CSCS School-wide Learning Outcomes...CSCS School-wide Learning Outcomes – (pg. 7) On one sheet of paper, the overall Outcomes of the school are listed. Under each of those, competencies

CSCS School-wide Learning Outcomes

A Report on the Monitoring of ENDS, Curriculum

Design, Assessment and School Improvement

Report for the 2017-2018 School year Executive Summary

Colorado Springs Christian Schools November 2018

November 2018 Page 2

Table of Contents

1. Executive Overview

2. Curriculum Design for CSCS a. History and Process b. Assessment and Analysis c. Conclusion

3. CSCS School-wide Learning Outcomes with competencies (Adopted October 2006)

4. Summary of Yearly Monitoring Reports

a. 2017-2018 i. Elementary ii. Woodland Park iii. Middle School iv. High School v. All School Summary

5. Appendices

a. Appendix A – Curriculum Design Model for CSCS b. Appendix B – Mapping of Outcomes to ENDS


Executive Overview CSCS School-wide Learning Outcomes

The following report is a description of the assessment program at CSCS and how it assists in helping to determine the alignment of the instructional program to the Board ENDS. This Executive Summary will seek to explain the overall concepts presented in the report and the general conclusions reached through the analysis of this year’s data. Curriculum Design for CSCS – (pg. 4-6) This section briefly explains how the seven Outcomes were developed from the Board Ends, Core Values, 8 Imperatives and Strategic Plan of the school. (Appendix B shows the mapping of the Outcomes to the Ends.) It also explains the process of developing assessments and how the analysis of those assessments helps CSCS to be in a continual school improvement cycle, which is crucial to the ongoing excellence of the school program. (This section is the same from year to year and is provided for those who have not read the report before.) CSCS School-wide Learning Outcomes – (pg. 7) On one sheet of paper, the overall Outcomes of the school are listed. Under each of those, competencies have been developed to define what a maturing CSCS student should look like. These are the targets that our teachers are working toward at each stage of instruction. These Outcomes encompass far more than academics. They are more broadly descriptive of all that we intend a CSCS student to be, which helps put the Board Ends into practical terms as student outcomes. Summary of Yearly Monitoring Reports for 2017-2018 – (pg. 8-15) In this section, a report for the year reflects the results from all the assessments that have been collected. Teachers continue doing a better job of reporting results with our template allowing us to examine trends and not just one year’s results in isolation. Teachers also reported what they did as an intervention when one student or a group of students did not meet the expected criteria. Principals have taken a more active role in looking at individual assessments, discontinuing some, and helping teachers to revise others. They continue to grow in analyzing the results leading to specific areas to target for improvement. Overall, it is apparent that teachers are showing that they understand how to use the data they are gaining from these assessments and specifically from formative assessments to better shape their teaching. Going forward, Principals, along with our Director of Curriculum, Assessment, and Instruction and the K-8 Academic Principal, have committed to more active oversight of the assessments during the school year. A new assessment analysis template was created to focus on areas that need improvement. With new teachers not familiar with the assessment process, the Induction program includes a module on the history and importance of our assessment process. This has led to assessments being completed so that we can continue to track the data. Principals need to revisit the assessment report frequently during the school year to work on the stated goals for the following years. They are also ready now to start addressing the gaps we see in covering outcomes that are neglected at the campus level. The key word moving forward is “balance.” Finally, training of Principals by the Executive Director will help continue to improve the assessment analysis practice. A section is devoted to each Outcome for each campus. A few examples are given to illustrate how these are measured and to give the Board and Superintendent confidence that the educators are indeed striving to measure the constructs in the best way they can. These examples are not meant to be comprehensive or exhaustive. The report from the Principals to the Executive Director of Academic Services includes all the assessments for each campus. All School Summary – (pg. 15) The final section sums up the value of this process to our teachers and for our Principals. Test Scores – (pg. 16-17) Charts show student tests scores by campuses.


Appendices: Appendix A – (pg. 18-19) Curriculum Design Model for CSCS; Appendix B – Mapping of Outcomes to ENDS.

CURRICULUM DESIGN FOR CSCS

History and Process In 2005-2006, the administration and faculty took the Mission Statement, ENDS statements, Core Values, 8 Imperatives, and concepts from both the Accreditation and the Strategic Plan and developed seven basic Student Outcomes which all CSCS students should demonstrate after experiencing a CSCS education. (See Appendix A for a visual representation of that process.) Subsequently, competencies were developed that demonstrate what it would look like if the school were to accomplish its objectives on each Outcome. With the faculty, work continued to refine the competencies and to develop assessments that directly line up with those competencies. Knowing the assessments which teachers use, both the curriculum and the instructional practices are able to be evaluated in light of their ability to help those goals be achieved. Once those are established, each teacher knows what is expected of them and the students know what is expected of them. The administration is able to say with assurance that when goals are met or not met, the data was analyzed to determine when instruction needed to be adjusted in order to help students achieve or continue to achieve the goals. Several years ago, when the administration reported on the ENDS, they were only able to show a few test scores as objective data. Most of the documentation was anecdotal information. Now, over 90% of the information provided to the administration is given in terms of students accomplishing set objectives with pre-defined criteria. Only in a few cases, when the objectives are hard to quantify, are the measures more descriptive in nature than quantifiable. However, they are based on indicators for all students rather than what we had in the past which were a few isolated success stories. We take a proactive approach of defining the assessment process and systematically verifying that it is actually happening. It depends on the following five components:

• Well-defined targets (Outcomes and Competencies derived from the ENDS) See Appendix B • Targeted content and activities (aligned curriculum and instruction) • Consistent measurements/assessments • Regular data collection and analysis • Appropriate intervention when goals are not met (instructional or individual)

Basic tenets:

1. Collaborative – means everyone works together, contributes, flexes, adjusts, and synthesizes the information and process. Developing assessments is not a top-down process but rather one that is developed at the classroom level, approved by department heads, and ultimately the administration.

