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

*U.S. Department of Education*

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

Name of Principal **[Mrs. Janet
Morton\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

Official School Name **[Cathedral Parish
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(As it should appear in the official records)

School Mailing Address **[259 St. George
St.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

**[St. Augustine
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Florida\_\_\_\_\_\_\_\_\_\_\_32084 -
4462\_\_\_\_\_\_]{.underline}**

City State Zip Code+4 (9 digits total)

County **[St. Johns
County\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**State School Code
Number\*
**[N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Telephone \_**[( 904 )
824-2861\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**Fax \_\_**[( 904)
829-2059\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Website/URL \_\_**[www.cathedralparishschool
.org\_\_\_\_\_\_\_\_\_]{.underline}** E-mail
\_\_**[janetm929@yahoo.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\* **[Mrs. Patricia
Tierney\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

District Name **[Diocese of St.
Augustine\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}** Tel
\_\_**[( 904 ) 262-3200\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 **Mrs. Judy Tibbitts**

(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 I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as \"persistently
    dangerous\" within the last two years. To meet final eligibility,
    the school must meet the state's adequate yearly progress
    requirement in the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the *No Child Left
    Behind -- Blue Ribbon Schools Award* in the past five years.

5.  The nominated school or district is not refusing 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: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Junior Highs

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ 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\. [\_\_\_2\_\_\_]{.underline}Number of years the principal has been in
her/his position at this school.

[\_\_20\_\_\_]{.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**                                                  **7**       19        24          **43**

  **K**       22        23                     **45**       **8**       19        32          **51**

  **1**       22        27                     **49**       **9**                             

  **2**       14        17                     **31**       **10**                            

  **3**       16        31                     **47**       **11**                            

  **4**       12        24                     **36**       **12**                            

  **5**       25        19                     **44**       **Other**                         

  **6**       16        23                     **39**                                         

                                    **TOTAL                                                   **385**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of \_\_[­­­86­\_]{.underline}\_ % White

the students in the school: \_\_\_[4 \_\_]{.underline}% Black or African
American

[6 \_\_]{.underline}% Hispanic or Latino

[\_\_\_3\_\_]{.underline} % Asian/Pacific Islander

[\_\_\_1\_\_]{.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:
\_\_\_\_[2]{.underline}\_\_\_%

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

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

  **(2)**                   Number of students who      4
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 385
                            the school as of October 1  

  **(5)**                   Total transferred students  .018
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1.80
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_0\_\_\_%]{.underline}

[\_\_\_0\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_N/A\_\_\_\_]{.underline}

Specify languages:

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

Total number students who qualify: \_\_\_[\_0]{.underline}\_\_\_

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

10\. Students receiving special education services:
[\_\_0]{.underline}\_%

[\_\_\_\_0\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_[\_4]{.underline}\_Other Health Impaired

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

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

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

> \_\_\_\_Mental Retardation \_1\_\_ Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_[19]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[2\_\_\_]{.underline}
\_\_\_[\_5]{.underline}\_\_\_

Paraprofessionals [\_\_\_2\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff \_\_[\_8]{.underline}\_\_\_
> [\_\_\_\_6\_\_\_]{.underline}
>
> Total number \_\_[32\_\_\_]{.underline} [\_\_\_11\_\_\_]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of students in the school divided by the FTE of classroom teachers,
    e.g., 22:1 [20:1\_\_]{.underline}

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

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

  Daily student attendance  98%         98%         98%         98%         98%

  Daily teacher attendance  98%         92%         92%         98%         98%

  Teacher turnover rate     8%          12%         8%          8%          8%

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

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

Cathedral Parish School (CPS) is an institution rich in history and
tradition. It has benefited the community for over 90 years. Presently
the school serves children attending Kindergarten through Eighth grade.
The enrollment of 385 students comes from six separate Catholic parishes
and three different counties. CPS also has an affiliate preschool and an
after-school program. Additionally, CPS has established an on-campus
summer camp.

