**U.S. Department of Education January 2005**

**2004-2005 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: Mr. Austin S. G. Poole

Official School Name: Our Lady of Good Counsel School

School Mailing Address: 8601 Wolftrap Road

Vienna, Virginia 22182-5061

Tel: (703) 938-3600 Fax: (703) 255-2933

Website/URL: www.olgcschool.homestead.com Email: apoole@olgcschool.org

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

*Private Schools: If the information requested is not applicable, write
N/A in the space.*

Name of Superintendent: Dr. Timothy McNiff

District Name: Diocese of Arlington Tel: 703-841-2519

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board: n/a

President/Chairperson:

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct. \[Include this page in the
application as page 2.\]

> 1\. The school has some configuration that includes grades K-12.
>
> 2\. The school has been in existence for five full years.
>
> 3\. The nominated school or district is not refusing OCR access to
> information necessary to investigate a civil rights complaint or to
> conduct a district‑wide compliance review.
>
> 4\. The OCR has not issued a violation letter of findings to the
> school district concluding that the nominated school or the district
> as a whole has violated one or more of the civil rights statutes. A
> violation letter of findings will not be considered outstanding if OCR
> has accepted a corrective action plan from the district to remedy the
> violation.

5.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

6.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: N/A

2\. District Per Pupil Expenditure: N/A

Average State Per Pupil Expenditure: N/A

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ------------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of       **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**     Total**                  Males**   Females**   Total**

  **K**       24        27            51           **7**       24        21          45

  **1**       23        24            47           **8**       19        19          38

  **2**       31        23            54           **9**       N/A       N/A         N/A

  **3**       23        26            49           **10**      N/A       N/A         N/A

  **4**       25        30            55           **11**      N/A       N/A         N/A

  **5**       25        23            48           **12**      N/A       N/A         N/A

  **6**       30        23            53           Other                             

                        **2004-2005                                                  440
                        TOTAL                                                        
                        STUDENTS IN                                                  
                        THE APPLYING                                                 
                        SCHOOL**                                                     
  ----------- --------- ------------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 93.6% White

the students in the school: 0.2% Black or African American

2.6% Hispanic or Latino

3.6% Asian/Pacific Islander

0.0 % American Indian/Alaskan Native

**100% Total for 2004-2005**

7\. Student turnover, or mobility rate, during the past year: 2.72%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 2003 and the end of the
> school year, divided by the total number of students in the school as
> of October 1, 2004 multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 1
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 11
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        12
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    440
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0272
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.72
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: 0%

N/A Total Number Limited English Proficient

Number of languages represented: N/A

Specify languages:

9\. Students eligible for free/reduced-priced meals: 0 for free meals

2 for reduced price meals

2 Total Number Students Who Qualify

> Due to the limited number of students eligible, Our Lady of Good
> Counsel does not participate in the federally supported lunch program.
> Income information is not collected from families except when the
> family applies for financial assistance. Therefore, the number of
> students who would qualify is based upon information from only those
> students whose families applied for assistance. The estimate shown
> above is derived from the National School Lunch Program income
> eligibility guidelines published annually by the US Department of
> Agriculture.

10\. Students receiving special education services: 5.9%

26 Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_ Orthopedic Impairment

\_\_\_\_Deafness [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [14]{.underline} Specific Learning Disability\*

\_\_\_\_Hearing Impairment [4\_\_]{.underline} Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_ Traumatic Brain Injury

[\_\_]{.underline} Multiple Disabilities \_\_\_\_ Visual Impairment
Including Blindness

> \*Seven additional students have been privately tested and qualify for
> services under the Arlington Diocese Accommodation Plan.

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) 2 0

Classroom teachers 19 0

Special resource teachers/specialists 8 4

Paraprofessionals 0 3

> Support staff 2 1
>
> Total number 31 8

12\. Student-"classroom teacher" ratio: 23:1

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer, any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

  --------------------------- ----------- ----------- ----------- ----------- -----------
                              2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Average Daily Student       96.5        96.46       96.71       96.68       96.50
  Attendance                                                                  

  Daily teacher attendance    96.4        97.1        96.4        96.7        96.9

  Teacher turnover rate       20.7        10.3        10.3        6.9         7.0

  Student dropout rate        0           0           0           0           0

  Student drop-off rate       1%          1.7%        1.7%        0           0
  --------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY STATEMENT**

Our Lady of Good Counsel School (OLGC) is a Catholic school established
in 1957 in Vienna, Virginia as a part of Our Lady of Good Counsel Parish
in the Diocese of Arlington, VA. OLGC provides educational opportunities
for children from Kindergarten through grade eight. The Virginia
Catholic Education Association has accredited OLGC School since 1972.
OLGC School also is a member of the National Catholic Education
Association and the Virginia Council for Private Education.

