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

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

**Cover Sheet**

Name of Principal [Mrs. Marycarol C. Gentile]{.underline}

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

Official School Name [Saint Luke School]{.underline}

(As it should appear in the official records)

School Mailing Address [Ten Waldron Avenue]{.underline}

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

[Barrington RI 02806-1412]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(401) 246-0990]{.underline} Fax [(401) 246-2120]{.underline}

Website/URL [www.catholicschools.org]{.underline} Email
[smcgentile@aol.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)

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

Name of Superintendent [Brother William Dygert C.S.C.]{.underline}

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

District Name [Diocese of Providence]{.underline} Tel. [( )]{.underline}

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson Rev. William R. Jenkinson

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

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

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

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

#  

# [PART II -- DEMOGRAPHIC DATA]{.underline}

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

1\. Number of schools in the district \_\_\_\_\_\_\_\_Elementary Schools

> \_\_\_\_\_\_\_\_Middle Schools
>
> \_\_\_\_\_\_\_\_Junior High Schools
>
> \_\_\_\_\_\_\_\_High Schools
>
> \_\_\_\_\_\_\_\_TOTAL

2\. District Per Pupil Expenditure \_\_\_\_\_\_\_\_

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

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

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

> \[ \] 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\. \_\_\_[14]{.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 enrolled at each grade level or its equivalent in
applying school:

+------+------+-------+------+------+------+------+-------+------+
| G    | #of  | \# of | G    |      | G    | \#   | \# of | G    |
| rade | M    |       | rade |      | rade | of   |       | rade |
|      | ales | Fe    |      |      |      |      | Fe    |      |
|      |      | males | T    |      |      | M    | males | T    |
|      |      |       | otal |      |      | ales |       | otal |
+------+------+-------+------+------+------+------+-------+------+
| K    | 12   | 13    | 25   |      | 7    | 16   | 12    | 28   |
+------+------+-------+------+------+------+------+-------+------+
| 1    | 15   | 11    | 26   |      | 8    | 18   | 12    | 30   |
+------+------+-------+------+------+------+------+-------+------+
| 2    | 12   | 13    | 25   |      | 9    |      |       |      |
+------+------+-------+------+------+------+------+-------+------+
| 3    | 16   | 14    | 30   |      | 10   |      |       |      |
+------+------+-------+------+------+------+------+-------+------+
| 4    | 14   | 15    | 29   |      | 11   |      |       |      |
+------+------+-------+------+------+------+------+-------+------+
| 5    | 16   | 14    | 30   |      | 12   |      |       |      |
+------+------+-------+------+------+------+------+-------+------+
| 6    | 20   | 9     | 29   |      | O    |      |       |      |
|      |      |       |      |      | ther |      |       |      |
+------+------+-------+------+------+------+------+-------+------+

> **TOTAL STUDENTS IN THE APPLYING SCHOOL 252**

6\. Racial/ethnic composition of \_\_\_[98.8]{.underline}\_% White

> the students in the school: \_\_\_[\_\_.8]{.underline}\_% Black or
> African American
>
> \_\_\_\_\_\_\_% Hispanic or Lantino
>
> \_\_\_\_\_[.4\_%]{.underline} Asian/Pacific Islander \_\_\_\_\_\_\_ %
> American Indian/Alaskan Native
>
> **100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[.4]{.underline}\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

