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

*U.S. Department of Education*

**Cover Sheet** Type of School: Elementary

Name of Principal: Dr. Grace Viere

Official School Name: Charlottesville Catholic School

School Mailing Address: 1205 Pen Park Road

Charlottesville, VA 22901-3111

County: Albemarle School Code: N/A Telephone: (434) 964-0400 Fax: (434)
964-1373

Website/URL: [www.cvillecatholic.org](http://www.cvillecatholic.org/)
E-mail: gviere@cvillecatholic.org

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: Ms. Diane Bialkowski

District Name: Diocese of Richmond Tel.: (804) 359-5661

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: [N/A]{.underline}

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.

[N/A]{.underline} Date [N/A]{.underline}

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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 of Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [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
>
> \[ \] Suburban
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3]{.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**    3         8                      **11**       **7**       8         12          20

  **K**       13        18                     **31**       **8**       5         13          18

  **1**       16        19                     **35**       **9**                             

  **2**       18        25                     **43**       **10**                            

  **3**       18        23                     **41**       **11**                            

  **4**       13        24                     **37**       **12**                            

  **5**       16        13                     **29**       **Other**                         

  **6**       23        11                     34                                             

                                    **TOTAL                                                   299
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 94% White

the students in the school: 1% Black or African American

1% Hispanic or Latino

4% Asian/Pacific Islander

0% 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:
[1%]{.underline}

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

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

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

  **(3)**                   Subtotal of all transferred 4
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 299
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided \> 1
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [1]{.underline}

Specify languages: [English]{.underline}

9\. Students eligible for free/reduced-priced meals: [N/A]{.underline}

Total number students who qualify: [N/A]{.underline}

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

10\. Students receiving special education services: [3%]{.underline}

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

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

[1]{.underline} Autism Orthopedic Impairment

Deafness [4]{.underline} Other Health Impaired

Deaf-Blindness [6]{.underline} 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} [1]{.underline}

Classroom teachers [20]{.underline}

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

Paraprofessionals [2]{.underline} [1]{.underline}

> Support staff [4]{.underline} [1]{.underline}
>
> Total number [28]{.underline} [3]{.underline}

12\. Average school student-"classroom teacher" ratio:
[15:1]{.underline}

13\.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  97%         98%         98%         97%         98%

  Daily teacher attendance  98%         96%         98%         97%         97%

  Teacher turnover rate     90%         95%         94%         100%        75%

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

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III- SUMMARY**

Located in the foothills of the Blue Ridge Mountains in Charlottesville
Virginia, Charlottesville Catholic School reflects the surrounding
area\'s emphasis on history, tradition, and appreciation for education.
CCS, a regional Catholic school affiliated with the Diocese of Richmond,
challenges individuals to grow in knowledge, character and spirituality.
Faith and knowledge encompass the mission upon which CCS was established
and continue to be key facets of the daily educational experience.

The vision for CCS began with three mothers in the Charlottesville
community who wanted a Catholic school that would provide an excellent
education in a faith-filled, nurturing environment for their children.
The school opened in the basement of a synagogue in the fall of 1996
with 32 students in kindergarten through second grade. Rapid growth and
remarkable success were hallmarks of its first few years. In October of
1999, a ground-breaking ceremony was held at the school\'s permanent
location. The school came to fruition just three years after its
conception, demonstrating the faith the diocese, community, and families
had in the founders' vision.

Through this vision, Charlottesville Catholic School\'s mission
statement was crafted. It states, "The Charlottesville Catholic School
provides a safe, caring, and creative education community. Rooted in the
Gospel of Jesus Christ and the Traditions of the Catholic Church, the
school challenges the whole person to develop his/her God-given gifts."

CCS currently is an institution of faith and education for approximately
300 students from pre-kindergarten through eighth grade. Students hail
from the city of Charlottesville and Albemarle County, as well as five
neighboring counties. Though predominantly Catholic, families of other
religious backgrounds comprise the student body. CCS families all have
one thing in common: they choose to send their children to CCS because
they believe in the school, the teachers, and the education their
children receive.

The teachers, like the families, support CCS \'s mission. The diverse
educational and professional backgrounds of the faculty contribute to
providing an excellent learning experience. Faculty members provide
enrichment for students through co-curricular activities such as student
council, athletics, music, drama, and the National Junior Honor Society.
Demonstrating a commitment to the school\'s mission, many teachers
choose to enroll their children at CCS.