Cathedral Parish School employs a faculty and staff of 43. The State of
Florida Department of Education certifies all full time teachers in
their area of concentration. All enrichment teachers meet or exceed the
qualifications required by the Diocesan School System, the Florida
Catholic Conference and the Accreditation Committee.

CPS was recently reaccredited and received high marks in all categories.
The school is a member of the Roman Catholic Diocese of Saint Augustine
School System and the National Catholic Education Association.

The mission statement reads as follows:

**We, the Catholic community of Cathedral Parish School will be examples
of Christian teachings, will serve others as Jesus would, will achieve
academic excellence and put Christ first in all that we do.**

These words provide the fundamental guidelines that place academic
excellence in an environment that recognizes the needs of the whole
person. CPS encourages all of its students to share their talents with
the community while growing and learning to their fullest potential.

CPS was one of the first Catholic schools in Florida. The Sisters of
Saint Joseph opened its doors in 1916. It was a pioneer in offering
quality education to local minorities. The school has grown to
accommodate two classes at each level. Teachers and a highly active
parent organization foster civic and charitable responsibilities
throughout the student body.

The school occupies a 44,000 square foot facility at 259 St. George
Street in Saint Augustine, Florida. The facility includes 15 classrooms,
a computer lab, a library and a science lab. There are also rooms for
Music, Art and Spanish. The property includes a gymnasium, cafeteria,
performance hall, an outdoor playground and administrative offices. The
Kindergarten is located in a separate near-by building in an historic
area of the city.

The Iowa Test of Basic Skills (ITBS) is the nationally recognized
assessment utilized by CPS. The most recent average composite scores for
3rd through 8th grades placed CPS above the 90th percentile of national
school norms in both Math and Reading for each and every grade. This
level of achievement is the direct result of delivering a strong
curriculum based on Diocesan standards, the Sunshine State Standards and
National Standards by talented and dedicated teachers who have high
expectations of their students' abilities to excel.

Following in the footsteps of the founding Sisters of Saint Joseph,
teachers at all levels interact and work together as one team. Each
year's new growth is built on the solid foundation of past teachers'
accomplishments. The main goal is to encourage all children at CPS to
become life long doers and learners who will serve their families and
their communities in Christian fellowship.

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

**1.** Cathedral Parish School (CPS) assesses reading and mathematics
performance in grades 3 through 8 with the Iowa Test of Basic Skills
(ITBS). The ongoing comparison of the school's, the grade levels' and
the individual students' scores with national norms provides information
needed to make sound judgments concerning changes in methods or
resources to strengthen any weak areas.

Testing takes place in a normal classroom setting. There are no large
subgroups tested. Three students with special needs were tested in the
library in 2005. There were no other accommodations necessary.

The ITBS is administered in the month of October each year to measure
how well CPS students have learned the basic knowledge and skills taught
nationally. The results are used to monitor and modify methods of
instruction at three levels. First, an analysis of the school's
performances is done to look for strengths and relative weaknesses that
can be improved by a school wide effort. The statistics pointed to a
need to target improvement in math skills in all grades in 2003. The
need was addressed by a school wide initiative to boost these skills by
increasing practice drills and by focusing more directly on word
problems. Techniques and results were routinely shared among the staff
so that the best methods could be implemented by everyone. Math scores
rose steadily in the following three years. This year's results showed
that CPS as a whole was above the 90^th^ percentile of national school
norms in both reading and mathematics at all grades tested. Secondly,
each grade is viewed separately to determine if changes in the
curriculum or teaching methods are necessary. As most scores are high,
relative weaknesses are targeted as areas in need of improvement. This
year communication skills are being targeted as an area for improvement
through the use of continued classroom projects, production of the
school newspaper, and the planned implementation of the use of
electronic portfolios. Thirdly, individual scores are tracked to insure
that every student is making maximum progress in each skill category.
Teachers can make adjustments on an individual basis to help students
grow to their fullest. Examples of how this is done include SRA, math
tutoring, and "Reader Buddies".

