##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [-- Mrs. Sue Gary]{.underline}

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

Official School Name [Shepherd of the Hills Lutheran]{.underline}

(As it should appear in the official records)

School Mailing Address [6914 Wurzbach Road]{.underline} (If address is
P.O. Box, also include street address)

[San Antonio Texas 78240-3832]{.underline}

City State Zip Code+4digitstotal)

Tel. [( 210 ) 614-3741]{.underline} Fax [( 210 ) 692-1639]{.underline}

Website/URL [www.shlutheran.org]{.underline} E-mail
[sgary@shlutheran.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* NA

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

District Name [NA]{.underline} Tel. [( )]{.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 Dr. Frank LoRusso

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

NA

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

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_\_\_\_ 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\. 2 Number of years the principal has been in her/his position at this
school.

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

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

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

  **K**       31        22                     **53**       **7**       25        22          47

  **1**       15        21                     **36**       **8**       20        25          45

  **2**       22        26                     **48**       **9**                             

  **3**       26        35                     **61**       **10**                            

  **4**       18        24                     **42**       **11**                            

  **5**       23        18                     **41**       **12**                            

  **6**       25        23                     48           Other                             

                                    **TOTAL                                                   421
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [58]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[36]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_\_\_4\_\_\_%]{.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           | 2                     |
|           | transferred ***to*** the school  |                       |
|           | after October 1 until the end of |                       |
|           | the year.                        |                       |
+-----------+----------------------------------+-----------------------+
| **(2)**   | Number of students who           | 7                     |
|           | transferred ***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  | (K-8) =421            |
|           | school as of October 1           |                       |
|           |                                  | (3&4yr)= 79           |
+-----------+----------------------------------+-----------------------+
| **(5)**   | Subtotal in row (3) divided by   | .02                   |
|           | total in row (4)                 |                       |
+-----------+----------------------------------+-----------------------+
| **(6)**   | Amount in row (5) multiplied by  | 2                     |
|           | 100                              |                       |
+-----------+----------------------------------+-----------------------+

8\. Limited English Proficient students in the school:
\_\_\_[\_0]{.underline}\_\_\_%

\_\_\_[\_0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_[\_5]{.underline}\_\_\_\_\_

Specify languages: English, Spanish, Korean, Polish, Hindi

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

\_\_\_\_\_0\_\_\_Total Number Students Who Qualify

> If this method does not produce 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:
\_\_\_\_[7]{.underline}\_\_\_\_%

\_\_\_\_[30]{.underline}\_\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_[27]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[2\_]{.underline}Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[23]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[0]{.underline}\_\_\_
\_\_\_\_\_[2]{.underline}\_\_\_

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

> Support staff \_\_\_\_[4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[28]{.underline}\_\_\_\_
> \_\_\_\_[4]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[18.3]{.underline}\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. 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 rates and only high schools need to supply drop-off rates.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 99%         97%         98%         95%         96%

  Daily teacher attendance 99%         96%         97%         96%         96%

  Teacher turnover rate    2%          12%         16%         8%          4%

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

.Shepherd of the Hills Lutheran School and Childcare is located in San
Antonio, Texas. We have a total of 500 students, consisting of preschool
three and four year olds, and five year old kindergarten through eighth
grade. The school was founded in 1979 for the purpose of reaching out to
the community with a Christ-centered education. The school site is in
the northwest part of San Antonio near the Medical Center. Students come
from as far away as 40 miles, not just the northwest part of the city.

Shepherd of the Hills Lutheran School is accredited with the Texas
Private School Accreditation Commission through the Lutheran
Church-Missouri Synod, Texas District. This accreditation is reviewed
annually and renewed every seven years. Our childcare is licensed
through the State of Texas Department of Human Resources. The license is
reviewed bi-annually.

Our mission is to create a community of parents, staff and children
working together to foster Christ-like qualities in all we pursue:
Spiritual growth, academic excellence, physical, emotional and social
development. The entire mindset of Shepherd of the Hills is Bible-based.
As Christ is the center of Christian life, so He must be the center of
Christian Education.

Shepherd of the Hills strives to nurture each individual into a mature,
wholesome personality, capable of meeting their responsibilities to God
and their country. We hope to meet the basic needs of the students by
providing a stimulating education; using appropriate strategies to
motivate students to learn, grow and develop their own level of
capability; using technology to better prepare students for the world of
tomorrow; and by providing elective and extra-curricular activities in
sports and music. Throughout the year, students present a variety of
programs which give a Christian message and thereby integrate our school
life into the community.

