**U.S. Department of Education November 2002**

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: Mr. Robert Francis Manning

Official School Name: Linton Hall School

School Mailing Address: 9535 Linton Hall Road

Bristow, Virginia 20136-1200

Tel: (703) 368-3157 Fax: (703) 368-3036

Website/URL: [www.lintonhall.com](http://www.lintonhall.com/) Email:
[lintonhall@aol.com](mailto:lintohall@aol.com)

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

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

(Principal's Signature)

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

Name of Superintendent: N/A

District Name: N/A Tel: N/A

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

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

Name of School Board: Linton Hall School Board

President/Chairperson: Mrs. Anita Dantzler

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

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

2\. District Per Pupil Expenditure: N/A

Average State Per Pupil Expenditure: N/A

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

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       7         15                     22           **7**       12        10          22

  **1**       10        12                     22           **8**       10        8           18

  **2**       10        12                     22           **9**       N/A       N/A         N/A

  **3**       10        12                     22           **10**      N/A       N/A         N/A

  **4**       6         16                     22           **11**      N/A       N/A         N/A

  **5**       12        9                      21           **12**      N/A       N/A         N/A

  **6**       10        12                     22           Other                             

                                    **TOTAL                                                   193
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 89.1 % White

the students in the school: 1.6 % Black or African American

3.6 % Hispanic or Latino

.5 % Asian/Pacific Islander

0 % American Indian/Alaskan Native

5.2 % Multicultural

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 6.2%

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

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

  **(2)**   Number of students who transferred ***from*** the 9
            school after October 1 until the end of the year. 

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

  **(4)**   Total number of students in the school as of      193
            October 1                                         

  **(5)**   Subtotal in row (3) divided by total in row (4)   0.062

  **(6)**   Amount in row (5) multiplied by 100               6.2
  --------- ------------------------------------------------- ------------

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

N/A Total Number Limited English Proficient

Number of languages represented:

Specify languages:

9\. Students eligible for free/reduced-priced meals: 1.5%

3 Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.
>
> Due to the limited number of students eligible, Linton Hall School
> does not participate in the federally-supported lunch program. The
> estimate shown above is based on the number of students who would be
> eligible to participate in the National School Lunch Program using the
> income eligibility guidelines published annually by the US Department
> of Agriculture.

10\. Students receiving special education services: 1.5%

3 Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness [2]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

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

[\_\_1]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) 2 0

Classroom teachers 11 2

Special resource teachers/specialists 3 2

Paraprofessionals 2 0

> Support staff 3 5
>
> Total number 21 9

12\. Student-"classroom teacher" ratio: 9:1

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

  ------------------------ --------------- --------------- --------------- --------------- ---------------
                           **2001-2002**   **2000-2001**   **1999-2000**   **1998-1999**   **1997-1998**

  Daily student attendance 97.4%           99.3%           97%             97.4%           95.4%

  Daily teacher attendance 98.5%           98.3%           98.5%           99.5%           98.1%

  Teacher turnover rate    13%             15%             13%             12%             17%

  Student dropout rate     N/A             N/A             N/A             N/A             N/A

  Student drop-off rate    N/A             N/A             N/A             N/A             N/A
  ------------------------ --------------- --------------- --------------- --------------- ---------------

**[PART III ‑ SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Linton Hall School, located in Bristow, Virginia, is an independent
Catholic school for children in kindergarten through grade eight. The
school is owned and operated by the Benedictine Sisters of Virginia and
has been in continuous operation since 1922. The Virginia Association of
Independent Schools (VAIS) has accredited Linton Hall School since 1977.
Linton Hall further maintains membership in the National Association of
Independent Schools (NAIS), the National Catholic Educational
Association (NCEA), and the Virginia Catholic Educational Association
(VCEA).

The mission of Linton Hall is to provide educational experiences wherein
students master basic learning skills, develop a sense of self-worth and
integrity, and learn to live effectively with others. The development of
the student is based on Christian beliefs and values, a reverence for
God, self and others. This is especially evident in the Outdoor,
Conservation, Ecology, and Wildlife (OCEW) program that incarnates our
philosophy as stewards of all God's creation. A brief description of
this unique and popular program is outlined in Part IV of this
application.

