##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[X \] Elementary
\[X \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal: Ms. Anne T. Carroll

Official School Name: St. Bridget\'s School

School Mailing Address: 6011 York Road

Richmond, VA 23226-2736

County: N/A State School Code Number\* N/A

Telephone [(804)288-1994]{.underline} Fax [(804) 288-5730]{.underline}

Web site/URL: [www.saintbridget.org](http://www.saintbridget.org/)
E-mail <acarroll@saintbridget.org>

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 12/18/2006

(Principal's Signature)

Name of Superintendent\* Mr. John F. Elcesser

District Name: Diocese of Richmond Tel. [(804) 359-5661]{.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: [12/18/2006]{.underline}\_

(Superintendent's Signature)

Name of School Board

President/Chairperson: N/A

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.

[N/A]{.underline} Date: [N/A]{.underline}

(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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  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.

6.  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.

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

Average State Per Pupil Expenditure: [N/A]{.underline}

**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\. [8]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    0         0                      **0**        **7**       27        25          **52**

  **K**       24        24                     **48**       **8**       16        32          **48**

  **1**       28        26                     **54**       **9**                             

  **2**       36        22                     **58**       **10**                            

  **3**       24        34                     **58**       **11**                            

  **4**       28        30                     **58**       **12**                            

  **5**       32        24                     **56**       **Other**                         

  **6**       26        34                     **60**                                         

                                    **TOTAL                                                   492
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [96]{.underline}% White

the school: [0.4]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      5
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 476
                            the school as of October 1  

  **(5)**                   Total transferred students  0.013
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1.3
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [1]{.underline}

Specify languages: English

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

Total number students who qualify: [N/A]{.underline}

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

10\. Students receiving special education services: [5]{.underline} %

[24]{.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. Do not add additional categories.

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

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

\_\_\_\_Deaf-Blindness [12]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [12]{.underline} Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers [19]{.underline} [1]{.underline}

Special resource teachers/specialists [6]{.underline} [5]{.underline}

Paraprofessionals [8]{.underline} [0]{.underline}

> Support staff [7]{.underline} [9]{.underline}
>
> Total number [42]{.underline} [15]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [26:1]{.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. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  96%         97%         97%         97%         97%

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

  Teacher turnover rate     7%          16%         21%         10%         24%

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

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

St. Bridget School, located in Richmond, Virginia, opened its doors 54
years ago to educate the parish children in a faith-filled, loving,
safe, and stimulating environment. For 37 years, St. Bridget's was
staffed by the Religious of the Sacred Heart of Mary (RSHM) from
Tarrytown, New York. Gifted with a firm foundation, the school has
continued to operate under a dedicated and highly qualified faculty and
staff of lay women and men. Proclaiming Catholic identity as the heart
of its mission, St. Bridget School provides an excellent education that
will nurture and prepare students to live and work in the challenging
world of the twenty-first century.

Since its existence, St. Bridget's three-story structure has undergone
expansion projects and remodeling to include a state-of-the-art library,
official size gym, computer lab, art room, and resource center. Each day
the faculty and administration greet 492 eager and enthusiastic students
whose voices join the echoes of the thousands who went before them. They
enter into a warm and inviting setting where they will be engaged in
stimulating and creative activities designed to meet individual learning
styles.

St. Bridget's is a powerhouse of prayer striving to create a
Christ-centered environment that fosters an atmosphere of trust and
respect. With the support of the pastor, the parish community, and the
parents, St. Bridget's devoted teachers prepare students to function as
responsible stewards of God's gifts. The full-time staff of
professionals includes classroom teachers, a complement of resource
teachers, instructional aides in every K-3 classroom, a
development/admissions director, registered nurses, cafeteria staff,
After School Program staff, Title I teacher, and guidance counselor.

As a VCEA accredited school and SACS-CASI candidate, St. Bridget's
provides a holistic approach to education. This approach takes into
consideration the developmental process of each individual: spiritual,
physical, academic, emotional, and social. The faculty also strives
daily to develop moral decision-making and critical thinking skills that
empower the students to become life-long learners. Rigorous, creative
programs at all levels and integration among the disciplines enable St.
Bridget's to enjoy a wonderful reputation in the community.

