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

*U.S. Department of Education*

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

Name of Principal [Mr. Joey M. Scaffidi]{.underline}

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

Official School Name [Christian Brothers School]{.underline}

(As it should appear in the official records)

School Mailing Address [8 Friederichs Avenue -- City Park]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[New
Orleans\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Louisiana\_\_\_\_\_\_\_\_\_\_70124-4602\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_[Orleans]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_\_\_\_\_\_\_[LA-506013]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 504 ) 486-6770 \_\_\_\_\_\_]{.underline}Fax [( 504 )
486-1053 \_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.cbs-no.org]{.underline} E-mail
[school@cbs-no.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Fr. William Maestri]{.underline}

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

District Name [Archdiocese of New Orleans]{.underline} Tel. [( 504 )
861-9521\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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. Joseph Landry

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_\_\_ 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\. [6]{.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**                                                  **7**       107                   107

  **K**                                                     **8**                             

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**       85                               85           **Other**                         

  **6**       88                               88                                             

                                    **TOTAL                                                   280
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

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

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

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[0]{.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***  0
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           0
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   0
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 280
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          0
  --------- -------------------------------------------- ------------------

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

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

Number of languages represented: \_\_\_[0]{.underline}\_\_\_\_\_

Specify languages:

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

Total number students who qualify: \_\_\_[0]{.underline}\_\_\_\_

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

10\. Students receiving special education services:
\_\_\_\_[0]{.underline}\_\_\_%

\_\_\_\_[1]{.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 \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[1]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

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

\_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_[12]{.underline}\_\_\_
\_\_\_\_[3]{.underline}\_\_\_

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

Paraprofessionals \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[18]{.underline}\_\_\_ \_\_\_\_[3]{.underline}\_\_\_

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

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

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

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

  Daily teacher attendance  99%         99%         97%         99%         96%

  Teacher turnover rate     0%          11%         11%         6%          11%

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

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them. Explain disparities among subgroups. If the school
    participates in the state assessment system, briefly explain the
    state performance levels and the performance level that demonstrates
    meeting the standard. Provide the website where information on the
    state assessment system may be found.

2.  Show in one-half page (approximately 300 words) how the school uses
    assessment data to understand and improve student and school
    performance.

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

4.  Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the core curriculum is an
    eligibility requirement in grades seven and higher).

# Part III - Summary

Christian Brothers School is a unique educational institution as it is
the only all-male middle school in New Orleans. Christian Brothers
School seeks to meet the needs of the academically capable middle school
boy. As a result, the school attracts students from approximately 40
different elementary schools and every school sytem of the greater New
Orleans area.

The curriculum is grade-level accelerated in that students are
appropriately challenged to master concepts which are more difficult
than those typically encountered by students of similar ages. Many
Christian Brothers graduates inform us that their first year of high
school honors courses are, for the most part, a review of material which
they covered while in middle school at Christian Brothers. Furthermore,
instructional methodologies are best suited for the learning styles of
middle school boys. Students actively engage themselves in learning, and
their daily schedules allow for the physical release of energy
throughout the day (including an organized intramural league during
recess and daily physical education class).

When the school first opened in 1960, the faculty consisted entirely of
Christian Brothers. As the Brothers aged and younger Brothers were not
available to replace retiring Brothers, the Brothers hired lay men to
work with them. This unintended tradition of an all-male faculty has
become a successful feature to the program. The male teachers represent
various vocations, ages, hobbies and personalities. Consequently, every
student is able to identify with a least one member of the faculty such
that the rapport between teacher and student is the hallmark of the
school's reputation. In fact, this rapport between the teachers and
students outside of the classroom most influences the learning which
takes place inside of the classroom.

At the end of each day, students have over twenty different
extracurricular choices before them. These choices include programs in
athletics, academics, service, and the arts. Every student in the school
participates in at least one extracurricular activity each school year.
Numerous extracurricular programs afford students the opportunity to
explore interests and discover talents they are not aware they have. As
part of this participation, every student "belongs" to a club or team.
This sense of fraternity enhances a student's self-esteem which
contributes to his development within the Christian Brothers program.

Lastly, the school subscribes to the motto: "Your sons into young men,
young men into Christian gentlemen." This motto serves as a constant
reminder to students and teachers permeating all that is done. The
school mission calls for the provision of opportunities for the total
development of the child in an atmosphere of mutual respect among
teachers and students such that students are prepared for a challenging
secondary program. As a result, Christian Brothers students are taught
how to be good people as well as learned individuals.