2. Innovative – willing to take a fresh look, determine another alternative, thinking of assessment in a more authentic way, thinking about accomplishing tasks overtly that have just been assumed were happening or that were taken for granted.

3. Student-based – the focus is on learning, not just teaching. The focus of the report is going to be on Student Outcomes, not teacher activity. “I taught the lesson but they just didn’t learn it.” That is like saying, “I sold the product, but they just didn’t buy it.” Was it really sold if it was not bought?


Throughout the school year, teachers collected assessments, which reflected students’ progress on the competencies which were identified as benchmarks. Some of those are more quantifiable and others are less so. Some competences can only be inferred from surveys, self-assessment, or observable indicators. For example, though the ENDS target the idea of knowing if students have made a personal commitment to Jesus or if they attend church, all we can do is ask them. Teachers and administrators cannot measure their heart’s commitment nor can attendance be taken at their churches to see if those things are true. In cases where results cannot be verified empirically, other observable indicators or self-disclosing statements will be used as evidence of goal accomplishment. In every year’s report, there will still be some descriptions of activities in some parts of the report. The reason is that we believe we are addressing the targeted goals, but we may not have an assessment, which yields a measurable response for results. In those cases, we will report evidence of participation even if we don’t have a quantifiable measure of efficacy. Fortunately, these are the small minority. Most are now being measured by quantifiable assessments, which are reported to the administration. One area that we continue to target for growth is the ability to improve the written criteria, or rubrics upon which those are measured. In our understanding of what it takes to accomplish the ENDS, it is important to note that all the competencies that contribute to those ENDS are often just building blocks to the larger Outcome. This becomes clear especially in the case of the elementary school. For example, as teachers begin to address the question of understanding history or literature through a biblical worldview, it is necessary to bring that down to a skill, which can be taught at various grades. In second grade, that might be the ability to differentiate between a fact and an opinion. At the middle school level, the assessment might be for students to identify evidence, which does or does not contribute to a conclusion. Those are pre-requisite skills for students in upper grades to be able to distinguish one biblical worldview from others. Of utmost importance to the Board when evaluating the ENDS, is the question, are we accomplishing our mission…and how do we know? The system of assessments we are developing is designed to target the essential questions, define what those outcomes would look like when measured, and then determine how our young people are doing. After that, we strive to take that data and improve our program every year so that we do a better job of accomplishing that mission.

Assessment and Analysis of Results Looking at the data, it is clear that for the most part, students at CSCS have learned the material and are ready for the next level of instruction. That is what we would expect and what we saw. However, it was not the case 100% of the time. When it was not true, we looked more closely at the results to see what we could learn from those failing to achieve success at our expected rates: 1. Students may not have learned the material as expected and the teacher and/or principal may have

discussed a better way to teach the material the next time the unit was presented. This is an appropriate use for the analysis of the data and should always be a consideration when the students do not succeed as hoped.

2. Students have learned the material and demonstrated the targeted objectives but not to the level we expected. Perhaps we set our standards too high and were expecting mastery at levels of perfection rather than those of a normal curve. In other words, our assessments needed adjustment in either content or calibration.

3. Individual students may have struggled on the assessments when the majority of the students demonstrate mastery but a segment of the population still performs at an unacceptable rate. Then the teacher and support services for the student must decide what individual interventions are necessary to insure that the enduring concepts of that unit are mastered before the student is expected to move on to higher levels.

Having assessment data that is both formative and summative in nature allows teachers to use and communicate results in a cycle of improvement, which affects all three of the factors mentioned above.


At any given time, the teacher can make adjustments to the teaching, assessing, or intervention part of the learning process. It should be noted that common assessments are going to resemble minimum standards in some cases. Fortunately, the classroom experience is much richer and far more challenging than these minimal standards would make it appear. The standards for basic competencies might seem easy to achieve in some cases. That is partly to do with the teachers’ willingness to work with 100% of the students until they achieve these, no matter what it takes. The teachers have identified these core competencies as those basic building blocks without which the student cannot go forward. It is because of that, that many times the score will be 100 percent! If the student does not achieve it the first time, the teacher will work with them until they do. Other skills and concepts in the classroom are going to be more difficult and will tax even the student who craves additional challenge. These problems are still very much an integral part of all the students’ education because they make them think and stretch, but those skills would not be in the realm of things considered to be required for all. It is extremely important to understand that difference between competencies and all the rest of the learning experiences that go on in a classroom throughout 172 school days. They cannot begin to be captured and reduced to a one page document of competencies. However, the value of the list of competencies is in making sure that this group of skills is intentionally taught and consistently assessed for all students. These are the essential building blocks of success for future learning.

Conclusion In the past, teachers were left to make the leap from the ENDS to the curriculum activities and they did not see the connection to results-oriented school improvement. Because of that, they saw work on ENDS, School Improvement Plans, Response to Intervention, accreditation, etc. as disconnected concepts. Our attempt has been to clearly develop the relationship between our lofty goals and the daily grind. The goal now has been to create a curriculum design and school improvement model by which we can target and track the big important goals that define CSCS. The ENDS, Mission Statement, Core Values, 8 Imperatives, Strategic Plan, and Accreditation Standards all represent guiding principles for us. However, because they are written in such broad strokes and with a long-term focus, Student Outcomes were needed to provide a more tangible way to describe what will actually be produced in students, during the elementary, middle school, and high school years. The Student Outcomes are pictured as the product of what a student should look like who would embody all those ENDS. The image is defined by the competencies. Projected on paper, the target takes shape. We know what a fully educated CSCS student should look like, act like, know, and be able to do. Then we, as the educators, work with the parents and the student so that they become that CSCS student. The tools to be used are the activities done in the classroom, the curricular objectives to be implemented, the assessments to be used, and then the interventions to be employed. We break those down into grade levels and even into units thereby guiding our daily instruction. The result is that we know the ultimate goal and we know the appropriate milestones along the way. It is this model of curriculum design and monitoring the ENDS that will help turn rhetoric into reality!


