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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary [X]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Ms. Suzanne DeVaney]{.underline}

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

Official School Name [St. Cecilia School]{.underline}

(As it should appear in the official records)

School Mailing Address [1311 S. E. Sycamore]{.underline}

[Tustin CA 92780-6276]{.underline}

City State Zip Code+4 (9 digits total)

County [Orange]{.underline} State School Code Number [N/A]{.underline}

Telephone [(714) 544-1533]{.underline} Fax [(714) 544-0643]{.underline}

Website/URL [www.stceciliak8.org]{.underline} E-mail
[sdevaney@stceciliak8.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 [Father Gerald Horan, Department of Catholic
Schools]{.underline}

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

District Name [Diocese of Orange County, CA]{.underline} Tel. [(714)
282-3055]{.underline}

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

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

Name of School Board

President/Chairperson N/A

(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.

[N/A]{.underline}
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 for Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [12]{.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**    18        13                     **31**       **7**           19        14          **33**

  **K**       21        14                     **35**       **8**           18        16          **34**

  **1**       17        16                     **33**       **9**                                 

  **2**       16        20                     **36**       **10**                                

  **3**       18        17                     **35**       **11**                                

  **4**       18        18                     **36**       **12**                                

  **5**       13        17                     **30**       **Other         5         6           **11**
                                                            (PreSchool)**                         

  **6**       22        14                     **36**                                             

                                    **TOTAL                                                       350
                                    STUDENTS                                                      
                                    IN THE                                                        
                                    APPLYING                                                      
                                    SCHOOL**                                                      
  ----------- --------- ----------- ---------- --------- -- --------------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [59]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[25]{.underline} % Hispanic or Latino

[15]{.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:
[2]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      1
                            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    7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 350
                            the school as of October 1  

  **(5)**                   Total transferred students  .02
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [2%]{.underline}

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

Number of languages represented: [2]{.underline}

Specify languages: Spanish, Vietnamese

9\. Students eligible for free/reduced-priced meals: [0%]{.underline}

Total number students who qualify: [0]{.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.

*No federally supported lunch program. A more accurate method of
estimating the number of students from low income families is to study
income data related to tuition assistance. Based on this data about 8
students or 2% are from low income families.*

10\. Students receiving special education services: [1]{.underline}%\*

[5]{.underline} Total Number of Students Served

> *\*Limited IDEA funds are available to private schools*
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance [5]{.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 [15]{.underline} [3]{.underline}

Special resource teachers/specialists \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals [4]{.underline} [7]{.underline}

> Support staff [2]{.underline} [1]{.underline}
>
> Total number [22]{.underline} [11]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[21/1]{.underline}

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

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

  Daily student attendance   97%         97%         96%         97%         97%

  Daily teacher attendance   96%         99%         99%         99%         99%

  Teacher turnover rate      6%          6%          0%          0%          0%

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

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

**PART III ‑ SUMMARY**

**St. Cecilia School summary and mission statement:**

St. Cecilia School is a Catholic Parish school located in a suburban
neighborhood in Tustin, California. Established in 1961, the school
serves the Tustin and Irvine communities. Principal since 1994, Suzanne
DeVaney and a staff of 33 serve 350 students from preschool to grade 8.
In grades kindergarten through 8^th^, there is one class per grade with
each class consisting of approximately 35 students. While students come
from ethnically diverse backgrounds, such as Hispanic, Filipino,
Vietnamese, Black, Native Hawaiian, Korean and Caucasian, most are
proficient in English.

As part of the parish facilities, the school building is well maintained
and regularly upgraded. Recent improvements include upgraded
laboratories for instruction in science, computer and art, overhead
computer projectors in every classroom, and recent painting to the
exterior of the school building. Rooms for health care, extended day
programs, administration, a parish gymnasium, and parish meeting rooms
support student services and activities. The St. Cecilia School name and
logo are highlighted on the school building, and colorful banners and
flags decorate the grounds.

