##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

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

Name of Principal [Sr. Ellen Murphy, R.S.M]{.underline}

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

Official School Name [St. Joan of Arc Catholic
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address \_\_\_\_\_\_\_\_\_[501 S.W. 3
Avenue\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_]{.underline}

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

[Boca
Raton\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Florida\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_33432-5923\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_[Palm
Beach]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 561 ) 392-7974 Fax ( 561 )
368-6671\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.stjoan.org]{.underline} E-mail
[ellenm@stjoan.org]{.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\* [Sr. Joan Dawson, O.S.F.]{.underline}

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

District Name [Diocese of Palm Beach]{.underline} Tel. [( 561 )
775-9547]{.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 [Mr. Jeff Fischer]{.underline}

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

\_\_\_\_\_ 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\. \_\_[24]{.underline}\_\_\_ Number of years the principal has been in
her/his position at this school.

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

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

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

  **PreK**    22        28                     **50**       **7**       29        41          **70**

  **K**       38        34                     **72**       **8**       30        29          **59**

  **1**       39        30                     **69**       **9**                             

  **2**       39        31                     **70**       **10**                            

  **3**       30        40                     **70**       **11**                            

  **4**       29        37                     **66**       **12**                            

  **5**       24        44                     **68**       **Other**                         

  **6**       31        38                     **69**                                         

                                    **TOTAL                                                   663
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the students in the school: [\_\_\_ 0\_]{.underline} % Black or African
American

[\_\_\_13\_]{.underline} % Hispanic or Latino

[\_\_\_\_1\_]{.underline} % Asian/Pacific Islander

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[0.9]{.underline}\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      7
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Subtotal of all transferred 8
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 663
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 0.012
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1.2 %
                            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:
\_\_\_\_[2]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_\_[13]{.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}\_\_\_%

\_\_\_\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_[0]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[0]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_\_[0]{.underline}\_\_Specific
Learning Disability

\_\_[1]{.underline}\_\_Hearing Impairment \_\_[2]{.underline}\_\_Speech
or Language Impairment

\_\_[0]{.underline}\_\_Mental Retardation
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_\_[0]{.underline}\_\_Multiple Disabilities
\_\_[0]{.underline}\_\_Visual Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[24]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[3]{.underline}\_\_\_
\_\_\_\_[3]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[6]{.underline}\_\_\_
\_\_\_\_[4]{.underline}\_\_\_

> Support staff \_\_\_\_[4]{.underline}\_\_\_
> \_\_\_\_[5]{.underline}\_\_\_
>
> Total number \_\_\_[40]{.underline}\_\_\_ \_\_\_[12]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_[35:1 in
Grades 1 -- 8]{.underline}

[\_\_25:1 in PreK & K]{.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.)

  ---------------------------------- ------------ ------------ ------------
                                     2003-2004    2002-2003    2001-2002

  Daily student attendance           97%          97%          96%

  Daily teacher attendance           98.56%       95.35%       95.66%

  Teacher turnover rate              19.2%        15.3%        3.9%

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

  Student drop-off rate (high        n/a          n/a          n/a
  school)                                                      
  ---------------------------------- ------------ ------------ ------------

**PART III -- SUMMARY**

St. Joan of Arc School is a rich and unique example of heritage, faith,
and academic excellence. Each area brings a focus to education that in
itself is admirable but together is remarkable. The school was founded
by the Sisters of Mercy from County Cork, Ireland, in 1960, and has
grown from a small warehouse school of seventy students to a modern day
facility accommodating over six hundred students.

The **Mission** of St. Joan of Arc School is to prepare the students --
spiritually, emotionally, socially, intellectually, and physically to be
responsible, adaptable, and faithful citizens for Christian witness and
action in a pluralistic, changing society.

The school stresses academic excellence. Developmentally appropriate
practices are used at all levels. In kindergarten through fifth grades
the emphasis is on active learning where the students assimilate
information through a hands on method and an integrated approach. At the
junior high level the emphasis is on critical thinking skills, and
students are so well prepared that many of them are eligible for
advanced courses in English, math, history, Spanish, and science at the
high school level.

Several students in each class exhibit academic weaknesses but are never
asked to leave St. Joan of Arc School, and we do everything possible to
help them. The school also provides for families who are unable to pay
the tuition. This is done through a very active **Development Program**.

