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

*U.S. Department of Education*

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

Name of Principal [Mrs. Rita A. King]{.underline}

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

Official School Name [Christ the King School]{.underline}

(As it should appear in the official records)

School Mailing Address [412 Cochran Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Lexington \_\_\_\_\_\_\_\_ Kentucky 40502-2314]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 859 ) 266-5641]{.underline} Fax [( 859 ) 266-4547]{.underline}

Website/URL [http://cathedralschool.cdlex.org]{.underline} Email
<rking@ctkschool.cdlex.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)

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

Name of Superintendent [Sr. Bernadette McManigal, B.V.M.]{.underline}

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

District Name [Catholic Diocese of Lexington]{.underline} Tel. [( 859 )
253-1993]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Patty Schuette]{.underline}

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

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [9]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    0         0                      **0**        **7**       24        35          **59**

  **K**       23        27                     **50**       **8**       41        20          **61**

  **1**       32        28                     **60**       **9**                             

  **2**       26        33                     **59**       **10**                            

  **3**       27        33                     **60**       **11**                            

  **4**       29        27                     **56**       **12**                            

  **5**       40        20                     **60**       Other                             

  **6**       26        31                     **57**                                         

                                    **TOTAL                                                   522
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

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

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[2]{.underline}\_\_%

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

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

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

  **(3)**     Subtotal of all transferred        9
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    522
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .017
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.7%
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[8\*]{.underline}\_\_\_\_

Specify languages: Indonesian, Gaelic, French Canadian, Hindu, Spanish,
Polish, Tagalog, Croatian

\* Languages spoken by parents and children at home

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

\_\_\_\_[8]{.underline}\_\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_\_[20]{.underline}\_\_%

\_\_\_\_[106]{.underline}\_\_\_Total Number of Students Served\*

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

\_\_[0]{.underline}\_\_Autism \_\_[2]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_ [4]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[22]{.underline}\_\_Specific
Learning Disability

\_\_[1]{.underline}\_\_Hearing Impairment \_[15]{.underline} \_Speech or
Language Impairment

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

\_\_[1]{.underline}\_\_Multiple Disabilities
\_\_[0]{.underline}\_\_Visual Impairment Including Blindness

\*Included in the number "Students receiving special education services"
are 61 students who do not meet the IDEA's conditions for having a
"specific learning disability" but who need and receive additional
services through remedial math, reading, or study skills classes in
order to be successful at Christ the King School. These 61 students are
not included in the IDEA Specific Disabilities numbers above.

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

    **Number of Staff**

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

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

Classroom teachers \_\_[18]{.underline}\_\_\_\_
\_\_\_\_[5]{.underline}\_\_\_

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

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

> Support staff \_\_\_[5]{.underline}\_\_\_\_
> \_\_\_\_[8]{.underline}\_\_\_
>
> Total number \_\_[30]{.underline}\_\_\_\_ \_\_\_[23]{.underline}\_\_\_

12\. Student-"classroom teacher" ratio: \_\_[19:1]{.underline}\_\_

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

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

  Daily student attendance 98%         99%         98%         97%         98%

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

  Teacher turnover rate    15%         4%          18%         15%         7%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    .25%        1 %         1%          -.1%        .5%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III - SUMMARY]{.underline}**

A small Catholic population moving into the post-World War II housing
boom on the outskirts of Lexington, Kentucky, first erected a portable
wooden structure for worship. In 1951 they opened the impressive,
sandstone Christ the King School indicating their commitment to the
future. Today, a stately Cathedral has replaced the makeshift church,
and 26 classrooms, a science lab, kitchen and cafeteria, a multi-use
theater, meeting rooms, and gymnasium now support the parish school. The
2002 building project readied CKS for the 21^st^ Century.

Sisters of Divine Providence no longer teach at CKS, but Catholicity
governs the school's mission. Responsibility, academic excellence, and
Catholic values emanate from the school motto "Character, Knowledge,
Spirit." Parents commit to the philosophy and appreciate the lowest
tuition costs of Catholic education in the city. Five hundred twenty-two
children in Kindergarten through 8^th^ grade and a staff of 53 answer
the morning call to prayer. The day unfolds with emphasis on respect for
self, care for others, and personal development.