The Diocese of Richmond challenged each school to create a middle school
following the "School Within a School" model. Five years ago, St.
Bridget's fully integrated the sixth grade into the existing middle
school program. Today twenty-six different teachers and staff are
involved in some capacity in that program. Students follow the diocesan
core curriculum in a departmentalized schedule with high school credit
opportunities in Algebra I, French I, and Spanish I. They also have an
opportunity to choose from a wide variety of over 25 different
elective/resource courses. The Exploratory Program allows students time
to experience high-interest mini-courses four times a year. Teacher
Advisory and Student Council round out the program by offering
leadership opportunities to middle school students.

As a firm believer of constant communication among stakeholders, St.
Bridget\'s has adopted various ways to keep connected to the school
families: Principal's Coffees, Parents' Advisory Committee (PAC), School
Board, and Parent Teacher Organization (PTO). One strong focus of the
PTO is to raise funds to keep the technology program on the cutting edge
by updating hardware and software each year.

St. Bridget's would not be where it is today without the dedicated
faculty and staff who carry on the mission of the church that began over
50 years ago by the RSHM sisters. Today, all full-time faculty, thirteen
of whom hold Masters Degrees, have Virginia certification. In addition,
52% of our full-time faculty has 15+ years of teaching experience.

St. Bridget School, with its long history, will continue its mission by
focusing on nurturing the learning potential in each student and on
developing a spirit of life-long learning. While academics are of the
utmost importance at St. Bridget School, teachers, in partnership with
parents, believe that the teachings of the Catholic faith and its
traditions are essential in realizing the vision of creating
compassionate, honest, successful citizens in our global society.

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

**Assessment Results**

St. Bridget School administers the TerraNova, Second Edition, a
standardized assessment, to grades one, two, three, four, five, and
seven every spring. Originally, testing took place in grades one, three,
five, and seven, but recently grades two and then four were added to
help monitor growth patterns and to address areas of concern. The
purpose of the test is to identify knowledge and skills that the
students have mastered and those they still need to attain. This
assessment provides norm-referenced information, criterion-referenced
scores, and performance levels. For more information on TerraNova,
please visit [www.ctb.com](http://www.ctb.com/).

St. Bridget's is one of 32 schools in the Diocese of Richmond. In the
past three years, scores in both reading and math have been above the
diocesan percentiles for grades three, five and seven.

During this same time frame, the norm-referenced scores have
consistently placed St. Bridget's in the top ten percent of the schools
in the nation. Since using TerraNova, Second Edition in 2003,
outstanding achievement is clear when compared with the National
Percentile of the Mean Normal Curve Equivalent. All of the total scores
for grades tested in reading and mathematics were above the 75^th^
percentile.

Performance Level scores give a description of what a student can do in
terms of content and skills;

there are five distinct performance levels: advanced, proficient,
nearing proficiency, progressing, and step 1.

Student progress is monitored from within each grade level and across
the following grade spans:

(1, 2), (3, 4, 5), and (6, 7, 8). This gives all students an opportunity
to demonstrate progress toward the goal

of proficiency by the time the grade span is complete. At the end of the
grade span in 2006, 87% of second

graders and 83% of fifth graders achieved the advanced or proficient
level in reading. In math, 75% of

second graders and 77% of fifth graders reached advanced or proficient
levels. Since the grade span ends

with eighth grade, the seventh grade advanced and proficient levels are
not reported here.

In addition to TerraNova, St. Bridget's uses the Phonological Awareness
Literacy Screening (PALS) to assess literacy fundamentals for all
kindergarten and first grade students in the fall and spring. Second and
third graders are tested based on teacher recommendations. This test
guides the planning of literacy instruction within the classroom while
utilizing the Title I and Resource teachers. The PALS results help with
the early identification of reading problems and with building a strong
readiness foundation for reading success.

All seventh graders are assessed in the spring to determine readiness
for Algebra I, a challenging course offered to eighth grade students for
high school credit. The Iowa Algebra Aptitude Test (IAAT) is the
standardized assessment tool used, along with a Pre-Algebra screening
test designed to measure students' mastery of those skills. The accurate
placement of students is the key to success. All students in Algebra I
must pass a diocesan final exam in order to receive the Carnegie unit of
high school credit. St. Bridget's has had a 100% pass rate on this exam
since its inception in 2000, due largely in part to the effectiveness of
the screening process.

