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**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

**DISTRICT: N/A (Private School)**

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

**SAINT PATRICK SCHOOL**

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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[12]{.underline} 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**    15        14                     **29**       **7**       16        19          **35**

  **K**       20        15                     **35**       **8**       19        20          **39**

  **1**       14        14                     **28**                                         

  **2**       15        20                     **35**                                         

  **3**       14        27                     **41**                                         

  **4**       11        23                     **34**                                         

  **5**       15        19                     **34**                                         

  **6**       17        22                     **39**                                         

                                    **TOTAL                                                   **349**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [91]{.underline} % White

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

[1]{.underline} % Hispanic or Latino

[3]{.underline} % Asian/Pacific Islander

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

**100% Total**

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      5
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 349
                            the school as of October 1  

  **(5)**                   Total transferred students  .017
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1.7
                            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: N/A

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

Total number students who qualify: [32 .]{.underline}

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

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

[2]{.underline} Autism \_\_\_\_Orthopedic Impairment

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

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

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

[1]{.underline} Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

11. Full‑time and part‑time staff members:

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [18]{.underline} [9]{.underline}

Special resource teachers/specialists [0]{.underline} [4]{.underline}

Paraprofessionals [0]{.underline} [2]{.underline}

> Support staff [1]{.underline} [7]{.underline}
>
> Total number [20]{.underline} [20]{.underline}

12. Average school student-classroom teacher ratio: [14:1]{.underline}

13\. Attendance patterns of teachers and students as a percentage:

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

  Daily student attendance  97%         98%         96%         97%         96%

  Daily teacher attendance  94%         95%         91%         92%         93%

  Teacher turnover rate     10%         25%         20%         10%         10%

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

**PART III ‑ SUMMARY**

Saint Patrick School is a Catholic parochial school supporting Saint
Patrick Parish, Mary Queen of Peace Parish and the surrounding
community. The school's roots are in the missionary school founded in
1902 to teach students at the Carlisle Indian School and the Select
Colored People School. The mission is to provide every student an
academically excellent education while integrating the spiritual
teachings of the Catholic Church. A few core values are: (1) that the
educational program develops children physically, emotionally, socially,
and spiritually; (2) that the academic program meets the needs of the
whole child by offering a curriculum that is relevant, engaging and
meaningful; and, (3) that the teaching styles and strategies meet the
strengths and needs of the students. Saint Patrick School provides a
holistic approach to education and offers the unique opportunity for a
quality traditional and contemporary academic program. It cultivates the
intellectual, emotional, creative, social, spiritual, and physical
faculties of students. Saint Patrick School promotes within students a
positive self-image, self-discipline, leadership, and academic
excellence. Saint Patrick School is accredited by the Middle States
Association of Colleges and School Commission on Elementary Schools.
Saint Patrick School has approximately 350 students in grades Pre-K
through 8. The average class size is 17 students. The student body is a
reflection of the community. Saint Patrick School serves all economic,
racial, and religious groups. Approximately 7 percent of students are
non-Catholic. Saint Patrick School offers all core subjects plus:
foreign language (French and Spanish), computers, library, art, music
and physical education. These supplemental classes are all taught
beginning in kindergarten and are at least weekly for all students.
Saint Patrick School has a long tradition of academic excellence as
reflected in test scores on the Iowa Test of Basic Skills outlined in
this submission. In addition, approximately 40 percent of students in
grades 4 through 8 are eligible for the Johns Hopkins University Center
for Talented Youth. Saint Patrick School tracks students as they
progress through high school. Recent graduates have averaged in the top
15% nationally on the SAT with two students scoring perfect 1600s.
Recent graduates have gone on to a wide range of colleges and
universities such as: Notre Dame, Carnegie Mellon, the US Naval Academy,
Purdue and a wide variety of Pennsylvania schools. Saint Patrick School
offers a wide variety of extracurricular activities. These include: Quiz
Bowl, Math Counts, choir, band, drama, Chess Club, Technology Club,
Yearbook Staff, and athletics (soccer, basketball, and track and field).
These programs are open to all students at age appropriate intervals.
Saint Patrick School is blessed with an outstanding faculty. Teachers
are certified and approximately 45% have their master's degree. Teachers
maintain their currency and certification in compliance with
Pennsylvania Department of Education guidelines. They serve on a variety
of diocesan curriculum committees whose duties include book selection
committees, making the choices for the school on the books we use. There
is a mentoring program for new teachers to ensure their success.
Teachers volunteer their support of the many extracurricular activities,
and willingly provide after school tutoring for those students in need
of additional support. They do a masterful job of differentiating their
instruction to reach every student. Saint Patrick School has a dynamic
school board comprised of involved community leaders and parents. They
provide guidance to the administration and act as a conduit for parents
and others to the administration. They recently developed and
implemented a marketing plan that has been extremely successful in
publicizing the school and its accomplishments. Saint Patrick School has
a very active and productive parents' organization. They provide a wide
variety of functions including fundraising, extracurricular coaches,
home room parents, and social events. Students receive support services
in counseling, reading, math, and speech. These are provided by the
Capitol Area Intermediate Unit using federal funds for which we are
eligible. This provides a supplement to the excellent instruction the
students receive from their classroom teachers helping them succeed in
the fast-paced academic environment. In summary, Saint Patrick School is
an extremely successful school with high standards, a student body that
meets those standards, and a dedicated and talented faculty.

