Our Mission

1. Our Mission …to form a community of faith and learning by promoting a Catholic way of life through Gospel values and academic excellence.

2. VISION SFCS will be a Christ-centered community providing a financially viable, world-class education for an increasing number of children.

3. A FUTURE WITH QUALITY CATHOLIC EDUCATION VISION: SFCS will be a Christ-centered community providing a financially viable, world-class education for an increasing number of children. FAITH PROGRAMS PERSONNEL ¨Instruction ¨Service ¨Community ¨Worship ¨Curriculum ¨Co-Curriculum ¨Support Services ¨Certified ¨Classified ¨Adjunct ¨Volunteer GROWTH FINANCES ¨Enrollment ¨Facilities ¨Relationships ¨Foundation ¨Development ¨Operations MISSION: ...to form a community of faith and learning by promoting a Catholic way of life through Gospel values and academic excellence.

5. A FUTURE WITH QUALITY CATHOLIC EDUCATION VISION: SFCS will be a Christ-centered community providing a financially viable, world-class education for an increasing number of children. FAITH PROGRAMS PERSONNEL ¨Instruction ¨Service ¨Community ¨Worship ¨Curriculum ¨Co-Curriculum ¨Support Services ¨Certified ¨Classified ¨Adjunct ¨Volunteer GROWTH FINANCES ¨Enrollment ¨Facilities ¨Relationships ¨Foundation ¨Development ¨Operations MISSION: ...to form a community of faith and learning by promoting a Catholic way of life through Gospel values and academic excellence.

6. 2012 Dakota STEP Scores Our Mission…to form a community of faith and learning by promoting a Catholic way of life through Gospel values and academic excellence!

10. Looking Ahead In the Spring of 2015 South Dakota students in grades 3-8 and 11 will take an online exam in English Language Arts and Mathematics aligned to the Common Core Standards.

11. What will the assessment be like? • Will be an online computer adaptive assessment. • Will include a variety of test item types including: selected response, constructed response, and technology enhanced. • Will also include performance tasks which require application of knowledge and skills.

12. KEY CHANGES in ELA Standards Reading • Balance shift to more informational reading vs. literature • Text complexity increases Writing • Emphasis on argument and informative/explanatory writing • Writing about sources more of a focus Speaking and Listening • Inclusion of formal and informal talk Language • Stress general academic and domain-specific vocabulary • Grade level expectations for grammar/usage/conventions

13. KEY CHANGES ACROSS THE CURRICULUM Standards for reading and writing in history/ social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects

14. KEY CHANGES IN MATH STANDARDS Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding andprocedural fluency (explain why a particular math statement is true). Stressmodeling – hands on learning Mathematical practices Foster reasoning and sense-making in mathematics.

17. Bloom’s Taxonomy to Webb Levels

18. Cognitive Rigor and Depth of Knowledge • The level of complexity of the cognitive demand. • Level 1: Recall and Reproduction • Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. • Level 2: Basic Skills and Concepts • Requires the engagement of some mental processing beyond a recall of information. • Level 3: Strategic Thinking and Reasoning • Requires reasoning, planning, using evidence, and explanations of thinking. • Level 4: Extended Thinking • Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.

19. Level 1 ExampleGrade 8 Select all of the expressions that have a value between 0 and 1. 87∙ 8–12 74 7–3 ∙ 1 3 2 1 3 9 (–5)6 (–5)10

20. Level 2 ExampleGrade 8 A cylindrical tank has a height of 10 feet and a radius of 4 feet. Jane fills this tank with water at a rate of 8 cubic feet per minute. How many minutes will it take Jane to completely fill the tank without overflowing at this rate? Round your answer to the nearest minute.

21. Level 3 ExampleGrade 8 • The total cost for an order of shirts from a company consists of the cost for each shirt plus a one-time design fee. The cost for each shirt is the same no matter how many shirts are ordered. • The company provides the following examples to customers to help them estimate the total cost for an order of shirts. • 50 shirts cost $349.50 • 500 shirts cost $2370 • Part A: Using the examples provided, what is the cost for each shirt, notincluding the one-time design fee? Explain how you found your answer. • Part B: What is the cost of the one-time design fee? Explain how you found your answer.

22. Level 4 ExampleGrade 8 During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.

23. Traditional Selected Response Item • If a rectangle is 3 feet tall and 6 feet wide, what is the area, in square feet, of this rectangle? • 3 • 15 • 18 • 63

24. Non-Traditional Selected Response Item A multiplication problem is shown below. 17 × 12 Which model(s) below could represent the solution to this problem? Select all that apply. Which model(s) below could represent the solution to this problem? Select all that apply. A. B. C. (1×1)+(1×7)+(1×2)+(2×7) D. E. F. (17×2)+(17×1)

25. Non-Traditional Selected Response Item STEM For numbers 1a – 1d, state whether or not each figure has ⅖ of its whole shaded. 1a. 1b. MULTIPLE PARTS OPTIONS 1c. 1d.

26. Components of an ELA Constructed Response Item • The Shepherd’s Boy and the Wolf • A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep. • In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.

27. Cognitive Rigor Matrix This matrix from the Smarter Balanced Content Specifications for ELA draws from both Bloom’s (revised) Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.