Because of the low teacher turnover rate, St. Cecilia teachers create a
consistent and stable value-centered learning environment. With an
average experience of ten years, qualified teachers challenge students
to achieve excellence in mathematics (Algebra and Geometry in grades 7
and 8), language arts, social studies, and religion. Specialized extra
teachers enrich the student experience in science, physical education
(K-8), Spanish (K-8), art (1-8), technology (K-8), library (K-8), and
advanced mathematics. Extra support, tutoring, and adaptations are
provided, enabling all students to achieve academic proficiency. NCLB
Title funds and private grants underwrite support services.

St. Cecilia School has established guidelines for each grade level
determining what students learn in each subject, how those subjects are
taught, and how students are assessed. The guidelines at St. Cecilia
School parallel the expectations made available by the Diocese of Orange
and the state of California. There is complete consistency and
continuity from Kindergarten to 8^th^ grade. Various forms of assessment
are implemented, including standardized testing in the fall of each
year, observation, traditional testing, and alternative forms of
assessment. All forms of assessment are communicated to the student
and/or parents.

Other student services and activities include electives and extended day
programs, community service, Student Council, National Junior Honor
Society, Academic Decathlon, Geography Bee, choir, piano, band, and an
extensive after school sports program. St. Cecilia School is proud of
its outstanding art program. Many pieces have been exhibited in the
world famous Laguna Beach Festival of the Arts Junior Art Exhibit. St.
Cecilia relies strongly on parent involvement, leadership, expertise,
and participation, with about 80 parents making a year long commitment
to serve the students on a regular basis.

St. Cecilia School has received full accreditation under the Western
Association of Schools and Colleges over several cycles. The core values
of the community are reflected in the School-Wide Learning Expectations
as follows: *A St. Cecilia student is expected to become a spiritual
person, a person of academic competency, a person of character, and a
holistic person.* St. Cecilia School's mission is to provide a climate
that respects the richness of different cultures and genders and
promotes the spiritual, academic, and character development of the whole
child by setting all students up for success. With a firm belief that
parents are their children's primary educators, St. Cecilia Scool has
built a Community of Faith that is enriched through prayer and liturgy.
In this family-centered environment, students experience respect, love,
and a sense of their individual worth.

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

1.  **St. Cecilia School's assessment results:**

St. Cecilia School administers standardized tests in the fall to
students in grades 2 through 8. The Iowa Tests of Basic Skills
(ITBS)/CogAT from Riverside Publishing have been used by the Diocese of
Orange Catholic Schools for the last three years. The tests are given to
all students, including those new to the school, to diagnose students at
the beginning of the school year and to plan curricular programs based
on student needs. As the students progress from lower to upper grades,
the scores improve showing the impact of a strong academic program. St.
Cecilia School students consistently perform on standardized tests at
the Blue Ribbon level, in the top 10% of all schools nationally.
Students even perform above predicted outcomes internal to the
standardized tests. For example, the achievement results for grades 4
and 7, as analyzed below, are indicative of the way St. Cecilia School
students perform. The results of the achievement tests are far higher
than would be expected when compared to the abilities tests. However,
this high level of performance could be expected from a St. Cecilia
School student who has been in the school three years or more, due to a
school system designed to give students clear and consistent guidelines,
self-disciplined study habits, deliberate responsibility training,
assessment feedback, and reward for success.

Riverside Publishing Cognitive Abilities Tests (CogAT) are given in
grades 4 and 7 along with the IOWA Tests of Basic Skills (ITBS). These
scores are used to predict what National Percentile Ranking the students
will achieve in ITBS. Based on the abilities test, students in grade 7
were predicted to achieve a 67 percentile ranking in reading and math on
the achievement tests. The actual ITBS achievement scores, however, were
77 percentile for reading and 78 percentile for math, ten and eleven
points higher than predicted, a variance of +10 and +11 points.