Charlottesville Catholic School envisions expanding its program to
include a high school and to continue increasing the student body and
faculty. Coupled with the current academic success and rigorous course
of study, this will enable CCS to prepare students for their future
endeavors.

The mission of CCS is to provide a superior education rooted in the
Gospel and Traditions of the Catholic Church. Educational experiences
extend beyond academics, and students develop their character through
learning responsibility, honesty, and integrity. The teachings of the
Catholic Church provide the moral framework of the education that is
provided at CCS. Faith and knowledge built CCS and continue to define it
as a leader in education.

**PART IV- INDICATORS OF ACADEMIC SUCCESS**

**An Analysis of Charlottesville Catholic School's Standardized Test
Results**

1\. At Charlottesville Catholic School, the Terra Nova Standardized
Assessment, a nationally norm-referenced test, is administered annually
to grades one, three, five, and seven. The test measures both student
aptitude and achievement. A comparison of these two scores provide a
more detailed picture of students' ability and performance. Results of
the assessment are shared with parents through the \"Home Report\" which
uses bar graphs to illustrate the student\'s standing on a national
percentile scale. The test provides information about the student\'s
level of mastery ranging from none to partial to complete, and his/her
performance in comparison to the range of moderate mastery. To enhance
this information, a cover letter is sent to help parents understand more
clearly how to interpret the results.

During the past three years, students at CCS in grades three, five, and
seven have consistently scored above the 90th percentile nationally on
the Terra Nova. In 2004, for example, third grade students attained a
mean score of 74% in reading. Fifth graders scored in the 71^st^
percentile, and seventh graders attained scores in the 76th percentile.
Similarly, in math, the school\'s third grade mean score was 75%, fifth
grade students scored in the 65^th^ percentile, while seventh grade
students scored in the 65^th^ percentile.

Within the Diocese of Richmond, Charlottesville Catholic School students
have also shown impressive performance. In the past three years, scores
in both reading and math have consistently ranked above the diocesan
mean percentiles. The staff and administration are particularly proud of
these results, given that the school has only been in existence for 8
years, while the majority of schools in the diocese have a long-standing
history.

A comparative analysis of Terra Nova scores within the school over the
past three years reveals that the school's performance has been
relatively even, with mean percentile scores consistently in the top ten
percent of the national scores. In the fifth and seventh grades, reading
scores have steadily increased. These results indicate that the school's
language arts program is successful in accomplishing its goal of
producing strong readers and writers. Scores in math decreased slightly
in the fifth and seventh grades. One possible explanation for this
decline is that as the school population increases, students with a
wider range of abilities take the test. Neither the changes higher nor
lower were significant, however.

Charlottesville Catholic School draws its students from a broad
geographic area surrounding Charlottesville ranging from rural to
suburban. With a few exceptions, the majority of students come from
middle to upper middle income families in which a high value is placed
on education. The number of students with identified disabilities is
less than 4 percent.

**How the School Utilizes Its Assessment Data**

2\. Each spring, results of Terra Nova testing are reviewed by classroom
teachers as well as administration. The overall strengths and weaknesses
in the specific skills of reading and math are identified at each grade
level. By analyzing trends, teachers specify target areas for
improvement the following year and adjust the focus of their instruction
accordingly. Similarly, administrators review the information to
determine adjustments that may be needed in the curriculum, topics for
teacher in-service, and areas that may need monitoring. Scores of
individual students are also reviewed. Students who have obtained low
scores in particular skills are referred to the resource teacher who
provides remediation, while those with exceptionally high performance
may be recommended for enrichment. In middle school, students who score
in the 97^th^ percentile or above on either the reading or math tests
are invited to participate in the Johns Hopkins Center for Talented
Youth program by taking the SAT.

In addition to standardized testing, teachers use both formative and
summative assessments in the form of checklists, tests, and projects,
throughout each grading period to monitor student progress. At the
beginning of the year, each teacher administers inventory tests in the
areas of reading, math, and language arts to help determine present
levels of performance. Communication regarding student levels of
performance also occurs in the spring when teachers in each grade attend
"bridge meetings" with the grade above and below them to discuss
particular needs of specific students. Finally, incoming students are
given an initial assessment to help determine how their skills align
with their grade peers at CCS. This information coupled with
documentation from the previous school is used to determine placement
and serves as a baseline to measure future progress.