**Part IV -- (1) Meaning of the School's Assessment Results**

Christian Brothers School administers the Stanford Achievement Test,
Ninth Edition to all members of the student body. The purposes for
administering this test are to evaluate the strengths and weaknesses of
the program, to track the performance of students over several school
years including the years just before entering Christian Brothers School
as well as each year they are students of Christian Brothers, and to
compare the performance of students to others on a national and local
level.

Test results are reported in various ways including a national
percentile ranking. The national percentile ranking indicates the
relative standing of a student in comparison with students in the same
grade in the norm reference group who took the test at a comparible
time. For example, a score of the 50^th^ percentile is average in that a
student with a 50 outscored 50% of the students who took the same test.
The 99^th^ percentile represents the highest possible score while the
1^st^ percentile represents the lowest possible score.

At Christian Brothers School, students' scores are analyzed in many
subject areas. Of these areas, much attention is devoted to the areas of
mathematics and reading. For the past few years, Christian Brothers
students have consistently scored well on these tests. In the most
recent administration of the standardized test, the aggregate scores for
the fifth graders were 87 and 91 in reading and math respectively. For
the sixth graders the scores were 92 and 91. The seventh graders
aggregate scores were 88 in each area. The total reading score is
inclusive of vocabulary and comprehension; and, the total mathematics
score is inclusive of problem solving and procedures.

In addition to percentile scores, an analysis of results indicates the
number of students who perform at, above, or below the average
performance according to national norms. At Christian Brothers School,
70% of the students perform above the average range of scores. Another
28% perform in the average range while only 2% perform below the average
range of scores.

As reflected in a table included at the end of this report, Christian
Brothers School aggregate scores have been increasing each of the last
few years. In conclusion, these test scores suggest that the Christian
Brothers School student body has performed in the top ten percent
nationally -- specifically and especially in the areas listed above.

**Part IV -- (2) Use of Assessment Data to Understand and Improve
Performance**

The assessment data is first reviewed by the principal. A summary report
is prepared for the faculty using the assessment data. Each teacher
receives several reports in order to evaluate group and individual
performance.

School aggregates are computed and reported in comparison to aggregates
from the previous three years. Attention is given to the areas of *Total
Reading, Total Mathematics, Language, Science, Social Science, and
Complete Battery.* Areas of strength are noted when scores show
increases over a period of three years. Areas for improvement are noted
when scores remain stagnant or decrease over a period of three years.

Similarly, aggregate scores are noted for each of the grade levels.
Teachers are able to compare the scores of their classes in comparison
to performances in other subject areas. They may also analyze their
class's performance in comparison to the performance of previous
classes. Lastly, the scores are reported so that teachers may take note
of the progress of a class as they move from teacher to teacher within a
subject area over a three-year period.

A teacher also receives a report noting individual performances as being
average, above average, or below average in designated content clusters.
From these reports, teachers can determine specific learning needs and
identify areas where instructional change may need to take place.
Likewise, they can identify successful methodologies already in place.

All reports are reviewed by staff members individually, by grade level,
and as an entire faculty. Goals and objectives are revised and
re-written based upon annual review of these test results and other
evaluative measures.

**Part IV -- (3) Communication of Student Performance**

Student performance is communicated to parents at Christian Brothers
School in a variety of ways. The most frequent means of communication
occurs each time a test is corrected and returned to a student. The
student must have a parent sign the document to indicate an awareness of
the evaluation. In addition, teachers and parents often communicate
informally. Teachers are accessible and return phone calls quickly. It
is not uncommon for a teacher to initiate contact with a parent. At
Christian Brothers, teachers often get to know families on a personal
level. This personal relationship enhances the partnership between
school and home.

Each quarterly grading period, a parent receives a mid-quarter report
and a quarterly report card. At the conclusion of each quarterly term, a
day is designated for formal conferences between students, parents and
teachers. The emphasis of the conference is centered around the presence
of the student at the conference. In addition, teachers will meet for
conferences with parents and students on an as-needed basis.

Lastly, formal standardized testing results are communicated with
parents as soon as they are received by the school each year. The school
orders detailed reports from the testing company for the parents to
review. Furthermore, the results are sent home with an accompanying
letter from the principal to add insight to the results so that parents
are able to compare their child's performance against that of other
students in the same school. In some cases, faculty members or the
principal will meet with concerned parents for a deeper analysis of
these results.

