##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_x\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal: Mrs. Kathleen Swinehart

Official School Name: St. Thomas More Cathedral School

School Mailing Address: 105 N. Thomas Street

Arlington, VA 22203-3603

Telephone: (703) 528-6781 Fax: (703) 528-5048

Website/URL: [www.stmschool.org](http://www.stmschool.org/) E-mail:
<kswinehart@stmschool.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent: Dr. Timothy McNiff

District Name: Diocese of Arlington Tel: (703) 841-2519

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: N/A

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.

[N/A]{.underline}
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**

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 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    Page 2 of 15question; 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: N/A \_ 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
>
> \[ X\] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **PreK**    8         8                      16           **7**       12        27          39

  **K**       17        14                     31           **8**       22        14          36

  **1**       10        12                     22           **9**                             

  **2**       15        13                     28           **10**                            

  **3**       11        13                     24           **11**                            

  **4**       15        12                     27           **12**                            

  **5**       22        21                     43           **Other**                         

  **6**       20        20                     40                                             

                                    **TOTAL                                                   306
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [50]{.underline} % White

the students in the school: [15]{.underline} % Black or African American

[19]{.underline} % Hispanic or Latino

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

\% 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: .03%

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

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

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

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

  **(4)**                   Total number of students in 306
                            the school as of October 1  

  **(5)**                   Total transferred students  0
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: 0%

2 Total Number Limited English Proficient

Number of languages represented: N/A

Specify languages:

9\. Students eligible for free/reduced-priced meals: 0%

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

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

10\. Students receiving special education services: 12%

36 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 \_\_8_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_7_Speech or Language Impairment

\_1\_\_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) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[15]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[2]{.underline}\_\_
\_\_\_\_[6]{.underline}\_\_\_

Paraprofessionals \_\_\_ [1]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_ [1]{.underline}\_\_ \_\_\_\_[2]{.underline}\_\_\_
>
> Total number \_\_\_[20]{.underline}\_\_ \_\_\_\_[7]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[20:1]{.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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   97 %        97 %        96 %        97 %        98 %

  Daily teacher attendance   99 %        99 %        99 %        99 %        99 %

  Teacher turnover rate      4 %         12 %        8 %         17 %        12 %

  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. Thomas More Cathedral School is a Catholic elementary school of 306
students in Pre-Kindergarten through grade eight. STM parents, teachers,
administrators and staff are dedicated to helping each child reach his
or her greatest potential. Students are challenged to meet high
expectations in a rigorous curriculum and are taught to work together to
achieve goals in academics, music, art, sports and service. For more
than sixty years, STM has welcomed families, Catholic and non-Catholic,
including many military families and immigrants, from throughout
Northern Virginia, Maryland and Washington, D.C.

In keeping with our Philosophy of Learning, we strive to build classroom
communities where learning is a cooperative experience involving
self-motivation, peer assistance, teacher direction, and parent support
in a secure, nurturing environment. We know that students have different
learning styles and that learning occurs most successfully in an
atmosphere of acceptance. We teach with authority, compassion, and love,
following the example of Christ.

This emphasis on teamwork and cooperation is central to our mission. We
are a racially, ethnically and economically diverse community. About 50
% of our students are white, 15% are Black or African American, 19% are
Hispanic, 16% are Asian. Thirty-three percent of our students receive
some form of scholarship assistance.

The challenging curriculum of STM is based on the guidelines established
by the Diocese of Arlington. Reading and writing skills are emphasized
and our goal is to help all students become proficient communicators.
Mathematics instruction emphasizes an understanding of math concepts and
proficiency in computation. About half of our eighth grade students are
enrolled in Algebra I. The study of science and social studies is based
on an inquiry approach. Through projects, plays, field trips, and
simulations, students apply the skills and knowledge that they learn in
these subjects. The technology, physical education, music, library and
art curricula support the core curriculum and provide opportunities for
students to further explore and apply their knowledge. Over one hundred
students participate in the instrumental band program, thirty sing in
the choir, and scores participate in after-school sports and Scouts.