A similar pattern emerges when studying the 4^th^ grade scores. The
4^th^ grade class was predicted by the cognitive abilities test scores
to achieve a 73 percentile ranking in reading, language, and math. While
the math score matched at 73 percentile, the reading and language scores
were far higher than predicted at 82 percentile and 88 percentile, a +9
and +15 point variance. The performance of both these classes is
indicative of the achievement of the rest of the school.

Another example of student growth and high performance is in the area of
math. Teachers at St. Cecilia School use standardized test results to
plan curriculum. Four years ago, the teachers studied the test results
and found a weakness in school wide scores in math computation. They
studied resources and selected the Saxon Math Program to meet the needs
for computation drill and daily review. Analysis of the current grade 8
math scores indicates a significant growth from 78 to 79 to 85
percentile over the last three years. Similar growth patterns can be
tracked for the current 6^th^ grade which grew from a math score of 71
to 76 to 80 percentile. Analysis of the current 4^th^ grade math scores
indicates a growth from 60 to 71 to 73 percentile over the past three
years. Since the turnover of student population at St. Cecilia School is
rather low, these scores are mainly comparing the same students over a
three year period. The Saxon program assessment results are consistent
with the achievement result on these standardized test scores. Teachers
report a strengthening of computation skills over the past three years.

Reading test scores have also been consistently strong over the past
three years throughout the school, this current year, 2005-2006, St.
Cecilia School is analyzing reading scores and studying resources to
further challenge the students in the area of reading instruction. As a
result of the reading curriculum improvement, it is expected that future
ITBS scores will reflect even higher performance levels.

2.  **Using assessment results to understand and improve student and
    school performance:**

The Iowa Test of Basic Skills provides data to measure student growth
and class growth on an ongoing basis. Standardized test results are
analyzed yearly. The principal and teachers work as a team to carefully
review the test scores in all subject areas. Areas of strength and
possible improvement are identified and discussed in detail. If school
wide patterns arise, an action plan for the school is created and
implemented.

The information obtained from the standardized tests also assists in
supporting instructional decisions for the school and individual
classes. The information reported helps teachers select the
instructional material they will use with individual students or class
groups and helps to determine if the students are meeting Student
Learning Expectations. In addition, the tests show growth from grade to
grade. Individual scores are reported to the parents and discussed
during the parent teacher conference. An interpretation of the test
results is summarized for the parents to easily understand. Individual
growth plans are carefully created and monitored by parents and
teachers.

To understand and improve student and school performance, St. Cecilia
School uses a variety of assessment forms \-- daily classroom
participation, observation, class work, homework, written assignments,
team and group work, and written and oral tests. Standards of unified
expectation, rubrics, and writing across the curriculum are shared at
weekly upper-grade and lower-grade level meetings. Having attended many
workshops, teachers are aware of current trends in assessment and
development in student learning styles. These tools for assessment make
students and parents aware of their success in areas in which
improvement and growth are needed. High schools send lists of honor
students so teachers can assess the degree of preparedness of graduates.

3.  **Communicating assessment results to parents, students, and the
    community:**

St. Cecilia School uses standardized testing results (ITBS) to plan
instruction and communicate these plans to parents, students, and the
community. Teachers are trained to explain the results of standardized
tests to parents at a parent-teacher conference each year. The principal
and teachers study test score patterns across the grades and make
instructional plans based on that study. For example, two years ago the
test results indicated that a small group of 8^th^ graders were ready
for more advanced high school math. To meet the academic growth goals of
these students, an early morning Geometry class was created.

The academic staff regularly reports student progress and assessment to
parents and the school community. Parents receive weekly responsibility
reports, monitoring homework, and school preparedness. Daily homework is
available via the website and in the weekly class curriculum
newsletters.

Progress reports and report cards are distributed a total of six times a
year so that parents are well- informed. A formal parent conference is
scheduled for each student in the first trimester. A Profile Narrative
and interpretation of ITBS scores are given to parents and discussed in
detail at the parent conference. When a student experiences academic
and/or behavioral difficulty, teachers also meet with the parents, as
many times as needed, to develop a plan for improvement and success.