+------+---------------------------------------+-----------------------+
| \    | Number of Students who                | 0                     |
| (1\) |                                       |                       |
|      | Transferred *to* the school           |                       |
|      |                                       |                       |
|      | After October 1 until the             |                       |
|      |                                       |                       |
|      | End of the year.                      |                       |
+------+---------------------------------------+-----------------------+
| \    | Number of students who                | 1                     |
| (2\) |                                       |                       |
|      | Transferred *from* the                |                       |
|      |                                       |                       |
|      | School after October 1                |                       |
|      |                                       |                       |
|      | Until the end of the year.            |                       |
+------+---------------------------------------+-----------------------+
| \    | Subtotal of all                       | 1                     |
| (3\) |                                       |                       |
|      | Transferred students (sum             |                       |
|      |                                       |                       |
|      | Of rows (1) and (2)                   |                       |
+------+---------------------------------------+-----------------------+
| \    | Total number of students              | 252                   |
| (4\) |                                       |                       |
|      | In the school as of                   |                       |
|      |                                       |                       |
|      | October 1                             |                       |
+------+---------------------------------------+-----------------------+
| \    | Subtotal in row (3)                   | .004                  |
| (5\) |                                       |                       |
|      | Divided by total in row               |                       |
|      |                                       |                       |
|      | \(4\)                                 |                       |
+------+---------------------------------------+-----------------------+
| \    | Amount in row (5)                     | .4                    |
| (6\) |                                       |                       |
|      | Multiplied by 100                     |                       |
+------+---------------------------------------+-----------------------+

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

> \_\_\_\_[0\_\_\_%]{.underline}Total Number Limited

English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[0]{.underline}\_\_%

> \_\_\_\_[0]{.underline}\_\_Total Number Students Who
>
> Qualify

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

10\. Students receiving special education
services:\_\_[6]{.underline}\_\_\_%

> \_\_[15]{.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.
>
> \_\_\_[1]{.underline}\_Autism \_\_\_[1]{.underline}\_Orthopedic
> Impairment
>
> \_\_\_\_\_Deafness \_\_\_[1]{.underline}\_Other Health Impaired
>
> \_\_\_\_\_Deaf-Blindness \_\_\_[4]{.underline}\_Specific Learning
> Disability
>
> \_\_\_[1]{.underline}\_Hearing Impairment
> \_\_\_[7]{.underline}\_Speech or Language Impairment
>
> \_\_\_\_\_Mental Retardation \_\_\_\_\_Traumatic Brain Injury
>
> \_\_\_\_\_Multiple Disabilities \_\_\_\_\_Visual Impairment Including
> Blindness

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

## Number of Staff

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_

Classroom teachers \_\_\_[12]{.underline}\_\_
\_\_\_\_[2]{.underline}\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_
\_\_\_\_[1]{.underline}\_\_

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

Support Staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_

Total Number \_\_\_[16]{.underline}\_\_ \_\_\_[3]{.underline}\_\_\_

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

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate. Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

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

  Daily Student        243 -- 96%  241 -- 95%  232 -- 95%  238 -- 97%  238 -- 94%
  Attendance                                                           

  Daily teacher        14 -- 93%   14.5 -- 96% 14.5 -- 96% 14.5 -- 96% 14.5 -- 96%
  attendance                                                           

  Teacher turnover     \(3\) 20%   \(1\) 6%    \(1\) 6%    0           0
  rate                                                                 

  Student dropout rate                                                 

  Student drop-off                                                     
  rate                                                                 
  -------------------- ----------- ----------- ----------- ----------- -----------

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

St. Luke School, Barrington, Rhode Island has provided quality Catholic
education for students since its founding in 1958. A fully accredited
parish school for students in preschool through eighth grade, it has
maintained a tradition of excellence for nearly fifty years. The
school's mission is to prepare exemplary Christian leaders for the
21^st^ century. St. Luke students are expected to become tomorrow's
leaders and opinion makers, not only in areas of government, business
and the arts, but also in the faith. Faculty and staff are dedicated to
helping them achieve that aim.

The students attending St. Luke School come from Barrington and
surrounding areas. Barrington, a picturesque, New England community
bordering Narragansett Bay, is an affluent town providing students with
many advantages including an excellent school system. The fact that so
many Barrington families choose to send their children to St. Luke
School is a testament to the quality of education it provides. The
current capacity enrollment of approximately 300 students attests to the
excellence of the programs. Considering that many of the school families
are upwardly mobile, the student population remains amazingly stable, as
does an excellent faculty. For many families, education at St. Luke's
has become a valued tradition.

