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

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary Middle \_\_
High \_\_ K-12

Name of Principal [Mrs. Mary A. Petelin]{.underline}

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

Official School Name [St. Rita School]{.underline}

(As it should appear in the official records)

School Mailing Address [33200 Baldwin
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Solon Ohio 44139-4064]{.underline} \_

City State Zip Code+4 (9 digits total)

County [Cuyahoga]{.underline} School Code Number\* [056820]{.underline}

Telephone [( 440 ) 248-1350]{.underline} Fax [( 440 )
248-9442]{.underline}

Website/URL [www.stritaschool.com]{.underline} E-mail
[mpetelin@stritaschool.com]{.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)

Name of Superintendent\* [Ms. Margaret Lyons]{.underline}

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

District Name [Cleveland Catholic Diocese]{.underline} Tel. [( 216 )
696-6525 x3280]{.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 N/A

(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.

[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**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *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
    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: [N/A]{.underline} Elementary
schools

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[2]{.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**    15        15                     **30**       **7**       26        26          52

  **K**       22        26                     **48**       **8**       28        23          51

  **1**       17        35                     **52**       **9**                             

  **2**       18        28                     **46**       **10**                            

  **3**       21        27                     **48**       **11**                            

  **4**       30        23                     **53**       **12**                            

  **5**       23        27                     **50**       **Other**                         

  **6**       23        23                     **46**                                         

                                    **TOTAL                                                   476
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [93]{.underline} % White

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

[3]{.underline} % Hispanic or Latino

[3]{.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      **2**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Subtotal of all transferred **5**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **476**
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided **.01**
                            by total in row (4)         

  **(6)**                   Amount in row (5)           **1%**
                            multiplied by 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: [1]{.underline} %

Total number students who qualify: [5 \_]{.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: [1]{.underline} %

[5]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [0]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [5]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [3]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [20]{.underline} [6]{.underline}

Special resource teachers/specialists [0]{.underline} [4]{.underline}

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

> Support staff [3]{.underline} [1]{.underline}
>
> Total number [24]{.underline} [11]{.underline}

12\. Average school student-"classroom teacher" ratio:
[24:1]{.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  98%         98%         97%         97%         97%

  Daily teacher attendance  97%         97%         98%         99%         98%

  Teacher turnover rate     8%          15%         26%         8%          19%

  Student dropout rate      N/A%        N/A%        N/A%        N/A%        N/A%
  (middle/high)                                                             

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

**PART III ‑ SUMMARY**

St. Rita School is a fully accredited Roman Catholic Elementary School
in Solon, Ohio servicing Pre-Kindergarten through eighth grade. One of
the larger elementary schools in the Catholic Diocese of Cleveland, St.
Rita School "exists to teach the doctrine of Christ, to build Christian
community, to prepare students for Christian service, and to guide the
child to a level of faith that is constantly active and open to growth.
Our education programs center on the development of a unique individual
and the creation of an environment that allows each student the
experience of developing a positive self-image to the best of his/her
abilities. With the cooperation of the parents, we strive to promote
lasting Christian attitudes and practices along with academic excellence
which will enable the students to adapt to our changing world."

For 56 years this has been the philosophy of St. Rita School. Our
philosophy, stating the mission to educate the whole person spiritually,
intellectually, morally, socially, and physically with Christ as our
center, makes St. Rita school unique from all other learning
institutions. We are committed to the ministry of strong academics
infused with solid Christian values. We promote a safe and nurturing
environment so as to develop responsible members, not only of the parish
community, but also of the world in which we live. Parents and
guardians, as co-partners in this educational vision, share this
dedication to excellence by actively and enthusiastically giving of
their time, talent, and treasure to the students of the school. Parents
are an integral part of the collaborative decision-making process
through such groups as PTU, Sports Boosters, Educational Sub-commission
and the Technology Committee.

