St. Thomas More Middle School School Improvement Plan 2015-2021 - Rapid City Catholic School System - RCCSS
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St. Thomas More
Middle School
Rapid City Catholic School System
School Improvement Plan
Board Approved 05/24/2021
2015-2021
Table of Contents
Section Page
1 Mission, Vision and Belief Statements 3
Demographic Profile
School Profile
Enrollment
2
Student Profile
4
Staff Profile
Academic Services
Assessment Results
ACT Aspire
3
Student Survey
7
Parent Survey
4 Goals and Interventions 19
Planning
Team Members
5 Professional Development Meeting Schedule
26
Parental Involvement
6 Waivers
Rapid City Catholic School System - St. Thomas More Middle School Page 2Rapid City Catholic School System
Mission
“Developing Personal and Academic Excellence in the Catholic Tradition,” is the mission statement of theRapid City
Catholic School System. Our mission powerfully and concisely states the purpose of the RCCSS school system. In broad
terms, it inspirationally states the reason our school system exists. It is the starting point for all decisions regarding
curriculum, instruction, policies, practices, and all matters ofimportance.
Be it known to all who enter here, that Christ is
the reason for this school. He is the unseen but ever
present teacher in its classes. He is the model of its
faculty and the inspiration of its students.
Virtues and Values
Love/Charity – Loving people care for God, themselves, neighbors, and God’s creation as a whole.
Faith – Faithful individuals believe in God’s existence; trust God; and accept/understand what has beenrevealed by
God through Jesus Christ in the scriptures; and live the Catholic Tradition.
Hope – Hopeful people trust in God’s help in this life to ultimately bring them to eternal life.
Justice – Just individuals are fair and respect the rights of all others and tolerate and accept others’diversity.
Temperance – Disciplined people practice temperance in speech and actions.
Fortitude – Strong individuals are honest, full of integrity, trustworthy, and loyal.
Faithful Stewardship – Catholic and non-Catholic students participate in and contribute to theChurch, school, and
civic communities in active, positive, and creative ways.
Responsibility – Responsible individuals understand, consider, and are accountable.
Passion for Excellence – Passionate people joyfully understand and commit to the pursuit ofexcellence.
Wisdom/Prudence – Wise individuals follow God’s will, doing what is right and good.
Rapid City Catholic School System - St. Thomas More Middle School Page 3Section 2: DEMOGRAPHIC PROFILE School Profile St. Thomas More Middle School 424 Fairmont Blvd, Rapid City, SD 57701 605-348-1477 Mary Helen Olsen, Principal mholsen@rccss.org SYSTEM WEBSITE: WWW.RCCSS.ORG System Description: The RCCSS is governed by a thirteen-member Board of Directors, which includes the Bishop of Rapid City. The Board serves an important role, along with the school system's administration and faculty, in providing a rich school community environment. Each member has a special role and commensurate responsibilities in the development of the school system’s programs, policies and procedures. Members of the Board use their individual talents, gifts, and insights for the common good of the school community to promote the mission and goals of Catholic education. The school system is further strengthened through the working partnership between the leadership of the school and the Board. The Administrative Team is lead by a system Superintendent and includes three building Principals, Director of Academic Services, Head of Guidance, Curriculum Director, Development Director, Facilities Manager, Activities Director, and Business Manager. The RCCSS employs a total of 117 full and part time staff. The system operates St. Thomas More Middle School with a current enrollment of 184. School Programs and Services: Saint Thomas More Middle School programs offer a wide variety of class choices in core subjects, such as: religion, grammar/composition, literature, math, science and social studies. All Students also engage in physical education, health, computer and foreign languages (Spanish and French). A broadrange of enrichment opportunities are available to students such as art, band, jazz band, choir, drama, media, orchestra, personal finance, technology innovation and yearbook. St. Thomas More Middle School has various student organizations and extra-curricular activities in academic and athletic arenas too. Other notable organizations include: Student Council, Oral Interpretation, Debate, Catholic Math League, Chess Club, Drawing Club, Book Club, and Knowledge Bowl. Serving others is another important facet of our Rapid City Catholic Schools. Our 8th grade students formally engage in giving service through their religion class, but all students participate in a wide variety of opportunities coordinated through Student Council. Our students will have completed a minimum 160 hours of community service by the time they graduate from RCCSS. The RCCSS is a state-accredited system that provides a Catholic education for families in Rapid City and the surrounding areas. Two Academic Service Coordinators for K-12 facilitate meetings and help monitor and ensure that the needs of at-risk students are being met. In addition, two counselors tend to the academic, mentalhealth, and scholarship needs of both students and their families. RCCSS offers information through a parent portal to allow parents access to pertinent student information. We also utilize a RCCSS School App which provides pertinent information and notifications to inform students and families of current events in the system. Our system website is constantly updated and is developing links necessary to give easy access to all facets of our system. A recently added BYOD at the middle school has met with great success. Twenty-first century skills and technology play important roles in the lives of our students; therefore, more resources are being allocated annually to facilitate the implementationof our five-year technology plan. Professional development opportunities and training in current technology are also offered to faculty and staff on a regular basis. Catholic education values its partnership with parents. Tremendous support is provided to RCCSS through parent volunteerism via the Arts, PTO, Booster Club, andother organizations. The result of such community participation is improved family connections and financial support. Rapid City Catholic School System - St. Thomas More Middle School Page 4
Resources from these volunteers have been allocated to the general operating budget of the system and have
provided funding for individual classroom programs, projects, and other identified needs.
Community Demographics:
The 2010 census reports 67,956 people and 26,124 households in Rapid City. The population is spread out with 23.9%
under the age of 18, and 14.5% who are 65 years of age or older. The median age is 36.5 years. The median income
for a household in the city is $42,378.
Rapid City is home to South Dakota School of Mines and Technology, National American University, Western
Dakota Technical Institute, as well as our Higher Learning Center which offers degrees from all of the state’s
public universities.
Major Trends or Issues Impacting the School System:
To give our students a competitive edge we foster skills which include leadership, ethics, accountability, adaptability,
productivity, personal responsibility, social competence, self direction, and civic responsibility. The technological
advances of the 21st century require students to learn and adapt to new innovations. The demands of the workplace
require critical thinking, information technology, health and wellness, collaboration, innovation, and personal
financial responsibility. Therefore, resources have been allocated to provide support resources such as interactive
white boards, classroom teacher microphones with surround sound speaker system, ceiling-mounted projectors,
laptops, software, computer learning center, and staff training. Students are proficient in the use of Google
Classroom, and are able to navigate distance learning protocols within the Google platform. We are continually
adapting our technology plan to fit the future marketplace.
