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

*U.S. Department of Education*

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

\[ \] Charter

Name of Principal [**Mrs. Donna
Brigger**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Official School **[Villa Madonna Academy Elementary and Junior High
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

School Mailing Address **[2500 Amsterdam
Rd.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**[Villa Hills KY 41017-5316]{.underline}**

City State Zip Code+4 (9 digits total)

County [Kenton]{.underline} State School Code
Number\*[**\_\_\_\_\_\_\_\_\_\_N/A\_\_\_\_\_\_\_\_\_**]{.underline}

Telephone [( **859** ) **331-6333**]{.underline} Fax [( **859**)
**331-8615**]{.underline}

Web site
[**www.villamadonna.net\_**\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
E-mail **[dbrigger@villamadonna.net]{.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 **[Dr. Lawrence
Bowman\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

District Name **[Diocese of
Covington\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**Tel. [( **859)
392-1530\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**]{.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 **[Miss Monica
Ginney\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

6.  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
    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.**

**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\. **[\_\_\_5\_\_\_]{.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**                                                        **7**       18        27          **45**

  **K**       13        12                     **25**             **8**       9         26          **35**

  **1**       15        25                     **40**             **9**                             

  **2**       22        16                     **38**    **23**                                     

  **3**       17        23                     **40**             **11**                            

  **4**       18        20                     **38**             **12**                            

  **5**       14        18                     **32**             **Other**                         

  **6**       18        22                     **40**                                               

                                    **TOTAL                                                         **333**
                                    STUDENTS                                                        
                                    IN THE                                                          
                                    APPLYING                                                        
                                    SCHOOL →**                                                      
  ----------- --------- ----------- ---------- --------- -------- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [92]{.underline} % White

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

[3]{.underline} % Hispanic or Latino

[4]{.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:
[4.3]{.underline} %

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

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

  **(2)**                   Number of students who      11
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    14
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 322
                            the school as of October 1  

  **(5)**                   Total transferred students  .043
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           4.3%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

[0]{.underline} Total Number Limited English Proficient

Number of languages represented: [0%]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [\<1%]{.underline}

Total number students who qualify: [1]{.underline}

10\. Students receiving special education services: [4]{.underline} %

[16]{.underline} Total Number of Students Served

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

\_\_\_\_Deafness [7]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [5]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [3]{.underline} Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [1]{.underline} Multiple Disabilities

11. Number of Staff:

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

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

Classroom teachers [19]{.underline} [1]{.underline}

Special resource teachers/specialists [8]{.underline} [5]{.underline}

Paraprofessionals [2]{.underline}

> Support staff [1]{.underline} \_\_\_\_\_\_\_\_\_
>
> Total number [31]{.underline} [6]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [17:1]{.underline}

13\. Attendance Patterns:

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

  Daily student attendance   97%         96%         96%         96%         96%

  Daily teacher attendance   97%         96.5%       98%         98%         97%

  Teacher turnover rate      1.0%        2.0%        0.17%       0.2%        0.18%

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

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

**PART III -- SUMMARY**

Villa Madonna Academy Elementary and Junior High School is a private,
Catholic school for kindergarten through eighth grade located in Villa
Hills, Kentucky. The school is situated on a campus across from
Cincinnati, Ohio overlooking the Ohio River. Sponsored by the
Benedictine Sisters of St. Walburg Monastery, the school is one of 30
elementary schools in the Diocese of Covington School System. The
philosophy of Villa Madonna Academy is rooted in the history and charism
of the Benedictine Sisters of St. Walburg Monastery.

The 234-acre campus provides a peaceful setting for St. Walburg
Monastery, Villa Madonna Academy (includes Villa Madonna Academy High
School), Villa Madonna Early Learning Center, Villa Hills Day Care and
Madonna Manor, a senior citizen community. The oldest ministry on the
property is Villa Madonna Academy, which began as a boarding and day
school for girls in 1904. The present building was erected in 1958 for a
growing high school enrollment. In 1979, the boarding school was closed.
The school continues to operate as a co-ed elementary school for
kindergarten through eighth grade and a co-ed college preparatory high
school.