The majority of the students who attend St. Rita School are from
families who are members of the parish community. The school also
educates students from area Catholic parishes in the Southeastern region
of the Diocese that do not have schools on their premises. Presently,
476 students from pre-kindergarten through eighth grade attend St. Rita
School. Since opening its doors in 1949, with only one building of four
classrooms and 190 students, it has expanded into a full campus,
comprised of a learning center, a primary building and a middle school
building with its own gymnasium, library, music room, art room, two
computer labs and a mobile computer center.

Integral to the school's success is the commitment and dedication of the
administration, faculty, staff, and parents to academic excellence. As a
result of this belief, St. Rita School benefits from outstanding
parental involvement and volunteerism. This is reflected in many honors
and awards received by the faculty and the high levels of achievement of
standardized test scores of our students.

An education is provided that exceeds national academic standards within
an atmosphere that fosters individual spiritual growth. The students are
enriched in a wide variety of areas, participating in over a dozen
co-curricular and extra-curricular activities. St. Rita students also
benefit from a strong athletic program, one of the best in the region.
Believing that no child should be left behind, services for students
requiring intervention or remediation are provided in the areas of
speech, counseling, reading, mathematics and other learning
disabilities.

The students of St. Rita School are on an accelerated academic program.
The school does comply with state standards and the Diocesan Graded
Course of Study, but at an accelerated pace. Classes are offered in
religion, reading, language arts, mathematics, science, social studies,
music, art, foreign language, computer science and band. This rich
variety of classroom experiences challenges each student to achieve
his/her maximum learning potential.

By reviewing our Continuous Improvement Plan, developed and implemented
by our stakeholders, and approved by the Ohio Catholic School
Accrediting Association, St. Rita School regularly continues to renew
and improve itself. Likewise, assessment results are continually
analyzed to determine both strengths and weaknesses in our students and
curriculum, directing us to constant improvement. Instrumental
components for our success are regular professional staff development
and a focus on technology to support individual and cross-curricular
learning.

St. Rita is committed to instilling a desire for inquiry and life-long
learning. The graduates of St. Rita School are well prepared for high
school and the majority of them easily obtain admission to prestigious
private area high schools. In any given year, students are awarded
admission to the school of their first choice along with monetary
scholarships.

Clearly, St. Rita School, supported by the parish community, is an
outstanding Catholic school of high level student achievers, with an
excellent teaching staff, exceptional programs, and dedicated parent
commitment that provide a nurturing academic environment rooted in the
gospel values.

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

1.  **Assessment Results**

The school uses the ITBS (A) to test students in grades one through
eight in the spring of each academic year. The results of these tests
indicate that in the subject of reading, all students tested, scored
above the qualifying range. The first grade scored a percentile ranking
of 8 points above qualifying score, third grade 5 points, grade five 8
points, grade seven 8 points, and grade eight 6 points above qualifying
score. Based on the same criteria in math, the second grade scored 8
points above qualifying range, the fourth grade 8 points, the sixth
grade 6 points, and the eighth grade 6 points above qualifying score.
Because our students perform above expectations, we logically can assume
that the educational programs are meeting the needs of students at all
ability levels. The nine test scores in reading and math indicate that
the academic programs are especially effective. When comparing our
younger and older students tested in the academic year of 2004 and 2005,
the assessments depict a significant increase in both reading and math.
Test scores in all other grade levels also reflect high rates of
achievement with a collective composite building percentile of 96. As
displayed in the data tables at the end of this document, no students
have been excluded from testing. The St. Rita School population reflects
no subgroups or disparities; nor does the school participate in the
state assessment system. Looking again at the test results, it is
clearly evident that the school is meeting and exceeding the educational
needs of these students.

2.  **Using Assessment Results**

On a school wide scale, assessment data is analyzed by grade level
performance to direct continuous improvement. Data is used to determine
resource allocation, curriculum, and pupil performance objectives. This
correlates with the overall direction of the school improvement plan and
individual faculty professional development plans. Analysis of our
consistently high standardized test results reaffirms the success of our
existing reading program, resulting in the decision to continue with the
current publisher's updated version. Professional development plans
address specific curriculum needs. Faculty and staff practice successful
teaching strategies in order to maintain high levels of achievement.

