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

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

**Cover Sheet**

Name of Principal [Sister James Michael Kesterson, S.P.]{.underline}

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

Official School Name [Saint Jude Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address [5375 McFarland Road]{.underline}

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

[Indianapolis IN 46227-7003]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 317 ) 784-6828]{.underline} Fax [( 317 ) 780-7594]{.underline}

Website/URL [www.sjsindy.org]{.underline} Email
[sjmnd@sjsindy.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)

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

Name of Superintendent [Ms. Annette "Mickey" Lentz]{.underline}

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

District Name [Archdiocese of Indianapolis]{.underline} Tel. [( 317 )
236-1430]{.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. Bessie Davey]{.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)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

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

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

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

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

[N/A]{.underline} TOTAL

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

Average State Per Pupil Expenditure: [N/A]{.underline}

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

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

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

4\. [25]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       30        25                     **55**       **7**       21        39          **60**

  **1**       22        25                     **47**       **8**       29        27          **56**

  **2**       27        26                     **53**       **9**                             

  **3**       26        31                     **57**       **10**                            

  **4**       28        24                     **52**       **11**                            

  **5**       36        24                     **60**       **12**                            

  **6**       30        29                     **59**       Other                             

                                    **TOTAL                                                   **499**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [94]{.underline} % White

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

[01]{.underline} % Hispanic or Latino

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

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

[02]{.underline} % Multicultural

**100% Total**

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

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

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

  **(2)**     Number of students who transferred 6
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        6
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    515
              school as of October 1             

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

  **(6)**     Amount in row (5) multiplied by    1.1
              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: [.02]{.underline} %

[11]{.underline} Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, 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: [5]{.underline} %

[26]{.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.

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

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

Classroom teachers [22]{.underline} [2]{.underline}

Special resource teachers/specialists [1]{.underline} [5]{.underline}

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

> Support staff [3]{.underline} [10]{.underline}
>
> Total number [27]{.underline} [17]{.underline}

12\. Student-"classroom teacher" ratio: [30/1]{.underline}

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

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

  Daily student attendance [97%]{.underline}     [97%]{.underline}     [98%]{.underline}     [98%]{.underline}   [98%]{.underline}

  Daily teacher attendance [99%]{.underline}     [99%]{.underline}     [99%]{.underline}     [99%]{.underline}   [99%]{.underline}

  Teacher turnover rate    [\*23%]{.underline}   [\*18%]{.underline}   [\*32%]{.underline}   [4%]{.underline}    [2%]{.underline}

  Student dropout rate     [N/A]{.underline}     [N/A]{.underline}     [N/A]{.underline}     [N/A]{.underline}   [N/A]{.underline}

  Student drop-off rate    N/A                   N/A                   N/A                   N/A                 N/A
  ------------------------ --------------------- --------------------- --------------------- ------------------- -------------------

> \*Family relocations and career change opportunities account for the
> higher teacher turnover rate.

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

St. Jude is a Catholic elementary school located in Indianapolis,
Indiana, which promotes the religious, intellectual, social, and
personal values of its students. The co-educational enrollment is
comprised of students from kindergarten to grade eight. A Middle School
has been established as a \"school within a school.\" At St. Jude, the
educational process is structured to encourage a continuous process of
academic development. Parents choose our school because they desire to
have their children learn in a self-disciplined, challenging, caring,
Christian environment.

Students at St. Jude are drawn almost entirely from our parish, which
has very specific geographical boundaries. Our school population is
predominately white, which is in line with demographic studies done of
our area. The socio-economic level falls primarily within the middle
class range. A study of enrollment figures indicates that St. Jude has
operated at or near capacity for most of its existence. The number of
students who withdraw is minimal and is most often caused by family
relocation.

St. Jude considers itself blessed with a true spirit of continuity. The
school has been in existence long enough that we now have the
opportunity to educate the children of earlier graduates. These alumni
are pleased to assist in and contribute to the success of their own
elementary school. Since parents are the primary educators of their
children, we encourage them to become and to remain active participants
in their children\'s faith formation and elementary education. As
members of our parent organization, they assume responsibility for fund
raising and assist in school developmental needs. Continuity has also
been established in terms of staff longevity. St. Jude\'s situation is
rather unique in that it has a large number of faculty members with
twenty or more years of teaching experience. Their years of dedication
and service qualify them as an excellent resource that is often utilized
as programs are constantly developed to meet the changing needs of the
student population.