At St. Luke School a high priority is placed on positive school climate,
ongoing curriculum development, attention to individual needs,
involvement in community service and the development of a strong
religious faith. The staff, the parents and the students work
cooperatively to plan and implement exciting programs that help children
prepare for tomorrow's world. A varied curriculum exposes students to
religion, French, algebra, computer literacy, process writing,
laboratory science, art, music and a rich heritage of traditional
literature. All staff members engage in curriculum planning and monitor
the continuity of programs to assure that students transition
successfully from grade to grade. A five-year-plan crafted by parents,
staff and parishioners serves as a guide for continued excellence.

Creative scheduling in areas of reading and math allows students to
realize their potential in small instructional groups providing
challenging material at their level of proficiency. Art and music are
taught in semester blocks providing small classes for optimum student
participation. Independent study time at the middle school level permits
student's flexible use of the library, the computer room and the
student-counseling program. Cooperation between grades for peer
tutoring, shared reading and cooperative learning are examples of a
child-centered approach to learning.

The Scripture quote "from those to whom much is given much will be
required " is the foundation of the school's mission. With this in mind,
the school delivers more than just superb academic programs. Through the
Student Council, the Adopt a Grandparent Program, the student mentoring
programs and a variety of service projects the school carries out its
mission to prepare students to be effective and caring leaders in
tomorrow's world.

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

# SCHOOL'S ASSESSMENT RESULTS: DATA ANALYSIS

An analysis of the assessment data indicate that St. Luke School
students achieve at the highest levels in reading and mathematics
placing the school in the top 10% of all schools nationally. The reading
and mathematics scores for St. Luke School students in Grades 3-8 meet
or exceed the standards set in the *No Child Left Behind-Blue Ribbon
Schools Program* guidelines.

In March, 2002 all students in Grades 3-8 (no student was excluded from
testing) were assessed using the CTB McGraw Hill Terra Nova-CAT Complete
Battery test. In the previous two years, the students were assessed
using the CTB MacMillan/McGraw Hill California Achievement Test-CAT 5.
All test results were referenced against national norms for spring. The
analysis is based on the average (mean) scores in reading and
mathematics from the Terra Nova and California Achievement Tests for
Grades 3-8.

The assessment data for March 2002 indicate that both the reading and
mathematics average (mean) scores for Grade 8, the highest grade tested,
exceed the average scale score that corresponds to the 90^th^ percentile
in the national school norms. The average (mean) reading score for Grade
8 is 73.1 compared to 65.8 at the 90^th^ percentile nationally and the
average (mean) mathematics score for Grade 8 is 68.3 compared to 65.5 at
the 90^th^ percentile nationally. Therefore, these results constitute
sufficient evidence that the school is in the top 10% of all schools
nationally.

In addition, an analysis of the Grades 3-7 assessment data for March
2002 indicate that the average (mean) reading scores for all these
grades individually exceed the average (mean) scale score that
corresponds to the 90^th^ percentile in the national school norms. An
evaluation of the average (mean) mathematics score for Grades 7
indicates that they, too, exceed the average scale score that
corresponds to the 90^th^ percentile in the national school norms. In
Grades 3-6 the students are achieving at high levels in mathematics, but
the average (mean) mathematics scores for these grades fall just short
of the national norm cutoff at the 90^th^ percentile. We are well aware
of this fact and consistently seek to improve our mathematics
instruction in these grades. As evidenced by the data, this does not
hold back our students from achieving at the highest levels by Grades 7
and 8 with mathematics scores exceeding the national norm cutoff at the
90^th^ percentile.

The data for the previous two years were based on the California
Achievement Test using a different national norm. To date, data at the
90^th^ percentile in national school norms has not been released for the
California Achievement Test. Therefore, the data for St. Luke School
cannot be compared to national school norms at the 90^th^ percentile.
However, a review of this data does indicate that the students at St.
Luke School consistently achieve at high levels in reading and
mathematics. In the previous two years, the average (mean) score for
reading in Grades 3-8 is 70.8 and the average (mean) score in
mathematics in these same grades is 68.6. While we cannot say with
absolute certainty (in absence of the norms as supplied by the
publisher) that these scores equal or exceed the average scale score at
the 90^th^ percentile nationally, we can infer that students with a
national average (mean) score of 70.8 in reading and 68.6 in mathematics
are achieving at high levels nationally.

