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

*U.S. Department of Education*

**Cover Sheet**

Type of School: [X]{.underline} Elementary \_\_ Middle \_\_ High \_\_
K-12

Name of Principal [Sister Elizabeth Murphy, O.S.F.]{.underline}

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

Official School Name [St. John Vianney Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address[6200 S. Orange Blossom Trail]{.underline}

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

[Orlando Florida]{.underline} [32809-4612]{.underline}

City State Zip Code+4 (9 digits total)

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

Telephone [( 407)855-4660]{.underline} Fax [(407) 857-7932]{.underline}

Website/URL [www.sjvs.org]{.underline} E-mail
[sjvs@sjvs.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Harry Purpur]{.underline}

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

District Name [Diocese of Orlando]{.underline} Tel. [( 407)
246-4900]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. R. Paul Noland]{.underline}

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**

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.

> The school has some configuration that includes grades K-12. (Schools
> with one principal, even K-12 schools, must apply as an entire
> school.)
>
> 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.
>
> If the school includes grades 7 or higher, it has foreign language as
> a part of its core curriculum.
>
> 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.*
>
> 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.
>
> 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.
>
> 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.
>
> There are no findings of violations of the Individuals with
> Disabilities Education Act in a U.S. Department of Education
> monitoring report that apply to the school or school district in
> question; or if there are such findings, the state or district has
> corrected, or agreed to correct, the findings.

**PART II - DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [11]{.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**    43        37                     **80**       **7**       25        40          65

  **K**       21        39                     **60**       **8**       31        32          63

  **1**       28        32                     **60**       **9**                             

  **2**       35        35                     **70**       **10**                            

  **3**       23        42                     **65**       **11**                            

  **4**       30        40                     **70**       **12**                            

  **5**       31        34                     **65**       **Other**                         

  **6**       35        31                     66                                             

                                    **TOTAL                                                   664
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [58]{.underline} % White

the students in the school: [2]{.underline}% Black or African American

[25]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[2.71%]{.underline}

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

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

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

  **(3)**   Subtotal of all transferred students \[sum   18
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 664
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .027
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          2.71%
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
[\<1%]{.underline}

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

Number of languages represented: [8]{.underline}

Specify languages: English, Spanish, Portuguese, French, German, Indian,
Chinese, Vietnamese

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

Total number students who qualify: [43]{.underline}

If this method does not produce an accurate estimate of the percentage
of students from low-income families or the school does not participate
in the federally-supported lunch program, specify a more accurate
estimate, tell why the school chose it, and explain how it arrived at
this estimate.

10\. Students receiving special education services: [4%]{.underline}

[26]{.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.

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

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

\_\_\_\_Deaf-Blindness [23]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [3]{.underline} Speech or Language Impairment

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

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

**Number of Staff**

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

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [21]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [5]{.underline} [7]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ [17]{.underline}

> Support staff [2]{.underline} [4]{.underline}
>
> Total number [30]{.underline} [28]{.underline}

12\. Average school student-"classroom teacher" ratio:
[23:1]{.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%         97%         97%         97%         97%

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

  Teacher turnover rate     .5%         .5%         .5%         .5%         .5%

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

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

**[PART III -- SUMMARY]{.underline}**

Perched in the middle of the hustle and bustle of Orlando's infamous
Orange Blossom Trail is St. John Vianney Catholic School, a community
that grew from a small mission to a campus where more than 650 students
are educated in a loving, challenging environment.

In 1962, St. John Vianney opened its doors with 23 students in grades
1-4. The school is accredited by the Florida Catholic Conference and is
recognized by the Florida State Department of Education. The school has
been highly commended for continuous facility, technology, and
curriculum improvements. Today, St. John Vianney combines traditions and
history of the past with technology and innovative instructional
techniques to meet the needs of a diverse population.

