##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary (K-8) Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Georgette Schraeder]{.underline}

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

Official School Name [St. Leo Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address [333 Springdale
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Winston-Salem NC 27104-3198

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_[Forsyth\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code
Number\*\_\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 336 )748-8252]{.underline} Fax [( 336 ) 748-9005
\_\_\_\_\_\_]{.underline}

Website/URL [www.stleocatholic.com \_\_\_\_\_]{.underline} E-mail
[gschraeder@stleocatholic.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mrs. Linda
Cherry\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Diocese of Charlotte\_\_\_\_\_\_\_\_\_]{.underline}Tel.
[( 740 ) 370-3291]{.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 Mrs. Joanne Parcell

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *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: **N/A** \_\_\_\_\_ Elementary
schools

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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\. [8]{.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**    9         4                      **13**       **7**       16        14          **30**

  **K**       15        12                     **27**       **8**       12        14          **26**

  **1**       14        16                     **30**       **9**                             

  **2**       12        13                     **25**       **10**                            

  **3**       11        17                     **28**       **11**                            

  **4**       14        14                     **28**       **12**                            

  **5**       15        15                     **30**       **Other**                         

  **6**       14        17                     **31**                                         

                                    **TOTAL                                                   **268**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [97]{.underline} % White

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

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[5]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      10
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 14
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 268
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .05
                            by total in row (4)         

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

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

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

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

Number of languages represented: \_\_\_[N/A]{.underline}\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[\<1]{.underline} %

Total number students who qualify: \_\_\_\_[6\_\_\_]{.underline}

St. Leo's does not participate in the federally-supported lunch program,
but we do participate in Title I. We use the figures from the lunch
program to identify eligible Title 1 students. We obtain this
information through documents from our student tuition assistance
program (Private School Aid Service -- PSAS).

10\. Students receiving special education services: \_\_[9]{.underline}
%

[24\_]{.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.

\_\_[3]{.underline} Autism \_\_[\_\_]{.underline}Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_[18]{.underline} Specific Learning Disability

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

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

\_\_[3]{.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) \_\_\_\_1\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[14]{.underline}\_\_\_
\_\_\_\_[3]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[1\_\_\_]{.underline}
> \_\_\_\_[5]{.underline}\_\_\_
>
> Total number \_\_\_[18]{.underline}\_\_\_
> \_\_\_\_[8]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[18:1\_]{.underline}

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  Daily teacher attendance   96%         98%         98%         97%         98%

  Teacher turnover rate      0%          0%          13%         7%          0%

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

  Student drop-off rate      N/A%        \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Our mission at St. Leo the Great Catholic School is to educate the whole
child within the framework of gospel values and Catholic traditions in
order to develop responsible citizens of the world. This mission
statement is recited every day by each student and faculty member so
that we each remember our purpose as members of this school community.
Each child is respected for his/her unique contribution. Modifications
to help individual needs are provided.

St. Leo School is a Catholic school providing instruction for students
in grades pre-kindergarten through grade eight. The school is located in
Winston-Salem, North Carolina. It is one of the seventeen schools
comprising the school system of the Diocese of Charlotte. Our school was
established in 1954 by the Sisters of St. Joseph of Chestnut Hill,
Pennsylvania, to meet the needs of the Catholic community in the area.
It is an apostolate of St. Leo Parish and, as such, is guided by the
pastor and the Pastoral Council of St. Leo Church and by an advisory
school board.

St. Leo School is accredited by the Southern Association of Colleges and
Schools (SACS) and by the Diocese of Charlotte. Our faculty members are
licensed by the State of North Carolina and/or meet the requirements for
personnel as set forth by the Southern Association for Colleges and
Schools Council on Accreditation & School Improvement (SACSCASI).

A strong emphasis is placed on developing reading, writing, and
mathematical skills in our core curriculum and in our special subjects.
Instruction in library skills, computer skills, music, art, physical
education, French, and Spanish is scheduled throughout elementary and
middle school grades. Our students score well in standardized
assessments and teachers encourage strategies to improve their students'
critical thinking skills. Active learning techniques such as projects,
experiments and manipulatives are used regularly. Comparing the results
of St. Leo eighth grade students with those from other Catholic schools
within the Diocese of Charlotte, St. Leo students score high. Many of
our graduates progress to honors classes in both our local Catholic high
school and area public high schools. The vast majority of our graduates
go on to attend four year colleges and universities.