On an individual student level, assessment data is the basis for
determining student participation in accelerated and/or intervention
programs. Standardized test scores are one factor in determining
placement in phonemic awareness groups and leveled reading groups.
Students scoring in the lowest four stanines on the ITBS are offered the
opportunity for intervention, working with auxiliary personnel who
utilize assessment data in developing individual education plans when
necessary. The analysis of the test results has become so integral to
the development of our student programs that standardized tests have
been administered to grades 1 through 7 for the past six years and grade
8 for the past two years, which exceed Diocesan mandated testing.

3.  **Communicating Assessment Results**

Communicating student performance is one of the goals of St. Rita
School. As partners in the educational process, parents and students
play a key role. They are both provided with the opportunity to discuss
individual student progress (including standardized assessment data)
with faculty and administration. This data includes mid-quarter interim
reports, quarterly report cards, daily student planners, graded work in
weekly communication folders and printed results of standardized tests.

Two formal parent teacher conference opportunities are offered after
first and second quarter, with a teacher requested third quarter
conference. Students take an active role by using self-assessment tools
to continually improve their performance. Teachers have regular
communication to parents through e-mail, phone calls, classroom
newsletters, and optional additional conferences.

The student body is kept informed of daily activities, student
achievements, and community outreach efforts through student produced
daily television announcements.

The community is made aware of student performance and successes through
the school web site, [www.stritaschool.com]{.underline}, bi-monthly
school newsletter, the annual State of the School Report, the
"Principal's Corner" in the parish bulletin and articles in the local
community paper. Other forums for disseminating the school's
achievements and successes are the annual "Meet the Teacher Day",
Curriculum Night, and monthly PTU Meeting.

4.  **Sharing Success**

As a well-respected school in the Cleveland Catholic Diocese, St. Rita
serves as a model learning institution for other schools. Hosting
professional development workshops and teacher sharing sessions on
campus showcases our school to other area educators. High School
Information Nights promote school successes to those involved in
secondary education. St. Rita staff participates in Elementary School
Information Forums at neighboring parishes. The principal frequently
shares information and ideas with other area administrators at the
monthly Diocesan Principal Meetings as well as at various professional
conferences. The school hosts students from area colleges for fieldwork
and student teaching experiences. An in-house mentor teacher guides
entry-level teachers through the certification process. The St. Rita
Booster Club has been a model for other area booster clubs in developing
and operating their organizations. The school website,
[www.stritaschool.com]{.underline}, is an easily accessible forum to
obtain information about St. Rita School, including the state of the
school report and our updated five year improvement plan. St. Rita
School looks forward to the collaborative opportunities this award may
offer in striving for improvements.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

Overall, the curriculum of St. Rita School follows the Graded Course of
Study mandated by the Diocese of Cleveland. The curriculum includes
religion, language arts (reading, phonics, English, spelling and
penmanship), mathematics, social studies, science, health, physical
education, music, art, computer science, Spanish as a foreign language,
and band as an elective course. St. Rita School has the responsibility
to determine how the mandated pupil performance objectives will be
taught and achieved.

The textbooks are selected as resources to meet the objectives of Graded
Course of Study and Ohio State Standards. A wide variety of enrichment
opportunities include guest speakers, assemblies, field trips, internet
access, and additional texts to supplement the basic curriculum.
Presently, the school is in the process of formulating a school wide
curriculum map. This is a tool which will promote dialogue to enhance
the faculty's understanding of what is taught on each grade level so as
to better implement cross curricular and theme based learning
experiences.

St. Rita School's mission statement identifies us as a teaching
community that is committed to the education of the whole person.
Therefore, we provide an academic program and environment conducive to
the optimal development of each student.

The religion curriculum provides students the ability to put faith into
understanding. This instruction is accomplished by social justice
experiences, educational activities in the daily religion classes, and
through service projects in the local and global community, which
provide a deep appreciation for Gospel living and values. Additionally,
all students participate in daily classroom prayer, attend weekly class
mass and a monthly all school liturgy.

The language arts curriculum emphasizes communication skills, both oral
and written, as the foundation for all other learning. These skills and
strategies are integrated across the curriculum to provide for all
students.