Major Strengths and Needs of the School:
Catholic systems rely heavily on community involvement to provide the best educational opportunities for students.
With this in mind, we see the faculty, staff, students, and parents as a major strength in our system. High
expectations and accountability are constantly sought in our faculty and students. The involvement of ourparents
helps reduce costs and helps keep expectations high. Our local priests and parishes support us spiritually and
financially. Our mission would be out of reach without the investment of all of our stakeholders.
In order for administrators and teachers to be effective role models, they must engage in adequate training. Using
professional need assessments generated by staff and identified through ACT Aspire data, we have engaged in a
variety of professional development. As a school we have partnered with Susan D’Angelo, Ph.D a retired professor
from Black Hills State University to work with the staff in a 3-5 year plan of professional development around
professional learning communities; course and unit planning with formative and summative assessments and
enhanced student engagement. We continue to practice effective classroom management by annual Love and
Logic© classes. Teachers actively engage in professional development in their content area. We work closely with St.
Thomas More high school staff; we analyze data, create gap analysis and set goals to create a cohesive plan for 6-12
academic success.
Data Retreat Process:
The school improvement cycle begins with an annual data retreat day. The data team, which is composed primarily of
teachers from Math and ELA, but can include teachers from other disciplines, along with the principal, spend the day
analyzing available data and setting annual goals. The principal guides the process and conversations. Below are the
guiding questions used during this process:
Continuous Improvement Steps
1. Job Description of the Data Retreat Team-What is our roll?
2. Mission-What is the goal of the Middle School? What are we trying to accomplish with our students?
3. School Portfolio-What available data do we have?
4. Concerns-What are all the things we identify that need to be done to improve our school?
5. Priorities- What are the top two or three things we should focus on this year? What does the data tell us?
6. Study-What deeper analysis is needed of the data? Of our practices?
Rapid City Catholic School System - St. Thomas More Middle School Page 57. Strategies-What strategies can we use to address our priorities? What will teachers need to implement with
fidelity?
8. Evidence-How will we verify implementation? How will we ensure efforts have impact on student learning?
9. Action Plans
a. Steps to be taken and activities that will occur
b. Persons who will be responsible to guide, coordinate and monitor activity
c. Additional persons who will be involved
d. Resources needed (materials/money)
e. Resources needed (time/professional development)
f. Indicators that will be monitored and used to evaluate effectiveness
The school improvement plan is written by the team and then presented to the full staff during Pre-school In-Service.
Throughout the year during full faculty meetings and grade level meetings the goals are reviewed and at the end of the
year, the entire faculty gathers again to reflect on progress with the goals.
Conclusion:
Saint Thomas More Middle School prepares students for success at the next level. Our shared vision with
stakeholders creates a powerful system for students to thrive academically, socially and spiritually.
If you have questions about our system we would welcome you to visit our website at: www.rccss.org or feel free
to call usat 605-348-1477.
Enrollment (6-8)
2015- 2016- 2017- 2018- 2019- 2020- 2021-
2016 2017 2018 2019 2020 2021 2022
6th Grade 69 64 47 67 68 61 (53)
7th Grade 71 74 74 49 63 59 (62)
8th Grade 725 71 69 70 41 64 (58)
Total 212 209 190 186 172 184 (173)
Catholic Tuition $4114 $4280 $4452 $4586 $4758 $5009 $5105
Non-Catholic Tuition $5955 $5998 $6102 $6236 $6470 $6729 $6860
*2021-2022 totals are projected and subject to change.
Student Profile (Grades 6-8)
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
Ethnicity
Hispanic 3% 2% 2% 10% 9%
Non Hispanic 97% 98% 98% 90% 91%
Race
American Indian 4% 8% 6% 65 4%
Asian 3% 3% 2% 2% 4%
Black/African Amer. 1% 1% 2% 3% 2%
Pacific Islander 1% 1% 1% 1% 4%
Two or More Races 4% 3% 4% 4% 1%
White 87% 84% 85% 88% 85%
Religion
Catholic 75% 74% 70% 79% 79%
Non/Inactive Catholic 25% 26% 30% 21% 21%
Rapid City Catholic School System - St. Thomas More Middle School Page 6Free/Reduced Lunches
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
(includes TADS eligible) 9 10 31 27 28
Middle School Certified Staff Profile
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
Full Time Male 3 3 1 2 4
Full Time Female 8 10 12 12 9
Part Time Male 6 5 3 3 3
Part Time Female 3 3 3 3 2
Academic Services
including students with ISPs, St. Thomas More Helping Hands Plans (6-8)
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
ISP HH ISP HH ISP HH ISP HH ISP HH
th
6 Grade 6 na 2 8 1 7 1 6 2 8
th
7 Grade 4 na 6 4 2 7 2 6 1 5
th
8 Grade 2 na 3 4 7 1 2 5 2 4
Total 12 27 25 22 22
Number of student on an ISP vs. the number of students with a Helping Hands Accommodation Plan
30
25
20
15
8th Grade
10
5 7th Grade
0 6th Grade
ISP
HH
ISP
HH
ISP
HH
ISP
HH
ISP
HH
TOTAL
TOTAL
TOTAL
TOTAL
TOTAL
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
Rapid City Catholic School System - St. Thomas More Middle School Page 7Section 3 – ASSESSMENT RESULTS
ACT ASPIRE RESULTS
6th Grade
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
English 426 427 429 427 Covid
Reading 419 423 423 422 Covid
Math 425 426 425 425 Covid
Science 424 427 425 424 Covid
Writing 426 430 na na Covid
435
430
425
2015-2016
420
2016-2017
415
2017-2018
410
2018-2019
405
400
English Reading Math Science Writing
7th Grade
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
English 429 427 429 430 Covid
Reading 423 422 424 424 Covid
Math 424 424 424 422 Covid
Science 426 426 427 427 Covid
Writing 425 427 na na Covid
435
430
425 2015-2016
420
2016-2017
415
2017-2018
410
2018-2019
405
400
English Reading Math Science Writing
8th Grade
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
English 431 431 431 431 Covid
Reading 425 426 427 426 Covid
Math 427 428 428 427 Covid
Rapid City Catholic School System - St. Thomas More Middle School Page 8Science 427 428 429 429 Covid
Writing 425 430 na na Covid
435
430
425
2015-2016
420
2016-2017
415
2017-2018
410
2018-2019
405
400
English Reading Math Science Writing
Description of Data
St. Thomas More Middle School moved to using the ACT Aspire for standardized testing in the school year
2015-2016. The above data provides us with goals for improvement in the area of English, Reading, Math and
Science/STEM goals. (Writing was measure for only two years and then was blended into the English subtest.)