As responsible citizens, St. Leo students are involved in local,
national, and world wide outreach programs. Every year each student
writes once a month to a Caring Friend, a senior citizen who may be
alone or in a retirement or nursing home. Students also write to members
of our armed services serving in Iraq and collect and send needed items
to them. Leadership roles are assumed by our students in such areas as
Student Council (which is comprised of members from grades three through
eight), altar servers, choir members, scouts, our school newspaper, and
various other clubs and activities. Students in grades four through
eight serve as prayer-partners to our younger children. The older
children guide the younger ones in church services, assist them in
letter writing, read to them, and play with them throughout the year.

Along with guiding the students' education, St. Leo staff assumes
responsibility to protect students. Emergency and crisis plans are
practiced with the students and communicated to the parents. The Teacher
Council advises the principal in matters such as handbook policies, and
professional development. Teacher turn-over rate is low. Teachers are
involved in community activities such as the 5K race, parish ministry,
and coaching.

Another notable characteristic of St. Leo School is the strong
involvement of parents in our school. The St. Leo Parent Teacher
Organization (PTO) promotes and coordinates volunteer and fund-raising
activities. During the school day, parents volunteer by assisting
teachers in the classroom, monitoring students in the lunchroom and on
the playground, and staffing the health care room. In addition, we have
an active Athletic Association comprised of our many parent volunteers
including volunteer coaches. A recent satisfaction survey confirmed a
high correlation between parent priorities and school planning and
program offerings.

We at St. Leo School are proud of our school community and are involved
in ongoing internal evaluation programs to constantly improve our school
and the educational, spiritual, and social experiences of our students.

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

At St. Leo School, all students are assessed via the Iowa Test of Basic
Skills; 5^th^ and 8^th^ grade students also take the COGAT tests. No
alternative assessment is undertaken in-house, although students with
special needs are permitted to take their tests on an un-timed basis.
Scores of un-timed students are not included in our building averages.

Since we are a small school (we average 270 students in our Kindergarten
to 8^th^ grade program, with only one class at each grade level and
approximately 30 students per class), test results vary from year to
year. Our building average results for the years for which we provided
data (10/1999 through 10/03) are summarized as follows:

+--------+---------+---------+--------+--------+----------+----------+
|        | L       | L       | R      | R      | Mat      | Mat      |
|        | anguage | anguage | eading | eading | hematics | hematics |
|        | Score   | Score   | Score  | Score  |          |          |
|        | range   | Average | Range  | A      | Score    | Score    |
|        |         |         |        | verage | Range    | Average  |
|        | 10/9    | for the | 10/99  |        |          | for the  |
|        | 9-10/03 | 5-year  | -10/03 | for    | 10/      | 5-year   |
|        |         | period  |        | the    | 99-10/03 | period   |
|        |         |         |        | 5-year |          |          |
|        |         |         |        | period |          |          |
+--------+---------+---------+--------+--------+----------+----------+
| 8^th^  | 98%-99% | 98.8%   | 99%    | 99%    | 91%-99%  | 94%      |
| grade  |         |         |        |        |          |          |
+--------+---------+---------+--------+--------+----------+----------+
| 7^th^  | 99%     | 99%     | 99%    | 99%    | 92%-96%  | 93.6%    |
| grade  |         |         |        |        |          |          |
+--------+---------+---------+--------+--------+----------+----------+
| 6^th^  | 99%     | 99%     | 9      | 98.8%  | 88%-99%  | 95.2%    |
| grade  |         |         | 8%-99% |        |          |          |
+--------+---------+---------+--------+--------+----------+----------+
| 5^th^  | 99%     | 99%     | 9      | 97%    | 84%-99%  | 91.8%    |
| grade  |         |         | 5%-99% |        |          |          |
+--------+---------+---------+--------+--------+----------+----------+
| 4^th^  | 79%-99% | 92.8%   | 9      | 98%    | 81%-97%  | 90.8%    |
| grade  |         |         | 6%-99% |        |          |          |
+--------+---------+---------+--------+--------+----------+----------+
| 3^rd^  | 92%-99% | 94.6%   | 9      | 96.6%  | 87%-97%  | 92.2%    |
| grade  |         |         | 4%-99% |        |          |          |
+--------+---------+---------+--------+--------+----------+----------+