The mathematical program ensures that the mental process relating to
every facet of mathematics is incorporated, including computation,
problem solving, reasoning, seeing connections, representing concepts in
a variety of ways, and communicating mathematically. All 7^th^ grade
students study pre-algebra and advance to algebra in 8^th^ grade. St.
Rita School's Math Club provides both tutorial and enrichment activities
for grades 4-8.

Social studies is taught on all grade levels with a unified focus
incorporating each of the seven strands of the Graded Course of Study.
These include religious heritage, history, people in societies,
geography, economics, government and citizenship rights and
responsibilities. Students participate in additional learning
experiences such as Medieval Fair and reconstruction of living
conditions of time past.

The science curriculum provides kinesthetic experiences for all students
that enable them to engage in the use of scientific inquiry. Junior High
students participate in the Science Fair, "Invent America," and Physics
Day at Cedar Point Amusement Park. These experiences provide students
the opportunity to create experiments using the standard scientific
method and report results.

St. Rita School, beyond the academic curriculum, provides enrichment for
all students. The health and physical education curriculums allow for
activities that promote physical fitness, self-esteem, and good
sportsmanship; as well as education in drug awareness, confliction
resolution, peer mediation, and decision making. The curriculum for the
visual arts and music promotes personal growth through participation and
appreciation of the arts. The instructional programs are enriched by
student participation in choir, band, art fairs, art competitions, and
school performances. Computer education is carefully integrated into all
levels (kindergarten through eighth grade) of the curriculum providing
students with technical competencies in word processing, spreadsheets,
database, desktop publishing, graphic displays, Internet research, and
other skills through the use of in-class desktop and laptop computers.
The administration, faculty, and staff are networked with one another
for an easy exchange of information and ideas. All junior high students
also study Spanish as a foreign language. Specialist teachers in each of
the respective fields provide instruction.

St. Rita School also believes that "no child should be left behind".
Therefore, the speech pathologist, intervention specialists, and
psychologist service special needs students both in an individual and
inclusive setting.

Students and staff being honored for excellence in various areas is a
regular occurrence at St. Rita School. Six faculty members were
nominated, accepted and listed in the 2004-2005 edition of [Who's Who
Among American Teachers]{.underline}. Eight faculty members have over 20
years of experience. St. Rita students participated in the National Math
Council Competition last year and achieved 2^nd^ place. Students have
been recognized with distinction in writing experiences such as Power of
the Pen. Students participate in a competitive regional science fair in
which they merit honors and awards. Several band members have
participated in an honors band program designed to enhance their skills.

2a. **(Elementary Schools) Reading**

As directed in the Graded Course of Study, the reading program begins in
Pre-Kindergarten to develop a solid language arts foundation by
emphasizing readiness skills, alphabet and word recognition, and
beginning sounds. In our primary grades (K-3), the concentration is on
phonics, vocabulary, sight words, skill development, and comprehension
through the use of leveled readers, centers, individual literacy goals,
trade books, and guided reading groups. Grades four through eight
continue to cultivate and enhance basic skills and accentuate critical
thinking, reading to learn, analysis, evaluation, and study and
organizational skills, by implementing the use of leveled readers, trade
books, literature anthologies, vocabulary and study skills books. To
motivate recreational reading, an Accelerated Reading computer program,
library classes and bi-monthly literacy parades empower the students to
become life long readers.

Emphasis is placed upon the writing process, which includes spelling,
listening, oral communication skills, grammar and composition, through
the utilization of daily journal writing, individual writing portfolios,
and portable laptop writing labs. Penmanship is taught in the primary
grades with reinforcement in written work throughout all other grade
levels.

After careful evaluation, research and assessment analysis, a literacy
program was adopted that is based upon leveled and guided reading that
interlinks reading, spelling, phonics and other language arts concepts.
Implementation of this daily reading program has demonstrated its
success as proven by our assessment results. Accommodations are made for
students identified with learning difficulties through phonemic
awareness groups and early remedial intervention. Additionally, our
leveled reading program accommodates all readers, including those at
risk and those with advanced skills.

