##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal **Mr. Michael S. Bailey**

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

Official School Name **St. Timothy's School, Inc.**

(As it should appear in the official records)

School Mailing Address **4523 Six Forks Road**

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

**Raleigh NC 27609-5709**

City State Zip Code+4 (9 digits total)

Tel. [**(919) 787-3011**]{.underline} Fax **([919)
787-1131]{.underline}**

Website/URL**[www.sttimothys.org]{.underline}** E-mail
**[mbailey@sttimothys.org]{.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 all information is accurate.

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

(Principal's Signature)

Name of Superintendent\* **N/A**

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

District Name [**N/A**]{.underline} Tel. [( )]{.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.

[**N/A**]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson **The Reverend Jay C. James**

(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)

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

**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 of 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 2003-2004 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 1998.

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 (Briefly explain)

\_\_\_\_\_ 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\. **[8 years]{.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**       28        48                     **76**       **7**                             

  **1**       40        39                     **79**       **8**                             

  **2**       40        38                     **78**       **9**                             

  **3**       35        46                     **81**       **10**                            

  **4**       45        39                     **84**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   398
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of **[92]{.underline} %** White

the students in the school: **[3]{.underline} %** Black or African
American

**[1]{.underline}%** Hispanic or Latino

**[4]{.underline}%** Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
**[2.3%]{.underline}**

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred **6**
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred **3**
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        **9**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **384**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     **.023**
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    **2.3**
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: **1%**

[1]{.underline} Total Number Limited English Proficient

Number of languages represented: [**1**]{.underline}

Specify languages: **Dutch**

9\. Students eligible for free/reduced-priced meals: **N/A**

\_\_\_\_\_\_\_\_Total Number Students Who Qualify

> If this method does not produce a reasonably 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:
**[N/A]{.underline}**%

[12\_\_\_\_\_]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [**2**]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [**3**]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [**7**]{.underline} Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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) **[5]{.underline} [2 ]{.underline}**

Classroom teachers **[25]{.underline}**

Special resource teachers/specialists **[7]{.underline}
[1]{.underline}**

Paraprofessionals **[4]{.underline} [2]{.underline}**

> Support staff **[7]{.underline}** [2]{.underline}
>
> Total number **[48]{.underline}** [7]{.underline}

12\. Average school student-"classroom teacher" ratio: **16:1**

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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance **96.6%**   **96.8%**   **96.5%**   **96.7%**   **96.6%**

  Daily teacher attendance **97.1%**   **97.5%**   **97.9%**   **97.2%**   **96.6%**

  Teacher turnover rate    **3%**      **18%**     **24%**     **12%**     **6%**

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| 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 475 words). Include at least a summary of the school's
mission or vision in the statement.

St. Timothy's School is committed to excellence in academics, emotional,
physical, and spiritual growth in an atmosphere that emphasizes
traditional Christian values. A safe, caring and nurturing atmosphere
surrounds children as they explore their world, develop independence and
learn to relate to others. The low student-teacher ratio creates
opportunities for discussion and helps teachers understand the unique
abilities, talents and needs of each student. The school is committed to
providing an environment where students have the opportunity to achieve
excellence.

The faculty strives to instill the self-confidence and responsibility
needed to help each student reach his or her full potential. They
constantly review and update the curriculum to ensure an outstanding
academic environment. Each faculty member has an extensive educational
background and almost half of the faculty members have advanced degrees.
Professional development for the faculty and staff is on-going during
the school year and graduate work is encouraged and funded by the
school.

The core curriculum includes reading, math, social studies,
science/science lab and foreign language. Enrichment subjects include
visual and performing arts, physical education, and music. Media and
technology are integrated throughout the curriculum. The importance of
reading is evident throughout the school. Reading fluency is encouraged
by the school's mascot mice, FRED ([F]{.underline}un
[R]{.underline}eading [E]{.underline}very [D]{.underline}ay) and TERESA
([T]{.underline}ry and [E]{.underline}njoy [R]{.underline}eading
[E]{.underline}very [S]{.underline}ummer [D]{.underline}ay). Students
who complete the Honors Reading Program are recognized with special
t-shirts they wear on Fridays. The Summer Reading Program encourages
students to read as many books as possible over the summer. Students
reading their required number of books over the summer celebrate at an
ice cream social in the fall. The Summer Math Program focuses on
problem-solving. Students completing this program are recognized at a
bagel breakfast in the fall.

