##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: [Ms. Pauline M. Rowan]{.underline}

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

Official School Name: [Ascension Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address: [2950 N. Harbor City Blvd.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Melbourne Florida]{.underline}
\_\_\_\_\_\_\_\_[32935-6227\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel.: [(321) 254-5495]{.underline} Fax: [(321) 259-0993]{.underline}

Website/URL: [www.ascensioncatholicsch.org]{.underline} Email:
[prowan@ascensioncatholicsch.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)

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

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

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

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

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

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

Name of School Board President/Chairperson: [Mr. Anthony
LaManna\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**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\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

[29]{.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**       33        27                     **60**       **7**       29        29          **58**

  **1**       35        33                     **68**       **8**       32        33          **65**

  **2**       26        40                     **66**       **9**       0         0           **0**

  **3**       39        31                     **70**       **10**      0         0           **0**

  **4**       36        32                     **68**       **11**      0         0           **0**

  **5**       28        29                     **57**       **12**      0                     **0**

  **6**       27        41                     **68**       Other/PK    33        27          **60**

                                    **TOTAL                                                   **640**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [83]{.underline} % White

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

[10]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: \_
[1.7\_\_\_\_%]{.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 8
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 3
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    633
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.017
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.7
              100                                
  ----------- ---------------------------------- ------------------------

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:
\_\_\_[2%]{.underline}\_\_\_%

\_\_\_[12]{.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.

10\. Students receiving special education services:
\_\_\_\_[12\_]{.underline}\_\_\_%

\_\_\_\_[74\_\_\_]{.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 \_[36]{.underline}\_\_Specific Learning
Disability

\_[2\_]{.underline}\_Hearing Impairment \_[44]{.underline}\_Speech or
Language Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_[2\_]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_[26\_]{.underline}\_\_
\_\_\_\_[2]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[\_3\_]{.underline}\_\_\_
\_\_\_\_[0\_]{.underline}\_\_\_

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

> Support staff \_\_\_\_[9\_]{.underline}\_\_
> \_\_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_\_[40]{.underline}\_\_\_
> \_\_\_\_[3]{.underline}\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_\_[21:1]{.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.

  ------------------------ ------------------- ------------------- ------------------- ------------------- -------------------
                           2001-2002           2000-2001           1999-2000           1998-1999           1997-1998

  Daily student attendance [96%]{.underline}   [95%]{.underline}   [96%]{.underline}   [94%]{.underline}   [94%]{.underline}

  Daily teacher attendance [98%]{.underline}   [99%]{.underline}   [98%]{.underline}   [99%]{.underline}   [99%]{.underline}

  Teacher turnover rate    [3%]{.underline}    [3%]{.underline}    [2%]{.underline}    [2%]{.underline}    [3%]{.underline}

  Student dropout rate     [0]{.underline}     [0]{.underline}     [0]{.underline}     [0]{.underline}     [0]{.underline}

  Student drop-off rate    1.2                 1.8                 1.5                 1.2                 1.7
  ------------------------ ------------------- ------------------- ------------------- ------------------- -------------------

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

**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 and begin the first sentence with the
school's name, city, and state.**

Ascension Catholic School in Melbourne, Florida is dedicated to
providing children with a value-oriented educational environment with an
emphasis on academic excellence. Since 1961, the faculty and staff of
this pre-kindergarten through eighth grade school have been committed to
an atmosphere of learning, guidance, experience, and discovery. We have
been rewarded for our efforts with the U.S. Department of Education's
Blue Ribbon School award, earned Reading Renaissance Master School
status, and are certified as a Computer Learning Foundation school, and
with the creation of the nation's first Spanish Junior Honor Society.
Our curriculum provides a structured academic foundation while
stimulating critical thinking, fostering creativity, and encouraging
self-initiated learning.

Our campus is a secure facility and includes 21 classrooms, a science
lab, music and art rooms, a library with over 12,000 volumes, a resource
room, and a computer lab with 25 workstations. The building also
includes a two bed clinic, tutoring rooms, rooms for speech pathology
and remediation, and a cafetorium. A gymnasium building will open in
June 2003.

We are marked by acceptance of contemporary educational technologies.
Currently, we boast 98 networked computers with Internet access. The
faculty keeps abreast of new trends, research, and technology in the
educational field through on-site staff development. Our award-winning
website provides up-to-date information from our daily lunch menu to
photographs of student activities and examples of student work.