OLGC School has a long-standing reputation for excellence in its
academic program and for a caring family environment that facilitates
learning and encourages a child\'s intellectual, spiritual, social,
emotional and physical growth. We strive for academic excellence, we
encourage an appreciation of the fine arts, we foster self-respect and
respect for all life, we build the foundation for a lifetime of physical
health, and we seek to develop an understanding of our civic
responsibilities for the community. For nearly fifty years, our school
has provided a Catholic education that integrates religious truths and
values with life. Priests from the Oblates of St. Francis de Sales order
administer OLGC Parish. Members of the Oblate community are enthusiastic
pastors and educators who strive to "do ordinary things extraordinarily
well." This Salesian philosophy of commitment to education and to
excellence provides the philosophical foundation for the school.

Our student population consists of students in grades K through 8.
Average class size is twenty-three students. There are two classes of
grades 1 through 8 and three full-day classes of Kindergarten. Grades 1
through 4 are self-contained with the exception of science and social
studies; grades five through 8 are departmentalized. The staff is made
up of 19 classroom teachers. In addition, there are full-time teachers
of music, art, physical education and Spanish, as well as a science lab
teacher, a librarian, a counselor, a resource teacher and a registered
nurse. Our part-time faculty consists of an additional resource teacher,
two computer technology teachers, a math specialist, and instructional
aides for grades K, 1 and 2. Ten of our faculty have Master Degrees and
two have PhD Degrees. We are pleased that 25% of our grade 5-8 teachers
are male. All students are helped to learn and achieve their potential
through the continuing efforts of our dedicated staff. Our faculty
members are recognized for their expertise. Computer technology,
science, and special education faculty members have conducted workshops
for faculty of other Catholic schools in Northern Virginia.

OLGC's website displays current events and important announcements
affecting the school. In addition, it allows students and parents access
to forms, homework assignments, and other pertinent information,
connecting both the school and Internet communities.

We are a school community blessed by the support of parents who annually
contribute thousands of hours in volunteer service. A parent committee
has put together field trips that directly supplement the classroom
instruction at each grade level. This committee ensures that the
students are prepared in advance to get the most out of the field trip
experience and that there is appropriate follow-up after the trip. Class
trips range from tours of Gettysburg Battlefield and the Constitutional
Center in Philadelphia, to collecting and analyzing water samples from
local tributaries. Another parent committee reviews area cultural arts
programs for presentation or performance at our school.

The campus encompasses 23 acres, including soccer fields, a
softball/baseball field, a gymnasium, and a playground. Intramural and
extramural sports include basketball, track, softball and baseball.
Students have the option to participate in the School Newspaper, School
Band, Girl Scouts, Boy Scouts, Cub Scouts, Brownies, Chess Club and
Student Council.

OLGC School is currently in the final stages of a major expansion and
renovation project. In the Fall of 2004, the school celebrated the
addition of a new gymnasium, a new library/media center, a new computer
technology center, three new classrooms, two new small group classrooms,
two conference rooms, and expanded administrative offices.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1\. [OLGC School's assessment results in reading and
mathematics]{.underline}

Our Lady of Good Counsel School uses the Terra Nova, 2^nd^ Edition
standardized test published by CTB/McGraw/Hill. We feel that these tests
provide reliable and accurate information about student performance. The
Terra Nova has been administered in September of each year to student in
grades two through seven. This year Our Lady of Good Counsel, in
conformance with the Diocese of Arlington, has moved to a Spring testing
schedule.