The calendar divides the teaching year into four instructional quarters,
which total 180 teaching days. An attempt is made to coordinate all
openings and closings with the Northside Independent School District in
so far as a religious schedule superimposed over a secular schedule will
permit. The school day consists of a minimum of seven hours, which
includes intermissions, recesses and lunch periods. The present school
hours are from 8 A.M. to 3 P.M.; grades seven and eight begin their day
at 7:45 A.M. in their respective homerooms. Childcare is open from 6:30
A.M. to 6:30 P.M.

Individual teachers of the self-contained classrooms are responsible for
the preparation of their instructional schedules, being sure to follow
the guidelines listed for the instructional areas. The Junior High
teachers departmentalize, teaching specific subject areas in which they
are qualified. As directed by the State Accreditation Board, curriculums
have been revised and edited for every subject area, except two, which
will be completed this year. Each subject area includes the Texas
Essential Knowledge and Skills objectives as well as those set by our
Lutheran School System. All of the areas presented to the Accreditation
Commission have been accepted and included as part of our "excellent"
rating. Courses taught include the core curriculum plus technology,
music, band, art, Spanish, and drama.

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

**Part IV #1 Assessment results in reading and math**

Shepherd of the Hills Lutheran School has always set forth as its first
and highest priority to be an outreach of excellence in Christian
education to our community. For this reason we have never used an
entrance test as a criterion for enrollment. We accept all students who
are able to participate in a regular educational setting and provide
them with a challenging, high quality curriculum designed to help each
student achieve to the best of their ability.

All students take the [Iowa Test of Basic Skills]{.underline} every
spring. (We took the [Metropolitan]{.underline} in 2000 when we
participated in the Psychological Corporation's Research Program.) All
grades, kindergarten through eighth grade, take the test as a group
within their classrooms. Most classes range from 19-25 students. Only
the Special Education students take their tests individually. Their
scores (five-six students) or less than 1% of the students are excluded
from the classroom test scores. All students, regardless of
ethnic/racial or socioeconomic status, of which we have a wide variety,
take the test together. All children are treated as children of God
created by the same Maker. All are taught on the level at which they are
capable of achieving and receive teacher assistance in class when
necessary. After school homework classes as well as enrichment classes,
led by our teachers, are also available for any student needing
additional assistance or challenge.

The principal and teachers reward students for reaching and maintaining
the A (above 93% in all subjects) or A/B (above 84% in all subjects)
Honor Roll. Students who make significant strides in achievement but are
not capable of reaching A's or B's are also recognized by the
administration and teachers.

The eighth grade reading test scores have moved from the 84^th^
percentile to the 94^th^ percentile in three years, which is a
significant achievement for them. In math the scores moved from the
88^th^ percentile to 98^th^ percentile, which does not seem like
significant growth, but it appears that small strides are made in math
nationwide, so we are pleased with this progress. The composite score
has gone from the 94^th^ percentile to 98^th^ percentile, which
indicates students are capable of reading and understanding the high
levels of science and social studies, also.

**Part IV \# 2 Daily assessment**

Teachers assess students daily in the various subject areas that are
taught. Specific data from the [ITBS]{.underline} helps us to identify
areas where students may excel and areas in which additional assistance
is needed. With this information, teachers choose methods and materials
that assist students in improving areas in which they are weak. Test
data also helps us monitor the year to year progress and measures the
growth in the various academic subject areas. Over the years it has
helped us to identify areas of the curriculum that need strengthening.
This, together with the student's class work, tells teachers if
significant improvement is taking place. However, test scores do not
reveal the social and emotional status of children. We believe
observations and personal attention are necessary to help children be
successful in life.

Sometimes special tests are administered to students who have specific
difficulty in a subject area or are not capable of learning within the
regular class. The Special Education teacher provides testing for those
students to assess where help is needed and works with them individually
or in a small group on a weekly basis. Some parents request tutoring for
their child when test scores falter and/or teachers recommend individual
help to speed the progress in learning.

Concern and compassion for students moves teachers to frequently assess
the progress of students. Parent conferences, telephone messages,
e-mail, and written communication keep the parents informed. What a
blessing it is to see eager parents willing to assist the teachers and
children to achieve their best.