Ascension fosters positive interaction with parents, teachers, and
community members. Parents and parishioners provide us with over 10,000
service hours every year through our active Home and School Association.
In turn, the students reach out in service to the community. This year
each class has created a service project centered on the theme of "Feed
the Hungry". In addition to class service projects, students make
individual donations to the local food bank each Wednesday. As a
consequence, students develop appropriate self-esteem, a sense of
respect for people, responsibility, an appreciation of hard work, and an
ability to relate to others in positive ways.

We provide a program of activities to promote physical well-being. Nine
separate team sports compete throughout the year in a league with local
elementary and middle schools.

As family life changes, Ascension has recognized the need to act in
*loco parentis* in new ways. We employ a licensed family therapist and
counselor and a structured program for children coping with loss of a
parent through death, divorce, or separation. Our clinic is staffed by a
registered nurse who maintains student health records and medications,
as well as instructs the faculty in health-related issues on a regular
basis. Last year, we added a full-time resource teacher.

Ascension is dedicated to providing an educational environment where
Christian values are taught, where the witness of adults and children to
these values is in evidence, and where religious truths are integrated
with life. Our aim is to empower and nurture our students to promote
justice and peace, to use their unique gifts and talents to enrich their
lives, and to appreciate the talents and gifts of others.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**For Public and Private Schools**

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

The Iowa Test of Basic Skills is given to every student in grades three
through eight in the fall of the year. Fall testing maximizes the
diagnostic potential of the data. Second grade testing is done in March
when reading skills have advanced to a level which ensures accuracy of
the test results.

When the test results arrive, administrators prepare and deliver a
presentation to the staff. At that time, strengths are noted and areas
of weakness are pinpointed. Ample time is given for questions and
discussions. Next, classroom teachers receive individual test results
and the time to examine them closely. Teachers use charts to compare
student and class progress from year to year.

Within the next two weeks, grade level teams meet to pinpoint areas
which require additional attention at each level. Team meetings are held
monthly, and teachers use them to discuss progress in weaker areas as
the school year unfolds. They also meet to share strategies with one
another which they have found to be effective in targeting areas of
weakness, as well as enriching stronger areas.

At the end of the year, grade level articulation meetings are used to
inform teachers of potential strengths and weaknesses prior to the
beginning of the next school year. Second grade test results are
examined at this time and articulation is used to maximize learning of
students entering third grade.

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

Student performance is communicated formally to parents at twelve
different points during the school year. Every student, from
pre-kindergarten through grade eight, receives four annual progress
reports and four annual report cards. The schedule of these reports
ensures that parents are receiving written information regarding student
performance at least once every four weeks.

Formal parent-teacher conference nights are held twice each year.
Additionally, teachers conference regularly with parents throughout the
year via telephone, e-mail, or through face-to-face meetings on an as
needed basis.

When test results become available for grades three through eight, they
are sent home with the next report card. A formal conference night
follows the dispersal of these test results and parents have the
opportunity to discuss the results with teachers.

In the spring, when second grade results are available, parents view a
multimedia presentation showing the school's standardized testing
results and how those results compare to other schools in the region and
in the nation.

Test results are also published in the school's annual report. This
report is available free of charge to school parents, and also to
interested community members. Furthermore, it can be accessed for part
of the year on our school website.

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

Local, regional and state in-service opportunities can provide ways in
which Ascension can share its successes with other schools. Ascension
teachers already present regularly at regional in-service days. Topics
have included classroom management techniques at both the elementary and
middle school level. Additionally, two teachers presented classroom
computer techniques at the 2003 Florida Educational Technology
Conference. Moreover, Ascension teachers presented information on our
school's reading program to the Diocesan Middle School Committee, as
well as to two other local faculties. Two teachers have had ideas
published in instructional magazines.

Another avenue for the school to share its success is through curriculum
committees at the Diocesan level. Within the past five years, four
Ascension teachers have served on these curriculum committees in their
area of certification and expertise. Plans are underway for a new
curriculum committee and Ascension will be represented on that
committee, as well.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

Ascension's curriculum includes language arts, mathematics, science, and
social studies, as well as religion art, computers, library, music, and
physical education at every level. Additionally, foreign language
instruction is an integral part of the middle school curriculum. All
students at Ascension participate in the full range of the school's
curriculum.