During the past three years, Our Lady of Good Counsel School has
consistently attained outstanding scores when compared to national norms
and when compared to average scores of the elementary schools within the
Diocese of Arlington, Virginia. The tables at the end of this
application reflect the reading and mathematics Terra Nova standardized
test scores for September 2003. Based on the "cutoff" scores published
by the Department of Education, OLGC School is ranked well within the
top 10% of all schools nationally in both reading and mathematics for
grades 3 through 7. For example, the national school mean NCE at 90% of
National School Norms for grades 3 through 7 ranges from a low of 63.8%
in grade 4 to a high of 65.8% in grade seven. For Our Lady of Good
Counsel students, the score range is from a low of 76% in grade 5, to a
high of 91% in grade 7. Likewise in mathematics, the national range is
64.8% - 65.6% and the range for OLGC students is 74% - 94%. The
assessment results support our commitment to maintaining a rigorous and
challenging program while continuing to offer support for those students
who struggle.

The results of the Terra Nova test for grade six students is one factor
used to determine eligibility for the advanced mathematics/ pre-algebra
curriculum offered to high achieving students in grades seven. Students
in the seventh grade are given the Iowa algebra aptitude test. These
results, along with other variables (including the Terra Nova test
results) help us to determine students who will be successful in a
challenging high school level algebra program offered in grade eight.

In the future, we will have an additional tool to assess students in
reading. This year, Our Lady of Good Counsel School will introduce the
"Accelerated Reader", an individualized reading program. Students will
have individual reading goals, be tested on comprehension, and receive
awards for attaining goals.

We are very proud of our students' accomplishments and attribute their
success to a strong broad-based curriculum that balances liberal arts,
math, science, technology, and an outstanding reading program, all under
the guidance of a dedicated staff and faculty.

2\. [OLGC School's use of assessment data]{.underline}

A teacher's assessment of the student's strengths and needs is based on
many kinds of information. Our teachers consider classroom tests and
quizzes, evaluation of homework, projects, and classroom exercises,
records of assignments completed, and observation of the student's work
and study habits as well as standardized test results to assess student
progress in all subjects on a continuing basis.

The Terra Nova standardized tests in reading, language arts, math,
science, and social studies are given each Spring (beginning in the
2004-2005 school year) to students in grades 2 through 7. The results
are used primarily to help understand students' educational needs, to
help improve their learning, and to help plan for their future success
in school. At OLGC the reading and math scores are consistently above
the average national percentiles. The higher achievement scores reflect
the strong curriculum and the consistent implementation of this
curriculum by the teachers. Teachers assess the yearly test results,
monitor any skills that were lower than preferred and update teaching
methods as necessary.

From the evaluation of test data, teachers have implemented changes in
textbooks to strengthen the math program. The evaluation has also
provided teachers with positive feedback on utilizing manipulatives to
help the students gain the concrete knowledge necessary to make abstract
connections. The evaluation of assessment data gives support to our
belief that learning and drilling basic number facts is essential to
success in math and that reading skills must emphasize phonics for a
well-balanced program. Furthermore, testing provides the data for OLGC
to use to identify students who need further remediation. Those students
needing assistance are referred to our resource teachers in addition to
receiving classroom support.

3\. [How OLGC School communicates student performance]{.underline}

Teachers communicate informally with parents with daily written progress
updates in the student's homework log. In grades 1-4 parents must sign
and return student work and tests. Student performance is more formally
reported to parents by means of interim reports sent halfway through
each quarter and through quarterly report cards with grades and
individual comments about student progress. Parent-teacher conferences
are held at the end of the first quarter. At this time, the first
quarter grades are discussed with the parents. Teachers are in contact
with parents by phone or e-mail whenever necessary. When a student's
performance is below the student's ability, a conference is held with
all the student's teachers and the parents. Each teacher gives a report
of the perceived problems to the parents, and strategies are considered
that will assist the student. The parents are involved in determining
these strategies that will strengthen cooperation between the home and
school. Occasionally a Student Assistance Plan is written in order to
make accommodations for the student. In some classes students keep a
continuous log of their grades. Composite standardized test scores for
the school are made available to parents and prospective school
families.

At the eighth grade award ceremony held after a school Mass celebration
attended by parents, students, and other members of the community, OLGC
presents the Presidential Academic Fitness Award to students who have
earned an A average for grades 4 through 8. Eighth grade students are
also recognized for academic achievement in each subject area and medals
are presented to the top students. The student with the highest academic
average from grades 4 through 8 is awarded a US Savings Bond. Articles
in local newspapers and in the parish bulletin announce the winners of
the school's annual Science Fair. OLGC School encourages students to
participate in Diocesan and community sponsored competitions such as the
Diocesan annual Science Fair, the Reader's Digest Word Power Challenge,
and the Arlington Youth Apostles essay contests.