In addition to attending weekly chapel, the school has a character
education program that reflects the long-standing traditions and history
of the school in the development of the children. *At the Heart of St.
Timothy's: Faith*, *Love and Hope* remain constant with nine character
traits selected each year. Through the program, children at every grade
level participate in annual service projects, such as food drives, toy
drives, cards for the elderly and support of the neighborhood fire
fighters. The Student Council promotes school spirit and community
service through a variety of activities. Using the theme

"Kids Helping Kids" the student council selects local non-profit
agencies to receive gifts from their fund-raisers. Last year the council
funded eight community projects, including a Boys and Girls Club after
school program and a new playground at the Ronald McDonald House.

St. Timothy's is fortunate to have "Friends," a parent organization,
whose support is generous and far-reaching. Their activities include:
classroom support, event planning and fundraising projects. They have
contributed thousands of volunteer hours and hundreds of thousands of
dollars to the school. Their Cultural Arts Committee sponsors special
programs such as: Native American speakers, weaving workshops, puppet
making workshops, writers-in-residence and storytellers.

St. Timothy's strives to educate the whole child and create a caring,
supportive environment where students can experience success and the joy
of learning. St. Timothy's is pleased to have continued a tradition of
Excellence in Education for over 46 years.

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

1.  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.

St. Timothy's students have consistently excelled in their Reading and
Math scores on the Stanford 9 Achievement Test. In 1995 the school set
two goals it wanted to achieve with regards to standardized testing. In
2000 St. Timothy's added a third goal in comparison with other private
schools

[Goal #1: 90 % of St. Timothy's students will achieve a core battery
score in reading and mathematics which places them in the top 50% of the
nation.]{.underline} The subtest score in Reading includes a student's
average of Word Skills, Reading Comprehension, and Vocabulary. The
subtest scores in mathematics includes a student's average in Math
Problem-Solving and Math Computation. St. Timothy's has reached Goal #1
for the past five years.

  ------------- ----------- ---- ----------- ----------- ----------- ---- -----------
                2002-03          2001-02     2000-01     1999-2000        1998-99

  Grade 4                                                                 

  Reading       99 %             94 %        96 %        95 %             96 %

  Mathematics   98 %             93 %        97 %        99 %             100 %

  Grade 3                                                                 

  Reading       95 %             98 %        96 %        97 %             93 %

  Mathematics   94 %             98 %        93 %        99 %             93 %

  Grade 2                                                                 

  Reading       92 %             94 %        100 %       94 %             95 %

  Mathematics   86 %        88 %             94 %        90 %        87 % 
  ------------- ----------- ---- ----------- ----------- ----------- ---- -----------

[Goal #2: St. Timothy's students will achieve a Basic Battery score
which places them at or above the 80^th^ National Percentile Rank for
public schools.]{.underline} The Basic Battery scores includes a
student's average of Reading, Mathematics, Language and Spelling. St.
Timothy's has reached Goal #2 for the past 5 years.

\`

  ----------- ----------- ----------- ----------- ----------- -----------
              2002-03     2001-02     2000-01     1999-2000   1998-99

  4^th^ Grade 88          83          85          83          86

  3^rd^ Grade 86          90          86          85          85

  2^nd^ Grade 83          86          91          83          86
  ----------- ----------- ----------- ----------- ----------- -----------

[Goal #3: St. Timothy's students will achieve a Basic Battery score
which places them at or above the 70^th^ National Percentile Rank for
private schools.]{.underline} St. Timothy's has reached Goal #3 for the
past 3 years.