**Part IV -- (4) Sharing of Successes with Other Schools**

The students of Christian Brothers School represent approximately 40
different elementary feeder schools from across the New Orleans area. As
a result, the school has a familiar relationship with representatives
from most of these schools. That relationship is developed during the
time for admissions each school year when administrators from Christian
Brothers seek information from elementary school administrators
regarding applicants.

Many of the applicants to Christian Brothers are bright students seeking
to be more effectively challenged academically. Therefore,
administrators of the elementary schools looking to retain their
brightest students might comparatively analyze their own programs with
the program at Christian Brothers School. Teachers and administrators of
feeder schools are welcome to observe, interview, or join members of the
Christian Brothers School community engaged in educational endeavors.
The outcome is often beneficial to both parties as educational ideas are
exchanged and learning is enhanced at both institutions.

If success is not limited to academic success, then Christian Brothers
School students uniquely share their "successes" and good fortune with
other schools. For example, students recently generated \$10,000 to
donate to a fellow Lasallian school whose students cannot afford
tuition. The donation made it possible for several students to receive a
Lasallian education. The school sponsors a student service club whose
members share their time for the benefit of others.

In addition to working with administrative teams from elementary
schools, Christian Brothers Schools opens its doors to parents who wish
to learn more about the program. The school sponsors a formal open house
annually. Furthermore, the principal will conduct a personal tour and
appointment to educate anyone in the community who wishes to know more
of the successes of Christian Brothers School.

# Part V -- (1) School Curriculum

The content of each course of the core curriculum is both challenging
and engaging for students as the program is grade-level accelerated.
Organizational and study skills are integrated as a component of
instruction. Students are made aware of the expectations for achievement
in each subject area. Evaluations suggest to the students (and teachers)
the degree to which they have attained those goals and expectations.

English courses emphasize the study of grammar and language by
diagramming sentences. Students learn the parts of speech, clauses,
phrases, sentences, structure, agreement, usage, and mechanics. In
addition, the courses address skills using the dictionary, library,
conducting research, and writing paragraphs, essays, compositions, and
letters. In the Literature classes, instruction is centered upon the
reading of various novels. As novels are read, teachers focus upon
literary forms, techniques, and styles. Courses also include a study of
vocabulary, comprehension, listening skills, and spelling. An impressive
component of the Literature program at CBS is the emphasis on elocution
and interpretive readings in prose and poetry.

The study of Science is comprehensive at CBS. In the first year of the
program, students study the nature of science and ecology. The next
year, students focus upon physical science including chemistry and
physics. In their third and final year, students engage in the study of
earth and life science. In Mathematics, courses begin with a review of
numeration and the four basic operations involving whole numbers,
fractions, and decimals. Over the course of the 3-year program, students
will also study all number systems, consumer mathematics, geometric
concepts, pre-algebra, and algebra. Computer Science classes address the
hardware of the computer, keyboarding skills, and using the internet for
research. In addition, all students learn the skills associated with the
Microsoft Office Suite for use across the curriculum.

In Social Studies, fifth graders study United States History through the
U.S. Civil War. As seventh graders, students resume their study of
United States History from the Civil War through the Modern Era. In the
interim year -- sixth grade - students study World History and Geography
focusing upon each of the continents of the world. All social studies
courses include an integration of map skills and attention to current
events.

Spanish is introduced in the fifth grade. By the time a student
graduates, he has completed an official Spanish I course with 45 minutes
of daily instruction in sixth and seventh grade. Students study the
language by conjugating verbs, learning vocabulary, and conversing.
Teachers also introduce students to the rich culture and conduct fiestas
with pinatas.

Physical Education classes include daily exercise, instruction in
athletic skills, and team sports. Teachers also address health education
topics including first aid, personal hygiene, and current events in
sports. Religion is taught as part of the core curriculum since CBS is a
Catholic school. In Religion, students study the Bible and Catholic
doctrine. The arts are also integrated in the curriculum via projects
including the design of posters and projects. Students are also
encouraged to utilize technology in their designs. Furthermore, all
students participate in a music appreciation and introductory choral
course.

# Part V -- (2a) Reading Curriculum

The approach to the reading curriculum at Christian Brothers School is
that students will read many novels in order to be exposed to quality
literature. On each of the three grade levels, three selected novels are
required reading for all students. In addition, reading teachers are
able to select - from an approved list - another one to three novels to
be read. In the reading of a novel, teachers are able to teach the
meaning of literary terms. The author, including his/her literary style
and technique, is studied. Students are also afforded the opportunity to
study vocabulary in context as they read the novel.