Students, teachers, and parents collaborate in the outreach activities
that typify Christ the King School: cleaning the church, knitting
scarves for the homeless, collecting books for a hurricane ravaged
school, creating cards for shut-ins, bringing, preparing, and serving
meals at Lexington's Hope Center, providing bird feeders at the
University Arboretum, planting tulips, gathering used supplies for
school pals in Ghana, sewing pillows for Hospice patients. Eighth
graders, alone, perform 1,500 hours of individual community service
annually in preparation for their Confirmation. Many teachers and
parents volunteer in the same programs they encourage among the
students. Traditional non-profit agencies and private individual needs
receive attention.

Research drives the pursuit of quality curriculum. Long range plans and
curriculum/technology committees provide the framework for continual
improvement for the next six years. The attached test scores reveal that
CKS students read and calculate proficiently, many at the distinguished
level, but test scores do not reveal the rounded education they receive.
Spanish learning begins at Kindergarten and advances twice per week
through grade five. Middle school students study Spanish, French, or
Latin three days per week for the equivalent of a first year high school
course. Students of all ages lector or cantor at Mass. Seventh and 8^th^
graders present a Broadway style musical every spring. Academic and math
teams compete locally, regionally and statewide. Students annually
participate in the State Kentucky Youth Assembly with a Governor and a
Speaker of the House in the last two years. Children learn lifelong
fitness in physical education classes and athletic teams. They learn
principles of design, color, and technique in art classes. Every
graduate has mastery of keyboarding. *"No Bullying"* and regular
guidance classes reinforce the insistence upon respect. Academic support
includes reading and math labs, "success" classes, and frequent parent
teacher student conferences. Teachers' ownership of the discipline plan
has reduced student discipline notices by 40% in the last year.

The soul of Christ the King School is its dedicated faculty. Teachers
meet weekly for unity of purpose. Their example of lifelong learning in
professional conferences and peer observations is supported by policy
and an administrator serving as coach and supervisor.

Fifty-four years ago founding families set the precedent for today's
enthusiastic parents. Their KLEA (Kentucky League for Educational
Alternatives) Award winning Parent Teacher Organization staffs 22
standing committees. They supply a range of services from art
appreciation to yo-yo extravaganzas. The newly commissioned School Board
composed of parents and parishioners at large (three alumni) is charged
with long range planning, budget and finance, public relations, and
assessment. The rich heritage of CKS founders endows "pride in our past
and faith in our future."

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

**Private Schools - Item 1**

Christ the King School students took CAT-5 in late April from 1996-2001.
In 2002 all the schools in the Diocese of Lexington were required to
change to the Terra Nova Test and to administer it in mid-March. The
rationale was to update both the test and the norm group, and to secure
results in the spring so that planning for the following school year
could take place in a timely manner. The drop in scores was expected
that first year, due to the change in test format and the updated norm
group. In the three subsequent years the class of 2005 has improved to
the point of eligibility for the Blue Ribbon School Award on the basis
of their reading and math scores. Their strongest showing, however, is
in the language section of the Terra Nova, where their language,
language mechanics, language composite, and spelling scores received the
"above" rating. That designation shows significant strength above the
expected scores, given their ages and aptitudes.

Customarily, Christ the King students take the standardized test in
grades three through seven. Scores have always been above national
averages and competitive among diocesan standards in all areas and at
all grade levels. In March of 2004, of the 60 sub-scores reported in
grades three to seven, 18% (11 scores) were rated "above." The "above"
designation in seventh grade, as an example, shows that in a given area,
the class median percentile score is from 3.8 to 10.2 percentile points
above the anticipated scores for that class, based on their ages and
cognitive skill. Not one of the 60 areas in grades three to seven was
designated "below." In March of 2003, 30% (18 scores) received the
"above" ranking, and in 2002, 25% were "above" and only one "below." All
students take the tests. Annually the student scores cluster in the
upper range, but one does not see clusters near the lower range.

This school year the math department revamped the curriculum and hopes
to see empirical evidence of improvement in the March 2005 scores. The
fourth year with Terra Nova should reveal patterns and trends helpful to
future instructional improvement planning. Christ the King School gives
no entrance exams for admission, and among the student population 8.2%
have IDEA designated disabilities. All students take the standardized
tests, and no scores are excluded from the report. Only one student in
the last three years has taken the tests with accommodations; yet, the
test data provided at the end of this document demonstrates overall
strength in academics.