3.  **Mathematics, Science, Art, Etc.**

St. Rita School follows the Diocesan Graded Course of Study for its
mathematics program. Our students are taught to communicate
mathematically through programs that emphasize computational skills,
math concepts and problem solving skills. They are also taught to
recognize the relationship between math skills and the practical
application of these skills in daily life tasks. Geometry and algebra
concepts begin in the primary grades and continue throughout all grade
levels. Innovative teaching techniques including kinesthetic, auditory
and visual methods are used to convey and practice mathematical skills.
Students use manipulatives, technology software, and interactive smart
boards to practice and incorporate those skills in the science and
technology programs. Computer software is used to introduce, review, and
assess student progress and understanding. Saxon Math is a hands-on
program used in grades kindergarten through fifth grade. Instruction is
comprised of three distinct components that engage students in a daily
math meeting, fact practice, and a variety of learning skills and
approaches to problem solving. Intervention specialists provide
additional assistance for those students exhibiting remedial needs both
on an individual basis or through inclusion. Junior high students are
offered pre-algebra and algebra. Correlating with our school's mission
statement to educate the whole person, we incorporate innovative
teaching techniques that address each individual learning style. Our
mathematics program is designed to promote success and to instill an
understanding of essential skills in the real world. Our assessment data
demonstrates this accomplishment.

**4. Instructional Methods**

In keeping with our mission statement to educate the whole person, the
school curriculum implements a variety of instructional methods to
address all learning styles. The screening process, which identifies
individual learning needs, as well as specific strengths and weaknesses,
begins in kindergarten. The use of a variety of individual assessment
practices continues throughout the student's academic career. Assessment
data includes formal and informal evaluations, teacher observations and
student/parent input.

Multiple intelligences of all students are addressed through diverse
visual, auditory and kinesthetic methods and materials. Linguistic
intelligence is addressed in our daily language arts curriculum through
the use of research projects, written and oral discussions, speech and
debate programs, student produced television broadcast, presentations
and Power of the Pen competitions. In addition to our mathematical
curriculum addressing logical-mathematical intelligence, students employ
reasoning, problem solving, and lateral and critical thinking skills in
all academic areas. Visual learning is enhanced through the use of
posters, interactive bulletin boards, models, photos, artwork, overhead
transparencies, Smart Boards, videos and computer screen images which
address spatial intelligence. Music and band instruction address musical
intelligence that culminates in school concerts and performances.
Teachers utilize rhythm and song in all academic areas.
Bodily-kinesthetic intelligence is addressed through the use of math
manipulatives, scientific experiments, physical education classes, and
the participation in hands-on independent and group projects.
Interpersonal intelligence is addressed through leadership
opportunities, peer mediation, conflict resolution, service projects,
cooperative learning projects, social and sporting events. Intrapersonal
and spiritual intelligences are addressed through the Quest, D.A.R.E.,
REACT, and Keepsake Programs, as well as student retreats and days of
recollection developed within the religious education program. The study
of science, art and religion accesses each student's natural
intelligence.

**5. Professional Development**

St. Rita School is committed to the professional development of its
faculty to improve student achievement. This goal is specifically
addressed in our professional development plan in which all faculty
members are required to attend a technology workshop, a professional
in-service day, and an outside peer observation. Well beyond the three
professional development days required in our school improvement plan,
teachers participate in sharing experiences with area educators.
Professional guest speakers regularly address the faculty at monthly
staff meetings. Teachers conduct grade level, department, and literacy
meetings. All members of the faculty hold memberships in professional
organizations as well as subscribing to educational journals. All
teachers submit a professional development plan to the Local
Professional Development Committee (LPDC) for approval in which funding
and paid leave are provided. The new ideas and concepts learned in
seminars and courses are readily implemented by teachers and have been
fundamental in maintaining the high standards of the school.
Acknowledging that professional development is key to the academic
success of students, St. Rita School is firmly committed to supporting
the professional development of each faculty member, thereby continuing
the tradition of academic excellence that distinguishes our school.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