The analysis of the St. Luke School test data for Grade 8, the highest
grade tested in the most recent year administered, indicate that the
average score for these students in both reading and mathematics exceeds
the average scale score that corresponds to the 90^th^ percentile in the
national school norms. These results constitute sufficient evidence that
the school is in the top 10% of all schools nationally. St. Luke School
students have achieved at the highest levels as evidenced in the data
and meet the requirements to be recognized as a *Blue Ribbon School.*

**USE OF ASSESSMENT DATA:**

St. Luke School uses its assessment data in a variety of ways**.** Using
rubrics, criterion referenced tests, standardized test scores, and
teacher observation, the faculty continuously prioritizes instructional
goals and adjusts curriculum to improve student performance.

When faculty members meet in the spring of each year for program review,
standardized test scores are a significant factor in the evaluation and
development of curriculum. Individual student profiles from the Terra
Nova tests highlight student strengths and weaknesses allowing teachers
to target specific areas for improvement during the coming school year.
The recent decision to administer the standardized tests in November
rather than March allows faculty members to address areas of weakness
both in the program and for individual students, during the current
academic year. Teachers use standardized test scores in conjunction with
student performance and other assessment data to form multi-grade groups
in instructional areas such as reading, writing and math.

Criterion-referenced tests, rubrics and portfolio conferences are used
to assess student performance in specialized areas such as Drug
Education, creative writing and interdisciplinary units. All students
have a writing portfolio that provides samples of student growth from
year to year. Along with traditional report cards, our standardized test
scores are shared with the parents for a better understanding of student
progress and more meaningful dialogue at parent/teacher conferences.

**COMMUNICATION:**

Curriculum goals and long-range plans are communicated to the school
community at the first open house of the school year. Individual test
results and student grades are shared with parents during our annual
parent/teacher conferences in November. Teachers also provide parents
with an informal assessment of student progress at that time. Individual
notes are sent home as needed. Throughout the school year the faculty
continues to be very responsive to parent concerns, even occasionally
sending fax reports on a child's progress. Report cards are sent home
for students each quarter, and between quarters progress reports are
issued. Informal conferences are encouraged and parents feel free to
approach teachers when there is a question or a concern. All teachers
are encouraged to telephone parents to share information about student
progress, and records of these calls are kept in teacher telephone logs.
In grades kindergarten through grade five our teachers use "Friday
Folders" to send home the important work of the week. Parents look for
these folders, which also include a brief commentary by the teacher
regarding the student's progress. Student awards are recognized through
weekly parish bulletins, monthly school newsletters, local media and PTO
meetings. The principal reports student progress to members of the
Parish Council, and the community flocks to the annual Christmas pageant
to enjoy the students' talents. Classroom work is showcased at monthly
PTO meetings, and the students' artwork is permanently displayed
throughout the school.

**SHARING SUCCESSES:**

It has been a St. Luke tradition to share successful ideas at
educational conferences throughout New England. Teachers have shared
their expertise in the Diocese of Providence, at the National Conference
of Geography Educators, the Children's Museum of Boston and the New
England League of Middle Schools. In addition, they serve on statewide
committees for curriculum development, technology support, and program
planning.

The 4th grade teacher traveled on a Fulbright scholarship abroad, and
established an ongoing relationship with a school in Nishinomiya, Japan.
Students have exchanged friendship dolls, toys, artwork and letters
promoting a better understanding between the Japanese and American
students.

St. Luke students have received recognition and awards for their
achievements in art, writing, science, geography, spelling and French.
These achievements are publicized in the school newsletter and the local
newspaper and national achievements have been aired on TV, even the Jay
Leno Show. The school web site informs the public about what is
happening at St. Luke School and serves as a showcase for student work.