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

1.  **Assessment Results:** Saint Patrick School has a proud history of
    academic excellence; one measure of which is success with the
    assessment test, the Iowa Test of Basic Skills (ITBS). This year
    continues that tradition. The Blue Ribbon Schools program uses the
    8^th^ grade results as the determining factor for eligibility. This
    is a particularly good determinant for the school because the bulk
    of students are with us from kindergarten through 8^th^ grade. This
    year our average 8^th^ grader's score was in the top 16% nationally.
    That means that our average score was higher than 84% of students
    nationally. The school had similar results in mathematics. Our
    average 8^th^ grade score was in the top 17% nationally. Again, that
    means our average student score was higher than 83% of students
    nationally. The results are even more impressive when you compare
    how the school did when compared to other schools. For instance, the
    school is in the top 2% of schools nationally in 8^th^ grade reading
    and the top 3% nationally in mathematics. Another measure of
    academic success is the grade equivalent of the students in a grade
    or school wide. The school excels there as well. For example, our
    8^th^ grade reading grade equivalent is 12^th^ grade 5^th^ month. In
    other words, about half way through the senior year in high school.
    The average 8^th^ grader taking the test in October would test at
    the 8^th^ grade 2^nd^ month level. Therefore, our 8^th^ graders
    tested at a grade equivalent 4 years and 3 months higher than the
    national average. In math they tested at the 12^th^ grade 1^st^
    month level, right at 4 years higher than the national average. A
    measure of the value added by a Saint Patrick School education, is
    to evaluate how our students do when analyzing their predicted ITBS
    scores versus their actual scores. This measurement is available for
    both the national percentiles and the grade equivalent. In reading,
    the testing service predicted that our 8^th^ grade students would
    test in the top 22% nationally. As stated above, our students tested
    in the top 16%. Therefore, they exceeded expectations by 6
    percentage points. This is a direct testimony to the rigor of the
    curriculum, the high standards, the commitment of students and their
    families, and the quality and dedication of the faculty. In
    mathematics the school had similar results for the 8^th^ grade. The
    predicted percentile was 79% and the actual was 83% or an increase
    of 4 percentage points. The comparison of predicted versus actual
    grade equivalent was equally as illuminating and impressive. The
    predicted grade equivalent for reading was 11^th^ grade and 2^nd^
    month while the actual was 12^th^ grade and 5^th^ month. The tested
    grade equivalent was 1 grade and 3 months higher than the predicted.
    In math, the tested grade equivalent was 7 months higher than the
    predicted. As mentioned above, these scores represent the
    culmination of a Saint Patrick School education. There are equally
    impressive results in all grades. For instance, in reading our
    average student score in grades 3 through 8 was in the top 16% and
    the school, when compared with other schools, was in the top 2%
    nationally. The scores in math were also impressive: the average
    student score was in the top 20% and the school scored in the top
    7%, nationally. Our school average grade equivalent in reading was 2
    years and 6 months ahead of the national average and the mathematics
    grade equivalent was 2 years and 1 month ahead of the national
    average. In summary, the school is in the top 5% nationally as
    measured by the ITBS with an average grade equivalent over 2 years
    above the national average

