
Number Sense High 15 12 18 Avg 16 17 20 Low 14 18 8 Computation High 14 15 18 Avg 17 17 16 Low 14 15 13 Algebra Funct High 14 15 10 Avg 15 19 27 Low 16 13 9 Geometry High 17 19 20 Avg 17 16 17 Low 11 12 9 Measure High 14 13 14 Avg 20 13 24 Low 11 21 8 Stats/Data/Prob High 13 14 22 Avg 16 18 14 Low 16 15 10 Problem Solve High 18 13 15 Avg 13 17 15 Low 14 17 16
Analysis of Data: According to NWEA, the same group of students in grades 5 and 6 did well in number sense, computation, algebra functions, geometry, and measurement. The areas of concern are statistics, data, probability, and problem solving.
OTTER CREEK SEQUENTIAL MATH Data Collection: Grades 4, 5, and 6 take a pretest and post test on math facts. They do math facts drill three times a week. Every Friday they test themselves and record their progress.
Analysis of Data: There is a progression of retention over the years in reviewing math facts using the Otter Creek Sequence Math program. The areas of improvement are multiplication, division and algebra & functions. The area of concern is geometry.
Data Collection: St. Boniface School Summary Report for Mathematics ISTEP+ Spring 2013 School Average Percent Mastery
Standard Grade 4 Grade 5 Grade 6
Number Sense 81 90 90 Computation 86 95 92 Algebra & Functions 79 93 90 Geometry 84 95 88 Measurement 76 88 92 Data Analysis & Probability 76 83 90 Problem Solving 84 93 92
ACUITY Fall 2013 School Average Percent Points Obtained
Standard Grade 4 Grade 5 Grade 6
Number Sense 80 73 67 Computation 84 76 37 Algebra & Functions 72 51 73 Geometry 50 56 51 Measurement 67 51 84 Data Analysis & Probability 65 45 70
Conclusion: The major areas of weakness for grades 4, 5, and 6 in mathematics as indicated by ISTEP+ and Acuity are:
1. Geometry 2. Measurement 3. Data analysis & Probability
SUMMARY OF DATA ENGLISH / LANGUAGE ARTS GRADE 4
Data Collection: The ISTEP+ results of the 4th grade students from Spring 2009 to Spring 2013. ISTEP LANGUAGE ARTS
GRADE 4 SPRING 2009, 2010, 2011, 2012, 2013 Percent Mastery
Grade 4 Grade 4 Grade 4 Grade 4 Grade 4
Spring 2009 Spring 2010
Spring 2011
Spring 2012
Spring 2013
Reading Vocabulary 100 93 84 86 97 Nonfiction/Info Text 100 92 87 92 95 Literary Text 95 93 82 76 97 Writing Process 95 90 82 81 95 Writing Applications 100 87 80 84 86 Lang. Conventions 95 87 80 92 89
Analysis of Data: According to the ISTEP+ for grade 4, the students did well in reading vocabulary, literary text, nonfiction/information text, and writing process. The areas of concern are writing applications and language conventions.
Data Collection: The ISTEP+ results for the same group of students in grades 3 and 4 tested in 2012 to 2013. ISTEP LANGUAGE
Grades 3,4, Spring 2012, 2013 Percent Mastery
Grade 3 Grade 4
Spring 2012
Spring 2013
Reading Vocabulary 96 97 Nonfiction/Info Text 91 95 Literary Text 96 97 Writing Process 93 95 Writing Application 93 86 Lang Conventions 96 89
Analysis of Data: According to ISTEP+ results, the same group of students in the 3rd and then 4th grade did well in the areas of reading vocabulary, nonfiction information, literary text and writing process. The areas of concern are writing application and language conventions.
Data Collection: NWEA results (Northwest Evaluation Association) of students in 4th grade in Fall 2012, and Spring 2013. NWEA Hi - percentile is 66% and above Language Usage AV - percentile is between 66% and 34% range Spring 2012 LO- percentile is 34% and lower Grade 4 NWEA Grade 4 Grade 4 Fall 2012 Spring 2013 Writing Process High 12 11 Avg 16 16 Low 8 10 Writing Applications High 17 14 Avg 16 11 Low 3 12 Grammar High 16 16 Avg 15 16 Low 5 5 Mechanics High 22 19 Avg 7 12 Low 7 6
Analysis of Data: According to NWEA the students in 4th grade did well in English grammar and mechanics. The area of concern is writing applications and writing process.
