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

*U.S. Department of Education*

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

Name of Principal [Mrs. Jean M. Cavalier]{.underline}

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

Official School Name [Sacred Heart Grade School]{.underline}

(As it should appear in the official records)

School Mailing Address [1035 Quarrier Street]{.underline}

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

[Charleston WV 25301-2369]{.underline}

City State Zip Code+4 (9 digits total)

County [Kanawha]{.underline} State School Code Number\*
[039-905]{.underline}

Telephone [( 304 ) 346-5491]{.underline} Fax [( 304 )
342-0870]{.underline}

Web site/URL [www.shgs.us]{.underline} E-mail <jcavalier@shgs.us>

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\* [Mr. John Yelenic]{.underline}

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

District Name [Diocese of Wheeling-Charleston]{.underline} Tel. [( 888 )
233-0880]{.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 N/A

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

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.

[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 for Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**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

[N/A]{.underline} TOTAL

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

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

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

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

> \[X \] 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\. [7]{.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**    42        44                     **86**       **7**                             

  **K**       20        20                     **40**       **8**                             

  **1**       25        29                     **54**       **9**                             

  **2**       17        27                     **44**       **10**                            

  **3**       20        34                     **54**       **11**                            

  **4**       25        14                     **39**       **12**                            

  **5**       20        27                     **47**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   364
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [89%]{.underline} White

the school: [3%]{.underline} Black or African American

[2%]{.underline} Hispanic or Latino

[6%]{.underline} Asian/Pacific Islander

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

**100% Total**

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

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

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

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

  **(2)**                   Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    10
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 396
                            the school as of October 1  

  **(5)**                   Total transferred students  .025
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2.5
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [.3]{.underline}
%

[1]{.underline} %Total Number Limited English Proficient

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

Specify languages: German

9\. Students eligible for free/reduced-priced meals: [0]{.underline} %

Total number students who qualify: [0]{.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: [6]{.underline} %

[23]{.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. Do not add additional categories.

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

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

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

\_\_\_\_Emotional Disturbance [23]{.underline} Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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 [16]{.underline} [2]{.underline}

Special resource teachers/specialists [4]{.underline} [0]{.underline}

Paraprofessionals [4]{.underline} [0]{.underline}

> Support staff [2]{.underline} [0]{.underline}
>
> Total number [27]{.underline} [2]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [21:1]{.underline}

13\. Attendance patterns of teachers and students as a percentage.

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

  Daily student attendance  97%         98%         97%         96%         97%

  Daily teacher attendance  96%         96%         96%         95%         95%

  Teacher turnover rate     13%         17%         22%         8%          16%

  Student dropout rate      n/a         n/a         n/a         n/a         n/a
  (middle/high)                                                             

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

> Explanation of high teacher turnover rate: Over the course of this
> five-year period, 6 resignations were the result of teachers moving
> out of state when a spouse was transferred, 5 were teachers who opted
> to stay home after maternity leave, 4 were voluntary resignations to
> pursue other career opportunities, 2 individuals were not offered
> contracts, and 1 individual retired.

**PART III ‑ SUMMARY**

Sacred Heart Grade School is a Catholic school offering a quality
education to preschool children (ages 3 and 4) through fifth grade. The
school is operated under the auspices of Sacred Heart Parish and the
Diocese of Wheeling-Charleston, approved by the West Virginia State
Board of Education, and accredited by North Central Association
Commission on Accreditation and School Improvement (NCA- CASI).

Sacred Heart Grade School first opened in 1903, with an initial
enrollment of approximately 60 pupils, in the same location where the
third and present structure now stands at Leon Sullivan Way and Quarrier
Street, in the heart of downtown Charleston, West Virginia. The school
continues to thrive, drawing students from a six-county area, with a
current enrollment of 364 children.

High academic standards; a balanced, integrated, and challenging
curriculum; Christian atmosphere; and a community of devoted faculty,
staff, parents, and students form the basis of the program at Sacred
Heart Grade School.

