##### *2006-2007 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. Valerie Zemko**]{.underline}

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

Official School Name [**Saint Colette School**]{.underline}

(As it should appear in the official records)

School Mailing Address**[\_3900 Pheasant
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

[**Rolling Meadows** **IL** **60008-2637** \_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_**[Cook]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\* **[14-016-303X-00-00-000]{.underline}**

Telephone [( 847 ) 392-4098]{.underline} Fax [( 847 )
392-8155]{.underline}

Web site/URL [**www.stcolette.com**]{.underline} E-mail
[**vzemko@stcolette.com**]{.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 [December 18, 2006 .]{.underline}

(Principal's Signature)

Name of Superintendent\* [**Nicholas Wolsonovich, Ph.D.**]{.underline}

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

District Name [**Archdiocese of Chicago**]{.underline} Tel. [( 312 )
751-5212]{.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:\_\_\_[December 18, 2006\_]{.underline}\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [**Michael G. Koehler, Ph.D.**]{.underline}

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

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: [December 18, 2006 .]{.underline} (School Board
President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

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\. \_\_\_**[20]{.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 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        15                     **26**       **7**       9         10          **19**

  **K**       14        15                     **29**       **8**       10        10          **20**

  **1**       9         8                      **17**       **9**                             

  **2**       14        13                     **27**       **10**                            

  **3**       7         9                      **16**       **11**                            

  **4**       10        10                     **20**       **12**                            

  **5**       6         9                      **15**       **Other**                         

  **6**       5         13                     **18**                                         

                                    **TOTAL                                                   **207**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [**62**]{.underline} % White

the school: [**5**]{.underline} % Black or African American

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

[**12**]{.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:
[**8**]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      11
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      6
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    17
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 207
                            the school as of October 1  

  **(5)**                   Total transferred students  0.08
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

**[27]{.underline}** Total Number Limited English Proficient

Number of languages represented: **[5 .]{.underline}**

Specify languages: **Spanish, Polish, Mandarin, Urdu, and Hindi**

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

Total number students who qualify: **[35 students]{.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: **[13]{.underline}**
%

**[27]{.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.

**[1]{.underline}** Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness **[8]{.underline}** Other Health Impaired

\_\_\_\_Deaf-Blindness **[17]{.underline}** Specific Learning Disability

\_\_\_\_Emotional Disturbance **[1]{.underline}** Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_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) **[1]{.underline}** \_\_\_\_\_\_\_\_

Classroom teachers **[12]{.underline}** \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_\_\_\_ **[2]{.underline}**

> Support staff **[2]{.underline}** **[11]{.underline}**
>
> Total number **[16]{.underline}** **[18]{.underline}**

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 **[17:1 .]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance   98 %        98 %        98 %        98 %        98 %

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

  Teacher turnover rate      8 %         27 %        8 %         8 %         0 %

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

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

**PART III ‑ SUMMARY**

# Introduction

Since 1960, Saint Colette School has provided excellence in education
while promoting the development of each child as a person. This
faith-based pre-K through 8^th^ grade school sits in the heart of the
small Catholic community which founded it and which continues to support
it both financially and spiritually. The school's small class sizes,
attention to the individual student, and sense of community mirror the
close-knit, small town spirit of its home of Rolling Meadows, Illinois.
The school's mission to promote the development of each child follows
the universal Catholic school mission. As stated by Pope John Paul II*,
"The person of each individual human being, in his or her material and
spiritual needs, is at the heart of Christ\'s teaching: this is why the
promotion of the human person is the goal of the Catholic school."*[^1]

# A Lifelong Journey

The Saint Colette School experience is more than 11 years of academic
studies. It is part of a lifelong journey that begins at birth. Catholic
doctrine teaches: *"Since parents have given children their life, they
are bound by the most serious obligation to educate their offspring and
therefore must be recognized as the primary and principal
educators."*[^2]

At three years of age, the young students and their parents join with
Saint Colette preschool teachers to begin the formal early childhood
education. At this level, a curriculum-based program introduces
religion, mathematics, reading, art, music, and science through
age-appropriate lessons and activities.

As the children move through the primary and intermediate grades, they
take ownership of their education through individual goal setting and
student led parent-teacher conferences. Throughout this process, focus
on the individual student and family involvement remain key factors for
success.