Immediately apparent from this synopsis is the fact that, while building
average results by grade vary from year to year, our results are higher
than the Student Percentile Equivalent for the 90^th^ School Percentile,
for every grade in every year, in all three reported categories. St. Leo
School also measures its results against those of other schools in our
school system (the Diocese of Charlotte), in which student preparation
and socio-economic status are roughly similar; even in this comparison,
St. Leo test results are very high. For example, in 1999 (the last year
for which diocesan-wide school comparison data was available), St. Leo
School ranked 4^th^ of 17 schools in grade 8 scores in all reported
subjects (reading, language and mathematics.)

Also apparent from this synopsis of the data is the fact that our
overall averages tend to be higher for the 7^th^ and 8^th^ grades than
for the 3^rd^ and 4^th^ grades. We at St. Leo's feel that this last fact
is quite revealing and significant: overall, the longer we have our
students, the better they perform relative to national averages. Indeed,
when in the past we have had classes that remained fairly stable in
composition (that is, with few students leaving the class, and few
entering in the higher grades), results have shown assessment scores
varying in direct proportion to the length of time spent at St. Leo's.

**Part IV #2- Indicators of Success -- Improvement Process**

St. Leo uses assessment data from the ITBS and the COGAT to understand
and improve student and school-wide performance. Since our ITBS/COGAT
tests are given in October, results actually reflect the prior year's
learning. Therefore, from year to year, teachers touch base with their
counterpart in the earlier grade to discuss the assessment results to
verify that our program and curricula are adequately addressing student
needs.

Detailed analysis has been used in the past to improve performance. Four
years ago, for example, it was perceived that writing was an opportunity
area for improvement. From that analysis came a complete revamping of
our writing program. A key facet of the new program was the development
of a writing curriculum sequence which set out what each grade was
responsible for teaching, and at what level students in each grade could
be expected to perform. This was used in a "Writing Across the
Curriculum" program in which all teachers, classroom and special
teachers alike, collaborated in writing assignments. Our teachers'
workshops were also geared to accomplishing our writing goals, and our
teachers worked with teachers from other schools in our Diocese of
Charlotte to spearhead a new writing assessment program.

Given the success of that program, last year we used our analysis of the
ITBS results to identify mathematics as the next area in which we wished
to make a concerted effort to improve student and school performance.
Particularly in the area of computation, our results were, we believed,
ripe for improvement. Therefore, we are currently working on a
multi-faceted program which will result in a grade-by-grade mathematical
abilities check-list, and a "Mathematics across the Curriculum" approach
which will enlist the entire teaching cadre in practicing and
reinforcing mathematical concepts and skills:

-   We have purchased "Holey Cards", which are used in the classrooms
    daily for rapid mathematical calculation drills;

-   A new mathematics series has been purchased from Harcourt and Holt;

-   Primary and Intermediate students are drilled daily with a "Number
    of the Day", "Problem of the Day" and lesson quizzes; and

-   Middle school mathematics has been integrated into the literature
    curriculum.

**Part IV #3-- Indicators of Success - Communication**

St. Leo School is blessed with a high degree of stakeholder involvement.
Community connection is frequent. The weekly Thursday information
envelope is sent home with the youngest child. It includes the weekly
Newsletter, event flyers, test results, progress reports, permission
slips and certificates of achievement. Through the principal's column,
classroom and school events and improvement plan goals are highlighted.
Since our mascot is the lion, there is a "Something to ROAR About"
column each week devoted to student, alumnus, teacher and parent
achievements. The Newsletter is posted on the website, as well as being
sent home directly in hardcopy.

After reviewing the ITBS scores last year, the faculty expressed a
desire to improve the outcomes of the math curriculum. This goal was
shared by the principal via the Newsletter with the St. Leo families. A
plan to establish baselines and involve families in ways to help us
improve math computation skills is now underway. The initial steps
provided families with an opportunity to have a home set of holey cards.
Updates on the progress of the math improvement plans are addressed
through the Newsletter. ITBS scores of the overall building data are
published each year during Catholic Schools Week at the end of January.