All those associated with the school adhere to the philosophy that
Sacred Heart should provide a pleasant (happy) atmosphere where every
person feels valued and successful. The school's mission centers on
striving to help students fulfill the potential of their God-given
talents and abilities and guiding them to develop themselves in all
areas: spiritually, intellectually, physically, emotionally,
aesthetically, and socially. Faculty, staff, students, and parents work
together to maintain a community with shared values while at the same
time encouraging students to use their gifts and values to better the
world in which they live. It is in this atmosphere that Sacred Heart's
students grow in their understanding of themselves and the world at
large.

The school welcomes students from diverse religious, ethnic, cultural,
and socio-economic backgrounds. Approximately 60% of the student
population is Catholic; 40% represent a broad variety of other faith
traditions, both Christian and non-Christian.

A strong, balanced, core curriculum in language arts, math, social
studies, and science provides students with a solid foundation in basic
skills and general knowledge. Faculty and staff focus their efforts on
helping each individual child to achieve his/her personal best,
strengthening areas of relative weakness, and celebrating
accomplishments. Daily religion classes emphasize developing moral and
ethical standards and encourage respect and concern for self and others.

Community-based group service projects are an essential part of the
school. These service projects include food drives to assist needy
families during the holiday season, book and coat drives, *Pennies for
People Project* (which provides financial assistance for hospice care
and local shelters), Ronald McDonald House pop-top recycling, and other
special needs as they arise.

Opportunities for parental involvement at Sacred Heart are plentiful and
can be seen daily throughout the school. Parents assist at the school by
serving lunch in the cafeteria; providing additional playground
supervision; working in the Reading Center; and planning, coordinating,
and facilitating a number of special school-wide activities, class
projects, and programs. Parents actively support the school program
through both their individual efforts as well as through the Parent
Volunteer Association (PVA).

For over a century, with a strong sense of unity and purpose, the school
has steadfastly cultivated a love of learning, respect, reverence, and
responsibility in hundreds of children, and plans to continue this
mission well into the future.

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

1.  **Assessment Results:**

The nationally normed Stanford Achievement Test, Form A, 10^th^ edition,
(SAT-10) is administered each spring in the schools of the Diocese of
Wheeling-Charleston. The test results reported with this application are
for the three-year period that begins with the first administration in
2003-2004. Prior to 2003-2004, the school administered the SAT-9.

Annually, students in all grade levels at Sacred Heart consistently
demonstrate very high levels of academic achievement in reading and
math. The average student performance level for all grade levels in
these subtest areas is in the 4^th^ quartile. The school was pleased to
find in examining the grade level test criteria for Blue Ribbon School
status that the school's 2005-2006 test results exceed the requirements
for *all* grade levels in both reading and math. In many instances, the
school exceeds the cut-off score by a wide margin. For example, on the
SAT-10, the student percentile equivalent for the 90^th^ percentile for
1^st^ grade reading scores is the 66^th^ percentile. Sacred Heart Grade
School 1^st^ grade students' scores are at the 82^nd^ percentile. In
4^th^ grade math, the students' scores are at the 90^th^ percentile,
while a score of 79 represents the top 10% of the nation. In actuality,
the school exceeds the scores corresponding to the 90^th^ school
percentile for both reading and math for *all* grade levels for all
three years reported, with only one exception. In 2004-2005, 1^st^ grade
math scores were at the 79^th^ percentile rather than the required
82^nd^ percentile.

It is worth noting that while the school uses standardized test results
to guide decisions regarding the curriculum and as a means to assess
students' progress, the school does not teach to the test. The test
scores are truly a by-product of a strong educational program.

No students have been excluded from testing, and no students have been
tested with alternative assessments. On rare occasions, a very small
percentage of students (less than 1%) were absent during testing because
of illness and were unable to complete all subtests. Since no specific
subgroup is larger that 6% of the student population, test data have not
been disaggregated for ethnic subgroups or socioeconomic status.