The presence of an on-site junior high provides significant benefits to
the adolescent students as they mature into the leaders of the school.
These young adults engage in mentoring programs, social activities,
community service projects, and sports programs, while maintaining a
rigorous focus on academic studies. As leaders of the school, they
become role models for the younger learners, often teaming with them as
chaperones on field trips and helpers on special projects. This sense of
leadership helps these young adults mature into grounded, responsible,
and involved citizens of the community.

Saint Colette students move on to become high performing leaders in
their high schools, colleges, and chosen careers. As these students
mature into adult members of the Saint Colette Parish and Rolling
Meadows community, the school takes on a new dimension in their lives.
Many remain involved as teachers, tutors, and parents of the next
generation of Saint Colette students. As the oldest continuously
operating school in Rolling Meadows, IL, today's enrollment includes
third generation Saint Colette students.

**Special Place in the Community**

Saint Colette School is located on a beautiful parish campus in Rolling
Meadows, IL. The school building is adjacent to the community's spacious
Salk Park, allowing students ready access to the open meadows and
playfields at the center of the city of Rolling Meadows. The school\'s
three-building complex includes: (1) a classroom building which features
excellent educational facilities including the newly remodeled library
media center, (2) the new gymnasium, which was built to accommodate the
need for expanded sports and physical education programs.  Equipped with
a large stage, this facility also provides an exceptional center for
cultural performances and concerts. (3) The beautiful parish worship
center which provides a serene environment for community prayers, faith
formation, school masses, and holiday celebrations.  The large campus
also includes the school's garden center, baseball field, playgrounds,
and the open space of the adjoining park. 

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

**1. Assessment Results**

Saint Colette School uses the *Terra Nova®, 2^nd^ Edition*,[^3]
standardized test published by CTB/ McGraw/Hill. While the primary focus
of the test is to provide a reliable and accurate measure of each
student's performance against learning standards, the test is also an
effective means to evaluate the school's curriculum, approach to
teaching, and the learning environment. As a nationally administered
test, the *Terra Nova®* also acts as a tool to benchmark the school's
performance on a national scale. Recognizing the primary goal is to
measure each student's performance against their learning goals, [*all*
students are tested annually from 2^nd^ grade through 8^th^, providing
regular feedback on student progress.]{.underline}

As a measure of success, Saint Colette School has consistently attained
outstanding scores in all subject areas, including mathematics and
reading, where based on the Normal Curve Equivalent (NCE) scores, the
students have consistently performed in the top 10% nationally.

**Reading / Language Skills Results**

With *Terra Nova®, 2^nd^ Edition*, reading skills are evaluated using
multiple metrics including a Normal Curve Equivalent (NCE) and Objective
Performance Index (OPI). The NCE score is comparable to a national
percentile with an "even interval scale." The OPI evaluates the
students' ability to master certain learning goals. The OPI score
represents the expected number of items in a learning objective category
that a student could be expected to answer correctly if there had been
100 items for that objective. Objectives are set in 4 primary reading
categories: *basic understanding*, *analysis of text*, *evaluation/
extending meaning*, and *identification of reading strategies*. Language
skills are evaluated against 3 primary language objective categories:
*sentence structure*, *writing strategies*, and *editing skills*. In
each of these categories, students are evaluated on their mastery of
learning objectives. For these two metrics, Saint Colette students
perform consistently and significantly above the national median in all
areas. For the highest grade tested, that being the 8^th^ grade,
students obtained NCE scores in reading and language 25 points above the
median. When reviewing the OPI scores, students tested well above the
median in **all areas tested** for **all grade levels**, with the 8^th^
grade level scoring between 21 and 27 points above the average national
OPI score in all objectives categories evaluated for reading and
language skills.

The *Terra Nova®* test is a norm-referenced achievement test, which
means the student's performance can be compared on a national and local
scale using a national percentile scale. Even in the lowest category of
achievement, Saint Colette students were 24 percentile points above the
national median score. Students are also broken down into national and
local *quartiles*. When reviewing the results using a quartile
assessment of student mastery of skills, by the time students reach the
4^th^ grade, over 90% of Saint Colette School students are above the
national median score in reading and language skills. Finally, students
are given a Grade Mean Equivalent (GME) score to indicate the year and
month of school for which the students' level of performance is typical.
In the reading and language assessment, the 8^th^ grade student scored a
12.9 GME for both reading and language.