The school has special reading and math teachers who help with those who
have difficulty in either or both subject areas. The curriculum for all
students includes physical education, art, music, computer, and library.
Spanish is taught in grades three through eight. Technology is
approached through thematic activities which are integrated across the
curriculum.

Faculty members are available before and after school for individual
extra help. There are teacher assistants in kindergarten through third
grade and many volunteers also assist in the classrooms. There is a full
time guidance counselor, who not only provides support and guidance for
students and teachers, but who also conducts parenting programs.

The school has a very active **Stewardship Program** where the students
learn to share their time, talent, and treasure. Through this program
the students become conscious of the diversity among the people of the
world as they help to financially support missionary endeavors. In
return they receive pictures and profiles from the U.S.A., South
America, and Africa of activities initiated through student support.

At the junior high level there is a **Social Justice Program** called
"**That's Not Fair**" which helps the students ascertain the importance
of not just giving to the poor but how to address unjust systems that
sometimes cause poverty in the first place. Rights and responsibilities
are emphasized. This program is integrated within social studies and
religion. Outside presenters act as facilitators. It also involves field
trips to places such as soup kitchens. As a culminating activity,
students also make a presentation on a social justice topic to the
parish community as well as to the Boca Raton City Council. This program
again helps the students develop leadership skills and an understanding
of rights and responsibilities.

A full array of extracurricular activities is available including
sports, clubs, and service groups. An **Extended Care Program** before
and after school provides a necessary service for working parents.

To promote tolerance and acceptance, the school participates in an
**Interfaith Program** with the temple located next door. Lessons
include instruction in the fundamentals of the Jewish faith, leading
students to draw parallels with the Catholic faith. Jewish and Catholic
students visit each other's synagogue or church, share meals, and
witness the values of tolerance and acceptance. For the past eighteen
years these two congregations have continued and improved upon this
platform, and according to the Southeast Regional Director of the
American Jewish Committee, William Gralnick, it is **"the nation's most
interesting and enduring interfaith program".**

The school was **reaccredited** in November, 2004 by the Florida
Catholic Conference. The report commended the administration, faculty,
and staff for the excellent education they provide the students. It
stated furthermore that, "The Catholic identity of the school is evident
in its academic and extracurricular programs and is exhibited by the
administration, students, faculty, and parents." The students were
commended for being well mannered, friendly, and articulate.

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

**Question #1 -- THE MEANING OF ASSESSMENT RESULTS**

At St. Joan of Arc School, all students in grades 3-8 are given
standardized tests called ITBS (Iowa Test of Basic Skills). The test
results are all inclusive; no student's scores are excluded from the
test data. The ITBS is administered to provide teachers and parents with
information pertaining to student progress in areas of basic skills and
critical thinking in Reading, Language, and Math. The data is used to
measure growth in academic areas from year to year. By looking at the
NPR (National Percentile Rank), parents are also informed as to how
their child compared to students in the same grade nationwide. For
example, if student X, who is in third grade, has an NPR of 60 in
Reading, it means that X scored better than 60% of the third grade
students tested throughout the nation.

In the past three years our standardized test scores have proven to be
consistent. In the three subject areas listed above, our scores range
from 71% to 91%, with the majority of scores falling between 77-88. The
verbal description for scores in this range is "Above Average". An
overview of the Reading, Language, and Math tests, administered this
year, indicates that six of the fifty-four total scores fell between
71-76; the remaining forty-eight totals range between 77-91.

Our paramount strength is Language. Language encompasses Spelling,
Capitalization, Punctuation, Usage and Expression. Out of eighteen test
administrations, all eighteen Language total scores uniformly range
Above Average (81-91%). Reading, which includes Vocabulary and
Comprehension, is also a strength. Fifteen out of eighteen times our
student Reading total scores reached the "Above Average" range. Math
includes two sub-tests: 1) Concepts and Estimation and 2) Problem Math
Solving and Data Interpretation. Math totals ran identical to the
Reading totals; again, fifteen out of eighteen were in the "Above
Average" range.

The administrators, guidance counselor, and teachers review individual
student scores and data. Plans are devised, particularly for any student
whose scores fall at or below the 50^th^ percentile, to ensure student
progress. Parents are notified via a "memo" from the principal and
guidance counselor with suggestions that can be easily implemented at
home to help their child in Reading, Math, or Language. During school
hours, selected students in grades 1-5 attend the Individualized Reading
Program. For further reinforcement staff members offer extra help in the
mornings before school as well as after school to help raise student
performance in the forenamed areas. After a period of time, if the
"extra help" within school is not enough for a student to make academic
gains, then parent conferences are scheduled. Tutoring and/or
psychoeducational testing may be recommended.