The school population is multi-denominational with 55% Catholic and 45%
representing other denominations. The guiding principle for achieving
the fullest development of the student is the collaboration of the
family, school personnel, and student. The families of our students
contribute over 4,000 volunteer hours a year, enriching our school
community by their diversity. Given the size of the school, the number
of school personnel who are certified, and in addition, the number with
advanced degrees, is exceptional. Over 91% of the full-time faculty are
certified and over 43% of the staff and faculty hold advanced degrees.
The gender balance of the faculty is also notable, with five men
presently engaged in instruction. Faculty members have been recognized
with national and regional awards which include Who's Who in American
Teachers and the Governor's School in Richmond, Virginia, in addition to
awards in art, science and technology. Linton Hall takes pride in
successfully motivating students to achieve their full academic
potential. Our students are repeatedly in the top 10% nationwide in
reading and math in the Terra Nova standardized tests.

Another unique benefit of our school community is the presence of Saint
Benedict Monastery on the same campus. The school and this monastery of
sisters are uniquely linked, affording a two-way avenue, which nourishes
both communities in the Benedictine charism. The educational environment
fostered at Linton Hall is characterized by the Benedictine tradition of
a friendly, secure, family spirit, which encourages praying, working and
living together in peace and harmony.

Balancing our academic program are unique opportunities for enrichment.
Our technology specialists conduct a summer camp for all interested
children. Our Fife and Drum Corps, Hand Bell Choir, Vocal Choir, and
athletic teams further embrace our mission to educate with excellence
the whole child. The art program has received commendations from several
outside organizations. Servicing the larger community is our
award-winning Leo Club sponsored by the Lions Club. It is the oldest
continuously existing club in the state of Virginia. During the past
several years, the Leo Club has been recognized by receiving the
International, National, and State Excellence Awards.

A caring environment which complements the child's home life is further
enriched by the before and after school Extended Day Program. Our full
day kindergarten well prepares our children for superior achievement as
they progress.

"Quality Catholic Education in a Caring Environment" is our motto. This
is experienced from the first time a student and his or her family visit
our campus until graduation day.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Report the school's assessment results in reading (language arts or
English) and mathematics for at least the last three years for all
grades tested using either state tests or assessments referenced against
national norms at a particular grade.**

The tables at the end of this application reflect the reading and
mathematics standardized test scores for grades 2 through 7. During the
past three years, Linton Hall has consistently attained outstanding
scores when compared to national norms and when compared to average
scores of the elementary schools within the Arlington Diocese of
Virginia. In fact, based on the "cutoff" scores published by the
Department of Education and the publisher of the Terra Nova tests,
Linton Hall School is ranked in the top 10% of all schools nationally in
both the reading and mathematics for grades three through seven. We are
very proud of this accomplishment and attribute this success to a strong
broad-based curriculum which balances liberal arts, math and science,
and technology, small classes, an outstanding reading program, and a
dedicated staff and faculty.

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

The Terra Nova standardized tests are given annually to grades two
through seven and are carefully reviewed by the principal and the
curriculum coordinator to determine weaknesses in the instructional
program. Reasons for the weaknesses are considered, and strategies for
improvement are implemented. These strategies include the need for
textbook addition or changes, closer teacher supervision and mentoring,
and teacher in-services in specific areas. The scores are also compared
from one year to another to assess teacher effectiveness and student
intellectual growth. The School Board reviews Linton Hall School's
achievement standards compared to Diocesan and National norms which
gives the members a complete understanding of the educational quality of
the school. If needed, the Board may suggest or implement changes based
on a need for improved instruction. Mid-term and final exams are given
in grades six, seven, and eight to determine student understanding of
the material presented during the semester. These exams, along with
other periodic assessments enable the teacher to evaluate student
progress, to assess areas that need to be reviewed or retaught, and to
plan for the following semester's instruction. The classroom teachers
use on-going assessment tools such as chapter tests, quizzes,
discussions, and projects to determine student understanding of the
concepts taught and to identify students who need further enrichment or
remediation. These students may then be referred to the Learning Lab
Coordinator for assistance.

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

Student performance is reported to parents by means of interim reports
in which teachers send grades and comments about student progress each
quarter. Report cards are sent to parents at the end of each quarter,
and parent-teacher conferences are held at the end of first, second, and
third quarters. At the end of the first quarter, the results of the
Terra Nova achievement test are sent to the parents, and these are
discussed with them at the first conference. Composite standardized test
scores for the school are also published annually in the Principal's
Memo. At the end of each quarter an assembly recognizes and
congratulates students with 4.0 (Principal's Award), 3.5 (1^st^ Honors),
and 3.0 (2^nd^ Honors) academic achievement. Parents, students, and
members of the community are invited to this assembly. Teachers are in
contact with parents by phone or e-mail whenever an academic or any
other problem or commendation becomes apparent. When student performance
is below school standards in two or more subjects, a conference is held
with all the student's teachers and the parents. Each teacher gives a
report of the perceived problems to the parents, and strategies are
considered that will assist the student. The parents are involved in
determining these strategies that will strengthen cooperation between
the home and school. Occasionally a Student Assistance Plan is written
in order to make accommodations for the student. At interim and report
card times and occasionally in between, students receive a computer
print-out of their grades which parents are expected to review and sign.
In some classes students keep a continuous log of their grades.