The mission of Villa Madonna Academy is to educate students in grades
K-12 for full Christian participation in 21^st^ century life. Villa
Madonna Academy is committed to forming students who seek God in the
Benedictine tradition of reverence and peace, scholarship, service and
community. Villa Madonna Academy's philosophy is to prepare students for
an active, God-centered life as responsible, effective members of
society. Villa Madonna Academy, therefore, offers academic programs
designed to foster the development of persons of integrity who use their
gifts to participate in and serve the communities of the world. Members
of the Villa family work collaboratively to meet student needs through
appropriate learning and teaching methods.

Villa Madonna Academy Elementary School enjoys a reputation as a premier
elementary school in Northern Kentucky. Many factors contribute to this
reputation and to the success of the school. The small class sizes allow
all teachers to know all of their students and their families well.
Villa families are actively involved in the school. Nearly 90% of the
families volunteer in some way each school year. These strong
connections between teachers and students, school and home, and school
and community -along with a 100-year tradition of Benedictine and
academic excellence - create an intimate family-like atmosphere at Villa
Madonna Academy.

The success of Villa Madonna Academy can be directly contributed to the
strong Benedictine influence, to the family-like atmosphere and to the
dedicated and professional staff. Each member of the faculty is expected
to be certified in the areas they teach. Teachers strive to use best
practices in instruction and assessment. Since 2003 teachers have
participated in school-wide professional development that is helping
them to build their instructional repertoire, use best practices, and
differentiate instruction. The teachers and staff collaborate with one
another to create a learning atmosphere that is challenging and
stimulating. Villa Madonna teachers commit themselves to serving the
students through numerous co-curricular activities and school-wide
committees.

The 2005-2006 school year was the first year that Villa had an all-day
kindergarten program. Thirty students in two classes were added to the
school in 2005. In addition, there was a 15% increase in enrollment
creating waiting lists for several grades. Since 2002 the enrollment has
increased more than 20%. The teachers, administration, students, parents
and community are committed to continuing the 100 year tradition of
excellence.

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

**1. Assessment Results:** In 2002 Villa Madonna Academy Elementary
School, along with all of the elementary schools in the Diocese of
Covington, began administering the Terra Nova Test second edition.
Traditionally students in grades 1, 3, 5 and 7 take the Terra Nova Test
during a two-week time span in March or April of each school year. In
2003 the sixth grade students began taking the Terra Nova. No students
are excluded from taking any portion of the test.

The reading portion of the Terra Nova Test includes reading
comprehension, vocabulary and a composite reading score. The math
portion of the test includes math computation, math application and a
math composite score. Scores are reported as national percentiles. Villa
students consistently score in the upper 50% or the top two quarters in
all subject areas. Rarely do the students of any grade level score in
the lower 50%. Additionally the students consistently score above their
anticipated scores. Anticipated scores are based on the results of the
InView section of the Terra Nova Test, which tests students' cognitive
ability.

Specifically, in grades 3, 5, and 7, Villa students have scored
consistently in the top quarter of the nation on the last five testing
dates in reading composite. Sixth grade Villa students scored in the top
quarter or third of the nation in reading composite on the last four
testing dates. These were the only four years that they were
administered the Terra Nova Test.

With respect to math composites, Villa students in grades 5 and 7 have
scored in the top quarter of the nation on the last five testing dates.
The sixth grade students had a minor decline from 78 percentile in 2003
to 73 percentile on the 2004 testing. In 2005, the scores increased to
81 percentile. In 2006, the sixth grade math scores remained in the top
quarter of the nation. Third grade students scored 84 percentile in math
composite in 2002 and then the percentiles declined to 66 percentile and
53 percentile in 2003 and 2004, respectively. In 2005, the third grade
composite math scores went up to 85 percentile. In 2006, their math
scores remained in the top quarter of the nation. This occurred after
teachers and administrators made curricular changes to align the course
of study for third grade math with the Terra Nova Math Test content. The
adoption of the [Math Trailblazers]{.underline} series also aided in
increasing scores.

Villa Madonna Academy is proud of student test results. However, the
faculty continually strives to improve the scores through instruction
and curriculum development. The test results indicate that students are
exposed to strong overall curriculum and outstanding instructional
methods. Strong standards-based curriculum, best practices in
instruction, differentiated methods, committed families, successful
students, and high test scores are all indicators of Villa's success.
Information on the Terra Nova Test can be viewed at
[www.ctb.com](http://www.ctb.com/).