4\. [How OLGC School will share its successes]{.underline}

In the event that Our Lady of Good Counsel is selected as a Blue Ribbon
School, we will share our successes regarding how we arrived at this
point using several means. We will proudly proclaim Our Lady of Good
Counsel as a Blue Ribbon School on all of our print communications. Our
submitted report will be posted on our school website, which can be
viewed by schools all over the nation. Our Development Office and School
Marketing Committee will disseminate information on this award through
various public relations efforts, to include articles in the parish
bulletin, our school's weekly newsletter, local community newspapers,
*The Washington* *Post*, and the Catholic Diocesan newspaper. We will
continue as we have in the past to share "best practices" with all the
principals of the parochial schools in the Diocese of Arlington. For
example, in 1999 OLGC constructed a highly sophisticated science lab
fully equipped to allow 32 students to work in pairs conducting
experiments. Unlike most other schools, OLGC employs a fulltime
laboratory teacher. Science teachers and principals from other schools
within the Diocese of Arlington have visited our modern facility and
consulted with OLGC on how best to implement a science laboratory
experience in their home school. In addition, our program
accomplishments are shared through scheduled workshops, principal
conferences, seminars, and teacher exchange programs within our region.
As new programs develop and/or improve, principals of the diocese and
VCEA will be invited to send representatives to Our Lady of Good Counsel
to observe and discuss the school's achievements.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. [Description of OLGC School's curriculum]{.underline}

OLGC School offers a liberal arts curriculum following the guidelines of
the Diocese of Arlington, VA. We do not administer the VA Standards of
Learning (SOL) tests; however, the standards are fully rooted in our
curriculum in such a way that our graduates are well prepared for
academic success in high school, whether public, parochial, or private.

Faculty members are actively encouraged to develop and plan projects
that are interdisciplinary in nature so that students are exposed to a
wide variety of cross-curricular learning activities. Faculty are
strongly encouraged to integrate technology into every aspect of the
curriculum.

Reading: Our curriculum combines a program for reading fluency with the
language arts skills of literature, phonics, grammar, spelling,
comprehension and writing as described in #2 below.

Social Studies: We strive to challenge students to study, investigate
and understand people and events. The course emphasizes study skills and
integrating ideas with projects that encourage organization, thought
processing skills and creativity. Field trips to historic sites and
guest speakers often culminate a unit of study. Our students explore the
past using reports, stories, poems and plays. Art and music activities
also help the students demonstrate their knowledge of the material.

Math: The curriculum in grades K-8 presents math concepts that students
can apply to their daily lives and focuses on various problem solving
strategies, basic skills, critical thinking and cooperative learning.
Algebraic thinking is introduced in the primary grades and becomes more
developed in the upper grades. Seventh and eighth grades have formal
pre-algebra and algebra classes.

Science: The curriculum is comprehensive and intense, providing a vast
scope for learning, balanced by appropriately sequenced and in-depth
exposure to the content and processes of science. A unique aspect of the
science program is our laboratory component, fully described in #3
below.

Technology: Our students learn computer skills and use technology to
facilitate learning in the core curriculum areas. We provide students
with strong skills in word processing, spreadsheet, database,
presentation, and Internet research applications. Our infrastructure is
fully integrated via a local area network. We have a 30-workstation
computer lab and class sets of laptops with wireless Internet access.
Our students can access websites and use software with ease. Our faculty
conducts Diocesan workshops.

Religion: We educate students in the teachings of the Catholic Church
and instill values. We include a Family Life component for all grades.
We participate in service projects and have Prayer Partners to encourage
respect for others. Weekly, a class plans and participates in a liturgy
to enhance the spiritual life of the community and reinforce the
religion program. Parents produce a weekly virtues letter.

Music: Through singing and games in the younger grades, and projects,
worksheets, lectures, activities, and games in the older grades,
students learn about music and its function throughout history.
Cross-curricular activities enable all students to explore, experience
and perform music from various cultures and time periods. These
activities and skills are enhanced though public performances.

Art: Our rich art program addresses the many facets of art. We
concentrate on simple art materials and methods. We teach skills that
can be easily adapted to each child's creative inspiration. Parent
volunteers for each grade present a monthly art lesson on a famous
artist.