CSCS School-wide Learning Outcomes

The vision of Colorado Springs Christian educators is that a maturing CSCS student 1) Understands and commits to a personal relationship with Christ and pursues ongoing spiritual

development a) understands the gospel, salvation, and how to present that to others b) understands and practices spiritual disciplines such as devotions, personal Bible study, and prayer c) understands and pursues spiritual maturity and a deepening dependence upon the Holy Spirit d) is involved in a local church e) commits to a personal relationship with Christ

2) Understands and articulates a biblical worldview and operates from that perspective in the world a) develops, articulates, and defends a biblical worldview b) demonstrates application and relevance of a biblical worldview to daily decision making c) knows and is able to articulate differences between Christianity and other worldviews d) knows how to dialog effectively with those who hold other worldviews e) is able to defend one’s faith

3) Is academically prepared in all areas (reading, writing, listening, speaking, science, math, social studies, languages, Bible, technology and the arts) a) is a creative and critical thinker who can apply learning to solve real world problems b) utilizes technology responsibly and effectively c) can appropriately access and use various types of information resources d) appreciates and/or participates in the arts and literature e) demonstrates academic competence which is required for next level of academic pursuit f) is well prepared for standardized academic testing g) communicates effectively in both verbal and written forms h) can communicate in at least one additional language i) knows the Bible in concept and through memorization

4) Develops moral integrity, demonstrated by righteous living and stewardship a) makes choices based on biblical principles b) respects life c) lives according to biblical standards in family and personal relationships d) is a wise steward in use of personal, financial, and natural resources e) is a responsible citizen in the local community and the world

5) Is able to relate well and work well with others, including other cultures and respects the worth of every individual as made in God’s image a) can explain being created in the image of God b) respects individual differences, valuing each person as God’s creation c) able to work together in groups d) can understand and appreciate people of different cultures

6) Is a lifelong learner, prepared for next stage, including intellectual, spiritual, physical, social, and emotional health a) pursues ongoing learning as it relates to next stage, including careers b) applies learning to healthy choices affecting lifestyle c) develops a love for learning d) recognizes the spiritual implications of acting upon one’s learning

7) Is a servant leader, prepared and motivated for lifelong service and involvement in missions, knows and applies spiritual giftedness a) can articulate the biblical mandate for service and missions, including responsibility to the poor and lost b) participates in service experiences c) understands missions from personal experience or from personal exposure to the message/impact of

missions d) develops leadership skills e) understands and utilizes spiritual gifts f) identifies personal strengths and talents g) applies gifts in leadership/service h) works within the body of Christ according to the variety of gifts in the body

E 1.2.1, 1.4, 1.5

E 1.2.3.2

E 1.2.5, 1.3, 1.3.1, 1.3.3, 1.3.4, 1.3.5

E 1.2, 1.2.3, 1.2.3.1, 1.2.5, 1.3.6

E 1.2.4, 1.3.2

E 1.2.2, 1.2.4, 1.4

E 1.3.7, 1.2.4


Summary-2017-2018 School Year In reviewing the assessments for the 2017-2018 school year, there are several general observations that are worth noting:

1. Three out of the four campuses utilized the Academic Dean in collecting and recording assessments. Not only did it acquaint her with the process and value of our outcomes assessment analysis, goals for this area started forming for the following year. Better completion and accountability for teachers also occurred.

2. The Executive Director created a more streamlined analysis chart for campuses to use. The results of the tool have been positive. The analysis task seemed to be less burdensome and it prompted more understanding of the process with administrators. The new chart also helped administrators see where they need to balance assessments so that we have better coverage. It also assisted them with being able to create their own goals in this area.

3. Since this is our accreditation year, the entire staff is reviewing our instructional program. We hope to capitalize on our strengths and improve our growth areas.

4. The Director of Curriculum, Instruction, and Assessment has also simplified data tracking not only on the campus level but at the teacher level. She has created a Year-end Evaluation Portfolio which includes our CSCS assessment analysis. Tied to that is a Goal Data Log that is focused on a goal driven by data analysis. In the past, it has been a random assessment recording tool without a direct focus that is tied into student achievement. Included with the Portfolio is the development of a new classroom observation tool geared toward teacher growth and tied into our accreditation requirements.

5. After our third year of induction that has included training on our assessment process, we are now seeing better coverage by our new teachers of the required assessments. After a new teacher survey was taken this year, we have received confirmation that this training is helpful and valuable.

6. The Director of Curriculum, Instruction, and Assessment continued to refine Curriculum Trak, a tool that ties together student objectives, lesson plans, assessments, and biblical integration. This past year after her evaluation, she involved teachers in the process of updating their curriculum maps and addressing holes in standard selection, biblical integration, and essential questions to units and lesson plans.

Below, the overall results are reviewed by Outcome. It should be noted that the assessments mentioned are only representative of the assessments given. In total, there are more than 250 assessments given K-12. Outcome #1- Relationship with Christ… In a variety of ways, CSCS students are assessed to see if they demonstrate the fruit of what it means to have a relationship with Christ. CSCS wants students to both understand what it means to have a personal relationship with Christ as well as be able to explain that to others. There is a strong, biblical sequence to the assessments as we move through our grade levels. Assessments at lower grades begin the process by emphasizing students’ understanding of “who they are in Christ.” They move on to comprehension of a personal relationship with Christ – beginning with salvation, and progressing into developing their own walks with the Lord through daily disciplines and servanthood. This is continued through Middle School and High School, and students are given tools necessary to present Him to others as they venture outside the halls of school and interact with others. We want them to understand for themselves and practice the skills necessary to affirm their faith while obeying the Great Commission. It’s exciting to see this progression and an honor to be available to the Lord to support families and influence young lives. While the goal is that every student experience that on a personal level, it is hard to measure. In High School, students at CSCS are given many opportunities to hear the Gospel message and develop a personal relationship with Jesus. Students work through not only hearing the Gospel but learning how