Many samples of student work, writing, and art projects are displayed on
the corridor wall for all visitors, parents, speakers, and weekend
parish groups to see and to show the students' appreciation and
understanding of fine arts, the writing process, and daily learning.
Artwork is displayed in Laguna Festival of the Arts, the Imagination
Celebration, Tustin Art Competition and Art Institute in Laguna. Essay
contests with outside organizations are organized and encouraged by
teachers. Press releases are regularly sent to local newspapers
highlighting special achievements of the students and school.

4.  **Sharing success with other schools:**

St. Cecilia School is part of the Diocese of Orange and participates
with the other Diocesan schools in many in-service workshops and
meetings throughout the year. The workshops help increase communication
and sharing between the schools. In addition, many other activities and
opportunities to share success are offered by the Diocesan Office of
Faith Formation. Administration and staff can participate in these
activities and have close interaction with other schools and the
Superintendents.

Regional Diocesan principals meet once a month to share successes and
learn from each other. Regional teachers meet annually to share
resources and enriching lesson plans with their grade level
counterparts.

St. Cecilia School is also a member of the St. Joseph Network (SJN) in
Orange. The Sisters of St. Joseph support network schools from all over
California. Principals meet on a regular basis to share ideas that work
in their schools. The St. Cecilia School Principal gave a workshop for
the other network principals on the success of the St. Cecilia Community
Outreach Education (CARE) program. In addition, St. Cecilia School also
hosted a technology professional growth day through the SJN. Teachers
from other schools were invited to the workshop at St. Cecilia School
and given a tour to see the success of the work displayed. SJN hosts
quarterly meetings and teacher representatives share with other network
schools winning ideas that work in the classroom. A monthly network
newsletter is printed sharing accomplishments from all the network
schools.

Many Diocesan schools in the Orange County area come together for
Development meetings and workshops. Success stories and new ideas are
shared. In addition, teachers from several Diocesan schools meet or
email each other information to share ideas and successes.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Description of St. Cecilia School's curriculum:**

St. Cecilia School provides a challenging, all-inclusive, and pertinent
curriculum for each student. The curriculum fulfills the schools'
philosophy and mission, strengthens students' Catholic identity, and
results in their achievement of the Student Learning Expectations. The
school's curriculum includes religion, language arts, mathematics
(Algebra and Geometry in grades 7 and 8), social studies, science,
physical education, Spanish K-8, technology K-8, and art 1-8. In order
to better serve student needs in the upper levels, a different teacher
specializes in each subject area.

The language arts program makes students successful readers, writers,
speakers, and thinkers with heavy emphasis on writing, vocabulary,
grammar, and literature. The K and 1^st^ grade Open Court program makes
it possible for students to read fluently by the middle of 1^st^ grade.
Grades 2-8 use an eclectic approach with PowerWriting and University of
California writing project techniques. The library program gets students
excited about reading through literature discussions that increase
reading comprehension.

The Saxon Math Program provides excellent drill and spiral review of
math concepts, computation, and problem solving. After 2 years in the
Saxon program, the schools' test scores improved dramatically. Students
study math in small groups based on ability. Advanced students study the
curriculum of a full year higher than their grade level. All 8^th^
graders are taught high school Algebra, and Geometry is offered to
selected students.

The social studies program follows state guidelines and has a very
motivational and interactive approach. The History Alive program in
grades 6-8 and the Walk Through program in grades 4-5 provide dramatic
simulation activities so students actually live the period of history to
gain a deeper understanding of history. Students in grades 4-8 study
science in a specialized lab with weekly hands-on experiments. Science
Fair projects, student demonstrations, and technology make science
tangible and relevant to the students. Students in grades 6-8 have
advanced textbooks and curriculum. Sixth graders participate in a
week-long Outdoor Education program. Computer instruction for grades K-8
employs a variety of technology and research tools to develop skills,
access information, and express ideas in competent written form.