  ------------------ ---------- ---------- ---------- ----------- ----------
                     2002-03    2001-02    2000-01    1999-2000   1998-99

  4^th^ Grade        83         76         78         NA          NA

  3^rd^ Grade        75         82         75         NA          NA

  2^nd^ Grade        70         75         83         NA          NA
  ------------------ ---------- ---------- ---------- ----------- ----------

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Testing and assessment data are among the greatest sources of
information reflecting the academic performance of our students. As
stated in our mission statement, we are committed to \"excellence in
academic growth." Assessment data is one tool used to strive toward
academic excellence.

Each spring St. Timothy's administers the Stanford 9 to students in
grades 2 -- 4 and in the fall we administer the OLSAT to students in
second grade. We collect and analyze aggregated, as well as individual,
data to set our academic goals for the school year.

The admissions staff uses entrance exams (i.e. K-SEALS, WIAT, Stanford
7, and OLSAT) to place children in the appropriate grade when they enter
St. Timothy's School. On an individual basis, we use test data as one
criterion for grouping students in reading and mathematics. This data
also helps us to identify learning issues to be addressed with specific
students.

School-wide, testing data is used as an accountability tool by which to
evaluate our academic program. Student academic performance can be
improved by using test results to examine the strengths and weaknesses
of the academic program. For example, this past year we used the data to
identify that our rising third graders lacked certain comprehension and
vocabulary skills in reading. Subsequently we altered our daily schedule
to accommodate more time to teach these specific skills. We also use
these results to help us determine potential areas for staff
development.

Nationally norm-referenced tests show us how our students compare with
other students at the same grade level. Analyzing this data helps our
teachers decide how they will develop a scope and sequence that is
useful in setting goals for the information taught, tested and mastered
at each grade level.

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

St. Timothy's values the relationship between student, teacher and
parents. To that end, communication is of utmost importance. The school
communicates its achievements and successes with parents and the
community through newsletters, special events, open houses and the local
media. We are proud of our students and we share their talents with the
community by participating in local art exhibits, musical programs, and
science fairs. Each quarter we hold an Awards Chapel to recognize
achievements within our student body. Special announcements, such as 81%
of fourth graders in 2002 qualifying for the Duke University Talent
Identification Program, are shared with the local media through press
releases.

Individual achievement is communicated weekly and quarterly directly to
parents. Teachers send home a weekly report to keep parents abreast of
academic progress, as well as developmental progress, on a regular
basis. At the mid-point of each quarter an interim report is sent home
which includes a child's grade and comments by each of their teachers to
that point in the grading period. A quarterly report card includes a
numerical grade signifying a child's academic progress for the past nine
weeks in each subject. Conduct grades and written comments are put on
the child's quarterly report, as well. Every parent has a conference
with the teachers at the end of the first nine-weeks. Additional
conferences are scheduled as needed.

Following any standardized testing, the guidance counselor provides
parents with a guide for evaluating their child's scores. Every effort
is made to "de-mystify" the technical and statistical data provided by
the testing companies. The administration helps explain the relationship
between a student's grades and his/her achievement scores in a way that
is meaningful to the student and parent, useful to the teacher in the
classroom and significant to the school in setting goals.

4.  Describe in one-half page how the school will share its successes
    with other schools.

St. Timothy's School is accredited by the Southern Association of
Colleges and Schools and is active in assisting other schools during the
renewal process by providing faculty and administrative staff to serve
on visitation committees. A significant part of this process involves
making recommendations and suggestions to be included in the visiting
committee report. As in the past, those serving on these committees
share successful programs and strategies as a part of the
recommendations and suggestions.

Additionally, St. Timothy's School is actively involved in the North
Carolina Association of Independent Schools (NCAIS). The Teacher
Services Committee of NCAIS plans and executes statewide teacher
conferences. The school has a representative on this committee and St.
Timothy's continues to provide presenters from the faculty and staff to
conduct information sessions and workshops at these conferences to share
ideas and programs. Members of the school staff also submit articles
concerning exemplary programs for the NCAIS Newsletter.