St. Bridget School is proud of the fact that TerraNova scores have
historically been in the above average range. In addition, the students'
obtained scores consistently surpass the anticipated scores predicted by
the InView portion of TerraNova. However, the staff is aware that the
clearer strengths have been in the reading/language areas rather than
the area of mathematics. Therefore, the following steps have been taken
as part of the strategic plan to improve student learning in
mathematics: new textbook adoption emphasizing higher-level critical
thinking skills and problem solving, staff development, increased use of
technology, and parent involvement with small group activities.

**Using Assessment Results**

The administration, the testing coordinator, and the classroom teachers
review the TerraNova results each year in May, and they identify the
overall profile of strengths and weaknesses for each grade level. At the
beginning of the following school year, the results are scrutinized more
closely in order to establish a specific learning plan for the school,
for each grade level, and for each student.

First, the Objectives Performance Index (OPI), a criterion-referenced
score, is examined for each sub-skill in reading, language, math,
science, and social studies. Teachers in each grade level analyze the
test scores of the students in their current class, looking for areas
where students did not achieve high mastery. They also conference with
the teachers from the previous year. This allows for an examination of
the skills in need of attention and leads to an understanding of
individual learning styles. Through this process, methods and strategies
are evaluated, and a plan to address any weaknesses is formulated. This
plan may include the use of supplemental materials, alternative teaching
methods/assessments, and teacher in-service or workshops. In 2006, St.
Bridget's strengths were in reading, language, science, and social
studies. Four out of the seven sub-skills in math were also considered
strengths; weaknesses were in patterns/functions/algebra, number and
number relations, and measurement.

The OPI, along with the Performance Levels, helps identify students who
may need extra support, remediation, or enrichment. The students in the
progressing or step1 levels or below PALS benchmark scores are referred
to the Title I or resource teacher to strengthen foundations. Enrichment
opportunities abound, not only in the core subject areas, but also
within the resource classes, for those in the advanced or proficient
levels. Students in grades 5-8 who score in the 97^th^ percentile or
above on either reading or math receive an invitation to participate in
the Johns Hopkins Center for Talented Youth program. There are also
summer enrichment opportunities offered to these students through the
College of William and Mary and the University of Virginia.

After the learning plans are developed using the process described
above, they are reviewed frequently at unit meetings, and a copy is sent
to the Office of Catholic Schools.

**Communicating Assessment Results**

St. Bridget School uses several vehicles to communicate student
performance. Students and parents receive a weekly communication
envelope that contains information relevant to the school community.
Assessment folders in grades K-5 are sent home weekly. Progress reports
for all students are sent home every four weeks, and computerized report
cards are distributed at the end of each nine weeks. Individual student
achievement is recognized each quarter through the Honor Roll (A-B) and
Principal's List (all A's). School conferences are held twice a year.
Teachers communicate with individual parents daily as needed via
homework assignment pads, classroom teacher web pages linked to the
school website ([www.saintbridget.org](http://www.saintbridget.org/)),
e-mails, telephone calls, and additional conferences if necessary. St.
Bridget's is committed to a collaborative team approach while working
with students' learning styles. This team includes classroom teachers,
teacher aides, parents, resource teachers, guidance counselor, tutors,
and local educational specialists and psychologists.

The school community is kept current through several publications:
*Bridget's Bulletin*, the weekly school newsletter; *The Bridge*, parish
newsletter; *The Catholic Virginian*, diocesan newspaper; and school and
parish websites. It is through these various forms of communication that
St. Bridget's publishes achievements such as: Spelling Bee and Geography
Bee winners, Reader's Digest Word Challenge and Science Fair winners,
competition results from District Chorus, Band, Chess, Math 24, First
Lego League Robotics participation, and other notable achievements.

At eighth grade graduation, students receive recognition for many
accomplishments, including scholarships awarded by local Catholic High
Schools, Presidential Academic Excellence Awards, and National French
Contest rankings placing many of our students in the top ten in the
nation.

Educating the parents concerning standardized testing is a priority.
Results of the TerraNova scores are shared with them each year through
the Home and Individual Profile Reports.

**Sharing Success**

St. Bridget School is proud of its successes and welcomes opportunities
to share with other schools. Teachers eagerly exchange ideas with
colleagues at diocesan meetings, and neighboring diocesan schools are
invited to St. Bridget's for staff development workshops. Administration
and staff share opportunities for professional growth through e-mails
and quarterly principals' meetings. Schools are also kept current of
student and school success via *The Catholic Virginian*, the diocesan
newspaper; *Wingspan*, the annual development newsletter; *Connections*,
the newsletter of the Parents' Council of Richmond; and the *Richmond
Times-Dispatch*.