2.  **Using Assessment Results:** Saint Patrick School uses assessment
    data in several ways to improve student performance. The first
    analysis is by student and then by grade. The teachers review each
    of their student's results when we receive them. This is also done
    over the summer or at the beginning of the school year in order for
    teachers to familiarize themselves with their new classes. Those
    reviews help the teachers to assess each student's strengths and
    areas needing additional support. The teachers then adjust their
    emphasis to address the areas needing more work. For the more
    academically ready student, the teacher can then assign more
    challenging work or use other methods to keep the student challenged
    and engaged. The school also uses assessment results to evaluate the
    effectiveness of the curriculum and instructional methods. For
    example, one of our weaker areas is grammar. This past year the
    school focused the textbook purchase on ways to strengthen the
    grammar instruction. The school also used some in-service training
    to refine teachers' skills in instructing grammar. The teachers have
    re-evaluated the grammar portion of the curriculum to ensure
    continuity throughout the grades. Finally, we periodically review
    how we're doing in emphasizing grammar. For instance; we ensure
    grammar is a daily component of language arts, and the grammar
    building blocks are in place before moving to the next lesson. The
    school will track ITBS scores over the next few years to see if the
    emphasis is having a positive effect. We embrace assessments at
    Saint Patrick School. The school recognizes their value in helping
    us refine curriculum and teaching methods.

3.  **Communicating Assessment Results: A**ssessment results are shared
    with parents, teachers, and other interested parties. The assessment
    information is given to parents in two formats: individual student
    results and grade/school results. The individual results are the
    standard formats that are provided by the testing service. Included
    in that information is an explanation of what the results mean. The
    grade and school-wide results are communicated via a spreadsheet
    developed by the school. We show the last few years of data so
    parents will be able to compare progress. We also show how the
    school stacks up nationally by grade. This gives the parents a bench
    mark with which to assess the school. Additionally, we communicate
    how predicted scores compare with actual scores. This is one measure
    of the value added by the school. Finally, there is a school-wide
    assessment based on national norms. This provides a holistic
    assessment of how the school is doing. The school also uses
    assessment results in outreach programs for potential parents. This
    allows them one data point when comparing the attributes of various
    schools. As a parochial school it is important for us to share
    assessments with the parish at large so they can have a sense of the
    quality of education they are supporting. This is done with input to
    the Sunday bulletin as well as in annual reports. The school also
    measures student performance using data such as eligibility for the
    Johns Hopkins Center for Talented Youth, College Board results of
    the students when they get into high school, honor roll achievement
    in high school, and colleges accepted into. These also get
    communicated to constituents via the communications used for
    assessment data.