A positive impact of the test results for the talented student is our
participation in the TIP (Talent Identification Program) offered by Duke
University. Based on their sixth grade scores, students in grade 7 who
have scored 95% or higher in Reading, Math, Language, Science, or Social
Studies are eligible to partake in the SAT and ACT high school exams. In
the past three years, 37-50% of the seventh grade class has been
included in TIP.

Helping students incorporate ideas, skills, and concepts that will
improve their ability to perform tasks and to solve problems is the
ultimate goal of teaching. So that the "teaching-learning" process works
more efficiently, the faculty utilizes the ITBS scores to re-align the
curriculum. To further enhance the learning process, instructional
strategies and teaching materials are constantly re-evaluated in light
of these test results. Math teachers have updated manipulatives in the
primary grades. On-line essay scoring further challenges our middle
school students, and grades 1-8 have incorporated the computer based
"Accelerated Reader" and "Expressways to Learning" programs to enhance
the language arts curriculum.

Traditionally, the methods for improvement that have been implemented at
SJA have proven to be successful. Our scores indicate a solid basis for
learning, the drive to perform, and the willingness to work hard to
succeed on behalf of SJA students, parents, administrators, and faculty.
Having high expectations for our students, we will continuously and
cooperatively strive to assure that no child is left behind.

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

**Question \# 2 - ASSESSMENT USE**

Our school uses the ITBS scores in the following ways. Looking at the
strengths and the weaknesses within each particular class, the
principal, guidance counselor, and teachers review each grade's test
scores. Strengths are considered scores that fall in the 70^th^, 80^th^,
and 90^th^ percentiles. Our goal is for all classes to average scores in
the 80^th^ percentile or above. Then, the teacher with the guidance
counselor and the individualized reading teacher discuss each child who
scored at or below the 50^th^ percentile as well as students whose
scores in a particular subsection of the test did not meet the classroom
teacher's expectations. Together, they come up with a plan to help that
child improve.

To help us look at weaknesses, we have created a form to record reading,
math, and language scores for students who fall at the 50^th^ percentile
or lower in various sub-tests under these three main categories. Student
names are listed and individual scores are noted. The forms are an
efficient way to check on students and are used internally only.
Discussions are held to decide upon which methods and techniques will be
implemented, either at a particular grade level or school-wide, to focus
on remediation and increase skills in weak areas. In certain cases,
recommendations to obtain a tutor may be suggested to parents.

A second way in which we use the data is to compare the current year's
building scores with the previous year's scores. This enables us to
verify that our school improvement plans have been implemented, are
working successfully, or may need adjusting.

A third analysis of scores involves teachers looking at their own class
scores and looking at the scores of the grade above theirs. This allows
teachers to review areas where they, themselves, need to place added
emphasis within their own instruction. Teachers are also requested to
review the scores for the previous grade so they can see, in advance,
areas that may need additional concentration.

Our assessment results were also an integral part of our school
improvement plan for our recent re-accreditation. The principal,
assistant principal, and guidance counselor further discuss the
standardized test results for the purposes of providing the necessary
staff development to improve student performance and to challenge the
gifted student.

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

##### Question #3 -- COMMUNICATING STUDENT PERFORMANCE

The school sends home the test results to the parents in December. Along
with the test results, parents receive a short letter explaining which
tests were administered and the purpose of the tests. Parents are
encouraged to contact homeroom teachers or the guidance counselor with
any questions.

Parents of students who score at the 50^th^ percentile or lower in any
subtest of the three main categories (Reading, Language, or Math) and
whose classroom performance indicates a potential learning weakness
receive a follow-up letter in January. The letter makes recommendations
so that parents and students can easily follow through with short
supplemental assignments and learning tasks to help the child. For
students with significantly low scores, the teacher and guidance
counselor conference with parents and psychoeducational testing may be
advised.