**2. Using Assessment Results:** In 2002-2003 and 2003-2004, the primary
students' math scores were lower than expected. Therefore the teachers
in all grade levels engaged in a math curriculum revision process.
Primary teachers made curricular changes so the content being taught
would reflect the material tested on the Terra Nova. A new math program
was implemented gradually from 2004 to 2006. Students are exposed to
hands-on mathematics experiences, problem solving, critical thinking,
and application and analysis of mathematical functions.

Because Villa students exceed expectations on Terra Nova Tests, Villa
has implemented differentiated instruction strategies to challenge
students. Professional development is continually provided to the
teachers in this area. The elementary school is also uniquely housed
within the same building as Villa Madonna Academy High School. The
administration and faculties work collaboratively to learn from one
another and to develop a challenging curriculum for students in
kindergarten through 12^th^ grade.

Individual students who do not meet academic expectations on Terra Nova
tests are able to take advantage of the services of an educational
specialist. The resource teacher utilizes "pullout" instruction and
in-class strategies to assist these students. The specialist also works
with teachers providing instructional techniques that can be used to
make available accommodations for all students as well as these
students' learning needs.

While the standardized test scores are significant indicators of
success, they are not the only means by which student achievement is
measured. Teachers determine students' learning needs and adjust
instruction and assessment based on their observation, tests, quizzes,
student projects, writing and math journals, and writing portfolios.
These methods of assessment, along with standardized test results, are
used to help determine the strengths and weaknesses of current
instructional practices.

**3. Communicating Assessment Results:** Villa Madonna Academy is
strongly committed to the belief that students, teachers and parents
working together in a united effort provide the strongest support for
student performance. Parents receive quarterly report cards as well as
mid-quarter progress reports. Grades are stored and generated readily
through a computer program making the student's progress easily
available to administration and teachers. Parent-teacher-student
conferences are held following the first grading period. As a conduit
for communication, teachers frequently utilize phone calls, email,
personal notes or additional conferences as needed. Teacher websites are
updated weekly and contain essential information about classroom
activities and coursework.

Parents receive detailed reports of their children's performance on the
standardized Terra Nova Test. Included with the results is a detailed
explanation of the scores and the group score comparison with the
diocesan and national group norms. Parents are given the opportunity to
discuss the results with the principal and/or counselor. In addition,
test results on the Terra Nova Test and the Duke Talent Identification
Program are included in newsletters to the Board of Directors, Parents'
Club and Alumni News. Students' academic accomplishments are frequently
featured in *The Kentucky/Cincinnati Enquirer* and *The
Kentucky/Cincinnati Post*, as well as various community papers.

**4. Sharing Success:** Villa Madonna Academy Elementary and Junior High
School is always striving for excellence. As a member of a larger
community of schools within the Diocese of Covington, the
administration, faculty and staff share their knowledge and experience
with other schools in the diocese. The school is a member of The
Southern Association of Colleges and Schools, now known as AdvanceEd, as
well as The Kentucky Non-Public School Commission. The principal and
faculty have served on site visit teams for each of the accreditation
associations. Last year, two faculty members presented at the Kentucky
Council of Teachers of English/Language Arts (KCTE/LA) spring meeting.
They will be presenting again at the 2007 KCTE/LA meeting. Another
member of the faculty participated on a national panel that is
establishing standards for elementary foreign language assessment. Villa
has two native- speaking foreign language teachers, one of whom is a
Fulbright Scholar from Bogotá, Colombia. This is part of an exchange
with Colegia Mayor de Nuestra Señora del Rosario, where a Villa faculty
member --also a Fulbright Scholar- is teaching English during the
current school year. As a result of the principal's summer exchange
visit to France, two teachers have developed email/blogs and written
exchanges between teachers and students in France. Additionally, several
teachers have collaborated with area teachers in revising and upgrading
diocesan curriculum guidelines. The principal is the president of the
Diocesan Association for Elementary School Administrators. Each of these
activities helps administration and faculty network with other schools
and share experiences and knowledge with other professionals.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** The students enrolled in Villa Madonna Academy
Elementary and Junior High School study a well-rounded standards-based
curriculum that is age and stage appropriate. The curriculum for all
students from kindergarten through eighth grade includes: reading,
writing, grammar, math, science, social studies, religion, foreign
language, computer, art, physical education and health and music.
Students in grades 7 and 8 take either chorus or band for their music
choice. Each area of the curriculum meets or exceeds the diocesan
guidelines and is aligned with national standards.