to share it with others as well. They write papers to practice and express their faith. They were given role-playing opportunities to adjust to conversations that are not static. They practice leading others to Christ and were given opportunities to do so both at school and on service or missions trips. Students are able to grow in the mandate of hiding God's Word in their heart through the memory verse program associated with each Bible class, and students were instructed on the benefits and practice of devotionals and prayer journals. As a school, we try to discover where our families attend church so that we know how to work with those in partnership with us and our families. The high school growth area is that because there has been change in teachers and the classes they teach, getting the assessments done correctly is challenging. We also have students who know the right words to say, but they are reluctant to make a whole commitment to Christ as they want to live with one foot in church and one foot in the world. The Principal will need to meet with lead teachers separately to explain the use of assessment data to guide curriculum and lesson plan preparation. The Principal will need to guide the lead teachers for department meetings so that they may mentor the faculty in each department in the completion and use of the assessments. The Principal will also meet with each teacher and new teachers to help them understand the use of assessments to help guide classroom decisions as well as report effectively for the school Outcomes. In Middle School this year's highlight was that the assessment on Student Devotions was the highest result in two years. The Principal attributed this result to the students’ passion for God as seen modeled from the teacher(s). Also, church attendance was up from 95% to 98%. To address challenges, the Academic Principal and the Middle School Principal will take practical steps to help teachers assist students with developing communication skills such as allowing students time to practice sharing their testimonies with one another and the teacher spending more time on business letter writing skills with students. Our elementary schools help students to become much more proficient at verbalizing the Gospel and knowing the plan of salvation. At Central Elementary, this year's highlight is that eight of the nine assessments either showed improved results or scored at the same successful level as last year. Two of the assessments, which showed modest gains were those demonstrating that first and third graders all seemed to understand the plan of salvation. A third encouraging assessment showed that third graders have a good understanding of the importance of having their own personal quiet time with the Lord. Young children show good understanding of key spiritual concepts! The one low score among these assessments was in the assembling of a witnessing tract by fifth graders. The low score is tied to two students' ability to complete that project within the time allotted. The specific issue for those students was their not being at school during the class period assigned for this project. The issue seems to be more related to attendance than to their understanding of the spiritual concept being taught. Five of our six grade levels are assessing portions of this Outcome. The only sub-point which would seem appropriate enough to be added on our campus is 1e, "commits to a personal relationship with Christ." The Academic Principal and the Central Elementary Principal will check with third through fifth grade teachers to investigate adding the concept of students committing themselves to a relationship with Jesus into one of our existing assessments. At Woodland Park, while 75-80% of our WP students commented that they attend church weekly; teachers suggested assessing a student’s interest in spiritual things, as opposed to assessing their church attendance. The Elementary Principals will meet with staff in August to go over assessments. The Academic Principal will ensure alignment between campuses, as well as provide guidance for teachers during orientation in regards to their grade-specific assessments. Overall, once again K-12 students scored an average of 92.85% in the assessments that asked them to articulate or share their relationship with Christ. Outcome #2 - Able to articulate and defend biblical worldview…For this Outcome, students are asked in a variety of ways to articulate and defend their biblical worldview. That may seem challenging for young children but the teachers have found ways through activities that compare and contrast a biblical view of the world with that of other cultures that they are studying in social studies. Students are able to identify which beliefs are the same or different and how those beliefs affect decisions about how man treats others and even how society is organized. At Central Elementary, the fifth grade class was comparable to last year’s in relation to Bible knowledge and understanding the principles. However, this


year many of the 5th graders believed that God is calling them to be Bible teachers, pastors, missionaries, etc. glorifying God in whatever job they end up having. 70% of the fifth graders already believe that God wants them to work as missionaries or Bible teachers. Woodland Park had students write a paper at the end of fifth grade and discovered that this is an excellent way for CSCS to assess a student's understanding of secular vs. Christian worldview. Our new science curriculum has done an excellent job of communicating this to our students. After several secular field trips, students were able to articulate clearly from a secular perspective. The MS campus covers this assessment at every level (6th, 7th, and 8th grades). For example, in 7th Grade Bible, students presented a clear example of how to show integrity during a difficult situation. This could be demonstrated in either a video or a comic book. This year’s score was 98%, which was consistent from last year. Improved teacher instruction and overall attendance of students increased the scores on the MLA scenarios in Computer I. One student wrote, “I really believe that God means what he says. He put down rules for us to follow to live godly lives. We can use our actions to influence others about how they should act. Your actions are contagious. I try to obey God all the time, but I really struggle following His rules at all times.” The teacher loved the honesty of 7th graders! This was an important lesson and outcome to present a Biblical worldview to students in a practical setting. In HS, CSCS students are given a great deal of instruction on how to develop a Biblical worldview. They have several formal opportunities to demonstrate their thinking and understanding of how to express their worldview within an assessment. All assessments but one increased in percentage or stayed the same to show consistency from year to year. For many of our students, this is a life-changing realization that using the Bible as a guide for decision-making and learning to see the world as God designed it, rather than how man tries to define it, makes an eternal difference. Overall, K-12 students scored an average of 94.76% in the assessments that asked them to articulate and defend a biblical worldview. Outcome #3 – Academically prepared in all areas… continues to be the Outcome with the most assessments. Overall, assessments showed that students were well prepared for success at the next level, whether that means another grade at CSCS, college, missions, the military, or a career. The majority of students in K-8 continues to exceed the National Norms in both reading and math. The charts show that the CSCS elementary school, grades 3, 4, and 5 at Central Campus and grades 3, 4, and 5 at Woodland Park achieved Blue Ribbon status in scale score or percentile score or both for Reading. (There are no posted cut scores for grades K-2.) In the area of math, the results were very close at both campuses with Woodland Park achieving the school scale score and percentile score Blue Ribbon status in grade 3. With the Director of Curriculum, Instruction, and Assessment, we will be planning strategies to make even more progress in those areas. In the Middle School, students reached the percentiles for the Blue Ribbon level in reading in grades 6-8 and for math in grades 7-8. In all levels of reading and math grades 6-8, students scored higher than the national percentile scores. It appears that the adjustment to the math curriculum three years ago continues to impact the effectiveness of the curriculum for this age group. At the high school level, Colorado switched this year from the ACT to the SAT. All students in the public school system were required to take the SAT. Because Colorado did not report the ACT scores of individual students wanting the second test, it was necessary to use the 2018 ACT/SAT Concordance Tables to compare our student's scores on the ACT to Colorado students’ scores on the SAT. Again, the reader can see both the CO averages and the national averages on the chart at the end of this section. Another measurement of college preparedness is the number of college credits earned by CSCS students while still in high school. In 2017-2018, we were pleased to offer 13 dual credit courses from three universities. Our high school students took advantage of this and earned 466 college credits during the school year. The senior class alone had 100% student participation in at least one AP®, Honors, or Dual-Credit course. This remains consistent from last year.