In 2004, the school's mission was drafted by the faculty and then
reviewed and adopted by the school advisory board, 450 school families,
and parish members. The mission truly describes an exciting environment
that educates the whole child:

> ***"St. John Vianney Catholic School, a ministry of St. John Vianney
> parish, is a diverse community that challenges students to reach their
> full potential through a living faith in God. Within an innovative
> environment based on mutual respect and academic excellence, we
> inspire and empower our students by expanding their minds, fostering
> social responsibility, instilling Catholic values, and nourishing the
> soul."***

School families represent a wide cross-section of demographic and
economic backgrounds, ranging from 1^st^ generation immigrants (where
English is not spoken at home) to working class to affluent families.
The ethnic diversity represents a sample of many cultures, where
one-quarter of the students are Hispanic, 15% are Asian/Pacific
Islander, 2% are black and 58% are white. This diversity provides
students with a learning environment where real-life experiences are
shared and applied.

Students are exposed to an integrated, challenging curriculum starting
in preschool. This has resulted in top standardized testing scores,
state honors in Math Counts, and produced eight valedictorians and two
salutatorians from area high schools in the past six years. Faculty
members have been nominated for prestigious awards like Who's Who Among
America's Teachers, Disney and NCEA Teacher of the Year, Diocese and
NCEA Principal of the Year, and Florida's Center for Humanities. While
many opportunities exist for students who excel in a challenging
environment, Saint John Vianney School recognizes that some students and
families need special training or assistance. We provide math and
reading enrichment programs for K-8 students, utilize Title I/II and
gifted program services, provide tuition assistance, and offer
comprehensive guidance and counseling services to students and families.

An updated technical environment provides great opportunities for
teachers and students. With a state-of-the-art system (funded 100% by
fund raisers), teachers regularly integrate technology into lessons and
put homework, communications, and password-secure grades on the school
website.

Beyond the statistics that make Saint John Vianney School successful is
an intangible area that sometimes is overlooked when analyzing or
selecting a school. The school provides a great environment for children
to learn and grow. In cooperation with parents (who we recognize as the
primary educators of children), educators empower each child to become
successful. This goal is accomplished by providing an education that
ensures the development of each student\'s spiritual, intellectual,
emotional and physical growth. Thought goes into building character and
reinforcing values and citizenship.

At St. John Vianney School, students learn to apply skills to be better
citizens of the world. They learn about themselves and how to develop
character. A math class may involve a trip to the grocery store to
budget and buy food for the poor. Students organize toy and food drives
for hurricane victims, attend nursing homes, raised "dimes for Kenya" to
build schools where girls are educated for the first time, and sponsor
mission projects. Teachers organize pen pal projects with children in
Europe. Students utilize Spanish skills to communicate to citizens in
Nicaragua, where each year funds are raised to build a house for a needy
family (Una Casa Para Nicaragua). The list goes on and on. By fostering
social responsibility and mutual respect, the students of St. John
Vianney School are not only prepared to achieve in high school when they
leave after 8^th^ grade\... they are prepared to achieve in the game of
life.

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

## Part IV - Question #1

As indicated in the school's mission, St. John Vianney School is a
***community that challenges students to reach their full potential**.*
While test scores represent one aspect of achievement, the
administration, faculty, and advisory board believe that consistent high
scores on standardized tests indicate that a strong foundation has been
established. This foundation provides the building blocks for lifelong
learning. The scores provide excellent insight into the students'
development in key areas and critical thinking. The school and parish
community are very proud of the school's reputation and test results.
With regard to the most recent testing results (October 2004), the
feedback from the administration, faculty and parents is positive. Many
believe that the results reflect a strong curriculum supported by
excellent instruction and an environment conducive to learning.

For the 2004 results, Saint John Vianney School tested *above* the
student percentile equivalent for the 90^th^ school percentile in
*every* category for *every* grade tested. In other words, when
analyzing the six grades tested (grades 3-8) in the areas of math and
reading, there was not one area of the 12 possible comparisons (six
grades @ 2 scores per grade) that was either at or below the national
averages.

The scores represent continued positive trends and improvements. In
2002, there were three areas that were slightly below the 90^th^
percentile (grade three math, grade five math, and grade six reading).
Each of these areas improved in the subsequent year when analyzing the
same group of students as they moved to the next grade. In 2003, the two
areas where we scored slightly below the 90^th^ percentile were 6^th^
grade reading and 8^th^ grade reading. It should be noted that each of
these scores was only one percentage point lower than the 90^th^
percentile ranking. Scores for 6^th^ grade reading improved in the
subsequent year. Data is not available for the 8^th^ grade reading, as
the school ends at 8^th^ grade.

