Our Mission

…to form a community of faith and learning

by promoting a Catholic way of life

through Gospel values and academic excellence.

VISIONSFCS will be a Christ-centered community

providing a financially viable,

world-class education for

an increasing number of children.

MISSION: ...to form a community of faith and learning by promoting a Catholic way of life through Gospel values and academic excellence.

VISION: SFCS will be a Christ-centered community providing a financially viable, world-class education

for an increasing number of children.

A FUTURE WITH QUALITY CATHOLIC EDUCATION

FAITH 

 

¨ Curriculum ¨ Co-Curriculum ¨ Support Services

 GROWTH

PERSONNEL 

PROGRAMS

FINANCES

 

¨ Foundation  

¨ Development  

¨ Operations

 

 

¨ Enrollment  

¨ Facilities  

¨ Relationships

 

 

¨ Instruction 

¨ Service 

¨ Community 

¨ Worship 

 

 

¨  Certified

¨  Classified

¨  Adjunct

¨  Volunteer

MISSION: ...to form a community of faith and learning by promoting a Catholic way of life through Gospel values and academic excellence.

VISION: SFCS will be a Christ-centered community providing a financially viable, world-class education

for an increasing number of children.

A FUTURE WITH QUALITY CATHOLIC EDUCATION

FAITH 

 

¨ Curriculum ¨ Co-Curriculum ¨ Support Services

 GROWTH

PERSONNEL 

PROGRAMS

FINANCES

 

¨ Foundation  

¨ Development  

¨ Operations

 

 

¨ Enrollment  

¨ Facilities  

¨ Relationships

 

 

¨ Instruction 

¨ Service 

¨ Community 

¨ Worship 

 

 

¨  Certified

¨  Classified

¨  Adjunct

¨  Volunteer

OUR MISSION…TO FORM A COMMUNITY OF FAITH AND LEARNING BY

PROMOTING A CATHOLIC WAY OF LIFE THROUGH GOSPEL

VALUES AND ACADEMIC EXCELLENCE!

2012 Dakota STEP Scores

3rd 4th 5th 6th 7th 8th 11th0

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8891

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9290 91

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9391 90 89

92 93

8787

92 91 92

88

9390

2009-12 Dakota STEP Math

2009201020112012

3rd 4th 5th 6th 7th 8th 11th82

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2009-12 SFCS Dakota STEP Reading

2009201020112012

5th 8th 11th0

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95 92 9092 90 88

2009-12 Dakota STEP Science

2009201020112012

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.

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.

KEY CHANGES in ELA Standards

Reading• Balance shift to more informational reading vs. literature • Text complexity increasesWriting• Emphasis on argument and informative/explanatory writing• Writing about sources more of a focusSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress general academic and domain-specific vocabulary• Grade level expectations for grammar/usage/conventions

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

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 and

procedural fluency (explain why a particular math statement is true).

• Stress modeling – hands on learningMathematical practices• Foster reasoning and sense-making in mathematics.

Webb Levels (Depth of Knowledge) Level 1 - recall and reproduction

Identify this utensil. (recall)

Level 2 – skills & concepts/ basic application

Explain the function of this utensil. (basic application)

Level 3 – strategic thinking

Identify two examples of when a fork would not be the best utensil for a type of food and explain why. (strategic thinking)

Level 4 – extended thinking

Design an investigation to determine the optimal number of length of tines for a salad fork. (extended thinking)

Bloom’s Taxonomy to Webb Levels

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.

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

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.

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, not including 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.

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.

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?

a. 3b. 15c. 18d. 63

Non-Traditional Selected Response Item

A multiplication problem is shown below.                           17 × 12Which model(s) below could represent the solution to this problem? Select all that apply. 

A.

(1×1)+(1×7)+(1×2)+(2×7) 

C.

(17×2)+(17×1) E. F.

Which model(s) below could represent the solution to this problem? Select all that apply. 

B.

D.

Non-Traditional Selected Response Item

For numbers 1a – 1d, state whether or not each figure has ⅖ of its whole shaded.

1a.

1b.

1c.

1d.

STEM

MULTIPLE PARTS OPTIONS

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.

Cognitive Rigor MatrixThis 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.

ELA and Math Curriculum Mapping and Common Core Resources

Smarter Balanced Consortium Resourceshttp://www.smarterbalanced.org/smarter-balanced-assessments/

ELA and Math Common Core Standardshttp://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 Resourceshttp://www.sfinstructionalresources.wikispaces.net/home

Mathematical Practices Postershttp://opi.mt.gov/PDF/CCSSO/Grade-6-Math-Practices-posters.pdf

Other States Unpacked Standards and Alignment DocumentsNorth Carolinahttp://www.dpi.state.nc.us/acre/standards/common-core-tools/#unela

Ohio Model Curriculum - Mathhttp://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 Levelshttp://www.azed.gov/standards-practices/mathematics-standards/

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.

Here are the current spaces that have been started for District-wide use:Essentials GuidesFine and Performing Arts HandbookIntel UnitsThe Effective ClassroomK-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 TeachersElementary MathMiddle School MessengerHigh School Language ArtsHigh School MathHigh School TeachersNew TeachersData RetreatELLPBLSFSD Professional Development Community (a new website to provide you with an opportunity to share and learn from one another)Teaching Smarter with 21st Century ToolsTech InnovationsMiddle School Vocal Music

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!

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.

SFCS Peer Relations Committee

Promoting Positive Peer Relations

• 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.

To date we have…

• 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.

2012-13 Goals

Grades 4-6• Playground  64.8%

• Cafeteria/• Lunchroom 37.0%

• Classrooms 20.9%

Where does it happen?

Grades 7-12• Hallways 81.4%

• Areas away from school 74.0%

• Locker Rooms 64.4%

• Cafeteria 59.6%

Where does it happen?

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%

1. We will treat all students with respect.2. We will help students who are not being 

treated with respect.3. We will work to include all students who 

are left out.4. We will tell an adult if we know that 

someone is not being treated with respect.

SFCS Community Building Rules

• 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.

Classroom Meetings to Focus on Promoting Positive Peer Relations

• 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.

Establishing the Positive Classroom Environment

• 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.

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.

Elementary Teacher Survey

• Together we can make the SFCS an emotionally safe 

place for all students!

Promoting Positive Peer Relations

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!