Other pertinent assessment data includes writing portfolios,
criterion-referenced tests, teacher generated tests, homework, and
exams. Teachers in all grades review and discuss weekly test and quiz
results with students. In grades PreK-3 appointments are made with
parents and conferences scheduled twice a year (fall and spring). In
grades 4-8 progress reports are sent home quarterly at mid-term and
report cards are issued four times a year. On going conferences may be
held at the request of the teacher, the parent, or the student.

St. Joan of Arc's participation in the internet based **SchoolNotes
Program** further facilitates prompt communication between student
and/or parent and teacher and/or administrators.

The community is made aware of our academic performance through
announcements at community assemblies, in the Thursday Newsletter, and
on the SJA website. The test results are also announced at Home and
School Meetings when it is explained to parents the school's plan to
improve the weak areas as indicated by the results.

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

##### Question #4 -- SHARING OUR SUCCESS

Sharing our successes goes hand in hand with sharing SJA's policy of
stewardship. First of all, we acknowledge that our students, graduates,
teachers, administrators, staff, and parents combined embody the success
of our school. As integral members of the community they are often
interviewed or featured in regional newspapers (*Boca Raton News, Palm
Beach Post, Sun-Sentinel*). In turn, these acknowledgements often
introduce the media and interested parties to the school. A generous
gift of equipment from IBM, received as a direct result of the school's
grant-writing project, brought focus to the SJA Technology Department.
Our Technology Coordinator travels nationally to share our unique
approach to technology through staff development. The topics of these
workshops include our project based technology curriculum, the
integration of video production into an elementary school, and the
creation of staff development plans.

Requesting feedback on these topics and others, high schools and middle
schools have observed students utilizing our closed circuit broadcast
studio, computer labs, classrooms, and state-of-the art science lab. A
student driven recycling program worked out between our Student Council
and our maintenance staff also brought citywide focus as to what
children can do to make "a better world".

Another avenue for the school to share its success is through curriculum
committees at the diocesan level. SJA teachers have participated in
these committees and they will continue to do so.

Diocesan level social studies and writing curriculum workshops have been
given by SJA teachers and attended by several hundred diocesan staff.
Several teachers have been featured in or written articles for the
*Florida Catholic, Religion Teachers Journal, Family Fun*, and the
*Catechist Magazine*.

Our principal and assistant principal, as members of the Florida
Catholic Conference Accreditation team, travel the southeastern U.S. and
relate relevant information to participating schools. The leadership and
expertise of our administrators are an impetus to innovative thinking
and creative curriculum within our school community. If SJA was chosen
as a 2005 Blue Ribbon School, our entire staff would share in the
administration's commitment to assist other schools in any way possible.

**PART V -- CURRICULUM AND INSTRUCTION**

##### QUESTION 1 - CURRICULUM

As part of the Diocese of Palm Beach, SJA utilizes all curriculum
guidelines adopted by the diocese, and these are regularly updated by
diocesan-wide committees. With the exception of religion, the guidelines
rely heavily on the learning benchmarks as outlined in the Sunshine
State Standards for Florida's educational system. Using these curricula
as the starting point, the administration of SJA strengthens each
subject's instruction by having expanded and more stringent academic
goals, especially in the areas of basic skills, to ensure that students
are well-prepared for their passage into high school. Religion is the
most supplemented, with additional requirements ranging from parables in
scripture to ecumenical concepts.

The curriculum is implemented by informing staff of the expectations and
monitoring the instruction given to students. Teachers are provided with
curriculum guidelines and receive in-services on how to utilize the
guidelines and their instructional materials. Regular grade level and
subject area meetings review academic expectations, discuss progress,
and address concerns. At weekly faculty meetings one segment of the
regular agenda incorporates instructional issues raised by the teachers
or administrators. Evaluation of the curriculum is an on-going process.

-   The Language Arts Curriculum is literature and grammar based, with a
    concentrated emphasis on

integrating writing skills with all other content areas. Phonics is
stressed as a foundation for reading skills, and the essential
components include instruction in vocabulary, grammar, mechanics, and
sentence structure.

-   The Mathematics Curriculum gives a solid foundation in the math
    skills needed for everyday

living. It includes computational skills, concepts and estimation, logic
and reason, geometry, algebra, Algebra I, measurement and time, and
problem solving processes.

-   The Religion Curriculum includes the key elements recognized by the
    Congregation for

Catholic Education as essential for the complete formation of students
in the Catholic faith. These elements come from the diocesan guidelines
as well as from the additional programs added by the parish and school
administration.