Saint John Vianney School administers the ITBS (Iowa Tests of Basic
Skills) each October to students in grades three through eight.
Regardless of how long the student has been enrolled at the school, or
if the student receives special academic enrichment or training, all
students participate in the testing. Prior to testing, teachers inform
the children and provide a take-home letter and sample with a cover
letter from the principal. The school believes that the tests are
snapshots in time of a student's ability. The school operates under
"business as usual" conditions and continues with a modified schedule
during the testing days. Teachers do not spend an excessive amount of
time preparing the children or "teaching to the test." Students are
simply encouraged to get plenty of rest, eat well, and do their best.

Upon receipt of the results, the administration analyzes the data and
discusses the findings and recommendations to the faculty where goals
and follow-up plans are established. The principal presents results to
the advisory board to ensure appropriate allocation of resources to
areas requiring attention.

The recent test scores and academic standards, combined with the diverse
population and affordable tuition, attract families from all over
Central Florida. Many prospective families are interested in the
academic performance and trends of the school and view them as an
overall indicator of the school. A very high percentage of graduating
8^th^ grade students are accepted into honors and "magnet" programs
because of their academic performance on standardized tests as well as
grade point averages. The feedback from high school parents is that St.
John Vianney students are prepared for high school and the academic
challenges of college prep programs.

**[Part IV - Question #2]{.underline}**

St. John Vianney School is committed to ongoing improvements in all
areas of the school. Although the school is rich in history and has
celebrated much success, there are constant efforts to analyze and
improve to meet the changing needs of today's students and families. We
currently utilize at least four sources of data to understand and
improve student and school performance:

[ITBS Scores]{.underline} - The standardized test scores are reviewed
for each student to determine if improvements are made on a year-to-year
basis. Individual Development Plans are established, if needed. The
overall scores are also analyzed to determine if modifications to the
curriculum, instructional time, or resources need to be made to correct
general deficiencies in a grade or subject.

[NSEE Opinion Inventories]{.underline} - In order to measure the
specific opinions of stakeholders, the school's re-accreditation
steering committee surveyed parents, teachers, students, and the
community by means of the NSSE Opinion Inventories. For all four groups
the average responses within each topic were above the national pattern
(Quality of the Instructional Program, Support for Student Learning,
School Climate/Environment for Learning, School Organization and
Administration). This survey provides excellent insight into the
students' perception of the school, curriculum and academic success.

[Post-Planning]{.underline} - Teachers collaborate with administrators
to identify strengths and weaknesses. In 2003, a critical thinking
objective was added to the curriculum. Formal staff training was
incorporated into monthly faculty meetings for the entire school year.
Thinking maps and other tools are utilized. An integrated approach
allows the school to measure and track individual progress in key areas.

[Regional and National Trends]{.underline} - The administration values
input from external sources. For example, math scores at St. John
Vianney have been historically high. However, teachers and
administrators believed that some students needed additional preparation
for high school AP and honors math. We added a math specialist and now
offer math, pre-algebra and algebra based on abilities. In addition, the
foreign language program was expanded to five days a week for middle
school students to prepare them for high school language courses.

**[Part IV - Question #3]{.underline}**

The St. John Vianney School enjoys a strong link with the parent base,
communicating in various forms on a weekly basis. Parents and students
receive feedback in weekly folders and planners in addition to the eight
official reports of the year (four progress reports and four report
cards). Parents also have access to parent-teacher conferences, guidance
counselors, and websites created for each teacher.

Parents are invited to attend four PTO meetings per year. Average
attendance at PTO meetings is 250-300. At these meetings, the overall
performance of the school is discussed including curriculum, test
scores, and pending changes. A recent meeting was devoted to research on
new teaching techniques and the impact they have on student performance.
Hundreds of people enjoyed home-made pizza and a movie at PTO Family
Night at another meeting. Saint John Vianney School is very
family-oriented in all aspects, with over 90% of families volunteering
at least ten hours per year.