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

In the event that Linton Hall is selected as a Blue Ribbon School, we
will share our successes and how we arrived at this point using several
means. Our submitted report will be posted on our school website, which
can be viewed by schools all over the nation and by our numerous alumni,
many of whom are members of the international community. Our School
Board Public Relations Committee will disseminate this information
through various public relations efforts, to include articles in local
newspapers, *The Washington* *Post*, and the Catholic Diocesan
newspapers of Arlington and Richmond. We will continue as we have in the
past to share "best practices" with all the principals of the parochial
schools in the Diocese of Arlington and the private and independent
schools which are members of the Virginia Association of Independent
Schools (VAIS). For example, at a recent conference attended by over 35
principals, our school presented and shared its expertise in the area of
Accelerated Reading and demonstrated its outstanding technology program.
Linton Hall is presently preparing for its ten-year evaluation by the
VAIS accreditation committee. As part of this process, the school
compiles a comprehensive report for the evaluating team, which includes
its many strengths and accomplishments. When completed, this report will
be made available for review by other member independent schools. In
addition, our program accomplishments are shared through scheduled
workshops, head/principal conferences, seminars, and teacher exchange
programs within our region. As new programs develop and/or improve,
principals of the diocese, VAIS, and county will be invited to send
representatives to Linton Hall to observe and discuss the school's
achievements.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1. Describe in one page the school's curriculum, including foreign
languages (foreign language instruction is an eligibility requirement
for middle, junior high, and high schools), and show how all students
are engaged with significant content, based on high standards.**

The Linton Hall School program is both multi-faceted and challenging. It
is a Benedictine, liberal arts curriculum following the guidelines of
the Arlington Diocese of Virginia. The scope and sequence of our
curriculum are fully integrated into the Benedictine charism. Since
Linton Hall is a private school, the Virginia Standards of Learning
(SOL) tests are not administered; however, the standards are fully
embedded in our curriculum in such a way that our graduates are
well-prepared for high school, whether public, parochial, or private.

The school is comprised of upper and lower divisions. Lower school
classes are self-contained; upper school classes are departmentalized.
Early elementary classes use thematic units that include all subject
areas. The curriculum includes reading, phonics, spelling, and language
arts to assure that our students become strong readers.

Our school strives to develop the whole student with a balanced approach
to intellectual, spiritual, emotional, and physical growth. Specialists
in physical education, OCEW (outdoor, conservation, ecology and
wildlife), religion, computer/technology, foreign language, music, and
art supplement the core curriculum. Spanish instruction begins in
kindergarten and culminates with grade eight taking Spanish I. Students
who successfully complete the Spanish program often receive high school
credit. Intramural and extramural sports include boys and girls soccer
and basketball. Students also have the option to participate in the Leo
Club, Fife and Drum Corps, Girl Scouts, Hand Bell Choir and Vocal Choir,
and student government.

The campus encompasses 120 acres, including an outdoor swimming pool,
multiple soccer fields, softball fields, tennis courts, gymnasium, and
separate playgrounds for kindergarten and older students. The OCEW
program presents opportunities for orienteering, stream monitoring,
plant and wildlife study, all of which afford a natural extension of our
science curriculum.

In addition to the regular subjects of religion, English, reading,
literature, math, Algebra I, social studies, science, and Spanish, our
rich art curriculum has been recognized as one of the finest programs in
the Northern Virginia area. In addition to regular art instruction, our
Parent Guild members volunteer to present a monthly art history lesson
at each grade level.

Our library consists of more than 9000 volumes, over half of which are
included in our Accelerated Reader testing program. Our reading and
technology specialists have served as consultants for other schools in
the area. At Linton Hall School, technology is a priority. It is our
philosophy that students not only learn basic computer skills, but also
see how technology can be applied to the core curriculum. Our state of
the art technology infrastructure is fully integrated and networked and
offers each student access to high speed internet, as well as
educational software. Our students finish Linton Hall with finely-hewn
technology skills, especially in word processing, spreadsheet, database,
presentation, and internet research applications. Linton Hall's award
winning website displays up-to-date happenings and important
announcements affecting the school. In addition, it allows students and
parents access to forms, homework assignments, and other pertinent
information, connecting both the school and internet communities.