Students at Sacred Heart Grade School also participate annually in the
West Virginia Department of Education's *4^th^ Grade Writing
Assessment*. It is scored by West Virginia educators using a writing
rubric with five categories. Each category is worth one to six points;
with one representing the lowest point value possible and six the
highest. Scores are based on a total of 30 points in the categories of
*Organization*, *Development*, *Sentence Structure*, *Word Choice*, and
*Mechanics*. Performance levels of students' writing are reported using
the following score ranges: Distinguished (27-30), Above Mastery
(22-26), Mastery (15-21), Partial Mastery (9-14), and Novice (5-8). The
scoring rubric for the West Virginia 4^th^ Grade Writing Assessment and
additional information can be found at the Office of Student Assessment
web site: <http://osa.k12.wv.us/writing.htm>.

The students' scores on the *4^th^ Grade Writing Assessment* demonstrate
a very high level proficiency in authentic writing. In last year's 4^th^
grade class, 98% of the students scored *At or Above Mastery*, 56%
scored *Above Mastery*, and 15% reached the "*Distinguished"* level of
this writing assessment. The writing scores have been included with this
application because of the strong emphasis that the school places on
reading and writing as reciprocal processes, and the belief that reading
and writing must be addressed in tandem to achieve high levels of
academic success.

2.  **Using Assessment Results:**

Data from the standardized assessments (SAT-10) are analyzed annually.
Relative weaknesses in curriculum and instruction within grade levels
and/or homeroom groups are identified by examining closely subtest areas
that have the lowest percentage of students above the 50^th^ (national)
percentile and/or the greatest percentage of students in the *Below
Average Category.*

Relative strengths and weaknesses within specific content areas are
pinpointed by examining the percentage of students in the *content
cluster* and *process cluster* performance levels that are *Below
Average*, *Average*, and *Above Average.* Deficiencies are identified
and addressed as needed with adjustments to the curriculum and/or
instructional strategies.

When overall test scores for a particular grade level or homeroom group
indicate overall strength and even development across all subtests,
teachers focus plans for improvement on individual students who are at
lower proficiency levels. In this situation, teachers use individual
student's *content* *cluster* and *process cluster* report data as a
guide to help students reach higher levels of proficiency.

Test data from the SAT-10 are not used in isolation, but rather in
tandem with data from a variety of other sources including: three
computerized reading assessment programs (*STAR Early Literacy, STAR
Reading Assessment*, and the *Accelerated Reader* program), the West
Virginia Department of Education's *4^th^ Grade Writing Assessment*,
attendance data, satisfaction surveys, and classroom performance data.

In selecting school-wide goals, data from three sources are triangulated
to clearly identify the curricular areas that should be addressed to
help move students to higher levels of achievement, success, and
self-sufficiency.

3.  **Communicating Assessment Results:**

In order to keep parents well informed of day-to-day student
performance, students take home a *Friday Folder* each week which
contains graded and non-graded assignments, tests, quizzes, class-work,
projects, etc. Parents review the folder's contents, remove the items,
sign and date an attached form, and return the folder to the classroom
teacher.

Report cards are issued every nine weeks with interim progress reports
sent home at mid-quarter. Each quarter, 5^th^ grade students who make
the *Principal's Honor Roll* (all *A*'s) and the *Honor Roll* (*A*'s and
no more than two *B*'s) are identified in the school's newsletter.
Individual parent-teacher conferences to discuss student progress are
scheduled at the beginning of the 2^nd^ quarter. Other conferences are
scheduled, as needed, by either teachers or parents throughout the year.

The computerized *STAR Reading Assessment* is administered biannually as
a pre- and post-test assessment in grades one through five. Parents are
provided with a copy of the diagnostic report in August and again in
May. The report contains suggestions for improving student performance
in reading. Throughout the year, students also participate in the
*Accelerated Reader* program. In this program, students take
computerized comprehension quizzes on self-selected literature that
corresponds to their instructional reading level. Reports on their
progress in this program are sent home weekly.

Parents receive individual standardized test score reports for their
children annually, as well as a copy of the appropriate grade level
group report. In addition, mean percentile ranks for Sacred Heart Grade
School, the Diocese of Wheeling-Charleston, Sacred Heart as compared to
the nation, and Sacred Heart as compared to Catholic schools across the
nation are reported in table format to parents via the school's
newsletter and the parish Sunday bulletin.