The true measure of success of any school is the quality of its student
body. St. Jude Catholic School is committed to the threefold purpose of
Catholic education as defined by the National Conference of Catholic
Bishops. Our mission is TO PROCLAIM THE WORD, TO BUILD COMMUNITY, and TO
SERVE GOD AND HUMANKIND. Our focus at St. Jude is to develop each child
individually within the framework of a Christian community, emphasizing
those skills which will enable our graduates to become contributing
members of society, prepared to SERVE GOD AND HUMANKIND, and eager to
meet the challenges of the future. To this end, students BUILD COMMUNITY
by fostering attitudes of concern and respect for one another. They are
willing TO PROCLAIM THE WORD by assuming responsibility for their
actions, integrating their faith into every aspect of living.

Since receiving the Blue Ribbon Award in 1997, St. Jude School has
consistently worked to implement the best practices in education. This
year St. Jude became one of only thirty-seven schools nationwide
participating in the Milken Family Foundation Teacher Advancement
Program (TAP). The goal is to reward excellence in teaching, foster
collaboration, attract and retain high quality teachers into the
teaching profession, and to improve student performance. While St.
Jude\'s participation in the program is still in its initial stages, the
gains have been immeasurable in terms of communication, collaboration,
and improved educational practices.

The curriculum of St. Jude School reflects both its mission statement
and philosophy, as it presents each child with a challenging academic
program. Guest speakers and field trips enrich a variety of educational
opportunities. Numerous academic competitions and extracurricular
programs allow students to develop special skills and interests. St.
Jude clearly deserves its reputation for excellence in education.

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

1.  **Report the school\'s assessment results in reading (language arts
    or English) and mathematics for at least the last three years for
    all grades tested using either state tests or assessments referenced
    against national norms for a particular grade.**

St. Jude School complies with the state-mandated testing program,
administering the Indiana State Test of Educational Progress (ISTEP+), a
comprehensive test of basic skills. All students in grades three, six,
and eight are tested with no pupils being excluded. Therefore, the
number of students reported at each grade level is 100% of the student
population for that grade. Data for sub-groups has not been included
since no cultural or economic groups that are statistically significant
exist.

Scores for ISTEP+ testing done during this school year, 2002-2003, have
not yet been made available by the state. However, an analysis of the
data available for the past five years indicates that St. Jude has shown
dramatic improvement in all grades tested. In 1997, 81.2% of students
tested passed the ISTEP+. The number increased to 86.2 % in 1998 and
90.4% in 1999. In 2000, the gain leveled off at 89.0% until the school
year 2001 when results indicated an increase to 95.1%. In that year, St.
Jude ranked twelfth in the state, placing it in the 95^th^ percentile.
Students in grades three and six ranked in the 95^th^ percentile in
Language Arts and students in grades six and eight ranked in the 95^th^
percentile in Math. Achievement in grade three Math and grade eight
Language Arts put St. Jude in the 90^th^ percentile. This data placed
St. Jude\'s achievement in the forefront of all other public and private
schools in its geographical area.

Assessment data was obtained from ISTEP+ reports furnished to the school
and from the Indiana State Department of Education website
(www.doe.state.in.us). In addition, Dr. Ron Costello, Associate
Executive Director of Catholic Education for the Archdiocese of
Indianapolis, was consulted to ensure that St. Jude\'s achievement did
indeed place it in the top ten percent of all schools tested in the
state of Indiana. Dr. Costello assured St. Jude that it did qualify and
urged them to apply.

2.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

St. Jude School has implemented specific strategies for ensuring
academic excellence and has measured student progress effectively
through detailed analysis of assessment data. Five years ago the
administration and faculty were disappointed with the ISTEP+ achievement
of St. Jude\'s students. Consequently, a detailed program of improvement
was set in place. Classroom instruction was closely aligned with state
standards and essential skills, with particular emphasis on student
weaknesses. Instructional methods and content areas were adapted to
provide focus where it was most indicated. Specific areas were targeted
and goals were set and monitored to ensure expectations were being met.
Increased communication between grade levels facilitated a smooth
transition from grade to grade. The addition of another tutor and
classroom aides facilitated individual instruction.

