#####  U.S. Department of Education November 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. David L. Worland]{.underline}

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

Official School Name [Cathedral High School]{.underline}

(As it should appear in the official records)

School Mailing Address [5225 E. 56^th^ Street]{.underline}

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

[Indianapolis Indiana 46226-1487]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(317)542-1481]{.underline} Fax [(317)543-5050]{.underline}

Website/URL [www.cathedral-irish.org]{.underline} Email
[dworland@cathedral-irish.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 [December 15, 2003]{.underline}

(Principal's Signature)

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

Name of Superintendent [Mr. Stephen J. Helmich (President)]{.underline}

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

District Name [N/A]{.underline} Tel. [(317) 542-1481]{.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 [December 15, 2003]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. John
Davis\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_]{.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 [December 15, 2003]{.underline}

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

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

> 1\. The school has some configuration that includes grades K-12.
>
> 2\. The school has been in existence for five full years.
>
> 3\. The nominated school or district is not refusing OCR access to
> information necessary to investigate a civil rights complaint or to
> conduct a district‑wide compliance review.
>
> 4\. 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 OCR
> has accepted a corrective action plan from the district to remedy the
> violation.

5.  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.

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

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

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       180       137         317

  **3**                                                     **10**      153       141         294

  **4**                                                     **11**      146       129         275

  **5**                                                     **12**      135       129         264

  **6**                                                     Other                             

                                    **TOTAL                                                   1150
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [88.3]{.underline} % White

the students in the school: [7.4]{.underline} % Black or African
American

[1.4]{.underline} % Hispanic or Latino

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

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

[\_\_ 1.8]{.underline} % Multiracial/Other

**100% Total**

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

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

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

  **(2)**     Number of students who transferred 19
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        28
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1143
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0244
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.44
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_[\_2]{.underline}\_\_\_\_

Specify languages: English and Spanish

9\. Students eligible for free/reduced-priced meals: [5.2]{.underline} %

[60]{.underline} Total Number Students Who Qualify

> **If this method is not a reasonably accurate estimate of the
> percentage of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.**
>
> During the 2002-2003 school year,60 students (approximately 5.2% of
> our student body of 1150) receiving the financial assistance had an
> Estimated Family Contribution (EFC) that was less than \$0, as
> calculated by School and Student Service for Financial Aid (SSS) in
> Princeton, New Jersey. As such, these are the students identified by
> Cathedral High School who would be eligible for free/reduced-price
> meals if available at our school.

10\. Students receiving special education services: [11]{.underline} %

[138]{.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.

[1]{.underline} Autism [\_\_2\_]{.underline}Orthopedic Impairment

[\_\_0\_]{.underline}Deafness [21]{.underline} Other Health Impaired

[\_\_0\_]{.underline}Deaf-Blindness [111]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [0]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation [\_\_0\_]{.underline}Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [\_\_1\_]{.underline}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) [9]{.underline} [0]{.underline}

Classroom teachers [77]{.underline} [9]{.underline}

Special resource teachers/specialists [3]{.underline} [0]{.underline}

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

> Support staff [41]{.underline} [16]{.underline}
>
> Total number [130]{.underline} [25]{.underline}

12\. Student-"classroom teacher" ratio: [13:1]{.underline}

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance   96.5%       97.17%      97.17%      96.69%      96.03%

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

  Teacher turnover rate      8%          10%         7%          5%          8%

  Student dropout rate       0%          0%          0%          0%          0%

  Student drop-off rate      1.3%        1.2%        1.1%        1.2%        0.8%

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [\_260\      |
|                                                     | _]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [9           |
|                                                     | 6]{.underline} |
|                                                     | > % %          |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [2.          |
|                                                     | 0]{.underline} |
|                                                     | > % %          |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > [            |
|                                                     | 0]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [            |
|                                                     | 0]{.underline} |
|                                                     | > % %          |
+-----------------------------------------------------+----------------+
| Military service                                    | > [1.          |
|                                                     | 0]{.underline} |
|                                                     | > % %          |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [1.          |
|                                                     | 0]{.underline} |
|                                                     | > % %          |
+-----------------------------------------------------+----------------+
| Unknown                                             | [              |
|                                                     | 0]{.underline} |
|                                                     | %              |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.**

Cathedral High School is located in Indianapolis, Indiana. We are a
Catholic, private, coeducational, college-preparatory school founded in
1918. Our mission is rooted in the importance of a holistic, diverse,
faith-based education that provides avenues for spiritual, intellectual,
social, and physical growth. While our immediate objective is to ready
students for admission to college and for success therein, our ultimate
goal is to guide them toward being competent, concerned, responsible,
and ethical members of society. Students are served through traditional
modes of instruction derived from our Catholic heritage, expecting in
learning and performance, an excellence consistent with ability in both
academic and extracurricular arenas.