Parents receive communication before, during and after the standardized
testing process. Two weeks before testing, parents receive an ITBS
brochure and letters from the teacher and the principal. The brochure
provides parents and students with information about ITBS, sample
questions, and how the test will be administered. These booklets are
available in English and Spanish. During the testing process, parents
are updated on schedule changes and progress. Parents receive a sealed
copy of the results with a letter from the teacher and principal.
Parents are encouraged to discuss the results with the student, teacher,
or guidance counselor, if needed. The community receives communication
on the school's successes and programs through the weekly church
bulletin (circulation 4000 families).

**[Part IV - Question #4]{.underline}**

Committed to continuous improvement, St. John Vianney School believes in
sharing its best practices with other schools and learning from other
educators. The principal encourages staff members to exchange success
stories with peers in other schools. Many teachers and faculty members
have participated as leaders and speakers in programs such as Master's
In-Service, Diocese of Orlando Principals' Meeting, Florida Teacher
Workshops, and the Florida Educational Technology Conference.

The sharing and learning philosophy does not end with the faculty.
School Advisory Board and Parent Teacher Organization board members have
assisted other schools with the establishment of development programs
and fundraising/involvement programs. In the area of service, many
faculty members and parents volunteer for Shepherd's Hope, an
organization committed to providing healthcare for people without
insurance. Organized by SJV parents, volunteers travel to nearby public
middle schools to share their time and talent with others in the
community.

######### PART V -- CURRICULUM AND INSTRUCTION

**[Part V - Question #1]{.underline}**

St. John Vianney Catholic School's curriculum exemplifies the best
teaching practices that allow teachers to educate the mind and expand
the heart of each student. Each child is viewed as capable and unique,
and is treated as such. The curriculum is based on the benchmarks, high
standards, and objectives established by the Diocese of Orlando.
Teachers, selected to serve on committees within the Diocese, wrote the
Curriculum Guides. Viewed as "working documents", the guides are updated
annually to reflect research and innovative techniques.

The **Preschool Curriculum** is designed to provide building blocks for
a solid foundation of lifelong learning. With the goal to fully prepare
children for Kindergarten in a loving, Christ-centered environment,
students are introduced to language arts, religion, art, social studies
and science. They learn through hands-on experiments and field trips and
develop phonemic awareness, story-writing and illustrating skills. At
the end of PreK4, an "A-Z Spring Show" highlights music, art, and social
skills.

The **Primary Grades'** **(K-2)** **Curriculum** emphasizes language
arts and critical thinking skills. Students use reading and writing
processes effectively with an emphasis on creativity and grammar.
Creative problem solving, reasoning, and logic are introduced. Through
experiments and computers, students learn that science requires an
approach based on analysis, integrity, and openness. Study and time
management skills are taught. Hands-on, group exercises integrate many
subjects. For example, a pumpkin carving activity incorporates social
studies (history and customs), science (crops, weather), math (grouping
seeds, weighing, and measuring circumference), and language arts
(writing a story).

The **Intermediate Grades' (3-5)** **Curriculum** builds on foundations
established in the primary grades. With an emphasis on reading, writing,
and grammar, students learn to effectively communicate in various
mediums such as oral and PowerPoint presentations. Problem-solving,
critical thinking, data interpretation, and computation skills are
reinforced. Statistics, probability and basic algebra concepts are
introduced. Students learn about technology in science and that
responsible human interaction with the environment is necessary. They
learn more about the world in which they live by celebrating
International Day (a research and presentation project), the Florida
History Fair, and field trips.

The **Middle School** **(6-8)** **curriculum** is comprehensive and
prepares students for high school. A strong writing, grammar, reading
and literature program introduces poetry, mythology, and complex
research techniques. Students learn valuable organizational, note-taking
and analysis skills. Students are taught to consistently carry over
grammar skills taught into writing. Skills in reading comprehension,
such as main ideas and inferences, are reinforced. Placement into math
classes is based on a student's ability. A math specialist assists
students who need additional help mastering concepts. Students
understand the world in spatial terms using maps and technology.
Emphasis is placed on research, analysis and critical thinking.
Extensive group work and discussions are used for instructional
purposes. Students apply and explain science concepts through
interactive experiments. Students can choose after-school activities
based on interests and skills (Science, Math, Art, National Junior Honor
Society).