Language arts instruction begins in pre-kindergarten with letter
recognition and an understanding of left to right progression, story
telling, listening skills and participation in class discussions. In
kindergarten, students demonstrate understanding of beginning sounds and
develop a small cache of sight words. First grade instruction is heavily
phonics based and includes decoding skills so that all students are
reading by the start of the second semester. Phonics skills continue to
receive emphasis in second grade and attention is given to punctuation,
parts of speech, cursive writing and chapter books. Throughout grades
three through five, Ascension students learn to produce edited written
documents in a variety of forms and are challenged to read a wide
variety of both fiction and non-fiction works. In middle school, grades
six through eight, students leave their basal readers behind and embark
upon the study of literature and literary analysis.

The mathematics curriculum begins with number recognition, simple graphs
and fractions, and comparisons by size, length and height in the early
childhood years of pre-kindergarten and kindergarten. By first and
second grade, students are using addition and subtraction facts from
zero to 20 and can multiply numbers from zero to five. By the end of
fifth grade, elementary students can read, write and compare whole
numbers up to billions, as well as use whole numbers, fractions, and
decimals. Upon entering middle school, students are divided by ability
group. Those showing aptitude, (as evidenced through standardized test
scores, class performance, and teacher recommendation) begin an
accelerated program which culminates in completion of Algebra I at the
end of eighth grade. Those who do not participate in the accelerated
math program embark upon a somewhat less rapid program which still
results in completion of the first half of Algebra I by the end of
eighth grade.

Science instruction begins in the early years with classification of
animals and plants and exploration of force, motion, gravity, and
magnetism. The concepts of the scientific method are introduced through
hands-on experimentation. In elementary school, students learn about
simple machines, deal with physical properties, and are able to describe
changes in matter. The middle school science curriculum focuses on earth
science in sixth grade, biology in seventh grade, and physical science
in eighth grade. All students from grades three through eight prepare
and present a science fair project which includes a written report, a
log book, research, and demonstration of the scientific method and is
judged by members of the local scientific community.

Ascension's social studies program incorporates knowledge of town and
community in the lower grades along with simple map reading. By fourth
grade, students are studying Florida history at an in-depth level and
learn the regions of the United States including the 50 states and
capitals. Fifth grade students study world geography as preparation for
the sixth grade study of world history. Seventh and eighth grade
students take a two-year course in American history. This time frame
facilitates complete understanding of the Constitution, the workings of
the three branches of government, and a full appreciation of America's
rise to a world power, as well as its role in the world today.

Formal foreign language instruction begins in the seventh grade with a
five day a week program which consists of 45 minutes of instruction per
day. Students may choose between French or Spanish and will have
fulfilled the requirements for French I or Spanish I by the end of
eighth grade. Both courses are taught by degreed and certified foreign
language instructors, each of whom holds a master's degree. Both French
and Spanish are introduced to younger children through semi-weekly
instruction. In this way, they have knowledge of both languages and are
able to make an informed decision when the time comes to concentrate on
one language at the middle school level.

Religion emphasizes the teachings of the Catholic Church in an age
appropriate fashion and liturgical celebrations on a weekly basis. The
computer curriculum stresses keyboarding skills, safe Internet usage,
and the creation of graphs and charts. Art classes produce works using
both traditional and non-traditional materials. The library classes
teach students to use reference materials and physical education classes
teach both team and individual sports, along with basic sportsmanship.
Finally, the music program teaches all children to read standard
notation, as well as to recognize tone and style.

2.  **(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.**

Ascension uses a phonics-based approach to reading in the primary
grades. Textbooks include the Open Court series and the Modern
Curriculum Press Plaid Phonics series. Open Court textbooks are used up
to grade five and formal, textbook-based phonics instruction ends after
grade three. This two-pronged attack ensures that all students are
reading in the second semester of first grade. After first grade, the
Open Court series utilizes challenging selections from children's
literature rather than stories written specifically for a basal reader.
This approach incorporates the study of each selection for plot,
characterization, and theme, while ensuring that students are reading
material which stretches their reading ability and leads to reading
growth on a yearly basis.