4.  **Sharing Success:**

Sacred Heart Grade School has assisted schools in the Diocese of
Wheeling-Charleston by providing them with opportunities to attend
professional development activities organized and implemented locally.
In addition, Sacred Heart Grade School has included other area Catholic
schools in a unique *Outdoor Classroom* program that provides students
with the opportunity to extend, apply, and transfer the knowledge and
skills developed in the regular classroom through exciting hands-on
outdoor experiences (e.g. orienteering, campfire cooking, chemistry,
yoga, kayaking, archery, etc.)

The administration and faculty of SHGS have also served as a resource to
other schools by assisting in matters related to time management,
individualized testing, preschool program development, library
management, technology, and data collection and analysis for North
Central Association accreditation. School personnel frequently serve as
presenters at the Ohio Catholic Education Association (OCEA) convention.
This convention is held every two years and provides a venue for
educators from multiple states with the opportunity to share successful
strategies and ideas.

While SHGS has been happy to share its success with others, the school
is also very pleased with the support and assistance that it receives
from colleagues at other schools. The school is united in a common
purpose with area public and private schools to provide all children
with the best educational opportunities possible.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

At Sacred Heart Grade School, all educators are responsible for
developing each student's intellectual capabilities to his/her fullest
potential. Teachers assist students by using grade appropriate
curriculum to develop student's interests and aptitudes for future
success as a student and as a member of their community. To ensure the
highest levels of achievement, the curriculum at Sacred Heart Grade
School is a rigorous course of study that includes a horizontal and
vertical alignment of curricular goals, preparation of students for the
future with 21^st^ century skills, and a variety of supplementary
instruction in special areas to create a well-rounded student.

Teachers work in collaboration within and across grade levels to ensure
continuity in the curriculum. The core curriculum includes: language
arts (reading, spelling, English, phonics, composition, and
handwriting), math, science, social studies, and religion. Skills and
development advance continually, building on high expectations of
achievement.

The preschool (ages 3 and 4) and kindergarten curriculum emphasizes
social skills, early literacy learning, concepts about print
(directionality, one-to-one correspondence, etc.), and beginning
concepts of numeration. Stories, songs, games, field trips, learning
centers, and other developmentally appropriate activities are geared
specifically to young learners' needs. The development of letter
knowledge and phonemic awareness are central to the curriculum, with
enrichment opportunities for students aimed at developing strong skills
related to early and emergent literacy. All preschoolers also
participate in weekly Spanish, Reading Center (library), and music
classes; students enrolled in preschool programs for four-year-olds also
participate in physical education and computer lab classes.

Promoting 21^st^ century skills ensures that Sacred Heart students have
not only mastered the grade level content as set forth by the state of
West Virginia, but will also be prepared for future success as citizens,
workers, and leaders of the 21^st^ century.

To create a well-rounded individual, in addition to the core curriculum,
students spend 45 minutes each week in explorations in the fields of
art, music, media and library, physical education, Spanish, and
technology. Each of these subject area exploratories is led by an expert
in the field.

Art is delivered through a discipline-based philosophy, in which
students enrich their hands-on experiences in the content area with
study in art history, art criticism, and aesthetics. Students are
building skills not only in creating art, but in communication,
reflection, evaluation, and analysis.

The music curriculum includes not only singing instruction, but also
places emphasis on exposure to instruments, music appreciation, and
performance.

Reading and writing skills are enhanced within the study of library
science. During weekly library visits, students are able to borrow
materials and are exposed to high-quality language and literacy
experiences. Additional opportunities are provided for students to
explore literacy through the use of creative writing and illustration.

As a part of the physical education curriculum, students develop large
and small motor skills as well as intra- and interpersonal qualities,
such as responsibility, self-management, team participation, and
leadership skills.

A foreign language exploratory program in Spanish is taught from
preschool through 5^th^ grade.