In conjunction with colleges, the ACT measures academic areas in which they believe students are ready for college coursework. This means that students meeting these criteria will not need a review course prior to entering college. The chart below shows the five-year trend for CSCS average ACT scores for our Seniors compared to the state ACT scores.

While all of the above focused on standardized tests, there are many other assessments that teachers administered for Outcome 3. Some of these are criterion-based assessments such as the Dibels reading tests, administered throughout the year, help our teachers to stay in touch with how each child is doing on their reading skills. Some of the measures are mastery tests that are given at the end of the semester or the end of the year. The results of these are used to help students receive extra help or for recommendations for tutoring or future placement. Another example is our Math Mates or RFCs (Ready for College) math skills tests, written by our own teachers that spiral through the necessary math skills so that students do not just learn a skill and forget it. Teachers keep the important skills sharp in students so that they do not have to relearn those months later because they have forgotten how to do them. Skills such as Bible memorization, Art, PE, and playing a musical instrument are all carefully and developmentally introduced, developed, practiced, mastered, and assessed as appropriate. Principals at all four campuses review each assessment individually, work with the teacher on the expected, as well as the achieved results, and then discuss any changes in instruction that need to occur the next year. The Curriculum Director constantly looks for areas to strengthen and improve. These results are then reported to the Executive Director of Academic Services, and the analysis is again reviewed and changes are made, refining the instructional process yet again. This is at the heart of our continuous improvement cycle for the academic program. Overall, K-12 students scored an average of 86.15% in the assessments that show CSCS students are academically prepared for the next level. Outcome #4 – Develops moral integrity… Anecdotally, this area has been observed among our students at the elementary level. When areas of conflict, lying, stealing, etc. have come up this year, our teachers have done an excellent job of not just providing discipline, but helping the students to understand what it is they have done, what God's standards are, and why those standards work in our best interests. In High School, the students have opportunities to demonstrate their understanding of living a life of moral integrity by showing stewardship and righteous living. The assessment percentages are almost identical to the previous year’s percentages showing consistency in teacher presentation and student response to the assessment. The two assessments in Marriage and Family Living and Financial Stewardship each scored 100%. The challenge will be to expand the assessments for this Outcome and create ones that are a useful measure of developing moral integrity. Middle School saw growth in this outcome area, and for the stewardship assessment the MS is looking toward ensuring the teacher spends more time modeling and instructing the skills of stewardship to improve scores. Former new teachers grew in their approach to the assessments and results were higher reflecting the teachers’ understanding of the outcome assessed. This was seen in Computer I and Bible 6 with both assessments achieving 100%. At present, both elementary campuses did not cover this Outcome. Woodland Park abruptly had a change in leadership when this outcome should have been accomplished. At Central there was one assessment used under this Outcome for the past several years. For two years in a row that assessment has been skipped. The cause has been faculty turnover in fourth grade. The Academic Principal and the


Central Elementary Principal will meet with the fourth grade team to talk through the assessment used previously from this Outcome. The intent is to restore that assessment which we have traditionally used. Overall, 6-12 students scored an average of 90.1% in the assessments that assess CSCS students in developing moral integrity, right living, and stewardship. Outcome #5 – Understanding what it means to be made in the image of God, working well with others, appreciating those of another culture, and respecting the worth of others…This assessment has several aspects. The assessments for these strands are covered by both the Central Elementary and Woodland Park and both felt that their students accomplished them well. This Outcome has a focus on relating well to others and working well with others. In the case of Central third graders, they were given the opportunity to work together in groups. Teachers observed and evaluated their interaction and ability to work together. This was the highlight area within this Outcome this year. This group of students is known for having a good percentage of leaders within their ranks. So, to see them having success in working together was encouraging. Woodland Park noted last year that the class full of eager learners worked extremely well together. This was particularly helpful during our Simple Machines Lego Competition! Learning how to work together is key to human growth and development. The earlier students can learn the necessary skills for communicating in group settings, the better off they will be in the future. This is a good assessment tool. In Middle School sixth grade English, the results during the Roll of Thunder unit were similar to last year when answering the big question for this unit, “Why is it important to understand that all people are created in God’s image?” The teacher discussed this from the beginning all the way through the book. Understanding the concept of being created in God’s image is a bit vague for sixth graders. However, they are able to see the outcome of how people treat others when they do not understand this Biblical principle. Working in math groups for sixth graders is a growth challenge. Time has to be adjusted so that students learning how to solve problems together are more effective. Additionally, Core Groups continued where every student was assigned to a staff member for prayer, encouragement, and relationship navigation. Again, the students appeared to positively embrace the program as evidence by informal reports given by students to teachers. Teachers have also come to appreciate their roles in the Core Groups and have adapted to this outreach. At the High School students are able to relate well and work well with others, including other cultures while respecting the worth of every individual as made in God’s image through several assessments. The Biology class has a unit on the uniqueness of the human body and the instructor spent time demonstrating the use of science to discover the uniqueness of mankind as designed in God's image. Students in AP English read a novel and then wrote a paper analyzing a character and that character's decisions from a Biblical view. The teacher reported that every student was able to do so with citations from Scripture to show what followed and what did not follow Biblical principles. A new assessment to measure the appreciation of other cultures was completed by the International English teacher for the student orientation. The members of the new club, Fellowship Without Borders, worked with teachers prior to the start of classes to help new International students acclimate to new surroundings. On three separate days, students from the Club helped with the Orientation from translation to fellowship time to training in school expectations. The teachers who noted issues with assessments in this Outcome noted that those who did not do well struggled with apathy or following directions rather than missing the heart of the Outcome for working well with others. Overall, K-12 students scored an average of 92.8% in the assessments that show CSCS students what it means to be made in the image of God, working well with others, appreciating those of another culture, and respecting the worth of others. Outcome #6 - Lifelong learner, prepared for the next stage, including intellectual, spiritual, physical, social, and emotional health… Good teachers tend to be life-long learners and play a key role in helping to pass on a love for learning to their students. Also important are the choices we make as