Spanish: Our Spanish teacher provides instruction for grades K-8. The
program teaches listening, speaking, reading, writing and culture with
an emphasis on communication.

Physical Education: We offer students a comprehensive PE program that
seeks to promote and model lifetime wellness by teaching health concepts
and physical fitness. All 8^th^ grade students complete a CPR
certification. Over 80% of students in grades 4-8 participate in our
extra-curricular sports program.

Library: Our library, with over 8000 volumes, provides students with the
skills to access, evaluate and put to use information from a variety of
sources.

Special Education: We have a respected program for special needs
students. Our teachers conduct workshops to assist other schools in
identifying and meeting the needs of special needs students.

Over the past 47 years our curriculum has expanded and evolved into a
comprehensive and challenging program that prepares principled students
for success in high school and beyond.

**[2. OLGC School's reading curriculum]{.underline}**

Our school considers the mastery of reading to be the gateway to all
other learning. Our curriculum combines a program of reading fluency and
the language arts skills of literature, phonics, grammar, spelling,
comprehension and writing. Our goal for each student in K-4 is to
present a solid foundation in reading that will instill a life-long
interest in reading, both for enjoyment and information.

In grades 5-8 we build on that foundation and focus on preparation for
high school and beyond.

Providing children with the best materials has always been a top
priority at our school. We use the Scott Foresman Series for grades K-4
and the Houghton Mifflin Series for grades 5-8. These programs were
highly recommended by reading specialists in the Diocese of Arlington.
We feel strongly that these series contain all the reading and language
arts concepts and skills appropriate for our students.

To enhance this curriculum, the students at OLGC have scheduled
experiences in daily journal writing, book reports, creative writing,
oral presentations and research projects. Specific instruction in
grammar and usage is reinforced in all writing assignments.  Students
follow the nationally recognized five step Writing Process in grades
5-8. Literature classes for these same grades study all genres to
develop competent readers who can use critical thinking skills to
understand, analyze, discuss and write about short stories, poems and
novels. Peer evaluation and editing, instruction in library skills and
resources, the use of technology such as Power Point, and the use of
educational periodicals supplement the curriculum.

As depicted in the tables at the end of this application, Our Lady of
Good Counsel students in grades 3 through 7 have scored in the top 10%
of the schools in the nation as measured by assessments referenced
against national norms.

**[3. Science Curriculum at OLGC]{.underline}**

The science curriculum is built on the premise that science enables the
child to fully experience and appreciate the wonders of God's creation
and to become life-long learners. The science program is both
comprehensive and intense, providing a vast scope for learning, balanced
by appropriately sequenced and in-depth exposure to the content and
processes of science. The results of the science component of the Terra
Nova standardized test battery, administered at grades 4 and 6, indicate
that OLGC students are performing significantly above the national
percentiles in all areas of science. 

The focus of the science curriculum is on six areas, namely, science as
inquiry, physical, life, earth and space science, science and
technology, and personal and social perspectives of science. In grades K
through 5, students' learning is supported by the Scott Foresman
textbook series; in grades 6 through 8, the Glencoe series is utilized.
Where appropriate, lab manuals linked to the series are used for several
grade levels. In all grade levels, science achievement is assessed both
in the classroom and the lab. Student achievement is reported each
quarter as a combination of both in-class and in-lab performance. A
solid laboratory experience, accounting for approximately 20% of time
spent on science, provides hands-on, personal interaction with the
concepts and principles presented in science class. A very well equipped
and maintained science lab was constructed in 1999. It is furnished with
compound microscopes, triple beam balances, hot plates, incubators, 10
student computers connected to the Internet and dedicated to scientific
pursuits, a wide range of videos, CD ROMS, a flexible video camera
fitted for microscope use, biological and geologic models, chemicals,
glassware and plastic ware, and preserved specimens. All equipment is
sufficient in quantity to allow 32 students to work in pairs while
conducting experiments. Unlike most other schools, OLGC employs a
full-time laboratory teacher to plan and deliver the laboratory sessions
to students. The presence of both the science classroom teacher and the
laboratory teacher in each lab session significantly reduces the
student-teacher ratio and increases the student learning opportunity
while improving the safety record.