The continuous process of assessment is an integral part of instruction.
Adjustments are made each year based on the students\' needs, utilizing
the best practices in education to help students learn. Two areas
targeted throughout the years were math computation and writing skills.
As can be seen from our test scores, the gains in those areas have been
significant.

As part of the Milken Family Foundation Teacher Advancement Program
(TAP), students in grades two through eight who were not scheduled to
take the ISTEP+ test were administered the Terra Nova test for the first
time this fall. All pupils beginning with grade two will be tested again
in the spring. Teachers are anxiously anticipating receiving the results
from the re-testing, as it will provide benchmarks of each level\'s
performance for that year. Necessary adjustments in instruction will
then be made for succeeding years.

3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Cooperation/Progress forms are sent home with every student once each
week. Students in grades 1-5 take home all papers completed the previous
week with a form indicating any lapses in expected behavior and all
missed assignments. In the middle school, students receive a form with
test scores from the previous week. Missed assignments and conduct marks
are also indicated. All forms must be signed by a parent/guardian and
returned to school.

Formal Progress Reports are prepared at the mid-point of each quarter
and Report Cards are sent home at the end. Students in grades five
through eight who make the honor roll are presented with a certificate
and those names are published in our school newsletter.
Parent/Student/Teacher Conferences are scheduled for all students after
the first report card. Teachers are available to meet with parents at
any other time during the school year, as the need arises.

Parents at every grade level are given a copy of the Indiana State
Standards booklet each year. These standards are posted in every
classroom and are included in lesson plans. Parents receive a copy of
each child\'s ISTEP+ results. School-wide results are also published in
the newspaper and are available on the Indiana State Department of
Education website. Any students receiving special awards, such as
placing first in the school Spelling Bee or winning an essay contest,
also receive recognition in our school newsletter, school newspaper, and
local newspapers.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

As one of four schools in the Indianapolis area participating in the TAP
Program, St. Jude has played host to representatives from other academic
institutions interested in the successes we have already celebrated this
year. Our visitors have attended grade level cluster meetings and
interviewed teachers to gain a real feeling for the impact TAP has had
in our school. We look forward to these opportunities to share
information about the best practices in education. After receiving the
Blue Ribbon Award in 1997, our principal was contacted by several
schools interested in many of the programs we had presented. These
communications led to many mutually beneficial exchanges of information.
Faculty members have mentored student teachers from local colleges and
cadet teachers from Roncalli High School on a regular basis. Through
attendance at South Deanery Principals' meetings and Perry Township
School Meetings, our principal, Sister James Michael Kesterson, is
involved in maintaining meaningful dialogue with other administrators in
our area. Throughout her twenty-five years as principal at St. Jude,
Sister has frequently served as a mentor, both formally and informally,
for some of the newer principals, sharing the wisdom gained from her
years of experience. Finally, teachers engage in collaboration with
their peers through attendance at numerous professional development
activities. Faculty members have served as presenters at various
conferences and have volunteered to visit schools to share information
about curriculum development.

**[Part V ‑ Curriculum and Instruction]{.underline}**

1.  **Describe in one page the school\'s curriculum, including foreign
    language, and show how all students are engaged with significant
    content, based on high standards.**

The curriculum of St. Jude School reflects its mission statement, vision
statement, and philosophy, as it presents each child with a challenging
academic program, rooted in the beliefs, values, and traditions of
Catholic Christianity. The curriculum develops individual responsibility
for learning through hands-on activities, cooperative learning, and
independent learning. The civic community serves to broaden the
educational base as guest speakers and field trips provide a variety of
educational opportunities. Numerous academic competitions allow students
to develop special skills and interests,

Since effective speaking, listening, and writing are critical for
success in all curriculum areas, the necessary linking of English
grammar skills to other disciplines is paramount. Students at all grade
levels enhance and enrich writing skills through creative writing
projects, science reports, journal entries, and social studies projects.
These activities culminate in seventh and eighth grades as students
complete a research paper, create a showcase portfolio and publish a
school newspaper, editing, typing, and preparing a copy-ready layout for
printing. Middle school students also prepare our daily announcements
and present them using our video system. Students are motivated to use
their essential skills to become effective communicators.

