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

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

**Cover Sheet**

Name of Head of School [Mr. Chris Hahn]{.underline}

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

Official School Name [Prince of Peace Christian School
(Elementary/Middle School)]{.underline}

(As it should appear in the official records)

School Mailing Address [4000 Midway Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Carrollton Texas]{.underline}
\_\_\_\_\_\_\_\_\_\_[75007-1903]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 972) 447-9887]{.underline} Fax [( 972) 447-0877]{.underline}

Website/URL [www.popcs.net]{.underline} E-mail <chahn@popcs.net>

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

(Head of School's Signature)

Name of Superintendent\* [N/A]{.underline}

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

District Name Tel. [( )]{.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 Mr. Todd Bloom

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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 (Briefly explain)

\_[N/A]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_

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

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

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

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

4\. [1\*]{.underline} Number of years the principal has been in her/his
position at this school.

\*One year as Head of School, Four years as Principal in prior years,
for a total of 14 years

at this school.

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**       36        36                     **72**       **7**       18        30          **48**

  **1**       32        34                     **66**       **8**       31        25          **56**

  **2**       38        34                     **72**       **9**       N/A       N/A         **N/A**

  **3**       39        33                     **72**       **10**      N/A       N/A         **N/A**

  **4**       25        36                     **61**       **11**      N/A       N/A         **N/A**

  **5**       21        28                     **49**       **12**      N/A       N/A         **N/A**

  **6**       22        35                     **57**       Other                             

                                    **TOTAL                                                   **553**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87.5]{.underline} % White

the students in the school: [3.5]{.underline} % Black or African
American

[3.5]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_[3.94]{.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 15
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        24
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    609
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0394
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    3.94
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_[0.003]{.underline} \_%

\_\_\_\_[2]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[2]{.underline}\_\_\_\_\_\_

Specify languages: Spanish, Korean

9\. Students eligible for free/reduced-priced meals:
\_[0.03]{.underline}\_\_\_\_%

\_\_[16]{.underline}\_\_\_\_Total Number Students Who Qualify

> If this method does not produce 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.

10\. Students receiving special education services:
\_\_[12.8]{.underline}\_\_%

\_\_[79\*]{.underline}\_\_ Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_[3]{.underline}\_\_\_Autism \_[0]{.underline}\_\_\_Orthopedic
Impairment

\_[0]{.underline}\_\_\_Deafness \_[40]{.underline}\_\_Other Health
Impaired

\_[0]{.underline}\_\_\_Deaf-Blindness \_[28]{.underline}\_\_Specific
Learning Disability

\_[2]{.underline}\_\_\_Hearing Impairment \_[25]{.underline}\_\_Speech
or Language Impairment

\_[0]{.underline}\_\_\_Mental Retardation
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_[0]{.underline}\_\_\_Multiple Disabilities
\_\_[0]{.underline}\_\_Visual Impairment Including Blindness

> \*Some students may have more than one disability, thus the total
> number of students served is lower than the total number of
> 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) \_\_[5]{.underline}\_\_\_\_
\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_\_[28]{.underline}\_\_\_
\_\_[2]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_[7]{.underline}\_\_\_
\_\_[9]{.underline}\_\_\_\_\_

Paraprofessionals \_\_[3]{.underline}\_\_\_\_
\_\_[19]{.underline}\_\_\_\_

> Support staff \_\_[9]{.underline}\_\_\_\_
> \_\_[3]{.underline}\_\_\_\_\_
>
> Total number \_ [58]{.underline}\_\_\_ \_\_[28]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[19:1]{.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.)

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

  Daily student attendance 96.86       96.69       96.21       96.59       96.40

  Daily teacher attendance 98.1        98.6        99.2        98.7        98.5

  Teacher turnover rate    11.5        16.7        19.1        17.1        15.4

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_[N/A]      |
|                                                     | {.underline}\_ |
+-----------------------------------------------------+----------------+
| 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**

Prince of Peace Christian School is a ministry of Prince of Peace
Lutheran Church in Carrollton, Texas. The school was established in 1982
and serves students from preschool through the 11th grade. Prince of
Peace Christian School is recognized by the Texas Education Agency
through the accreditation process of the Lutheran School Accreditation
Commission of the Texas District of the Lutheran Church-Missouri Synod.
It has also received National Lutheran School Accreditation. The most
recent accreditation renewal was given in June of 1998.