2 4 6 8 10 12 14 16 18 20 22 24
High Avg Low High Avg Low High Avg Low High Avg Low
Writing Process Writing Applicat Grammar Mechanics
Grade 4 Fall Grade 4 Spring
SUMMARY OF DATA ENGLISH / LANGUAGE ARTS GRADE 5
Data Collection: ISTEP+ results of 5th grade students from Spring 2009 to Spring 2013. ISTEP ENGLISH, LANGUAGE ARTS
GRADE 5 Spring 2009, 2010, 2011, 2012, 2013 Percent Mastery
Grade 5 Grade 5 Grade 5 Grade 5 Grade 5
Spring 2009 Spring 2010
Spring 2011
Spring 2012
Spring 2013
Reading Vocabulary 88 98 87 83 73 Nonfiction/Info Text 88 100 89 81 75 Literary Text 91 100 91 77 74 Writing Process 91 98 87 79 75 Writing Applications 88 95 89 81 72 Lang. Conventions 91 100 89 81 72
Analysis of Data: According to the ISTEP+ for grade 5, the students consistently went down in all areas of language arts. The main areas of concern are reading vocabulary, writing applications and language conventions.
Data Collection: The ISTEP+ results from the same group of students in the 3rd, 4th and 5th grade from 2011 to 2013. ISTEP LANGUAGE Grades 3,4,5 Spring 2011, 2012, 2013
Percent Mastery Grade 3 Grade 4 Grade 5
Spring 2011
Spring 2012
Spring 2013
Reading Vocabulary 94 86 73 Nonfiction/Info Text 94 92 75 Literary Text 94 76 74 Writing Process 91 81 75 Writing Application 91 84 72 Lang Conventions 94 92 72
Analysis of Data: According to the ISTEP+, the same group of students in 3rd , 4th and 5th grade went down in all areas. The areas of major concern are reading vocabulary, writing applications and language conventions.
Data Collection: NWEA, (Northwest Evaluation Association) for 4th and 5th grade students in the Fall 2012 and Spring 2013. NWEA Hi - percentile is 66% and above Language Usage AV - percentile is between 66% and 34% range Spring 2012 LO- percentile is 34% and lower Grade 4 & 5 NWEA Grade 4 Grade 5 Grade 5 Spring 2012 Fall 2012 Spring 2013 Writing Process High 21 19 22 Avg 11 18 8 Low 11 9 17 Writing Applicat High 20 26 21 Avg 13 9 14 Low 10 11 12 Grammar High 25 28 20 Avg 6 12 15 Low 12 6 12 Mechanics High 24 26 21 Avg 8 8 14 Low 11 12 12
Analysis of Data: According to NWEA, the same group of students in grades 4 and 5 did well in writing application. The areas of concern are writing process, grammar, and mechanics.
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
High Avg Low High Avg Low High Avg Low High Avg Low
Writing Process Writing Applicat Grammar Mechanics
Grade 4 Spring Grade 5 Fall Grade 5 Spring
SUMMARY OF DATA ENGLISH / LANGUAGE ARTS GRADE 6
Data Collection: The ISTEP+ results of students in the 6th grade from Spring 2009 to Spring 2013. ISTEP ENGLISH/LANGUAGE ARTS
GRADE 6 2009, 2010, 2011, 2012, 2013 Percent Mastery
Grade 6 Grade 6 Grade 6 Grade 6 Grade 6
Spring 2009 Spring 2010
Spring 2011
Spring 2012
Spring 2013
Reading Vocabulary 95 85 90 85 85 Nonfiction/Info Text 92 85 92 85 81 Literary Text 89 88 90 85 75 Writing Process 95 88 97 89 85 Writing Applications 92 88 97 89 83 Lang. Conventions 92 85 100 85 83
Data Analysis: According to the ISTEP+ for grade 6, the students did well reading vocabulary, and writing process. The areas of concern are nonfiction/info text, literary text, writing applications, and language conventions.