The faculty is made up of fifteen classroom teachers plus specialty
teachers for art, music, physical education, computer, library, and
instrumental band. A part-time resource teacher and a full-time Title I
teacher support the faculty. Seven members of our faculty hold Master's
degrees and our principal holds an Educational Specialist degree. With
an average of thirteen years of teaching experience, our faculty is
recognized for expertise and skill in meeting the needs of diverse
learners. All teachers have received in-service training in meeting the
special needs of students. Faculty members have been enlisted to train
other teachers in the Diocese by leading workshops in reading, research,
and special needs instruction.

The STM school facility includes a library with over 12,000 volumes, a
fully equipped, up-to-date computer lab, a gymnasium/auditorium, a
cafeteria and kitchen, and a playground. We have special rooms equipped
for art, science, and music, as well as two resource rooms. All
classrooms have access to the Internet and a schedule for future
renovations is in place.

Parents are actively involved in the school mission at STM. In addition
to raising funds for school improvements and special projects, parents
volunteer in classrooms, chaperon field trips, provide hospitality,
support new families, and coach after-school activities. The Parent
Teacher Organization sponsors community building events including an
annual International Festival. Communication in the community is
fostered by weekly letters and the school website.

The St. Thomas More Cathedral School community works together to fulfill
its mission to nurture and fulfill the spiritual, academic, social, and
emotional promise of each child.

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

**1. Assessment Results in Reading and Mathematics**

St. Thomas More Cathedral School uses the Terra Nova, 2^nd^ Edition,
standardized test published by CTB/McGraw/Hill. These tests provide
reliable and accurate information about student performance. The Terra
Nova was administered to students in grades two through seven in April
of 2005. In preceding years the test was administered in September of
each year.

During the past three years, St. Thomas More Cathedral School has
consistently attained outstanding scores when compared to national
norms. The tables at the end of this application reflect the Reading and
Mathematics Terra Nova standardized test scores for April 2005. Based on
the cutoff scores published by the Department of Education, STM ranks
within the top ten percent of all schools nationally in both Reading and
Mathematics. For example, the School Mean NCE at 90^th^ Percentile of
National School Norms for Reading in grade seven is 65.8. The St. Thomas
More Cathedral School score for seventh grade is 82. In Mathematics the
School Mean NCE at 90^th^ Percentile of National School Norms is 64.1.
For the seventh grade at St. Thomas More Cathedral School, the score is
76.

The results of the Terra Nova tests for students at St. Thomas More
Cathedral School show that in grades four through eight the school
average exceeds the School Mean NCE at 90^th^ Percentile of National
School Norms by at least 8 points. Among seventh grade students, White
students score 86%, Asian and Hispanic students score 73%, and Black
students score 56%. The disparity is attributed to the fact that a
number of Asian and Hispanic students speak languages other than English
in the home. Black students at STM are more likely to be new to the
school. Half of the Black students in this class had been at STM for
less than two years. In Mathematics, averages for Asian,, White, and
Hispanic students were similar, ranging from 74% to 78%. Black students
scored at 56%. Results show that students' scores generally improve as
they progress through the grades at STM.

In addition to the Terra Nova standardized tests for grades two through
seven, STM has begun using the data from the Phonological Awareness
Literacy Screening (PALS) to identify the individual needs of beginning
readers. The PALS assessment has been administered to all kindergarten,
first and second grade students in the fall and will be given to
students who score below targets in the spring. The school also
administers the Early Prevention of School Failure assessment to
students entering kindergarten to identify their developmental needs.

The Iowa Algebra Readiness test is administered to all seventh grade
students in the spring. The results of this test, the Terra Nova test,
and other criteria are used to help determine which students are
prepared to be successful in the challenging Algebra I course that is
offered for high school credit in grade eight.

St. Thomas More Cathedral School takes pride in the performance of its
students. We attribute their success to the students' hard work and
perseverance in meeting high expectations in a challenging curriculum,
the skill and dedication of the teachers, and the support of parents.