**Mathematics Results**

Mathematics skills are evaluated using the same metrics as reading and
language. For the OPI, learning objectives are set in 9 primary
categories: *numbering and numerical relations*; *computation and
estimation*; *operation and concepts*; *measurements*; *geometry and
spatial sense*; *data analysis -- statistics and probability*;
*patterns, function and algebra*; *problem solving and reasoning*; and
*communication*.

In the mathematics assessments, Saint Colette School students have
achieved as high at 35 percentile points above the national median OPI
in key objective categories. In all grades, students tested above the
national median OPI in all tested categories. By 5^th^ grade, 100% of
the students exceed the national median scores in mathematics. For the
highest grade tested, 8^th^ grade, students tested 27 points above the
national median NCE with a Grade Mean Equivalent mathematics score for
the 8^th^ grade class at 12.9 GME. The eighth grade students scored 24
to 30 points above the national average OPI score in all math categories
evaluated.

**2. Use of Assessment Data**

The Saint Colette School faculty works cooperatively to analyze the data
provided by the *Terra Nova®* test. Each year, the principal meets with
the entire staff to discuss the results of each grade level. Each
teacher prepares a presentation of their grade level test results along
with a critical evaluation of their findings. A plan for continuous
improvement is included in each teacher's presentation. In a positive
spirit of cooperation, these plans are peer reviewed by the other
teachers who provide suggestions which ensure success. All suggestions
consider the needs of individual learners, continuous curriculum
adaptation, and professional development opportunities. The faculty then
applies Backward Design Methods[^4] for curriculum development to ensure
alignment of the curriculum to the recommendations.

Results are also used to address patterns, which may occur from grade to
grade or over many years. An example of this occurred during the 2005-06
school year. After reviewing *Terra Nova®* results from the past five
years, mathematics curriculum coordinators noticed a pattern developing.
After much discussion and thorough analysis, the coordinators decided
that certain areas in the mathematics curriculum needed reworking. The
particular focus was on strengthening numeric computations in the early
grades, to lay a more solid foundation for their future mathematics
goals.

Teachers also use the *Terra Nova®* results to analyze student mastery
of specific learning objectives. They identify at least two specific
objectives in reading, language arts, science and mathematics in which
the grade level showed improvement opportunities. The teachers then
implement specific lessons to help students master their objectives.
These lessons frequently take the form of regular review of important
skills. *Terra Nova®* data also helps to identify those students who
need individual attention to reach their learning goals, whether this
need is a special service or an advanced learning goal.

Based on the overall objectives established to ensure student success, a
plan for faculty development is established. These plans may include
in-service workshops for the entire faculty or individual development
plans targeting specific areas or topics. In recent years, workshops
have included: Differentiated Learning, Technology Applications, and
Backwards Design Methods for curriculum.

Finally, all learning resource materials such as books and software are
required to meet the objectives measured by the *Terra Nova®* assessment
tools. Publishers of textbooks and resource materials are required to
indicate specific areas of the *Terra Nova®* assessment which can be
positively impacted by their product.

**3. Communicating Assessment Results**

The faculty of Saint Colette School believes they are partners with
parents in educating their children. Therefore, a priority is placed on
communicating the assessment results to the parents. Approximately six
weeks after the tests are taken, a report of each student's standardized
test scores is sent by mail to their parents, along with a letter from
the principal explaining the assessment scores. The principal and
teachers schedule individual conferences with parents who request
further discussion of their child's progress. When requested, a chart of
composite standardized test scores is made available to parents and
prospective school families to assist them in evaluating the school's
effectiveness in education.

Following the distribution of results to parents, the principal prepares
a presentation of the results for the School Board. The School Board
reviews the results along with the key recommendations from the
principal and faculty. This review by the School Board ensures that
appropriate resources are included into the school's budget to support
implementation of the faculty's recommendations.

The assessment results are communicated to the Superintendent of
Catholic Schools for the Archdiocese of Chicago where they are used for
curriculum and professional development planning.

Finally, a summary of the school's overall assessment results is
prepared by the principal for distribution to key stakeholders in the
community. This summary is printed in the weekly Parish Bulletin on the
first Sunday following the review by the School Board. Also, a copy of
the principal's summary is sent to the education editors of local
newspapers. While the editors do not publish the test results directly,
they are used as reference materials for feature articles about the
school throughout the year. A copy of the summary is also available on
the school's website immediately following publication in the parish
bulletin.