Data Collection: ISTEP+ results of the same group of students in the 3rd, 4th, 5th and 6th grade students from 2010 to 2013. ISTEP LANGUAGE
Grades 3,4,5,6 Spring 2010, 2011, 2012, 2013 Percent Mastery
Grade 3 Grade 4 Grade 5 Grade 6
Spring 2010
Spring 2011
Spring 2012
Spring 2013
Reading Vocabulary 92 84 83 85 Nonfiction/Info Text 90 87 81 81 Literary Text 83 82 77 75 Writing Process 94 82 79 85 Writing Application 94 80 81 83 Lang Conventions 91 80 81 83
Analysis of Data: According to the ISTEP+ results, the same group of students in grades 3, 4, 5, and 6, did well in the areas of reading vocabulary and writing application. The areas of concern are: nonfiction/Information text, literary text, and language conventions.
Data Collection: NWEA, (Northwest Evaluation Association) results for students in 6th grade in the Spring 2012, Fall 2012 and Spring 2013. NWEA Hi - percentile is 66% and above Language Usage AV - percentile is between 66% and 34% range Spring 2012 LO- percentile is 34% and lower Grade 5,6 NWEA Grade 5 Grade 6 Grade 6 Spring 2012 Fall 2012 Spring 2013 Writing Process High 19 23 21 Avg 15 18 16 Low 10 6 8 Writing Applicat High 21 28 29 Avg 17 12 10 Low 6 7 7 Grammar High 24 32 30 Avg 11 10 10 Low 9 5 6 Mechanics High 24 31 31 Avg 17 12 8 Low 11 4 7
Analysis of Data: According to NWEA, the same group of students in grades 5 and 6, did well in writing application, grammar and mechanics. The area of concern is writing process.
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34
High Avg Low High Avg Low High Avg Low High Avg Low
Writing Process Writing Applicat Grammar Mechanics
Grade 5 Spring Grade 6 Fall Grade 6 Spring
Data Collection: St. Boniface School Summary Report for Reading/Language Arts
Reading/Language Arts ISTEP+ Spring 2013 School Average Percent Mastery
Standard Grade 4 Grade 5 Grade 6
Reading Vocabulary 97 73 85 Nonfiction/Information Text 95 75 81 Literary Text 97 74 75 Writing Process 95 75 85 Writing Applications 86 72 83 Language Conventions 89 72 83
ACUITY Fall 2013 School Average Percent Points Obtained
Standard Grade 4 Grade 5 Grade 6
Reading: Word Recognition Fluency, Vocab Development
83 76 67
Reading: Comprehension 81 79 57 Reading Comprehension and Analysis of Literary Text
72 71 51
Writing: Process 73 63 n/a Writing: Application 91 76 53 Writing: Language Conventions 84 93 84
Conclusion: The major areas of weakness for grades 4, 5, and 6 in language as indicated by ISTEP+ and Acuity are:
1. Writing Process 2. Writing Applications 3. English Conventions
CONCLUSION ABOUT THE CURRENT EDUCATIONAL PROGRAMMING
St. Boniface School Supports the
Achievement of Indiana Academic Standards St. Boniface School has a curriculum that is aligned to the Indiana Standards and the Core Curriculum. Each teacher has a copy of the Indiana Standards and verifies these standards in their long range lesson plans as well as the daily teaching plans. Each teacher has access to both the Indiana Standards and the Core Curriculum online. St. Boniface School is accredited by AdvancED, (NCA CASI ) and the State of Indiana.
St. Boniface School Has Instructional Strategies Supporting the Indiana Academic Standards
Teachers make weekly lesson plans designed around the Indiana Academic Standards. Various teaching strategies and activities along with small and large group instruction promote the learning environment. Projects in English, reading, social studies, and science are a regular part of the curriculum. These projects promote skills across the curriculum and involve research and technology skills. Drill in both math and language skills are done daily. Each student has a writing portfolio. The maximum time is spent on each subject for consistency on a daily basis. All classes are scheduled to ensure the maximum use of instructional time. Educational field trips and enrichment activities all promote the Indiana Academic Standards.
