##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) X\_\_ Elementary
\_X\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Kathleen M. Walsh]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [St. Margaret Mary Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address \_[142 E. Swoope Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

[Winter
Park]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Florida\_\_\_\_\_\_\_\_\_\_\_\_\_\_32789-3298]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_[Orange]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_\_[na]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(407 )644-7537]{.underline} Fax [(407 )644-7357]{.underline}

Website/URL [www.smmknight.org]{.underline} E-mail walshk@smmknight.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
[December7,2005]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Harry Purpur]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Diocese of Orlando]{.underline} Tel. [(407)
246-4900]{.underline}

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 Mr. Jeff Branham

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

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**

**\[Include this page in the school's application as page 2.\]**

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 for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  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
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  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.

8.  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**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[36 yrs]{.underline}. If fewer than three years, how long was the
previous principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    11        14                     **25**       **7**       19        36          55

  **K**       30        38                     **68**       **8**       28        22          50

  **1**       29        38                     **67**       **9**                             

  **2**       32        32                     **64**       **10**                            

  **3**       34        30                     **64**       **11**                            

  **4**       25        31                     **56**       **12**                            

  **5**       33        25                     **58**       **Other**                         

  **6**       22        26                     48                                             

                                    **TOTAL                                                   555
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [90]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

[1]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_\_\_\_[1]{.underline}\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

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

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

  **(3)**                   Total of all transferred    4
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 560
                            the school as of October 1  

  **(5)**                   Total transferred students  0.007
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           0.7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_\_[0]{.underline}\_\_%

\_\_\_\_\_\_[0]{.underline}\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[na]{.underline}\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_
[4]{.underline}\_%

Total number students who qualify: \_\_\_ [21]{.underline}\_\_\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_\_\_\_[5]{.underline}\_\_%

\_\_\_\_\_[30]{.underline}\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_[0]{.underline}\_\_Autism \_[1]{.underline}\_\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_Deafness \_[2]{.underline}\_\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[10]{.underline}\_\_\_Specific
Learning Disability

\_\_[0]{.underline}\_\_Emotional Disturbance
\_[20]{.underline}\_\_Speech or Language Impairment

\_\_[0]{.underline}\_Hearing Impairment \_\_[0]{.underline}\_\_Traumatic
Brain Injury

> \_\_[0]{.underline}\_Mental Retardation \_[\_0]{.underline}\_Visual
> Impairment Including Blindness
>
> \_\_[0]{.underline}\_\_Multiple Disabilities

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]{.underline}\_\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_\_[30]{.underline}\_\_\_\_\_
\_\_\_[3]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

Paraprofessionals \_\_\_[0]{.underline}\_\_\_\_ [\_\_
14]{.underline}\_\_\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_ [\_\_\_
> 0]{.underline}\_\_\_\_\_
>
> Total number \_\_[37]{.underline}\_\_\_\_
> \_\_\_[17]{.underline}\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_[18:1]{.underline}\_\_\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. 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 rates and only high schools need to supply drop-off rates.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  99%         99%         99%         99%         99%

  Daily teacher attendance  98%         98%         99%         99%         99%

  Teacher turnover rate     1%          1%          1%          1%          1%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     0%          0%          0%          0%          0%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.

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

1.  **Assessment Results:** Describe in one page the meaning of the
    school's assessment results in reading (language arts or English)
    and mathematics in such a way that someone not intimately familiar
    with the tests can easily understand them. Explain disparities among
    subgroups. If the school participates in the state assessment
    system, briefly explain the state performance levels and the
    performance level that demonstrates meeting the standard. Provide
    the website where information on the state assessment system may be
    found.

2.  **Using Assessment Results:** Show in one-half page (approximately
    300 words) how the school uses assessment data to understand and
    improve student and school performance.

3.  **Communicating Assessment Results:** Describe in one-half page how
    the school communicates student performance, including assessment
    data, to parents, students, and the community.

4.  **Sharing Success:** Describe in one-half page how the school has
    shared and will continue to share its successes with other schools.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  **Curriculum:** Describe in one page the school's curriculum.
    Outline in several sentences the core of each curriculum area and
    show how all students are engaged with significant content based on
    high standards. Include art and foreign languages in the
    descriptions. (Foreign language instruction as a part of the core
    curriculum is an eligibility requirement in grades 7 and higher and
    must be taught as a whole-year subject.)