The school principal serves as a mentor to new principals and several
times during the year hosts a principal visit, sharing effective
practices with new administrators. Serving on the board of the New
England Association of Schools and Colleges for six years allowed her to
share her expertise with independent schools throughout the area. The
librarian is active in sharing ideas with media specialists and
classroom teachers supervise college students who observe and teach in
their classrooms. As a result of the school's 1994 Blue Ribbon Award,
"The Sky's the Limit" was published in *BEST IDEAS FROM AMERICA'S BLUE
RIBBON SCHOOLS, VOLUME 2.* The article describes the school's commitment
to an integrated curriculum. As a Blue Ribbon School, St. Luke's would
remain committed to sharing expertise with other schools. It would be
both a responsibility and a privilege to do so.

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

St. Luke School provides a rich and challenging curriculum for students
preparing them to take a leadership role in their world. Curriculum
development is ongoing; teachers create, refine and evaluate programs
with students in mind. When planning programs, Gardner's theory of
Multiple Intelligences serves as a guide and every effort is made to
address the different learning styles of all students. The unifying
thread that runs through all disciplines is the Catholic faith, the
foundation of the school community, and the reason for its existence.

All curriculum guides and texts used meet or exceed national standards.
The school is accredited by the New England Association of Schools and
Colleges and meets the 86 standards for accreditation that are
benchmarks for that organization. Goals and objectives set at the
beginning of each academic year reflect the national standards in
various subject areas.

An integrated approach to learning emphasizes hands-on activities and
on-site experiences for students. The connection between reading and
writing begins in the preschool. All faculty members teach reading and
the reading/writing bock is synchronized in grade 4-8 allowing for small
group instruction and flexible grouping. While grammar and usage are
integrated into the reading/writing block, those skills are reinforced
with additional instruction in spelling, and vocabulary.

The mathematics curriculum also utilizes flexible grouping allowing
students to realize their potential; some taking time to fully master
eighth grade math and others accepting the challenge to complete Algebra
I. Students are grouped heterogeneously for the remaining content areas.
Teachers with special training in computers, library skills, foreign
language, art, music and physical education provide instruction in these
areas for all students.

At St. Luke's, the fine arts are considered essential to a well-rounded
education. The art department uses an interdisciplinary approach working
closely with the classroom teachers to enhance what students are
learning in the classroom. Student artwork is framed and displayed
throughout the school emphasizing the value placed on that effort. The
music program serves as an artistic outlet for the self-expression of
each student. It provides an opportunity for students to develop their
own personal talents and allows all students to perform in our popular
Christmas pageant. Through the arts the school uncovers the unique gifts
of its students.

The French language is taught in grades K through 8. The goal of the
French program is to help students appreciate a language and culture
other than their own. In the primary grades we begin in earnest to
communicate in the French language. In the upper grades, more attention
is paid to grammar and usage, and the French language becomes
reinforcement for English. French is a cross discipline enrichment at
all levels.

The social studies program is rich in content and provides a thorough
study of all areas of the world. At the primary level, history is taught
as part of thematic units and is tied closely to the literature the
students are reading. As students reach middle grades, historical and
geographical curriculum is more directed, covering the United States,
the Eastern and Western Hemisphere, as well as American History.
Geography and current events are integrated into all areas of the
curriculum.

At the primary level, science is integrated into thematic units. In
addition, the KITES Program, (Kits in Teaching Elementary Science), is
used from kindergarten through grade 5 emphasizing not only a hands-on
approach but the scientific method as well. Ecological and environmental
issues are a major focus and older students are immersed in on-site
education for these areas of the curriculum. Fourth and fifth-graders
participate in the Invention Convention while middle school students all
participate in the school-wide Science Fair

The library program supports all areas of the curriculum. Each student
visits the school library on a regular basis. The library/media teacher
reads a variety of literature and supplies the classroom teachers with
books from the collection that relate to or supplement their units,
creating a cohesive and comprehensive program for all students.