The school curriculum is systematically updated to reflect the needs of
students as determined by their individual reports from Terra Nova.
While curriculum offerings are aligned with national standards, the
topics and lessons are deliberately sequenced according to local
professional judgment and current research trends. The upper grade
students, for example, study science in depth, taking earth science,
life science, and physical science in each of three years, rather than
covering all areas for shorter periods of time. By graduation students
are well prepared for high school courses. Currently, 52% of CKS
graduates (24 of 46) who are now freshmen at Lexington Catholic High
School are enrolled in honors classes. Twenty-two percent (10 of 46) are
in three or more honors classes. Two years ago, the valedictorians of
two city high schools were former Christ the King graduates.

In academic competitions this year the varsity team is undefeated. Two
current 8^th^ grade students competed in Governor's Cup State
competition last year. Fifty-six percent of the current 8^th^ grade
qualified for the Duke University Talent Identification Program, and one
student was among the top 14 in the nation by virtue of his perfect
score on the ACT. This year 46% of the seventh grade class will be
striving for regional, state, or national recognition in that program.

Christ the King School alumni often return to visit and tell of their
successes; indeed, many have gone on to become professionals and
community leaders. Their witness gives confidence that the education
program is of high quality.

**Part IV - Item 2**

The school seeks parent feedback each spring about their children's
experiences and successes in school in the areas of academics, religious
formation, and communication with school personnel. Teachers and
principal review the surveys to determine program effectiveness and
satisfaction.

The Instructional Improvement Plan provides a framework for six years
into the future, naming the rotating faculty committees responsible each
year. The committee's charge is to analyze the test data related to the
designated curriculum area, to review current pertinent research, to
align instruction with national standards, to identify assessment
strategies and the integration of Catholic values, to recommend
appropriate technology, to review materials for textbook selection, and
to arrange appropriate staff development in technology and
implementation of the new materials. The principal oversees the process
and prepares the budget for funding with the School Board.

Each teacher is expected to review the test data for each of her
students at the beginning of the school year in order to design optimal
instruction. Each teacher also confers with the child's previous teacher
to communicate particular needs and effective strategies.

Throughout the school year, the principal, guidance counselor, and
academic support teacher review every student's mid-term and trimester
grade reports to identify students who need additional assistance. They
confer with parents and help teachers make appropriate accommodations.

## Part IV - Item 3

In May each family receives their child's individual test results
provided by the testing company and explanation. Parents are invited,
and many come, to review the current results with the school's guidance
counselor. Included with the report are the child's Lexile score and a
list of appropriate book titles. A full report is made to the School
Board, and biannually, to the Parish Council. A summary of the test
results is published in the school newsletter to parents and the parish
newsletter mailed to every household in the parish, some 2,700. Christ
the King test results are posted on the school website and the combined
scores from all the schools of the Diocese on the Diocesan website.

Written documentation of student progress is reported every six weeks
through a mid-term progress report or formal report card. Teachers in
grades 5-8 keep computerized grade books and produce printouts for the
mid-trimester progress reports. Printouts include all assignments and
the student's performance on each. Primary and intermediate teachers use
daily or weekly notes or assignment notebooks that parents are expected
to read and sign. Formal parent teacher conferences are held during the
months of October and November, with a 94% attendance rating. At the
middle school level, most conferences are team gatherings, with all
teachers of a particular student present for comprehensive view of the
student's work. Additional conferences are requested as needed
throughout the year either by parents, teachers, the academic support
teacher, or guidance counselor. Many teachers and parents also keep in
touch via email or telephone throughout the year. Students who have
individual programs of study are monitored by the, academic support
teacher and conferences are held on a regular basis.

School-wide communication and occasional individual correspondence is
facilitated by the Communications Committee of the PTO. Each Tuesday
they organize and assemble a packet of information for each family in
school. Various organizations prepare handouts for this packet, and the
principal frequently includes assessment information in her weekly
newsletter. A summary of the newsletter is published in the weekly
Parish Bulletin for Sunday distribution to all parishioners.

**Part IV - Item 4**

Christ the King School is a member of the National Catholic Educational
Association and faculty members are members of curriculum specific
organizations such as NCTM and NCTS. Attending conferences on the
Diocesan, State, and National level provides opportunity for networking
and the exchange of ideas. In the past several years CKS teachers have
presented workshops at the Kentucky Physical Education and Health
Teachers' conference, at the Diocese of Lexington Teachers' Conference,
and at local faculty meetings.

Several times per year Christ the King School hosts visiting teachers
from other Catholic schools in classrooms while classes are in session.
The school participates annually with University of Kentucky in their
teacher education program by welcoming college students to observe and
assist in CKS classrooms. In the most recent semester, seven pre-service
teachers have filled their class requirements for observations. The CKS
physical education teacher has supervised six student teachers in the
last four years and is anticipating another next semester.