**4. [Instructional methods to improve student learning]{.underline}**

Academically, our students are challenged to discover and apply a
variety of their talents. Students are held to the high academic
standards that reflect Diocesan curriculum requirements. We nurture the
development of higher level thinking strategies through daily journaling
and presentations, problem solving, mental math, extensive reading and
writing, research and debate. Teachers extend beyond the textbook
material by using manipulatives and trade books to further discovery and
understanding. A student newspaper provides a vehicle by which all OLGC
students have opportunities to present creative writing.

Students are offered a variety of activities that promote the
development of their entire being. We are fortunate to have expert
faculty members who teach weekly classes in art, music, computer
technology, physical education, library and Spanish. Students also
participate in extended art activities with the GRACE Arts Program. We
offer daylong learning experiences to complement the curriculum, for
example, the 4^th^ grade Colonial Day and the 6^th^ grade Medieval Day,
which include the food, costumes and living history of the era. Fifth
graders provide liturgical gospel presentations. Seventh graders
demonstrate spiritual development in their Passion Play presentation.
Eighth grade students present theatrical performances in their annual
musical.

The OLGC faculty is aware of the multiple styles of learning. Striving
to meet the needs of all students, our teachers use a variety of
strategies and methods. Visual, auditory and kinesthetic learners are
accommodated and challenged in a balanced learning environment.
Audiotapes, videos, overhead projectors, and CD-ROM computer programs
are in use. Role-playing, hand-on experiments and demonstrations, drama,
manipulatives, maps and felt-board materials involve the students.
Classroom teachers often use Computer, Music and Art to integrate
subject areas. Teachers also use peer modeling, peer editing and
evaluation, cooperative learning, note-taking and graphic organizers. In
addition to large group instruction, teachers employ one-on-one
instruction, small group instruction and the buddy system. Innovation in
presenting lessons and adapting to different modes of learning is
encouraged by the administration.

**5. [OLGC School's professional development program]{.underline}**

The OLGC Professional Development Plan focuses upon and financially
supports the continual professional development of all faculty and staff
members. To achieve this goal OLGC, with the assistance of our PTO, has
set aside funding for educational programs that are designed to
facilitate individual teacher (re)certification as set forth by the
Commonwealth of Virginia, as well as programs that promote educational
opportunities that will strengthen academic knowledge and teaching
skills of our faculty.

This professional development program has increased understanding,
highlighted new teaching strategies, built professional camaraderie and
reinforced successful instructional practices. This has been clearly
demonstrated through the high student standardized test scores, the
large number of students accepted into quality high school programs.

Faculty members may choose from the following professional development
opportunities: college and university courses, training workshops,
summer institutes, on-line tutorials, distance learning courses and
Diocesan in-service programs.

OLGC School firmly believes in a technologically proficient faculty, who
can incorporate computer skills into their everyday life and the
academic lives of their students. To this end, specific computer
technology courses have been offered annually to the faculty and staff
on-site.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.*

Private school association(s): National Catholic Educational Association
(NCEA) the Virginia Catholic Educational Association (VCEA) and the
Virginia Council for Private Education (VCPE)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
[\_\_X]{.underline}\_\_\_

No \_\_\_\_\_\_

**Part II -- Demographics**

1\. What are the **2004-2005** tuition rates, by grade? (Do not include
room, board, or fees.)

Tuition Rates are the same for all grades K-8, but vary by family status
as shown below:

**OLGC Parishioners Catholic Non-Parishioner Non-Catholic**

One Student \$4,110 \$6,005 \$7,295

Two Students \$6,945 \$8,885 \$9,985

Three Students \$9,150 \$11,300 \$12.640

Four Students \$11.105 \$13,275 \$15,325

2\. What is the educational cost per student? \$4,783

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$2,486 average
award/ 40 students received aid

4\. What percentage of the annual budget is devoted to 17.8%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? 100 %\*

\* An OLGC parish subsidy is provided to every child to meet the actual
cost of his/her education that is not covered by tuition.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Grade: 2** Test: Terra Nova

Edition/publication year: Edition 1, CTBS-5/1997 Publisher: CTB/McGraw
Hill

What groups were excluded from testing? None Why and how were they
assessed? N/A

Scores are reported here as (check one): NCEs \_\_\_ Scaled scores
\_\_\_\_ Percentiles[\_X\_\_]{.underline}

  ---------------------------- ---------------- ---------------- ----------------
                               2001-2002        2002-2003        2003-2004