Analysis of Data
We study each grade levels trend data as well as look at overall trends in the middle school. In looking at the
last three years of data, we identified areas that seemed to be either stagnant in growth or in a decline. We
created our school improvement goals to addresses the following areas:
Reading: Weakness noted in the area of “Integration of Knowledge and Ideas.” As students ready, they need
to analyze how authors present their arguments. They should also be able to read multiple texts with similar
topics or similar themes and analyze connections between and among these texts.
English: Weakness noted in the area of “Knowledge of Language.” This skill gives students the ability to
choose in their writing language that is precise and concise while maintaining consistency in style and tone.
Science: Weakness noted in “Evaluation of models, inferences and experimental results.” This skill gives
students the ability to compare and evaluate the results of scientific explanations and helps them examine
ways to improve scientific experiments and explanations.
Math: Weakness noted in “Evaluation and Justification”. This skill allows students to understand not just what
to do, but why that works. This creates reasoning based on different cases, being sure to cover all of the cases
and then summarizing the result.
Implications of Data and Conclusion
Each subtest identified areas within the curriculum that must be addressed. Those areas can be corrected
through curriculum work within each department and a specific strategy along with a collective approach by
each teacher and department. The School Improvement team and the 6-12 Department teams created
strategies and each year, we gather data to measure effectiveness.
Rapid City Catholic School System - St. Thomas More Middle School Page 9ACT Aspire NATIONAL PERCENTILE RANK*
*Measures how each grade level performed in comparison to other students in the nation
Class of 2024(HS)
English Reading Science Math
2017 81 67 84 64
2018 67 69 68 79
2019 67 71 75 60
100
80
60 2017
40 2018
2019
20
0
English Reading Science Math
Class of 2025 (HS)
English Reading Science Math
2017 64 58 64 54
2018 73 66 68 63
2019 61 59 63 80
100
80
60 2017
40 2018
2019
20
0
English Reading Science Math
Class of 2026(HS)
English Reading Science Math
2017 73 82 77 68
2018 75 73 69 62
2019 78 76 73 64
Rapid City Catholic School System - St. Thomas More Middle School Page 10100
80
60 2017
40 2018
2019
20
0
English Reading Science Math
ENGLISH LANGUAGE ARTS
(Combined English, Reading & Writing Scores)
Class of 2024(HS)
RCCSS ACT Avg. Readiness Score
Range
Avg. Score ACT Readiness
th
2017 (5 grade) 427 93% 403-439
2018 (6th grade) 427 66% 403-444
2019 (7th grade) 427 67% 403-445
Class of 2025(HS)
RCCSS ACT Avg. Readiness Score
Range
Avg. Score ACT Readiness
th
2017 (4 grade) 421 55% 403-436
2018 (5th grade) 425 70% 403-439
2019 (6th grade) 427 63% 403-449
Class of 2026(HS)
RCCSS ACT Avg. Readiness Score
Range
Avg. Score ACT Readiness
th
2017 (3 grade) 421 71% 403-435
2018 (4th grade) 422 60% 403-436
th
2019 (5 grade) 428 88% 403-439
Description of Data
The above chart displays the English Language Arts score from the ACT-Aspire testing years. This score
represents our group’s overall performance on the English, reading and writing tests. The ACT Readiness
Range represents the typical performance of students who meet the ACT Readiness Benchmarks in English,
reading and writing.
Implications of Data and Conclusion
The ability to communicate thoughts and ideas clearly and to read, understand and apply critical analysis to
increasingly complex information is foundational to academic success in all subjects. Students continue to
Rapid City Catholic School System - St. Thomas More Middle School Page 11perform well nationally in ELA areas. We continue to explore the reasons for the wide changes in ACT
Readiness % score by focusing on the individual data from the English, Reading and Writing subtests. Teachers
will continue to implement strategies for close reading in the content area and writing activities in all content
areas. Examples of specific strategies are listed in the Section IV: Goals and Interventions.
STEM (Combined Science and Mathematics Scores)
Class of 2024 (HS)
RCCSS ACT Avg. Readiness Score
Range
Avg. Score ACT Readiness
2017 (5th grade) 422 89% 400-442
2018 (6th grade) 425 26% 400-446
2019 (7th grade) 424 10% 400-448
Class of 2025 (HS)
RCCSS ACT Avg. Readiness Score
Range
Avg. Score ACT Readiness
th
2017 (4 grade) 418 56% 400-438
2018 (5th grade) 422 28% 400-442
2019 (6th grade) 425 28% 400-446
Class of 2026 (HS)
RCCSS ACT Avg. Readiness Score
Range
Avg. Score ACT Readiness
th
2017 (3 grade) 417 70% 400-434
2018 (4th grade) 419 29% 400-438
2019 (5th grade) 422 29% 400-442
Description of Data
The above chart displays our STEM score. This score represents our group’s overall performance on the
science and math test. The ACT Readiness Range represents the typical performance of students who meet
the ACT Readiness Benchmarks in science and math.
Implications of Data and Conclusion
Developing strong science and math skills affords our students the opportunity to take interesting courses and
pursue engaging college majors that may lead to rewarding STEM careers in the future. The vast % change in
the ACT Readiness benchmark is an area of concern. When analyzing the test, it was discovered that there was
a change in test process in the grade levels that reduced the number of test questions dramatically. It was also
noted that there appeared to be a weakness in understanding and using the engineering design. Math and
Science subtest scores were also analyzed. Strategies have been implemented to work towards increasing
understanding engineering design. Examples of specific strategies are listed in the Section IV: Goals and
Interventions.