Prince of Peace is one of the largest, actively growing Christian
schools in the United States. When fully complete, our student
population will reach a capacity of 1000 children and young adults. The
purpose of Prince of Peace Christian School is to assist parents in
carrying out their responsibilities in Christian education. The Great
Commission gives the body of Christ the secondary responsibility for the
Christian training of all, including children. Our school is designed to
provide a Christian education centered on Biblical principles. The
curriculum is taught from a Christian viewpoint and integrated with
Christian values. Teachers at Prince of Peace create warm, nurturing
learning environments. Each teacher is committed to the encouragement
and development of the God-given gifts and talents of every child. As we
prepare for the future, Prince of Peace is committed to providing a
broad range of learning opportunities for every child. Lower school
curriculum is enriched with foreign language and fine arts programs.
Middle school offers honors and remedial classes as well as foreign
language, fine arts productions, and concerts. As students anticipate
college experiences, Prince of Peace also offers a variety of college
preparatory and advanced placement classes for high school students. Two
fully equipped computer labs are utilized in the lower, middle, and high
schools, with mobile labs available to middle school and high school
students. The School Board and school administration team are devoted to
developing educators and staff who are called to teach and serve the
children and families of Prince of Peace. The educational team is active
and growing in faith as members of a Christian church. Prince of Peace
desires to hire teachers based on their professional knowledge and
experience, and on lives that are Christ-centered, student-centered, and
servant-hearted.

Prince of Peace Christian School provides a Christ-centered exemplary
education equipping students and families as disciples and leaders to
meet the challenges of today and the opportunities of tomorrow. As a
"Christ-centered" community, Prince of Peace Christian School is
committed to providing a teaching staff dedicated to the Lord and His
children and studying daily Bible lessons with all students. Prince of
Peace Christian School implements a curriculum that integrates Christian
beliefs and understanding in all areas, while modeling faith through
service, love, and kindness. An exemplary education is offered by
providing a stimulating curriculum that challenges students and
integrates progressive technology to prepare students for work in
today's world. Prince of Peace Christian School is committed to
equipping disciples and leaders by helping students discover spiritual
gifts and talents to be effective for God's Kingdom; challenging
students to improve academically, spiritually, physically, and
emotionally.

Through provision of a firm foundation based on the Gospel and the
understanding that prayer empowers believers, Prince of Peace students
are equipped to face the challenges and opportunities of tomorrow.

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

**IV-1.** **Assessment Results**

For the past five years, Prince of Peace Christian School student scores
have averaged at the 90^th^ percentile or above when compared to
children across the nation in both reading and math components on the
Iowa Test of Basic Skills. For example, the first grade had a percentile
score of 97 in 2002 in the composite Math score from ITBS. That means
that when compared to other schools, our score was a 97%, or in the top
3%, when compared to other children taking the same test at the first
grade level nationally.

A summary of the results demonstrates our effectiveness in teaching the
approved curriculum as demonstrated by the assessed testing scores. The
scores are the combined averages of grades 1-8, from 1998-2003, using
National School Norms.

[Testing Year]{.underline} [Composite Math Score]{.underline} [Composite
Reading Score]{.underline}

2002-03 97.0 98.4

2001-02 \* \*

2000-01 93.3 96.1

1999-00 97.1 97.8

1998-99 97.0 97.8

\*The 2001-02 test was a new version, thus no national norms existed.

Prince of Peace Christian School is a school with multiple classes at
each grade level. As such, we have a need to ensure quality and equity
between classes at each grade level. As part of our evaluation of
teacher effectiveness, scores are compared at each grade level. Our
achievement test results demonstrate our commitment to quality and
equity in each class, and to helping each student succeed.

Our testing results demonstrate that we effectively teach children the
curriculum in both the content areas of Math and Reading. The testing
results demonstrate our commitment to equity for each child. Further,
the testing results show consistency and quality over a sustained period
of time throughout each grade level.