Using video, computer-based training, and direct instruction, students
learn basic phrases and vocabulary as well as develop an appreciation of
Hispanic culture. In addition, students in 4^th^ and 5^th^ grades are
exposed to Spanish grammar and a Spanish print-rich environment.

Technology in the curriculum is taught preschool through 5^th^ grade for
its value in developing higher order thinking skills and as a tool for
communication. All students have minimum weekly access to the
25-computer, networked lab. Students learn basic computer skills as well
as skills relating to presentation and application software
(spreadsheets, database, graphic design, and word-processing). In
addition to scheduled time, the lab is available for grade level use to
integrate technology into additional curricular areas. All computers
have curriculum specific software to assist in teaching a variety of
subjects including but not limited to foreign language (*Rosetta
Stone*), advanced independent reading (*Accelerated/Star Reading*), and
robotics (*LegoMindstorms*).

2a. **(Elementary Schools)** **Reading:**

The Scott Foresman basal is used as the school's primary reading program
because it provides a balanced, systematic instructional approach that
is research-based. The program framework emphasizes balancing phonetics,
writing, guided reading, and self-selected reading. The series also
focuses on developing the same problem-solving strategies effectively
implemented in *Reading Recovery* programs.

The *Saxon Phonics* program was added to the course of instruction this
academic year in grades kindergarten through grade 2. After Spanish was
added to the curriculum in 2004-2005, an analysis of the SAT-10 revealed
a slight decline in subtest scores in *Word Study Skills* in the first
grade. The faculty opted to increase the emphasis on the phonetics of
the English language to eliminate any confusion that might result from
differences in phoneme-grapheme relationships in Spanish.

To address varying ability levels, the school also uses the *STAR
Reading Assessment* program to determine individual student's Zone of
Proximal Development (ZPD). The ZPD represents the reading level at
which a child should read to achieve maximum gain. The student's ZPD is
used as a guide to help student's select literature at an appropriate
level. Students' comprehension of self-selected literature is assessed
using the *Accelerated Reader* program. This computerized management
program maintains a database of students' book selections and test
scores throughout grade school. Adjustments are made, as needed, to
students' self-selected levels based on their comprehension test scores.

The reciprocal process of writing is an important component of the
reading program and is emphasized school-wide. The *6 + 1 Trait Writing*
model is used to provide a cohesive approach to teaching writing
throughout the school. This approach is supplemented with *4-Square
Writing*, a graphic organizer used to assist students in developing well
organized, cohesive writing.

In order to ensure the early success of all children in reading,
students' progress through the primary grades is followed very closely.
When necessary, students are tested individually by a reading specialist
to pinpoint confusions that they may have related to reading. Parents of
these children receive one-on-one training, as needed, to learn
effective techniques for working with their children.

3.  **Additional Curriculum Area:**

Sacred Heart Grade School's foreign language program is a comparatively
new program at the school. It is in its third year of implementation and
was added to provide a foundation for lifelong language learning, for
personal enjoyment, and to enrich the school and life experience for all
students. Through this program, the school seeks to create an awareness
and appreciation of Hispanic culture and cultural diversity in general,
as well as develop proficiency in communication in Spanish (Latin
American).

The foreign language program reflects the mission of the school to guide
students in developing themselves in all areas. The instructional
program expands students' view of the world, helps them to gain
additional insight into their own language and culture, and develops
critical thinking skills while at the same time preparing competent and
self-confident students. The development of appreciation for cultural
diversity is critical in helping students to learn to use their gifts to
better our world through respect and concern for others.

The cultural aspects of the program focus on Hispanic literature, art,
music, foods, leisure activities, celebrations, similarities and
differences among Hispanic cultures, and comparisons with students'
native language and culture.

The communication aspect of instruction in Spanish follows a logical
progression of skills that begins with understanding the spoken word,
and subsequently, learning to speak, read, and write Spanish at ever
increasing levels of proficiency. In order to avoid any confusion that
might be created for beginning readers, students are not exposed to
print in Spanish until 3rd grade.