**How the School Communicates Student Performance**

3\. Charlottesville Catholic School excels at communicating student
performance. The parents and the students at CCS benefit from weekly,
monthly, and yearly feedback. The school community receives continuous
feedback on student performance in a variety of ways.

Teachers connect with parents and students in the forms of monthly
Outstanding Outreaches and weekly Friday Folders. The outreach program
includes telephone calls, e-mails, or personal visits from teachers to
CCS families about positive academic, social, or behavioral performances
of students. Families learn about student performance via the Friday
Folder. Friday Folders contain informal performance assessments,
comments on academic, social, and behavioral progress, weekly graded and
non-graded papers, and letters from grade level teachers highlighting
the progress of the class as a whole.

Formal communication occurs throughout the year in various formats.
Mid-quarter progress reports go home in subject areas that need
attention at the primary levels and in every subject area in middle
school. At the end of each quarter, teachers utilize weekly assessments
and mid-quarter reports from the period to compile and send home report
cards. This provides the parents and students with an overall view of
what is being achieved in each subject area.

CCS administers the Terra Nova to students and communicates the scores
to the parents, students, and community. The administration constructs a
letter to families involved in the Terra Nova. The letter includes
directions on how to read student scores and a report of how CCS
students performed as a school community. This letter may be followed up
with individual conferences upon request. Reports of performance on
these assessments are presented to the CCS Home and School Association,
the School Board, and the local radio stations. Members of the community
access the performance of the CCS student body via the CCS website.

CCS teachers and administrative staff are instrumental in the
communication process to parents, students, and the community. They are
available for conferences at any time during the school year. This
complements the faculty standard to respond to parental or student
correspondence within 24 hours. Communication from the administration
and faculty is a part of the daily routine and high standards at CCS.

**How the School Shares Its Successes With Other Schools**

4\. Charlottesville Catholic School shares its successes with other
schools in various ways. Through articles in local newspapers such as
*The Daily Progress*, the school's achievements are shared frequently
within the Charlottesville community. A local television station reports
CCS's successes on morning and evening news programs throughout the
school year.

Charlottesville Catholic School has partnered with The American
Leadership Foundation, a non-profit organization dedicated to instilling
and renewing the values of leadership in all Americans. The
Foundation\'s mission is to inspire and nurture honorable leadership by
promoting vision, courage, perseverance, responsibility, and character.
In conjunction with Charlottesville Catholic School, the foundation has
created the Learning Through Leadership initiative which provides a
Leadership Minute, a daily message aired on local radio stations. Each
message is designed to inspire and guide its listeners by offering
commentary that discusses leadership attributes that can be utilized in
daily life. At the conclusion of each minute, a brief overview of CCS's
successes, such as standardized test scores, are shared. CCS presents
these Leadership Minutes because these same values reside within the
hallways and classrooms of the school. Leadership and character
development are synonymous with Charlottesville Catholic School.

CCS also shares its accomplishments with other Catholic schools within
the Diocese of Richmond. Principals meet quarterly during the school
year to share and exchange information about successful practices and
programs. Administrators and faculty members serve as members of *Design
for Excellence* teams that assist in the re-accreditation process of
private schools throughout Virginia. These opportunities provide the
faculty occasions to share CCS's best practices with other teachers on a
diocesan level. In addition, teachers are awarded stipends or
scholarships to attend professional development workshops where they
have the opportunity to expand their experiences and share their
knowledge.

**PART V- CURRICULUM AND INSTRUCTION**

**Overview of the School's Curriculum**

1\. Charlottesville Catholic School employs a core curriculum that has
as its primary goals the acquisition of both fundamental skills and
higher-level analytical abilities. It provides a framework for a highly
integrated, challenging, and diversified course of study that is
followed in all grades from kindergarten through eighth grade. The
curriculum includes instruction in language arts, mathematics, science,
social studies, and religion. In addition, the curriculum is
supplemented and enhanced by instruction in art, music, technology,
physical education, and library resources. Finally, remedial resources
and gifted resources are available to students to help them strive for
excellence according to their specific needs.

CCS students benefit from frequent cross-grade and grade-level teacher
collaboration which ensures that students receive a consistent,
incremental, and comprehensive education. This collaboration is
implemented effectively in the writing component of the language arts
curriculum, which emphasizes both basic and higher-level skills.
Students begin writing in kindergarten, create fictional stories and
book reports in first grade, and refine their skills in second through
fifth grade by writing across the curriculum using a variety of styles
and voices. Underlying the entire writing program is an emphasis on
grammar, parts of speech, spelling, and punctuation.