**4. Sharing Success**

Through a coordinated process led by the Superintendent of Catholic
Schools for the Archdiocese of Chicago, Saint Colette School's composite
performance assessment data is collected and shared with other
elementary and high schools that compose the Archdiocese of Chicago
Catholic Schools system. Since all 218 elementary schools are required
to administer the *Terra Nova®* assessment program, the schools can
compare results, share best practices, and develop strategies to
strengthen the entire network of schools. All school administrators
participate in annual regional meetings dedicated to *Terra Nova®*
assessment evaluation. Based on the results, the administrators review
opportunities for curriculum adjustments. As a member of the Archdiocese
Curriculum Committee, the principal of Saint Colette School influences
the use of assessment results to drive improvements in curriculum
development for the Archdiocese of Chicago schools.

For our junior high school students, assessment results are shared with
the students' prospective high school counselors in order to ensure a
coordinated learning plan once the students graduate from Saint Colette
School. The junior high teachers include personal assessment reviews and
recommendations which help the counselors align each student's learning
plan with their ultimate goals and potential. Similarly, our teachers
review the results of the local high school assessments in order to
ensure their students are adequately prepared to meet the expectations
of the regional high schools.

Saint Colette School also ensures effective communication with other key
stakeholders in the community. Each week, the school publishes a
newsletter which is distributed to all school families at the end of
each week. To share our success with the parish community, highlights of
the newsletter are included in the weekly parish bulletin distributed at
all Sunday worship services.

The Marketing and Public Relations committee of the Saint Colette School
Board is directed each year to ensure effective communication of the
school's success. This committee meets weekly to develop communication
materials targeting the local news media, the parish bulletin and
special community mailings. This committee also coordinates two open
house sessions during the school year to invite the entire community to
view the students' exceptional work and the school's successes.

Finally, Saint Colette School enjoys tremendous community participation
in reviewing student accomplishments at the school's *Science and
Technology Night*, *Festival of Arts*, *Christmas and Spring Music
Concerts,* and numerous sporting events.

**PART V -- CURRICULUM AND INSTRUCTION**

Saint Colette School distinguishes itself with one of the broadest
curriculum in elementary and junior high school education, fulfilling
the commitment to develop the intellectual, social, physical and
spiritual aspects of each child. The curriculum covers 11 areas of
learning and is based on four guiding principles:

-   The curriculum is [research based]{.underline} with significant
    educational research showing the learning approach and content
    results in educational excellence;

-   The curriculum is [interdisciplinary]{.underline}, recognizing most
    subjects are complementary to other subjects;

-   The curriculum's impact is [measurable]{.underline} and;

-   The curriculum is [adaptable]{.underline} to individual learning
    needs.

**Religion --** The religious education program begins in the early
childhood program and continues through the 8^th^ grade. Faith education
includes the daily teachings of Catholic catechism, sacramental
preparation, and Christian morals and ethics. Service projects are
required as a living example of Christian learning.

**Reading --** The reading curriculum is discussed in Part V Section 2
of this application.

**Writing/ Spelling/ Penmanship --** Writing skills are integrated
throughout the curriculum of all grade levels. The *Scott Foresman
Spelling*[^5] series and *Sadlier Junior High Vocabulary
Development*[^6] resources are primary resources for this subject area.
The *Zaner-Bloser Penmanship* curriculum[^7] encourages students to
develop writing skills in support of all their studies.

**Math --** The *Everyday Mathematics®*, *Transition Mathematics* and
*Algebra*[^8] curricula were developed by the University of Chicago
Mathematics Project and are coordinated across all grades pre-K through
8^th^. This program highlights the incorporation of complex mathematics
very early in education. As a result, the students consistently qualify
for honors and advanced placement programs in the high schools they
attend.

**Science --** Embracing the recommendations of the American Association
for the Advancement of Science (AAAS), the science curriculum includes
all 12 areas recommended by AAAS, including: Nature of Science (Science
Inquiry), Mathematics, Technology, Physical Science, Living Environment,
Human Life, Human Society, The Designed World, The Mathematical World,
Historical Perspectives, Systems & Models, and Science Values & Ethics.

**Foreign Languages --** Classes in Spanish are required of all students
in grades 6 through 8. Also, French language instruction is provided as
an extracurricular language program.