In addition to novels, students are required to read numerous short
stories which further develop their understanding of literature.
Teachers also supplement their programs with a traditional basal text --
used, in this case, as a supplemental text to enhance comprehension
skills.

The teachers at Christian Brothers School believe that reading should
not be limited to the classroom experience. As a result, students are
rewarded for independent "outside" reading. Weekly visits to the library
make it possible for students to acquire material other than required
reading materials. Some teachers request that their students spend 15
minutes nightly reading orally to their parents as part of their
homework.

Elocution is an objective of all reading classes. Each year, students
prepare to "perform" selected pieces of prose or poetry in interpretive
reading. In their preparation of the pieces, the skill of public
speaking is developed. The culminating activity for this aspect of the
curriculum is the annual week of Speech Nights which involve the entire
student and parent bodies as well as the school's alumni association and
local community.

**Part V -- (3) Mathematics Curriculum and the Mission**

According to the mission of the school, Christian Brothers is committed
to preparing its students for the most challenging secondary
environments. The school considers mathematics an integral aspect of the
curriculum and that mission. Upon completion of the study of mathematics
at Christian Brothers School, students are adequately prepared to engage
in an accelerated track of study in secondary schools from any system in
the New Orleans area and beyond.

When students enter in the fifth grade, they are introduced to a sixth
grade program. When they finish seventh grade mathematics at CBS, they
have completed a comprehensive eighth grade pre-algebra / algebra class.
Specifically, students have studied all aspects of the real number
system, polynomials, rational expressions, linear and quadratic
equations, and graphing on the coordinate plane. As a result, CBS
students score very high on standardized tests in mathematics and are
eligible for many college-sponsored programs for the advanced study of
mathematics. Furthermore, CBS graduates report during their frequent
return visits to CBS that their first-year math courses in high school
are nothing more than a review of material studied when they attended
CBS.

Another aspect of the school's mission includes the commitment to
instill the values of the gospels within the students. To that end,
students participate in the St. Jude Math-a-Thon annually. Students
study and prepare for a math test. At the same time, they also solicit
sponsors for donations based upon their performance on the test. The
project usually yields about \$2000 for charity. In their study of math,
students are also learning to help others.

**Part V -- (4) Instructional Methods**

The instructional methodologies and the dynamic relationship between
students and teachers are the most significant reasons for the success
experienced at Christian Brothers School. Because the students are
middle school boys, teachers do not expect these "bundles of energy" to
be passive learners. Instead, lessons including - but not limited to -
academic games, cooperative learning experiences, research projects
employing the scientific method, and exercises in public speaking are
planned to actively engage students in learning. Furthermore, the
variety of activities also increases the level of interest on behalf of
the students. Many classes are taught within the context of healthy
competition among students. The middle school boys are quite motivated
to learn in such situations.

Teachers are always looking to positively reinforce appropriate learning
behaviors. Students receive *good marks* when they do something right.
These *good marks* are a prized possession as students may redeem them
for privileges. Teachers also employ a "badge" system in their classes.
Badges are earned for various levels of academic success. The more
badges a student has, the more privileges he may earn with his *good
marks*. With a high degree of accountability in place in the classrooms,
this focus upon proper behavior and achievement works especially well.

The most profound effect on learning in the classroom is the connection
that the students and teachers share. This connection is very different
from that experienced in most schools. Teachers share recess and/or
lunch with their students every day. They get to know each other outside
of the classroom. Many teachers will visit their students after school
or on the weekends by attending their extracurricular activities
(related to school or otherwise). Since most of the teachers are men,
the middle school boys see them as role models. In turn, the men have
lived the same life experiences as many of their students allowing them
to uniquely relate to their students. As a result of this special
relationship between student and teacher, learning in the classroom is
increased one-hundred fold regardless of the instructional method
employed.

**Part V -- (5) Professional Development**

Professional development at Christian Brothers School takes many
different forms. Teachers are afforded opportunities to participate in
national conferences, hear from guest speakers brought to the school,
and in-service one another. The objectives of professional development
are meant to advance the personal and professional growth of each
teacher, the mission of the school and the worldwide Lasallian community
and, most importantly, the learning of the students of Christian
Brothers School.

Over the past few years, almost every faculty member has participated in
a Lasallian formation program. Because these programs are national ones,
travel is required to participate. The school is financially committed
to this form of professional development. The Lasallian programs guide a
teacher's understanding of his vocation as an educator. This
understanding causes a teacher to focus upon the relationship he has
with his students and how that relationship directly enhances learning
in the classroom.