Other modes of communication include Open Houses, conferences phone
calls, email, PTO assemblies, Student Council assemblies, and articles
in local and diocesan newspapers. Using the math school improvement goal
again as a communication example, the teachers informed parents of
baselines and initial action steps for this year's math program at the
Open House at the start of the year. At Parent-Teacher conferences,
teachers and parents shared information concerning student progress.

Monthly information from our counselor is sent via the Thursday
envelope. The Student Council and AV Club team with the principal and
librarian to give a WSLS TV-video Broadcast each month. The Middle
School Students and teachers provide a quarterly school newspaper, *The
Mane Event*. We know communication between our stakeholders is one of
our strengths.

**Part IV #4 Indicators of Success -- Sharing with our Community**

St. Leo's Faculty is generous in sharing its expertise. The teachers
share not only with their St. Leo colleagues, but also volunteer to
present at local conferences and/or provide leadership to teachers at
other schools. Last year the Math and Science teachers made
presentations at the state science teachers' convention, as well as a
presentation at the diocesan convention.

Recently our librarian and our art teacher teamed to present
"Integrating Art, Library and Literature Through Puppetry" at the NC
School Library Media Association and at the diocesan convention. Our
resource teacher and fifth grade classroom teacher presented a workshop
on "Understanding Differences in Student Learning" to diocesan teachers.
The resource teacher also assisted teachers at another school with
information that helped their school successfully apply for a grant to
attend the "Schools Attuned" Training Program.

Three of our Language Arts teachers spearhead the workshops for the
diocesan Writing Curriculum & Assessment. Our principal has presented
several spiritual and motivational workshops to local religious
organizations, as well as presentations at diocesan conferences.

Our computer instructor has met regularly with other diocesan personnel
and teachers from other schools to provide suggestions as the diocese
implements an electronic report card system.

The faculty is also active in professional organizations. The principal
is an officer in the local non-public school association and a member of
ASCD and NAESP. The librarian/media coordinator is a member of the
American Library Association and the NC School Library Media
Association. The resource teacher and first grade teacher have been
active in the local chapter of the International Reading Association and
have served as hospitality chairmen for the organization. All Middle
School and special teachers belong to the local middle school
association. In addition our two middle school language arts teachers
are members of the National Council of Teachers of English.

**PART V -- CURRICULUM AND INSTRUCTION**

St. Leo the Great Catholic School offers a comprehensive course of study
to implement our mission of education. At the heart of our curriculum is
the study of our Catholic faith. In all subjects, we align ourselves
with the North Carolina Standard Course of Study and integrate
technology. Students learn about hardware, software, information
resources, and problem solving with technology tools.

The Social Studies curriculum begins in K-3 with students studying about
their neighborhoods and communities.  The fourth grade learns the
history of North Carolina, and fifth concentrates on the early history
of America with an emphasis on Native America, exploration, and the
colonial period.  In sixth and seventh grade, a world studies program
focuses on the political and cultural history of specific countries in
regions of the Eastern and Western Hemispheres with an emphasis on
geography and map skills instruction.  American history and an in-depth
study of the Constitution is completed in 8^th^ grade.

The Science curriculum follows four major strands in all grade levels:
Nature, Inquiry, Technology, and Personal & Social Perspective.  The
Science curriculum in K--3 puts emphasis on hands-on activities to
explore living and non-living things in the world. Grades four and five
study growth and adaptations in plants and animals, minerals,
ecosystems, and energy interactions. Middle School students using
inquiry based approaches and scientific method examine the solar system,
forces of erosion, cell structure, human body, atomic structure,
periodic table, chemical reactions, magnetism, electricity, and simple
machines.

Math courses encourage the students to explore, conjecture, reason
logically and use a variety of mathematical methods beginning very early
and progressing through a high school level algebra. K through third
grade stresses the numerical operations as well as spatial sense,
patterns and relationships. From the fourth through the eighth grades we
continue these concepts and introduce operations with multi-digit
numbers and fractions. In 6, 7 and 8, our math program stresses
algebraic methods.