The **Special Curriculum Areas** (K-8) make St. John Vianney School
strong and unique. A comprehensive Spanish program (K-8) enables
students to achieve conversational fluency. Students transfer Spanish
skills to math (counting, grouping), social studies (cultures, customs),
music (songs), art (projects related to customs and holidays), and
language arts. The art program exposes students to history, artists, and
techniques. The PE program places an emphasis on physical fitness and
sportsmanship. In music, students are introduced to various aspects of
theory, composers, instruments, and performing techniques. Beginning in
4^th^ grade, students take instrument lessons. Students also take
classes in technology (computers and typing), media, and family life. A
successful drama program and thespian society produce at least two
productions per year and offer students an opportunity to understand
theater history and all aspects of a production. Middle school electives
include academic courses as well as Fine Arts (music, art, drama) and
Life Skills (stress management and cooking, for example).

#### Part V - Question #2

St. John Vianney School utilizes the Open Court reading program as the
foundation for grades PreK-6, a program offering strong phonics, award
winning literature, and cross-curricular activities. This approach
supports the school's overall curriculum goals. Open Court is a
flexible, research-based curriculum grounded in systematic, explicit
instruction of phonics, word knowledge, comprehension, inquiry skills,
writing and language arts skills. Teachers attend summer workshops to
discuss various components of the program and develop strategies on how
to implement the program successfully. The program has resulted in
excellent readers at St. John Vianney School, who can transfer what they
are learning to writing assignments. Students have historically scored
well above national average in reading, language, vocabulary and
spelling. The majority of students read above grade level.

Middle school students are assigned classic and contemporary literature
assignments with an emphasis on interpretation, discussion, and
analysis. Reading is reinforced as an essential part of a successful
curriculum. A summer reading program was introduced in 2004.

The school has positively utilized the Accelerated Reader (PreK -6th
grade) program by introducing family reading nights and positive
reinforcement for all children who participate. This program enables
readers to progress at the level of their ability. Realizing that no
reading curriculum is complete within itself, teachers supplement the
programs to enhance learning to be sure that all skills are being
covered. Teachers collaborate with the dynamic media specialist to
establish strong reading skills. Students participate in the Sunshine
State, Newberry, Caldecot and Scholastic Book Fair programs. The school
sponsors a visiting author program and invites at least one author per
year to visit the school. This year, an international author will share
her success story and discuss writing and journalism.

**[Part V - Question #3]{.underline}**

At St. John Vianney School, the Life Skills program is an integral part
of the curriculum from all grades. Designed to address current
challenges and prepare students for the future, the program covers a
wide variety of topics. In the primary grades, students discuss family
life and relationships. Small groups discuss issues such as bullying,
communication, and manners. In the intermediate grades, students learn
about human sexuality in a non-threatening manner. Through a personal
skills inventory exercise, students analyze perceptions and focus on
self-esteem and self-confidence.

In the middle school, students learn about healthy choices and personal
decisions. They discuss topics such as substance abuse, AIDS, and the
obesity epidemic and how each affects society. Students understand the
structure of government and how the principles and values of American
democracy are reflected in the American Constitution. They debate issues
and conduct mock elections. Small groups are used for money management
exercises (including a real stock exchange activity), budgeting, and
shopping. The Peer Mediator program was established 4 years ago. Sixteen
students from grades 6-8 who possess strong leadership skills are
trained on how to resolve problems that may arise between two students.
Students are encouraged to engage in service with community outreach or
TAG (Teens in Action Group who assist with the Give Kids The World).

St. John Vianney Catholic School introduced an innovative approach to
communications for teenagers. Middle school students are assigned to
small groups of 10 students in "Advisory Groups". Meeting semi-weekly
with an advocate advisor (teacher, counselor or administrator), these
groups have proven to be highly successful. Groups freely discuss social
issues, school matters, fears, peer pressure, and current events in a
confidential setting.

## Part V - Question #4

There are many efforts in place to introduce innovative instructional
methods. As a result of the school improvement plan, new techniques from
***five*** areas are being applied in the classroom. Faculty members
researched each topic and presented their findings to their peers and
the school parents.