The reading/language arts and writing curriculum are aligned with the
national standards presented by NCTE and IRA. The instruction is
designed to help students build phonemic awareness, sound -- symbol
recognition, reading comprehension, fluency, writing competency and
proficiency. The curriculum challenges students to apply skills in
authentic ways, such as writing portfolios, literature circles, reading
and writing workshops as well as peer and self assessment.

The math curriculum has been extensively researched and the newly
adopted curriculum reflects the national standards established by NCTM.
The math curriculum includes instruction that is designed to help
students build computational skills, deepen conceptual understanding,
develop mathematical reasoning and problem-solving abilities, and
demonstrate understanding in a variety of assessment forms. Students
engage in a variety of authentic activities that foster critical
thinking, integrate math with science and literature, and provide
authentic assessment and application of math concepts and skills.

The religion curriculum includes the study of the Catholic Church and
all of its traditions and rituals, as well as the study of Benedictine
values, history and traditions. Additionally, students attend weekly
liturgies. A Benedictine sister visits each classroom on a monthly basis
teaching Benedictine traditions, values and history.

The science curriculum challenges students to think critically about
life science, physical science, conservation and space. Students are
engaged in authentic and hands-on tasks that integrate math and language
arts.

The social studies curriculum gives students the opportunity to learn
about themselves, their communities, local, national and world history,
and geography through a variety of learning experiences that encourage
students to think critically. The History Alive social studies
curriculum was adopted for grades 4, 5 and 6 in 2005-2006 with great
success.

Students in kindergarten through eighth grade attend one computer class
per week. The technology curriculum, which is fully integrated with the
core curriculum, prepares students to use a variety of technology tools
and applications.

The foreign language curriculum, written in alignment with the high
school foreign language curriculum, provides instruction for every
student in kindergarten through eighth grade throughout the year.
Kindergarten students are introduced to both French and Spanish.
Students in grades 1 through 7 may choose to study French or Spanish.
Three foreign language teachers teach all grades. Accelerated Seventh
and Eighth grade students choose French I, Spanish I or Latin I.

Students in kindergarten through eighth grade have one art class each
week taught by two outstanding art teachers, each with a Masters degree
in art. The study of art includes the study of line, shape, form, color
and composition. Art history and appreciation are also part of the
curriculum. Students often produce art in conjunction with another
subject area.

**2. Reading:** In keeping with the philosophy of differentiated
instruction and the belief that strong readers are grounded in phonemic
awareness, phonics, vocabulary, fluency and comprehension, Villa Madonna
Academy has adopted a reading curriculum that is aligned with the
national standards set forth by NCTE and IRA. No single method of
instruction is emphasized, rather phonics instruction, literature-based
instruction and whole language instruction are provided in a balanced
approach to teaching reading. Students learn to read and develop their
reading skills through teacher and student selected trade books and
picture books combined with activities that teach and reinforce
fundamental reading skills. Basal readers and literature series are not
used as primary texts. The five components of reading, phonemic
awareness, phonics, vocabulary, fluency and comprehension, are taught in
kindergarten through sixth grade through the use of trade books combined
with activities that are in alignment with best practices and capitalize
on the strengths and interests of the individual students.

During the past three years teachers have been upgrading the reading and
writing curriculum in order to provide instruction in these grades that
further develops critical reading skills through reading of various
novels, pieces of literature, and non-fiction materials. This exposes
the students to a variety of genres that provide opportunities for the
development of comprehension, vocabulary, spelling, critical thinking
and the opportunity to study literary elements.

Reading achievement is measured by level of comprehension, fluency, the
ability to decode unfamiliar text, use of vocabulary found in the text
and application of reading strategies to a variety of texts. Assessment
results are used to generate further instruction and guide in the
selection of text for the individual student. An instructional
specialist is available to assist those students who need intervention
in reading instruction. This instruction takes place either as pull-out
or collaborative model, dependent on the needs of the student.

**3. Additional Curriculum Area:** The math curriculum prepares all
students to effectively apply acquired math knowledge and skills in an
ever-changing society. It affords the students the skills and
operational development beginning with simple number recognition through
advanced algebra courses. Students at every level are able to be
challenged through instruction that builds computational skills, deepens
conceptual understanding, develops mathematical reasoning, develops
problem-solving abilities and allows students to demonstrate
understanding through a variety of assessment forms. Seventh and eighth
grade students may test into an accelerated program that includes high
school level Algebra I, Algebra II and Geometry. This spiral curriculum
uses manipulatives, grouping games, projects and real-life vocabulary.