In order to increase enrollment and recruit new families, students from
local public elementary schools and parents are invited to an
information meeting in the spring designed to explain the middle school
"School Within a School" program. For the past five years, enrollment in
the middle school has increased by 30% due to this yearly endeavor. It
is evident that St. Bridget's reputation is growing in the community as
a top-notch program for young adolescents. A yearly Open House is held
every January during Catholic Schools Week, so that prospective parents
with children in other schools can meet our staff and receive
information about St. Bridget's.

Some teachers and administrators have served on the Diocesan
Accreditation Board, the Master Curriculum Council, and have been
members of visiting teams for accreditation for the Virginia Catholic
Education Association. Through these associations, teachers share ideas,
strategies, and best-practice initiatives. As a result, in November
2006, the school submitted two entries for its best practices in the
categories of Catholic Identity and Curriculum/Instruction in *Today's
Catholic Teacher* magazine.

Building greater communication with other schools remains a priority.
Regular grade level or content level meetings with teachers from other
schools would give additional opportunities to discuss curriculum and to
exchange successful strategies.

**PART V -- CURRICULUM AND INSTRUCTION**

**Overview of the School's Curriculum**

The curriculum at St. Bridget School addresses the needs of the
individual student, building fundamental skills and fostering
higher-level thinking abilities. The guidelines set forth in the
Diocesan Consensus Curriculum provide the framework in all subject
areas. Lessons are engaging, diversified, and integrated. A primary
consideration in both instruction and assessment is the recognition of
varied learning styles and abilities.

The **religion** program at St. Bridget School is designed to build a
moral foundation to support the individual throughout life. The tenets
and traditions of the Catholic Church are taught through age-appropriate
lessons and active participation in outreach projects. Each grade level
is responsible for the planning of a liturgical celebration or prayer
service throughout the year.

The focus of the **social studies** program is to develop the students'
historical, ethical, cultural, geographic, economic, and socio-political
literacy, using the framework of the national standards. The students
learn to identify and appreciate national and global heritage, while
recognizing civic values, rights, and responsibilities.

Teachers incorporate life **science**, earth science, physical science,
and exploratory science into the curriculum to ensure that students
understand how science forms, impacts, and changes the world. Hands-on
laboratory activities at all grade levels enable students to connect
textbook concepts with actual experiences. Professionals from the
community are invited into classrooms in order to enrich the curriculum.

**Foreign language** instruction adheres to the highest of standards.
Both French and Spanish are an integral part of the curriculum. One
semester of each language is taught at each grade level K-6. Typically
each year, over 50% of the seventh and eighth grade students choose
French I or Spanish I for high school credit. This class meets five days
a week for 50 minutes each day. A non-credit elective class in either
language is also available to them.

Students are introduced to **music** concepts through singing, playing
instruments, movement, and listening. The development of each student's
singing voice, as well as a sense of rhythm, pitch, and form, is
stressed. Students are taught to read a music score and creatively
express themselves through music. Upper elementary and middle school
students elect to participate in various vocal performance groups,
bands, or the handbell/chimes choir.

The **physical education** and **health** program assesses the fitness
and ability levels of each student on a regular basis and helps students
explore health and wellness by studying topics relating to personal,
social, mental, and physical health. The President's Physical Fitness
Test is administered annually in grades 2-8.

St. Bridget's **art** curriculum is based on the National Art Education
standards and follows the diocesan curriculum. The conceptual framework
for the visual arts is a comprehensive, discipline-based arts education
that follows four discipline perspectives: art history, aesthetics,
production, and art criticism. The framework serves as an innovative and
fundamental approach to integrating the arts into the curriculum. It
develops awareness, understanding, and appreciation of the visual arts
for students.

The objectives of the **library** program for all grades are derived
from the National Literacy Standards established by the American Library
Association. Students are taught to access information efficiently and
effectively using the automated catalog and checkout system and the nine
computers at the research stations. Students develop an appreciation of
literature and strengthen research and study skills.

In addition to teachers integrating **technology** throughout the
curriculum, students in each grade level also receive computer
instruction in a lab that is equipped with twenty-two workstations. Each
classroom has Internet access so that stationary classroom computers,
twenty-four wireless laptops in a mobile cart, and a portable SMART
Board can be used on a daily basis. Total office automation includes
attendance and other record keeping, computerized report cards, and a
grade book program.