**Art --** The art curriculum of Saint Colette School emphasizes the
fundamental teaching that art, in all forms, is an expression of the
beauty and majesty of God's creation. Art is taught not only as
techniques in drawing and painting, but from a historic perspective
through lessons of the great masters, artistic styles such as
impressionist, realist & cubism, and artistic media such as oil,
tapestry and sculpture.

**Music --** Saint Colette School recognizes music as a core element of
each child's education. All students are provided music instruction that
includes both practical instruction as well as music theory.
Instrumental band is provided as an elective beginning in the 4^th^
grade.

**Social Studies --** Saint Colette students excel in Social Studies
learning through a curriculum of civics and government, economic
perspectives, geography, world history and global cultures. Annual field
trips to the state legislature, city council meetings, and local courts
augment the classroom lessons.

**Physical Education --** As a component of the school's emphasis on the
physical development of each child, the focus on physical education
begins in preschool. Exceeding the standards for physical education,
Saint Colette students attend three physical education classes each week
covering team sports, fitness, healthy lifestyles, and personal safety.
Also, 98% of eligible students participate in a team sport.

**Technology --** All students participate in technology classes that
are integrated throughout all other areas of learning. All classrooms
are equipped with computers which are connected to the school's local
area network and to the internet. The Media Center maintains a full
array of over 30 computers to provide full class instruction on
keyboarding, internet, word processing, spreadsheets, graphics, and
presentations.

1.  **Reading Curriculum -** Recognizing the important role of reading
    in the entire educational process, students at Saint Colette School
    begin the fundamentals of reading in the 3 year old pre-school
    classes and continue through all 11 grade levels of the curriculum.
    In the early childhood program, teachers begin the basics of reading
    using the *Jolly Phonics*[^9] curriculum. This program was selected
    because it met 3 of the school's 4 basic criteria for selection of
    curriculum materials discussed in the previous section: 1) It has
    significant research supporting its effectiveness; 2) its impact
    could be measured through the assessment tools utilized by the
    school; and 3) it was adaptable to individualized learning plans.
    This approach emphasizes synthetic phonics as a means to
    significantly accelerate student reading skills. Even at this early
    age, independent reading goals are established for all students and
    their families, who maintain daily reading logs that record the
    books and reading time. This early introduction to reading instills
    a love for reading early in education. Phonics methods are employed
    throughout the early childhood program, with the result that most
    students read full chapter books by the 2^nd^ grade.

Primary and intermediate grade level students utilize the *Scott
Foresman Reading 2000*[^10] series. Again, this program met all four of
the school's basic criteria for curriculum material selection, including
the fact that it encourages the use of inter-curricular reading
materials. In second grade, student reading skills are measured during
the first weeks of school to establish reading readiness levels.
Students with advanced mastery of reading skills are encouraged to
participate in the school's *Accelerated Reading* curriculum which
incorporates more complex and diverse reading materials into their
lessons. The *Glencoe Literature, The Reader's Choice*[^11] program is
utilized in our Junior High School Curriculum. Reading materials vary to
include technical, historic, novels, poetry, and journalistic styles.

For students with special needs, a reading laboratory provides
individualized teaching allowing children to reach their maximum
potential. The reading laboratory is staffed by a special education
teacher skilled at identifying specific deficiencies and teaching
methods to enhance the learning experience.