Rapid City Catholic School System - St. Thomas More Middle School Page 12PROGRESS WITH TEXT COMPLEXITY
Class of 2024 (HS)
Sufficient Progress
th
2017 (5 grade) 72%
2018 (6th grade) 68%
2019 (7th grade) 56%
Class of 2025 (HS)
Sufficient Progress
th
2017 (4 grade) 41%
2018 (5th grade) 59%
2019 (6th grade) 64%
Class of 2025 (HS)
Sufficient Progress
th
2017 (3 grade) 62%
2018 (4th grade) 57%
2019 (5th grade) 78%
Description of Data
The above chart displays sufficient progress towards text complexity. Students must read and understand
increasingly complex texts to prepare for the reading demands of college and career. Examples of factors that
contribute to text complexity are vocabulary level, sentence structure, and rhetorical structure. The reading
test measures progress with text complexity by checking for understanding of texts from a range of complexity
levels.
Implications of Data and Conclusion
In order to read complex texts, students need reading experiences with increasingly complex texts from a
variety of genres across disciplines. Reading routines should include careful reading of challenging texts with a
focus on problem-solving unfamiliar language and concepts that are central to the meaning. While scores
remain above the national norm, we see need to continue to support reading complex text in all content
areas. Examples of specific strategies are listed in the Section IV: Goals and Interventions.
Rapid City Catholic School System - St. Thomas More Middle School Page 13PERCEPTION DATA - SURVEY RESULTS
STUDENT SURVEY – Sent to students in May 2020 regarding Remote Learning during the national quarantine.
(110 participants)
On a scale of one to ten, with 1 2 3 4 5 6 7 8 9 10
ONE being the LOWEST and
TEN being the HIGHEST please 0 1 2 4 6 10 28 30 20 9
rate the QUALITY of lessons
0.0% 0.9% 1.8% 3.6% 5.5% 9.1% 25.5% 27.3% 18.2% 8.2%
you have received this quarter.
35
30
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9 10
On a scale of one to ten, with 1 2 3 4 5 6 7 8 9 10
ONE being TOO LITTLE,
FIVE being IDEAL, and TEN 0 0 4 3 17 22 22 18 14 10
being TOO MUCH, please rate
the QUANTITY of lessons you 0.0% 0.0% 3.6% 2.7% 15.5% 20.0% 20.0% 16.4% 12.7% 9.1%
have received this quarter.
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9 10
On a scale of one to ten, with 1 2 3 4 5 6 7 8 9 10
ONE being TOO LITTLE , FIVE
being IDEAL and TEN being 1 2 5 19 36 15 13 3 9 7
TOO MUCH, please rate the
AMOUNT of TEACHER
CONTACT/SUPPORT you 0.9% 1.8% 4.5% 17.3% 32.7% 13.6% 11.8% 2.7% 8.2% 6.4%
have received.
Rapid City Catholic School System - St. Thomas More Middle School Page 1440
35
30
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9 10
On a scale of one to ten, with 1 2 3 4 5 6 7 8 9 10
ONE being the LOWEST and
TEN being the HIGHEST, 0 0 0 3 2 7 7 19 33 39
please rate the EFFORT YOU
PUT IN to the assignments 0.0% 0.0% 0.0% 2.7% 1.8% 6.4% 6.4% 17.3% 30.0% 35.5%
given.
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10
Comments:
-What could the staff have done differently to better support you this quarter?
Better communication – 27 answers
More frequent Google or Zoom Meets – 20 answers
Less homework - 21 answers
No changes– 39 answers
-What would you do differently if you could start this quarter all over again?
Better Organization – 27 answers
Worked Harder - 33 answers
No changes – 27 answers
Description of Data: A Middle School Student Survey was given at the end of the 2020 year to specifically
measure the effects of school closure and the distant learning process used in the 4th quarter.
Analysis of Data: Results show that a large percentage of students were satisfied with the Remote Learning
process. However, a portion of the students would have preferred better communication from teachers
(Faster email responses, clearer homework instructions), more frequent Google/Zoom meets, less homework,
or to change their own organizational skills and work efforts.
Implications of Data and Conclusion: Student reflection on their learning provides both students and teachers
feedback on the distance learning process.
Rapid City Catholic School System - St. Thomas More Middle School Page 15PARENT SURVEY – Sent to parents in June 2020 (94 participants)
Q1: Are you comfortable sending your student(s) back to school this Fall?
Yes No Unsure 80 69
69 2 23 60
73.4% 2.13% 24.47% 40 23
20 2
0
Yes No Unsure
Q2: Do you have health related concerns about sending your student(s) back to the classroom?
80 72
Yes No
60
21 72
40
22.6% 77.4% 21
20
0
Yes No
Q3: Our goal is to start school in the classroom on a regular schedule. If it is determined that this is the best option,
which start date do you prefer?
Aug 19 Sept 8 60
46 46
46 46 40
49.5% 49.5% 20
0
Aug. 19 Sept. 8
Q4: If it is determined that small groups are necessary, which schedule type do you prefer? (Please note: In both options
students will be expected to participate by connecting online when they are not in the classroom. All students in a
family will be kept on the same schedule.)
Option 1: Students attend class every other day with half day on Friday (For example: Group 1 M, W, F morning
& Group 2 T, Th, F afternoon)
Option 2: Students attend class for a half day every weekday. (For example: Group 1 M-F morning & Group 2 M-
F afternoon)
Option 1 Option 2 80
46 46 58
60
49.5% 49.5%
40 32
20
0
Option 1 Option 2
Rapid City Catholic School System - St. Thomas More Middle School Page 16Q5: On a scale of 1 to 10, with 1 being the lowest and 10 being the highest, please rate the QUALITY OF THE LESSONS
your student(s) received during the school closure.
1 2 3 4 5 6 7 8 9 10
0 2 7 5 10 13 13 21 8 12
0.0% 2.2% 7.69% 5.49% 10.99% 14.29% 14.29% 23.08% 8.79% 13.19%
25 21
20
15 13 13 12
10
10 7 8
5
5 2
0
0
1 2 3 4 5 6 7 8 9 10
Q6: On a scale of 1 to 10, with 1 being too little and 10 being too much, please rate the AMOUNT OF TEACHER CONTACT
your student(s) received during the school closure.
1 2 3 4 5 6 7 8 9 10
0 9 4 14 22 10 10 11 8 3
0.0% 9.89% 4.4% 15.38% 24.18% 10.99% 10.99% 12.09% 8.79% 3.30%
25 22
20
14
15
10 10 11
9 8
10
4 3
5
0
0
1 2 3 4 5 6 7 8 9 10
Q7: On a scale of 1 to 10, with 1 being too little and 10 being too much, please rate the QUATITIY OF THE LESSONS your
student(s) received during the school closure.
