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

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

**Cover Sheet**

Name of Principal: [Mr. Terrence L. Taubert]{.underline}

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

Official School Name: [Our Lady of Perpetual Help Catholic
School]{.underline}

(As it should appear in the official records)

School Mailing Address: [16075 N. Evans Rd.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Selma Texas]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_[78154-3824]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 210 ) 651-5301]{.underline} Fax [( 210 ) 651-5516]{.underline}

Website/URL: [www.olphselma.org]{.underline} E-mail:
[principal@olphselma .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\*: [Mr. Dale R. Hoyt]{.underline}

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

District Name: [Archdiocese of San Antonio]{.underline} Tel. [( 210 )
734-2620]{.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: . Mr. Michael J. Maffei

(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**

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\"]{.underline}
    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)

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:

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

[n/a]{.underline} 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**       23        21                     **44**       **7**       18        26          44

  **1**       19        13                     **32**       **8**       16        31          47

  **2**       27        21                     **48**       **9**                             

  **3**       22        24                     **46**       **10**                            

  **4**       20        23                     **43**       **11**                            

  **5**       16        22                     **38**       **12**                            

  **6**       17        21                     38           Other                             

                                    **TOTAL                                                   380
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [63.15]{.underline} % White

the students in the school: [1.58]{.underline} % Black or African
American

[32.10]{.underline}% Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[6]{.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 6
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 19
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        25
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    380
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .06
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    6.00
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [2]{.underline}

Specify languages: English, Spanish

9\. Students eligible for free/reduced-priced meals: [6.31]{.underline}
%

[24]{.underline} 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: [0]{.underline} %

[0]{.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. n/a

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

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

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

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

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

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} [0]{.underline}

Classroom teachers [23]{.underline} [0]{.underline}

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

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

> Support staff [4]{.underline} [0]{.underline}
>
> Total number [31]{.underline} [0]{.underline}

12\. Average school student-"classroom teacher" ratio:
[16:1]{.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 98%         97%         95%         97%         96%

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

  Teacher turnover rate    8%          14%         16%         12%         14%

  Student dropout rate                                                     

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

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

**Provide a brief, coherent narrative snapshot of the school in one
page. Include at least a summary of the school's mission or vision in
the statement**.

Our Lady of Perpetual Help School ("OLPH") is a Catholic, co-educational
school located in Selma, Texas, northeast of San Antonio. Founded in
1901, OLPH has historically been a place of spiritual and educational
vitality within the community, where children receive a superior
education intertwined with their Catholic heritage, where the dignity of
the individual is respected, and where 'no child is left behind'.

Originally, two members of the Sisters of Divine Providence staffed
OLPH. Their forty-two students arrived each day to attend classes
conducted primarily in German. In 1939, the Sisters of Divine Providence
turned operation of the school over to the Sisters of the Incarnate Word
and Blessed Sacrament. Today this same religious order, along with our
lay staff, continues to provide quality education and Christian
formation, as embodied in our mission and philosophy.

The mission of OLPH is "to fulfill the educational ministry of the
Catholic Church in our community" and "to provide quality education and
Christian formation of the whole person by encouraging development of
each student's talents in the service of God and others."

*Source: Mission Statement - Our Lady of Perpetual Help Catholic School*

By its Catholic tradition and because of its roots in the community,
OLPH still recognizes itself as "an extension of the family" and sees
itself as partners with our parents "in the education of the whole
child, spiritually, morally, intellectually, physically, emotionally,
and socially." We continue to emphasize the "6 R's" of Catholic
education, namely reading, writing, mathematics, religion, respect, and
responsibility. Our goal is to help each student "think, act and live
like Christ, and to recognize and fulfill his or her obligations and
responsibilities as members of their family, school, community, nation,
world, and Catholic Church."

*Source: Philosophy Statement - Our Lady of Perpetual Help School*.

OLPH is comprised of 23 teachers, 2 paraprofessionals, 4 staff, 2
administrators, and 380 students in Kindergarten through 8^th^ grade. We
attract a diverse student body from several neighboring school
districts, including Schertz-Cibolo-Universal City, Marion, Judson,
Comal, and Randolph Field. Our school has a rich multicultural student
body comprised of children from urban, rural, military, Hispanic, and
other cultures and backgrounds.