**IV-2. Using Assessment Data**

At Prince of Peace Christian School, assessment data is used primarily
in three areas. These include:

-   Assessment of curriculum

-   Targeting learning gaps

-   Assessment and redesign of strategies, targeting the specific
    standards which are not being met

Assessment data is used as an internal measurement to determine our
effectiveness in teaching the approved curriculum at each grade level.
Equity and quality in each classroom are ensured by an annual review of
scores.

Scores are reviewed annually to target any area of the curriculum that
may be deficient as demonstrated by the assessment.

An analysis is done to determine the factors causing any curriculum
deficiency. Supplemental curriculum may be added to reduce or eliminate
a deficient area. Instructional strategies may also be reviewed and in
some cases altered to ensure a high quality educational experience.

**IV-3. Student Performance**

Prince of Peace Christian School communicates student performance in
many ways. Each week, students, one from each class in Grades 1-5, are
recognized as the TOP POPS, the [TOP]{.underline} [P]{.underline}rince
[O]{.underline}f [P]{.underline}eace [S]{.underline}tudents. Recognition
may be awarded for academic, social, or behavioral achievement. TOP POPS
are presented with certificates and stickers in front of the student
body, have their pictures posted in the school entrance, and record
messages that are played on the campus radio. TOP POPS are invited to
lunch with the Head of School and have their names published in the
weekly school newsletter. In addition, their grandparents receive
letters from the Head of School recognizing the students'
accomplishments.

Parents receive a report card of their child's academic performance each
six weeks. Three-week reports are issued for any child whose average
grade is below 75%.

Parent/teacher conferences are scheduled twice a year. Additionally, a
parent may request a conference at any time. Many parents and teachers
communicate regularly with e-mail and voice mail concerning academic or
other school related issues.

The parents of each student receive a detailed summary of the Iowa Test
of Basic Skills Results. The teachers and school principals are
available to help parents interpret the results as needed. The grade
level results are published in the school and community newspapers,
school recruitment materials, and church bulletin. Additionally, the
results of ITBS scores for the last five years are available for public
dissemination on the school website at
[www.popcs.net](http://www.popcs.net/).

**IV-4. Success**

Prince of Peace Christian School desires to share success with all that
may benefit. The curriculum is available for review on the school
website at [www.popcs.net](http://www.popcs.net/). Hard copies of the
curriculum guides may be obtained for review in the school office. The
annual accreditation report, which documents the efforts of the faculty
towards continuous improvement is also available for review.

The teachers and principals are available to meet with current and
prospective parents to answer questions related to curriculum,
assessment data, or other school programs that are offered. School tours
are conducted weekly through the admissions office, as well as three
Open Houses for the public.

Teachers are encouraged to participate annually in staff development.
Many teachers are regular presenters at the annual Texas District
Educators Conference. Members of the Prince of Peace Christian School
Staff have been presenters at national conferences and published
articles related to best practice strategies and other school related
issues.

**PART V -- CURRICULUM AND INSTRUCTION**

**V-1. Curriculum Description**

Prince of Peace Christian School's philosophy carries out Christ's
command to "make disciples" who are responsible, believing, committed
followers of Jesus Christ. This is accomplished by emphasizing
educational excellence, worship, witnessing, caring, and service. The
school is committed to offering an exemplary education by providing a
stimulating curriculum that challenges students and integrates
progressive technology to prepare students for work in today's world.

Prince of Peace Christian School's (POPCS) curriculum is designed to
provide a Christian education program that is centered on Biblical
principles. The Religion curriculum is Christ-centered so that students
have the opportunity to grow in an intimate relationship with God, our
Creator. Students at every grade level participate in daily Bible
lessons and weekly worship services. As knowledge is imparted,
application of God's Word is expressed through concern and love in the
school, home, and community. Expressions of care include projects
locally for hospitals and shelters, and abroad for orphans and U.S.
soldiers.