**2.** The CPS principal and staff meet regularly as a whole and in
small subject oriented committees to use the ITBS results as a starting
point in adjusting plans to maximize the overall educational experience.
Constant review of practices, materials and methods discourages
stagnation and promotes experimentation in new researched based
techniques and resources.

The following goals were identified for the 2006/2007 school year:

A\) Expand the use of maps, graphs and diagrams at all grade levels with
a focus on middle school science and social studies.

B\) Continue the Saxon Mathematics program with an emphasis on reading
comprehension as applied to word problems.

C\) Make the ITBS scores available to the teachers in a data base that
can be accessed in multiple formats to better track class and individual
performance.

D\) Give CPS students access and information about computer programs and
web sites that can be used as tutorial and enrichment aids.

Four examples of how these goals are being addressed are as follows:

A\) Maps and Diagrams - Students will be directed through rubric
instructions to expand their use of these tools to better understand a
topic and to better communicate this in projects they present.

B\) Computer Programs and Web Sites - The librarian has given
instruction to students and teachers on library search programs designed
to allow quick and easy access to every item in the library.

C\) ITBS Analysis- The school has purchased from the test publisher a
data base program that lets teachers and the administration study the
ITBS results using a variety of filters.

D\) Technology Programs- The technology coordinator has purchased and
installed on the local network several new reading and math tutorial
programs such as Island Reading Journey, Fast Math and Go Solve Word
Problems.

**3.** CPS communicates student performance data to parents, teachers
and students in a variety of ways to insure that this transfer of
important information is thorough and complete. Traditional methods such
as report cards, interim reports and parent-teacher conferences are the
main structure upon which other methods are layered. Conferences are
arranged for all parents at the end of the first semester to insure that
every student is making sufficient progress toward meeting their grade
level's requirements. CPS also makes extensive use of its six page
monthly newspaper to inform all stakeholders of performance data and
other essential information. The school's web site
[www.cathedralparishschool.org]{.underline} is yet another source of
current information made available to all interested parties. Finally,
parents and students can see every homework, test, quiz or project grade
in each subject on a daily basis by accessing
[www.edline.net]{.underline}. This web site is a direct link to the
teacher's grade book and gives immediate feedback to students' efforts.
The yearly Science Expo where students display various projects is
always very well attended. Speech contests, drama and musical
performances as well as posted student work let parents and the
community see how CPS students are growing in knowledge, confidence and
character.

The ITBS results are disseminated in the following manners:

A\) Student scores are sent home with report cards.

B\) Parents in need of clarification concerning the meaning of these
results are encouraged to meet with the appropriate teachers. Action
plans can then be made to rectify any shortcomings.

C\) The grade level norms for all grades are published in the school's
newspaper.

D\) Revisions to the school's brochure will include recent school wide
ITBS scores.

E\) A copy of every year's ITBS results is forwarded to the Diocesan
Department of Education for their review. A copy of a comparison graph
showing CPS's norms in relation to all the other schools in the Diocese
is then forwarded to CPS for analyses. CPS uses this information to
assess its weaknesses and strengths so that adaptations to the
curriculum and methods can be made to rectify any shortcomings.

**4.** Cathedral Parish School shares its success in both formal and
informal manners. Twice a year, the entire staff attends daylong
meetings with all the other diocesan teachers. In addition to
discussions and presentations on broad educational topics, time is
allocated for small subject delineated groups to gather to present ideas
and demonstrate methods. CPS teachers are regular facilitators at these
in-service workshops. As an example, the CPS technology coordinator
recently conducted several PowerPoint classes that were open to all
diocesan teachers. CPS staff shares, on an equally profitable but more
informal basis, new concepts with other teachers on a one to one basis
through e-mail and face-to-face meetings. Memberships in professional
organizations facilitate many of these relationships.

The *HALO*, the school's monthly newspaper, is another vehicle of
communication. Articles and photographs of recent classroom and
extracurricular activities give a snapshot of what is being done to help
the students make the most of their school experience. The church
bulletin also disseminates information about the school to all
parishioners. The local newspaper, *The Saint Augustine Record* often
prints articles about the accomplishments of the school and its
students. CPS insures that the local community is aware of the high
achievements of its students. Many businesses make time and monetary
contributions to help CPS continue to be a model organization that
promotes both education and responsibility. The annual CPS Festival is a
good example of local business participation and sponsorship.