**Overview of the School's Reading Curriculum**

The integrated language arts program at St. Bridget's is designed to
meet the needs of a population who comes with a rich experiential
background. Students in grades K-5 develop a strong reading foundation
through Scholastic *Literacy Place*. An emphasis is placed on reading
strategies and critical thinking skills with concentration on
phonological awareness, phonics, vocabulary development, and reading
comprehension. The program provides instruction that addresses the
various learning styles of the students. Teaching strategies include
whole group instruction, flexible grouping, and a team approach with
assistance from resource staff and teacher aides. In addition to
creating strong, motivated readers, the environment, rich with language
experiences, fosters a love of reading. Author studies and novel sets
enrich and extend lessons, while peer tutors and guest readers serve as
positive role models. The library at St. Bridget's, filled with a 13,000
volume collection, offers the students unlimited possibilities.

In grades 6-8, the curriculum is literature-based with an emphasis on
writing. Students explore a variety of genres; stimulating discussions
and creative, challenging writing exercises are an essential component
of the program. Teachers work to ensure that students gain meaningful
insights from the literature and can make strong connections to life.
Within the elective framework, middle school students may also enroll in
the popular reading roundtable program, which offers ten different
genre-specific options.

Technology is integrated into the reading program through a variety of
media. Students are challenged with research web quests, scavenger
hunts, and online games for skill building. Elementary students learn
word processing skills to enhance many forms of creative writing for
publication. Middle school students use technology to procure
information and to prepare their research papers and projects.

The reading program was designed to offer a balanced approach. By
choosing Scholastic's literature series, teachers were offered multiple
forms of assessment to measure progress and identify students who may
need intervention. When students leave St. Bridget's, they are
articulate, well-rounded, and ready for the next step in the process of
learning.

**Overview of the School's Mathematics Curriculum**

At St. Bridget's, mathematics instruction is a vital part of the
holistic approach to education. The adoption of a new math series in
2004 has provided a more challenging approach to the implementation of
the diocesan curriculum. The program fosters and recognizes the
students' diverse learning styles. The math curriculum, integrated with
science and technology, continually links new information to prior
knowledge to ensure that learning becomes a lived reality.

Although students in the primary grades receive whole group instruction,
there are many opportunities for small groups to gather for remediation,
enrichment, and the development of critical thinking and problem solving
strategies using manipulatives. These small groups are led by classroom
teachers, resource teachers, the Title I instructor, parents, and middle
school students acting as peer tutors. The technology teachers integrate
the publisher's software programs as part of class instruction. Parents
are continually informed, via math newsletters, about the concepts,
vocabulary, and strategies being taught. Also included are reinforcement
activities that can be completed at home with the family.

Middle school students are grouped for math according to ability based
on the results of assessments given at the end of each year. The groups
are fluid so that students may move from one level to another as
warranted by their academic progress, as well as by the maturation
process. The course of study for all seventh grade students is
Pre-Algebra. For over twenty-five years, eighth graders at St. Bridget
School have had an opportunity to study Algebra I for high school
credit, or they can complete a course designed to provide a strong
foundation for their study of Algebra in ninth grade.

St. Bridget's is confident that use of the new textbook series and
implementation of the strategic learning plan for mathematics will lead
to significant improvement in student learning.

**Overview of the School's Instructional Methods**

St. Bridget's teachers utilize visual, auditory, and multi-sensory
modalities to meet the individual needs of all students. The curriculum
is imparted through whole group, small group, and individual
instruction. Additional professionals, including a Title I teacher, an
accessible resource teacher, and a tutor for students with dyslexia,
assist those with special learning needs. The Diocesan Teachers
Assisting Teachers Program (TAT) is an active component of managing the
learning development of each child. Based on professional outside
testing, accommodations such as untimed testing and a distraction-free
setting are offered. Many enrichment opportunities are provided for
students through flexible grouping, individualized programs, and the use
of accelerated materials.

The integration of technology as an instructional method is a primary
component of the school's learning plan. Technology enhances both
teacher and student-guided instruction through the use of presentation
tools and offers an alternative form of assessment for students; the
Internet provides extensive research and communication opportunities.
Newly selected textbooks include software supplements to continue to
enhance learning, providing students with another means to achieve
academic success. St. Bridget's continues to explore new, creative
methods to encourage the love of learning and to motivate students to
reach their maximum potential.