-   The Science Curriculum provides an inquiry-based approach to learn
    about the natural world.

In the primary grades, there are thematic units, experiments, learning
stations, and other hands-on activities in and outside the classroom. In
the middle grades, the curriculum is fully integrated to cover all the
science disciplines, with great emphasis on laboratory work, the method
of scientific observation, and the inclusion of technology for research
purposes.

-   The Social Studies Curriculum presents students with a systematic
    program for all social

science disciplines: history, geography, civics, and current events. The
program exposes students to diverse environments, ethnic groups, and
religions. Student projects allow them to acquire research skills, do
written and oral presentations, and participate in cooperative learning
and democratic decision-making.

-   The Spanish Curriculum for grades 3-8 includes the study of the
    language itself and aspects

of Hispanic culture: art, customs, holidays, history and geography.
Grades 7-8 concentrate on learning the vocabulary and grammar of
Spanish, and students in grade 8 complete Spanish 1 and many are
eligible for 10^th^ grade Spanish at the high school level.

-   The Art and Music Curricula are based on the national standards for
    the arts in education, the

benchmarks of the Sunshine State Standards, and the guidelines from the
National Catholic Educational Association for Catholic schools.

-   The Physical Education Curriculum is organized according to the
    developmental age and

abilities of students. In PK- 4, the teachers concentrate on movement
education and on fundamental skills, such as throwing, kicking, and
catching. In grades 5-8, the skills mastered in PK- 4 are incorporated
into team sports, and emphasis is placed on learning to play and work as
a team. All levels also include instruction on health, nutrition, and
proper exercise.

**PART V -- CURRICULUM AND INSTRUCTION**

**QUESTIONS 2a & b - READING AND LANGUAGE CURRICULUM**

St. Joan of Arc's reading curriculum for kindergarten consists of a
phonetic, whole language, and writing program by publishers which
include Scribner-Laidlaw, MacMillan/McGraw Hill, The Wright Group --
Sunshine Books and Houghton Mifflin. It is a comprehensive language arts
program correlating reading, handwriting, and auditory and oral language
skills for children. It is a multi-sensory program of visual,
kinesthetic, and auditory activities.

Topics correlate with science and social studies and the shared tasks of
everyday life. Easy skills start by using the *Beginning Letter Books*
and increase in difficulty to the Houghton Mifflin series to enhance a
smooth transition into the grades 1-5 reading program.

The reading curriculum for grades 1-5 is a phonetic/literature-based
program published by Houghton Mifflin. It provides theme-related stories
with a wealth of cross-curricular activities, links to relevant
websites, and an up-to-date bibliography of supplementary readings.

The 6-8 grade program utilizes *Elements of Literature,* published by
Holt, Rinehart and Winston. The premise is that literature leads to
dialogue. Using stories, poems, and plays within world literature, the
curriculum encourages the student to reflect upon issues that have
intrigued man for hundreds of years.

All grades teach comprehension skills and strategies, vocabulary
development, phonemic awareness, and phonic decoding skills. Emphasis is
also placed on the ability to infer and draw conclusions. The student
writing sections provide examples of the mode of writing in frequent
Writer's Workshops, which are designed to help students through a
writing project.

Our faculty believes this approach to reading provides our students with
stories that are rich, engaging, and become more complex as the series
progresses. Our literature-based reading exploration supports our young
readers as it builds independence and fluency. The content of the
programs hopefully leads the student to a better perception of self and
the world.

**PART V -- CURRICULUM AND INSTRUCTION**

##### QUESTION 3 - SCIENCE CURRICULUM

St. Joan of Arc School's implementation and use of National Content
Standards for Science has been in practice since 1997.

To best meet the challenge of establishing the highest levels of science
literacy for all, an integrated approach, meant to be a life-long
learning adventure, has been designed and adopted and ultimately defines
the science curriculum. Integrated science actively engages the student
with learning opportunities that cross many disciplines. Math concepts
such as graphing data, measurement, and analytic problem solving are
emphasized. Development of reading, writing, and social studies skills
occurs with gleaning of main ideas, vocabulary, journalizing, and oral
reporting.

