1. Holy Trinity School 2013-2014 School Year

2. “I have called you, and you are mine…” • Our goal is always to do what’s best for students • To respect the individual strengths and challenges for every child • To strive for academic, spiritual, and emotional growth and improvement

3. Class schedule for 2013-14By grade levels

4. Class schedule for 2013-14By subject

5. Our decision-making process • CCRS (College & Career Readiness Standards have common strands in 6th-12th grades. For example, Anchor Standards are: • ELA: Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas, Range of Reading & Level of Text Complexity • Math: Ratios and Proportional Relationships, The Number System, Expressions and Equations, Geometry, Statistics & Probability (7), Functions (8) • The grade level standards are grade-specific; we looked for similarities • 7th grade Key Ideas & Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • 8th grade Key Ideas & Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text • 6th grade Geometry: Solve real world and mathematical problems involving area, surface area and volume • 7th grade Geometry: Solve real world and mathematical problems involving angle measure, area, surface area and volume • Number of students in each class

6. Benefits • Looping concept (consistent with our current practice) • Learning starting on Day One • Strength of relationship between teacher & student • Instructional teams—3 teachers collaborating to help your child succeed • MTSS-helping all students achieve more • Differentiated Instruction—individualized learning for the success of every student • Specialization—CCRS call for depth of knowledge; we teach what we love • Choice of electives

7. Concerns You May Have: • Class size (National Bureau of Economic Research—2011) • We find that traditionally collected input measures—class size, per pupil expenditure, the fraction of teachers with no certification, and the fraction of teachers with an advanced degree—are not correlated with school effectiveness. In stark contrast, we show that an index of five policies suggested by over forty years of qualitative research—frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 50 percent of the variation in school effectiveness. • Research indicates stronger statistical significance of small class sizes in the lower grades • Traditions • D.A.R.E. • Confirmation preparation • 8th grade play, graduation, field trips (Exchange City, stream study, art gallery, Worlds of Fun, St. Philippines Duchesne) • No “homeroom” teacher • Relationships with all teachers in the instructional team • Top 20 Teens provides another relationship-building opportunity

8. Things that will not change • Our focus on our Catholicity • Our love and concern for every child • The family feeling of our school • Our dedication to excellence