In 2004-2005, two new math series were adopted -- Kendall Hunt's
[Trailblazer]{.underline} series is being used in kindergarten through
fifth grade. McDougall Littel's [Math Thematics]{.underline} is being
used in grades 6, 7 and 8. While these texts are the primary sources of
instruction, they are not the sole source for instruction nor is the
series the sole basis for the math curriculum. The two new series, both
recommended by National Council Teachers of Math, are aligned with the
national standards. They were selected because the instruction is
carefully scaffolded, providing authentic lessons and assessments that
incorporate problem-solving, computation, critical thinking and
conceptual understanding. The series also promotes integration of
science and language arts with math, thus supporting recent research
conducted by TIMS -- Teaching Integrated Math and Science.

**4. Instructional Methods:** The faculty at Villa Madonna Academy
believes that every child can become a successful learner.  Learning
styles are supported through the use of differentiated instruction. 
This instruction incorporates a variety of techniques including
kinesthetic, auditory and visual. Instruction is planned in an effort to
address multiple intelligences with the intent to teach to the strengths
of each student.  Students who struggle academically receive
supplemental instruction from an educational specialist as well as
accommodations within the classroom.  Students with diagnosed learning
disabilities have written Individual Learning Plans.  Differentiated
instruction and multi-aged grouping provide enriching opportunities for
those students who go beyond the scope of the basic lesson.

 

Methods of instruction include, but are not limited to: learning
centers, fluid ability grouping, literature circles, writing workshops,
science labs, student-directed activities, direct instruction and
methods of questioning that encourage and foster critical thinking. The
kinesthetic approach is manifested by teacher-designed learning centers
through all grade levels.  Daily lesson plans often include
manipulatives and hands-on techniques that enrich enrich the
understanding of concepts taught.  Science labs encourage students to
work together and learn from each other. 

Teachers capably integrate technology into the curriculum. Web-based
learning techniques are used to gather information, reinforce learning
and extend the classroom walls to the world. CDs, video and audio tapes,
overhead projectors, charts and graphs, also lend themselves to the
varied and balanced instructional methods that teachers fully integrate
into their subject areas.

 

Teachers effectively integrate art, music and drama into the curriculum
to provide continuity between subject matter and the arts. While
instruction is not individualized, it is tailored to the high
expectations of the learning community as well as to the academic
strengths and abilities of the students.

**5. Professional Development:** The faculty of Villa Madonna Academy
participates in regular professional development that supports the
strategic plan as well as the mission and vision of the school.
Professional development is a key component in enabling teachers to
bring new and innovative ideas to the students in a vibrant learning
environment. Monthly faculty meetings, workshops, conferences and weekly
collaborative planning meetings, as well as membership in professional
associations, provide opportunities for the staff to participate in
professional development.

Workshops on differentiated instruction, provided by experienced
teaching professional, Patti Kessler, as well as Northeast Foundation's
presentation on Responsive Classroom, have been recurring themes
presented during faculty meetings. Consultants are made available to aid
in the transition of those disciplines into the classroom. Professional
development is provided as requested. Faculty members have taken
advantage of regional conferences offered by the Ohio Catholic Education
Association and Kentucky Reading Association. Most recently, members
have also attended Cinsam, Kentucky standards- based math workshop, as
well as math and science workshops sponsored by Northern Kentucky
University. Members of the faculty, as well as local area teachers, are
presenting sessions to our faculty on targeted topics. Villa Madonna
Academy is a member of The National Council Teachers of Math, The
National Council Teachers of English, International Reading Association,
and the Association for Supervision and Curriculum Development.

The availability of professional development and the professional
dedication of the educators have resulted in standardized scores that
remain consistently high. The students are being challenged to think
critically in more authentic ways. Students are writing more, reading
more effectively, learning math through a variety of methods, making
choices about their learning and assessing their own progress. Teachers
are executing more student-centered and student-directed activities.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): **[Southern Association of Schools
    and Colleges; Non-Public School
    Accreditation\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

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

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

[\$4790]{.underline} [\$5340]{.underline} [\$5340]{.underline}
[\$5340]{.underline} [\$5340]{.underline} [\$5340]{.underline}