St. Cecilia School has an outstanding Physical Education and health
program. Over a three year period, 85% of the students grew from low to
high levels of fitness, as tracked by their performance on the
Presidential Fitness tests. In P.E., students are encouraged to strive
for their "personal best" in a safe, secure, and positive environment.

The Spanish teacher creates a learning environment in which the Spanish
language directly relates to the students, their surroundings, needs and
interests. K and 1^st^ grade learn Spanish vocabulary through music and
games. In addition, 2^nd^ and 3^rd^ grade learn reading, writing, and
spelling. Grades 4-8 develop skills in writing, grammar, conversation,
and comprehension. Specific assignments such as oral presentation,
role-playing, reports, and projects expose students to different
cultures in Spanish-speaking countries. Grades K-2 meet 25 minutes each
day, four days a week, and grades 3-8 meet 45 minutes, two times per
week.

The award-winning Art program promotes creativity, thinking, joy,
inspires self confidence, and helps energize the school environment. The
combination of studio art, fine art, and art history are taught. A
county-wide recognized art instructor leads grades 1-8 to produce award
winning two and three dimensional pieces. In 2005, 19 student pieces
were displayed at the Laguna Festival of the Arts Junior Art Exhibit, in
addition to the many student awards from previous Art shows.

**2a. St. Cecilia School's reading curriculum:**

The goal of the reading curriculum at St. Cecilia School is to give the
students the tools to read for information and comprehension and to
develop an enthusiasm for life-long appreciation of literature. Many
graduates return to report high levels of success in high school English
classes due to the outstanding grammar, writing, and vocabulary
instruction they received at St. Cecilia School.

In grades Kindergarten and 1^st,^ the Open Court phonics program teaches
students letter recognition and sound, rhyming, story recognition and
comprehension, and oral reading. The Silver Burdett reading program
begins in 2^nd^ grade and continues through 5^th^ grade. The program
develops vocabulary, predictions, comprehension, and oral reading
skills. In 3^rd^ grade and above, students read novels together in the
classroom, developing vocabulary and appreciation for literature. The
school follows a weekly reading program including read aloud time,
sustained silent reading, frequent book reports, and reading logs.

Grades 6-8 follow literature, English, grammar, writing, and vocabulary
programs. In the Prentice Hall literature series, students respond
personally, aesthetically, and critically to diverse texts, collect
facts and ideas, make inferences and critical judgments, analyze,
evaluate, and draw conclusions. Students learn to foster an active
appreciation for literature. Students learn to recognize the strength of
various literary genres and to produce a variety of writing formats.
Language development is stimulated by the acquisition of vocabulary so
that students produce clear and precise writing. The Sadlier-Oxford
Vocabulary Workshop textbook is used in grades 4-8 and students are
taught at a grade level higher.

3.  **The mathematics program and how it relates to essential skills and
    knowledge based on the school's mission:**

St. Cecilia School's mathematics program consistently challenges all
students at different skill levels. Three years ago the school
implemented the Saxon Math Program for grades 1 through 7. An
accelerated math program is offered to grades 4 to 8. Students in the
accelerated program study math curriculum that is at least one grade
level above their current grade. High-school level Algebra I and
Geometry courses are offered in the 7^th^ and 8^th^ grades. Many
graduates test into sophomore and junior year math when they enter high
school.

The structure of the math program has been instrumental in helping the
students achieve academic success in the area of mathematics. The
cyclical review and spiraling recall of the Saxon Math Program has
increased the retention skills of students. The timed facts tests have
enabled students to strengthen their computation skills. The level of
difficulty expected of the students in the Algebra I and Geometry
classes has established a strong foundation for success in math as
students enter high school.