CPS students even share their success. Last year they collected school
supplies and books to donate to another school that was devastated by
hurricane "Katrina". The performance of a specified number of volunteer
service hours is a requirement for CPS junior high students. These
students accumulated 2825 total service hours in the 2005/2006 school
year. This not only benefits the community but also gives a picture of
how well CPS is preparing its students to take an active role in meeting
their civic duties.

Finally, Cathedral Parish School's mission is such that its doors are
always open to all who wish to visit personally and gather ideas that
may be useful in making their schools better.

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

**1.** The goals and objectives to which CPS adheres are based on
diocesan, state and national educational standards blended with the
needs of the students as outlined in the mission statement.

The daily curriculum consists of Language Arts, Mathematics, Social
Studies, and Science. Computer Science, Spanish, Art, Music, Library and
Physical Education are the enrichment courses given on a weekly or
bi-weekly basis. High-density instruction is the backbone of the
classroom routine. Teachers often collaborate on cross curriculum
projects to reinforce and enhance the learning process. For example,
Social Studies, computer class, and library collaborated on a variety of
projects including Native Americans, explorers, and countries.

Language Arts is delivered in several components and brought together
through literature, writing and public speaking. Grammar, phonemic
spelling and punctuation are taught as rule-based functions that are to
be incorporated in well-written reports, essays, stories and poetry.
Reading comprehension, speech, grammar, usage, written composition and
research papers are the core components of this curriculum. Special
projects together with intramural and interschool speech and writing
contests make this program comprehensive and well rounded. The *Voyages
in English* series together with the Sadler Vocabulary Workshop series
are the materials used at CPS.

Saxon Math is used at all grade levels to insure consistency of
instruction from year to year. Problem solving, concepts and computation
are the integral parts of this curriculum. K-2 is taught in 45-minute
blocks combining whole class instruction and practice with rotation to
small group manipulative centers. Grades 3-8 use textbooks and
workbooks. Saxon stresses continual rehearsal of previous lessons while
new concepts are being learned. This spiral up method is delivered
through daily drills, practice problems and word problems. Algebra I is
offered for high school credit to those 8^th^ grade students who have
proven themselves fully prepared for this course

The K-5 Science curriculum is broad based. Questioning, reasoning and
acquiring specific knowledge about the world are at the core of the
daily class work. Subject matter is specialized in middle school.
Scientific methods and experimentation are strongly emphasized. This
year, a service-based lake clean up project is underway to teach
specific science information as well as environmental awareness.

The Social Studies curriculum consistently demonstrates themes of civic
responsibility, critical thinking and an appreciation of diversity
within the study of sociology, government, history and current events.
The curriculum's content focus is specific for each grade level.

All CPS students receive Spanish from a bilingual teacher one to three
times a week depending on grade level. Formal grammar is taught together
with speaking and listening skills. Special cultural projects and field
trips make learning this foreign language both exciting and interesting.

The Art program serves grades K-8 and teaches the fundamentals of color,
form and theory through a hands-on studio experience. The curriculum
includes art history and appreciation at all grade levels.

Library skills are taught weekly to all grade levels. Reading for
pleasure is the foundation upon which the more complicated academic
research skills are placed. Research is taught to grades 2-8 including
print and non-print resources and the merits of each. The librarian
continually works with all the teachers so that her program will
dovetail with current studies and projects.

The music curriculum is designed to let students learn theory and
history while enjoying the art of music through singing and listening.
Grades 3 through 5 learn to play the recorder in this class. Physical
Education is taught twice a week to every student K -- 8. Basic sport
skills, personal hygiene and fitness are the primary objectives of this
program.

Computer training is heavily emphasized at CPS. It begins in the
elementary grades with familiarization, typing and screen manipulation
and continues to expand in scope and depth each year. Proficient use of
Word, Excel, PowerPoint, Paint and Movie Maker is the mainstay of the
middle school program. Computer based research is mandatory for many
projects and reports throughout the entire school curriculum.