1 2 3 4 5 6 7 8 9 10
0 3 1 3 24 16 10 20 7 7
0.0% 3.30% 1.10% 3.30% 26.37% 17.58% 10.99% 21.98% 7.69% 7.69%
30
24
25
20
20 16
15
10
10 7 7
5 3 3
0 1
0
1 2 3 4 5 6 7 8 9 10
Rapid City Catholic School System - St. Thomas More Middle School Page 17Q8: Which of these things went WELL during the Distance Learning portion of the 2019-2020 school year? Select all that
apply.
1. Communication from the School 64 71.91%
2. Communication from your teacher(s) 59 66.29%
3. Easy to understand lessons 38 42.70%
4. Access to Internet 73 82.02%
5. Access to technology 68 76.40%
6. Student(s) had adult support 62 69.66%
7. Student(s) had a place to work 69 77.53%
8. Student(s) felt empowered to work on their own 54 60.67%
80 73 69
64 68
59 62
60 54
38
40
20
0
1 2 3 4 5 6 7 8
Q9: What was CHALLANGING during the Distance Learning portion of the 2019-2020 school year? Select all that apply.
1. Not enough communication from the school 10 14.49%
2. Hard to understand lessons 39 56.52%
3. Little or no access to internet 6 8.70%
4. Little or no access to technology 4 5.80%
5. Student(s) didn’t have adult support 13 18.84%
6. Student(s) didn’t have a place to work 6 8.70%
7. Student(s) didn’t feel empowered to work on their own 23 33.33%
8. Student(s) experienced mental health challenges during the COVID pandemic. 20 28.99%
50
39
40
30 23
20
20 13
10
10 6 4 6
0
1 2 3 4 5 6 7 8
Description of Data: A Middle School Parent Survey was given at the end of the 2020 year to specifically
measure the effects of school closure and the distant learning process used in the 4th quarter.
Analysis of Data: Results show that parent satisfaction with the level of communication from the school and
the teachers. The issues related to ease of understanding lessons was an area of concern.
Implications of Data and Conclusion: The need to continue to work on clarity of instruction and clear and
frequent communication with parent is needed.
Rapid City Catholic School System - St. Thomas More Middle School Page 18Section 4 – 2020-2021 GOALS AND INTERVENTIONS
Goal I
Spiritual Goal: Incorporating the pillars of the Year of Trust, staff and students will deepen their relationship
with Christ and others.
Strategies
Strategy Evidence of Strategy Implementation
(how will you know strategy has been implemented)
A. Students will be able to explain the pillars of the Year of Trust logo
and acronym: FORCE: “Fellowship”; “Organized”; “Organized”; Observations, artifacts, lesson plans
“Communicative”; “Empathetic”
B. The logo will be added to communication materials. Observations, artifacts, lesson plans
Action Steps (each strategy requires a set of action steps)
Strategy A:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Students will receive instruction during Mantle Mantle
1 x
time about the pillars used in the Year of Trust teachers
Students will be able to explain what each pillar
2 Students x
means and how to use it in daily life.
Strategy B:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
The Year of Trust will be introduced to staff and Principal
1 x
parents at before school In-Service
The Year of Trust logo will be used in staff daily Principal;
2 announcements, staff weekly announcements, Office staff x
staff meeting agenda and the Wednesday Weekly
Alignment to RCCSS Design Plan
Learner Results within the Spiritual Sphere of Living: The RCCSS graduate will be a disciple who:
Pursues holiness
Pursues Christian virtues through daily awareness
Alignment to Staff Development/Staff List of “Look for”s
During walk-throughs, The Year of Trust logo will be posted in classrooms
During walk-throughs during Mantle, you would hear teachers reviewing a pillar(s) with students
Rapid City Catholic School System - St. Thomas More Middle School Page 19Professional Development
During Staff before school Inservice, the pillars will be explained and reviewed.
At monthly staff meetings, pillars will be reviewed.
Goal II
Personal Goal: Students and staff will grow in practicing compassion for self and others
Strategies
Strategy Evidence of Strategy Implementation
(how will you know strategy has been implemented)
A. Teaching Compassion for others:
Religion class-gratitude prayer journal
Day of Kindness Observations, artifacts, lesson plans
“Branches of kindness”
Prayer Partner support/intentional actions ie notes/visits
B. Teaching Compassion for self:
Provide weekly opportunity to visit with the school chaplain
for conversation or the Sacrament of Confession Observations, artifacts, lesson plans
Regular visits schedule with school counselors to visit classes
to provide resiliency strategies or other topics as needed
Action Steps(each strategy requires a set of action steps)
Strategy A:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Religion teachers will instruction and oversight of Religion
1 x
students daily journaling teachers
Homeroom
“Day of Kindness” will be scheduled for each teachers;
x
2 semester that will incorporate the entire school Principal;
students
Using the notes generated for the “Day of
Art teachers
Kindness”, a branch will be painted on the wall
3 and/or x
flowing from the chapel and will bear the notes of
students
kindness.
Prayer partners will communicate uplifting Religion
4
messages to their partner at least once a month teachers
Strategy B:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Provide a space of the Chaplain for student visits Principal;
1 x
and schedule for time on campus campus
School counselors will provide strategies and ideas Principal;
2 for self-care school x
counselors
Rapid City Catholic School System - St. Thomas More Middle School Page 20Alignment to RCCSS Design Plan
Our Values: Love/Charity Loving people care for God, themselves, neighbors, and God’s creation. Caring is shown through
compassion, generosity, kindness, and service.
Alignment to Staff Development/Staff List of “Look for’s”
During either group or individual conversations with students, they will be able to describe habits of care of self or
others.
During a walk-through of building, evidence of Days of Kindness will be present
Professional Development
At monthly staff meetings, the counselors will present issues relevant to self-care and resiliency for staff members.
Day of Kindness will be coordinated by
Days of Kindness protocols and supplies will be provided to homeroom teachers
Goal III
Continuous Improvement Goal: Teachers will implement a systematic use of technology to enhance student
learning
Strategies
Strategy Evidence of Strategy Implementation
(how will you know strategy has been implemented)
A.