The headmaster of the school frequently meets with other heads of school
in the local area and throughout the state. By participating in sharing
sessions, administrators garner ideas from other school heads to take to
their respective schools. Being located in an area with numerous
colleges and universities the school is often asked to allow teachers in
training to visit with teachers or do internships in the school. This
interaction allows the seasoned faculty the opportunity to demonstrate
techniques to those entering the profession.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  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 regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

The curriculum of St. Timothy's School is designed to ensure a continuum
both horizontally and vertically; throughout the grade level and between
the grade levels. Goals are articulated for each grade level and an
assessment of the progress of each class toward the attainment of the
goals is done twice yearly.

The language arts curriculum encompasses reading, spelling, and grammar
and writing. In reading, goals are established in the areas of decoding
(phonics), structural analysis, vocabulary, sequencing, inference, and
meaning. Grammar and writing includes parts of speech, punctuation,
sentence structure, research skills, and the various types of writing
(i.e. creative, narrative, research papers, expository). In grades
kindergarten through three, spelling is taught as a separate subject. In
grades four through six, spelling and vocabulary are combined. Oral
presentation is addressed through the use of projects and book reports.
Homogeneous grouping in grades kindergarten through four is used to
address learning and ability differences within the grade level.

The mathematics curriculum goals are established in the areas of
development of an understanding the number system, computation, data
collection and interpretation, selected topics in geometry, systems of
measurements, and mathematical reasoning and problems solving.
Instruction at all levels includes the use of manipulatives as tools for
developing an understanding of concepts. Homogeneous ability grouping is
used at first grade and above.

Goals for the social studies curriculum are formulated in the areas of
history, cultural and physical geography and civic responsibility and
authority. Projects, field trips, and guest presenters are incorporated
into the curriculum at each grade level. The science curriculum consists
of goals related to physical, life, and earth science. Students at all
grade levels have weekly lab experiences with a science specialist in
addition to classroom instruction. The scientific method is taught at
all grade levels with emphasis on predicting results, gathering and
interpreting data, and the importance of replication in the scientific
process. An annual science fair with participation by students in every
grade level provides an opportunity for individual investigation.

The visual arts and general music are required of all students. The
music program incorporates voice, instrumentation, music theory, music
appreciation, and performance. Visual arts use a variety of media
including clay, printing, various paints, and paper sculpture. Art
history is an integral part of the program in grades kindergarten
through four.

Students at all grade levels receive regular instruction in Spanish
language. Classroom instruction is supplemented by periods scheduled for
Spanish lab. Exploration of cultures of certain Spanish speaking
countries is an integral part of the curriculum.

Physical education is required of all students. The goals of the
physical education curriculum are to develop motor skills and skills for
individual and team sports and to instill in students the attitude that
exercise is fun in addition to being beneficial to ones health. The
activities for kindergarten, first, and second grades involve games of
low organization in a noncompetitive atmosphere. Students in grades
three and four learn skills relating to team sports. The concepts of
good sportsmanship and cooperation are essential goals of the program.

Integration of curriculum has been a major focus for the past few years.
Examples include a fourth grade animal project that integrates science,
art, technology, and language arts. The Lewis and Clark project
integrates social studies, a writer's workshop, technology, and research
skills.

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

Reading and language arts are at the heart of St. Timothy's curriculum.
We teach these subjects each day at a challenging level for students in
kindergarten through fourth grade.

Students are grouped for reading at an appropriately challenging level
in grades kindergarten through fourth grade. Reading groups are formed
in kindergarten based on the skills the children have when they enter
our school. Periodically our teachers at each grade level review student
daily performance and diagnostic testing to ensure that their students
are sufficiently challenged.

The school chose the Harcourt Brace reading series because of its strong
emphasis on phonics, enhanced by good literature and emphasis on
beginning grammar skills. St. Timothy's reading curriculum takes a
traditional phonics approach to reading with daily phonics instruction
in the lower grades.

The Harcourt Brace series provides a variety of authentic literature,
including fantasy and realistic fiction as well as content-rich
nonfiction. These easily decodable stories promote early reading
success. Leveled books encourage reading growth while meeting individual
needs. Guided instruction is provided to develop our students' reading
fluency and reading comprehension skills.

As our children transition from "learning to read" to "reading to learn"
this series integrates writing, grammar, and penmanship. Through shared
or interactive writing with the teachers students are taught the writing
process and grammar. Teachers use interactive writing, logs, and
journals to further develop reading and writing skills.