2a. **(Elementary Schools)** **Reading:** Describe in one-half page the
school's reading curriculum, including a description of why the school
chose this particular approach to reading.

2b. **(Secondary Schools)** **English:** Describe in one-half page the
school's English language curriculum, including efforts the school makes
to improve the reading skills of students who read below grade level.

3.  **Mathematics, Science, Art, Etc.:** Describe in one-half page one
    other curriculum area of the school's choice and show how it relates
    to essential skills and knowledge based on the school's mission.

4.  **Instructional Methods:** Describe in one-half page the different
    instructional methods the school uses to improve student learning.

5.  **Professional Development:** Describe in one-half page the school's
    professional development program and its impact on improving student
    achievement.

**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 tables.*

1.  Private school association(s): [National Catholic Education Assoc.,
    Florida Catholic Conference]{.underline}

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
    \_\_\_[X]{.underline}\_\_ No \_\_\_\_\_\_

3.  What are the 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_[4368]{.underline} \$\_[4368]{.underline} \$\_[4368]{.underline}
\$\_[4368]{.underline} \$\_[4368]{.underline} \$ [4368]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_[4368]{.underline} \$\_[4368]{.underline} \$\_\_[4368]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_[2900]{.underline}

12^th^ Other: (Pre-K)

4.  What is the educational cost per student? \$\_[4840]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[1735]{.underline}

6.  What percentage of the annual budget is devoted to
    \_\_\_[8]{.underline}\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[13]{.underline}\_%

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

Each nominated school must show comparable results in reading (language
arts or English) and mathematics for at least the last three years
according to the criteria used by the CSSO to nominate the school. The
school must show results beyond the first grade in the school. For
example, ninth grade test results are not sufficient for 9-12 high
schools. For formatting, if possible use or adapt the sample tables (no
charts or graphs) at the end of this application.

If the state allows the use of the PSAT, PLAN, SAT, or ACT as part of
its accountability system and at least 90 percent of the students in the
appropriate classes must take the tests, schools must report the
results. For these tests, schools must use national norms. The national
school norms for the 90th and 60th percentiles can be found on the
Department's website. If fewer than 90 percent of the students take a
combination of the tests, that is, the ACT and the SAT or the PLAN and
the PSAT, do not report the data.

The school must disaggregate all data for socioeconomic and
ethnic/racial groups that comprise sufficient numbers to be a part of
the state's assessment reports or are of sufficient numbers to be
statistically significant. Show how all subgroups of students achieved
at high levels or improved dramatically in achievement for at least
three years. Explain any disparity among subgroups. The school must
specify the number and percentage of students assessed by alternative
methods.

All test data tables should be attached to the end of the application,
with all pages numbered consecutively.

**Private Schools**

Report the school's assessment results in reading (language arts or
English) and mathematics for at least the last three years for all
grades tested on state tests or assessments referenced against national
norms. For formatting, use or adapt the sample tables (no charts or
graphs) at the end of this application. Present data for all grades
tested for all standardized state assessments and for assessments
referenced against national norms administered by the school.

If at least 90 percent of the students take the PSAT, PLAN, SAT, or ACT,
high schools should report the data.

The school must disaggregate the data for students eligible for free or
reduced-priced meals and for ethnic/racial groups if a specific group
comprises 10 percent or more of the student body of the school. The
school must disaggregate the data whether or not the school actually
offers the federal school lunch program. Show how all subgroups of
students achieved at high levels or improved dramatically in achievement
for at least three years. Explain any disparity among subgroups.

The school must specify the number and percentage of students assessed
by alternative methods. Attach all tables that show test data to the end
of this application. Continue to number the pages consecutively.