All teachers will use Google Classroom and G-suite tools Observations; teacher evaluation
B. Walk-through data; teacher
All teachers will use Planbook® for their unit and lesson plans
evaluations; observations
C. Core Classroom teachers will use the Audio Enhancement® tools Observations; teacher feedback;
(audio and video) surveys
Action Steps(each strategy requires a set of action steps)
Strategy A:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Principal;
Teachers will be provided instruction on using IT Director;
1 x
Google Classroom and G-suite tools Teachers
leaders
Principal
Teachers will be provided ongoing Google
using the
2 Classroom support through SimpleK12® x
Simple K12
platform
tools
Strategy B:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Technology
Trainer;
Teachers will be provided instruction on how to
1 teacher x x
use Planbook®
leaders;
mentors for
Rapid City Catholic School System - St. Thomas More Middle School Page 21new
teachers
Technology
Teachers will analyze data from Planbook® to trainer;
2 x
chart gaps in curriculum instruction Admin; all
teachers
Strategy C:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Teachers will use Audio Enhancement®
1 Teachers x x
microphone system for instruction
Teachers will analyze data from Planbook® to
2 Teachers x
chart gaps in curriculum instruction
Alignment to RCCSS Design Plan
Instructional Vision: Teachers are innovative, open to change, and continually increase their knowledge and improve the quality
of their instruction.
Student Learning Sphere of Living: Learning must be customized individualized to meet the learning need styles of the learner
Alignment to Staff Development/Staff List of “Look for’s”
Students will be able to use Google Classroom in and out of school as their system of communication with teacher and
acquisition of assignments
Teachers will maintain lessons in Planbook® and will be reviewed on a weekly basis by Admin
Teachers will use the Audio Enhancement® tools daily
Professional Development
Teachers leaders will work with ALL staff:
How to use Google Classroom
Develop consistent protocols for how Google Classroom is used
Communicate with students and parents how to use this tool
Technology Trainer will work with ALL staff:
Instruct staff on how to use Planbook®
Instruct staff on how to create a data diary
Instruct staff on how to use diary to analysis gaps in curriculum
Audio Enhancement® instruction will be provided during In-service by factory rep.
Ongoing training will be provided by teacher leaders
Goal IV
ELA Goal: 75% of students will be in the “Ready” or Exceeding category for English and Reading on the ACT
Aspire, within two years.
Strategies
Strategy Evidence of Strategy Implementation
(how will you know strategy has been implemented)
A. Teachers will focus on raising student understanding in the area of
“Integration of Knowledge and Ideas” Integration of Knowledge and
Ideas: As you read, analyze how authors present their arguments. Also Observations; lesson plans
read multiple texts with similar topics or similar themes and analyze
connections between and among these texts.
B. Teachers will focus on raising student understanding in the area of
Observations; lesson plans
“Knowledge of Language”
Rapid City Catholic School System - St. Thomas More Middle School Page 22Knowledge of Language: In your writing, work on choosing language
that is precise and concise while maintaining consistency in style and
tone.
Action Steps
(each strategy requires a set of action steps)
Strategy A:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Reading teachers will provide direct close reading ELA
1 x
instructions for students teachers
All teachers will implement opportunities for
2 All teachers x
students to utilize close reading strategies.
Areas of focus for students:
Practice “Comparing and Contrasting”
ELA
with different texts or related topics (all
3. teachers; all x
subject areas)
teachers
Use close reading strategies to determine
authors claim (all subject areas)
Strategy B:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Grammar/Comp teachers will teach student the Trainer
1 6+1 writing traits protocols OR other writing admin, ELA x
strategies suggested by PD trainer teachers
ELA
teachers;
All teachers will us the 6+1 Writing traits, OR other
Trainer;
writing strategies suggested by PD trainer, to
2 Team x
evaluate writing. At least one written project per
leaders,
quarter will be evaluated in each content area.
admin; all
teachers
Alignment to RCCSS Design Plan
Curriculum Vision: The RCCSS curriculum is rigorous with high expectations for each student and life skills are interwoven
throughout the curriculum.
Alignment to Staff Development/Staff List of “Look for’s”
All teachers will encourage students to use close reading strategies on reading assignments
All teachers will provide students with the opportunity to compare and contrast within each subject area.
Teachers in all subject areas will provide students with at least one written assignment and evaluate the work using at
least two markers on the 6+1 Writing Traits rubrics.
Professional Development Needed:
Teachers need PD on how to teach and monitor close reading strategies
Teachers need PD on how to use the 6+1 Writing Traits OR other writing strategies
Rapid City Catholic School System - St. Thomas More Middle School Page 23Goal V
Math Goal: 75% of students will be in the “Ready” or Exceeding category for English and Reading on the ACT
Aspire
Strategies
Strategy Evidence of Strategy Implementation
(how will you know strategy has been implemented)
A. Math teachers will provide direct students instruction on how to use Lesson plans; observation; student
“Evaluation and Justification” formative assessments and summative
assessments
B. All teachers will provide students with opportunities to use
“Evaluation and Justification”
Justification and Explanation: Understand not just what to do but why Lesson plans; observations
that works. Create reasoning based on different cases, being sure to
cover all of the cases and then summarizing the result.
Action Steps (each strategy requires a set of action steps)
Strategy A:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Teach problems involving real-world situations to Math
1 include developing supportive graphs through teachers x
questionnaires
Assess students oral and written reasoning and Math
2 x
decision making teachers
Strategy B:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Incorporate the use of justifying answers across
1 All teachers x
the content areas
Math
teachers; all
2 Implement strategies offered by the Math teacher x
teachers;
admin
Alignment to RCCSS Design Plan
Learner Outcomes:
Discern, evaluates, and judge’s information
Consciously and consistently makes ethical and moral decisions
Alignment to Staff Development/Staff List of “Look for’s”
Classroom observations of student conversations using justification
Posters in each classroom of justification vocabulary
Observation of students using Mathematical process/reasoning on written work
Professional Development Needed: Will be done by Math teachers for other content area teachers:
Evaluation and Justification vocabulary/posters will be created by Math teachers and shared with staff to ensure that
Rapid City Catholic School System - St. Thomas More Middle School Page 24common vocabulary is used by all.
Questions/prompts will be shared by staff to include:
o Discussion of qualities, logical points
o Discussion of at least two supporting points required
Goal VI
Science: 75% of students will be in the “Ready” or “exceeding category in Science on the ACT Aspire.
STEM: Raise STEM average score on the ACT Aspire by 10%.
Strategies
Strategy Evidence of Strategy Implementation
(how will you know strategy has been implemented)
A. Science goal: Science Teachers will provide direct instruction on the
“Evaluation of Models, Inferences, and Experimental Results”
Compare and evaluate the results of scientific experiments and Lesson plan; observations; artifacts
compare and evaluate competing scientific explanations. Examine
ways to improve on scientific experiments and explanations.