The school's guidance counselor and academic support teacher have each
instituted meetings with their counterparts in other local non-public
schools, both religious and private. The principal is a member of the
Diocesan Principal's Association and participates in their formal
quarterly meetings. The business manager and principal are members of a
new Diocesan Marketing Committee resolved to spread the good news about
Catholic schools.

If Christ the King School is named a *No Child Left Behind---Blue Ribbon
School* at the announcement in September 2005, it will be the first
Catholic School in the Diocese of Lexington to receive this distinction.
The doors will be open and the school's experience available to any
school, private or public, that is interested in sharing.

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

**Item 1**

All Christ the King Students in grades K-8, receive developmentally
appropriate instruction in reading, language arts, math, science, social
studies, religion, art, music, physical education, library skills,
foreign language, and computer. The school follows the Diocesan
curriculum guidelines which are aligned with state curriculum guidelines
and national standards. Students are engaged in instruction at or above
grade level based on these guidelines. Literature classes in grades six,
seven, and eight use materials one year above grade level. Each year a
committee studies the existing curriculum and assessment data across all
grade levels to direct the curriculum mapping, new technology adoption
and textbook adoption for the designated curriculum area. Accommodations
are made when necessary for students with special needs; however, their
work is still on grade level. This year only one student may be
considered to be working on an individual program of study below grade
level to accommodate a chronic illness.

A reading specialist provides remediation or enrichment for Kindergarten
through fifth grade students in the reading lab. A math tutor provides
remediation for students grades 1-5 in math lab. K-5 students study
rhythm, melody, singing, movement, composition, and music theory using
the Orff-Schulwerk music curriculum and instruments. Sixth grade
beginning band elective meets twice weekly and is a one year commitment.
Seventh and eighth graders may choose from band, choir, or general
music. Regular curriculum is supplemented by parent volunteer readers,
current events instructors, and art appreciation presenters on a regular
basis.

All students in grades six, seven, and eight attend one class per week
in "math challenge" and one in library or reading-writing workshop. The
purpose of these two weekly classes is to promote higher level thinking
in the essential disciplines of math and language. The teachers provide
practice through problem solving, reflective reading, and journaling.

Nine years ago the school responded to the phenomenon of a rapidly
growing Hispanic population in central Kentucky by inaugurating a
Spanish language and culture program school wide. Spanish is taught in
Kindergarten and first grade one time per week and in grades two through
five, twice per week. Four years ago foreign language curriculum
expanded at the upper grade levels to include French and Latin. Sixth
graders take rotating 12 week courses in Spanish, French, and Latin
which meet three times per week. 93% of seventh graders begin a two year
course in French or Spanish that is equivalent to high school first year
of foreign language. An eighth grade option is a full year of Latin. At
middle school level a student may be placed in Success class instead of
Foreign Language. About 7% take advantage of this course. The Success
teacher collaborates with the classroom teacher to provide extra
assistance to students who need to improve study skills, organization,
or content mastery.

Middle school math students are divided into ability groups based on
their standardized test scores and classroom achievement. Virtually no
difference exists between the two classes in terms of curriculum
offering; however, the more able group may move more quickly and
practice more applications. Sixth grade math course is entitled
Transitions. All seventh grade students study pre-algebra, and all
eighth graders take algebra. Middle school math classes are taught by
the lead math teacher assisted by the math lab tutor. Both teachers are
present in the classroom for individual assistance. Approximately 90% of
CKS graduates enter a geometry math class as high school freshmen.
Others may retake algebra according to the high school placement
practices.

# 

# Part V - Item 2

The underlying philosophy of reading instruction employs all stages of
Bloom's Taxonomy. A spiraling approach continually deepens understanding
while reviewing and expanding skills. Youngest children learn "sight
words" to master knowledge through recall, and progress to deriving
understanding. Applying concrete items to real life problems begins as
early as first grade and remains constant. As the products of students'
applications become more complex, so does their ability to analyze and
infer. The synthesis of prior knowledge and new information shows itself
in such projects as transforming a novel to a play script. Finally,
students evaluate various genre of literature, finding themes of the
tragic hero or comparing the many versions of Shakespeare's Romeo and
Juliet.