In ***Learning to Learn***, students enhance their responsibility by
learning to take ownership and produce quality work while achieving
excellence. High learning standards and goals are set, resources are
provided, and students are praised and acknowledged for achievements.
Students utilize an array of teaching tools, social skills, and
organizational skills to improve learning. Students analyze and evaluate
their learning for the purpose of improvement.

To improve ***Interpersonal Skills***, students work together in many
situations to set and achieve goals, manage and evaluate behaviors as
group members, and deal with disagreements and conflict caused by
diverse opinions and beliefs. Students participate in peer interviews,
teaching, and story-writing.

***Faith Formation*** is viewed as a lifelong process that establishes a
relationship with God that permeates all aspects of one's life. Children
participate and minister in weekly liturgies. They learn about
traditions and symbols and embrace the concept of stewardship. Some
examples include leading migrant toy and food drives, adopting needy
families, visiting nursing homes, participating in projects that aid the
needy, and conducting service projects for Nicaragua, Kenya, and the
Dominican Republic.

By ***Expanding and Integrating Knowledge***, students use what they
already know to acquire new knowledge, develop new skills, and expand
understanding. They connect knowledge and experiences from different
subject areas. Pertinent content and skills from many subject areas
support theme-based units. The curriculum is organized around real-life
problems and issues. The faculty operates as a team and often shares
ideas and collaborates on lesson plans.

With ***Personal and Social Responsibility***, students learn to respect
themselves and take responsibility for actions. Saint John Vianney
Catholic School maintains a climate that encourages freedom of thought
while stressing personal responsibility and freedom of discussion.
Teachers provide cross-cultural experiences that promote a spirit of
good fellowship and international understanding through formal
instruction, recreational and cultural activities.

## Part V - Question #5

St. John Vianney School is blessed by a faculty known for its talent as
well as longevity. Led by a principal and vice-principal as examples of
lifelong learners, faculty members are encouraged to commit to personal
development. Professional development occurs in a variety of formats:

1\) **[Personal Development]{.underline}** - *ongoing basis*

\- Observation and Performance Management: Each teacher is observed on a
formal basis at least twice a year. The process includes a pre-meeting,
observation, feedback, and the development of short and long-term goals
for personal and professional development.

\- Goal setting and feedback: Faculty members review the year and set
goals for the coming year.

\- Continuing Education: Many teachers have completed their Master's
degrees or are enrolled in advanced level classes. Teachers are
encouraged to pursue advanced degree programs.

2\) **[Local Training and Development]{.underline}** - *monthly*

\- Guest speakers or faculty members present a researched topic for
discussion.

\- Peer Training is used to present findings, share best practices on
technology, and train peers.

3\) **[Staff/Diocese]{.underline}** - *quarterly*

> \- Conferences**:** Faculty members participate in area meetings where
> they have the opportunity to take courses in specialty (language arts,
> science, math) as well as group topics.

Students are direct beneficiaries of the staff development program. Over
the past few years, the entire faculty has participated in numerous
technology programs. As a result, technology has been rapidly introduced
and integrated into the classrooms, thus enabling students to conduct
research and receive instruction through contemporary methods. By
learning more about students' learning styles, teachers are able to meet
the needs of the diverse student population.

**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.

Private school association(s): [NCEA, Florida Catholic Conference,
Diocese of Orlando, ASCD, International Reading Association, Social
Studies and Math]{.underline}

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

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

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

\$[3431]{.underline} \$[3431]{.underline} \$[3431]{.underline}
\$[3431]{.underline} \$[3431]{.underline} \$[3431]{.underline}

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

\$[3431]{.underline} \$[3431]{.underline} \$[3431]{.underline}
\$\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

#  12^th^ Other 

What is the educational cost per student? [\$3,691]{.underline}

(School budget divided by enrollment)

What is the average financial aid per student? [\$1000]{.underline}

What percentage of the annual budget is devoted to [1.5%]{.underline}

scholarship assistance and/or tuition reduction?