Student Achievement Based on ISTEP+ and Other Assessments
Every year St. Boniface School students take the Indiana Statewide Testing for Educational Progress Plus (ISTEP+). Beginning the Fall of 2010, the students began taking NWEA (Northwest Evaluation Association. They were tested in the Fall of 2010, the Spring and Fall of 2011 and the Fall of 2012. Acuity was given for the first time in Fall 2013. Acuity Predictive Assessments will replace NWEA. The students take the Otter Creek Institute assessment for math computation. Other assessments are taken from Indiana’s Academic Standards Resource as well as textbook program assessments.
Parental Participation in St. Boniface School
The people of the Lafayette School Community are dedicated to the Lafayette Catholic School System. For over 23 years they put on a major fundraiser titled: Blue Knight Auction. This gala provides tuition assistance to the needy families who wish to have their children receive a Catholic education and it provides school materials and equipment to enrich the curriculum. St. Boniface Parish also supplements the tuition assistance through contributions of the parish church and private donations. Parents are on the Governance Board, the Technology Committee, the Development Committee, the Recruitment Committee and the Long Range Planning Group. Recently the
governance structure was evaluated by ACE from Notre Dame. Many parents were part of the Domain committees. Parents act as room parents, chaperones, library aides, playground supervisors, PTO officers, art enrichment program, athletic directors, basketball, volleyball, and cheerleading coaches, tutors and secretarial aides. Parents are invited to all project displays and assemblies August PTO Back to School Night Open House for all parents PTO General meeting for all parents September Parents receive progress reports October Parent Teacher Conferences Fall Family Event in evening Red Ribbon Week Dad’s Make a Difference Week November Presentation of Saints Project by the students for parents PTO Meeting for Parents D.A.R.E. graduation Parents receive Progress Reports Theatre performances at Purdue Thanksgiving Music/Band program December PTO Sponsors St. Nicholas Jubilee Christmas – parents and children helping others Report Cards given to parents January Catholic Schools Week Activities planned for families all week February Progress Reports given to parents Education Fair for all students March Parent Forum Report Cards given to parents Lenten Prayer Services April Blue Knight Auction Scholastic Book Fair Grandparents Day PTO End of Year Meeting May Spring Music/Band Program Special Holy Mass and Reception for Volunteers Game Day for everyone Graduation Ceremony for grade 6 It is due to the commitment of the pastors of St. Mary, St. Lawrence and St. Boniface parishes and the support of the people in the Lafayette area that the Lafayette Catholic School System provides excellent Catholic education.
Technology as a Learning Tool
Major improvements continue to be part of the school improvement in the area of technology for faculty, students and parents.
• Each full time teacher has a laptop, a printer, and internet access with email address. • Each classroom has a projector for DVD, computer, and internet viewing. • Each classroom has a portable SMART board with projector and document camera. • Each classroom has a smart cart for media storage and presentation. • Each classroom has a desktop Mac computer that is networked to the whole school. • Each classroom is wireless and allows teachers to connect from anywhere in the school. • Teachers have access to Google Chrome • Discovery Streaming is available and used often by all teachers throughout the school. • Students have access to the computers anytime including before and after school. • Students have computer class twice a week in which they learn:
o Microsoft Office o Microsoft Word o Excel o Power Point o Newsletters are published, power point presentations are given by students o Research on curriculum projects is routinely done using the internet
• Harmony, an administrative program, is installed throughout the school and the Lafayette Catholic School System.
• All ISTEP tests are taken online with computers • All Acuity assessments are taken online with computers. • Accelerated Reading Library Program is online and used by all students. • Parents have access to certain textbooks, grades, and school newsletters on line. • St. Boniface School is linked with the website of the Lafayette Catholic Schools.