Knowing that foreign languages are learned best at an early age, St. Leo
School offers both French and Spanish to students in grades preK-5. At
the end of grade 5, each student selects one of the languages to
continue in Middle School. In the primary grades, songs, stories, and
rhymes are used to engage the students, with the primary focus on
listening comprehension. In grades 3, 4, and 5, students begin writing
and reading simple sentences, while continuing to improve their
listening skills. Students engage in role-playing activities to practice
speaking. In grades 6, 7, and 8, students continue to improve their
skills in speaking and writing by creating and performing skits about
real-life situations. Reading is enhanced by target language magazines,
novels, and cultural articles. Software and Internet are used to improve
foreign language skills.

The art and music curriculum is structured to develop the student\'s
visual and auditory perception and awareness with the intent of
encouraging original creative expression. Art students work with a wide
range of media and techniques in both two and three dimensions,
including ceramics, painting, printmaking and sculpture, using their
ideas in exciting ways. While the finished product is something the
students take pride in, the creative process and confidence development
always take priority. Singing, dancing, playing rhythm instruments and
moving to music enable the P-S to 2^nd^ grade students to acquire
musical skills. Grades 3-5 learn to read music, play the recorder,
listen to, analyze and evaluate music from other nationalities and
cultures. This helps the students understand their own historical and
cultural heritage. Grades 6-8 are developing control and pitch accuracy,
as well as singing and listening to a varied repertoire of music. An
annual Christmas Show, various dramatic presentations for PTO
assemblies, Talent shows, Art displays and monthly AV Broadcasts
showcase students' talents.

In physical education/health, the elementary grades have an emphasis on
motor skills, such as walking, running, skipping, and leaping, bending,
stretching, twisting, and swaying. Manipulative skills such as throwing,
catching, striking, and kicking are also introduced. The older grades
are taught team sports, individual sports and personal physical fitness
parameters. There is an emphasis on cognitive, motor, social, and
positive self image aspects. It is the intention of the physical
education program to help each student develop and maintain an adequate
level of physical fitness. The health curriculum promotes learning
experiences that will result in a healthy lifestyle from childhood
through adulthood.

**Part V #2a Curriculum & Instruction - *Reading***

St. Leo's reading curriculum is an inclusive language arts program. In
K-5 the reading series we use as our resource stresses phonological
awareness, guided reading and instruction, phonics, and other curriculum
connections such as social studies activities that tie in with the
stories. Each week a full writing process lesson is integrated with a
five day spelling plan and five day grammar plan. Frequent assessments
are used to monitor student progress. We meet individual needs with the
help of our learning resource teacher and teaching assistants. Learning
is enhanced through creative book talks, book reports, class research
projects and literary appreciation.

The reading curriculum in Middle School also uses a very strong
integrated language arts approach. In grades 7 and 8, the English
classes are divided into advanced groups and on-level groups. Vocabulary
is included in the English class. In Literature, Diocesan-approved
anthologies are used, as well as age appropriate novels that coordinate
with the social studies curriculum. This year, we have selected novels
in grades six through eight that incorporate many math concepts.
Throughout the middle school course of study, emphasis on critical
thinking skills, understanding of literary terms, recognition of
figurative language, and problem solving help students become clear
thinkers and alert consumers.

From our earliest grades, our reading schedule includes the library
curriculum where the focus is on developing in our students a love of
reading; they are encouraged to experiment with and appreciate fine
literature in all its varied formats. Research skills are integrated
with the reading, so that by the eighth grade year, students have the
basic tools they need to become information literate adults who are
efficient, effective and ethical users of reference sources.

**Part V #3 Curriculum & Instruction -- *Writing***

Our writing curriculum stresses the development of the whole child from
kindergarten through eighth grade. This curriculum aligns with the North
Carolina Course of Study and SACS guidelines. As part of our School
Improvement Plan, all English teachers developed sequential writing
strategies and goals. The expectations are as follows:

-   The kindergarten child will learn to write and to illustrate one
    full sentence.

-   This expands in grades 1 and 2 to using capital letters and end
    punctuation and writing at least one paragraph using correct grammar
    and writing skills.

-   Our intermediate department continues to build upon this foundation.
    Students in grades 3, 4, and 5 are responsible for writing a
    three-to-five paragraph paper utilizing a variety of writing styles,
    as well as writing and being exposed to different forms of poetry.
    Students edit their work for errors in usage, mechanics and
    spelling. They are also introduced to a writing prompt and begin use
    of dialogue.