educators in selecting curricular materials which motivate children to not only learn “right now” but also to continue to learn about those topics after they leave the classroom. One of our goals is to instill a love for reading in our students. At the elementary level, third graders are transitioning from the traditional “learn to read” stage into the “read to learn” stage. With that comes the beginning of enjoyment in reading for some of them. The Accelerated Reader assessment has been a good motivator and helps encourage students to focus on comprehension of the stories they’re reading. About 92% of the third graders at Central reached the desired goal for the Accelerated Reader points. More students met the criteria this year. Since it is an outcome to measure independent reading, students with parental support accomplished reading beyond what is done in the classroom. During the Ecosystem project where students present to the class on how God’s creation works together and supports itself, Woodland Park students viewed it as an engaging project that they loved doing. They were given clear instruction both times and followed those instructions, which resulted in 100% reaching the desired criteria. The students enjoy learning through hands-on experiences and this project allows students to demonstrate what they have learned in class in a creative manner. The projects were outstanding, however, measuring a love of learning, as this outcome states, is difficult to accurately measure. In Middle School, Computer I had students create a PowerPoint slide using WordArt and SmartArt with a prayer for the country they studied. This prayer included the four parts of the acronym ACTS which stands for acknowledge, confession, thanksgiving, and supplication. This definitely focuses on the spiritual implications of acting upon one’s learning. The desired criterion was for 90% of the class to score 8/9 or better on the rubric. 95% reached the criteria, which is up from 92%. The point of this outcome is to make students aware of the needs in other countries and teach them how they can pray for these people. The students get a very good understanding of that concept and need. Another assessment in science helping students apply learning to healthy choices affecting lifestyle was completed where MS students do an assessment simulating impairment from alcohol (from spinning in a circle) and try to accomplish tasks. 100% came to a logical conclusion about a person’s judgment when under the influence of alcohol, which can impact a healthy lifestyle. 75% of students ranked in the excellent category. While it is not possible to determine if CSCS students remain lifelong learners, it is possible to see the preparation made toward that end from the assessments given during High School. Students in the Honors World History class participated in the National History Day project, and all but three were enthusiastic in competing. The teacher noted that with better instructions from the teacher, there will be an even better result. Another assessment that shows CSCS students preparing for the next educational stage is in elective courses. While not required, many of the students recognize the benefit of preparation, so they take courses above what is required. That is the case in Science. Not all students can fit extra courses in the schedule, but those who can choose to add extra Science courses to their schedule to prepare for the coursework they anticipate in college. 44% of the seniors took an extra Science course in preparation for the next stage of education. The freshmen had an opportunity to analyze the spiritual implications of acting on their learning by writing of choices found in a reading assignment. Students discussed the moral implications that occur from choices made by characters as well as their own choices. The students must compare those choices to Biblical principles. 63% of students could explain the Biblical principles with support for those choices. Next year, the teacher will provide better explanation and better examples to guide even more students in Biblical, correct thinking and not view their own feelings more important than Scripture to guide them in decision-making. Overall, K-12 students scored an average of 92.8% in the assessments that assess CSCS students becoming a lifelong learner. Outcome #7- Leadership, gifting, service, and involvement in missions… Overall, the assessments for Outcome 7 demonstrated that students, even at a young age, learned about service, missions and their ability to use their personal gifts in that area. Accomplishments for these assessments show a high degree of engagement and understanding. Many of our students are serving in school and non-school related opportunities. Some of the projects included organized events like the Great Fall Clean-up and