In addition to national conferences, school administrators have invited
experts to in-service members of the faculty at Christian Brothers
School. The topics of these in-services have included understanding
boys, multiple intelligences, integrating technology in the classroom
(particularly with laptop computers), and United Streaming. As a result,
teachers are more in touch with the culture of the middle school boy,
implement various teaching methods to accommodate different learning
styles, and utilize technology more frequently in their classrooms.

Lastly, teachers share "best practices" with each other at faculty
meetings. They find this form of in-service effective as the suggestions
are practical. Furthermore, they have the option of learning more about
the "best practice" by discussing it further with the presenting teacher
or observing the practice in the colleague's classroom. Also, because
the suggestion comes "from the ranks," teachers are open to the ideas.
When teachers collaborate regarding instructional best practices,
learning is impacted and students are the beneficiaries.

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

2b. **(Secondary Schools)** Describe in one-half page the school's
English language curriculum, including efforts the school makes to
improve the reading skills of students who read below grade level.

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

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

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

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

1.  Private school association(s): [NCEA, CEF (LA),
    LMSA\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_[4,450]{.underline}\_

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

\$\_[4,450]{.underline}\_ \$\_[4,450]{.underline}\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$\_[5,255]{.underline}\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_\_[175]{.underline}\_

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[\_5]{.underline}\_\_%

ASSESSMENT DATA REFERENCED AGAINST NATIONAL NORMS

**(Without Subgroups)**

# CHRISTIAN BROTHERS SCHOOL

# READING

Stanford Achievement Test

Ninth Edition

Form S, 1995 -- Spring Norms

Harcourt, Inc.

Scores are reported as percentiles.

No students are excluded from the test.

+---------------------------------+------+------+------+------+------+
|                                 | 0    | 0    | 0    | 0    | 9    |
|                                 | 3-04 | 2-03 | 1-02 | 0-01 | 9-00 |
+---------------------------------+------+------+------+------+------+
| Testing Month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| ## Grade 7                      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Reading                         | 88   | 85   | 87   | 83   | 84   |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 86   | 86   | 104  | 86   | 77   |
+---------------------------------+------+------+------+------+------+
| Percent of Total Students       | 100  | 100  | 100  | 100  | 100  |
| Tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ## Grade 6                      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Reading                         | 92   | 91   | 87   | 90   | 85   |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 108  | 86   | 86   | 104  | 81   |
+---------------------------------+------+------+------+------+------+
| Percent of Total Students       | 100  | 100  | 100  | 100  | 100  |
| Tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ## Grade 5                      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Reading                         | 87   | 85   | 83   | 83   | 86   |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 85   | 104  | 87   | 83   | 100  |
+---------------------------------+------+------+------+------+------+
| Percent of Total Students       | 100  | 100  | 100  | 100  | 100  |
| Tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

ASSESSMENT DATA REFERENCED AGAINST NATIONAL NORMS

**(Without Subgroups)**

# CHRISTIAN BROTHERS SCHOOL

# MATHEMATICS

Stanford Achievement Test

Ninth Edition

Form S, 1995 -- Spring Norms

Harcourt, Inc.

Scores are reported as percentiles.

No students are excluded from the test.

+---------------------------------+------+------+------+------+------+
|                                 | 0    | 0    | 0    | 0    | 9    |
|                                 | 3-04 | 2-03 | 1-02 | 0-01 | 9-00 |
+---------------------------------+------+------+------+------+------+
| Testing Month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| ## Grade 7                      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Mathematics                     | 88   | 86   | 88   | 82   | 86   |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 86   | 86   | 104  | 86   | 77   |
+---------------------------------+------+------+------+------+------+
| Percent of Total Students       | 100  | 100  | 100  | 100  | 100  |
| Tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ## Grade 6                      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Mathematics                     | 91   | 93   | 90   | 89   | 84   |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 108  | 86   | 86   | 104  | 81   |
+---------------------------------+------+------+------+------+------+
| Percent of Total Students       | 100  | 100  | 100  | 100  | 100  |
| Tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ## Grade 5                      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Mathematics                     | 91   | 88   | 88   | 87   | 89   |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 85   | 104  | 87   | 83   | 100  |
+---------------------------------+------+------+------+------+------+
| Percent of Total Students       | 100  | 100  | 100  | 100  | 100  |
| Tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+