4.  **Sharing Success:** The school freely shares successes with other
    schools. The administration routinely attends meetings providing our
    communication and marketing tools to other schools. Saint Patrick
    School has set the pace with cohort schools in marketing and provide
    them with the insights and lessons learned from our efforts so they
    can duplicate the successes and avoid the mistakes. An example is
    our joining the local Chamber of Commerce. Saint Patrick School was
    the first school in the diocese to do so and several others have
    followed our lead. This is a natural association for us as the
    school and the community are quite intertwined and success depends
    on each other. The school also participates in national events as
    they arise. This year the school will be an input for the National
    Assessment for Educational Progress. Fourth grade will be the
    representative and this involvement has been highlighted to cohort
    schools as well as the diocese and parish. Saint Patrick School
    believes educational success is something that should be shared
    widely. Education is too important an area to have a proprietary
    outlook---we all need to share productive practices so the greater
    good is served.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  **Curriculum:** The curriculum at Saint Patrick School is based on
    curriculum guidelines provided by the Diocese of Harrisburg and is
    pedagogically correct and in compliance with both national and state
    standards. The curriculum includes integrated language arts,
    mathematics, science, social studies, art, foreign language (French
    and Spanish), computers, library, music, religion and physical
    education. The mathematics curriculum in grades K through 5 focuses
    on the following areas: number and operations, algebra, geometry,
    measurement, data analysis and probability, reasoning, statistics,
    technology, and problem solving. The school uses the McGraw-Hill
    Mathematics series for these grades. In grades 6 though 8 the school
    uses the Glencoe series. The emphasis is on integrating algebra,
    geometry, measurement, proportional reasoning, statistics,
    probability, technology, and problem solving. The goal is to have
    the majority of 8^th^ grade students studying Algebra I. To
    accomplish this, the 6^th^ grade combines the Glencoe Courses 1
    and 2. This enables the 7^th^ grade students to advance to
    Pre-Algebra. The 8^th^ grade students then take Algebra I. To
    further reinforce math concepts, grades 4 through 8 use the computer
    program, Accelerated Math. This allows more individualized math
    instruction. The reading curriculum (detailed below) is a part of
    the integrated language arts program. Reading is integrated with
    writing and grammar as a basic skill. For instance, in the primary
    grades, students will read a story, their writing will focus on the
    same story as will other aspects of language arts, i.e. word walls,
    spelling words, etc. In the upper grades, projects, both in language
    arts and other subjects, will incorporate all aspects of language
    arts and be assessed as such. The social studies curriculum complies
    with the National Geography Standards. The primary grades focus on
    family and community with additional study of the geography of our
    state and country. In grade 4 the focus is on Pennsylvania history
    and geography, and map skills. Grade 5 focuses on explorers,
    settlers, and U.S. history through Civil War Reconstruction. This is
    further reinforced with a Gettysburg battlefield trip. The focus in
    grade 6 is on world history while the 7^th^ grade focuses on world
    geography. All 7^th^ grade students complete a year-long project
    that has them explore in-depth the culture, history and geography of
    a foreign country. The 8^th^ grade studies U.S. history from the
    post-Reconstruction period though the present. The science
    curriculum begins in kindergarten with physical and earth science.
    In 1^st^ grade life science is added and these are all taught
    throughout the rest of the grades. The school has a science
    laboratory available to all classes. It is well stocked to
    complement the broad range of subjects such as biology, chemistry,
    physics, botany and ecology. A science fair is offered to grades 4-8
    and is mandatory for the 6^th^ grade. The school stresses the
    scientific method and critical thinking as we tap into the student's
    natural inquisitiveness of the world. Foreign Language instruction
    is one of the hallmarks of Saint Patrick School. French and Spanish
    are taught as whole year subjects beginning in kindergarten. The
    students have half a year of each language up through the 5^th^
    grade. In 6^th^ grade students choose one language to pursue through
    the 8^th^ grade. They have instruction twice a week beginning in the
    6^th^ grade. The program is very successful with many students
    beginning either French II or Spanish II upon starting high school.
    The art curriculum is based on knowledge and performance. Through
    visual art, students develop higher order thinking skills related to
    perception, production, reflection, and interpretation. Art is a
    curriculum partner with other disciplines, contributing its
    distinctive union of cognitive, emotive, and sensory experience to
    the students' knowledge and understanding. The teacher acts as a
    resource for ideas, materials, direction, and problem-solving. The
    result is an advanced personal study of art by the student, designed
    to meet the individuals' needs. Music, library, and physical
    education also begin in kindergarten and go through 8^th^ grade.
    Curriculum includes: music appreciation and practical experience
    singing, playing instruments and reading music; library resources
    and research skills to include the internet; sports, healthy
    lifestyle, to include the relationship between exercise/diet and
    obesity. The curriculum at Saint Patrick School is focused and
    effective. Testing results and other measures of academic merit all
    reinforce the effectiveness of the curriculum and faculty.