-   Development of writing skills shows mastery in middle school with
    evidence of an ease and fluency in writing. At this point, the
    writers incorporate figurative language, concrete images, and visual
    descriptions. Our middle school writers use different forms of
    poetry, and effective expository, narrative, persuasive,
    exclamatory, descriptive, and comparative essays. In preparation for
    high school, our students master skills needed to support their
    arguments and opinions. They use MLA notations, write and deliver
    speeches, and complete cross-curricular projects.

By following this sequential pattern of writing, the students can use
these writing skills across the curriculum as well as serve the
community by writing to senior citizens, armed service personnel, and
elected officials.

Writing assessments show St. Leo students have improved writing
proficiency using our present curriculum. The English teachers meet
annually to review the sequential writing strategies and goals and to
update them as needed. Copies of student portfolios are shared with
teachers of rising students at the end of each year. The English
teachers at St. Leo have also shared their sequential writing strategies
with the other diocesan schools. Three of our teachers regularly lead
diocesan workshops, develop prompts for the 4^th^ and 7^th^ grade
diocesan Writing Assessment and help in scoring the diocesan writing
tests for grades 4 and 7.

**Part V - #4 Curriculum and Instruction** *Methods*

St. Leo School teachers use a variety of instructional methods to
improve student learning. Some strategies include: cooperative learning
groups, group instruction, half-class grouping for middle school math
and science, team teaching, after school tutoring and library
availability after school.

ITBS scores are studied to identify students with learning difficulties.
Students are referred for testing for learning disabilities through the
resource and guidance teachers. The resource teacher helps students to
develop learning strategies based on their specific needs. Classroom
teachers share lesson plans with the learning support teacher weekly to
ensure consistency and clear expectations for students with special
needs.

The guidance teacher provides classroom sessions, small group
counseling, and individual counseling. Activities offered in guidance
include: understanding self and others, communication skills, relational
and social skills; study skills and career awareness. The counselor
works closely with teachers and parents to identify student needs and
concerns, initiate recommendations, and collaborate with community
agencies to coordinate professional services.

Classroom teachers meet within their own unit to coordinate their
curriculum and to assure student progress from year to year. Teachers
employ a wide variety of learning experiences to engage students in
learning. Students participate in educational field trips such as trips
to museums, art galleries, Washington D.C., nature and science
experiments and discoveries.

Students with help from teacher advisors are encouraged to participate
in Spelling Bees, the National Geography Bee, Odyssey of the Mind,
Math-a-thon, Audio-Visual Club, Library Club, and Student Council.

**Part V- #5 Curriculum and Instruction** *Professional Development*

St. Leo School succeeded in one of its professional development goals
for this year already. We wanted to institute a Special Needs Students'
Faculty Training program. Two faculty members, our resource teacher and
5^th^ grade classroom teacher, using funding from a diocesan grant and
regular professional development funds, attended the "Schools Attuned --
All Kinds of Minds" workshop. They then presented the overall philosophy
and goals for the rest of the faculty to begin the school year. Teachers
learned the attuning process which includes observation, data
collection, data analysis, building a learning profile and management
plan and meeting with students, parents, and other educators. Videos and
books were also purchased and made available to faculty and parents
through the library. We plan to arrange a follow-up review session for
next semester.

Annually, teachers are able to attend professional development workshops
in their curriculum areas. Recently the Guidance director and Resource
teacher attended the North Carolina Counselors Institute. They brought
back tips to share with the teachers for behavior management. Two
teachers attended a science symposium and are making use of the new
hands on ideas obtained at the sessions as well as exchanging ideas with
other local teachers regarding the selection of new science textbooks
for the coming year. The P.E. , Social Studies, Computer and grade level
teachers also regularly attend a workshop annually in their subject
area. Teachers rotate years to attend the local annual Middle School
Conference. We rotate years to attend the National Catholic Education
Convention.

Our librarian/ media coordinator recently attended the NC School Library
Media Association convention where she was a presenter and was
recognized for her recent publication in *Library Media Connection*, the
professional magazine for school library media specialists.