**3. Additional Curriculum Area:** Recognizing the increasing role of
science and technology in the world, Saint Colette School has embraced
the comprehensive recommendations of the *American Association for the
Advancement of Science* as documented in their report *Science for All
Americans*[^12]*^,^*[^13]. The science and technology curriculum touches
on all 12 recommendations including: (1) *The Nature of Science* which
reviews the scientific world view, scientific methods of inquiry, and
the nature of the scientific enterprise. (2) *The Nature of Mathematics*
which incorporates theoretical and applied mathematics into the
mathematics curriculum. The mathematics curriculum employs the *Everyday
Mathematics®* approach developed by the University of Chicago
Mathematics Project. This program is a comprehensive K-6^th^ grade
curriculum which builds on mathematics skills across 7 years of
learning. For the 7^th^ and 8^th^ grade, the University of Chicago
Mathematics Project *Transition Mathematics* and *Algebra* learning
materials are employed. (3) *The Nature of Technology* examines how
technology extends our abilities to change the world. All students
participate in technology classes which focus on information science,
computation, and software application. (4) *The Physical Setting*
studies the structure of the universe and core physical sciences of
chemistry, physics and earth science. (5) *The Living Environment*
studies the living component of the world and how living organisms
function. These lessons also study the interaction and interdependence
of living systems and the environment. (6) *The Human Organism* lessons
recognize that human life is distinct and requires a body of learning
which goes beyond the simple biology of human life. The social and
psychological aspects of human life are also taught. (7) *Human Society*
considers the social behavior and social impact as a key lesson in
science education. (8) *The Designed World* reviews principles of
design. Recognizing the value of design, science project topics now
allow students the option of submitting a unique invention. (9) *The
Mathematical World* teaches students to recognize the numeric nature of
the world. (10) *Historical Perspectives* illustrates how science has
changed the world and the role of science in the basic understanding of
the universe. (11) *Common Themes* apply the cross-curricular concepts
to science. Here, students learn the multidisciplinary nature of problem
solving using mathematics, science, technology and technical writing.
(12) *Habits of Mind* instills fundamental scientific thinking,
attitudes, and skills into lessons. Students learn to see science every
day by reading science news and reports. As part of this lesson, junior
high students submit two collections (20 articles each) of significant
articles with summaries that show current *science in the news*.

**4. Instructional Methods:** As mentioned previously, the curriculum at
Saint Colette School contains 11 core subjects aimed at the development
of each child intellectually, socially, physically and spiritually.
Recognizing that students respond to different instructional techniques,
a variety of teaching methods are used at Saint Colette School. The
teachers intermingle traditional and innovative approaches to increase
student engagement and learning. These methods include the use of direct
instruction, lecture and discussion, incorporation of technology,
cooperative learning groups, learning centers, literature circles,
paired reading, peer editing, graphic organizers, Touch Math, tutoring,
coaching, and hands-on experiences. The faculty has received training in
differentiated learning and targets their teaching method to the
learning needs of students. While a variety of methods are used for the
structured classroom curriculum, the emphasis on cross-curriculum,
integrated learning is a specific strength of the Saint Colette School
instructional method. At Saint Colette School, no subject is taught in a
vacuum. Care is taken to ensure students understand that lessons learned
in one subject are applicable across their curriculum and in real life.
An example of this is seen in science education where science project
research reports are assigned and graded as part of the language arts
curriculum. Similarly, science project data analysis and graphing are a
component of the mathematics curriculum. The science project is also a
subject in the technology curriculum where spreadsheets and word
processing are applied to the project. Also, students participate in the
annual eCYBERMISSION project[^14]. The eCYBERMISSION project is
sponsored by the US Army and promotes the application of science,
mathematics and technology to real-life issues and problems. Students
work in teams with the technology, mathematics, science and social
studies teachers to plan and execute projects with real impact. Over the
past several years, the Saint Colette School teams have been very
successful, with 4 teams awarded \$2,000 US saving bonds per student.

Another example of integrated learning is seen in art, music and
religion. While the theory and techniques of art and music are taught as
part of their respective subject areas, these subjects are also
important aspects of the religion curriculum, where music and art are
incorporated into the worship services. Students also study and prepare
reports on the great masters as a component of the social studies and
language arts curriculum. Field trips to the Lyric Opera House and
Chicago Symphony Orchestra also augment the students' understanding of
both music and Chicago's rich cultural heritage.

5\. **Professional Development:** Saint Colette School has planned its
professional development program to ensure that the staff has the skills
to fulfill its mission. The plans are made through collaboration of the
administration and the faculty with the advice of the school board. The
professional development initiatives are focused on two distinct areas
of development: curriculum content and educational processes. In the
area of curriculum content, the core subject areas of the curriculum
undergo regular reviews for content and students' mastery of learning
objectives. Curriculum adjustments and staff development are key
components in this review. For example, when the *Everyday
Mathematics^8^* curriculum was introduced, developers from the
University of Chicago held workshops with the teachers of all grade
levels to develop their teaching skills using the new curriculum
materials.

In the area of educational process development, the teachers have
completed professional development in the areas of student portfolios,
goal setting, and student led conferences. These processes are critical
to the focus on family involvement in education. Backward design and
assessment are two areas of professional learning that have been
emphasized to help the school become a true community of learners. The
skills learned in these areas help the faculty clarify: 1) what the
children are to learn, 2) how the teachers know that they have learned
those skills and 3) how to respond if the intended learning does not
occur. Another area of professional development is aimed at ensuring
that the teachers are able to fulfill their mission in faith education.
Classes in the areas of scripture, morals, sacrament and theology aim to
certify teachers as catechists of the Catholic Church.