**READING PROGRAM:**

The school's reading program aims to help students understand, evaluate,
and respond to the written word, instilling a love of reading and an
appreciation of literature. At St. Luke's reading and writing are taught
as a cohesive unit and are central to all aspects of the curriculum.
Students see the literature they read as a model for their own writing
and response journals are used in most classes. Textbooks are
literature-based, and teachers supplement with trade books and novels.
At the primary level a strong foundation in phonics and whole language
assures success for all students. A reading specialist works with
children who need an extra "boost", providing small classes and
alternative approaches such as Orton Gillingham.

For grades 4 through 8, a minimum of one hour per day is devoted to
reading and writing.

Students are grouped by ability and across grades. This cross-graded
reading program was chosen to provide a rigorous and challenging program
for all students. Grammar and language mechanics are taught as they
relate to the literature being covered, but a second class was added
several years ago to provide students with a sequential background in
grammar and more exposure to vocabulary. Parents surveyed as part of the
school's Five Year Plan requested more emphasis on writing, and teachers
responded by adopting the *Write Traits* program, placing more emphasis
on writing across the curriculum.

A well-equipped library functions as a source for quality books. The
librarian conducts reading incentive programs and "booktalks" new books
weekly to motivate and inform young readers. Summer reading lists are
provided and students are required to read specific books during the
summer months.

**RELIGION:**

St. Luke School students are expected to become Christian leaders in
tomorrow's world. To achieve that promise the school provides the
students with a strong background in faith and morals. This religious
instruction provides the students with a moral compass for use in every
facet of their lives. Therefore the Christian education is not just 45
minutes of dogma scheduled between math and reading, but teaching a way
of life that permeates every discipline in the curriculum. The students
study the Old Testament, the Sacraments and the life of Christ so that
as tomorrow's leaders they may follow His example. The religion program
is threefold including education, participation and service. Students
learn the rich traditions of the faith, the history of the church and
the tenants of the Creed. They plan and participate in liturgical
celebrations, prayer services and the sacraments. They volunteer at soup
kitchens, collect food and clothing for the needy and assist in
community based service whenever possible. The religion program
articulates and reinforces the Catholic faith. All staff members and
volunteers serve as faith witnesses for our students, teaching by
example.

**INSTRUCTIONAL METHODS:**

At St. Luke School no student is left behind. Authentic learning,
on-site education, and hands-on investigation are the hallmarks of the
educative process. Students regularly participate in shared reading,
cooperative learning and peer tutoring. Art and music are integrated
into all disciplines addressing a variety of learning styles. The KITES
Program, (Kits in the Teaching of Elementary Science), provides hands-on
investigative activities for younger students while older students apply
research and the scientific process in their Science Fair and Invention
Convention projects. From kindergarten on, our students use software to
reinforce curriculum. In addition, word processing, Internet research,
and interactive simulations reinforce learning.

For many students, the highlights of the curriculum are the on-site
experiences provided at different grade levels. Each year our students
travel to Narragansett Bay, to the Alton Jones Campus of the University
of Rhode Island, and to the shores of Cape Cod for overnight
environmental studies. Field trips to museums and theaters are scheduled
on a regular basis. These varied instructional methods ignite students'
interest and improve their understanding of important concepts.

**PROFESSIONAL DEVELOPMENT**:

Professional development programs at St. Luke School are focused on
school-wide goals.

Goals for improving student achievement and growth in each student's
personal development are established at in-service workshops attended by
the entire faculty. In an effort to reach these goals, teachers are
encouraged to attend workshops and conferences throughout the year. As
models of life-long learning, the willingness of teachers to attend
professional development sessions allows them to stay current in their
fields. The impact of on-going training is evident in the school's
consistently high standardized test scores. The variety of workshops
chosen reflect the diversity of approaches teachers take to improve
student performance. In the past two years teachers have attended
workshops on:

> Strategies for Meeting High Mathematical Standards, The Court System,
> Computer Training from The Learning Edge, Understanding the Christian
> Creed, Watercolor Painting, Creative Strategies for First Grade, New
> Books Presentation and KITES training, just to mention a few.