**Part IV \# 3** **How the school communicates student performances**...

Shepherd of the Hills communicates student performance and assessment
data to parents, students, and the community in a variety of ways. Grade
level teachers inform the parents of class progress and happenings of
the week through a weekly newsletter. Included in these are daily
homework assignments for younger children; calendars and upcoming
projects or unit topics are highlighted for older students. In Junior
High the homework is published via the internet and parents know the
daily assignments must be accomplished by a certain date. These
assignments are also available when a child is absent. At midterm (4 ½
weeks) parents receive a progress report which gives them an opportunity
to see how their child is doing and if or where additional help is
needed. After the first and second quarters a day is set aside for
parents to conference with their teacher to discuss their child's
progress. Parents do not receive the report card until they have a
personal conference with the teacher. After the [Iowa Test of Basic
Skills]{.underline} is taken, parents receive a letter explaining
terminology of the results and a printout of how their child fared. They
are given an opportunity to ask for further explanation from the
teachers or administrators.

[The Lambs' Tale,]{.underline} a bi-monthly news bulletin, is given to
every child to take home. This includes summaries of the school's
progress and/or accomplishments. Many student performances are displayed
on the overhead televisions located in the office, cafeteria and church
narthex. This disseminates information to the parents, church members,
and community entering our facilities.

**Part IV \# 4 How we share our successes with other schools**

Since Shepherd of the Hills is in the Northside Independent School
District, our teachers often participate in workshops offered by them,
and it is during those times that successes are frequently exchanged and
shared. Some of our teachers also have had opportunities to present
topics at state and national conferences. At this time they can share
their expertise and examples of where Shepherd of the Hills students
have excelled and what curriculum strategies have been most successful.

Not long ago our principal and school pastor were invited to present to
the Southern District of the Lutheran Church-Missouri Synod and
presented a workshop on school and church relationships. This shared our
success out of state and branched out from there. There are also monthly
articles written by our administrator for the Lutheran Education
Association Journal. This reaches all Lutheran schools throughout the
U.S. Our technologist, together with a Technology Committee, initiated a
five year technology plan for Shepherd of the Hills which was shared
with the state Lutheran schools and then with schools nationwide. In
connection with that, the TechSun Notes are published on the internet
each month. This same teacher is also the chairperson for INET, a
division of the Lutheran Education Association. Lutheran School
Conferences are held annually and provide opportunities when
teachers/administrators can present successful ventures to other school
personnel.

Test scores from our school are not publicly displayed for all to see,
but class scores may be presented when asked for by our district or
sister schools. Parents often are our best means of spreading the
successes of the school and for that we are grateful.

**PART V -- CURRICULUM AND INSTRUCTION**

**Part V #1 School's curriculum**

The instructional program of our school utilizes the guidelines
established by the Texas Education Agency. In addition, our pupils
receive instruction in religion, based upon the teachings of the
Lutheran Church-Missouri Synod. We strive to provide current state of
the art curriculum and teaching methods, incorporating tested and proven
approaches to education. There is no separation of subjects as to the
religious and the secular in our school. All subjects are taught in the
light of God's revealed Word. At all levels of the school program we are
concerned with the child's total development: spiritual, social, mental,
emotional and physical.

A full Language Arts curriculum is in place, which includes Reading or
Literature, Phonics, Grammar and Writing, Spelling, and Handwriting.
Classic children's literature, novels and portfolio assessment encourage
the development of both a love for reading and the ability to be an
independent reader. Children are also challenged to read in their free
time. A variety of incentives are in place -- Accelerated Reader, School
Library Awards, and individual teacher or community incentives. Phonics
instruction is taught in preschool through third grade. Daily grammar
review and specific grammar lessons encourage our students to be
proficient writers as they engage in process writing, research reports,
novel summaries or essays.

Our Mathematics curriculum focuses on basic skills in computation,
problem solving, logic and reasoning, utilizing manipulatives and
"hands-on" strategies. The math program motivates students to strive for
higher understanding of concepts through daily math "stumpers". The
program takes our students through basic mathematics and Algebra, all
taught daily.

In Social Studies and Science children are actively involved in learning
through challenging educational approaches. An emphasis on lab work,
projects, science fairs, community speakers, simulations, field trips
and multicultural awareness is evident at all grade levels. Scientific
discovery is encouraged with all of our students; the scientific method
is stressed beginning in the elementary grades.

Music, Physical Education and Technology classes meet twice a week for
younger children, progressing up to three times per week for upper grade
students. All students meet weekly for art classes; Spanish is available
for students in 7^th^ --8^th^ grades four days a week. All students
receive the credits necessary for admission into high school.

Extra curricular activities include a music and sports program, as well
as a "Yearbook Group" and "Technology Troop". We also have active Girl
and Boy Scout Troops.