Safe and Disciplined Learning Environment
St. Boniface School has a school wide discipline plan. All the rules, the consequences and the rewards are posted in all classrooms. The parents are notified of this school wide discipline program through the annually updated Parent/Student Handbook, and a personal letter sent home. Parents are kept informed of their child’s progress through weekly “Tuesday” folders with both academic and personal information enclosed. Parents sign the folder and return it to school the next day. Guidance classes are taught once a week to all grade levels. A curriculum is set in place covering the follow topics:
• Tobacco Use • Drugs and Alcohol • Substance Abuse with Red Ribbon Week • Protecting God’s Children – potential lures,
pornography, role playing • Bullying • Peer Pressure • Building Self-esteem • Valuing others
STUDENT ACHIEVEMENT OBJECTIVES
Professional Development Each school year the teachers attend six days of professional development. These professional development days center around the school goals. Funds are set aside for professional development, both for school wide workshops as well as any workshops the teachers may wish to attend on an individual basis. Schedules are arranged that partner teachers and teachers of the same subject area may meet together to discuss the development and teaching strategies to follow the state guidelines on the curriculum. Every Monday, the teachers of English meet together and the teachers of mathematics meet together after school for 30 minutes to discuss student performance and evaluation of the curriculum and resources. Mentoring of younger teachers with master teachers also takes place on a regular basis. The professional development plan is outlined in the beginning of each school year. Teachers are required to participate in the basic professional plan, and are encouraged to enrich their teaching skills by attending outside workshops. Professional reading materials and access to the professional library and multi-media center at Wabash Valley are available.
ST. BONIFACE SCHOOL IMPROVEMENT ACTION PLAN 2013-2014
Target Area: Mathematics Goal: All students will improve their mathematics skills in geometry, measurement, data analysis and probability across all grade levels. Intervention #1 Students will gain a working knowledge in geometry applicable to
the real world. Plan of Action
A. Students in grade 4 will be able to draw and identify lines and angles, and classify shapes by properties of their line and angles.
B. Students in grade 5 will be able to graph points on the coordinate plane to solve real-‐ world and mathematical problems. They will also classify two-‐dimensional figures into categories based on their properties.
C. Students in grade 6 will solve real-‐world and mathematical problems involving area, surface area and volume.
D. Hands on activities will be implemented E. Extra time will be scheduled weekly to the assigned intervention activities based
on the Acuity Program.
Assessment A. Students will take a pretest and a post-test to determine progress in geometry B. Students will be assessed using Acuity in September, November, and February. C. Students will be assessed using ISTEP+ in March and April. D. Teachers will use Indiana’s Academic Standards Resource assessment when
applicable upon completing units specific to that standard. E. Extra time will be scheduled weekly to do the assigned intervention activities based
on the Acuity Program.
Intervention #2 Students will develop an understanding of measurement and be able to compute and choose appropriate units of measurement.
Plan of Action A. Students in Grade 4 will understand perimeter and area, as well as measuring volume,
capacity, time, and money. B. Students in Grade 5 will understand and compute the areas and volumes of simple
objects, and measure weight, temperature, time, and money. C. Students will deepen their understanding of the measurement of plane and solid
shapes to solve problems. They will calculate with temperature and money, and choose appropriate units of measure.
Assessment
A. Students will take pretest A from the Indiana’s Standards Resource B. Students will take post test B from the Indiana’s Standards Resource C. Students will be assessed using Acuity in September, November, and February. D. Students will be assessed using ISTEP+ in March and April. E. Teachers will identify students to work with math intervention groups.
Intervention #3 Students will understand data and be able to represent the data in
various ways. Plan of Action
A. Students in grade 4 will represent data on a number line, tables, interpret graphs and summary probability experiments.
B. Students in grade 5 will explain types of displays, find means, median, mode and range, understand and express outcomes of experimental probability.
C. Students in grade 6 will organize and display data, make frequency tables, compare mean, median, and mode, show outcomes and estimate probability of future events.
Assessment
A. Students will take pretest A from the Indiana’s Standards Resource B. Students will take post test B from the Indiana’s Standards Resource C. Students will be assessed using Acuity in September, November, and February. D. Students will be assessed using ISTEP+ in March and April. E. Teachers will provide the opportunities for students to receive extra help.
Research/Best Practice Sources
• National Council of Teachers of Mathematics website (http://nctm.org) • How to Successfully Teach Math Facts & Strategies to All Students by Don Crawford • Best Practice: New Standards for Teaching and Learning in America’s Schools by
Zemelman, Daniel, Hyde Fourth Edition. • What’s Math Go to Do with It? By Jo Boaler
Staff Development
• Reflective Practice- Meet weekly every Monday after school • Workshops - Use Acuity Predictive software • Study Groups – Teachers of math help each other learn new mathematics software • Examining Student Work Together – work on rubrics and analyze context
Timeline • August 2013 to May 2015
Persons Accountable
• All math teachers in grades 4, 5, and 6 • All students • Instructional interventionists • Principal • Parents
ST. BONIFACE SCHOOL IMPROVEMENT ACTION PLAN 2013-2014
Target Area: English Language Arts Goal: All students will be able to write clear, coherent, and focused essays using
varied word choices that convey ideas and images and employ appropriate Standard English conventions.