From the early grades Pre-K-5, science learning centers provide for
hands-on activities which serve to familiarize students with a variety
of science topics. In grades 6-8 a state-of-the-art, well-equipped
science facility provides the student with the means for a broader
development of skills in scientific inquiry. By way of direct experience
with exploratory equipment, technically calibrated measurement tools,
data-based decision making, and the latest technological support,
students are challenged in their approach to scientific discovery. To
support student learning, the science department is chaired by a full
time teacher with over 30 years of experience and is assisted by a
part-time aide.

The curriculum is focused, coherent, and rich in content that builds
cumulatively across time. It provides application to daily life thereby
challenging and encouraging our diverse student population to succeed.
The value-based science program includes environmental stewardship
whereby the students learn about God's world and are entrusted with its
care as envisioned in SJA's mission and beliefs.

**PART V -- CURRICULUM AND INSTRUCTION**

**QUESTION 4 - DIFFERENT INSTRUCTIONAL METHODS**

St. Joan of Arc teachers are sensitive to the learning needs of their
students. Teachers attend yearly workshops and seminars to assist in
increasing their knowledge of student learning. In all grades, teachers
use instructional procedures to accommodate different learners. Varied
learning styles are enhanced through the use of videos, manipulatives,
project approach learning, and technology. Teacher presentations are
mixed to include small groups, one-on-one, cooperative learning and/or
whole language learning. Consideration for the different learning
modalities: auditory, visual, and kinesthetic is also given.

Our staff uses four methods to pinpoint the level at which the student
is functioning in a subject area. These methods include classroom
performance and grades, teacher input, standardized test results, and
observation by the guidance counselor. Teachers have monthly grade level
meetings where they discuss ways to improve student learning: enrichment
participation, remedial work, and/or re-teaching of certain core areas.
As data is collected, observations and interventions are then discussed
and evaluated at monthly grade level Student Support Team meetings.

An Individualized Math Program is offered at the middle school level.
Emphasis is placed on teacher accessibility and two teachers work with
one class. The Individualized Reading Program was created to help the
more challenged student. Small groups of students in grades 1 - 8 work
to improve vocabulary and reading comprehension skills. The
**Expressways to Learning** computer programs are also used to
strengthen and enhance reading and math skills. The media center
provides the **Accelerated Reader Program** that serves grades 1-8. The
program currently has 450 books from which children may choose a title.
This program makes reading a fun and enjoyable experience. Children read
books, then take tests on school computers, collect points, and turn
them in for prizes each quarter.

Generally, our educators are available for extra help three days a week;
other "extra help" times may be arranged as the need arises. Taking into
account the student's perception of self and his/her total well-being,
our teachers strive toward success for all.

**PART V -- CURRICULUM AND INSTRUCTION**

**QUESTION 5 - PROFESSIONAL DEVELOPMENT PROGRAM**

The professional development program at St. Joan of Arc is planned on a
three-year cycle so that the long-range growth of teachers, assistants,
and support staff may be addressed in a comprehensive manner.

Before the end of each school year, the faculty and staff are surveyed
for input on topics of importance and interest to them. The
administration reviews these suggestions before the program is updated
each August. The program must then be submitted in its entirety to the
Superintendent for the Diocese of Palm Beach Catholic Schools for
approval.

During the school year, the plan may be modified or added to, depending
on the needs of students and staff. For example, after student
standardized test results are received, if there appears to be an area
of weakness or concern, that area is targeted for teacher in-service and
discussion so that strategies can be implemented to immediately address
it.

The development plan is divided into four areas of faculty growth: faith
formation, professionalism, instruction, and technology. Guest speakers,
diocesan workshops, participation in the in-services from the local
public school system, and specific programs, such as the National
Conference for Catechetical Leadership's *Echoes of Faith*, are
scheduled for various teacher workdays and weekly faculty meetings. By
providing for multiple opportunities for the school staff to strengthen
and enhance its instructional performance, the development plan is an
important factor in improving student learning. The emphasis on helping
teachers grow as effective educators and on ensuring that this growth
also benefits students forms a solid foundation for the learning driven
environment that exists at SJA.