**Part III: Summary: St. Margaret Mary Catholic School**

St. Margaret Mary Catholic School, located in Winter Park, Florida, was
founded in 1954 by the Sisters of Christian Charity, and the initial
enrollment was 252. Today, the school serves students in Pre-K through
eighth grade, with an enrollment of 555. Although there have been
numerous changes in facilities, personnel, and resources over the years,
the school's mission remains the same. The mission of St. Margaret Mary
Catholic School is to proclaim the Gospel message through word, worship,
and service, to recognize that each child is a unique creation, and to
promote high academic standards in a caring community. The school
operates on the assumption that the parent is the primary educator of
the child, and that the best interests of the students are served when
parents, students, and faculty work closely together. St. Margaret Mary
Catholic School is part of the Roman Catholic Diocese of Orlando and is
accredited through the Florida Catholic Conference. All St. Margaret
Mary teachers are Florida-state certified in the subject area in which
they teach, and approximately one third of the teachers possess advanced
degrees.

St. Margaret Mary Catholic School follows the curriculum standards of
the Diocese of Orlando. The needs of each unique child are addressed
through the school's educational program. The curriculum is rigorous,
and each student is encouraged to reach his / her highest potential.
Students in second grade through eighth are assessed annually through
ITBS standardized testing and consistently score above the national
average. Graduates of St. Margaret Mary Catholic School enroll and
succeed in Honors, Advanced Placement, and International Baccalaureate
classes. St. Margaret Mary graduates are well prepared for the
challenges of high school.

St. Margaret Mary Catholic School strives to teach the whole child,
providing a strong academic foundation, a strong spiritual and moral
foundation, exposure to the arts, and participation in an engaging
physical education program and sports program. Research-based
educational practices are utilized by the school's instructional staff.
Teachers participate in myriad opportunities for professional
development. The most current, developmentally appropriate instructional
materials and textbooks are utilized. The curriculum is a balance of
traditional instruction and current methods, including discovery
learning and hands-on, experiential learning. Students are actively
involved in their learning.

Students at St. Margaret Mary Catholic School are involved in service
projects throughout the year. Students collect food and toys for local
families during the holiday season each year. They collect funds for
various causes, including the American Cancer Society, students in the
Dominican Republic, and victims of natural disasters. Each month,
students pack lunches and make cards for the homeless people of Orlando.
Students in seventh and eighth grade visit, and spend time with, the
children of migrant workers at the Apopka Learning Center, outside of
Orlando, throughout the school year. Service to others is at the core of
St. Margaret Mary Catholic School.

St. Margaret Mary Catholic School is a welcoming environment where
parents are encouraged to participate in volunteer opportunities.
Parents provide many daily services and spend time in the classrooms
with the students. Thousands of hours of parent volunteer time are
recorded each month. The school has a strong Home and School Association
which is comprised of all the school parents. This parent association
raises funds throughout the school year and provides daily services for
the students and faculty.

The faculty of St. Margaret Mary Catholic School seeks to teach students
to create high quality work, while striving for excellence in learning.
Skilled teaching and high standards are utilized in a caring, Catholic
community. An emphasis is placed on respect, responsibility, and
reverence as students grow as learners.

**Part IV: Indicators of Academic Success**

**Assessment Results**

Annually, the students of St. Margaret Mary Catholic School participate
in the school's standardized testing program, as mandated by the Diocese
of Orlando and the Florida Catholic Conference, by taking the Iowa Test
of Basic Skills. This test provides reliable and comprehensive
information about students' skill development and their ability to think
critically. The test form taken by the students of St. Margaret Mary
Catholic School is the most current form and reflects up-to-date
curriculum, as represented in state standards and frameworks and in
instructional materials. Students in grades three through eight take the
test in October of each year, and second grade students complete the
test in March. The student scores from this nationally normed
achievement test are used to assess student understanding and knowledge
of the concepts and skills tested, to inform instruction, to track
student growth in learning over time, and to evaluate the effectiveness
of the school's instructional program.

St. Margaret Mary Catholic School students who participate in the
testing program historically score above the national average on all
subtests of the Iowa Test of Basic Skills. In reviewing test data from
the last three years, each grade level's reading and math percentile
scores were analyzed, and scores are attached. The reading percentile
scores for the past three years have been primarily in the low 80's. The
strongest overall performance in reading for the last three years of
testing was in the fourth grade. The lowest percentile scores for the
last three years were in the sixth and eighth grades.

The range for Math scores over the last three years is similar to the
Reading scores. The math percentile scores for the last three years of
testing have been in the high seventies and low eighties. The strongest
scores for the last three years were in the second and seventh grades.
The grade level with the lowest overall percentile scores for the last
three years was the sixth grade. This relatively low performance
parallels this grade's performance in reading.