**2a.** Cathedral Parish School's (CPS) philosophy of reading is:
"Students can learn to be successful readers through development of a
love of reading." This concept, coupled with the development of reading
comprehension skills, critical thinking skills, vocabulary, creative
writing, literature, and phonics, have enabled CPS to enhance each
student's reading ability. Our staff has furthered their ability to
create students who excel in these areas through adopting a method of
teaching known as "Best Practices." This program establishes the
fundamentals of reading as thinking. The students and staff at CPS are
able to use their current literacy based program and combine it with
these learning strategies. These efforts match the learning styles of
all students and enable the staff to attain a higher level of academic
achievement in their classrooms. An additional resource for all CPS
students is a new Vocabulary Series. This has heightened student
knowledge of word definitions and has significantly benefited the
students' writing and communication skills.

The program is also supported by the efforts of parent volunteers,
community members, and Sister Noreen, a retired nun/teacher who donates
her time in order to teach a small group of students. These students are
nurtured in this small class setting, which focuses on the fundamentals
of reading. Phonics, vocabulary, and reading one-on-one are stressed. In
addition to this structured environment, our program also offers student
lead reading groups. This is accomplished through our "Reader Buddy"
program. The core of our reading curriculum is based on the Diocese of
St. Augustine Knowledge and Skills objectives, as well as the Sunshine
State Standards. CPS promotes a literacy-rich program which combines
Reading, English and creative writing, giving each equal status. CPS
chose the current reading program due to its inclusion of the following
components:

-   Oral language development enables students to engage in meaningful
    discussions and conversations through interactive teacher-student
    and peer dialogue.

-   The series fosters organized centers in the lower grades that focus
    on individual and group activities. In addition, Phonics and whole
    language theories are part of this level's program.

-   Guided reading in grades 3-8 is emphasized. This enables the
    students to construct meaning from the text while utilizing
    problem-solving strategies. These strategies were derived from
    employment of the "Best Practices" curriculum, as well as our School
    Improvement Plan, which focuses on critical thinking skills. CPS has
    taken a direct approach by incorporating Bloom's Taxonomy and Best
    Practices methods to further students' success in these areas. The
    Junior High School's program focus is on analyzing literature and
    identifying literary elements.

**3.** The Social Studies program strives to raise the students'
awareness that they are part of a larger community and have duties,
responsibilities and privileges as such. CPS promotes an appreciation of
cultural diversity among its students through guest speakers and
performers. Specifically, last year, Hobey Ford Puppets visited CPS to
perform several African and Native American folklore stories to the
students and faculty. Productions of this type support and promote CPS
students' goals to be examples of Christian teachings. Also during the
2006-2007 school year, the CPS eighth grade students will participate in
an interdisciplinary Holocaust studies program that will involve
English, Literature and Social Studies. In accordance to the school's
mission statement, all grade levels participate in an annual
Thanksgiving food drive and a "Penny Wars" fundraiser for the Saint
Francis Soup Kitchen.

CPS students learn to apply critical thinking skills in Social Studies.
Students are challenged to find cause and effect relationships, make
comparisons and contrasts, and form generalizations while acquiring
knowledge of past and current events. The Social Studies curriculum
includes Florida History in fourth grade, history of the western
hemisphere in fifth grade, history of the eastern hemisphere in sixth
grade, and United States history in seventh and eighth grades. First
grade through third grades Social Studies students learn about the
family and the local community. Venn diagrams, time lines and mental
mapping are instructional tools used at all grade levels to promote
critical thinking. The CPS Junior High students are challenged to
provide examples of their understanding of the materials studied by
creating political science essays complete with thesis statements and
bibliographies. This is a good example of how CPS students achieve
academic excellence.

**4.** The quality and variety of instructional methods at CPS begin
with teachers who truly care about their students. The principal reviews
teacher lesson plans to insure that active learning is at the center of
each lesson. Student progress evaluations are frequent. This allows
revisions in methods and content to be made in a timely manner.