Elementary Ministry Nights where students and parents take on a specific project and work together. Central Elementary students typically change their service projects from year to year. This year their highlight came through one of the school dads, deployed with his Army unit in a combat zone. Third graders sent care packages to the soldiers and received a wonderful, heartfelt thank you note in return. This project is an example of the service our students and teachers are doing through the Elementary grades. The results this year were even better than last year. This group really enjoyed the project-based learning activity that they completed. In the Parable of the Talents assessment, Woodland Park talked about how so many different talents and skills are used to successfully complete this project. Students were excited that they earned enough money to purchase a goat for the Haitian family. It is a gift that will go on giving for years to come. This class was very active, and this project allowed them to use their energy for a purpose. Participation in service at the Middle School was nearly 100% because students joined in the Fund-to-serve as whole classes. They traveled to places like Care and Share and Operation Christmas Child to help those in need. At the High School level, National Honor Society students were the only students who are required to track and turn in their hours, which this year students logged in at 1560 hours. Furthermore, there are many assessments that occur apart from the service projects that measure this Outcome. CSCS has as part of the Mission Statement to help students prepare for lifelong service. In doing that, teachers provide opportunities for students to learn about their spiritual gifts and to learn how to use their gifts and talents to serve others. In the Spanish classes, students discuss and learn about culture in Spanish-speaking countries and the opportunities for ministry with Spanish-speaking people. The teacher reported that 100% of the students were able to memorize and use the Bible verses in a presentation pertaining to the mandate that Christ-followers minister to the poor and lost. One of the Bible teachers noted the need to spend more time for students to understand some specific topics that were more abstract. A new text was used, so the teacher will need to spend more time using it to improve student understanding of concepts. Each semester in the Life Calling class, students take and individually analyze the Spiritual Gifts assessment to determine how to use their individual gifts in service to others. It helps students match what they know about themselves with training and career selection as well. The Life Calling class also completes a semester-long assessment where they compile the learning from each unit in the class and present how those concepts can be used to serve others as they move on in the rest of their lives. Students who participate in Student government also take the DISC assessment to see how they can serve each other using strengths to compliment others. While all students took the assessment, not all are using gifts in service to each other as some have denied faith. Overall, K-12 students scored an average of 94.35% in the assessments that assess CSCS students in leadership, gifting, and service.


CSCS Assessment Result Analysis 2017-2018 (Chart is illustrative and not exhaustive.)

All-campus Suggestions for Next Year:

• All principals, using the new assessment analysis form, need to improve the overall analysis of each Outcome in order to encourage teachers to grow in their understanding and appreciation of the process. This will include the K-8 Academic Principal (formerly the Academic Dean) who then can make sure the elementary campuses remain aligned.

• With the new Goal Data Logs introduced by the Director of Curriculum, Instruction, and Assessment in the fall, principals need to continue tracking year-to-year results and assigning goals that attach to assessments, producing better analysis while assisting faculty in using the data to improve student results on assessments.

• Now that all principals have been through the assessment process, the Executive Director will need to take steps in reviewing and/or editing the Outcomes along with reviewing the coverage of Outcomes with appropriate assessments so that teachers grow in their commitment to the process. The shift will need to begin to change the focus not just on the assessment but also on the Outcome. Then teachers can select different assessments to analyze the results as they pertain to the assigned Outcome. This may help new teachers understand the process better.

• Since accreditation arrives in 2018-2019, the entire staff will benefit from the Areas of Improvement as suggested by the accreditation team. The staff will work on those areas and set specific steps to achieve the improvement needed.

• In the past, significant growth has occurred in assessment consistency between the Woodland Park and the Central Elementary Campuses. This will need continued intentionality due to an administrator new to the process. Middle School will begin the refinement of assessments with aiming for balance. For example, some teachers have over ten assessments while others have none. High School is ready for shifting to the new focus on the Outcome, so we look forward to more teacher ownership of our Expected Student Outcomes.

• In the year ahead, the Director of Curriculum, Instruction, and Assessment will be targeting math and deciding on the direction for the Department. New curriculum will be chosen, but attention will be put on vertical alignment within this core subject. New online tools are now being used, and we hope to see good testing scores as a result.

• Dual credit options will continue to be explored for more expansive and less expensive options.

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Outcome1

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• Work on reinstating/adding assessments due to teacher turnover and understanding and work on balancing coverage of Outcomes across all campuses.

All School Summary

The overall purpose of collecting these Assessments is to have a better sense of how we are doing on the Expected Student Outcomes and to continue to progress in school improvement. Though there is still room for improvement, I have seen the benefit of this process entering my fourth year as Executive Director of Academic Services. Once again, we have a new WP principal starting on this Assessment journey, and he will be trained to see the value of this effort and will strive to improve on the foundation already built. In addition, our full-time Director of Curriculum, Instruction, and Assessment along with the K-8 Academic Principal will shed light on what we are doing well along with our growth areas. The Expected Student Outcomes are being intentionally addressed, measured, and then analyzed. This process has the benefit of helping us improve our education in these important areas. Our Outcomes are a summary of how we accomplish our ENDS, achieve our distinctive, and meet our goals. They encompass who we are…an academically, excellent Christian school. The path to excellence then is one that finds us repeatedly asking how we are doing and how can we do better. Our Assessments help us do that and so we will continue to work with them and strengthen our school in the process. . Respectfully submitted,

Diane Meeter Executive Director of Academic Services


CSCS ACADEMIC ACHIEVEMENT 2017-2018 Central Elementary School

Terra Nova 2017

CSCS Scale

Scores in

Read- ing

National Scale

Scores reflecting

85th

percentile *

National Norm Group Mean Scale

Score^

CSCS Student

Percentile Scores

in Reading

Student Scores

Reflecting 85th

Percentile

CSCS Scale

Scores in

Math

National Scale

Scores reflecting

85th

percentile *


Score^

CSCS Student

Percentile Scores

in Math

Student Score

Reflecting 85th

Percentile

Kinder- garten

^573 N/A 520 90 N/A ^510 N/A 476 76 N/A

1st grade ^605 N/A 571 86 N/A ^545 N/A 529 83 N/A

2nd grade ^628 N/A 605 82 N/A ^582 N/A 572 75 N/A

3rd grade *^642 641 627 +75 65 ^613 631 611 66 69

4th grade ^657 658 641 +78 69 629 638 632 55 67

5th grade *^679 671 655 +85 67 ^652 656 648 59 69

+Student Score for the 85th Percentile (BLUE RIBBON) * School Mean Scale at 85th percentile of National School Norms (BLUE RIBBON)

http://www.capenet.org/pdf/2018NBRSscores.pdf ^Scores at or above the National Norm