As disciples of Jesus Christ, we are commanded to read, understand, and
share God's Word. Therefore, POPCS is committed to excellence in
developing the skills of reading, writing, and communication because we
believe these skills unlock the doors to all learning. As lifelong
readers, students read for a variety of purposes and develop the skills
necessary to comprehend various test structures. Writing instruction
includes the use of conventional spelling, proper grammar, and content
area and process writing. Receptive and expressive communication is
developed when students have a solid foundation in reading, critical
thinking, grammar and spelling. Communication skills include the
abilities to comprehend the spoken word, follow and retain oral
instruction, and use appropriate vocabulary and grammar with clarity and
fluency.

POPCS believes that math is fundamental to every child's future success.
Teachers engage students in a curriculum that fosters the knowledge,
skills, and habits that are necessary to be active, productive learners.
Lessons allow for exploration and investigation of models and
manipulatives that create a relational and instrumental understanding of
mathematics. Programs provide students with opportunities for individual
reinforcement or extensions for the talented and gifted. Teachers use a
variety of strategies to accomplish excellent mathematics outcomes for
all students.

God's wondrous and awesome creation is explored through the science
curriculum using the TEKS (Texas Essential Knowledge & Skills) as a
standard and a variety of enrichment and supplementary materials to
enhance learning. Presentations and assessments are accomplished through
the three modalities: Kinesthetic - models, hands on activities in the
biology and chemistry labs and science fairs; Auditory - field trips,
lectures and class discussions; and Visual - journals, textbooks,
virtual tours via the computer labs and use of the scientific process.

God's second commandment, "Love your neighbor as yourself," compels the
faculty and students to learn about our communities, state, country and
the world through the Social Studies curriculum. Elementary teachers
facilitate interdisciplinary lessons in family genealogy, the
re-enactment of the Westward Movement and a "Parade of Nations". Middle
school students participate in historical dramas, the Geography Bee, and
the Daughters of the American Revolution Essay Contest.

As Christians we believe that foreign language should be an integral
part of the curriculum so that students may "Go and make disciples of
all nations..." as Jesus commands in Matthew 28. At POPCS the Spanish
language is taught through conversations, grammar, and cultural studies
of customs and traditions. As part of the core curriculum, middle school
students are required to take one year of a foreign language. Classes
meet daily for fifty minutes.

God's creation is enjoyed and appreciated by teaching students to draw
through a variety of methods and the use of various media utilizing the
inspiration of classical and modern artists.

The POPCS computer technology program enables students to effectively
develop their capabilities in a computer oriented world. Computer skills
are integrated into the core curriculum through research, publishing,
presentations, and art. Students are equipped with skills to solve
problems, think logically, and analyze information using the computer as
a tool.

**V-2. Reading Curriculum**

At Prince of Peace Christian School we believe that phonetic-based
instruction enables children to become not only successful readers but
also successful spellers. Therefore, since the inception of the
kindergarten program in 1982, phonics has been the hallmark of our
curriculum. In 1995 we adopted *Saxon Phonics* for use in kindergarten
through grade two because it includes letter sounds, letter formation,
phonemes, phonetic coding symbols, high-frequency words, spelling,
reading comprehension, daily written practice, and phonetic basal
readers.

Upon completion of the second grade curriculum, students are proficient
in phonics and progress to an anthology-based reading curriculum in
grades three through five. We currently use *Invitations to Literacy* by
Houghton/Mifflin. This curriculum stresses reading fluency and
comprehension, and provides a spelling program based on selection
vocabulary.

Students in grades three through eight are also required to read books
independently. To facilitate this process, students choose selections
from a list of more than 3000 titles on the *Accelerated Reader* list.
Upon completion of a book the students take an individualized
comprehension test using this computer program. Points are then awarded
according to the reading difficulty of the book and the proficiency
level as determined by the comprehension test. Students in grades three
through five are required to attain a designated number of points per
semester. Accelerated Reader points comprise ten percent of the Middle
School Literature grade.

Students in grades one through five are encouraged to read books
independently using classroom incentive programs. Programs sponsored by
*Six Flags* and *Pizza Hut* allow students to win admission tickets or
pizza coupons by reading a set number of books or by reading for a
certain time allotment each day. *Book Cooking* is a kindergarten
program which encourages reading and parent participation. Each parent
selects a book from the *Book Cooking* list. The parent then reads the
book to the class and helps the class prepare a snack relating to the
book.