**2. Use of Assessment Data**

The STM faculty works cooperatively to analyze the data provided by the
Terra Nova test. First, teachers identify those students who scored
below the level of "proficient" in reading or math skills or subskills.
They then list the strategies that were used in the preceding months to
meet the students' needs. Finally, in consultation with colleagues,
including specialist teachers, they write a plan of strategies that will
be used in the coming months to help each student become proficient.

Teachers also use the Terra Nova results to analyze student mastery of
specific learning objectives. They identify at least two specific
objectives in reading, language arts and math in which the class of
students shows weakness. The teacher then implements specific lessons to
help students master the objective. These lessons frequently take the
form of regular review of important skills. For example, when students
showed weakness in reaching objectives relating to measurement in math,
the art teacher and the PE teacher increased the application of
measurement skills in their lessons. Similarly, a weakness in editing
for punctuation was addressed by the social studies teacher who had
students edit two sentences relating to the day's history lesson at the
beginning of each class. These targeted lessons are monitored by the
principal during regular review of lesson plans. The school has seen
improvement in specific skill areas due to these efforts.

STM also uses the Terra Nova data to help identify those students who
need extra instruction to reach curriculum goals. Students needing
assistance may be referred to the Resource or Title I program or they
may participate in before or after school programs.

The PALS data that is collected in the early grades is used to identify
the specific needs of individual students. Reading instruction in
phonics, vocabulary, fluency and comprehension is then targeted to meet
the student at his or her level and move him or her to the next level of
proficiency.

**3. Communicating Assessment Results**

The faculty of STM believes that we are partners with parents in
educating their children. Frequent communication of student progress is
a priority. Reports are sent home on a weekly basis in the lower grades.
In the middle school an interim report is sent home at mid-quarter. All
students receive a formal progress report that includes evaluation of
skills, academic goals and effort, as well as a comment from the
teacher. Parent/teacher conferences are held with all families at least
once a year and are scheduled at the request of parent or teacher as
needed.

A complete report of standardized test scores is sent to parents about
six weeks after the tests are taken. The principal and teachers make
themselves available to discuss these scores as needed. A chart of
composite standardized test scores is made available to parents and
prospective school families. Scores in general terms are discussed with
the principal at Parent Teacher Organization meetings.

An analysis of standardized test scores is part of the Design for
Excellence report that was written by the faculty in 2003 in preparation
for the renewal of accreditation of the school. This was disseminated
and made available to the entire school community and is on display in
the school foyer.

Student achievement is recognized quarterly through the honor roll. At
the end of the school year eighth grade students earn awards for
exemplary academic achievement. These achievements, as well as
achievements in the Diocesan Science Fair, Spelling Bee and other
competitions, are publicized in the school newsletter and parish
bulletin.

**4. Sharing Success**

St. Thomas More Cathedral School shares its successes in two ways: by
sending word out, and by inviting people in. News of student and faculty
achievements are published in the *Arlington Herald* and the *Arlington
Sun Gazette.* The school also publishes weekly letters to parents and a
periodic newsletter, *The Cathedral School Chimes,* that is distributed
to parishioners, alumni, friends and other schools in the community.
Students and teachers from STM participate each January in the
celebration of National Catholic Schools Appreciation Day on Capitol
Hill. Students visit with members of Congress and their staffs and
spread the word of school achievements and goals.

Visitors are always welcome at STM and every year we invite colleagues,
parents and members of the community to our school for a weekend open
house. During this event, teachers demonstrate instructional methods and
invite visitors to participate in learning activities. STM also hosts
meetings for Title I teachers and first year teachers in the Diocese.
Workshops for other teachers are hosted at STM and include visits to
classrooms. We have also welcomed visits from U.S. Department of
Education administrators and the chairman of the U.S. House of
Representatives Education Committee.

The successes of STM have been shared and will continue to be shared
with pre-service teachers from Marymount University. Several Marymount
students visit STM each semester to observe classes, work with students
and learn from our teachers. STM teachers also serve as mentors for
student teachers.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

STM offers a broad, developmental, challenging curriculum following the
guidelines of the Diocese of Arlington, Virginia. The core curriculum
consists of reading, language arts, mathematics, religion, science, and
social studies. Classes in music, art, physical education, Spanish,
technology and library skills round out the curriculum. Our graduates
have proven themselves to be well prepared for academic success in
parochial, public and private high schools.