The Charlottesville Catholic School curriculum continues this emphasis
on language arts at the middle school level. All students in grades six
through eight receive language arts instruction eight class periods per
week (divided into separate literature and English/writing classes) and
four or five class periods per week in one of several foreign languages.
To supplement and enhance the language arts program, all sixth grade
students are required to take an "Introduction to Foreign Language"
course in which they review structural grammar and syntax, principles of
inflection, and etymology in Graeco-Romance word families. All seventh
grade students are required to take a course in Latin in which they
study principles of Latin grammar and vocabulary, declensions of nouns,
conjugations of verbs, and agreement of modifiers and predicates. All
eighth grade students receive instruction in a foreign language and
choose between Latin and Spanish.

As in the area of language arts, teachers implement the math curriculum
by collaborating not only with their grade-level partners but with
teachers in the grades both above and below the level they teach. The
elementary school curriculum focuses on computational skills,
problem-solving with logic and word problems, algebra, interpreting
graphs and data, and understanding mathematical concepts through
manipulatives. At the middle school level, students in sixth grade are
placed in either a standard or advanced level math; in seventh, in a
standard math or pre-algebra class; and in eighth, in a standard math,
pre-algebra, or algebra class. This differentiation and small class size
(no math section contains more than 15 students) helps students strive
for excellence and attain their maximum potential. Students in the
middle school continue to focus on computational skills, analytical
skills (with the inclusion of self-created word problems), and use of
manipulatives to introduce and reinforce mathematical concepts.

CCS integrates technology into the core curriculum in kindergarten
through eighth grade through the inclusion of technology education in
the primary grades and regular use of laptop computers with wireless
access in the middle school. In the middle school, students create power
point presentations; create and implement spread sheet programs; use the
internet to take virtual tours, access interactive sites to reinforce
mathematical concepts, and view great works of art at galleries around
the world; and have the option of taking a course in which they design,
create and edit a digital video program.

All CCS students receive instruction in art at least once each week. The
art instruction focuses on the communication of ideas and feelings
through visual images and is directly related to the students'
instruction in other core areas. For example, in fourth grade the
students study Virginia history, and this curriculum is enhanced by the
art instruction in which they create three-dimensional paper portraits
and dress in period clothing. In addition, the arts curriculum in the
middle grades supplements both the math and social studies curriculum.
For example, students create geometric shapes and study American artists
while they are studying American history. This cross-curricular
collaboration among the faculty further strengthens students' academic
experience.

**Overview of the School's Reading Curriculum**

2a. Charlottesville Catholic School adopts a comprehensive approach to
teaching reading. Our diocesan curriculum standards and school
curriculum are integrated and focus on oral communication, written
communication, auditory and visual skills, word and language patterns,
strategic thinking with literature, media, and critical thinking and
study skills.

CCS teachers at all levels facilitate background building and prior
knowledge exploration before guiding students through weekly reading
anthologies. Teachers facilitate read-alouds in which teachers introduce
students to weekly concepts through poetry, fables, and other genres.
Classes engage in cognitive development through oral discussions,
impromptu plays, and illustrations that recreate each read-aloud
selection. Once a background is built, shared stories are read by
students with teacher guidance in integrating weekly reading strategies.
These reading strategies, such as making predictions, cause and effect,
and story elements are introduced in the early years of elementary
school and then revisited and built upon in the upper elementary and
middle school grades.

After reading weekly anthologies, teachers meet with students at various
reading levels. Small groups are homogeneously created to offer support
in the weekly reading concept, skills, and vocabulary. During small
group instruction, teachers provide extension activities across the
curriculum that draw upon the concepts and skills presented in the
anthologies. Whether teachers refer to extension activities as
"workshops" or "centers," students apply their reading skills to
science, math, social studies, and religion.

Throughout the week, teachers integrate language patterns, word
patterns, and written communication skills related to the weekly units.
Students manipulate words, sentences, and paragraphs to explore word
patterns such as consonant blends, vowel sounds, and prefixes and
suffixes. Students construct journal entries, letters, essays, stories,
and interviews to make connections to weekly anthologies. Middle school
teachers use classic stories and novels to expand upon the concepts of
communication. They facilitate these processes through mini-lessons,
manipulatives, and student exploration.

CCS provides an integrated approach to reading by building on prior
knowledge taught in previous grades. In addition to exploring weekly
anthologies through reading, discussion, and analysis, teachers offer
weekly study tips and skills to enhance student performance on informal
and formal assessments.