Other areas of staff development include workshops on the application of
technology in education, teaching gifted students or differentiated
learning. Each teacher is also able to use \$1,100 toward their personal
choice of classes or materials for their professional enrichment.

**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. Delete if not
used.*

1.  Private school association(s): National Catholic Education
    Association, Council for American Private Education, Association for
    Supervision Curriculum Development, Archdiocesan Principals
    Association, National Conference of Teachers of Mathematics,
    National Science Teachers Association, International Reading
    Association

2.  Identify the religious or independent associations, if any, to which
    the school belongs. (List the primary association first) **Roman
    Catholic Archdiocese of Chicago**

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

4.  What are the 2006-2007 tuition rates, by grade? (Do not include
    room, board, or fees.)

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

  ----------------------- ------------------------ -----------------------
  Grades Kindergarten     Family Cost              Per Student Cost
  though 8^th^                                     

  Family Plan A -- 1      \$ 2895                  \$ 2895
  Child                                            

  Family Plan B -- 2      \$ 4275                  \$ 2138
  Children                                         

  Family Plan C -- 3      \$ 4845                  \$ 1615
  Children                                         

  Family Plan D -- 4      \$ 4845                  \$ 1211
  Children                                         

  Preschool               \$ 1175                  \$1175

  Pre-Kindergarten        \$ 1510                  \$1510
  ----------------------- ------------------------ -----------------------

4.  What is the educational cost per student? \$ [**5059
    .**]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$ **[3522
    .]{.underline}**

6.  What percentage of the annual budget is devoted to
    **[70]{.underline}** %

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? **[100]{.underline}
%**[^15]

**PART VII - ASSESSMENT RESULTS**

**[ASSESSMENT DATA]{.underline}**

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

**SAINT COLETTE SCHOOL**

**Rolling Meadows, IL**

Test: **[Terra Nova Second Edition Multiple Assessment]{.underline}**

Edition/Publication Year: **[2001]{.underline}** Publisher: [CTB McGraw
Hill]{.underline}

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

**Notes:** Scores are reported as Normal Curve Equivalent (NCE). No
students are excluded from the test. Scores were not disaggregated
because subgroups were less than 10 students per class.

+-----------------------------------------+--------+--------+--------+
|                                         | *      | *      | *      |
|                                         | *2005- | *2004- | *2003- |
|                                         | 2006** | 2005** | 2004** |
+-----------------------------------------+--------+--------+--------+
| > **Testing month**                     | **M    | **M    | **M    |
|                                         | arch** | arch** | arch** |
+-----------------------------------------+--------+--------+--------+
| > **GRADE 8**                           |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Reading                               | 75.5   | 76.1   | 59.8   |
+-----------------------------------------+--------+--------+--------+
| > Mathematics                           | 77.3   | 79.9   | 61.5   |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 17     | 15     | 16     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students excluded           | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
| > Percent of students excluded          | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
|                                         |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > **GRADE 7**                           |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Reading                               | 69.4   | 70.4   | 70.8   |
+-----------------------------------------+--------+--------+--------+
| > Mathematics                           | 67.9   | 80.1   | 75.6   |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 18     | 16     | 14     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students excluded           | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
| > Percent of students excluded          | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
|                                         |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > **GRADE 6**                           |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Reading                               | 65.7   | 65.2   | 67.8   |
+-----------------------------------------+--------+--------+--------+
| > Mathematics                           | 73.7   | 73.3   | 78.4   |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 19     | 24     | 18     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students excluded           | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
| > Percent of students excluded          | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
|                                         |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > **GRADE 5**                           |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Reading                               | 76.1   | 74.3   | 72.1   |
+-----------------------------------------+--------+--------+--------+
| > Mathematics                           | 77.2   | 75.4   | 68.9   |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 19     | 19     | 24     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students excluded           | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
| > Percent of students excluded          | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+

**[ASSESSMENT DATA]{.underline}**

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

**SAINT COLETTE SCHOOL**

**Rolling Meadows, IL**

Test: **[Terra Nova Second Edition Multiple Assessment]{.underline}**

Edition/Publication Year: **[2001]{.underline}** Publisher: [CTB McGraw
Hill]{.underline}

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

**Notes:** Scores are reported as Normal Curve Equivalent (NCE). No
students are excluded from the test. Scores were not disaggregated
because subgroups were less than 10 students per class.