As a benefit to all students, and especially our students who learn best
from alternative forms of instruction, many hands-on opportunities are
provided in the area of mathematics. In all grades, manipulatives such
as place value blocks, counters, number lines, cubes, dice, and
measuring instruments are utilized so that each student can \"see\" and
\"feel\" a mathematics concept. Students are encouraged to use higher
level thinking skills as they are presented with a \"Problem of the
Day\" and activities which were part of the nationwide \"Math
Pentathlon\" program. Finally, the use of pre-Algebra in the eighth
grade has provided students with a firm foundation to facilitate a
smooth transition to high school.

A hands-on approach to the science curriculum has also been adopted.
Through cooperative learning groups and experiments, students are
encouraged to question, propose hypothetical solutions, formulate ways
to test hypotheses, observe and analyze results, and draw conclusions.
This interactive approach to scientific discovery enables students to
develop powers of logical reasoning and critical thinking as they pursue
the \"why\" and \"how\" of a problem. Subject matter is enhanced through
the use of field trips, demonstrations, projects, lab activities,
models, and a Science Fair for middle school students.

The goal of the Social Studies curriculum is nothing less than the
development of knowledgeable, thoughtful, and humane future citizens who
are prepared to make informed choices, utilizing skills they have
learned. Civil values are encouraged, promoting active citizenship and
democratic ideals, including honesty, respect for others, and community
responsibility. The individual needs and learning styles are met through
the use of videos, projects, guest speakers, and field trips bringing
historical events to life. A program called \"Exchange City\" allows
sixth graders to become active participants in city government,
businesses, and banking.

In addition to these core subjects, all students have weekly classes
scheduled in Art, Music, and Computer. They are presented with many
creative opportunities to explore their special skills and interests.
Lessons are aligned with classroom instruction and present a variety of
cultural and cross-curricular activities. Physical Education/Health is
scheduled twice a week and encourages positive habits and attitudes that
promote wellness for a lifetime. Foreign language instruction is
presented in the middle school by teachers from the language department
of our neighboring high school. It is also available as an enrichment
class.

2.  **Describe in one-half page the school's reading curriculum,
    including a description of why the school chose this particular
    approach to reading.**

St. Jude School has improved learning in the reading curriculum through
the adoption of a basal reading program in grades one through five. The
series selected is closely aligned with Archdiocesan and state content
standards and emphasizes the normal progression of skills. Students
learn to comprehend, analyze, and respond to various types of
information. In each instance, students are provided with a reading
focus which activates their prior knowledge, involving them in the
reading process by providing a specific goal. Phonics instruction
emphasizes word-attack skills and vocabulary lists highlight terms that
might present difficulty in reading.

In the middle school, a literature-based reading program has been
selected. Active reading is stressed as students preview, question, and
predict outcomes, motivating them to explore with greater attention,
while promoting literacy and insightful reading. Features at the end of
each literature selection are designed to enhance comprehension and
encourage constructive response, either personal or literary. These
items encourage the growth of skills necessary for students to become
independent readers. Among these features are the reader's personal
response to the selection; literal, interpretive, and applied reasoning;
analysis of the particular genre; critical thinking and reading skills;
creative or analytical writing; and various learning options,
emphasizing a child-centered approach.

Finally, book sharing projects enable students to express their
enjoyment of the reading process. These might include interviews, puppet
shows, skits, commercials, art projects, video presentations, dressing
as a favorite character, or creating dioramas. Teachers frequently read
novels to the class as a whole, allowing them to experience literature
they might not read on their own. Regularly scheduled library times
enable students to select from a variety of interesting materials. The
"Book It" program and "I Love to Read" challenge encourage students to
read for enjoyment and allow them to earn prizes.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

The religion curriculum at St. Jude School plays an essential role in
reinforcing the school's mission statement: TO PROCLAIM THE WORD, TO
BUILD COMMUNITY, and TO SERVE GOD AND HUMANKIND. While each grade level
has a regularly scheduled religion class, religious instruction
permeates every aspect of our curriculum and school community. Our
reason for existence revolves around the beliefs we hold.