2.  **Reading:** The reading program at Saint Patrick School is designed
    to develop proficient, independent readers as well as effective
    writers, listeners, and speakers. Saint Patrick School implements a
    balanced literacy approach that provides both quality literature and
    direct instruction of skills and reading strategies. Students are
    given many different exposures to reading and writing activities
    through the following basic components of a balanced literacy
    approach: modeled reading and writing, shared reading and writing,
    guided reading and writing, and independent reading and writing.
    Effective instruction across the grade levels provides an
    increasingly complex content of learning and text as skills and
    strategies are developed. Both large and small group instruction
    provide a variety of opportunities and options for learning to meet
    the vast needs and abilities of every student. The core of the
    integrated program is based on the Houghton Mifflin "Invitations to
    Literacy" series. Additionally, literature that lends itself to word
    studies is used to help supplement the phonics component of the
    reading program in the primary grades. This is further supplemented
    through guided reading using leveled reader which provides quality
    instruction through appropriate texts at instructional levels to
    help develop skills and increase fluency. Across the grades,
    teachers further supplement the reading program by providing a vast
    assortment of varied experiences with multiple genres of literature.
    Classroom libraries are available to provide ample practice of
    skills as well as the time to enjoy reading. Student performance is
    used to evaluate and adjust instruction as needed to develop
    successful readers. The main goal of the program is to develop an
    appreciation for language as it becomes a catalyst for the students'
    own writing, speaking and critical thinking. By providing real-life
    experiences with reading, the students of Saint Patrick School
    realize the importance of reading as it directly relates to their
    life.

3.  **Additional Curriculum Area:** The computer program at St. Patrick
    School is an intrinsic part of the overall curriculum. Computer
    skills are taught beginning in kindergarten and continue through
    8^th^ grade. This is a weekly course except for 4^th^ grade when it
    is twice weekly; the extra session is devoted to keyboarding. The
    general areas taught are: computer operations, word processing,
    database management, spreadsheets, telecommunications, and ethical
    and legal issues. There is defined curriculum for every grade that
    has pedagogically correct competencies. In the 1^st^ grade the
    students focus on basic computer operations (i.e. turning the
    computer on, basic function keys, use of the mouse, etc.) as well as
    simple word processing. In the 3^rd^ grade all of the other main
    topics are introduced. By the end of the 8^th^ grade students are to
    have mastered all of the categories. Their computer skills are such
    that they can complete projects from beginning to end using current
    technology. For instance, a science project would require the
    development of a data base, a spreadsheet that portrays the data,
    the development of a report complete with references and
    enhancements such as clip art, and finally, a well designed display
    board that uses graphic arts. The computer teacher is certified and
    maintains currency in accordance with Pennsylvania standards. The
    purpose of the computer program is to ensure students are prepared
    and comfortable with technology. Although it is taught as a separate
    subject it is integrated into the classroom curriculum. For
    instance, a classroom teacher will work with the computer teacher to
    have the computer class support a project in the classroom. This
    could involve using the internet for research, preparing a Power
    Point classroom presentation, or creating a database for a science
    project. Students graduate well prepared to successfully integrate
    their computer skills into their high school projects.