Reading: The curriculum combines instruction in comprehension, fluency,
phonemic awareness, phonics and vocabulary. The school is a literature
rich environment in which students are taught to apply reading skills in
content area courses and encouraged to develop a love for reading.
Students have access to over 12,000 volumes in the library and are
taught research skills and ethical uses of information.

Mathematics: In every grade level students develop and apply skills in
the following areas: problem solving, communication, number sense,
computation and estimation, statistics and probability, geometry,
measurement, patterns, functions and Algebra. Developing problem solving
skills is a major goal. Pre-Algebra skills are introduced in
kindergarten and Algebra I is offered in grade eight.

Social Studies: Through the study of neighborhood, state, country and
world, students are challenged to deepen their understanding of all
people and cultures. The importance of geography and the environment and
knowledge of current events are emphasized. Field trips, Internet
resources, guest speakers, celebrations and food are used in addition to
textbooks to aid instruction.

Science: The scientific method of inquiry is used as the basis for
exploratory lessons to introduce the concepts of biology, chemistry and
physics beginning in the early grades. Observation and analysis of data
in cooperative groups are emphasized during experiments and
demonstrations.

Religion: We place a special emphasis on the principles of Catholic
Social Teaching in our religion lessons. All students participate in a
walk for the homeless and other service projects.

Art: The curriculum is designed to help students think creatively, plan,
attempt, evaluate and work with a variety of media and tools. STM
students create complicated works of art that integrate knowledge from
lessons in math, social studies, and other subjects. These beautiful
creations are displayed throughout school and in the local public
library.

Spanish: The curriculum emphasizes communication and teaches listening,
speaking, reading, writing and Spanish culture. Instruction for all
students begins in kindergarten and culminates with thrice weekly
instruction in seventh and eighth grade and the completion of Level 1
Spanish.

Physical Education: Students are taught skills and teamwork in a program
that promotes lifetime wellness. The virtues of persistence and fair
play are emphasized. PE activities in the early grades are designed to
help develop the brain connections that foster reading skills.

Music: The music curriculum is designed to help students perform,
create, and understand music and make connections between music and
other subjects. Students sing, dance, play rhythm instruments and write
lyrics and notes in music class.

Technology: Students strengthen the skills needed to access, interpret,
and synthesize information in computer classes. They learn that
technology is a tool for learning and they develop critical thinking
skills across the curriculum using technology.

In all subject areas students are expected to perform to high
expectations and to achieve mastery in the learning objectives. STM
teachers believe in their students and help them achieve at high levels.

**2. Reading**

St. Thomas More Cathedral School has a long tradition of commitment to
high achievement in reading through the use of a developmental approach
grounded in phonics instruction and culminating in the study of
literature. In the last two years we have implemented the practices of
the *Reading First* initiative. STM is adopting this program to help
teachers differentiate instruction so that every student reaches his or
her potential in reading. The emphasis on active learning in the
*Reading First* approach is consistent with our philosophy of learning,
and the assessment tools help us to intervene early when a student is
having difficulty. Our Title I and resource teachers provide
supplemental reading instruction for over thirty students.

In the preschool through second grade, students spend at least half of
their school day in activities to develop phonemic awareness, phonics
skills and vocabulary. They also begin to develop fluency and work on
comprehension skills. Word study lessons help students recognize the
patterns in language. We believe this approach will be especially
helpful for our students who speak Spanish, Vietnamese or Chinese in
their homes. In grades three through eight the emphasis gradually
changes to the application of reading comprehension skills in all
curriculum areas. Instruction in grammar and the writing process is
integrated with reading instruction in all grades.