3.  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.

At St. Timothy's School we approach technology as a tool to enhance the
student comprehension of curricular material. Technology objectives are
not met in the absence of classroom content but in conjunction with it.
In primary grades students become familiar with computer use through
such applications as the Jump Start series and various other titles that
build and reinforce letter/word recognition, sorting, matching, fine
motor, reading and other critical skills. Students in first and second
grades use digital cameras as well as age appropriate presentation and
word processing software to write biographies of community members and
tell stories while building a foundation of technical ability.
Progressing to third and fourth grades, students utilize electronic
resources such as encyclopedias and atlases and further identify
Internet resources using both prepared and student driven searches.
Students also use databases to find books in the library. Keyboarding
skills become a major focus in third and fourth grades as a gateway
skill necessary to demonstrate synthesis of information gathered
independently.

Equitable technology access on our campus is achieved through a
combination of low-key classroom installations, two 20-station
technology workspaces and internet-based applications such as email and
the Edline class information system. Every classroom has filtered access
to the internet, color printing, the library catalog and an electronic
encyclopedia, in addition to such productivity/creativity applications
as Microsoft Office, Inspiration, Adobe PhotoShop and Netscape Composer.
All students have weekly scheduled lab times with the school's
technology specialists.

St. Timothy's School approaches technology at three levels. In the
primary grades, students gain exposure with technology based activities
that both build and reinforce the skills of early learners. In the
second level students begin the transition from exposure to technology
to using the technology to communicate ideas. It is at this level that
students acquire the fundamental skills of most productivity
applications (word processing, spreadsheets, presentations, etc). In
third and fourth grades grades, students begin using the tools of
technology to gather, interpret and present information pertaining to
themselves and their curricular studies.

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

St. Timothy's mission statement begins, "St. Timothy's school is
committed to excellence in academics..." This pursuit of excellence in
instructing children involves strategy and commitment. Through various
means, our goal is to equip the students for their future. At St.
Timothy's, students will pursue an accelerated program of academic study
led by excellent teachers who map out an individual learning program for
each student.

Adhering to Howard Gardner's theory of Multiple Intelligences that
children learn in a variety of ways, our teachers use a variety of
methods to teach their concepts. In math you find a kinesthetic approach
as students use math manipulatives. In science lab our students are
isolating DNA from peas. Personal websites are created by students in
the computer lab. Cooperative learning is promoted through "Biggles and
Littles" activities and the "Study Buddy" program. Visual and performing
arts, as well as physical education, are valued and encouraged at St.
Timothy's. We teach responsibility in a hands-on approach by giving
students jobs, such as traffic duty, chapel acolytes, class ushers, and
the morning announcement team.

Classroom expectations are met in various ways. The use of a common set
of rules for all enrichment teachers provides the students with
responsible decision-making. Second through sixth graders are taught to
use a daily planner. Each student is given age-appropriate
responsibilities in the use of these planners.

Our committed faculty offer tutoring and extra help sessions after
school to ensure that their students understand the concepts. Other
tutoring and special services are also offered to children whose skills
or abilities are below grade level.

Differentiated instruction is used throughout the classes to meet
individual academic needs. For our students with test anxiety, tests are
split up and distributed one section at a time. For students with fine
motor skill problems, allowances are made for typing a writing project
on the computer. Students demonstrate mastery of their academic goals
through a variety of methods -- projects, writing samples,
demonstration, discussions and oral presentations. Students may change
their "track," depending on their own style, but all students are "kept
in the race."

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

As life-long learners St. Timothy's faculty members are committed to
personal growth. St. Timothy's School supports and encourages
professional growth by offering teachers a variety of classes to
introduce and further develop ideas and skills. Our teachers write an
annual personal growth plan with their educational goals, which are then
linked to student achievement. The administration then seeks
opportunities for teachers to meet those professional goals. Our parent
organization contributes financially to a fund that covers professional
development expenses. Together, the entire faculty attends the bi-annual
North Carolina Association of Independent School's conference. This
staff development process creates better teachers by strengthening the
effectiveness and quality of our teaching methodology.