**Overview of the School's Professional Development**

St Bridget's faculty members are encouraged to seek and attend
professional development workshops throughout the year. Members of the
faculty have attended workshops sponsored by Staff Development for
Educators and the Bureau of Education and Research held at various
hotels in the Richmond area. Those attending the workshops have
participated in reading, language arts, math, science, class management,
art, and music classes. Three faculty members had the opportunity to
attend an all-day conference about neurodevelopmental construction given
by Dr. Mel Levine at River Road Baptist Church. In addition to off-site
workshops, the administration and PTO have invited guest speakers to St.
Bridget's campus: Drs. Steven Butnik and Edward Hallowell, specialists
in the field of ADD/ADHD, discussed strategies on working with
attention, focus, and stress; Dr. Patricio Torres and his wife, noted
psychologists in Richmond, explained the Enneagram and related it to
personal faith development; a representative from Title I presented a
workshop on the 6 + 1 Traits of Writing to language arts teachers; Kate
Bechely presided over an informative meeting on spotting child abuse.
Bi-yearly, the Catholic Diocese of Richmond sponsors a teacher
conference where noted guest speakers facilitate break out sessions on a
variety of topics: differentiated learning, educational environments,
ethics and technology, gangs, and bullying. The diocese also invited
members of the Secret Service and the Henrico Police Departments to talk
to faculty members about threatening situations and preventing school
attacks.

Occasionally St. Bridget School will host classes for teacher
re-certification. Recently, summer classes were held in science and
math. In order to defray the cost of workshops and classes, St.
Bridget's PTO maintains a fund dedicated to continuing education. As
noted above, the administration and faculty adhere to the National
Standards for Professional Development and nurture their own lifelong
learning.

**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. Delete if not
used.*

1.  Private school association(s): [VCEA, NCEA, ASCD, SACS-CASI
    (pending)]{.underline}

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

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

3.  What are the 2006-2007 tuition rates, by grade? (Do not include
    room, board, or fees.)

2006-07

TUITION RATES

**PARISHIONER**

Family with one child \$[3,890]{.underline}

Family with two children \$[7,380]{.underline}

Family with three children \$[10,470]{.underline}

Family with four children \$[13,160]{.underline}

Family with five children \$[15,440]{.underline}

**NON-PARISHIONER**

Per student rate \$[6,490]{.underline}

4.  What is the educational cost per student? \$[5,215.40]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$[1,765]{.underline}

6.  What percentage of the annual budget is devoted to [1]{.underline}%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [5]{.underline}%

**PART VII -- ASSESSMENTS RESULTS**

**St. Bridget's School**

**Assessment Data- without subgroups**

**TerraNova**

**2^nd^ Edition, 2001**

**CTB McGraw-Hill**

**Scores are reported as percentiles.**

  ---------------------------- -------------- -------------- -------------
                               2005-2006      2004-2005      2003-2004

  Testing Month                April          April          March

  **Grade 7**                                                

  Reading                      89             89             87

  Mathematics                  79             85             78

  Number of students tested    51             38             47

  Percent of students tested   100            97             96

  Number of students excluded  0              1              2

  Percent of students excluded 0              3              4

  **Grade 5**                                                

  Reading                      85             86             86

  Mathematics                  84             83             82

  Number of students tested    57             48             59

  Percent of students tested   96             79             100

  Number of students excluded  2              10             0

  Percent of students excluded 4              21             0

  **Grade 3**                                                

  Reading                      77             81             85

  Mathematics                  80             85             83

  Number of students tested    51             50             60

  Percent of students tested   86             92             98

  Number of students excluded  7              4              1

  Percent of students excluded 14             8              2

  **Grade 2**                                                

  Reading                      79             79             85

  Mathematics                  84             86             83

  Number of students tested    52             49             51

  Percent of students tested   88             86             100

  Number of students excluded  6              7              0

  Percent of students excluded 12             14             0

  **Grade 1**                                                

  Reading                      82             82             80

  Mathematics                  85             83             76

  Number of students tested    53             47             54

  Percent of students tested   96             85             100

  Number of students excluded  1              7              0

  Percent of students excluded 4              15             0
  ---------------------------- -------------- -------------- -------------

100% of all students in Grades 1, 2. 3. 4. 5, and 7 were tested.
"Excluded" students were administered the TerraNova with appropriate
accommodations dictated by Individualized Education Plans.