28. ELA and Math Curriculum Mapping and Common Core Resources Smarter Balanced Consortium Resources http://www.smarterbalanced.org/smarter-balanced-assessments/ ELA and Math Common Core Standards http://www.corestandards.org/the-standards/english-language-arts-standards Disaggregated ELA and Math Standards (South Dakota Version) http://sdccteachers.k12.sd.us/ Sioux Falls School District Instructional Wiki Math Resources • http://www.sfinstructionalresources.wikispaces.net/home Mathematical Practices Posters http://opi.mt.gov/PDF/CCSSO/Grade-6-Math-Practices-posters.pdf Other States Unpacked Standards and Alignment Documents North Carolina http://www.dpi.state.nc.us/acre/standards/common-core-tools/#unela Ohio Model Curriculum - Math http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=83475 Math Common Core Tools - Bill McCallum’s Site http://commoncoretools.me/ Arizona Common Core Math Resources for Grade Levels http://www.azed.gov/standards-practices/mathematics-standards/

30. Sample 3rd Grade Extended Response ItemSmarter Balanced Consortium Website Mia said Figure Q and Figure R have equal areas and equal perimeters. She supported her thinking by saying that any two figures made of an equal number of unit squares always have equal areas and equal perimeters. Is Mia correct? In the space below, use pictures, numbers, or words to explain why or why not.

31. Here are the current spaces that have been started for District-wide use:Essentials Guides Fine and Performing Arts Handbook Intel Units The Effective Classroom K-5 Smart Board Tools (This space is now a "Private" wiki. If you are a teacher in the Sioux Falls School District, you may request membership to this space. Click here for instructions on requesting membership.) Elementary Teachers Elementary Math Middle School Messenger High School Language Arts High School Math High School Teachers New Teachers Data Retreat ELL PBL SFSD Professional Development Community (a new website to provide you with an opportunity to share and learn from one another) Teaching Smarter with 21st Century Tools Tech Innovations Middle School Vocal Music

32. Community. Faith. Excellence. We have it all! • OGHS wins first annual KELO Cup award recognizing top AA athletic program in the state! Smallest AA school wins top award! • O’Gorman High School won a “School of Excellence in Speech Award” from the National Forensic League.  Only 13 schools in the country won this award • OGHS named one of top 50 Catholic high schools in nation every year since award began!

33. SFCS…Second to none… • 44 seniors graduated with a 4.0 GPA or better! • 31 seniors graduated with a 30 or better on the ACT! • Average ACT score 26.1 • 107 seniors were named Regents Scholars! • 4,500 hours of Christian Service completed by this year’s senior class.

34. SFCS Peer Relations Committee Promoting Positive Peer Relations

35. To date we have… • Surveyed students and parents regarding peer relations issues. • Established a system wide policy for handling bullying and harassment. • Provided teachers, parents, & students with education and resources to use in recognizing and addressing bullying. • Began implementation of curriculum of classroom instruction in peer relations.

36. 2012-13 Goals • Survey all students in grades 4-12 regarding peer relations and compare data to baseline data from two years ago. • Develop and implement classroom instruction at the junior high level. • Establish groups at the high school level for addressing peer relation issues. • Continue to educate parents about peer relations issues.

37. Where does it happen? Grades 4-6 • Playground 64.8% • Cafeteria/ • Lunchroom 37.0% • Classrooms 20.9%

38. Where does it happen? Grades 7-12 • Hallways 81.4% • Areas away from school 74.0% • Locker Rooms 64.4% • Cafeteria 59.6%

39. Do teachers try to stop it? Grades 4-6 Always 48.4% Often 15.0% Sometimes 12.4% Never 1.8% They don’t appear to notice it 14.8% Grades 7-12 Always 27.3% Often 20.7% Sometimes 19.1% Never 3.4% They don’t appear to notice it 19.4%

42. SFCS Community Building Rules • We will treat all students with respect. • We will help students who are not being treated with respect. • We will work to include all students who are left out. • We will tell an adult if we know that someone is not being treated with respect.

43. Classroom Meetings to Focus on Promoting Positive Peer Relations • Monthly classroom meetings for grades 2-6 team led by counselors and classroom teacher. • Activities based on Olweus’ Classroom Meetings that Work Curriculum. • Following scope and sequence created by Peer Relations Task Force. • Peer relations monthly theme coupled with a partner virtue. • Capability of expanding each theme to other curricular areas throughout the month.

44. Establishing the Positive Classroom Environment • Talk about the community building rules. • Emphasize that these are the expectations throughout the school. • Make sure students understand what the rules mean and how they will be enforced. • These rules are different than your ordinary classroom procedural rules…these concern basic human rights. • Positive school climate begins in the classroom.

45. Elementary Teacher Survey • 76% of teachers felt the monthly peer relations lessons had a positive impact on their classroom climate. • Over half said the classroom lessons needed to occur more than once a month. • 38% said they need more resources to assist them with their monthly lessons.

46. Elementary Teacher Survey • 92% felt their students could identify bullying behavior. • 92% felt their students understood what bystanders should do if they witnessed bullying behavior. • Nearly 40 teachers in grades 2-6 responded to the survey.

47. Promoting Positive Peer Relations • Together we can make the SFCS an emotionally safe place for all students!

48. Not good… but GREAT!!! Where would you have your child attend school? Record number of summer enrollment and transfers into the SFCS! Welcome Back! Let’s make 2012-13 the best year yet!