Last year our staff identified Mel Levine's "All Kinds of Minds" video
series as an area of professional interest in order to continue to offer
individual attention to different types of students. Our faculty worked
in grade levels to watch each of the videos and then met in discussion
groups to assess what they had learned. After trying out new techniques,
the teachers met again to discuss what was working and what was not
working. After trying a new technique called "think time" one teacher
noted, "I have discovered that students generally have more insightful
answers and this method also allows students who need a little more time
to process information to participate in our class discussions.
Insightful answers and increased classroom participation has led to a
better grasp of the material and subsequently improved student
achievement."

Another area of interest to our teachers is technology and they have
taken a number of courses to improve their computer proficiencies.
In-service courses on Power Point and using digital cameras in the
classrooms have led to more creative presentations by our students. In
striving to have truly integrated technology throughout the campus, our
faculty has worked across grade levels and subject matters to learn
unique and hands-on methods of using technology in the classroom.

**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.*

Private school association(s**): [NAES, NCAIS, SAIS]{.underline}**

(Give primary religious or independent association only)

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

**Part II ‑ Demographics**

1\. What are the 2002-2003 tuition rates, by grade? (Do not include
room, board, or fees.)

**[\$7,200 \$7,000 \$7,000 \$7,000 \$7,000]{.underline}**

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

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? **\$7,180**

(School budget divided by enrollment)

3\. What is the average financial aid per student? **\$281.75**

4\. What percentage of the annual budget is devoted to **7%**

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? **15%**

###  St. Timothy's School

Stanford Achievement Test

Form S, (9th Edition)

Psychological Corporation

Scores are reported as National Percentile Rank

No students are excluded from the test

+----------------------+--------+--------+--------+----------+--------+
|                      | 2      | 2      | 2      | 1        | 1      |
|                      | 002-03 | 001-02 | 000-01 | 999-2000 | 998-99 |
+----------------------+--------+--------+--------+----------+--------+
| Testing Month        | May    | April  | April  | April    | April  |
+----------------------+--------+--------+--------+----------+--------+
| ## Grade 4           |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Reading              | 93     | 87     | 89     | 87       | 90     |
+----------------------+--------+--------+--------+----------+--------+
| Mathematics          | 91     | 86     | 88     | 86       | 87     |
+----------------------+--------+--------+--------+----------+--------+
| \# of Students       | 82     | 80     | 74     | 81       | 71     |
| Tested               |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Percent of total     | 100    | 100    | 100    | 100      | 100    |
| students tested      |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Number of students   | 0      | 0      | 0      | 0        | 0      |
| excluded             |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Percent of students  | 0      | 0      | 0      | 0        | 0      |
| excluded             |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| ## Grade 3           |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Reading              | 86     | 90     | 85     | 84       | 83     |
+----------------------+--------+--------+--------+----------+--------+
| Mathematics          | 84     | 91     | 86     | 86       | 88     |
+----------------------+--------+--------+--------+----------+--------+
| Number of students   | 80     | 86     | 80     | 71       | 83     |
| tested               |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Percent of total     | 100    | 100    | 100    | 100      | 100    |
| students tested      |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Number of students   | 0      | 0      | 0      | 0        | 0      |
| excluded             |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Percent of students  | 0      | 0      | 0      | 0        | 0      |
| excluded             |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| ## Grade 2           |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Reading              | 83     | 85     | 90     | 84       | 86     |
+----------------------+--------+--------+--------+----------+--------+
| Mathematics          | 82     | 86     | 91     | 83       | 86     |
+----------------------+--------+--------+--------+----------+--------+
| Number of students   | 76     | 84     | 82     | 81       | 82     |
| tested               |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Percent of total     | 100    | 100    | 100    | 100      | 100    |
| students tested      |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Number of students   | 0      | 0      | 0      | 0        | 0      |
| excluded             |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
| Percent of students  | 0      | 0      | 0      | 0        | 0      |
| excluded             |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+
|                      |        |        |        |          |        |
+----------------------+--------+--------+--------+----------+--------+