For over a century, OLPH has been a mainstay in the community. Visitors
often find older parishioners volunteering in classrooms, parents
helping with school improvements, and parish organizations working on
building projects. In the 2002-2003 school year, parents and friends of
OLPH contributed over 5,000 volunteer hours to the school. OLPH has a
family-like atmosphere with a history that goes back into the 19^th^
century. It is a place where family names are repeated in new
generations of children, and where newcomers are welcomed with open
arms.

We believe our rich heritage, founded in the Catholic faith, our
commitment to the school's mission and philosophy, and our support of
academic excellence, gives the students the qualities and skills
necessary to succeed in life and to become citizens of the highest
caliber.

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

1\. Describe in one page the meaning of the school's assessment results
in reading (language arts or English) and mathematics in such a way that
someone not intimately familiar with the tests can easily understand
them.

Our Lady of Perpetual Help Catholic School administers the Stanford
Achievement Test Series, 9^th^ Edition ("SAT-9") to students in 1^st^
through 8^th^ grades. Using 2003 data provided by the United States
Department of Education, our 8^th^ grade students' 2003 scores in "Total
Mathematics" and "Total Reading" (as well as their five-year average
scores) place OLPH solidly in the top ten percent (10%) of schools
nationwide.

The Total Mathematics component of the SAT-9 measures student ability to
perform age-appropriate problem solving and mathematical procedures. In
2003, according to the United States Department of Education, schools
that scored 75.0 or above on this test were in the top ten percent (10%)
of schools nationwide. In 2003, our 8^th^ grade students scored 81.0 on
the Total Mathematics component of the SAT-9 exam. This achievement is
noteworthy, and it continues a long tradition of excellence at OLPH.
From 1999 to 2003, our 8^th^ grade students scored an average of 91.0,
78.0, 84.0, 74.0, and 81.0 each respective year on this component of the
SAT-9. As such, our 8^th^ graders' five-year average (as well as their
2003 scores) place OLPH solidly in the top 10 percent (10%) of schools
nationwide.

Likewise, OLPH has demonstrated educational excellence in reading
skills. The Total Reading component of the SAT-9 measures student
ability in age-appropriate areas such as vocabulary and reading
comprehension. Students on this test who scored 75.0 or above in 2003
achieved a level of excellence shared only by the top ten percent (10%)
of students nationwide, according to the United States Department of
Education. In 2003, 8^th^ grade OLPH students scored an average of 80.0
in Total Reading, placing their scores in the top 10 percent (10%) of
students across the nation. This achievement caps a long history of
excellence in reading at OLPH. From 1999 to 2003 our 8^th^ grade
students collectively scored an average of 83.0, 81.0, 77.0, 74.0, and
80.0 each respective year on this component of the SAT-9. We are proud
that our five-year average (as well as our 2003 scores) place OLPH
solidly in the top 10 percent (10%) of schools in the nation.

The level of achievement in math and reading at OLPH reflects not only
the hard work of our students over the last five years, but the
exceptional devotion of our teachers and parents in fueling our
students' desire to succeed.

**2. Show in one-half page how the school uses assessment data to
understand and improve student and school performance**.

Assessment data from the SAT-9 scores at OLPH help measure individual
student achievement, class achievement, and validate, or contribute to,
the improvement of current and future curriculum development.

Teachers perform an in-depth, critical, and coordinated review of
assessment data. This information assists each teacher in determining
each student's strengths and weaknesses and identifies students in need
of supplemental instruction. For example, reading and math scores on the
SAT-9 are one of the criteria we use to identify students in grades K-3
for additional instruction in math and/or reading. In addition, we use
these test scores to determine advance placement in honors courses,
thereby challenging each student to reach their full potential.

On a broader scale, the data measure concept-mastery across an entire
grade level of students. Assessment data confirm whether a class has
mastered presented concepts, thus affording teachers the opportunity to
tailor instruction for the remainder of the year in order to ensure that
the class is well-prepared for advancement. A concept that is in need of
further review is pursued in greater depth through the introduction of
supplemental material, experiments, related computer programs, software,
websites, guest speakers and field trips.

Assessment data also play a critical role in long-term planning. Prior
to each school year, the department chairs review the most recent
assessment data to assist in determining if the curriculum meets desired
educational outcomes. The department chairs adjust the curriculum
accordingly so that the consistently high levels of academic excellence
at OLPH are maintained and improved. For example, three years ago this
goal was addressed when OLPH made the decision to choose a new math
textbook series we felt would offer a more challenging program. As a
result, our scores on the SAT-9 Mathematical subtests of Problem Solving
and Procedures are improving. For the years 2000-2002, the third grade
scores in Mathematical Problem Solving have increased from 81^st^
percentile to the 87^th^ percentile and in the sixth grade from the
84^th^ percentile to the 88^th^ percentile. Similarly, in the
Mathematical Procedures subtest, scores improved in the third grade from
the 79^th^ percentile to the 84^th^ percentile and in the sixth grade
from the 68^th^ percentile to the 78^th^ percentile. This data
demonstrates that our students have shown improvement as well as
validating our use of assessment data in long-term planning.