  Testing month                September        September        September

  **SCHOOL SCORES**            *Reading/Math*   *Reading/Math*   *Reading/Math*

  Total Score                  90/81            85/78            86/83

  Number of students tested    60               61               54

  Percent of total students    100%             100%             100%
  tested                                                         

  Number of students excluded  None             None             None

  Percent of students excluded 0%               0%               0%
  ---------------------------- ---------------- ---------------- ----------------

**Grade: 3** Test: Terra Nova

Edition/publication year: Edition 1, CTBS-5/1997 Publisher: CTB/McGraw
Hill

What groups were excluded from testing? None Why and how were they
assessed? N/A

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X]{.underline}\_\_

  ---------------------------- ---------------- ---------------- ----------------
                               2001-2002        2002-2003        2003-2004

  Testing month                September        September        September

  **SCHOOL SCORES**            *Reading/Math*   *Reading/Math*   *Reading/Math*

  Total Score                  82/82            88/88            83/81

  Number of students tested    60               57               53

  Percent of total students    100%             100%             100%
  tested                                                         

  Number of students excluded  None             None             None

  Percent of students excluded 0%               0%               0%
  ---------------------------- ---------------- ---------------- ----------------

**Grade: 4** Test: Terra Nova

Edition/publication year: Edition 1, CTBS-5/1997 Publisher: CTB/McGraw
Hill

What groups were excluded from testing? None Why and how were they
assessed? N/A

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_\_\_

  ---------------------------- ---------------- ---------------- ----------------
                               2001-2002        2002-2003        2003-2004

  Testing month                September        September        September

  **SCHOOL SCORES**            *Reading/Math*   *Reading/Math*   *Reading/Math*

  Total Score                  91/89            80/78            89/84

  Number of students tested    60               59               51

  Percent of total students    100%             100%             100%
  tested                                                         

  Number of students excluded  None             None             None

  Percent of students excluded 0%               0%               0%
  ---------------------------- ---------------- ---------------- ----------------

**Grade: 5** Test: Terra Nova

Edition/publication year: Edition 1, CTBS-5/1997 Publisher: CTB/McGraw
Hill

What groups were excluded from testing? None Why and how were they
assessed? N/A

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_\_

  ---------------------------- ---------------- ---------------- ----------------
                               2001-2002        2002-2003        2003-2004

  Testing month                September        September        September

  **SCHOOL SCORES**            *Reading/Math*   *Reading/Math*   *Reading/Math*

  Total Score                  81/81            89/90            76/74

  Number of students tested    59               58               53

  Percent of total students    100%             100%             100%
  tested                                                         

  Number of students excluded  None             None             None

  Percent of students excluded 0%               0%               0%
  ---------------------------- ---------------- ---------------- ----------------

**Grade: 6** Test: Terra Nova

Edition/publication year: Edition 1, CTBS-5/1997 Publisher: CTB/McGraw
Hill

What groups were excluded from testing? None Why and how were they
assessed? N/A

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X]{.underline}\_\_

  ---------------------------- ---------------- ---------------- ----------------
                               2001-2002        2002-2003        2003-2004

  Testing month                September        September        September

  **SCHOOL SCORES**            *Reading/Math*   *Reading/Math*   *Reading/Math*

  Total Score                  88/86            85/87            91/94

  Number of students tested    62               56               56

  Percent of total students    100%             100%             100%
  tested                                                         

  Number of students excluded  None             None             None

  Percent of students excluded 0%               0%               0%
  ---------------------------- ---------------- ---------------- ----------------

**Grade: 7** Test: Terra Nova

Edition/publication year: Edition1, CTBS-5/1997 Publisher: CTB/McGraw
Hill

What groups were excluded from testing? None Why and how were they
assessed? N/A

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X\_\_]{.underline}

  ---------------------------- ---------------- ---------------- ----------------
                               2001-2002        2002-2003        2003-2004

  Testing month                September        September        September

  **SCHOOL SCORES**            *Reading/Math*   *Reading/Math*   *Reading/Math*

  Total Score                  87/84            89/88            86/89

  Number of students tested    55               60               38

  Percent of total students    100%             100%             100%
  tested                                                         

  Number of students excluded  None             None             None

  Percent of students excluded 0%               0%               0%
  ---------------------------- ---------------- ---------------- ----------------

NOTE: OLGC School has moved to a Spring testing schedule. The Terra Nova
test will next be administered to our students in April 2005.