In analyzing trends of student performance in both subject areas for the
last three years, math and reading scores have increased or stayed the
same in all grade levels but sixth grade. This observation provides
valuable information for the school administration when assessing fifth
grade instruction and curriculum, (the sixth grade test is taken early
in the sixth grade year.) The positive trend in math scores correlates
with a school-wide emphasis in mathematics instruction over the last
three years. This emphasis on mathematics instruction is on-going in an
effort to further increase student achievement. Additionally, the
reading results provide information regarding the effectiveness of the
reading text adopted in 2004. The test scores indicate that current
reading instruction, employing the new texts, is effective. The school
continues to strive to promote student achievement in reading.

The students of St. Margaret Mary Catholic School consistently score in
the high seventies or low to mid eighties percentiles. This positive
testing performance indicates that the school's instructional program is
strong and promotes student learning. The results of the tests,
particularly when assessed longitudinally, provide insight into areas of
relative strengths and weaknesses. This information is currently being
utilized in the development of a School Improvement Plan as part of the
school's re-accreditation through the Florida Catholic Conference. In
developing an action plan, the ITBS test results have been assessed, and
it has been established that more consistent curricular alignment will
promote increased student learning and improved student test scores. The
faculty of St. Margaret Mary Catholic School is proud of the students'
test performance and achievement, but they look forward to enhanced
student learning and improved test scores in the years to come.

**Indicators of Academic Success: Using Assessment Results**

The results of student performance on the Iowa Test of Basic Skills are
utilized to assess student understanding and knowledge of concepts and
skills, to inform classroom instruction, to track student growth over
time, and to evaluate the effectiveness of the school's instructional
program. Administration and faculty review student performance on each
test administered. Item analysis scores are analyzed to determine
students' relative strengths and weaknesses in each subject area tested.
Through item analysis data, administrators and teachers are able to
determine which concepts and skills may need further reinforcement or
remediation. This data also provides information regarding areas of
student strength in performance.

Individual ITBS student performance scores are used to track student
growth over time. For this purpose, students' Grade Equivalent scores
are compared over time, reviewing longitudinal growth in learning. St.
Margaret Mary Catholic School has a stable enrollment which allows for
the easy tracking of individual student growth. Administrators,
teachers, and the guidance counselor use this information in assessing
student growth in learning, particularly students with special learning
needs. ITBS results are examined and compared with student classroom
performance. This information is shared with parents when determining a
program of learning.

Group ITBS student performance scores are used to track the growth of a
particular cohort group over time. Again, due to the stable student
enrollment, group scores may be compared over time to provide
longitudinal information regarding growth in learning or to determine
the effectiveness of educational programs, materials, and instruction.

ITBS test results are utilized to evaluate the school's instructional
program. Trends in student performance are analyzed to evaluate the
effectiveness of instruction, instructional programs, and instructional
materials. Careful review of trends in grade level scores provides
valuable insight for school administrators. Currently, this information
is being used to create a School Improvement Plan. This plan will
establish stronger curricular alignment to increase student learning and
to improve student test results. Additionally, test result information
is utilized in creating the school's annual staff development plan in
order to promote increased student learning.

**Communicating Assessment Results**

Annual ITBS testing results are shared with a variety of audiences. This
process begins with the disseminating of the school's test results to
the teachers at a faculty meeting. General information regarding test
score interpretation is presented to the teachers; the meaning of each
test score is discussed. Grade level test results are shared with the
faculty and are discussed. Results are compared with previous years to
assess whether scores have improved. Additionally, cohort group results
are analyzed to determine the group's growth. Individual student scores
and class scores are distributed to the teachers for their closer
analysis.

Teachers distribute test score results and testing information to the
parents at conference time. By meeting face-to-face, teachers are able
to answer any questions that the parents may have. Parents receive a
copy of the students' test results. Parents having additional questions
are invited to meet with an administrator or the guidance counselor to
address the questions or concerns. School test scores are published in
the school's Monday Memo. Additionally, they are published on the school
website and in other school publications, including public relations
materials. The publication of the school's outstanding test scores
provides parents with information about how St. Margaret Mary Catholic
School students have performed on the ITBS tests, compared with other
students across the nation.