Classes at all grade levels focus on three major areas: doctrine,
morality, and service. In order to truly appreciate the calling each of
us has received, it is necessary to become familiar with the history,
beliefs, and traditions that call embodies. Through this process,
students envision themselves as part of a larger community. The beliefs
presented must then be integrated into a life based on moral principles.
The students learn to put into practice the teachings of Christ,
developing attitudes of care and concern for themselves and one another.
Decision-making based on the principles presented is incorporated as
students learn to live their faith. Service projects and commitments
continue this process. Students recognize that only by reaching out to
others can they themselves become complete.

Weekly celebrations of the liturgy and preparation for the reception of
the sacraments of Reconciliation and Eucharist further enhance the
concepts of doctrine, morality, and service. Special activities in the
classroom such as the adoption of sacramental classes by older students,
canned food drives, prayer services, Lenten projects, and support for
missionaries overseas, continue this theme. Through role playing,
discussion, and cooperative learning activities, students learn
important decision-making techniques and critical thinking skills that
are to key to success now and in the future. Discussion of historical
figures and current world events, creative writing assignments, and
artistic response to religious themes, integrate religion with other
curriculum areas.

The addition of the "A Promise to Keep: God's Gift of Human Sexuality"
program in the middle school has emphasized the importance of individual
actions and consequences. Sponsored by the Archdiocese of Indianapolis,
involving high school students as mentors, this chastity program
includes information about the negative consequences of sexual
involvement before marriage (teenage parenthood, sexually transmitted
diseases, emotional trauma, etc.), how to deal with negative pressure
from society and the media, how to deal with peer pressure by developing
healthy relationships and by using assertiveness techniques, and
educational information about AIDS. Communication skills,
decision-making procedures, self-esteem, and relationships are key
topics that foster stronger, moral individuals and families for the
21^st^ century.

> **4. Describe in one-half page the different instructional methods the
> school uses to improve student learning.**

Academic excellence is part of the mission of St. Jude School. To
achieve this goal, students' needs and learning styles are the primary
considerations in organizing the curriculum and instruction. Flexible
learning environments that cater to the needs of the students as
individuals are provided.

Classes are grouped heterogeneously in grades one through five, allowing
for positive behavior adaptation and peer interaction. ISTEP+ scores and
teacher assessment are used to group for instruction within the
classroom, allowing each teacher to use a variety of teaching methods to
meet each student's needs, and to provide one-on-one or small group
tutoring for those who require extra attention in some areas. Because
grouping takes place within a classroom, students can easily move among
groups as needs and activities dictate. More capable students are
challenged, while those less capable benefit from extra instructional
time.

In the middle school, students are ability grouped for Math and English
and heterogeneously grouped for other subjects. Block scheduling allows
students to focus more fully on the day\'s subject areas. Enrichment
classes offered weekly enhance and enrich the curriculum. Extra
curricular activities, such as our award-winning Speech Team, encourage
students to develop effective communication skills and essential
personal skills.

Four part-time aides are present each day and work regularly with
individuals and/or small groups both in and out of the classroom. Three
tutors are also available (two part-time) to work with students at all
levels. Some students attend regular tutorial sessions; others go as
needed when experiencing difficulty mastering a particular concept. This
ensures that all students are given the necessary tools to achieve at
the highest level.

The Archdiocese of Indianapolis has also made available a software
program called *EdVision Curriculum Designer.* Its purpose is to enable
schools to build a continuum of objectives for students from
kindergarten through twelfth grade. Over 96,000 objectives are contained
in the database with over five hundred alignments to national/state
standards, state/standardized tests, and the *EdVision* Core Curriculum.
The program is used to improve student achievement, provide consistent
interpretation of curriculum, distribute state mandated changes quickly,
correlate curriculum and educational resources, ensure mastery of key
skills, and balance skills with available instructional hours.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