Grade level teachers meet weekly to plan lessons designed to meet the
needs of their students and review student progress. The Junior High
departmentalizes in the areas of Math, Science, History,
English/Literature, Technology, Spanish, Music, Public Speaking, Drama,
Study and Organizational Skills, and Global Awareness.

Enrichment opportunities provided at each grade level extend and
accelerate work for students with special abilities. Several afternoon
enrichment classes are offered in Language Arts, Problem Solving,
Creative Writing and Advanced Art. Each year we also participate in the
Private School Interscholastic contests which encourage and motivate
students to go beyond their

current curriculum.

**Part V #2 Reading Curriculum**

"Immerse, involve, integrate, independent." These are words that
describe our reading program choice for our preschool, kindergarten and
primary children. They are immersed into a phonics-based program,
surrounded by authentic children's literature, word walls, sentence
strips and sight words in an effort to help them connect the spoken word
with the written word. By the time they leave our primary grades, our
goal is for all of them to be independent readers. Our early childhood
teachers use the Open Court Reading series because of its strong phonics
base; they also incorporate children's books into their curriculum,
Accelerated Reader and SRA, as well as involving the parents in an
at-home reading program.

"Variety, value, vocabulary, versatility." These words convey some of
our reading curriculum goals for our students in second through eighth
grade. The students use the Scott Foresman reading series through sixth
grade as a starting point, which introduces them to a variety of
literature while still developing the basic skills of reading. The
teachers also incorporate a variety of novels from all genre, hoping to
build interest in other areas as well as helping our students to become
lifelong readers. Building vocabulary is a main focus at all grade
levels as well as teaching the students reading strategies,
comprehension skills and helping them to become competent at writing
skills.

In seventh and eighth grade the students incorporate portfolio
assessment into their approach to novel analysis as they further extend
their understanding of story elements, reading strategies, and
appreciation of literature.

**Part V #3 Curriculum and Instruction**

In the spring of 2000 the entire technology curriculum was updated; in
the fall of 2002, the entire technology system was updated with new Dell
computers in our lab, classrooms, offices and library. Because the
global environment is technology driven, Shepherd of the Hills felt it
was essential to incorporate technology into our educational and
spiritual ministry. Our technology curriculum has taken students, staff,
and even parents to a new understanding of the importance and
utilization of technology. It has been a model used by public and
private schools, presented in regional educator workshops and various
training seminars. This supports our mission of reaching out to the
community.

Technology is not only taught as a separate subject throughout the week,
but is also incorporated into many subject areas. Our students are led
into the world of technology through guided teaching, demonstration and
above all, hands-on experience. Texas sets a high standard for
technology in the Texas Essential Knowledge and Skills objectives. We
meet and exceed these objectives through activities that help our
students become fluent in all aspects of Microsoft Office XP , use of
digital cameras, scanners and LCD projectors. For the early childhood
students, smaller keyboards which physically fit their small hands are
provided. Children at this age learn the basic tools of operating a
computer and are taught to play games that benefit them academically.

Having computers and televisions in each classroom allows teachers and
students to visually present lessons and demonstrate a variety of
strategies using Power Point, internet sites and other programs.
Technology is also used to facilitate weekly chapel services for the
students. Parents, church members, prospective families, and the
community alike have access to information on the web site at
[http://www.shlutheran.org](http://www.shlutheran.org/)

**Part V \# 4 Instructional Methods**

Shepherd of the Hills Lutheran School believes that stimulating
instructional methods are essential in providing a quality education for
our children. Students on our campus are instructed using a mixture of
strategies and techniques designed to motivate them to grow and develop
as individuals. The instructional objective is to encourage students to
become lifetime learners by developing their God-given talents.

In addition to the traditional strategies of demonstrations, learning
games, worksheets, and lecture, the teachers of Shepherd of the Hills
Lutheran School use a multitude of instructional methods. To improve
student learning we use graphic organizers, simulations, manipulatives,
hands-on activities, cooperative groups, and group investigations. Using
the technology we have available there are Power Point presentations by
teachers and students, computer programs and games, educational videos,
internet activities such as virtual tours, gathering information and
interactive lessons. Also to stimulate learning, our students are given
opportunities to role-play, participate in learning stations, hold
debates, listen to audio tapes/CD's, and have guest speakers visit the
classrooms. Additionally there are weekly age appropriate newspapers and
magazines, and Junior High classes receive a daily local newspaper.

**Part V #5**

Shepherd of the Hills Lutheran School expects the highest standard of
professional competence and complete adherence to its Christian
objectives on the part of each teacher. We believe that Christian
educators are committed to providing a complete education for God's
people by meeting their physical, academic, emotional, social and
spiritual needs. This must be evident in their classrooms and daily
lives.