*SRA Reading Labs* are available in all grades to both remediate and
enrich reading skills. Resource teachers are available to help students
improve their reading skills using the *Project Read* for first and
second graders and Eagle's Nest for 3^rd^ through 5^th^ graders.

**V-3 Prince of Peace Christian School Physical Education Program**

"I can do all things through Christ who strengthens me," (Philippians
4:11) is the foundation upon which the Prince of Peace Christian School
Physical Education curriculum is built. The Prince of Peace Physical
Education program is a Christ-centered, developmentally tiered program
with a continuum of physical and social activities for students, three
to seventeen years of age.

Prince of Peace incorporates a "fluid" curriculum process. Curriculum
activities are constantly changing, not only to reflect trends in a
rapidly changing world, but to keep the activities meaningful to the
students. Physical education lesson plans within a three-week period may
include poi balls, Bocce, team sports, Country Western dance, jump
ropes, juggling scarves, obstacle courses, CPR/First Aid, and use of
laptop computers in the weight room. The Physical Education department
also organizes and conducts the preschool and elementary Walk-A-Thons,
Harvest Hoe-Down (school wide "partner/line dance" day), Preschool
Movement Show, and Bicycle Rodeo (2^nd^ grade -- High School), as well
as Elementary and Middle School Field Days.

Physical Education at Prince of Peace is considered an extension of the
classroom. Close communication between the classroom teachers and the
Physical Education staff insures that many "classroom" subjects are
included and reinforced within physical education units. The integration
of classroom and physical education instruction prepares students to
think on a higher level, thus taking learning beyond the classroom and
the gym. Student-centered learning dictates the use of multiple teaching
techniques in order to address all learning styles and to provide each
child with the opportunity to achieve mastery. Students are presented
with a broad range of opportunities for individual skills mastery and
participation in health, fitness, recreational, team and individual
sports activities, as well as opportunities for social and emotional
growth.

The use of "standards based assessment" within most units provides
students with opportunities for immediate feedback, personal goal
setting, measurements of learning (classroom and gym), and documentation
of mastery of skills. Skill assessments are based upon the student's
individual level of maturity and development. The Physical Education
department uses assessments to enhance communication between teachers,
parents and administrators.

Through pursuit of physical fitness and development, Prince of Peace
students learn the value of teamwork, problem solving, and goal setting.
The goal of the Physical Education experience is to encourage active
participation in life-long leisure and recreational activities.

**V-4. Instructional Methods**

Different instructional strategies used to improve student learning
include: direct instruction, explanations given in small, distinct
steps, purposeful teaching of reading strategies such as ***RCRC***
(Read, Cover, Recite, Check), and instruction in study and
organizational skills. Homework assignment books are used at each grade
level and homework is posted on the website. Cooperative learning
groups, partnering within the classroom, and Peer Assisted Learning
Strategies (PALS) are used. Modifications are made in the *rate* at
which material is presented and acceleration is used when appropriate.
Curriculum compacting is used in math and spelling. Bloom's taxonomy is
considered when creating tests and TEKS (Texas Essential Knowledge and
Skills) objectives are met at each grade level. The use of the
Accelerated Reader Program, STAR testing, Saxon Phonics, and SRA, an
independent program, encourages reading throughout the school.

Enrichment is provided through the introduction of problem solving,
higher level thinking skills, and teaching of the creative writing
process. Students identified as gifted and/or talented are provided with
enhanced instruction in a pull-out program at the elementary level. They
are allowed to explore new areas in depth while classroom work is
compacted during the time they are absent from class. Students with
learning differences or remedial needs receive intensive training in
reading, math, and study skills in a small group resource program.
Learning contracts are also used for students when needed for
differentiation. Open-ended assessments and variation of products allow
for student success. Alternative assessments are used as necessary and
time requirements may be adjusted. Manipulatives, visuals, and
multi-sensory experiences are used extensively in all classes. Study
guides are provided well before tests. Students are allowed to use
laptops and word processors when needed. The power of prayer, with and
for each student, supports our school instruction.