Woodland Park Elementary

Terra Nova 2017

CSCS Scale

Scores in

Reading

National Scores

reflecting 85th

percentile *


Score^

CSCS Student

Percentile Scores

in Reading

Student Score

Reflecting 85th

Percentile

CSCS Scale

Scores in

Math

National Scores

reflecting 85th

percentile *


Score^

CSCS Student

Percentile Scores

in Math

Student Score

Reflecting 85th

Percentile

Kinder- garten

^557 N/A 520 82 N/A ^491 N/A 476 62 N/A

1st grade ^599 N/A 571 83 N/A 516 N/A 529 57 N/A

2ndgrade ^624 N/A 605 76 N/A ^583 N/A 572 75 N/A

3rd grade *^645 641 627 +80 65 *^634 631 611 +85 69

4th grade ^657 658 641 +78 69 627 638 632 52 67

5th grade *^676 671 655 +81 67 ^655 656 648 +65 69




Colorado Springs Christian Middle School

Terra

Nova

2017

CSCS Scores

in Reading

National Scores

reflecting 85th

percentile *


Score^

CSCS Student

Percentile Scores

in Reading

Student Score

Reflecting 85th

Percentile

CSCS Scores

in Math

National Scores

reflecting 85th

percentile *


Score^

CSCS Student

Percentile Scores

in Math

Student Score

Reflecting 85th

Percentile

6th grade *^684 682 660 +84 71 ^674 687 666 +67 66

7th grade *^694 688 666 +84 69 *^715 698 673 +89 70

8th grade *^706 701 674 +88 73 *^727 713 685 +86 72



Colorado Springs Christian High School

CSCS Reading Scaled Scores

National Reading

Scores Reflecting 85th percentile

*

National Reading

Norm Scores

^

CSCS Math Scaled Scores

National Math

Scores Reflecting 85th percentile

*

National Math Norm Scores

^

9th Grade – ACT Aspire

^426 428 423 *^429 425 425

10th Grade – Pre-ACT

*^23.2 22 22 ^19.7 22 18

11th Grade – ACT

^23.2 24.3 21.4 ^22.5 24.3 20.7

12th Grade – ACT

^24.5 24.8 21.3 ^23.0 23.8 20.6

* School Mean Scale at 85th percentile of National School Norms (BLUE RIBBON)



Class of 2018 ACT/SAT Results

Mean ACT score* 66 test takers at CSCS 17,081 test takers in Colorado 1,914,817 nationally

CSCS Avg. Composite = 24.0 State average Composite = 23.9 Nation average Composite = 20.8

Mean SAT score* 31 test takers at CSCS 58,790 test takers in Colorado 2,136,539 nationally

CSCS Avg.: Reading/Writing 604; Math 616 State Average: Reading/Writing 519; Math 506 National Average: Reading/Writing 536; Math 531

*Class of 2018 Note: This year, testing in Colorado has shifted from the ACT to the SAT. SAT testing is aligned more with a common core curriculum, which is not followed at CSCS. Compare the number of ACT test takers to the number of SAT test takers in Colorado. It is important to compare to the nation average. In addition, the SAT is popular with our international students because universities ask for this test in international programs. These students will take the SAT several times in order to raise their scores.


APPENDIX A

ASSESSMENTS AND HOW THEY WORK

OUTCOMES ASSESSMENTS

ANALYSIS REPORT

TEACHERS

PRINCIPAL

EXECUTIVE DIRECTOR

BOARD, CONSTITUENTS


Appendix B - Mapping of Outcomes to ENDS

1.0 At a reasonable cost, students are equipped with the spiritual discernment, the moral courage and the academic

excellence to impact society through responsible, effective Christian living. 1.1 Tuition is affordable to most families that desire a Christ-centered education for their children. (Not

related to Outcomes) 1.2 Students demonstrate spiritual and moral integrity. (Outcome 4)

1.2.1 Students understand and commit to a personal relationship with Jesus Christ and to the life-long process of being conformed to His image. (Outcome 1)

1.2.2 Students discover and develop their God-given gifts, talents and abilities and apply them in daily living. (Outcome 7e, 7f, 7g)

1.2.3 Students demonstrate moral courage. (Outcome 4) 1.2.3.1 Students make wise, God-honoring decisions because it is their heart’s desire.

(Outcome 4a, 4d) 1.2.3.2 Students articulate and defend their Christian worldview with apologetic skills and

an understanding of opposing worldviews. (Outcome 2) 1.2.4 Students understand the worth of every human being as created in the image of God.

(Outcome 5a, 7h) 1.2.5 Students know, understand, and apply God’s Word in daily life. (Outcome 3i, 4a, 4c)

1.3 Students are academically prepared to excel in their next stage in life. (Outcome 3) 1.3.1 Students are proficient in reading, writing, mathematics, and the sciences. (Outcome 3) 1.3.2 Students have knowledge and understanding of people, events and movements in history

and the cultures of other peoples and places. (Outcome 5d) 1.3.3 Students appreciate literature and the arts and understand how they can be used to express

and influence their beliefs and values. (Outcome 3d) 1.3.4 Students know how to utilize available resources – including current technology – to

locate, and analyze and evaluate information. (Outcome 3b, 3c) 1.3.5 Students have the ability to listen actively, think critically and solve problems logically.

(Outcome 3a) 1.3.6 Students understand and apply economic principles and are good steward of their finances,

time and all other resources. (Outcome 4d) 1.3.7 Students value personal health and wellness and maintain a level of physical fitness

commensurate with their ability. (Outcome 6b) 1.4 Students are actively involved in their churches and communities. (Outcome 1d, 7b, 7h) 1.5 Students commit to life-long learning and understand the relationship between continued intellectual

and spiritual growth and maturity in Christ. (Outcome 1c, 6)

ENDS

Documents

CSCS School-wide Learning Outcomes...CSCS School-wide Learning Outcomes – (pg. 7) On one sheet of paper, the overall Outcomes of the school are listed. Under each of those, competencies