Cathedral is the oldest Catholic high school in Indiana and is built on
a solid foundation of excellence from generations past. We are strongly
committed to a disciplined environment with high expectations for our
students. Students hail from over 110 different grade schools throughout
central Indiana. The student body is approximately 80% Catholic and
comprises a wide range of ethnic, socio-economic, and geographic
backgrounds. Over 98% of our graduates attend colleges and universities
immediately upon graduation, and our last five graduating classes have
earned in excess of thirty-seven million dollars in college
scholarships.

Cathedral offers a comprehensive curriculum that ensures the educational
experience is both well-rounded and focused. Three college preparatory
instructional levels, as well as honors-level independent study, are
offered in nearly all disciplines. A curriculum consisting of eighteen
Advanced Placement courses challenges even the most motivated students
to reach even greater heights in the pursuit of academic excellence.
Students will be prepared for a life that will involve thinking
critically, analytically and creatively in a global society.

Cathedral High School boasts one of the finest Language Support programs
to serve the college-bound student with specific language-based learning
disabilities. Students learn to their highest potential, a task that is
often not possible with conventional instruction. The Language Support
Program's mission is to foster independent, lifelong learning. Truly, no
student is left behind.

Our vision proudly proclaims that Cathedral provides a Catholic
educational experience profoundly shaping the way students **lead** and
**serve** the world. Our vision, rooted in our mission and lived in our
credo, guides us as we prepare students for a world becoming ever
dependent on servant leadership. Through service learning and community
outreach programs, students "live" the vision. Our students participate
in an array of community service projects and opportunities that reach
out to make the world we live in a better place. By building homes
through Habitat for Humanity, organizing canned food drives to feed the
hungry, volunteering at homeless shelters, tutoring students from
poverty-stricken neighborhoods, and raising funds for cancer research,
students aspire to a higher calling by doing what is good with
integrity.

**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.**

Cathedral High School ranked fifth highest in English and the seventh
highest in math for the percentage passing the Graduation Qualifying
Exam of the schools that took the test in the state of Indiana.
Cathedral High School's mission demands that we accept a diverse
population, and our students' scores range from 2% to 99% on the
admissions' placement exam. When considering the diverse academic
population, the Graduation Qualifying Exam scores are particularly
significant.

Because Cathedral High School pulls students a broad population, there
is a considerable disparity in how academically prepared these students
are when they arrive. Because the Graduation Qualifying Exam comes early
in the students' sophomore year, the responsibility falls to our
freshmen teachers to access the strengths and weaknesses of our
students. Through experience and professional development opportunities,
the teachers of our freshmen and sophomores continue to succeed in
preparing even most of our weakest students to pass this important exam.

Our average PSAT scores for the 2002-03 school year were 160.0, compared
with the national average of 146.0. While this average score is
impressive on its own merit, it is extremely significant when one
considers that all of our juniors take the PSAT examination. Cathedral
High School has a Language Support Program that includes forty-four
students from each grade level. These students have a diagnosed language
processing problem that inhibits their ability to score well on
standardized tests; still, our scores remain strong.

We provide our teachers with professional development that aids them in
teaching all types of learners. Last school year, we brought in a
specialist to work with our teachers in understanding "How the Brain
Learns." Our math and English teachers have attended the College Board's
Advanced Placement's Vertical Teaming Workshops. Not only has the
information gained in these workshops helped improve our Advanced
Placement scores, they have affected how we prepare students for all of
the required standardized tests.

Additionally, we have offered workshops in math for our feeder middle
schools. Our math department has hosted these middle school teachers and
worked with them to better prepare students for the demands of the high
school curriculum. We plan to offer similar workshops in English,
foreign language, and science as well.

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

The standardized High School Placement Test is given to all incoming
freshmen during their eighth grade year. The results of this test are
one of the pieces of information used in placing students into proper
classes and diploma tracks.

Results of Indiana's Graduation Qualifying Exam (GQE), given near the
beginning of the sophomore year, are used by English and Math teachers
to determine to what extent students are mastering essential skills and
to identify potential areas of weakness in curriculum and instruction.
Department chairs and faculty members review the aggregate scores and
how the students master each state standard. Students not meeting
graduation standards are immediately scheduled to begin remedial
classes.