As a TAP (Teacher Advancement Program) school, St. Jude rewards
excellence in teaching and encourages professional development to
promote collegiality among instructional staff and improve student
achievement. Our professional development is aligned to school goals,
teacher goals, and state/archdiocesan standards and assessments. Samples
of student work, assessment data, teaching strategies, lesson plans,
state content standards, school/state assessments, teaching
demonstrations and activities, and research articles provide depth to
staff professional growth. All teachers share assignments and student
work to support, coach, and model for each other to improve student
achievement. Each teacher maintains an individual growth plan that
demonstrates exemplary practices. Attending and participating in
workshops, conventions, and in-service training develops proficiency in
instructional knowledge. TAP gives teachers the opportunity to pursue
new learning and innovations that keep them current in up-to-date
educational practices. The principal and the master and mentor teachers
observe faculty members regularly to assess, improve, and expand the
best practices in teaching. The most recent endeavor has been in-depth
study of multiple intelligences to make sure no student is left behind.
Teachers meet twice a week in primary, intermediate, middle school, and
special area cluster groups to discuss and analyze the needs of each
child as well as trends evident in the student body as a whole. One of
the five key principles of TAP is ongoing, applied professional growth.
This allows teachers during the school day to learn, plan, mentor, and
share with other teachers so they can constantly improve the quality of
their instruction.

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

*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.*

Private school association(s): [Roman Catholic]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
[X]{.underline}

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

**Part II ‑ Demographics**

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

\$ [765]{.underline} \$ [2670]{.underline} \$ [2670]{.underline} \$
[2670]{.underline} \$ [2670]{.underline} \$ [2670]{.underline}

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

\$ [2670]{.underline} \$ [2670]{.underline} \$ \_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

2\. What is the educational cost per student? \$ [2970]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$ [1134]{.underline}

4\. What percentage of the annual budget is devoted to [28
%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [07 %]{.underline}

  --------------------------------------- ----------- ---------- ----------
  State Criterion Referenced Tests                                

  **Math 3rd Grade**                                              

  Test: ISTEP+ Edition/Publication Year -                         
  1997                                                           

  Publisher - CTB McGraw Hill                                     

                                          2001 - 2002 2000 -     1999 -
                                                      2001       2000

  Testing Month                           September   October    October

                                                                  

  Number of students tested               53          56         53

  Percent of total students tested        100         100        100

  Number of students excluded             0           0          0

  Percent of students excluded            0           0          0

  **ST. JUDE SCORES**                     **91%**     **86%**    **88%**

  Above Standard                          91%         86%        88%

  Below Standard                          9%          14%        12%

  STATE SCORES                            71%         71%        73%

  Above Standard                          71%         71%        73%

  Below Standard                          29%         29%        27%
  --------------------------------------- ----------- ---------- ----------

  --------------------------------------- ----------- ---------- ----------
  **Language Arts 3rd Grade**                                     

  Test: ISTEP+ Edition/Publication Year -                         
  1997                                                           

  Publisher - CTB McGraw Hill                                     

                                          2001 - 2002 2000 -     1999 -
                                                      2001       2000

  Testing Month                           September   October    October

                                                                  

  Number of students tested               53          56         53

  Percent of total students tested        100         100        100

  Number of students excluded             0           0          0

  Percent of students excluded            0           0          0

  **ST. JUDE SCORES**                     **92%**     **93%**    **87%**

  Above Standard                          92%         93%        87%

  Below Standard                          8%          7%         13%

  STATE SCORES                            67%         65%        69%

  Above Standard                          67%         65%        69%

  Below Standard                          33%         35%        31%
  --------------------------------------- ----------- ---------- ----------