The K-5 curriculum combines whole language and phonemic awareness
strategies. The McGraw Hill 2001 series and trade books of authentic
literature embed phonemic awareness and study skills. The program is
enhanced by Saxon Publisher's Phonics direct instruction method.
Existing research suggests that students instructed in this spiraling
method 1) improve decoding skills, 2) read above their Lexile, and 3)
improve ability to comprehend research and authentic literature.
Students who require extra intervention work with an in-house reading
specialist up to three times per week to improve decoding,
comprehension, and fluency. Students reading above the levels of their
peers meet with the specialist to read chapter books in a book club
setting.

Students at all grade levels regularly participate in flexible groups
for appropriate challenges. The librarian collaborates with classroom
teachers to assure appropriate reading level for individual students.
Thematic projects using the Internet, periodicals, reference books, and
non-fiction resources serve to develop research and writing skills. Oral
presentations foster creativity, individuality, and public speaking
skills. Students read independently at home and log their progress
weekly. Teachers may participate in incentive programs such as "Book It"
and "Accelerated Reader." Middle school students have library curriculum
rotating weekly with reading-writing workshop for focused reading and
response.

**Part V - Item 3**

The goal of the religion curriculum at Christ the King School is more
than passing along the Catholic dogma and tradition of worship. Christ
the King School sees its responsibility as an institution of Catholic
Education to help students become reflective, responsible citizens of
the world. They must learn to use their unique talents to influence
positively the issues that will touch their adult lives; therefore, the
classes work closely with the Outreach Ministry of Christ the King
parish and with the guiding principles of Social Justice Teachings of
the Catholic Church. Students learn that they must share the abundance
of material wealth that American society enjoys. Remembering that all
people of all nations and cultures deserve respect, students learn about
their neighbors near and far with the aim of noticing their needs and
attempting to alleviate them.

Several years ago, for example, school children raised over \$6,000 to
help with the rebuilding of Christ the King Catholic Church in Assasan,
Ghana. When parishioners went on mission to assist with the church
construction, CKS students sent along used books, school supplies, toys,
and clothing for the village children. This fall the former headmaster
of the school in Assasan completed a practicum in administration at
Christ the King School in preparation for a central role in the
education bureau in his country. In his time here he taught in the
science, math, and social studies classes. He shared his culture and
ideas with teachers, students, and their families. When the parish has
sponsored refugee families from Bosnia and Africa students have pitched
in. They raised money and then went shopping with a teenage girl for new
clothes and school supplies. They have helped children learn English.
They have helped with painting furniture, yard work, babysitting,
singing, visiting the nursing homes, and praying for others.

**Part V - Item 4**

An approach Christ the King School has taken to improve student learning
is to assess teachers' own methods for learning, and the ways teachers
can use their strengths to aid student learning. In an overnight
retreat, teachers discovered their own and their colleagues' learning
styles. They also learned the value of collaboration in mixed groups for
effective learning. The exercise, when applied to each group of
students, gave new insights about working with their classes.

Teachers practice to give clear directions, to rehearse appropriate
behaviors with students, to provide a variety of sensory clues, to allow
movement and constructive noise. When needed, the school has used
special sound systems in the classroom for the hearing impaired, or
special visuals and colors for visual learners. Teachers have increased
the use of student/teacher prepared rubrics given at the outset of the
assignment. Many use checklists and portfolios to track student work and
to encourage students to track their own progress. Teachers use
individual instruction, peer tutoring, cooperative learning, and small
group and whole class instruction. Where ever possible cross-curricular
and cross grade level work is employed. Sixth and first graders, for
example, collaborated on a play. Older and younger students prepared
ceramic art. Fourth graders escort and sit with Kindergarten students at
Mass.

Because of research and teacher experience, learning by doing is
stressed. Science materials for lab work, math manipulatives, student
dramatic presentations, movement, and tactile stimulation combine for
effective learning. A fifth grade student remarked just last week, "Who
knew yeast could be so much fun?"

A favorite staff development workshop is one that focuses on best
practices at a specific grade level. The administration encourages
teachers to research and adopt various techniques for their own
repertoire.

**Part V - Item 5**

**Professional Development:**

**On-site**: Each May the school engages in a full-faculty, all day
planning session for the following year. A process for reviewing the
year brings together student progress and teacher practice. Prioritizing
needs for the following year, the administration invites presenters to
bring information to the staff either in special summer sessions, or in
the fall meetings. The topic(s) are revisited as necessary each month.