Students learn to request and exchange basic information, recognize
common words and phrases, and identify objects in their environment.
Computer software, audio and video media, along with internet sites, are
interwoven with direct instruction to provide authentic and meaningful
practice with the language. In keeping with research on language
acquisition, the instructor uses *Total Physical Response* (TPR),
combining gestures and movement with the target language, to aid
students in understanding and in communication.

4.  **Instructional Methods:**

Instructional methods at Sacred Heart Grade School are diverse and
chosen based on the developmental level of students, particular content
areas, and instructional objectives. On a day-to-day basis, direct
instruction, modeling and demonstration, guided practice, exploration,
experimentation, cooperative learning, and discussion are the most
frequently employed instructional techniques.

Project-based learning, peer review, research, and method/role play are
used less frequently in the regular classroom but are still a vital
aspect of the educational program. These methods typically are
associated with more in-depth, long-term content area studies that guide
students through activities designed to develop students' higher order
thinking skills, time management, and organizational abilities.

Throughout the year, classroom teachers work collaboratively with the
technology, art, music, Spanish, physical education, and reading center
specialists with a variety of cross-curricular projects that integrate
disciplines and assist students in applying and transferring their
knowledge.

5.  **Professional Development:**

The faculty of Sacred Heart Grade School is an educational community of
life-long learners. The overall success of the school and of individual
students is most definitely connected to the teachers' commitment to
seek out and implement strategies, creative solutions, and rich
educational opportunities for students.

In addition to the individual programs of study pursued by teachers,
Sacred Heart Grade School faculty members also participate in a number
of formal and informal staff development opportunities annually. Faculty
often participate in professional development sessions and conferences
offered by county and state educational agencies (Governors' Institute,
Regional Education Service Agency (RESA III), the West Virginia Reading
Research Symposium, etc.) Annually, the entire faculty also attends
either the Ohio Catholic Education Association conference or a Diocesan
in-service that focuses on curriculum.

Local in-services that address particular needs at Sacred Heart are
offered, as needed, for beginning teachers, to provide in-depth study of
curricular areas related to school-wide initiatives, health and safety,
test analysis, technology, parent/community relations, etc. The school
also maintains a professional resource library of pertinent educational
literature, research, video tapes, and materials.

Each teacher receives a weekly copy of *The Master Teacher* which serves
as a professional development resource regarding classroom management
techniques, discipline/climate, motivation/evaluation,
learning/achievement, ethics/professionalism, performance/competency,
duties/responsibilities, and interpersonal relationships.

Perhaps most importantly, the individual faculty members themselves
serve as a ready resource for each other, freely sharing their
knowledge, experiences, and ideas in a collaborative effort. In their
day-to-day lives, they model and mirror a love of learning and teaching.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

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

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

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

[K -- 5 Non-parish Rates]{.underline}

One child: \$[4,015.00]{.underline}

Two children: \$[6,415.00]{.underline}

Each additional child: \$[1,900.00]{.underline}

[K -- 5 Parish Rates]{.underline}

One child: \$[2,825.00]{.underline}

Two children: \$[4,760.00]{.underline}

Each additional child: \$[1,375.00]{.underline}

4.  What is the educational cost per student? \$[3,396.24]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[571.00]{.underline}

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [55]{.underline} %

**PART VII - ASSESSMENT RESULTS**

**Assessment data referenced against national norms**

Stanford Achievement Test, 10^th^ Edition (Stanford 10)

Form A, 2002 Norms: Spring

Harcourt Assessment, Inc.

Scores are reported as percentiles.

No students are excluded from the test. When students are absent for
subtests, every effort is made to provide those students with an
opportunity to make-up the missed tests.