Teachers supplement the reading textbooks with literature from trade
books, anthologies, and periodicals. Students maintain reading logs for
home assignments and summer reading. Parents are invited to reading
workshops and are encouraged to read aloud to their children. To
encourage a love of reading STM students produce plays, host parties,
make puppets, and visit with authors. We believe that a strong
foundation in reading skills is fundamental to academic success and look
forward to building on our success in teaching children to read.

**3. Mathematics**

Mastery of curriculum goals in mathematics is fundamental to student
success at St. Thomas More Cathedral School. At every grade level
students strive to achieve learning objectives in problem solving,
communication, number sense, computation, statistics and probability,
geometry, measurement, patterns, functions and Algebra. Daily lessons
include practice to develop accuracy and speed in computation, as well
as the understanding and application of math concepts. To help each
student learn new concepts, a variety of approaches are used in every
classroom. Students use cubes, blocks and beads to estimate values, make
patterns, balance equations, and build bridges. They work in cooperative
groups to solve problems and play games to understand probability. The
concepts of symmetry and patterns are reinforced in art and music.
Technology classes are used to create graphs and analyze data. The
challenging curriculum culminates with the study of Pre-Algebra or
Algebra I by all eighth grade students.

Sometimes students who have difficulty with math concepts or who have
transferred to STM need extra instruction. To address this need teachers
have volunteered their time to teach workshops before, during and after
school. Students who have participated in these workshops have shown
improved mastery of math skills. Parents are encouraged to help their
children with math during mathematics game nights and demonstrations
during open houses. To help students maintain their math skills over the
summer, the school makes *Math Skills Sharpener* books and parent guides
available to all students.

The STM mathematics curriculum develops students' abilities to think and
solve problems. It also provides the foundational skills for advanced
study in math and science, thus fulfilling our mission of helping all
students reach their highest potential.

**4. Instructional Methods**

St. Thomas More Cathedral School teachers use a variety of instructional
methods that are designed to actively engage students in learning and
meet their individual needs. In a typical lesson at STM, a short period
of direct instruction with verbal and visual cues is followed by a
learning activity during which students may work alone or as part of a
cooperative group. Students may be asked to sort words, categorize
information, make a chart, solve a math problem, create a map or
drawing, conduct an experiment or summarize text. Individual guidance
and instruction is provided during the activity. Students are encouraged
to choose problem solving strategies, consult with partners and explain
the process of completing a task. Teachers assess achievement through
the use of oral reports, essays, projects and plays, as well as tests.

To foster motivation and independent learning, students are given
choices in learning activities and assessments. For example, they may
report on their independent reading by making a poster, impersonating a
character, writing a diary or performing a play. Teachers can guide
students in their choices so that projects and assessments are varied
depending upon student ability. In all classes, students are taught
organization and study skills to foster lifelong learning and
achievement, and technology is used to deliver and present information.

Periodic assessments, including homework, tests, and projects are used
to guide instruction and address weak areas. For example, a weakness in
mathematics communication skills revealed in standardized tests has been
addressed by providing students with more opportunities to explain math
concepts in writing.

One of the strengths of STM is the cooperation among teachers. Teachers
meet at the beginning of the summer to collaborate with one another and
develop cross curricular units of instruction. When students are
immersed in a topic, such as, reading a novel set in Korea, studying
Asia in social studies, and making Korean kites in art, their learning
is enhanced. Teachers also take advantage of the fact that many of our
parents have lived in foreign countries and invite them to share their
experiences with students. Field trips are also part of our
cross-curricular program and contribute to student achievement in music,
art, social studies, science and literature.

**5. Professional Development**

The focus of the St. Thomas More Cathedral School professional
development program for the past several years has been to develop our
ability to meet the needs of all of our students, including those with
special needs. Teachers have participated in seminars and workshops on
brain research in learning, the perspective of a special needs student,
using visual instruction plans, and writing student assistance plans.
They have also learned more about differentiating instruction to meet
student needs by attending a *Reading First* academy and workshops in
word study, reading and writing across the curriculum, and study skills.