**Overview of the School's Religion Curriculum**

3\. In keeping with the mission statement of Charlottesville Catholic
School, the religion curriculum is essential to both the skills and
knowledge passed on to each child. The word "religion" broken down into
its Latin components, ***re-ligio,*** means \"re-tying\". The religion
curriculum serves to help children tie together all their life
experiences within the context of faith.

At Charlottesville Catholic School, religion is taught not just in
religion class but also across the entire curriculum. Community and
service to others are cornerstones of the Christian faith and both
concepts create a binding force within the school. These shared beliefs,
taught in all classes and experienced by all students regardless of
their religious ideologies, emanate up and down the hallways. It may be
seen in daily prayer offered for those who are hurt or are in need, or
in the students' increased kindness, respectfulness, and acceptance of
all those with whom they come in contact throughout their day.

Children learn to appreciate all that God has created, especially their
God-given gifts as well as the gifts God has given to people around
them. They share their time and talents with animals at the local SPCA
and work with The City of Charlottesville Parks and Recreation
Department to ensure that local environment receives the attention it
deserves. The children visit residents living in nursing homes and bake
pies for the local clergy. This increased awareness of others is
imperative in teaching the children to be caring, responsible citizens
who respect and serve each other throughout the world.

The religion curriculum helps students at Charlottesville Catholic
School make sense of all things that happen in their lives and in the
world. It provides opportunities for teachers and students to discuss
tragedies and sadness through the context of their beliefs. It also
enables them to see the goodness in the world and to be thankful for
those blessings in their lives. At Charlottesville Catholic School the
students are provided with not only the education necessary to be
successful, but also with the values and lessons that are central to
help them grow to be respectful, compassionate individuals. Faith and
education go hand in hand at Charlottesville Catholic School. With both
components, the goal of preparing students for their future is complete.

**Instructional Methods Used at Charlottesville Catholic School**

4\. The Charlottesville Catholic School faculty utilizes a varied
approach in its instructional methods to address the diverse learning
styles of its students. The instructional methods include a myriad of
in-class strategies and use of community resources, including guest
speakers and educational field trips, all of which serve to improve
student learning by imparting information and skills in a variety of
ways.

The teachers at CCS excel at recognizing the uniqueness of students'
learning styles and therefore, a variety of in-class instructional
methods are provided at every grade level. In the lower elementary
grades, much of the instruction involves hands-on activities, including
the use of mathematics manipulatives, scientific experimentation, and
hands-on projects associated with the social studies, language arts, and
science curriculum. In addition, students in the lower elementary grades
are provided with a variety of instructional styles that address the
needs of the visual, auditory, and kinesthetic learners. The
cross-curricular approach at the upper elementary and middle school
level allows students to make the necessary connections among the
various academic disciplines and provides an opportunity to more fully
integrate new skills and knowledge. At the middle school level, the
teachers use a variety of in-class instructional strategies such as
lecture (including a Socratic style), both small-group and whole-class
discussion, hands-on activities, and cross-curricular collaboration.

The in-class instruction is supplemented and enhanced at all grade
levels by a variety of community resources. CCS students benefit from
guest speakers who teach lessons in leadership, bring awareness of third
world issues and concerns, and provide community awareness at the local
level. Lessons are often enhanced by information provided by experts
that work at the University of Virginia including biologists, medical
doctors, physicists, and geologists. Teachers also utilize re-enactors
to bring to life various periods in our nation's history including
participation in the centennial celebration of the Lewis and Clark
expedition.

Charlottesville Catholic School excels at incorporating out-of-classroom
learning opportunities for all of its students. Instruction at CCS is
enhanced by the inclusion of well-planned, age-appropriate, educational
field trips. The students in the lower grades receive instruction by
visiting Monticello, the Jamestown Settlement, the National Zoo, the
Virginia Marine Science Museum, and Poplar Forest. The middle school
curriculum is supplemented with trips to the National Radio Astronomy
Observatory, the Blackfriars Playhouse, the Virginia Capitol, and
numerous Smithsonian museums. Additionally, the fifth through eighth
grades begin each academic year with a field trip to a local physical
fitness camp that provides instruction in meeting personal challenges,
accomplishing physical goals, and fostering team-building skills among
the students. In conjunction with the variety of in-class instructional
methods and guest speakers, these field trips provide a well-rounded and
diverse education for Charlottesville Catholic School students.