+-----------------------------------------+--------+--------+--------+
|                                         | *      | *      | *      |
|                                         | *2005- | *2004- | *2003- |
|                                         | 2006** | 2005** | 2004** |
+-----------------------------------------+--------+--------+--------+
| > **Testing month**                     | **M    | **M    | **M    |
|                                         | arch** | arch** | arch** |
+-----------------------------------------+--------+--------+--------+
| > **GRADE 4**                           |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Reading                               | 65.5   | 70.1   | 65.4   |
+-----------------------------------------+--------+--------+--------+
| > Mathematics                           | 61.3   | 71.6   | 62.2   |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 13     | 20     | 21     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students excluded           | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
| > Percent of students excluded          | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
|                                         |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > **GRADE 3**                           |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Reading                               | 55.8   | 59.3   | 61.9   |
+-----------------------------------------+--------+--------+--------+
| > Mathematics                           | 60.6   | 77.3   | 71.6   |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 21     | 15     | 24     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students excluded           | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
| > Percent of students excluded          | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
|                                         |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > **GRADE 2**                           |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Reading                               | 69.9   | Not    | Not    |
|                                         |        | tested | tested |
+-----------------------------------------+--------+--------+--------+
| > Mathematics                           | 57.2   | Not    | Not    |
|                                         |        | tested | tested |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 13     |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students excluded           | 0      |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students excluded          | 0      |        |        |
+-----------------------------------------+--------+--------+--------+
|                                         |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > **Average across grades tested**      | *      | **     | **     |
|                                         | *Grade | Grades | Grades |
|                                         | 2-8**  | 3-8**  | 3-8**  |
+-----------------------------------------+--------+--------+--------+
| > Reading                               | 68.3   | 69.2   | 66.3   |
+-----------------------------------------+--------+--------+--------+
| > Mathematics                           | 67.9   | 76.3   | 69.7   |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 120    | 109    | 117    |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students excluded           | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
| > Percent of students excluded          | 0      | 0      | 0      |
+-----------------------------------------+--------+--------+--------+
|                                         |        |        |        |
+-----------------------------------------+--------+--------+--------+

**References**

[^1]: John Paul II, *Address to the National Meeting of the Catholic
    School in Italy*, in \"L\'Osservatore Romano\", 24 November 1991, p.
    4.

[^2]: Pope Paul II, Vatican Council, *Declaration on Christian
    Education, Gravissimum educationis, VI*, October 28, 1965.

[^3]: *Terra Nova®*, The Second Edition, CTB/McGraw-Hill, Monterey, CA,
    93940.

[^4]: Wiggins,G., McTighe, J.. *Understanding by Design*, Prentice Hall
    (2001).

[^5]: *Scott Foresman Spelling*, Scott Foresman Publishers.

[^6]: *Vocabulary Workshop*, Sadlier-Oxford, New York (2005),

[^7]: *Zaner-Bloser Handwriting*, Zaner-Bloser Publishers, Columbus, OH.

[^8]: *Everyday Mathematics®, Transition Mathematics and Algebra are* a
    comprehensive pre-kindergarten through 8th grade mathematics
    curriculum developed by the University of Chicago School Mathematics
    Project, and published by Wright Group, McGraw-Hill (2002).

[^9]: *Jolly Phonics*, Jolly Learning Ltd, Essex, UK.

[^10]: *Scott Foresman Reading 2000*, Scott Foresman Publisher,
    Glenview, IL, 2000.

[^11]: *Glencoe Literature, Reader's Choice*, McGraw-Hill School
    Education Group New Media, Columbus, OH (2000).

[^12]: *Science for All Americans*, American Association for the
    Advancement of Science, Oxford Univ. Press, New York (1990).

[^13]: *Benchmarks for Science Literacy*, American Association for the
    Advancement of Science, Oxford Univ. Press, New York (1993).

[^14]: For information on *eCYBERMISSION*, visit:
    <http://www.army.mil/features/ecybermission>

[^15]: A Saint Colette Parish subsidy is provided to every child to meet
    the actual cost of his/her education. No family is assessed the full
    cost of education.