What percentage of the student body receives

scholarship assistance, including tuition reduction? [98%]{.underline}

**St. John Vianney Catholic School - Orlando, FL**

**Assessment Data**

####### *REFERENCED AGAINST NATIONAL NORMS*

2004, 2003, and 2002 ITBS Form A

######## Grade 8

Grade [**8th**]{.underline} Test [ITBS]{.underline}

Edition/publication year [A/2000]{.underline} Publisher
[Riverside]{.underline}

What groups were excluded from testing? Why, and how were they
assessed?[no groups were excluded]{.underline}

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

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

+-----------------+-----------------+-----------------+-----------------+
|                 | 2004-2005       | 2003-2004       | 2002-2003       |
+-----------------+-----------------+-----------------+-----------------+
| **Testing       | October         | October         | October         |
| month**         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ####            |                 |                 |                 |
| # SCHOOL SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 81              | 76              | 81              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 79              | 79              | 72              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 63              | 66              | 65              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| \% of total     | 100             | 100             | 100             |
| students tested |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Number of       | 0               | 0               | 0               |
| students        |                 |                 |                 |
| excluded        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ######          |                 |                 |                 |
|                 |                 |                 |                 |
| ######          |                 |                 |                 |
| SUBGROUP SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 1\. Hispanic    |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 71              | 67              | 79              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 66              | 70              | 62              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 11              | 9               | 8               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2\.             |                 |                 |                 |
| Asian/Pacific   |                 |                 |                 |
| Islander        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 82              | 72              | 77              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 79              | 86              | 76              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 7               | 9               | 8               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**St. John Vianney Catholic School - Orlando, FL**

####### Assessment Data

####### *REFERENCED AGAINST NATIONAL NORMS*

2004, 2003, and 2002 ITBS Form A

######## Grade 7

Grade [7**th**]{.underline} Test [ITBS]{.underline}

Edition/publication year [A/2000]{.underline} Publisher
[Riverside]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[no groups were excluded]{.underline}

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

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

+-----------------+-----------------+-----------------+-----------------+
|                 | 2004-2005       | 2003-2004       | 2002-2003       |
+-----------------+-----------------+-----------------+-----------------+
| **Testing       | October         | October         | October         |
| month**         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ####            |                 |                 |                 |
| # SCHOOL SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 81              | 78              | 77              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 74              | 75              | 76              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 65              | 65              | 67              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| \% of total     | 100             | 100             | 100             |
| students tested |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Number of       | 0               | 0               | 0               |
| students        |                 |                 |                 |
| excluded        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ######          |                 |                 |                 |
| SUBGROUP SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 1\. Hispanic    |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 81              | 70              | 77              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 68              | 68              | 75              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 12              | 12              | 7               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2\.             |                 |                 |                 |
| Asian/Pacific   |                 |                 |                 |
| Islander        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 86              | 81              | 76              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 85              | 80              | 78              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 9               | 7               | 8               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**St. John Vianney Catholic School - Orlando, FL**

**Assessment Data**

####### *REFERENCED AGAINST NATIONAL NORMS*

2004, 2003, and 2002 ITBS Form A

######## Grade 6

Grade [6**th**]{.underline} Test [ITBS]{.underline}

Edition/publication year [A/2000]{.underline} Publisher
[Riverside]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[no groups were excluded]{.underline}

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

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

+-----------------+-----------------+-----------------+-----------------+
|                 | 2004-2005       | 2003-2004       | 2002-2003       |
+-----------------+-----------------+-----------------+-----------------+
| **Testing       | October         | October         | October         |
| month**         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ####            |                 |                 |                 |
| # SCHOOL SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 82              | 72              | 71              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 83              | 75              | 75              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 64              | 65              | 66              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| \% of total     | 100             | 100             | 100             |
| students tested |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Number of       | 0               | 0               | 0               |
| students        |                 |                 |                 |
| excluded        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ######          |                 |                 |                 |
| SUBGROUP SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 1\. Hispanic    |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 79              | 71              | 66              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 70              | 63              | 74              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 7               | 12              | 11              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2\.             |                 |                 |                 |
| Asian/Pacific   |                 |                 |                 |
| Islander        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 77              | 73              | 82              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 85              | 83              | 77              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 12              | 9               | 5               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**St. John Vianney Catholic School - Orlando, FL**