Students in our sixth through eight grade middle school classrooms study
literature with the aid of the Prentice Hall literature series --
Copper, Bronze, and Silver. This represents a departure from the
elementary study of reading and a springboard into the study of literary
analysis. Students learn to analyze works for universal themes.

A key element of Ascension's reading program is full implementation of
the Reading Renaissance concept. This is a software-based program which,
with the help of the classroom teacher, sets individual reading goals
for each student on a quarterly basis. Students read fiction and
non-fiction books within a reading range with which they feel
comfortable. Point totals and accuracy rates are totaled.

In our second year of this program, we have seen library circulation
more than double and have seen individual reading levels increase by
more than one year in less than six months time. The program requires
30-60 minutes of reading per day and represents a significant commitment
of time on both the part of the student and the teacher. However, since
the program is individualized, every student can, and does, see success
in reading coupled with significant growth in reading ability.

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.**

In science, students are introduced to contemporary methods and
technologies. From pre-kindergarten to fifth grade, students are
nurtured in science by teachers who use a wide variety of techniques,
from lessons in big books to hands-on activities which allow for
cooperation among students at young ages. Teachers help students to work
on projects in science which emphasize experience and discovery and
encourage creativity. Lessons in life, earth and physical science
provide learning experiences which lead the students to appreciate the
world in which we live.

The science curriculum has designated discipline emphases in the middle
grades. Hands-on activities are still an integral part. Sixth grade
classes follow an earth science curriculum. Students are involved in
activities in chemistry, plant biology, animal biology, ecology, weather
science, physics, and geology. Science process skills are emphasized and
discovery activities are utilized. The school campus provides an
environment for scientific exploration and field trips on campus for
ecology take place throughout the year.

Seventh graders follow a curriculum of life science. This basic biology
class deals with cells and cell processes, life activities of plants and
animals, human body systems, and microorganisms. Lab work, including
basic dissection, is an integral part of the course.

Eighth grade follows a course in physical science which deals with
chemistry and physics. One semester is devoted to physics and one
semester is devoted to chemistry. Motion, force, speed, acceleration,
waves, matter, the periodic table, elements, compounds and mixtures are
a few topics covered through the year. Students utilize the science lab
for many hands-on activities.

In Ascension's academic environment, science empowers our students to
use their unique gifts and talents. From the earliest years, students
are provided with learning experiences which lead them to appreciate the
world in which we live, a world created by a loving God.

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

Instructional methods at Ascension are as diverse as the teachers who
use them. In the early grades, our developmental early childhood
department uses hands-on learning and experiential learning through play
to maximize the learning day. Best practices utilized in the primary
grades include small group instruction, ability grouping for reading and
math, and whole group instruction when the content lends itself to such
an approach. In the elementary grades, cooperative learning groups are a
common feature of the classroom, especially in curricular areas such as
science and social studies. In the middle school, a greater emphasis is
placed on lecture and discussion, both as a preparation for high school
and in acknowledgement of these students growing abstract thinking
abilities. At the same time, ability grouping in mathematics and
science, as well as cooperative learning groups in religion and
literature, are still a common feature of the school day.

All teachers, from pre-kindergarten through eighth grade, make use of
the Internet and educational software in the classroom. Each room is
equipped with Internet access and wall-mounted TV with scan converter.
This technology lends itself to virtual field trips, group games,
student presentations, and multimedia applications.

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

Ascension's professional development program is both local and diocesan.
Five times a year our governing Diocese provides in-service activities
in pre-determined areas. This year those areas included technology and
school safety, as well as a voluntary Master Teacher program in which
three Ascension teachers currently participate.

At the local level, faculty meetings are scheduled every two weeks.
School administration sets forth a staff development program and plans
meetings accordingly. Speakers in the curricular area of reading and in
the area of brain research have been brought in during the past school
year. This is also an opportunity for teachers who have attended
conferences to report on practices they think will be of help to staff
members in improving student achievement. This year, we have had
presentations from attendees at Reading Renaissance Advanced training,
the Florida Association of Media Educators, the state music conference,
the state foreign language convention, and the Florida Educational
Technology Convention among others.

Once a month, or more, teachers gather for formalized grade level
meetings. At this time, they share articles, books, and concepts which
have been helpful to them in their classrooms.