Weekly liturgies enhance the spiritual life of the Linton Hall
community. Each week a different grade plans and participates in the
liturgy, acting as readers, greeters, altar servers, cross bearers, gift
presenters, and cantors. Our religion curriculum also includes a Family
Life component for all grade levels.

Over the past 80 years our curriculum has expanded and evolved into one
of the most rigorous programs in the entire Northern Virginia and
Metropolitan Washington Area.

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

For the past 13 years, the Houghton Mifflin basal series has been used
in the Linton Hall reading program. This program was highly recommended
by many reading specialists in the Diocese of Arlington. Its approach to
reading was chosen because reading, phonics, spelling, and English are
integrated throughout the entire program. It includes phonics,
vocabulary, comprehension, grammar, and reading and writing strategies
appropriate for our students. In addition, this series is a literature
based program which introduces the students to fine writing by
recognized authors of children's books. The stories are well illustrated
and have high student appeal. Linton Hall uses the phonetic approach to
reading and the high frequency approach to vocabulary learning. Specific
skills, which are introduced prior to the reading of a new story, are
included throughout that particular piece furthering the students'
comprehension of those skills. The latest addition to the basal series
includes a computer based comprehension test for each story.

As an important supplement to the reading program, the nationally
recognized Accelerated Reading Program is fully integrated into the
reading curriculum. With over 4,000 books in the program, student
computer testing is used throughout the school for assessment of
literacy and comprehension skills. The students also participate in The
Junior Great Books Program which is used to foster interpretation and
discussion through directed inquiry.

The sixth, seventh, and eighth grades depart from the basal reading
program and focus on the study of literature. All literature genres are
included as these students progress throughout the program. Creative
writing, in addition to research papers using the Modern Language
Association (MLA) format, is developed through the grades. The study of
Shakespeare is an additional component introduced in the seventh grade,
and by the time students graduate they have studied three or four
Shakespeare plays. Grades 3 through 8 compete nationally three times a
year in analogy challenges provided by the Word Master Program.

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

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

The Outdoor, Conservation, Ecology, and Wildlife (OCEW) program at
Linton Hall School is a unique curriculum. The goal of the OCEW program
is to educate students to become ethical citizens who have a strong
sense of reverence and responsibility for conserving the earth's natural
resources and diverse life forms.

The OCEW curriculum is multidisciplinary incorporating literature,
language arts, math, art, social studies, and particularly science. OCEW
is closely linked to the science curriculum for each grade and provides
hands-on learning experiences that complement and enrich the material
presented in the science classroom. OCEW instruction and activities
teach general skills, such as observation, inference and predictions of
cause and effect. The lessons draw from Life Science, Earth Science and
also include basic concepts of geography and map skills. Lessons include
topics as diverse as tree and animal track identification, stream
monitoring, and orienteering.

The majority of the lessons are taught outside, using the 120-acre
Linton Hall campus and its diverse habitats as a classroom. Students in
all grades are taught using hands-on activities, lectures,
demonstrations, role-playing, simulations, and games. Two teachers from
the Upper School (grades 5-8) currently teach OCEW; one is the science
coordinator and the other is the social studies coordinator. These
teachers were recently recognized and awarded the Environmental Teachers
of the Year by the Prince William County Clean Community Council.

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

In accordance with the school's philosophy and mission statements,
teachers, students, and parents work co-operatively to insure that each
child achieves full academic potential. Incorporating the Academic Goal,
"Ora et Labora---Pray and Work", diverse teaching methods are
experienced, allowing the best access and development of multiple
intelligences.

Teachers use both direct and indirect teaching methods. Lecture or a
videotape with discussion and student interaction is used to introduce a
topic; however, within the lesson students are encouraged to question,
clarify, as well as challenge concepts presented. Students are also
directed to synthesize (either independently or co-operatively) learning
through written questions, worksheets, learning logs, or application
exercises. The individual learning log helps teachers identify a
student's attitude as well as the degree of mastery of a topic. Feedback
to the student enables assessment of personal understanding.

Students often work in co-operative learning groups with rotating roles.
This method allows the student to assume responsibility for learning as
well as fostering positive interaction among peers. Teachers provide a
structured environment with expectations and outcomes clearly
identified. Lower school teachers provide learning centers where
students also work independently or in small groups. Each class takes
one off-campus field trip per semester to enrich classroom learning.
Guest speakers provide additional input. Especially in the mathematics
curriculum, manipulatives are used to help students move from concrete
to conceptual thinking. Strategized problem solving is emphasized. The
science curriculum and art curriculum also offer a hands-on approach.
Technology is integrated throughout the curriculum.