4.  **Instructional Methods:** Saint Patrick School is an active
    proponent of differentiated instruction. The school serves a diverse
    group of students and is committed to helping each maximize their
    educational experience. Teachers use a wide variety of teaching
    techniques from classic chalkboard demonstrations to multi-media
    demonstrations, including the use of the computer interactive Smart
    Board technology. More importantly, they vary their daily
    instruction to accommodate visual, auditory and tactile learners.
    Teachers use techniques that have been validated over time as well
    as the latest teaching practices, and adapt them for their
    individual classes and students. For instance, memorization of
    multiplication tables is a valuable skill for students to have and
    most can master that. However, there is a dyslexic student who
    struggles with rote memorization so she is allowed to use a
    calculator. This allows that student to progress to higher math
    functions without being frustrated by intermediary steps. It also
    enables that student to succeed when traditional methods would not.
    The school has a wide variety of math manipulatives that give a
    clear visual and kinesthetic example of the principle being taught.
    Math scores on the assessment test, as well as the scores 8^th^
    graders achieve in their high school assessment test, are a
    testimony to the effectiveness of these manipulatives and other
    techniques as well.

5.  **Professional Development:** Saint Patrick School values continuing
    education for its teachers. The school strongly encourages them to
    attend a wide variety of educational venues and supports them
    financially to do so. Teachers are required to complete minimum
    numbers of "hours" to maintain their certification. The school
    budgets over \$20,000 to assist them in completing this requirement.
    The school pays for two graduate courses per year for those working
    towards their graduate degrees. Currently, 11 (45%) of the faculty
    have their master's degrees. The school also targets emerging trends
    with professional development. For instance, there are two students
    with Asperger's Syndrome, something that is becoming more prevalent
    in all schools. We have used some of the training budget to have the
    Capital Area Intermediate Unit (a support organization for public
    and non-public schools) provide in-service training for all
    teachers. Saint Patrick School is even targeting additional training
    for the students' current and future teachers. The diocese provides
    several professional development opportunities each year. Each
    teacher typically attends one of those sessions as well as sessions
    offered by other educational institutions. The school also takes
    advantage of opportunities as they present themselves. For instance,
    the NCEA will have its annual convention nearby in 2007. The school
    has budgeted funds to send teachers to this extensive professional
    development forum. There will be a wide variety of sessions they can
    attend that will address issues from classroom management to the
    latest teaching innovations for specific subjects (i.e. math,
    reading, science, etc.). Finally, the faculty shares skills and
    experiences in-house. Faculty meetings are designed to focus on
    professional development. Faculty members periodically provide a
    short lesson for their colleagues on areas of their expertise.
    Professional development is a key indicator of a vibrant and
    well-informed faculty. Our faculty is both and they are aggressive
    in their approach to professional development to ensure they are
    well prepared for their students.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): [National Catholic Education
    Association]{.underline}

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

3.  What are the 2006-2007 tuition rates, by grade?

\$[2,495.00]{.underline} \$[2,495.00]{.underline}
\$[2,495.00]{.underline} \$[2,495.00]{.underline}
\$[2,495.00]{.underline} \$[2,495.00]{.underline}

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

\$[2,495.00]{.underline} \$[2,495.00]{.underline}
\$[2,495.00]{.underline}

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

4.  What is the educational cost per student? \$[3,969]{.underline}

5.  What is the average financial aid per student? \$ [545]{.underline}

6.  What percentage of the annual budget is devoted to [4 %]{.underline}

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [26 %]{.underline}

**PART VII - ASSESSMENT RESULTS**

**SAINT PATRICK SCHOOL**

Iowa Test of Basic Skills

Forms A/B, 2001

Riverside Publishing

Scores are reported as percentiles.

No students alternatively assessed.