At this time we are seeking effective professional development workshops
in math to match our School Improvement Plan to improve our students'
math skills. We do include professional development funds in our annual
budget. We rely on teacher input and the school improvement plan in the
selection of 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): NCEA (National Catholic Education
    Association), TANPS (Triad Area non-public Schools)

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

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

2.  What are the 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

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

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

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ K-8 all have the same
tuition rate for one child.

6^th^ 7^th^ 8^th^ one parish subsidized rate student = \$3930

one non-subsidized rate student = \$5980

4.  What is the educational cost per student? \$ [4445\_]{.underline}

(School budget divided by enrollment)

4.  What is the average financial aid per student? \$\_[1027
    \*]{.underline}

\*Our parishes subsidize a part of the educational cost

of the children of enrolled and active parishioners.

The subsidy amount is included in the financial aid.

5.  What percentage of the annual budget is devoted to
    \_\_[17\_]{.underline}%

scholarship assistance and/or tuition reduction?

6.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[16\_]{.underline}%

**PART VII - ASSESSMENT RESULTS**

**Private Schools**

Subject\_\_\_\_\_\_\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_ Grade
\_\_[8]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS/COGAT]{.underline}\_\_\_\_

Edition/Publication Year10/99-[Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               99          99          99          99          99

  Number of Students        26          17          31          26          30
  Tested[^1]                                                                

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_ Grade
\_\_[7]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year10/99-[Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               99          99          99          99          99

  Number of Students        30          24          17          28          30
  Tested\*                                                                  

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_ Grade
\_\_[6]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year10/99-[Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               99          99          98          99          99

  Number of Students        31          29          28          25          30
  Tested\*                                                                  

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_ Grade
\_\_[5]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS/COGAT]{.underline}\_\_\_\_

Edition/Publication Year10/99-[Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               99          99          97          95          95

  Number of Students        30          30          29          30          26
  Tested[^2]                                                                

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_ Grade
\_\_[4]{.underline}\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year10/99-[Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               99          97          99          99          96

  Number of Students        28          30          30          30          29
  Tested\*                                                                  

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_ Grade
\_\_[3]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year10/99-[Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               94          99          97          99          94

  Number of Students        28          28          31          30          28
  Tested[^3]                                                                

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_ Grade
\_\_[8]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS/COGAT]{.underline}\_\_\_\_

Edition/Publication Year[10/99-Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               92          94          94          99          91

  Number of Students        26          17          31          26          30
  Tested[^4]                                                                

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_ Grade
\_\_[7]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year[10/99-Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               96          92          93          94          93

  Number of Students        30          24          17          28          30
  Tested\*                                                                  

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_ Grade
\_\_[6]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year[10/99-Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               88          95          98          96          99

  Number of Students        31          29          28          25          30
  Tested[^5]                                                                

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_ Grade
\_\_[5]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS/COGAT]{.underline}\_\_\_\_

Edition/Publication Year[10/99-Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               84          92          99          95          89

  Number of Students        30          30          29          30          26
  Tested\*                                                                  

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_ Grade
\_\_[4]{.underline}\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year[10/99-Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               94          90          92          97          81

  Number of Students        28          30          30          30          29
  Tested[^6]                                                                

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_ Grade
\_\_[3]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Test\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year[10/99-Fall 1992; 10/00-10/01-Fall 1995;
10/02-10/03-Fall 2000]{.underline} Publisher\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing Month             October     October     October     October     October

  **School Scores:**                                                        

  Total Score               87          92          93          92          97

  Number of Students        28          28          31          30          28
  Tested\*                                                                  

  Percent of total Students 100%        100%        100%        100%        100%
  tested                                                                    

  Number of Students        0           0           0           0           0
  alternatively assessed                                                    

  Percent of students       0%          0%          0%          0%          0%
  alternatively assessed                                                    
  ------------------------- ----------- ----------- ----------- ----------- -----------

[^1]:  Due to our small student population, no subgroups were
    identified.

[^2]:  Due to our small student population, no subgroups were
    identified.

[^3]:  Due to our small student population, no subgroups were
    identified.

[^4]:  Due to our small student population, no subgroups were
    identified.

[^5]:  Due to our small student population, no subgroups were
    identified.

[^6]:  Due to our small student population, no subgroups were
    identified.