Special funding is available to teachers for these educational
opportunities. In-service days held during the school year often include
workshops or speakers on specific areas related to student need. The
school also subscribes to a wide selection of professional publications
in all subject areas for teacher growth.

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

Private school association(s): National Catholic Educational Association

Does the school have nonprofit, tax exempt (501(c ) (3) status? Yes
\_\_\_X\_\_\_\_

No \_\_\_\_\_\_\_

## PART II -- Demographics

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

> [\$3,500]{.underline} [\$3,500]{.underline} [\$3,500]{.underline}
> [\$3,500]{.underline} [\$3,500]{.underline} [\$3,500]{.underline}
>
> K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^
>
> [\$3,500]{.underline} [\$3,500]{.underline} [\$3,500]{.underline}
> [\$]{.underline}\_\_\_\_ [\$]{.underline}\_\_\_\_\_
> [\$]{.underline}\_\_\_\_\_
>
> 6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^
>
> [\$]{.underline}\_\_\_\_\_ [\$]{.underline}\_\_\_\_
>
> 12^th^ Other

2\. What is the educational cost per student? [\$4,976]{.underline}

3\. What is the average financial aid per student? [\$241]{.underline}

4.  What percentage of the annual budget is devoted to

> scholarship assistance and/or tuition reduction? [2%]{.underline}

5.  What percentage of the student body receives

> scholarship assistance, including tuition reduction? [4%]{.underline}

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 8 Test: Terra Nova (CAT Complete Battery)

Edition/Publication Year: 2/2001 Publisher: CTB McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                  March                                            

  SCHOOL SCORES                                                                                   

  Total Score                                    71.1                                             

  Number of students tested                      28                                               

  Percent of total students tested               100                                              

  Number of students excluded                    0                                                

  Percent of students excluded                   0                                                

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                          73.1                                             

  2\. Math Composite                             68.3                                             

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 8 Test: California Achievement Test -- CAT5

Edition/Publication Year: 5/1992 Publisher: CTB MacMillan/McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                              March       March                    

  SCHOOL SCORES                                                                                   

  Total Score                                                73.1        76.8                     

  Number of students tested                                  30          28                       

  Percent of total students tested                           100         100                      

  Number of students excluded                                0           0                        

  Percent of students excluded                               0           0                        

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                                      70.3        75.9                     

  2\. Math Composite                                         68.2        66.3                     

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 7 Test: Terra Nova (CAT Complete Battery)

Edition/Publication Year: 2/2001 Publisher: CTB McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                  March                                            

  SCHOOL SCORES                                                                                   

  Total Score                                    66.3                                             

  Number of students tested                      28                                               

  Percent of total students tested               100                                              

  Number of students excluded                    0                                                

  Percent of students excluded                   0                                                

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                          66.5                                             

  2\. Math Composite                             66.9                                             

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 7 Test: California Achievement Test -- CAT5

Edition/Publication Year: 5/1992 Publisher: CTB MacMillan/McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                              March       March                    

  SCHOOL SCORES                                                                                   

  Total Score                                                72.9        78.5                     

  Number of students tested                                  30          28                       

  Percent of total students tested                           100         100                      

  Number of students excluded                                0           0                        

  Percent of students excluded                               0           0                        

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                                      71          74                       

  2\. Math Composite                                         70.4        75.6                     

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 6 Test: Terra Nova (CAT Complete Battery)

Edition/Publication Year: 2/2001 Publisher: CTB McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                  March                                            

  SCHOOL SCORES                                                                                   

  Total Score                                    66                                               

  Number of students tested                      28                                               

  Percent of total students tested               100                                              

  Number of students excluded                    0                                                

  Percent of students excluded                   0                                                

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                          66                                               