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

[\$5340]{.underline}\_ [\$5340]{.underline} \$[5340]{.underline}

6^th^ 7^th^ 8^th^

4.  What is the educational cost per student? \$[6300]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$[1000]{.underline}

6.  What percentage of the annual budget is devoted to [2]{.underline} %

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [12]{.underline} %

**Villa Madonna Academy Assessments**

**[Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 3

**Test:** Terra Nova

Edition/Publication Year: **2^nd^ Edition/ 1992**

Publisher: **CTB/McGraw-Hill**

Scores are reported here as (check one):

**NCEs**\_\_

**Scaled scores**\_\_

**Percentiles** [X]{.underline}

+--------------------------------+------+------+------+------+------+
|                                | *    | *    | *    | *    | *    |
|                                | *200 | *200 | *200 | *200 | *200 |
|                                | 5-20 | 4-20 | 3-20 | 2-20 | 1-20 |
|                                | 06** | 05** | 04** | 03** | 02** |
+--------------------------------+------+------+------+------+------+
| > Testing month                | A    | A    | A    | A    | M    |
|                                | pril | pril | pril | pril | arch |
+--------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 78   | 85   | 53   | 66   | 84   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 35   | 28   | 29   | 29   | 25   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 100  | 100  | 100  | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| >                              |      |      |      |      |      |
| 1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| >                              |      |      |      |      |      |
| 2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| >                              |      |      |      |      |      |
| 3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| >                              |      |      |      |      |      |
| 4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

Villa Madonna Academy Assessments

**[Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 3

**Test:** Terra Nova

Edition/Publication Year: **2^nd^ Edition/ 1992**

Publisher: **CTB/McGraw-Hill**

Scores are reported here as (check one):

**NCEs**\_\_

**Scaled scores**\_\_

**Percentiles** [X]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | *    | *    | *    | *    | *    |
|                                 | *200 | *200 | *200 | *200 | *200 |
|                                 | 5-20 | 4-20 | 3-20 | 2-20 | 1-20 |
|                                 | 06** | 05** | 04** | 03** | 02** |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | M    |
|                                 | pril | pril | pril | pril | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 82   | 77   | 75   | 78   | 77   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 35   | 28   | 29   | 29   | 25   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

Villa Madonna Academy Assessments

**[Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 5

**Test:** Terra Nova

Edition/Publication Year: **2^nd^ Edition/ 1992**

Publisher: **CTB/McGraw-Hill**

Scores are reported here as (check one):

**NCEs**\_\_

**Scaled scores**\_\_

**Percentiles** [X]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | *    | *    | *    | *    | *    |
|                                 | *200 | *200 | *200 | *200 | *200 |
|                                 | 5-20 | 4-20 | 3-20 | 2-20 | 1-20 |
|                                 | 06** | 05** | 04** | 03** | 02** |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | M    |
|                                 | pril | pril | pril | pril | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 78   | 78   | 83   | 76   | 81   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 38   | 32   | 24   | 29   | 48   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**Villa Madonna Academy Assessments**

**[Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 5

**Test:** Terra Nova

Edition/Publication Year: **2^nd^ Edition/ 1992**

Publisher: **CTB/McGraw-Hill**

Scores are reported here as (check one):

**NCEs**\_\_

**Scaled scores**\_\_

**Percentiles** [X]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | *    | *    | *    | *    | *    |
|                                 | *200 | *200 | *200 | *200 | *200 |
|                                 | 5-20 | 4-20 | 3-20 | 2-20 | 1-20 |
|                                 | 06** | 05** | 04** | 03** | 02** |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | M    |
|                                 | pril | pril | pril | pril | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 80   | 82   | 91   | 88   | 87   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 38   | 32   | 24   | 29   | 48   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 2\*  | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 5    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> *\*In accordance with student ILPs, unlimited time was allotted to two
> students for test taking. These students were also allowed to take the
> test in isolation, rather than in a classroom setting.*

**Villa Madonna Academy Assessments**

**[Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 6

**Test:** Terra Nova

Edition/Publication Year: **2^nd^ Edition/ 1992**

Publisher: **CTB/McGraw-Hill**

Scores are reported here as (check one):