**3. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.**

OLPH communicates student performance to parents and students
frequently. Every quarter, OLPH sends report cards to parents that
detail student achievement in 12 key areas. Mid-quarter reports are sent
home covering progress in broad areas as well. Finally, OLPH
communicates deficiencies to parents and recommends or takes corrective
action on an as-needed basis.

OLPH also takes great care to ensure that assessment data is
communicated clearly and thoroughly to students and parents. In the late
spring of each year, the SAT-9 scores are released and parents receive a
copy of their child's test results. Secondly, teachers have individual
conferences with parents in order to provide explanation and share
in-depth specific test data about the student. Thirdly, a representative
from Harcourt, the publisher of the SAT-9, gives an in-depth
presentation to all the parents at a Parent-Teacher Club meeting. The
representative explains the notations that accompany each score and
helps parents interpret their child's test results. This assessment data
is also shared with new or prospective parents to highlight our school's
high academic achievement.

Our students' achievements in academic competitions throughout the city
receive prominent community attention. Our first place standings at a
local private high school's Academic Decathlon, Daughters of the
Republic of Texas essay contest, History Fairs, and Speech Tournaments
are publicized in the OLPH newsletter, the parish newsletter, the OLPH
website and the *San Antonio Express-News*. Our students are also
recognized statewide through the *Readers' Digest* Word Power Challenge
and nationally through the Duke University Talent Identification
Program. OLPH constantly looks for new ways to challenge our students.
This year we are preparing our students in grades 2-8 to participate in
the PSIA (Private School Interscholastic Association) competitions
covering science, math, spelling, and writing.

**4. Describe in one-half page how the school will share its successes
with other schools.**

The Archdiocese of San Antonio facilitates monthly meetings among
principals from our region of the Archdiocese, in which attendees share
ideas and information and discuss successes in specific subjects or
curriculum areas. The Archdiocese also organizes meetings among faculty
from within our region. One recent meeting facilitated the exchange of
ideas regarding teaching methods and materials that contribute to
successes in learning. Our teachers are often asked to present their
activities and lesson ideas in language arts, science, and math at
various workshops. In addition, recognized as an expert in the field,
our science department was asked by the Archdiocese to share our science
fair research paper and display format with other schools and to
organize an Archdiocesan science fair.

The Archdiocese conducts an annual education showcase that is open to
the public. Our principal and assistant principal represent our school
at this showcase and are able to meet the administrators of other
private schools and prospective parents from across the San Antonio
area. Marketing material distributed at this showcase highlight many of
our successes as a school, as well as individual student accomplishments
in both academics and service to our community.

Our school's website ([www.olphselma.org](http://www.olphselma.org/))
can be accessed by anyone who is interested in obtaining information
about OLPH. We also advertise in several local publications, including
*Today's Catholic*, the official newspaper of the Archdiocese of San
Antonio, and always market our accomplishments in the parish newspaper,
*The Communicant*.

Finally, students and faculty from other schools are able to observe
first-hand the caliber of our students by their performance and frequent
achievements at academic competitions. Our teachers, students, and
parents are accomplishing great things every day, and we use every
outlet available to share these achievements and successes with other
schools.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Describe in one page the school's curriculum. Outline in several
sentences the core of each curriculum area and show how all students are
engaged with significant content based on high standards.**

Our school utilizes a comprehensive curriculum engaging students in
theology, mathematics, science, language arts, social studies, foreign
language, art, music, drama, physical education and computer science.
Courses are scoped and sequenced developmentally to advance students
through grade levels. All course curricula exceed state standards and
requirements in both time and content, allowing our students in the
middle grades to take advanced courses in math, science, literature and
Spanish.