+-----------------------------+------------+------------+------------+
|                             | 2005-2006  | 2004-2005  | 2003-2004  |
+-----------------------------+------------+------------+------------+
| Testing Month               | March      | April      | March      |
+-----------------------------+------------+------------+------------+
| **Grade 5**                 |            |            |            |
+-----------------------------+------------+------------+------------+
| > Reading                   | 88         | 92         | 88         |
+-----------------------------+------------+------------+------------+
| > Mathematics               | 89         | 93         | 87         |
+-----------------------------+------------+------------+------------+
| > Number of students tested | 64         | 56         | 64         |
+-----------------------------+------------+------------+------------+
| > Percentage of total       | 100        | 100        | 100        |
| > students tested           |            |            |            |
+-----------------------------+------------+------------+------------+
| > Number of students        | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| > Percentage of students    | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| **Grade 4**                 |            |            |            |
+-----------------------------+------------+------------+------------+
| > Reading                   | 88         | 85         | 87         |
+-----------------------------+------------+------------+------------+
| > Mathematics               | 90         | 85         | 87         |
+-----------------------------+------------+------------+------------+
| > Number of students tested | 54         | 69         | 60         |
+-----------------------------+------------+------------+------------+
| > Percentage of total       | 100        | 100        | 100        |
| > students tested           |            |            |            |
+-----------------------------+------------+------------+------------+
| > Number of students        | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| > Percentage of students    | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| **Grade 3**                 |            |            |            |
+-----------------------------+------------+------------+------------+
| > Reading                   | 86         | 81         | 80         |
+-----------------------------+------------+------------+------------+
| > Mathematics               | 85         | 80         | 81         |
+-----------------------------+------------+------------+------------+
| > Number of students tested | 37         | 60         | 63         |
+-----------------------------+------------+------------+------------+
| > Percentage of total       | 100        | 100        | 100        |
| > students tested           |            |            |            |
+-----------------------------+------------+------------+------------+
| > Number of students        | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| > Percentage of students    | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| **Grade 2**                 |            |            |            |
+-----------------------------+------------+------------+------------+
| > Reading                   | 77         | 80         | 79         |
+-----------------------------+------------+------------+------------+
| > Mathematics               | 86         | 84         | 85         |
+-----------------------------+------------+------------+------------+
| > Number of students tested | 53         | 37         | 64         |
+-----------------------------+------------+------------+------------+
| > Percentage of total       | 100        | 100        | 100        |
| > students tested           |            |            |            |
+-----------------------------+------------+------------+------------+
| > Number of students        | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| > Percentage of students    | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| **Grade 1**                 |            |            |            |
+-----------------------------+------------+------------+------------+
| > Reading                   | 82         | 75         | 81         |
+-----------------------------+------------+------------+------------+
| > Mathematics               | 90         | 79         | 87         |
+-----------------------------+------------+------------+------------+
| > Number of students tested | 46         | 54         | 37         |
+-----------------------------+------------+------------+------------+
| > Percentage of total       | 100        | 100        | 100        |
| > students tested           |            |            |            |
+-----------------------------+------------+------------+------------+
| > Number of students        | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+
| > Percentage of students    | 0          | 0          | 0          |
| > excluded                  |            |            |            |
+-----------------------------+------------+------------+------------+

**STATE CRITERION-REFERENCED TEST**

Subject [Writing]{.underline} Grade [4]{.underline} Test [West Virginia
4^th^ Grade Writing Assessment]{.underline}

Edition/Publication Year [n/a -- annual writing prompt]{.underline}

  --------------------------------------- ----------- ----------- -------------
                                          2005-2006   2004-2005   Prior years
                                                                  for the
                                                                  *4^th^ Grade
                                                                  Writing
                                                                  Assessment*
                                                                  used a
                                                                  different
                                                                  rubric that
                                                                  did not
                                                                  provide a
                                                                  standard for
                                                                  mastery.

  Testing month                           March       March       

  **SCHOOL SCORES\***                                             

  \% "At and Above Mastery "on State      98          98          
  Standards                                                       

  \% "Above Mastery" on State Standards   56          32          

  \% "Distinguished" on State Standards   15          16          

  Number of students tested               54          66          

  Percentage of total students tested     100         96          

  Number of students alternatively        0           0           
  assessed                                                        

  Percentage of students alternatively    0           0           
  assessed                                                        

                                                                  

  SUBGROUP SCORES                         n/a         n/a         
  --------------------------------------- ----------- ----------- -------------