**Diocesan Teacher Conferences:** Bi-annual conferences for the teachers
in Diocesan schools are planned by teachers. Workshops and sharing
panels put teachers in touch with one another and current practices.

**Conferences and conventions:** CKS budgets for each teacher to attend
at least one professional conference per year on a topic of his/her
choosing. When the Ohio Catholic Education Conference is held in
Cincinnati, the entire faculty attends the two day series of meetings.

**Teachers helping teachers:** Teachers share their insights at grade
level or full faculty meetings when they return from conferences.
Teachers with expertise in a given area, particularly technology, train
their peers. Every teacher is expected to spend at least a half day per
year observing another teacher teaching at Christ the King School or in
another local school, public or private.

**Catechist certification:** Teachers of religion are required to become
certified catechists and may do so in: formal classes, study circles, or
online programs.

**Graduate courses:** Teachers are encouraged to continue graduate
education. A salary increase rewards Masters Degrees. Seventy-four
percent of the faculty hold Masters Degrees, two teachers are at the
highest public school rank, and one has achieved PhD status.

Teachers' professional development activities give a positive example
for students and equip teachers with the latest in research and
practice. Students benefit from teachers' desire to meet special needs
and to boost the achievement of each child in school.

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

1.  Private school association(s): [­­­­\_NCEA (National Catholic
    Educational Association) \_ KLEA\_(Kentucky League of Educational
    Alternatives)]{.underline}

> [KNPSC (Kentucky Non-Public Schools Commission)]{.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 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

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

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

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

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

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

12^th^ Other

\*K each child = \$2,270

1-8 1 child = \$2,400

2 children = \$4,680

3 children = \$6,360

4 children = \$7,570

1-8 Catholic non-parishioner each child = \$3,800

1-8 Other Faith Traditions each child = \$5,000

4.  What is the educational cost per student? \$[3,650.]{.underline}\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[960.]{.underline}\_\_

6.  What percentage of the annual budget is devoted to
    \_[29]{.underline}\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_[89]{.underline}\_\_\_%

**[Christ the King School Grade 7 Math]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Math]{.underline}\_\_\_\_\_\_\_ Grade\_[7]{.underline}\_\_\_\_
Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 65     | 71     | 66     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 59     | 59     | 53     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       | NA     | NA     | NA     |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 7 Reading]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Reading]{.underline}\_\_\_\_\_\_\_
Grade\_[7]{.underline}\_\_\_\_ Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 68     | 73     | 69     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 59     | 59     | 53     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       | NA     | NA     | NA     |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 6 Math]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Math]{.underline} \_ Grade\_[6]{.underline}\_\_\_\_
Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 63     | 61     | 68     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 57     | 62     | 59     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        | NA     | NA     | NA     |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 6 Reading]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Reading]{.underline} \_ Grade\_[6]{.underline}\_\_\_\_
Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 63     | 66     | 71     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 57     | 62     | 59     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        | NA     | NA     | NA     |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 5 Math]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_[Math]{.underline}\_\_\_\_\_\_\_ Grade\_[5]{.underline}\_\_\_\_
Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 71     | 63     | 62     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 60     | 60     | 61     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       | NA     | NA     | NA     |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 5 Reading]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Reading]{.underline}\_\_\_\_\_\_\_
Grade\_[5]{.underline}\_\_\_\_ Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 72     | 68     | 67     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 60     | 60     | 61     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       | NA     | NA     | NA     |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 4 Math]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Math]{.underline} \_ Grade\_[4]{.underline}\_\_\_\_
Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 78     | 76     | 72     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 56     | 59     | 60     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        | NA     | NA     | NA     |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 4 Reading]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Reading]{.underline} \_ Grade\_[4]{.underline}\_\_\_\_
Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 75     | 73     | 68     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 56     | 59     | 60     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        | NA     | NA     | NA     |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 3 Math]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Math]{.underline} \_ Grade\_[3]{.underline}\_\_\_\_
Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 65     | 71     | 68     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 60     | 60     | 60     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        | NA     | NA     | NA     |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**[Christ the King School Grade 3 Reading]{.underline}**

**[ASSESSMENTS]{.underline}**

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

Subject\_[Reading]{.underline}\_\_\_\_\_\_\_
Grade\_[3]{.underline}\_\_\_\_ Test\_\_[Terra Nova]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_\_ Publisher\_[CTB
McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 3-2004 | 2-2003 | 1-2002 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | March  | March  | March  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 65     | 67     | 69     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 60     | 60     | 60     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       | NA     | NA     | NA     |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+