St. Cecilia School's mathematics program relates to essential skills and
knowledge based on the school's mission. In addition, the S*chool Wide
Learning Expectations* are developed throughout the math curriculum. The
math program at all grade levels applies basic math concepts to *real
life situations*. For example, 6^th^, 7^th^ and 8^th^ grade students
learn about finance and how interest accrues when money is saved or
borrowed. Students develop *creative and critical thinking skills* as
they solve complex math problems. A variety of software and spreadsheet
activities enhance math through *Technology.* Working out problems at
the white board *builds the student's confidence* in the area of *public
presentations*. Daily math homework assignments allow students to
*maintain and use effective study skills*. All of these skills and
knowledge relate to the school mission by establishing the basis for
*life long proficiency* in the area of mathematics and by building
*persons of academic competency*.

4.  **Instructional methods used to improve student learning:**

St. Cecilia staff members utilize teaching and learning research to
design and implement instructional methods that fulfill the school's
philosophy, mission, and learning expectations. The teachers design and
implement a variety of methods and learning strategies to facilitate
student success. The following methods are incorporated throughout the
curriculum: lecture, discussion, manipulatives, cooperative learning
groups, creative writing, outlining, projects/experimentation, fine
arts, role playing, recall, memorization, social interaction, and music
movement and rhythm. When necessary, modifications are made for gifted
students and students with special needs.

In addition, students share information through oral presentation in the
Science Fair, vocabulary plays, social studies reports, debates, mock
trial, both Walk Through California and the Revolution and Colonial
Fair. Drama is used during the Christmas Play and the Spring Program, as
well as in creative role playing, holiday celebrations, South Coast
Repertory plays, and biographical book reports. Many exciting field
trips throughout the year are also used as instruction for the students
and improve student knowledge. In addition, visitors come to the school
and present information to support various subjects like the Traveling
Naturalist program (for grade K-3) and Bowers Museum, to name a few.

Students are engaged in learning through the use of various methods.
Students are assigned projects that cross the curriculum. For example,
an art project may culminate with a written poem or a social studies
lesson may combine with an art project. Manipulatives, a variety of
technology, and research tools are available to access information,
express ideas, and stimulate students' interests. These learning
expressions and instruction are consistent with the school philosophy
and improve student learning.

5.  **Professional development programs and its impact on improving
    student achievement:**

Professional development at St. Cecilia School is linked to assessment
of students and is designed to build on how adults learn, by
incorporating peer interaction, practice, follow up, and evaluation. The
study of standardized test scores indicates instructional areas that
need to be improved. For example, four years ago the math computation
score on the standardized test indicated a need for improved
instructional methods so all students would master higher levels of math
computation. Professional development provided teacher with improved
methods, practice, peer interaction, and evaluation. As a result, math
test scores improved each year for each class. This impressive
improvement can be seen on the attached chart

of test scores.

St. Cecilia School has also engaged in deliberate consistent
professional growth in the area of meeting the special needs of all
students. Teachers attended seminars, workshops (in school and away),
shared with peers at weekly meetings, consulted individually with a
visiting learning therapist, practiced methods in the classroom, and
completed an evaluation process. As a result, academic performance of
special students improved dramatically as evidenced by classroom test
scores, report cards, progress reports, and the work on display in the
school corridors.

Professional Development workshops and speakers are provided on a
regular basis by the Diocese of Orange and many other agencies. The
Bureau of Education offers a wide range of conferences to meet the needs
of all the teachers K-8. The St. Joseph Network provides retreats,
workshops, and supplemental materials for each teacher and their
classroom. Several teachers and staff members attend college classes to
enhance their teaching credential, earn certification in specific
subject areas, and/or obtain a post graduate degree, such as a Masters.
A variety of funding sources, Parent Teacher Guild, St. Josephs Network,
and NCLB Title II funds, aid the teachers' professional development.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

1.  Private school association(s): [National Catholic Educational
    Association, Western Catholic Education Association, Western
    Association of Schools and Colleges, Association for Supervision and
    Curriculum Development, National Association of Secondary School
    Principals]{.underline}