We believe that teachers need to continue their educational
opportunities to stay abreast of new techniques, activities and
challenging materials that will be useful in the classroom. Each year
teachers receive up to 15-20 hours of staff development either from
inservice programs at Shepherd of the Hills or from workshops provided
through our Region 20 Education Service Center along with other
publicized workshop offerings. School representatives are also sent to
the Texas District Educator conferences and Early Childhood conferences
presented by our Lutheran Church-Missouri Synod, Texas District.
Teachers are provided time away from the classroom to attend
professional development workshops throughout the school year.

A fully paid Master's Degree incentive is offered for our teachers.
Through this incentive, 38% of our teaching staff have received a
Master's Degree with another 20% completing the Master's program in the
next two years.

Technology training is provided to each teacher throughout the year.
Training is provided on our campus along with classes through the Region
20 Education Service Center. Teachers are required to use technology in
their classrooms through internet instruction, lesson presentations and
grade management.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

Private school association(s): [Lutheran Church Missouri
Synod]{.underline}

(Give primary religious or independent association only)

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

**Part II ‑ Demographics**

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

[\$\_3150]{.underline} [\$\_3150]{.underline} [\$3150]{.underline}\_\_
\$[3150]{.underline} \$ [3150]{.underline} \$[\_3150]{.underline}

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

\$\_[3300]{.underline} \$\_[3300]{.underline} \$[3300]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

2\. What is the educational cost per student? \$\_[3525.00]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student?
\$\_[85.00]{.underline}\_

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

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[\_4]{.underline}\_\_%

**PART VII - ASSESSMENT RESULTS**

**REPORTING FORMAT FOR ASSESSMENT DATA**

**REFEREENCED AGAINST NATIONAL NORMS**

**SHEPHERD OF THE HILLS LUTHERAN SCHOOL**

Iowa Test of Basic Skills

Form K 1995

Riverside Publishing

Scores are reported as percentiles.

No students are excluded from the test.

  -------------------------------- ------------- ------------- ------------
                                   2002-2003     2001-2002     2001-2000

  Testing Month                    February      February      February

  **Grade - 1**                                                

  Reading                          90            89            90

  Mathematics                      85            74            69

  Number of students tested        52            65            45

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

  Percent of students excluded     0             0             0

  **Grade 2**                                                  

  Reading                          84            85            75

  Mathematics                      84            69            71

  Number of students tested        65            43            39

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

  Percent of students excluded     0             0             0

  **Grade 3**                                                  

  Reading                          79            64            77

  Mathematics                      72            72            79

  Number of students tested        42            37            44

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

  Percent of students excluded     0             0             0

  **Grade 4**                                                  

  Reading                          74            79            78

  Mathematics                      72            80            85

  Number of students tested        40            34            40

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

  Percent of students excluded     0             0             0

  **Grade 5**                                                  

  Reading                          73            75            73

  Mathematics                      70            78            75

  Number of students tested        39            44            48

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

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

**FORMAT FOR REPORTING ASSESSMENT DATA**

**REFEREENCED AGAINST NATIONAL NORMS**

**SHEPHERD OF THE HILLS LUTHERAN SCHOOL**

Iowa Test of Basic Skills

Form K 1995

Riverside Publishing

Scores are reported as percentiles.

No students are excluded from the test.

  -------------------------------- ------------- ------------- ------------
                                   2002-2003     2001-2002     2001-2000

  Testing Month                    February      February      February

  **Grade - 6**                                                

  Reading                          69            72            72

  Mathematics                      74            73            73

  Number of students tested        47            60            48

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

  Percent of students excluded     0             0             0

  **Grade 7**                                                  

  Reading                          82            80            74

  Mathematics                      75            78            65

  Number of students tested        50            40            45

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

  Percent of students excluded     0             0             0

  **Grade 8**                                                  

  Reading                          80            72            71

  Mathematics                      81            71            72

  Number of students tested        41            43            41

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

  Percent of students excluded     0             0             0

                                                               

                                                               

  **Testing Month**                **April**     **April**     **April**

  **Grade-Kindergarten**                                       

  Reading (Language)               88            87            82

  Mathematics                      87            91            91

  Number of students tested        43            51            40

  Percent of total students tested 100           100           100

  Number of students excluded      0             0             0

  Percent of students excluded     0             0             0

                                                               

                                                               

                                                               

                                                               
  -------------------------------- ------------- ------------- ------------