Reading, writing and research are integral components in our program of
instruction. Methods include portfolios, concept maps, peer editing and
evaluation, discovery-based instruction, collaborative learning, as well
as oral, graphic, and written individual and group presentations. Within
the art curriculum, the portfolio tracks each child through the grades.

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

The Linton Hall School Professional Development Plan emphasizes,
prioritizes, and supports financially, the continual professional
development of all faculty and staff. To achieve this end, Linton Hall
School, in coordination with the Parent-School Guild Association, has
funded the program to allow each staff and faculty member to complete
their recertification requirements and/or participate in educational
opportunities that will strengthen their academic knowledge. This
revised professional development program has not only significantly
improved the quality of classroom instruction, but has also improved the
morale of the staff and faculty. This is clearly exemplified by the high
standardized scores achieved by the students and the low turnover rate
of our staff and faculty. The staff and faculty may choose from the
following methods and strategies: College and University courses,
Hands-on-Training Workshops, Computer Based Training, Video and CD
Training Modules, Summer Institutes, Independent Study Modules, Online
Tutorials and Distant Learning Courses. In addition, the faculty
participates in \"sharing\" sessions and teacher exchange programs with
other local schools. This format/strategy has become extremely popular
and beneficial in incorporating best practices into the curriculum.

Linton Hall School strongly believes a technically skilled, proficient
faculty is both the foundation and most crucial success factor to the
integration of technology in the educational program. Each staff and
faculty member is given an assessment to determine their respective
skill level of technology. Based on the results of the assessment, each
individual is provided a professional development strategy plan. The
plan provides the roadmap for the individual to prepare to meet the
standards and performance indicators outlined in the National
Educational Technology Standards for Teachers.

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

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

Private school association(s): National Association of Independent
Schools (NAIS), Virginia Association of Independent Schools (VAIS),
National Catholic Educational Association (NCEA), Virginia Catholic
Educational Association (VCEA)

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

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

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$5,880 \$5,880 \$5,880 \$5,880 \$5,880 \$5,880

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

\$5,880 \$5,880 \$5,880

6^th^ 7^th^ 8^th^

2\. What is the educational cost per student? \$6,079

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$1,466

4\. What percentage of the annual budget is devoted to 1 %

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? 41 %

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

Grade: 2 Test: Terra Nova

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

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

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

  ------------------------------ ---------------- ---------------- ----------------
                                 2002-2003        2001-2002        2000-2001

  Testing month                  September        September        September

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

  Total Score                    92/92            88/81            91/91

  Number of students tested      22               22               22

  Percent of total students      100%             100%             100%
  tested                                                           

  Number of students excluded    None             None             None

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

Grade: 3 Test: Terra Nova

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

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

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

  ------------------------------ ---------------- ---------------- ----------------
                                 2002-2003        2001-2002        2000-2001

  Testing month                  September        September        September

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

  Total Score                    84/83            85/87            92/91

  Number of students tested      22               22               21

  Percent of total students      100%             100%             100%
  tested                                                           

  Number of students excluded    None             None             None

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

Grade: 4 Test: Terra Nova

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

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

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

  ------------------------------ ---------------- ---------------- ----------------
                                 2002-2003        2001-2002        2000-2001

  Testing month                  September        September        September

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

  Total Score                    86/89            91/89            89/89

  Number of students tested      22               22               21

  Percent of total students      100%             100%             100%
  tested                                                           

  Number of students excluded    None             None             None

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

Grade: 5 Test: Terra Nova

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

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

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

  ------------------------------ ---------------- ---------------- ----------------
                                 2002-2003        2001-2002        2000-2001

  Testing month                  September        September        September

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

  Total Score                    91/90            89/88            83/87

  Number of students tested      21               21               21

  Percent of total students      100%             100%             100%
  tested                                                           

  Number of students excluded    None             None             None

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

Grade: 6 Test: Terra Nova

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

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

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

  ------------------------------ ---------------- ---------------- ----------------
                                 2002-2003        2001-2002        2000-2001

  Testing month                  September        September        September

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

  Total Score                    90/90            93/91            88/82

  Number of students tested      20               22               21

  Percent of total students      100%             100%             100%
  tested                                                           

  Number of students excluded    None             None             None

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

Grade: 7 Test: Terra Nova

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

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

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

  ------------------------------ ---------------- ---------------- ----------------
                                 2002-2003        2001-2002        2000-2001

  Testing month                  September        September        September

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

  Total Score                    86/90            87/89            90/92

  Number of students tested      18               22               19

  Percent of total students      100%             100%             100%
  tested                                                           

  Number of students excluded    None             None             None

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