The rationale for St. Joan of Arc's staff development is two-fold: 1)
that professional educators must necessarily keep current on effective
teaching practices and technological advances, and 2) that the personal
faith knowledge and training of the staff is key to implementing the
mission of the Catholic Church to fully evangelize the students and
parents of the school.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

1.  Private school association(s): Florida Catholic Conference and
    National Catholic Educational Association

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

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

3.  What are the 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

[\$ 4,150]{.underline} [\$ 4,150]{.underline} [\$ 4,150]{.underline} [\$
4,150]{.underline} [\$ 4,150]{.underline} [\$ 4,150]{.underline}

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

[\$ 4,150]{.underline} [\$ 4,150]{.underline} [\$ 4,150]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

4.  What is the educational cost per student? [\$ 4,635]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student? [\$2,600]{.underline}

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
[\_\_11]{.underline} %

> **PART VII - ASSESSMENT RESULTS**

**Test** -- ITBS (Iowa Test of Basic Skills)

**Edition/Publication Year** -- 2001 -- 2002

**Publisher** -- Riverside Publishing

**Scores are reported here as Percentiles**

+--------------------------------------+---------+---------+---------+
|                                      | 20      | 20      | 20      |
|                                      | 04-2005 | 03-2004 | 02-2003 |
+--------------------------------------+---------+---------+---------+
| > Testing month                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| > **Grade 8**                        |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Reading                            | 85      | 84      | 81      |
+--------------------------------------+---------+---------+---------+
| > Math                               | > 83    | > 81    | > 79    |
+--------------------------------------+---------+---------+---------+
| > Number of students tested          | 58      | 69      | 69      |
+--------------------------------------+---------+---------+---------+
| > Percent of total students tested   | 98\*    | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| > Number of students alternatively   | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Percent of students alternatively  | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > **Grade 7**                        |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Reading                            | 88      | 81      | 84      |
+--------------------------------------+---------+---------+---------+
| > Math                               | > 79    | > 81    | > 79    |
+--------------------------------------+---------+---------+---------+
| > Number of students tested          | 69      | 64      | 69      |
+--------------------------------------+---------+---------+---------+
| > Percent of total students tested   | 99\*    | 98\*    | 100     |
+--------------------------------------+---------+---------+---------+
| > Number of students alternatively   | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Percent of students alternatively  | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > **Grade 6**                        |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Reading                            | 73      | 78      | 78      |
+--------------------------------------+---------+---------+---------+
| > Math                               | > 71    | > 78    | > 80    |
+--------------------------------------+---------+---------+---------+
| > Number of students tested          | 69      | 69      | 68      |
+--------------------------------------+---------+---------+---------+
| > Percent of total students tested   | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| > Number of students alternatively   | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Percent of students alternatively  | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+

> There were no subgroups.
>
> \*Percentage less than 100 due to student absences. We perform no
> alternate testing.
>
> **PART VII - ASSESSMENT RESULTS**

**Test** -- ITBS (Iowa Test of Basic Skills)

**Edition/Publication Year** -- 2001 - 2002

**Publisher** -- Riverside Publishing

**Scores are reported here as Percentiles**

+--------------------------------------+---------+---------+---------+
|                                      | 20      | 20      | 20      |
|                                      | 04-2005 | 03-2004 | 02-2003 |
+--------------------------------------+---------+---------+---------+
| > Testing month                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| > **Grade 5**                        |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Reading                            | 82      | 81      | 84      |
+--------------------------------------+---------+---------+---------+
| > Math                               | > 78    | > 78    | > 81    |
+--------------------------------------+---------+---------+---------+
| > Number of students tested          | 68      | 69      | 69      |
+--------------------------------------+---------+---------+---------+
| > Percent of total students tested   | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| > Number of students alternatively   | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Percent of students alternatively  | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > **Grade 4**                        |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Reading                            | 83      | 85      | 77      |
+--------------------------------------+---------+---------+---------+
| > Math                               | > 81    | > 83    | > 76    |
+--------------------------------------+---------+---------+---------+
| > Number of students tested          | 66      | 67      | 70      |
+--------------------------------------+---------+---------+---------+
| > Percent of total students tested   | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| > Number of students alternatively   | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Percent of students alternatively  | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > **Grade 3**                        |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Reading                            | 74      | 76      | 79      |
+--------------------------------------+---------+---------+---------+
| > Math                               | > 73    | > 78    | > 78    |
+--------------------------------------+---------+---------+---------+
| > Number of students tested          | 70      | 64      | 67      |
+--------------------------------------+---------+---------+---------+
| > Percent of total students tested   | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| > Number of students alternatively   | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+
| > Percent of students alternatively  | 0       | 0       | 0       |
| > assessed                           |         |         |         |
+--------------------------------------+---------+---------+---------+

> There were no subgroups.