1.  Private school association(s): [St. Rita Parish]{.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 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$ [3,525\_]{.underline} \$ [3,525\_]{.underline} \$
[3,525\_]{.underline} \$ [3,525\_]{.underline} \$ [3,525\_]{.underline}
\$ [3,525\_]{.underline}

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

\$ [3,525\_]{.underline} \$ [3,525\_]{.underline} \$
[3,525\_]{.underline} \$\_[N/A]{.underline}\_ \$\_[N/A]{.underline}\_
\$\_[N/A]{.underline}\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$[\_3,650\_]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[1,352]{.underline}\_

6.  What percentage of the annual budget is devoted to
    \_\_[36]{.underline}\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_[100]{.underline}\_\_%

**REPORTING ASSESSMENT DATA**

**REFERENCED AGAINST NATIONAL NORMS**

**Without Subgroups**

**St. Rita School**

Iowa Test of Basic Skills

Form A, 2001

Riverside Publishing

-   Scores are reported as percentiles.

-   No students are excluded from the test.

-   All scores reported as percentile rank average SS-National Student
    Norms.

+-----------------------------------------+---------+---------+---------+
|                                         | 2003    | 2004    | 2005    |
+-----------------------------------------+---------+---------+---------+
| Testing Month                           | March   | March   | March   |
+-----------------------------------------+---------+---------+---------+
| # Grade 8                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 |         | 79      | 83      |
+-----------------------------------------+---------+---------+---------+
| Language Arts                           |         | 83      | 86      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             |         | 75      | 78      |
+-----------------------------------------+---------+---------+---------+
| Composite score                         |         | 82      | 85      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               |         | 43      | 50      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               |         | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              |         | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             |         | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 7                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 83      | 84      | 84      |
+-----------------------------------------+---------+---------+---------+
| Language Arts                           | 82      | 84      | 79      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 84      | 81      | 71      |
+-----------------------------------------+---------+---------+---------+
| Composite score                         | 85      | 85      | 80      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 44      | 51      | 54      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 6                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 77      | 81      | 80      |
+-----------------------------------------+---------+---------+---------+
| Language Arts                           | 79      | 81      | 81      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 76      | 77      | 79      |
+-----------------------------------------+---------+---------+---------+
| Composite score                         | 82      | 85      | 84      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 58      | 54      | 55      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+

+-----------------------------------------+---------+---------+---------+
|                                         | 2003    | 2004    | 2005    |
+-----------------------------------------+---------+---------+---------+
| Testing Month                           | March   | March   | March   |
+-----------------------------------------+---------+---------+---------+
| # Grade 5                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 80      | 86      | 80      |
+-----------------------------------------+---------+---------+---------+
| Language Arts                           | 80      | 83      | 83      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 80      | 83      | 76      |
+-----------------------------------------+---------+---------+---------+
| Composite score                         | 83      | 86      | 81      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 59      | 59      | 49      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 4                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 80      | 80      | 87      |
+-----------------------------------------+---------+---------+---------+
| Language Arts                           | 88      | 85      | 89      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 78      | 74      | 82      |
+-----------------------------------------+---------+---------+---------+
| Composite score                         | 83      | 80      | 87      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 60      | 50      | 48      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 3                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 76      | 79      | 78      |
+-----------------------------------------+---------+---------+---------+
| Language Arts                           | 84      | 88      | 86      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 69      | 75      | 80      |
+-----------------------------------------+---------+---------+---------+
| Composite score                         | 80      | 84      | 84      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 58      | 56      | 58      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 2                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 87      | 78      | 78      |
+-----------------------------------------+---------+---------+---------+
| Language Arts                           | 89      | 85      | 82      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 90      | 76      | 85      |
+-----------------------------------------+---------+---------+---------+
| Composite score                         | 91      | 82      | 83      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 60      | 53      | 50      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 1                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 77      | 80      | 86      |
+-----------------------------------------+---------+---------+---------+
| Language Arts                           | 86      | 85      | 78      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 79      | 74      | 79      |
+-----------------------------------------+---------+---------+---------+
| Composite score                         | 78      | 78      | 80      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 59      | 53      | 47      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+