The Learning & Study Skills Inventory (LASSI) assessment is frequently
used to provide direction for a student who is struggling in school.
Guidance counselors and teachers use this tool to determine areas of
specific strengths and weaknesses of individual students. From this
test, an improvement plan is developed and put into action for each
student.

Cathedral High School has also served as a pilot school for the Indiana
Department of Education's Core 40 tests. These tests are given in the
subjects of Algebra 1, Algebra 2, Geometry, Chemistry, and Physics. The
results from these criterion-referenced tests are valuable in
determining to what extent our students are mastering the essential
skills in these areas.

For the past two years, Cathedral High School has used the College
Board's software that evaluates students' PSAT scores and suggests in
what Advanced Placement courses students would have a good chance of
achieving success. We are beginning to utilize this data to academically
advise our students to take a more challenging curriculum.

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

Cathedral High School communicates student performance, including
assessment data, to parents, students, and the community through a
variety of ways. The local newspaper and our own publications, [The
Insight,]{.underline} which is published monthly and [The
Highlights,]{.underline} which is published quarterly, are used as a
means of communicating the successes of our students. Honor rolls are
published in [The Highlights,]{.underline} and honor roll lists are sent
to individual parishes and then published in their parish newsletters
and Sunday bulletins. ISTEP+ Test results are mailed to the parents with
a letter congratulating them and their student(s) on passing or with
information concerning the opportunities for help if the student(s) did
not pass. The PSAT results are given to the sophomores and juniors to
share with their parents.

We honor our National Merit Semi-Finalists at an all-school assembly to
which we invite their families. At the end of the school year, we have
an award ceremony in which individual course awards are given, and
students who have made the High Honor Roll (3.5 g.p.a.) and the Honor
Roll (3.0 g.p.a.) are awarded a certificate. At the graduation ceremony,
we individually acknowledge the scholarships each of our students has
earned, and we publish this information in the graduation program and in
[The Insight.]{.underline}

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

# 

Cathedral High School works with local middle schools on curriculum
alignment. During the fall of 2003, our math department hosted a
workshop for our feeder middle schools. This workshop addressed what the
Cathedral High School math department had learned when they attended a
College Board's Math Vertical Teaming Workshop. Our teachers shared with
the middle school teachers what students need to know to be adequately
mathematically prepared in order to be successful at Cathedral High
School. We currently are working with another feeder school as it
prepares to go through its North Central Accreditation application.

Our teachers have and are encouraged to present at archdiocesan and
state conferences or workshops in an attempt to share what is working in
our school. Teachers from other schools are welcome to visit and observe
our classrooms in order to gain new ideas and insights into their own
teaching.

We invite our feeder school students, parents, faculty, staff and
administrators to attend our special campus events. When we dedicated
our new Student Life Center, many of our feeder schools sent
representatives. We also host an Academic Olympic competition for
sixteen of our parish schools.

**PART V -- CURRICULUM AND INSTRUCTION**

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 regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).**

Cathedral High School is committed to engaging all of her students in
the most challenging curriculum in which a student is capable of
achieving success. At Cathedral High School, we have three academic
levels: college preparatory, academic, and honors. To ensure that no
child is left behind and that all students are appropriately taught, we
offer both core classes and elective classes in all three academic
levels. We also have a Language Support Program which serves
approximately 175 of our students who participate in English and
composition classes that address their specific language processing
disabilities.

Students and parents meet with the academic deans and the students'
counselors to determine the appropriate academic placement for the
students. These placements are monitored throughout the students'
four-year education, and adjustments are made as needed.

Students are expected to grow in their academic maturity as well as in
knowledge and wisdom. Personal responsibility is emphasized; students
are expected to do daily homework assignments and prepare for quizzes
and tests. Comprehensive semester examinations are given each semester.
An emphasis is placed on inquiry learning by assigning a variety of
individual and group projects and research papers throughout the
curriculum.

Course curriculum description guides are provided to every student and
family prior to registration for the upcoming academic year. We make
changes and modifications of our course offerings each year. We have
grown our Advanced Placement course offerings dynamically throughout the
last five years. We currently offer eighteen Advanced Placement courses.
We encourage our students to take academic risks and stretch themselves.

Cathedral High School is committed to preparing students for a
successful college education and for the demanding global work in which
they will be expected to succeed. We encourage all of our students to
take at least three and preferably four years of foreign language. Over
the past four years, we have seen an increase in the number of students
who are taking the third and fourth year of a foreign language.