2.  (Identify the religious or independent associations, if any, to
    which the school belongs. List the primary association first.)
    [Diocese of Orange, Sisters of St. Joseph Educational
    Network]{.underline}

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

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

[\$3,750]{.underline} [\$3,450]{.underline} [\$3,450]{.underline}
[\$3,45]{.underline}0 [\$3,450]{.underline} [\$3,450]{.underline}

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

[\$3,450]{.underline} [\$3,450]{.underline} [\$3,450]{.underline}

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

12^th^ Other

4.  What is the educational cost per student? [\$4,565.00]{.underline}
    (School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[1,667.00]{.underline}

6.  What percentage of the annual budget is devoted to [3]{.underline}%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [7]{.underline}%

**PART VII - ASSESSMENT RESULTS**

2003-2005

Iowa Test of Basic Skills (ITBS)

Form: A

The Riverside Publishing Company

Scores are reported as percentiles of fall-normed tests

No students were excluded from the tests

Mathematics Total included Computation

***Scores need not be disaggregated because subgroups in each grade are
fewer than 10 students.***

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

  Testing month           **October**     **October**      **October**

  **[Grade                                                 
  8]{.underline}**                                         

  *Reading*               78              80               79

  *Mathematics            85              83               81
  (w/Computation)*                                         

  *Number of Students     34              31               35
  tested*                                                  

  *Percent of total       100             100              100
  students tested*                                         

  *Number of students     0               0                0
  excluded*                                                

  *Percent of students    0               0                0
  excluded*                                                

  **[Grade                                                 
  7]{.underline}**                                         

  *Reading*               77              79               79

  *Mathematics            78              79               80
  (w/Computation)*                                         

  *Number of Students     32\*            34               32
  tested*                                                  

  *Percent of total       100             100              100
  students tested*                                         

  *Number of students     0               0                0
  excluded*                                                

  *Percent of students    0               0                0
  excluded*                                                

  **[Grade                                                 
  6]{.underline}**                                         

  *Reading*               79              73               77

  *Mathematics            80              77               78
  (w/Computation)*                                         

  *Number of Students     36              33               33
  tested*                                                  

  *Percent of total       100             100              100
  students tested*                                         

  *Number of students     0               0                0
  excluded*                                                

  *Percent of students    0               0                0
  excluded*                                                

  **[Grade                                                 
  5]{.underline}**                                         

  *Reading*               72              81               76

  *Mathematics            74              76               77
  (w/Computation)*                                         

  *Number of Students     30              36               28
  tested*                                                  

  *Percent of total       100             100              100
  students tested*                                         

  *Number of students     0               0                0
  excluded*                                                

  *Percent of students    0               0                0
  excluded*                                                

  **[Grade                                                 
  4]{.underline}**                                         

  *Reading*               82              77               82

  *Mathematics            73              70               71
  (w/Computation)*                                         

  *Number of Students     36              28               35
  tested*                                                  

  *Percent of total       100             100              100
  students tested*                                         

  *Number of students     0               0                0
  excluded*                                                

  *Percent of students    0               0                0
  excluded*                                                

  **[Grade                                                 
  3]{.underline}**                                         

  *Reading*               73              80               69

  *Mathematics            67              71               64
  (w/Computation)*                                         

  *Number of Students     34\*            36               34
  tested*                                                  

  *Percent of total       100             100              100
  students tested*                                         

  *Number of students     0               0                0
  excluded*                                                

  *Percent of students    0               0                0
  excluded*                                                

  **[Grade                                                 
  2]{.underline}**                                         

  *Reading*               83              79               84

  *Mathematics            63              61               60
  (w/Computation)*                                         

  *Number of Students     36              34               36
  tested*                                                  

  *Percent of total       100             100              100
  students tested*                                         

  *Number of students     0               0                0
  excluded*                                                

  *Percent of students    0               0                0
  excluded*                                                

                                                           
  ----------------------- --------------- ---------------- ---------------

\* *In 2005, one student in grade 7 and one student in grade 3 missed
tests due to illness.*