B. STEM/STREAM Goal: Provide students with integrated opportunities
Lesson plans; observations; artifacts
to engage in STEM/STREAM activities
Action Steps (each strategy requires a set of action steps)
Strategy A:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Science teachers will provide students with
opportunities to evaluate different models and Science
1 x
provide strategies on how to make inferences to teachers
determine possible results
Science
Science teachers will create a list of vocabulary
2 teachers; all x
and strategies for other content area teachers.
teachers
Strategy B:
KEY: I = Initiate, P= Progressing, M= Met, C= Canceled
Action Action Steps to Implement Strategy: Person I P M C
Steps # Responsible
Develop a variety of STREAM projects that can be STREAM
1 x
implemented by classroom teachers Teachers
Admin;
STREAM
2 Implement quarterly grade level STREAM events teachers; x
grade level
teams
Formative
Evaluate effectiveness of STREAM Day on student assessments
3. x
learning developed
by all
Rapid City Catholic School System - St. Thomas More Middle School Page 25content
teachers;
student
survey;
observation
Alignment to RCCSS Design Plan
Learning Sphere: Students will be lifelong learner who acquires, analyzes, organizes and evaluates as an active problem solver.
Alignment to Staff Development/Staff List of “Look for’s”
Student observations/conversations
Guest speakers
Timeline for STREAM project
Evaluation of STREAM project
Professional Development Needed:
Science
Science teachers will provide staff with strategies on how to incorporate the use of “Evaluation of Models, Inference and
Observation” across the content areas
STEM/STREAM
Specific lesson plans needed for each area of the STREAM event
Training for staff on the engineering process and the scientific process
Evaluation tool needed to evaluate STREAM learning
Training on how to use the materials in the STREAM lab
Rapid City Catholic School System - St. Thomas More Middle School Page 26Section 5 - PLANNING
Rapid City Catholic School System and St. Thomas More Middle School develop and engage in staff
development and in-service to enhance, promote and acquire additional skills and knowledge to increase
student success. Staff development is closely aligned with curriculum development and implementation.
Programs and in-services include: faith formation, content areas and curriculum, motivational speakers, data
retreats, and technology. In addition, teachers are encouraged and supported in pursuing professional
development in their content areas.
CIP Teams
2015 Keiz Shultz Principal Leanne Hurdel 6 Grammar/Composition/Literature
- Kayce Bay 7/8 Math Anthony Flores 7/8 Grammar/Composition
2016 Carrie Wilson 6 Science/Math Ann Walther 8 Science
Mary Helen Olsen Principal Debra Everett 7/8 Math
2016
Carrie Wilson 6 Science/Math Anthony Flores 7/8 Grammar/Composition
-
Leann Hurdel 6 Grammar/Composition/Literature Andy Shaw 6-8 Student Success Center
2017
Kelsey McDaniel 7 Social Studies/Technology Lucase Shama 6 Social Studies/Religion
2017 Mary Helen Olsen Principal Janelle Kirchoff Librarian
- Carrie Wilson 6 Science/Math Michelle Julian 7/8 Math
2018 Leanne Hurdel 6 Grammar/Composition/Literature Anthony Flores 7/8 Grammar/Composition
Mary Helen Olsen Principal Alaina Wheeler 8 Literature
2018
Carrie Wilson 6 Science/Math Tonia Maher 7/8 Grammar/Composition
-
Carlene Roper 7/8 Science Leanne Hurdel 6 Grammar/Composition/Literature
2019
Michelle Julian 7/8 Math
2019 Mary Helen Olsen Principal Michelle Julian 7/8 Math
- Carrie Wilson 6 Science/Math Shelby Vickers 7 Literature
2020 Carlene Roper 7/8 Science
Past Professional Development Meeting Schedule
Data Retreats, In-service and Guided PD sessions
Meeting Date(s) Activity(ies) Focus Topic(s)
Aug. 11, 2015 CIP Data retreat Analysis of ACT Aspire data; write CIP goals for year
Aug. 17 & 18, 2015 District wide & school Teacher Plus and Portals User Guides/Socratic Seminar and Webb
meetings Leveling: Expectations for Student Performance
Feb. 16, 2016 Inservice 6-12 Vertical Curriculum discussions
March 29-30 Inservice 6-12 Scope and Sequence Curriculum guides/Vertical curriculum
discussions
August 17, 2016 CIP Data retreat Analysis of ACT Aspire data; write CIP goals for year
August 18 & 19, 2016 District wide & school “Play Like a Champion”program
meetings AdvancEd New Protocol Standards
Rapid City Catholic School System - St. Thomas More Middle School Page 27April 18 & 19, 2017 District wide & school Scope and Sequence Curriculum Guides/Love and Logic
meetings
August 14, 2017 CIP Data retreat Analysis of ACT Aspire data; write CIP goals for year
October 6, 2017 Inservice Data team work with full staff
April 5 & 6, 2018 Inservice 6-12 Vertical Curriculum discussions/ Curriculum alignment review
August 13, 2018 CIP Data retreat Analysis of ACT Aspire data; write CIP goals for year
August 17 & 20, 2018 District wide & school Professional Learning Communities; Course and Unit Planning
meetings Course Enhancement Strategies
Nov. 12, 2018 Inservice Deep dive into Course Enhancement strategies
Jan.-April, 2019 Book Study Virtue Based Restorative Justice
April 23 & 24, 2019 Inservice Course and Unit Summative Assessment analysis
August 12, 2019 CIP Data retreat Analysis of ACT Aspire data; write CIP goals for year
August 14, 19 & 20 District wide & school Gender and Sexual Identity Awareness: Responding with Truth and
meetings Love
Oct. 15, 2019 Inservice Content Enhancement Strategies
Scheduled April 14, Cancelled for Covid closure
2019
Catholic Mentor Program
The vision and goal of the Catholic Mentoring Program is to support and enhance the current RCCSS district mentoring
program. The program will be coordinated through the Campus Ministry Department and will provide guidance to new
teachers in the areas of:
Catechetical formation
Spiritual/Pastoral formation
Communal formation/information
New teachers will participate in the new teacher Orientation and regularly scheduled programs. In addition to
the Catholic Mentoring Program, new teachers will participate in school professional and spiritual development
activities. We recognize that new teachers need support in meeting the challenges of their profession. The mentoring
program for new teachers will provide meaningful opportunities for growth in personal faith and strategies to enable
them to be models of faith to their students.