**NCEs**\_\_

**Scaled scores**\_\_

**Percentiles** [X]{.underline}

+----------------------------------+--------+--------+--------+--------+
|                                  | *      | *      | *      | *      |
|                                  | *2005- | *2004- | *2003- | *2002- |
|                                  | 2006** | 2005** | 2004** | 2003** |
+----------------------------------+--------+--------+--------+--------+
| > Testing month                  | April  | April  | April  | April  |
+----------------------------------+--------+--------+--------+--------+
| > **SCHOOL SCORES**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Total Score                    | 77     | 81     | 73     | 78     |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      | 41     | 28     | 29     | 42     |
+----------------------------------+--------+--------+--------+--------+
| > Percent of total students      | 100    | 100    | 100    | 100    |
| > tested                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students             | 0      | 0      | 0      | 0      |
| > alternatively assessed         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Percent of students            | 0      | 0      | 0      | 0      |
| > alternatively assessed         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > SUBGROUP SCORES                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify |        |        |        |        |
| > subgroup)                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify |        |        |        |        |
| > subgroup)                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify |        |        |        |        |
| > subgroup)                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify |        |        |        |        |
| > subgroup)                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+

**Villa Madonna Academy Assessments**

**[Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 6

**Test:** Terra Nova

Edition/Publication Year: **2^nd^ Edition/ 1992**

Publisher: **CTB/McGraw-Hill**

Scores are reported here as (check one):

**NCEs**\_\_

**Scaled scores**\_\_

**Percentiles** [X]{.underline}

+----------------------------------+--------+--------+--------+--------+
|                                  | *      | *      | *      | *      |
|                                  | *2005- | *2004- | *2003- | *2002- |
|                                  | 2006** | 2005** | 2004** | 2003** |
+----------------------------------+--------+--------+--------+--------+
| > Testing month                  | April  | April  | April  | April  |
+----------------------------------+--------+--------+--------+--------+
| > **SCHOOL SCORES**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Total Score                    | 78     | 84     | 80     | 80     |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      | 41     | 28     | 29     | 42     |
+----------------------------------+--------+--------+--------+--------+
| > Percent of total students      | 100    | 100    | 100    | 100    |
| > tested                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students             | 0      | 0      | 0      | 0      |
| > alternatively assessed         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Percent of students            | 0      | 0      | 0      | 0      |
| > alternatively assessed         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > SUBGROUP SCORES                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify |        |        |        |        |
| > subgroup)                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify |        |        |        |        |
| > subgroup)                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify |        |        |        |        |
| > subgroup)                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify |        |        |        |        |
| > subgroup)                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > Number of students tested      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+

Villa Madonna Academy Assessments

**[Referenced Against National Norms]{.underline}**

**Subject:** Math

**Grade:** 7

**Test:** Terra Nova

Edition/Publication Year: **2^nd^ Edition/ 1992**

Publisher: **CTB/McGraw-Hill**

Scores are reported here as (check one):

**NCEs**\_\_

**Scaled scores**\_\_

**Percentiles** [X]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | *    | *    | *    | *    | *    |
|                                 | *200 | *200 | *200 | *200 | *200 |
|                                 | 5-20 | 4-20 | 3-20 | 2-20 | 1-20 |
|                                 | 06** | 05** | 04** | 03** | 02** |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | M    |
|                                 | pril | pril | pril | pril | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 88   | 85   | 83   | 89   | 85   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 34   | 43   | 31   | 32   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 2\*  | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 5    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

\*In accordance with student ILPs, unlimited time was allotted to two
students for test taking. These students were also allowed to take the
test in isolation, rather than in a classroom setting.

**Villa Madonna Academy Assessments**

**[Referenced Against National Norms]{.underline}**

**Subject:** Reading

**Grade:** 7

**Test:** Terra Nova

Edition/Publication Year: **2^nd^ Edition/ 1992**

Publisher: **CTB/McGraw-Hill**

Scores are reported here as (check one):

**NCEs**\_\_

**Scaled scores**\_\_

**Percentiles** [X]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | *    | *    | *    | *    | *    |
|                                 | *200 | *200 | *200 | *200 | *200 |
|                                 | 5-20 | 4-20 | 3-20 | 2-20 | 1-20 |
|                                 | 06** | 05** | 04** | 03** | 02** |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | M    |
|                                 | pril | pril | pril | pril | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 92   | 90   | 83   | 84   | 84   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 34   | 43   | 31   | 32   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 1\*  | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 2    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

*\*In accordance with a student ILP, unlimited time was allotted to one
student for test taking. The student was also allowed to take the test
in isolation, rather than in a classroom setting.*