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 006- | 005- | 004- | 003- | 002- |
|                                | 2007 | 2006 | 2005 | 2004 | 2003 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct  | Oct  | Oct  | Oct  | Oct  |
|                                | ober | ober | ober | ober | ober |
+--------------------------------+------+------+------+------+------+
| > **Grade 8**                  |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Reading                      | 84   | 85   | 82   | 80   | 82   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 39   | 42   | 42   | 42   | 31   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 100  | 100  | 98   | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 0    | 0    | 0    | 1    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 0    | 0    | 0    | 2    | 0    |
+--------------------------------+------+------+------+------+------+
| > Mathematics                  | 83   | 73   | 80   | 72   | 80   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 39   | 42   | 41   | 42   | 31   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 100  | 98   | 98   | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 0    | 0    | 1    | 1    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 0    | 0    | 2    | 2    | 0    |
+--------------------------------+------+------+------+------+------+
| > **Grade 7**                  |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Reading                      | 87   | 87   | 83   | 78   | 80   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 34   | 41   | 49   | 41   | 41   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 97   | 100  | 100  | 100  | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 1    | 0    | 0    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 3    | 0    | 0    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > Mathematics                  | 86   | 81   | 76   | 72   | 78   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 34   | 41   | 49   | 41   | 41   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 97   | 100  | 100  | 100  | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 1    | 0    | 0    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 3    | 0    | 0    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > **Grade 6**                  |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Reading                      | 78   | 85   | 83   | 82   | 74   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 38   | 38   | 52   | 50   | 45   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 97   | 100  | 100  | 100  | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 1    | 0    | 0    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 3    | 0    | 0    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > Mathematics                  | 75   | 82   | 80   | 77   | 76   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 38   | 38   | 51   | 50   | 45   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 97   | 100  | 98   | 100  | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 1    | 0    | 1    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 3    | 0    | 2    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > **Grade 5**                  |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Reading                      | 87   | 81   | 87   | 83   | 70   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 34   | 41   | 41   | 55   | 57   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 98   | 100  | 98   | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 0    | 1    | 0    | 1    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 0    | 2    | 0    | 2    | 0    |
+--------------------------------+------+------+------+------+------+
| > Mathematics                  | 85   | 76   | 83   | 77   | 74   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 34   | 41   | 41   | 54   | 57   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 98   | 100  | 96   | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 0    | 1    | 0    | 2    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 0    | 2    | 0    | 4    | 0    |
+--------------------------------+------+------+------+------+------+

**SAINT PATRICK SCHOOL**

Iowa Test of Basic Skills

Forms A/B, 2001

Riverside Publishing

Scores are reported as percentiles.

No students alternatively assessed.

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 006- | 005- | 004- | 003- | 002- |
|                                | 2007 | 2006 | 2005 | 2004 | 2003 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct  | Oct  | Oct  | Oct  | Oct  |
|                                | ober | ober | ober | ober | ober |
+--------------------------------+------+------+------+------+------+
| > **Grade 4**                  |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Reading                      | 81   | 91   | 80   | 84   | 79   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 34   | 36   | 50   | 46   | 55   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 97   | 100  | 100  | 100  | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 1    | 0    | 0    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 3    | 0    | 0    | 0    | 0    |
+--------------------------------+------+------+------+------+------+
| > Mathematics                  | 75   | 87   | 72   | 76   | 79   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 33   | 36   | 50   | 45   | 55   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 97   | 100  | 100  | 98   | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 1    | 0    | 0    | 1    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 3    | 0    | 0    | 2    | 0    |
+--------------------------------+------+------+------+------+------+
| > **Grade 3**                  |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Reading                      | 88   | 81   | 85   | 77   | 74   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 40   | 34   | 39   | 48   | 52   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 98   | 94   | 100  | 98   | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 1    | 2    | 0    | 1    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 2    | 6    | 0    | 2    | 0    |
+--------------------------------+------+------+------+------+------+
| > Mathematics                  | 87   | 71   | 87   | 75   | 80   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 41   | 36   | 39   | 48   | 52   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 100  | 100  | 98   | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students excluded  | 0    | 0    | 0    | 1    | 0    |
+--------------------------------+------+------+------+------+------+
| > Percent of students excluded | 0    | 0    | 0    | 2    | 0    |
+--------------------------------+------+------+------+------+------+