Our visual and performing arts department continues to grow and better
serve our diverse student population. We have streamlined the visual
arts curriculum in order for students to access their area of interest
in a more efficient way. We also have a Gospel Choir primarily comprised
of our African American students. These students are often the first
members of their family to aspire to attending a college or a
university. This course opportunity not only provides students with an
invaluable musical education and opportunity, it bridges a more
important sociological educational gap. This choir has received citywide
acclaim and represents Cathedral High School in many civic special
events.

Cathedral High School's mission commissions its board, administration
and faculty to provide a holistic education to all of her students and
to prepare them for a successful four-year college experience. The
curriculum revolves around the following academic departments: Business,
Computer Science, English, Fine Arts, Theatre, Foreign Language,
Health/Physical Education, Language Support, Mathematics, Religion,
Science, Social Studies.

2.  **(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.**

Cathedral High School's English department is vertically and
sequentially aligned to serve the diverse academic needs of Cathedral
High School students. Because of the diversity of our feeder schools,
our English teachers of freshmen are particularly challenged to
acclimate the students to the academic rigors of Cathedral High School.
At all three academic levels, these teachers, through their experience,
education and professional development training, are equipped to prepare
all of Cathedral's students for future course and testing success.

If an 8^th^ grade student presents himself/herself as deficient in
English, that student is required to enroll in the English/Language Arts
Bridges for Success Program. This summer course addresses close reading
and how students can break down writing of all genres into ways that are
meaningful to the students. In English classes at Cathedral, these
students are taught by highly skilled teachers who are equipped to
address students with particular reading and composition challenges.

Through our summer reading program and our Book Club, we promote the
love of reading. Students are required to read two novels during the
summer. These novels are carefully chosen by the English faculty to fit
the diverse reading abilities of the students and to enhance the
students' upcoming course curriculum.

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.**

Cathedral High School's math department has developed and aligned the
math curriculum so that students at all three of our academic levels can
be adequately prepared to address the mathematical requirements of their
chosen colleges and universities. All students, regardless of innate or
acquired ability, are encouraged to study math during all four of their
high school years. Students with deficiencies in basic skills are given
ample opportunity to boost their skill levels in our summer Mathematics
Bridges for Success program and in the Problem-Solving course taught
concurrently with our regular first-year algebra. Likewise, the rigor
and high expectations of the math curriculum often serve to spark the
interest of those students with average or above average ability. Three
Advanced Placement courses are available to students with a special
interest or an advanced ability in math.

In keeping with Cathedral's philosophy of educating the "whole" child,
the social aspects of education are addressed by the math department
through the use of various contest/competition opportunities throughout
the year. These contests include both individual and team competitions,
and they are held during the school day, after/before school, and on
weekends. Of the approximately fifteen contest opportunities each year,
approximately two-thirds of them are open to any interested student at
no cost or very minimal cost.

Finally, the math department nurtures the "spiritual" side of the
students by fostering a willingness to serve. Math students are expected
to help each other in formal and informal tutoring sessions. This spirit
of cooperation encourages students to acknowledge and appreciate each
other's creativity and effort.

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

Cathedral High School is committed to teaching to the various and
specific learning styles of all of our students. Our instructional
methods fit into the following categories: teacher-initiated and led,
student-led, community-based, technology-based, and manipulative.
Teacher directed activities include lectures, questions and answer,
remediation programs, review sessions, academic competitions, and field
trips. Classroom assessments are based upon a variety of educational
tools: projects, group reports, portfolios, essays, speeches, and oral
examinations.

All of our teachers are available either before or after school, so that
students who need additional instruction can obtain further information
from their classroom teacher.

Cathedral High School students are involved in the divisive
instructional methods that are required to accommodate the needs of our
student population. Our National Honor Society students tutor a wide
academic spectrum of our students in nearly all of our course offerings.

Cathedral High School, with the help from a grant from the Lilly
Endowment Foundation, has the opportunity to equip 40% of our classrooms
with Smart Technology. This particular technology provides our teachers
with multiple opportunities to teach to many different learning styles.
Specific computer software such as the Geometry Sketch Pad is used
throughout our curriculum to promote and enhance student learning.
Students take advantage of MY FOOTPATH, a software program in our
guidance office to help them prepare for the SAT, the ACT, and to assist
them in finding the right college or university to fit their academic,
social, and career goals.

We have also implemented two on-line courses to help acclimate students
to the technological demands of a college or university degree. We
currently offer an online economic and a psychology class. Through APEX
learning, we allow students to access Advanced Placement courses that we
currently are not able to offer.