STM teachers are known for sharing their expertise and knowledge. Two of
our teachers have been recognized for their skill in working with
special needs students with the Diocesan Seton Award. STM teachers have
also led professional development workshops for teachers in other
schools on the topics of library research, word study, and student
assistance teams.

The principal and the STM parent community encourage professional
development by providing funding and leave. In addition to local
workshops and seminars, STM teachers regularly share journal articles,
share techniques, coordinate curriculum and develop individual student
instructional plans. When teachers receive new training, innovations are
soon evident in lesson plans and applied in the classroom. Two teachers
are studying for Master's degrees in reading and one is pursuing a
doctorate in math instruction. Several STM teachers participate each
year in the Summer Seminars sponsored by the Arlington Diocese.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): [National Catholic Education
    Association (NCEA), Virginia Catholic Education Association (VCEA),
    and Virginia Council for Private Education (VCPE)]{.underline}

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

3.  What are the 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_[3,900]{.underline}\_\_ \$\_\_[3,900]{.underline}\_
\$\_[3,900]{.underline}\_\_ \$\_[3,900]{.underline}\_
\$\_[3,900]{.underline} \$\_[3,900]{.underline}\_

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

\$\_[3,900]{.underline}\_\_ \$\_\_[3,900]{.underline}\_\_
\$\_[3,900]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

\$\_\_\_\_\_\_ \$\_[3,620]{.underline}\_\_\_\_\_

12^th^ Other Pre-K

4.  What is the educational cost per student?
    \$\_[4,327]{.underline}\_\_\_\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_\_[956]{.underline}\_\_\_\_

6.  What percentage of the annual budget is devoted to
    \_\_\_[8]{.underline}\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[33]{.underline}\_\_%

**PART VII - ASSESSMENT RESULTS**

**St. Thomas More Cathedral School**

Terra Nova

Edition 1, CTBS-5/1997

Publisher CTB/McGraw Hill

Scores are reported here as percentiles.

No students are excluded from the test.

  ------------------------------------- ----------- ----------- -----------
                                        2004-2005   2003-2004   2002-2003

  Testing month                          April      September   September

  **Grade 7**                                                    

  Reading                               82          71          83

  Mathematics                            76          67          75

  Number of students tested              37          40          53

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

  SUBGROUP SCORES \*                                             

  Hispanic students                                              

  Reading                                76                      

  Mathematics                            72                      

  Number of students tested              11                      

  **Grade 6**                                                    

  Reading                                73          81         70

  Mathematics                            73          77          71

  Number of students tested              41          40          36

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

  SUBGROUP SCORES \*                                             

  Hispanic students                                              

  Reading                                            68          

  Mathematics                                        67          

  Number of students tested                          11          

  **Grade 5**                                                    

  Reading                                84          67         69

  Mathematics                            81          58          60

  Number of students tested              37          43          40

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

  SUBGROUP SCORES \*                                             

  Hispanic students                                              

  Reading                                                       56

  Mathematics                                                    56

  Number of students tested                                      10
  ------------------------------------- ----------- ----------- -----------

  ------------------------------------ ------------ ----------- -----------
                                       2004-2005    2003-2004   2002-2003

  Testing month                         April       September   September

  **Grade 4**                                                    

  Reading                              78           82          75

  Mathematics                          83           85          76

  Number of students tested            39           37          41

  Percent of total students tested     100          100         100

  Number of students excluded          0            0           0

  Percent of students excluded         0            0           0

  SUBGROUP SCORES \*                                             

  Asian students                                                 

  Reading                              70                        

  Mathematics                           81                       

  Number of students tested             11                       

  **Grade 3**                                                    

  Reading                               64          61          77

  Mathematics                           64          73           76

  Number of students tested             28          36           46

  Percent of total students tested      100         100          100

  Number of students excluded           0           0            0

  Percent of students excluded          0           0            0

  SUBGROUP SCORES \*                                             

  Asian students                                                 

  Reading                                           59           

  Mathematics                                       74           

  Number of students tested                         10           
  ------------------------------------ ------------ ----------- -----------

\* Scores for subgroups are not disaggregated when the subgroup in a
grade is fewer than 10 students.