+----------------------------------------+---------+--------+--------+
| ##### Math 6th Grade                   |         |        |        |
+----------------------------------------+---------+--------+--------+
| Test: ISTEP+ Edition/Publication       |         |        |        |
| Year - 1997                            |         |        |        |
+----------------------------------------+---------+--------+--------+
| Publisher - CTB McGraw Hill            |         |        |        |
+----------------------------------------+---------+--------+--------+
|                                        | 2001 -  | 2000 - | 1999 - |
|                                        | 2002    | 2001   | 2000   |
+----------------------------------------+---------+--------+--------+
| Testing Month                          | Se      | O      | O      |
|                                        | ptember | ctober | ctober |
+----------------------------------------+---------+--------+--------+
|                                        |         |        |        |
+----------------------------------------+---------+--------+--------+
| Number of students tested              | 60      | 59     | 68     |
+----------------------------------------+---------+--------+--------+
| Percent of total students tested       | 100%    | 100%   | 100%   |
+----------------------------------------+---------+--------+--------+
| Number of students excluded            | 0       | 0      | 0      |
+----------------------------------------+---------+--------+--------+
| Percent of students excluded           | 0%      | 0%     | 0%     |
+----------------------------------------+---------+--------+--------+
| **ST. JUDE SCORES**                    | **97%** | *      | *      |
|                                        |         | *90%** | *93%** |
+----------------------------------------+---------+--------+--------+
| Above Standard                         | 97%     | 90%    | 93%    |
+----------------------------------------+---------+--------+--------+
| Below Standard                         | 3%      | 10%    | 7%     |
+----------------------------------------+---------+--------+--------+
| STATE SCORES                           | 62%     | 64%    | 62%    |
+----------------------------------------+---------+--------+--------+
| Above Standard                         | 62%     | 64%    | 62%    |
+----------------------------------------+---------+--------+--------+
| Below Standard                         | 38%     | 36%    | 38%    |
+----------------------------------------+---------+--------+--------+

  ----------------------------------------- ----------- --------- ---------
  **Language Arts 6th Grade**                                      

  Test: ISTEP+ Edition/Publication Year -                          
  1997                                                            

  Publisher - CTB McGraw Hill                                      

                                            2001 - 2002 2000 -    1999 -
                                                        2001      2000

  Testing Month                             September   October   October

                                                                   

  Number of students tested                 60          59        68

  Percent of total students tested          100%        100%      100%

  Number of students excluded               0           0         0

  Percent of students excluded              0%          0%        0%

  **ST. JUDE SCORES**                       **92%**     **80%**   **79%**

  Above Standard                            92%         80%       79%

  Below Standard                            8%          20%       21%

  STATE SCORES                              54%         53%       57%

  Above Standard                            54%         53%       57%

  Below Standard                            46%         47%       43%
  ----------------------------------------- ----------- --------- ---------

  ----------------------------------------- ----------- --------- ---------
  **Math 8th Grade**                        ** **       ** **     ** **

  Test: ISTEP+ Edition/Publication Year -                          
  1997                                                            

  Publisher - CTB McGraw Hill                                      

                                            2001 - 2002 2000 -    1999 -
                                                        2001      2000

  Testing Month                             September   October   October

                                                                   

  Number of students tested                 59          49        57

  Percent of total students tested          100%        100%      100%

  Number of students excluded               0           0         0

  Percent of students excluded              0%          0%        0%

  **ST. JUDE SCORES**                       **100%**    **94%**   **98%**

  Above Standard                            100%        94%       98%

  Below Standard                            0%          6%        2%

  STATE SCORES                              67%         65%       64%

  Above Standard                            67%         65%       64%

  Below Standard                            33%         35%       36%
  ----------------------------------------- ----------- --------- ---------

  ----------------------------------------- ----------- --------- ---------
  **Language Arts 8th Grade**               ** **       ** **     ** **

  Test: ISTEP+ Edition/Publication Year -                          
  1997                                                            

  Publisher - CTB McGraw Hill                                      

                                            2001 - 2002 2000 -    1999 -
                                                        2001      2000

  Testing Month                             September   October   October

                                                                   

  Number of students tested                 59          49        57

  Percent of total students tested          100%        100%      100%

  Number of students excluded               0           0         0

  Percent of students excluded              0%          0%        0%

  **ST. JUDE SCORES**                       **98%**     **94%**   **98%**

  Above Standard                            98%         94%       94%

  Below Standard                            2%          6%        6%

  STATE SCORES                              69%         69%       70%

  Above Standard                            69%         69%       70%

  Below Standard                            31%         31%       30%

                                                                   

                                                                   

  DOCUMENTATION:                                                  

  Indiana State Department of Education                           
  Website - www.doe.state.in.us                                   
  ----------------------------------------- ----------- --------- ---------