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

Our primary goal for professional development at Cathedral High School
is to build a professional learning community. Professional growth
opportunities encourage staff to build a community of educators,
parents, business, and community partners who exchange ideas for
learning by focusing on the school community as a "culture of inquiry."
Toward that end, we recognize that teachers must be part of a
collaborative learning community, constantly challenging each other to
seek the best practices possible. We have a vision to embed professional
development into the school culture so that we may emphasize the use of
technology and other innovative teaching practices in each classroom. We
believe that whether a teacher is in his first year or his twentieth
year of teaching, using differentiated and multiple instructional
methods must be the norm rather than the exception. Cathedral's future
depends on our ability to use and share the resources we have with each
other to provide a supportive and interactive atmosphere with
constructive feedback and assessment, and to challenge ourselves as much
as we challenge our students. By discouraging top-down hierarchy and
encouraging collaborative communities, we will institute a new paradigm
of learning within our culture. We will collect qualitative information
through ongoing classroom observations. The administrative leadership
team and mentor groups will be able to objectively analyze how new
techniques and especially technology are being used in the classroom and
the impact they are having on 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.*

Private school association(s): [National Catholic Education Association
and Indiana Non-Public Education Association]{.underline}

(Give primary religious or independent association only)

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

No

**ADDENDUM**

**Part II ‑ Demographics**

1\. What are the 2002-2003 tuition rates, by grade? (Do not include
room, board, or fees.)

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

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

\$ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$ [7400]{.underline} \$
[7400]{.underline} \$ [7400]{.underline}

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

\$ [7400]{.underline} \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$ [8165.00]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$
[3764.00]{.underline}

4\. What percentage of the annual budget is devoted to
[9.0%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [26.4%]{.underline}

**ADDENDUM**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [10]{.underline} Test [ISTEP/GQE]{.underline}

Edition/publication year [2002]{.underline} Publisher [McGraw
Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

Number excluded [0]{.underline} Percent excluded [0]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

**Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.**

The State Board of Education in Indiana establishes a cut score.
Students scoring at or above this cut score have passed the ISTEP+/GQE.
There is no designation given to these scores such as proficient,
advanced, etc. They are simply reported as passing. Those students
scoring below the cut score are listed as not passing and are required
to retake this exam.

**ADDENDUM**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**Cathedral High School Data Display Table for Mathematics**

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

  Testing month                          SEPT.       SEPT.       SEPT.       SEPT.

  SCHOOL SCORES                                                              

  **Total passed**                       96%         95%         96%         93%

  Number of students tested              290         279         291         261

  Percent of total students tested       100         100         100         100

  Number of students excluded            0           0           0           0

  Percent of students excluded           0           0           0           0

  STATE SCORES                                                               

  **Total PASSED**                       68%         66%         68%         65%
  -------------------------------------- ----------- ----------- ----------- -----------

**Cathedral High School Data Display Table for Language Arts**

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

  Testing month                          SEPT.       SEPT.       SEPT.       SEPT.

  SCHOOL SCORES                                                              

  **Total passed**                       98%         97%         94%         93%

  Number of students tested              290         279         291         261

  Percent of total students tested       100         100         100         100

  Number of students excluded            0           0           0           0

  Percent of students excluded           0           0           0           0

  STATE SCORES                                                               

  **Total passed**                       69%         69%         70%         71%
  -------------------------------------- ----------- ----------- ----------- -----------

**[INDIANA DEPARTMENT OF EDUCATION]{.underline}**

**[TEST RESULTS for CATHEDRAL HIGH SCHOOL]{.underline}**

> **Percentage achieving a passing score:**

+-------------------------------------+----------------+---------------+
| **LANGUAGE ARTS**                   | **02-03**      | **01-02**     |
+-------------------------------------+----------------+---------------+
| -   Cathedral High School           | 98%            | 97%           |
+-------------------------------------+----------------+---------------+
| -   95^th^ Percentile for State of  | 92%            | 91%           |
|     Indiana                         |                |               |
+-------------------------------------+----------------+---------------+
|                                     |                |               |
+-------------------------------------+----------------+---------------+
| **MATH**                            | **02-03**      | **01-02**     |
+-------------------------------------+----------------+---------------+
| -   Cathedral High School           | 96%            | 95%           |
+-------------------------------------+----------------+---------------+
| -   95^th^ Percentile for State of  | 91%            | 88%           |
|     Indiana                         |                |               |
+-------------------------------------+----------------+---------------+

> **Data provided by:**
>
> Gary Wallyn
>
> Indiana Department of Education
>
> Director of School Data Reporting
>
> 317-233-3716
>
> Website to confirm data:
> [www.asap.state.in.us](http://www.asap.state.in.us/)