**Sharing Success**

St. Margaret Mary Catholic School works closely with the other schools
of the Diocese of Orlando to share its students' achievement successes
and to promote the success of other schools. The school's faculty
participates in regularly scheduled meetings with faculty members of
other Diocesan schools at both large and small group conferences and
workshops. At these meetings, best practices utilized by each school are
noted and discussed. School administrators attend Diocesan
administrators' meetings to share strategies, methods, and resources
that have been successful in promoting student learning.

St. Margaret Mary Catholic School shares its facilities with other
schools for use in professional development days to promote success in
learning. School facilities are utilized, including the computer lab,
when hosting staff development opportunities. Additionally, St. Margaret
Mary teachers have attended staff development opportunities at
neighborhood schools and have shared successful methods and strategies
implemented at St. Margaret Mary Catholic School.

Faculty and students of St. Margaret Mary Catholic School share the
success of the school as they visit and work with the students of the
Apopka Learning Center, located outside of Orlando. The children of the
Center are children of migrant workers. St. Margaret Mary teachers,
students, and families work with the children on an on-going basis. They
read with the children, create art projects with them, and spend time
visiting. At Christmas, a party is held at the Apopka Learning Center.
Art projects are created, St. Margaret Mary children sing to the
students in Spanish, and they bring Christmas gifts to share. St.
Margaret Mary students share their success in learning and their
blessings with the children of the Apopka Learning Center.

St. Margaret Mary Catholic School will continue to seek out
opportunities to share student achievement successes with other schools.
As the School Improvement Plan is implemented, opportunities to share
methods and strategies will be determined and planned.

**Curriculum**

St. Margaret Mary Catholic School strives for academic excellence across
the curriculum. Curriculum standards are followed, and myriad teaching
resources and research-based textbooks are utilized to provide enriched
instruction. The educational program emphasizes the education and
development of the whole child.

Curriculum standards for each subject area have been formulated by the
Diocese of Orlando, and have been implemented at St. Margaret Mary
School. These standards are used in development of school curriculum and
in planning for instruction. Teachers utilize current, research-based
textbooks and a wide array of instructional materials to teach students.
Additionally, a rich selection of instructional materials and technology
are used to provide instruction.

Developmentally appropriate religious instruction is an integral part of
the educational experience at St. Margaret Mary School Students in
kindergarten are taught through the use of big books, while eighth grade
students utilize Theology texts, Bibles, and computers. All students
utilize current religion textbooks.

Strong emphasis is placed upon language arts instruction and mathematics
instruction at St. Margaret Mary Catholic School. Current research-based
materials are used to enhance language arts instruction in all grade
levels. Language Arts instruction includes the teaching of reading,
writing, speaking, and listening. Writing instruction is utilized across
the curriculum and grade levels.

Mathematics instruction includes practice in operations, problem
solving, and critical thinking. Students begin their mathematics
learning using concrete objects in the primary grades and then move
toward abstract learning. The learning of math facts is emphasized
across the grade levels. Teachers use a variety of research-based
instructional methods in mathematics.

Science lessons provide students with additional opportunities for
hands-on learning. Through the use of texts and ancillary materials,
students learn about physical, natural, and earth sciences. Social
Studies learning allows students to connect with the world around them,
while learning about the past. Students learn about their community,
state, and country, and ancient world cultures. Students study geography
in all grade levels.

Spanish is taught in all grade levels. Students in grades 7 and 8
receive Spanish instruction three times a week. The program is part of
the core curriculum. Sixth grade students receive Spanish instruction
once a week and students in grades K-5 receive weekly instruction
through a volunteer program. Pre-K Spanish is taught weekly by the Pre-K
teacher.

Technology is an essential component of St. Margaret Mary's educational
program. Technology instruction and use at St. Margaret Mary School is
integrated across the curriculum. Technology is integrated across
subject areas as students utilize computers as a learning tool.

Students of St. Margaret Mary School participate in physical education
classes. The physical education program strives to develop well-rounded
students, skilled in all physical activities.

St. Margaret Mary School values the importance of arts instruction.
Students receive weekly music and art lessons. Music instruction
includes opportunities for skill and theory learning. The visual arts
program at St. Margaret Mary School provides instruction for students in
the expressive, developmentally appropriate creation of art works, art
history, art criticism, and aesthetics.