**V-5. Professional Development**

Prince of Peace Christian School expects the classroom teachers and
administrators to be life-long learners. The school provides financial
support to teachers who pursue an advanced degree. Course work must be
in an education related area in an approved degree program. The
Continuing Education plan is then submitted to the Head of School for
approval. Seventy-five percent (75%) of the fees and textbooks, up to
\$1,000 per semester, is reimbursed upon completion of the class.

Teachers at Prince of Peace Christian School receive a minimum of two
professional days per year. Three hundred dollars (\$300) per teacher is
budgeted annually for professional development. Principals and Division
Heads encourage and make staff aware of area and national conferences,
workshops, and seminars. Announcements are posted on the staff bulletin
board and in the Faculty Bulletin. Participants share new ideas,
techniques, and other information with fellow teachers at division level
meetings.

The result of the professional development program is a knowledgeable
and motivated staff. Forty percent of the teachers at Prince of Peace
Christian School have a Master's degree or beyond and five members of
the staff are completing their Master's degrees at area universities.
New instructional strategies and best practices are learned and
reinforced as teachers attend state and national conferences. The impact
of the professional development program is a community where the
God-given gifts and talents of every child are encouraged and developed.
The faculty's dedication and commitment to ongoing improvement is
evident in the consistent, high level of achievement attained by the
students at Prince of Peace Christian School.

**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): [National Lutheran School
Association]{.underline}

(Give primary religious or independent association only)

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

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$[5,875]{.underline} \$[5,875]{.underline} \$[5,875]{.underline}
\$[5,875]{.underline} \$[5,875]{.underline} \$[5,875]{.underline}

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

\$[6,500]{.underline} \$[6,500\_]{.underline} \$[6,500]{.underline}
\$[7150]{.underline} \$[7150]{.underline} \$[7150]{.underline}

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

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

12^th^ Other

2\. What is the educational cost per student? \$[6,387.40]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? [159.55]{.underline}

4\. What percentage of the annual budget is devoted to [2.1]{.underline}
%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [7.3]{.underline} %

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Iowa Test of Basic Skills

K/1995, A/2000

Riverside Publishing

Scores are reported here as percentiles.

No students were excluded from the tests.

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

  Testing month                  February    February    March       March       February

  **Grade 1**                                \*\*                                

  Reading                        95          95          87          96          94

  Mathematics                    95          83          81          90          87

  Number of students tested      82          82          71          66          58

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0           0           0           0           0

  **Grade 2**                                \*\*                                

  Reading                        92          90          82          93          92

  Mathematics                    91          90          70          94          83

  Number of students tested      76          65          58          54          65

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0           0           0           0           0

  **Grade 3**                                \*\*                                

  Reading                        88          82          82          89          84

  Mathematics                    86          85          82          88          85

  Number of students tested      70          62          55          54          71

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0           0           0           0           0

  **Grade 4**                                \*\*                                

  Reading                        84          84          85          84          88

  Mathematics                    84          89          83          86          84

  Number of students tested      59          63          55          71          48

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0           0           0           0           0

  **Grade 5**                                \*\*                                

  Reading                        87          77          75          83          82

  Mathematics                    85          83          80          88          86

  Number of students tested      63          54          69          48          48

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0           0           0           0           0

  **Grade 6**                                \*\*                                

  Reading                        82          80          81          85          82

  Mathematics                    78          78          78          84          84

  Number of students tested      49          65          46          48          44

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0           0           0           0           0
  ------------------------------ ----------- ----------- ----------- ----------- -----------

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

  Testing month                  February    February    March       March       February

  **Grade 7**                                \*\*                                

  Reading                        84          85          85          81          81

  Mathematics                    79          81          74          77          82

  Number of students tested      56          45          41          38          31

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0           0           0           0           0

  **Grade 8**                                \*\*                                

  Reading                        89          85          82          81          83

  Mathematics                    80          74          74          77          88

  Number of students tested      38          40          26          26          22

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0           0           0           0           0
  ------------------------------ ----------- ----------- ----------- ----------- -----------