A simple and oft-repeated question provides the overarching theme of
each staff development session at Ascension. Ascension teachers
consistently ask themselves, "What are they learning?" and use their
professional judgment to proceed from there. In this way, every
professional development opportunity is analyzed for its usefulness to
the student learner, thereby avoiding lack of substance.

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

*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): [Florida Catholic Conference]{.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]{.underline}**

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

\$\_\_[2620]{.underline}\_ \$\_\_[2620]{.underline}\_
\$\_\_[2620\_]{.underline} \$\_\_[2620\_]{.underline}
\$\_\_[2620]{.underline}\_ \$\_\_[2620]{.underline}\_

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

\$\_\_[2620]{.underline}\_ \$\_\_[2620]{.underline}\_
\$\_\_[2620]{.underline}\_\_\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

\$\_\_\_\_\_\_ \$\_\_[3170]{.underline}\_

12^th^ Other/PK

2\. What is the educational cost per student?
\$\_\_\_[2946\_]{.underline}\_\_

(School budget divided by enrollment)

3\. What is the average financial aid per student?
\$\_\_\_\_[795]{.underline}\_\_

4\. What percentage of the annual budget is devoted to
[\_\_\_\_\_14%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_\_\_\_[93%]{.underline}

![](media/image1.wmf)

READING

  ----------- ------------------------------- ------------------------------
  **Test                                      **Score Name**
  Name**                                      

  ITBS/ITED                                   Reading Total
  (Forms A,B)                                 

  Grade       School Mean Scale Score at      Student Percentile Equivalent
              90^th^ Percentile of National   for the 90^th^ School
              School Norms                    Percentile

  K           137                             85

  1           161                             78

  2           182                             74

  3           200                             73

  4           218                             74

  5           232                             72

  6           247                             73

  7           262                             76

  8           276                             77

  9           287                             78

  10          295                             79

  11          303                             79

  12          309                             79
  ----------- ------------------------------- ------------------------------

**MATHEMATICS**

  ----------- --------------------------- -------------- ------------------------------
  **Test                                  **Score Name** 
  Name**                                                 

  ITBS/ITED                               Mathematics    
  (Forms A,B)                             Total (w/ or   
                                          w/o            
                                          Computation)   

  Grade       School Mean Scale Score at                 Student Percentile Equivalent
              90^th^ Percentile of                       for the 90^th^ School
              National School Norms                      Percentile

  K           139                                        80

  1           159                                        74

  2           179                                        73

  3           198                                        72

  4           217                                        74

  5           234                                        77

  6           250                                        73

  7           264                                        73

  8           276                                        72

  9           287                                        73

  10          296                                        75

  11          304                                        75

  12          309                                        74
  ----------- --------------------------- -------------- ------------------------------

**READING**

  ---------- ------------------------------- ------------------------------
  **Test                                     **Score Name**
  Name**                                     

  ITBS/TAP                                   Reading Total
  (Forms                                     
  K,L,M)                                     

  Grade      School Mean Scale Score at      Student Percentile Equivalent
             90^th^ Percentile of National   for the 90^th^ School
             School Norms                    Percentile

  K          137                             85

  1          161                             73

  2          182                             76

  3          201                             74

  4          218                             75

  5          233                             74

  6          248                             74

  7          262                             75

  8          277                             78

  9          288                             78

  10         296                             78

  11         304                             78

  12         310                             78
  ---------- ------------------------------- ------------------------------

**MATHEMATICS**

  ---------- --------------------------- -------------- ------------------------------
  **Test                                 **Score Name** 
  Name**                                                

  ITBS/TAP                               Mathematics    
  (Forms                                 Total (w/ or   
  K,L,M)                                 w/o            
                                         Computation)   

  Grade      School Mean Scale Score at                 Student Percentile Equivalent
             90^th^ Percentile of                       for the 90^th^ School
             National School Norms                      Percentile

  K          139                                        80

  1          160                                        76

  2          179                                        72

  3          199                                        74

  4          217                                        74

  5          234                                        73

  6          250                                        73

  7          264                                        73

  8          277                                        74

  9          288                                        74

  10         297                                        75

  11         304                                        74

  12         310                                        75
  ---------- --------------------------- -------------- ------------------------------