**Reading Curriculum**

St. Margaret Mary Catholic School utilizes a balanced, research-based
reading program in all grades. Two current reading series are presently
used: one in grades PreK-5 and the other in grades 6-8. Both series
include selections of authentic literature of various genres.
Additionally, tradebooks are read in all grade levels. Methods for
reading instruction include whole group instruction, small skill-based
group instruction, literature discussion groups, paired reading, and
individual reading.

Students in the elementary grades receive phonics instruction connected
to the reading selections. *Making Words* strategies are implemented in
the early childhood and primary classrooms. This research-based method
provides students with hands-on practice in making words. Phonics is
also stressed through the school's spelling program, which is a
component of the reading series. St. Margaret Mary Catholic School
believes that a balanced program of reading addresses the varied
learning styles of the students; the inclusion of phonics, reading
strategy instruction, and exposure to authentic literature provide
students with a strong reading foundation.

Across grade levels, the reading curriculum provides opportunities for
writing in response to reading. Students in the younger grades write
paragraphs and short papers in response to prompts related to the
reading selections. Middle school students write analysis papers in
response to the literature read. English grammar skills are taught
through the students' writing, as well as through the use of the reading
series grammar practice.

St. Margaret Mary Catholic School values reading, and it is a print-rich
environment. Students are immersed in literature. Students participate
in incentive programs, including *Accelerated Reader.* Various grade
levels read together as "Reading Buddies." Reading is a priority at St.
Margaret Mary Catholic School. St. Margaret Mary teachers believe that
"the more you read, the better you read." They ensure that students have
many opportunities to grow as readers.

**Mathematics Curriculum**

The math curriculum utilized at St. Margaret Mary Catholic School is
research-based and promotes a balance between the development of problem
solving skills and the ability to skillfully perform mathematical
operations. Recognizing that each child is unique, the program addresses
the learning needs of the students by demonstrating varied methods of
solving problems. While the curriculum is fast-paced and rigorous,
academic support is available for students. Math manipulatives are
employed to provide concrete representation of the concepts and skills
taught. Students are encouraged to build understanding and knowledge
through discovery learning across grade levels.

Across grade levels, critical thinking, related to mathematical
concepts, is emphasized. Math learning begins with Pre-K students
exploring patterns, classifying, and sorting. Mathematical connections
to everyday living are stressed in all grade levels, as the teachers
strive to build students' number sense. The curriculum provides
continual opportunity for review and reinforcement of previously taught
skills. The use of a continuous research-based series in grades K-5 and
a continuous series for grades 6-8 promotes curricular continuity.
Improvement in student math performance has been a school goal for thee
years, and there have been increased opportunities for staff development
for school math teachers, as a partnership has been developed with a
local university mathematics professor. Currently, increased emphasis is
being placed upon aligning the math curriculum to promote student
learning and achievement.

**Instructional Methods**

The faculty of St. Margaret Mary Catholic School employs a rich array of
developmentally appropriate, research-based instructional methods to
improve student learning. Each child is unique, and varied methods are
used to meet students' unique needs. Methods which address multiple
intelligences are utilized. Students are afforded the opportunity to use
their multiple intelligences in the creation and presentation of school
work, particularly in project-based assignments. Differentiated
instruction is used across grade levels as teachers create lessons which
address the varied needs of students. Through this method, students
receive instruction based upon their needs and abilities.

Cooperative learning is an effective, research-based teaching method
used daily in the classrooms. Through this method, students learn the
important life skill of working with others cooperatively, and they gain
social skills. As they interact with the peers and teach each other,
students learn the concepts and skills being taught.

Experiential learning promotes greater understanding and knowledge. St.
Margaret Mary early childhood students learn through play opportunities.
For example, Pre-K and kindergarten students gain language skills as
they interact during center time. Opportunities for experiential,
discovery learning extend through eighth grade when science students
build roller coasters to study laws of Physics and the mathematics
involved and then are able to ride real roller coasters.

Questioning strategies which promote higher order thinking skills are
used in all grade levels. Teachers are encouraged to employ higher level
questioning to extend student thinking. Students are encouraged to
analyze and use critical thinking skills in their responses.