**Assessment Data**

####### *REFERENCED AGAINST NATIONAL NORMS*

2004, 2003, and 2002 ITBS Form A

######## Grade 5

Grade [5**th**]{.underline} Test [ITBS]{.underline}

Edition/publication year [A/2000]{.underline} Publisher
[Riverside]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[no groups were excluded]{.underline}

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

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

+-----------------+-----------------+-----------------+-----------------+
|                 | 2004-2005       | 2003-2004       | 2002-2003       |
+-----------------+-----------------+-----------------+-----------------+
| **Testing       | October         | October         | October         |
| month**         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ####            |                 |                 |                 |
| # SCHOOL SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 80              | 85              | 80              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 79              | 80              | 71              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 64              | 70              | 68              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| \% of total     | 100             | 100             | 100             |
| students tested |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Number of       | 0               | 0               | 0               |
| students        |                 |                 |                 |
| excluded        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ######          |                 |                 |                 |
| SUBGROUP SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 1\. Hispanic    |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 64              | 86              | 79              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 61              | 77              | 61              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 16              | 9               | 11              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2\.             |                 |                 |                 |
| Asian/Pacific   |                 |                 |                 |
| Islander        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 86              | 84              | 83              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 75              | 81              | 79              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 10              | 11              | 8               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**St. John Vianney Catholic School - Orlando, FL**

**Assessment Data**

####### *REFERENCED AGAINST NATIONAL NORMS*

2004, 2003, and 2002 ITBS Form A

######## Grade 4

Grade [4**th**]{.underline} Test [ITBS]{.underline}

Edition/publication year [A/2000]{.underline} Publisher
[Riverside]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[no groups were excluded]{.underline}

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

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

+-----------------+-----------------+-----------------+-----------------+
|                 | 2004-2005       | 2003-2004       | 2002-2003       |
+-----------------+-----------------+-----------------+-----------------+
| **Testing       | October         | October         | October         |
| month**         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ####            |                 |                 |                 |
| # SCHOOL SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 85              | 79              | 88              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 80              | 77              | 83              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 69              | 70              | 69              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| \% of total     | 100             | 100             | 100             |
| students tested |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Number of       | 0               | 0               | 0               |
| students        |                 |                 |                 |
| excluded        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ######          |                 |                 |                 |
| SUBGROUP SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 1\. Hispanic    |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 74              | 61              | 89              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 70              | 63              | 84              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 16              | 15              | 7               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2\.             |                 |                 |                 |
| Asian/Pacific   |                 |                 |                 |
| Islander        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 79              | 82              | 87              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 80              | 76              | 85              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 8               | 9               | 8               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**St. John Vianney Catholic School - Orlando, FL**

**Assessment Data**

####### *REFERENCED AGAINST NATIONAL NORMS*

2004, 2003, and 2002 ITBS Form A

######## Grade 3

Grade [3rd]{.underline} Test [ITBS]{.underline}

Edition/publication year[A/2000]{.underline} Publisher
[Riverside]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[no groups were excluded]{.underline}

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

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

+-----------------+-----------------+-----------------+-----------------+
|                 | 2004-2005       | 2003-2004       | 2002-2003       |
+-----------------+-----------------+-----------------+-----------------+
| ########        | October         | October         | October         |
| # Testing month |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ####            |                 |                 |                 |
| # SCHOOL SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 81              | 80              | 75              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 75              | 77              | 71              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 66              | 67              | 70              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| \% of total     | 100             | 100             | 100             |
| students tested |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Number of       | 0               | 0               | 0               |
| students        |                 |                 |                 |
| excluded        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| ######          |                 |                 |                 |
| SUBGROUP SCORES |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 1\. Hispanic    |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 71              | 73              | 65              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 65              | 67              | 63              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 20              | 14              | 13              |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2\.             |                 |                 |                 |
| Asian/Pacific   |                 |                 |                 |
| Islander        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | 83              | 74              | 77              |
+-----------------+-----------------+-----------------+-----------------+
| Math            | 72              | 84              | 66              |
+-----------------+-----------------+-----------------+-----------------+
| \# of students  | 8               | 7               | 8               |
| tested          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

![](media/image1.jpeg){width="7.566666666666666in" height="5.94375in"}