The physical classrooms at CPS are always made to be interesting,
informative and fun. Teachers routinely change the setting with student
work, pertinent posters and bulletin boards to optimize the learning
environment. As children learn in different ways and at different
speeds, many methods of teaching are commonly used.

They include: Direct instruction Real word problem solving

Cooperative learning Experimentation

Contests Puzzles and games

Practice and drill Investigation

Critical thinking based on knowledge is the primary goal of each
teacher. Collaboration among the various disciplines and grade levels
help students understand that learning is not isolated subject matter
information but rather a collection of tools that can be accessed to
better know the world. Field trips and visiting guest speakers sponsored
by CPS and the Parent Teacher Organization emphasize in an engaging
manner the connection between the curriculum and real life.

A guidance counselor, private tutors and peer tutors are among the
resources available to any student who may not be responding fully to
traditional classroom instruction. Teacher/parent conferences are
encouraged so that the school and the parents can share information that
will lead to the best plans for struggling students. CPS is dedicated to
creating a learning environment that works for every child regardless of
his or her ability.

**5.** CPS disseminates information regarding professional development
in many ways. The principal may encourage an individual teacher in a
private visit or the entire staff at a faculty meeting to take advantage
of a specific upcoming program or course. Additionally, written
communications are often sent to the teachers through intra-school mail
or electronically through the e-mail network. Also, specific growth
opportunities can be found posted on the teachers' bulletin board.

A minimum of 120 hours of in-service credits every 5 years are required
to maintain a valid teaching certificate. Three diocesan in-service days
targeted at needs demonstrated by the ITBS scores are given yearly.
Advance clustered principal meetings help make these sessions practical,
useful and relative to CPS and other like-minded schools' educational
plans. For example, the use of best practice methods based on research
data is being emphasized over the next four years. Expert lead workshops
coupled with the book, [Teaching the Best Practice Way]{.underline},
given to every teacher is becoming a focal point to producing better
lesson plans. "Reading as Thinking" was the primary focus in 2005/2006.
This year "Representing to Learn" strategies are being stressed. Lesson
plans that employ these techniques are shared at faculty meetings, in
classroom demonstrations and with other schools at Diocesan in-service
workshops.

CPS has embraced a school wide CHAMPS classroom management program
realizing that a well-organized classroom environment is the beginning
of quality learning. Every teacher attended a two-day workshop to learn
about the best ways to implement and maintain appropriate student
behavior.

The CPS technology coordinator offers on-campus workshops to the staff
several times a year. Three levels of computer proficiency are a
requirement for all teachers. A yearlong mentoring program is mandatory
for all new teachers. Veteran teachers are assigned to assist first or
second year teachers to help them become highly effective as quickly as
possible.

Professional development is a cornerstone in making CPS an exceptional
school. Research has shown that the best way to improve student learning
is to produce better teachers. Teachers who are inspired by new ideas
and continual growth are well suited to guide their students to do
likewise.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables. Delete if not
used.*

1.  Private school association(s): [Diocese of St. Augustine & Florida
    Catholic Conference, NCEA]{.underline}

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

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

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

\$[3,117]{.underline}\_\_­ \$[3,117]{.underline}\_\_\_
\$[3,117]{.underline}\_\_\_ \$[3,117]{.underline}\_\_
\$[3,117\_\_\_]{.underline} \$[3,117]{.underline}\_\_

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

\$[3,117]{.underline}\_\_ \$[3,117]{.underline}\_\_\_
\$[3,117\_\_\_\_]{.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? \$[3,977.09]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[2,000.00]{.underline}

6.  What percentage of the annual budget is devoted to
    \_\_\_[3]{.underline}\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

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

**PART VII - ASSESSMENT RESULTS**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Cathedral Parish School**

**259 Saint George Street**

**St. Augustine, FL 32084**

**Iowa Tests of Basic Skills**

**Form A, 2001-2002**

**Riverside Publishing**

**Scores are reported here as percentiles**

**No students are excluded from the test**

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