Intervention #1 Students will write clear coherent and focused essays. Plan of Action
A. Students will use the same basic graphic organizer for writing in all subjects B. Students will write for an intended purpose
1. Gr. 4 will write narrative, descriptive, persuasive, and story compositions. 2. Gr. 5 will write narrative, descriptive, persuasive, and story compositions. 3. Gr. 6 will write narrative, descriptive, persuasive, and expository
compositions. C. Students will use writing rubrics specific to the type of essay or story
D. Teachers participate in professional development: “Traits of Writing” by Ruth Culham
Assessment A. Students will self-‐assess their work according to the writing rubrics B. Students will graph their writing progress
C. Students will be assessed using Acuity in September, November and February.
D. Students will be assessed using ISTEP+ in March and April. E. Teachers will score students’ work according to established writing rubrics.
Intervention #2 Students will use Standard English conventions in all writing.
Plan of Action A. Students in Grade 4 will improve in Standard English in the areas of:
1. Using simple and compound sentences. 2. Identify and use regular and irregular verbs. 3. Employ correct verb usage. 4. Employ correct punctuation. 5. Employ correct capitalization.
B. Students in Grade 5 will improve in Standard English in the areas of: 1. Identify and correctly use prepositional phrases, appositives, main and
subordinate clauses. 2. Identify and use correlative conjunctions. 3. Employ correct punctuation.
C. Students in Grade 6 will improve in Standard English in the areas of: 1. Identify and properly use indefinite pronouns. 2. Correctly use verb tenses: present perfect, past perfect, future perfect. 3. Employ correct subject and verb agreement. 4. Employ correct punctuation.
D. Daily Language Review by Evan Moore will be used as morning work for the grade levels. E. Extra time will be scheduled weekly to do the assigned intervention activities based on the Acuity Program. Assessment
A. Students will be assigned a variety of daily work to assess their knowledge B. Students will be assessed using chapter and unit textbook tests. C. Students will be assessed using Acuity in September, November and
February. D. Students will be assessed using ISTEP+ in March and May. E. Students will be held accountable for correct usage throughout the
curriculum. F. Teachers will use Indiana’s Academic Standards Resource assessment when
applicable upon completing units specific to that standard. Intervention #3 Students will increase their vocabulary and their ability to
understand and explain words. Plan of Action
A. Students will view the reading vocabulary words posted in classroom. B. Students will use the reading vocabulary words in written work. C. Students will complete weekly spelling and vocabulary assignments. D. Students will utilize a thesaurus to replace common words in writing essays.
E. Students will write complete sentences in all subjects across the curriculum. F. Extra time will be scheduled weekly to do the assigned intervention activities based on the Acuity Program. Assessment
A. Students will be tested on their reading vocabulary words. B. Students will be assessed for their use of new words on their writing
compositions rubric.
C. Students will be assessed using Acuity in September, November and February.
D. Students will be assessed using ISTEP+ in March and May.
Research/Best Practice Sources • Indiana Writing Council • Indiana Academic Standards Resource • National Council for Teachers of English www.ncte.org • Best Practice: New Standards for Teaching and Learning Second Edition, by
Zemelman, Daniels, Hyde • Traits of Writing by Ruth Culham • Teaching the Critical Vocabulary of the Common Core by Marilyn Sprenger
Staff Development
• Reflective Practice- Meet weekly every Monday after school • Workshops - Use Acuity Predictive software • Study Groups – Teachers of English help each other learn new mathematics software • Examining Student Work Together – work on rubrics and analyze context • In-Service – C.A.F.E. and The Daily 5 •
Timeline • August 2013 to May 2015
Persons Accountable
• All English teachers in grades 4, 5, and 6 • All teachers in grades 4, 5, and 6 • All students • Instructional interventionists • Principal • Parents
St. Boniface
St. Boniface
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