The Catholic Mentoring Program will:
Ensure new teachers understand the importance of Catholic Identity in our schools.
Provide new teachers with catechesis about the Catholic Church and Catholic worldview
Provide new teachers with opportunities for Spiritual formation/direction.
Provide new teachers with strategies to incorporate Catholic teaching in their curriculum and classroom.
Provide new teachers with resources needed to be increase competency in the sharing of the faith.
Rapid City Catholic School System - St. Thomas More Middle School Page 282019-2020 Professional Development Plan:
Professional Learning Communities – Dr. D’Aniello
Teachers will develop and execute Professional Learning Communities (PLC).
1. Teachers will use the PLC process to analyze formative and summative student assessment.
2. Teachers will use data analysis to modify and adjust instructional practices.
3. Teachers will use walkthrough data analysis to modify and adjust instructional practices.
Course and Unit Planning with formative and Summative Assessments
1. Teachers will develop a instructional framework for each course and the units of instruction that are included in
each course.
2. Teachers will use a consistent format for communication the outcomes of the course and unit to the students.
3. Teachers will assess students’ acquisition of skills and knowledge of each unit of instruction using formative and
summative assessments.
4. Teachers and students will collaboratively analyze formative and summative data and use for instructional
adjustments as appropriate.
Enhanced Student Engagement
1. Teachers will design and execute daily lessons that extend and enhance student engagement through thinking
and processing skills.
2. Teachers will incorporate strategies and content enhancement routines to extend and enhance student
engagement through thinking and processing skills.
These outcomes will be accomplished through a series of professional development sessions and ongoing classroom
visits and coaching sessions between the professional developer, individual teachers, and professional learning
communities.
2020-2021 Professional Development and Meeting Schedule
SEPTEMBER
7 NO SCHOOL
9 Catholic Mentor Meeting
14 Leadership Team
16 All Staff
23 No Meeting: Individual Prep for Conferences
24 Conferences- 4:00-7:00
25 NO SCHOOL-Conferences- 8:00-12:00
30 No meeting
OCTOBER
5 Leadership Team
7 No meeting
12 NO School
13 Staff In-service
14 Catholic Mentor Meeting
st
16 End of 1 Quarter
21 All Staff meeting
28 Department Meetings 6-12
NOVEMBER
4 Catholic Mentor Meeting
9 Leadership Team
11 No School
18 All Staff Meeting
25 Thanksgiving Break
DECEMBER
Rapid City Catholic School System - St. Thomas More Middle School Page 292 Catholic Mentor Meeting
7 Leadership Team
9 All Staff Meeting
16 MS Staff
nd
18 End of 2 Quarter
Grades due no later than Tues, Jan 5 by 4pm
JANUARY
4 School Resumes
11 Leadership Tam
13 Catholic Mentor Meeting
18 No School
20 All Staff Meeting
27 Department Meeting 6-12
National Catholic Schools Week 1/31-2/6
FEBRUARY
Faculty/Staff Goals & Conversations this month
3 NCSW Meeting
8 Leadership Team
10 No Meeting – prep for conferences
11 Parent Teacher Conferences
12 No School – Conferences
15 No School
17 Catholic Mentor Meeting
24 All Staff Meeting
MARCH
1 Leadership Team
8 Staff Retreat
10 Catholic Mentor Meeting
rd
12 End of 3 Quarter – Grades due no later than March 16 by 4p
17 All Staff Meeting
24 Department Meetings 6-12`
31 No Meeting
APRIL
1-5 Easter Break
6/7 Staff Inservice
8 Classes Resume
14 Last Catholic Mentor meeting
21 No Meeting
28 All Staff Meeting
May
5 Leadership Team
7 No meeting
12 All Staff Meeting
19 Homeroom Teachers Only
th
26 8 Grade Graduation
th
27 End of 4 Quarter
th
8 Grade grades due Mon, May 24 by 4pm
6/7 grade grades due Fri, May 28 by 4pm
GRADE LEVEL MEETINGS:
● 6th Team-Tuesday-2:20-3:00-Mrs. Hilt’s room
● 7th Team-Wednesday-3:00-Mr. Flores’s room
● 8th Team-Wednesday-3:00-Mr. Flores’s room
● Specials Teachers-rotate to each grade level team
● Enrichment Teachers-before/after school as needed
Rapid City Catholic School System - St. Thomas More Middle School Page 30Parental Involvement: St. Thomas More Middle School relies on the help from parents to carry out enrichment activities. Parents support us by providing support in the following ways: Parent Volunteers: Guest speakers in the area of professional/educational areas Drivers/Chaperones for day and overnight fieldtrips Volunteer substitutes so that teachers can attend additional professional development opportunities Welcoming committee for new families to the school Booster Club: The St. Thomas More Booster Club is an official group that supports student activities from grades 6-12. https://rccss.org/st-thomas-more-high-school/booster The purpose of the club is to support the officially recognized RCCSS athletic and fine arts programs in such ways as may be of assistance to the students, families, school, coaches, faculty and staff. Rapid City Catholic School System - St. Thomas More Middle School Page 31
Section 6: WAIVERS Rapid City Catholic School System - St. Thomas More Middle School Page 32
EOC test
2015- 2016- 2017- 2018- 2019-
2016 2017 2018 2019 2020
Total Students who took the EOC test data 50 26 35 No EOC
# of students who passed not 37 20 23 due to
# of students who did not pass available 13 6 12 Covid
60
50
40
30 37
23
20
20
10
13 12
6
0
1 2 3
Description of Data: The data provides information on the success rate of students who took the End of
Course (EOC) exam for Algebra I. These student took the year long Algebra I class as 8th graders. They
received the same course work and tests as the 9th grade students. A grade of 80% or higher is required on the
End of Course exam in order to be eligible to receive high school credit.
Analysis of Data: We have a high number of students who are academically eligible to engage in the Algebra I
course work. The ability to begin high school math coursework opens up opportunities to engage in higher
levels of Math classes when students go to high school.
Implications of Data and Conclusion: We have a high number of students that are eligible to engage in high
school class work. While not all students pass the EOC, the yearlong exposure to these Math concepts
prepares them for math success at the next level. An area of further opportunity is to track these students
throughout their high school year to measure academic success at the end of their high school years. We are
in the planning stages with the Math Department for future data collection.
Rapid City Catholic School System - St. Thomas More Middle School Page 33You can also read