  2\. Math Composite                             64.4                                             

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 6 Test: California Achievement Test -- CAT5

Edition/Publication Year: 5/1992 Publisher: CTB MacMillan/McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                              March       March                    

  SCHOOL SCORES                                                                                   

  Total Score                                                67.6        73.4                     

                                                                                                 

  Number of students etested                                 30          30                       

  Percent of total students tested                           100         100                      

  Number of students excluded                                0           0                        

  Percent of students excluded                               0           0                        

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                                      64.2        68.4                     

  2\. Math Composite                                         67.9        72.6                     

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 5 Test: Terra Nova (CAT Complete Battery)

Edition/Publication Year: 2/2001 Publisher: CTB McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                  March                                            

  SCHOOL SCORES                                                                                   

  Total Score                                    65.2                                             

  Number of students tested                      30                                               

  Percent of total students tested               100                                              

  Number of students excluded                    0                                                

  Percent of students excluded                   0                                                

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                          70.1                                             

  2\. Math Composite                             58.9                                             

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 5 Test: California Achievement Test -- CAT5

Edition/Publication Year: 5/1992 Publisher: CTB MacMillan/McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                              March       March                    

  SCHOOL SCORES                                                                                   

  Total Score                                                68.6        73.5                     

  Number of students tested                                  30          23                       

  Percent of total students tested                           100         100                      

  Number of students excluded                                0           0                        

  Percent of students excluded                               0           0                        

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                                      66.5        72.6                     

  2\. Math Composite                                         63.9        68                       

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 4 Test: Terra Nova (CAT Complete Battery

Edition/Publication Year: 2/2001 Publisher: CTB McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                  March                                            

  SCHOOL SCORES                                                                                   

  Total Score                                    66.8                                             

  Number of students tested                      28                                               

  Percent of total students tested               100                                              

  Number of students excluded                    0                                                

  Percent of students excluded                   0                                                

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                          70                                               

  2\. Math Composite                             59.5                                             

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 4 Test: California Achievement Test -- CAT5

Edition/Publication Year: 5/1992 Publisher: CTB MacMillan/McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                              March       March                    

  SCHOOL SCORES                                                                                   

  Total Score                                                70.3        70.1                     

  Number of students tested                                  28          30                       

  Percent of total students tested                           100         100                      

  Number of students excluded                                0           0                        

  Percent of students excluded                               0           0                        

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                                      69.8        71.2                     

  2\. Math Composite                                         67.4        68                       

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 3 Test: Terra Nova (CAT Complete Battery)

Edition/Publication Year: 2/2001 Publisher: CTB McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                  March                                            

  SCHOOL SCORES                                                                                   

  Total Score                                    66.5                                             

  Number of students tested                      30                                               

  Percent of total students tested               100                                              

  Number of students excluded                    0                                                

  Percent of students excluded                   0                                                

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                          67.2                                             

  2\. Math Composite                             62.8                                             

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------

[ST. LUKE SCHOOL]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

Grade: 3 Test: California Achievement Test -- CAT5

Edition/Publication Year: 5/1992 Publisher: CTB MacMillan/McGraw Hill

What groups were excluded from testing? Why, and how were they
assessed?: None

Scores are reported here as (check one):NCEs [X]{.underline} Scaled
Scores\_\_\_\_\_ Percentiles\_\_\_\_\_\_\_

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

  Testing Month                                              March       March                    

  SCHOOL SCORES                                                                                   

  Total Score                                                75.1        67.6                     

  Number of students etested                                 27          25                       

  Percent of total students tested                           100         100                      

  Number of students excluded                                0           0                        

  Percent of students excluded                               0           0                        

  SUBGROUP SCORES                                                                                 

  1\. Reading Composite                                      76          69.1                     

  2\. Math Composite                                         68.1        67.2                     

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                      
  ---------------------------------------------- ----------- ----------- ----------- ----------- -----------