**Charlottesville Catholic School's Professional Development Program**

5\. The teachers at Charlottesville Catholic School frequently take part
in professional development opportunities which not only enhance their
skills, but also improve student achievement. Opportunities for
professional development at the diocesan level are provided at least
twice a year. Topics of national interest such as school safety and
differentiated instruction are featured. Teachers also have the
opportunity to meet with grade level colleagues to share ideas and
instructional strategies.

The administration at CCS shares in this Diocesan commitment to
professional development. In recent years, several outstanding seminars
and workshops were arranged for faculty in-services. The National PE
Teacher of the Year presented an in-service on integrating kinesthetic
skills into daily learning and classroom experiences. The resource
teacher facilitated a workshop focusing on alternative teaching
strategies to address the needs of students with learning disabilities
and ADHD. The workshops presented to the faculty consistently respond to
the needs of the students and teachers.

CCS faculty take active roles in utilizing their strengths to help other
teachers. Teachers frequently make presentations on various topics at
faculty meetings, sharing personal strengths and strategies on ways to
accommodate the various learning styles of the students. For example,
two teachers conducted an in-service about effectively using math
manipulatives to enhance math instruction. When the school adopted a new
reading series, teachers collaborated to discuss successful practices
and alternative approaches to using the series. Improvement in the
school's test scores reflect the effectiveness of faculty collaboration.

Along with the teachers and administration, parents assist in providing
opportunities for further professional development. The Home and School
Association (HSA) makes available financial support for teachers to
participate in workshops and conferences at local and national levels.
The HSA also arranges guest speakers of interest to the faculty and
school community. Professional development opportunities exemplify the
school's dedication to excellence for its faculty as well as its
students.

**PART VI- PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): [National Catholic Educational
    Association (NCEA)]{.underline}

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

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

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

[\$4330]{.underline} [\$4330]{.underline} [\$4330]{.underline}
[\$4545]{.underline} [\$4545]{.underline} [\$4545]{.underline}

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

[\$4840]{.underline} [\$4840]{.underline} [\$4840]{.underline}
[N/A]{.underline} [N/A]{.underline} [N/A]{.underline} [N/A]{.underline}

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^ 12^th^

5\. What is the educational cost per student? [\$6171]{.underline}

(School budget divided by enrollment)

6\. What is the average financial aid per student? [\$331]{.underline}

7\. What percentage of the annual budget is devoted to
[5.3%]{.underline}

scholarship assistance and/or tuition reduction?

8\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [18%]{.underline}

**Charlottesville Catholic School**

**Assessment Data**

Terra-Nova

CTB/McGraw-Hill

2002-2003 copyright 2001

2000-2001 copyright 1997

Grade 1

  -------------------------- -------------- -------------- ---------------
  SCHOOL SCORE               April 2002     March 2003     March 2004

  Mathematics                75.8           78.9           75.5

  Reading                    87             76.2           72.8

  Number of students tested  42             40             42

  Number of students         0              0              0
  excluded                                                 

  Percent of students        0              0              0
  excluded                                                 
  -------------------------- -------------- -------------- ---------------

Grade 3

  -------------------------- -------------- -------------- ---------------
  SCHOOL SCORE               April 2002     March 2003     March 2004

  Mathematics                71             75.4           72.6

  Reading                    73             69.5           74

  Number of students tested  42             31             33

  Number of students         0              0              0
  excluded                                                 

  Percent of students        0              0              0
  excluded                                                 
  -------------------------- -------------- -------------- ---------------

Grade 5

  -------------------------- -------------- -------------- ---------------
  SCHOOL SCORE               April 2002     March 2003     March 2004

  Mathematics                66.7           65.4           69.6

  Reading                    74.8           71.7           70.8

  Number of students tested  35             30             37

  Number of students         0              0              0
  excluded                                                 

  Percent of students        0              0              0
  excluded                                                 
  -------------------------- -------------- -------------- ---------------

Grade 7

  -------------------------- -------------- -------------- ---------------
  SCHOOL SCORE               April 2002     March 2003     March 2004

  Mathematics                75.6           64.8           72.8

  Reading                    73.8           76.8           76.2

  Number of students tested  19             16             21

  Number of students         0              0              0
  excluded                                                 

  Percent of students        0              0              0
  excluded                                                 
  -------------------------- -------------- -------------- ---------------

Scores are reported as NCEs

No students were excluded from the test