St. Margaret Mary Catholic School strives to meet the learning needs of
all its students and improve student achievement through varied,
research-based instructional methods. Students are scaffolded in their
learning as teachers assist them in reaching their zones of proximal
development.

**Professional Development**

Professional development is an essential component of effective teaching
and increased student achievement. St. Margaret Mary Catholic School
believes that teachers should be life-long learners; myriad learning
opportunities are provided for teachers and funded through the school's
budget. All faculty members are invited to read educational research of
best practices and share findings at research meetings. Professional
literature is read and discussed among the faculty. Administrators share
pertinent journal articles with teachers. Teachers are encouraged to
join professional organizations, and the school funds these professional
affiliations.

Faculty members attend numerous professional development opportunities
including: site-based staff development meetings, Diocesan conference
days, national conferences, state conferences, grade-level conferences,
and subject area conferences / workshops. Selected faculty members also
participate in Diocesan curriculum committees and the Diocese of Orlando
Master Teacher Program.

Each year, professional development needs are assessed, and a program is
developed to address these needs and to improve student achievement.
Current topics for staff development include: interpretation and
effective use of test scores, math instructional methods, Curriculum
Mapping, technology learning, and best practices in classroom management
and conflict resolution.

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 2

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  --------------------------------- --------------- --------------- --------------- ---------------
                                    **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  **Testing Month**                 **March**       **March**       **March**       **March**

  **Total Score**                   **na**          **84**          **84**          **85**

  **Number of students tested**     **na**          **65**          **60**          **64**

  **Percent of total students       **na**          **100**         **100**         **100**
  tested**                                                                          

  **Number of students              **na**          **0**           **0**           **0**
  alternatively assessed**                                                          

  **Percent of students             **na**          **0**           **0**           **0**
  alternatively assessed**                                                          
  --------------------------------- --------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 2

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  --------------------------------- --------------- --------------- --------------- ---------------
                                    **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  **Testing Month**                 **March**       **March**       **March**       **March**

  **Total Score**                   **na**          **85**          **82**          **81**

  **Number of students tested**     **na**          **65**          **60**          **64**

  **Percent of total students       **na**          **100**         **100**         **100**
  tested**                                                                          

  **Number of students              **na**          **0**           **0**           **0**
  alternatively assessed**                                                          

  **Percent of students             **na**          **0**           **0**           **0**
  alternatively assessed**                                                          
  --------------------------------- --------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 3

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **85**          **81**          **84**

  **Number of students tested**          **65**          **59**          **61**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 3

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **85**          **79**          **77**

  **Number of students tested**          **65**          **59**          **61**

  **Percent of total students tested**   **100**         **98**          **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 4

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **84**          **87**          **84**

  **Number of students tested**          **57**          **59**          **62**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 4

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **82**          **82**          **82**

  **Number of students tested**          **57**          **59**          **62**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 5

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **86**          **81**          **86**

  **Number of students tested**          **58**          **57**          **61**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 5

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **79**          **79**          **78**

  **Number of students tested**          **58**          **57**          **61**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 6

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **74**          **81**          **79**

  **Number of students tested**          **48**          **57**          **51**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 6

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **74**          **80**          **78**

  **Number of students tested**          **48**          **57**          **51**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 7

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **84**          **85**          **79**

  **Number of students tested**          **55**          **47**          **54**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 7

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **86**          **85**          **72**

  **Number of students tested**          **55**          **47**          **54**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 8

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **79**          **74**          **81**

  **Number of students tested**          **50**          **50**          **47**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

**No subgroups breakdown due to racial/ethnic data.**

**[ASSESSMENTS\
Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 8

**Test**: Iowa Test of Basic Skills

**Edition/Publication Year:** 2000

**Publisher:** Riverside

**Scores are reported here as Percentiles**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing Month**                      **October**     **October**     **October**

  **Total Score**                        **83**          **81**          **83**

  **Number of students tested**          **50**          **50**          **47**

  **Percent of total students tested**   **100**         **100**         **100**

  **Number of students alternatively     **0**           **0**           **0**
  assessed**                                                             

  **Percent of students alternatively    **0**           **0**           **0**
  assessed**                                                             
  -------------------------------------- --------------- --------------- ---------------

No subgroups breakdown due to racial/ethnic data.