**The Mathematics curriculum** in the elementary grades includes number
operations, computation, problem solving, and reasoning and progresses
to geometry, algebra, statistics, and probability in the middle grades.
Our course develops students' skills to think, reason, and apply
mathematical concepts in real-world settings which are enhanced through
further application in other subject areas. Proficiency in this area has
been demonstrated in state and national competitions. *(SAT-9 score =
81^st^ percentile)* **The Science curriculum** in the elementary grades
includes scientific inquiry, laboratory investigations, systems,
classification, and the natural world and progresses to biology,
genetics, chemistry and physics in the middle grades. Our course
integrates the study of the natural, physical, and biological sciences
with the ever-changing body of scientific knowledge. Students gain a
working understanding of the scientific method and ethics through
hands-on experiments and yearly science fair projects. *(SAT-9 score =
82^nd^ percentile)* **The Language Arts curriculum** challenges students
to become proficient in vocabulary, comprehension, critical thinking,
analysis, listening skills and various forms of written and oral
communication. These skills are demonstrated through spelling bees,
writing contests, and oral competitions. *(SAT-9 score = 83^rd^
percentile)* **The Social Studies curriculum** in the elementary grades
includes local and world communities, map skills, citizenship, and
geography while the middle grades focus on Texas history, United States
history and government, and World history. Our course provides
knowledge, critical thinking skills, and a respect for life as well as
an appreciation for all cultures. It challenges the student to become a
morally responsible citizen in family, local, national, and world
communities. Understanding of these concepts is exhibited through
various competitions and the thousands of hours of community service
performed by the students. *(SAT-9 score = 81^st^ percentile)* **The
Religion curriculum**, in close relationship with the family, is a
comprehensive program emphasizing the Four Pillars of the Catholic
Church: sharing the message (Creed), celebrating the message
(Sacraments), living the message (Morality) and Prayer Life. This faith
formation permeates our day's structure, underlying all other
instruction and leads students to approach life with eyes of faith.
**The Foreign Language curriculum** (Spanish), beginning in
kindergarten, works toward language proficiency, the awareness of other
cultures, and the use of these skills in all classes. Elementary grades
teach the dynamics of a language through listening, speaking, reading
and writing. The middle grades further develop and advance these skills,
with many students receiving high school credit. **The Art, Music, and
Drama curricula** build positive self-concepts, teach other avenues of
expression, and motivate the child to make creative, artistic choices.
In addition to mastery of classroom concepts, students demonstrate
competency of these skills through various concerts and drama
presentations, speech tournaments, and art competitions. **The Physical
Education and Health curricula** teach students the skills needed to
become healthy adults who practice healthy behaviors. Students
participate in team sports and individual physical activities to develop
motor skills, and to influence a lifelong regard for the importance of
physical exercise. **The Technology curriculum** teaches computer
literacy and computer applications which educates and empowers
administrators, teachers, and students to become self-directed,
continuous learners. This program prepares them to meet the increasing
challenges of a global, technological society. Students are encouraged
to use higher order thinking skills, collaborative problem solving, and
creativity.

**2. Describe in one-half page the school's reading curriculum,
including a description of why the school chose this particular approach
to reading**.

The reading program at OLPH School focuses on developing the following
skills: literature awareness, oral language competency, word decoding,
reading comprehension, and creative writing. At the same time, the
program also develops students' vocabulary, increases competency in
language skills, and provides students with opportunities to practice
public speaking. The program has a proven track record of success; in a
comparison of fourth grade scores over the last three years, students at
OLPH have consistently improved their Total Reading Score from the
69^th^ percentile in 2001 to the 80^th^ percentile in 2003. Similarly,
fourth grade vocabulary scores on the SAT-9 increased from the 66^th^
national percentile in 2001 to the 74^th^ percentile in 2003 and reading
comprehension scores also increased from the 68^th^ percentile in 2001
to the 81^st^ percentile in 2003.

The reading series is the foundation of our reading program and is used
from grades first through sixth. This program includes spelling and
grammar workbooks to enhance the reading text. It also provides a solid
foundation for the Language Arts Department, supports a
multidisciplinary approach to learning, and provides meaningful tools
for assessing student progress. In addition, the program includes a
broad range of teaching ideas that allows teachers to customize
applications for individual students. The result is that students read
beyond the classroom environment, expand their vocabulary and
comprehension horizons, and become fluent, lifelong readers.

The seventh and eighth grade reading curricula are developed for each
particular class and individualized for each student. The program
utilizes published literature and novels instead of the traditional
textbooks and workbooks. At these upper grade levels, the goal of the
program is to enhance and encourage critical thinking skills such as
analysis of plot, characterization, and author intent. A student who
graduates from OLPH School has studied approximately 15% of the world's
greatest classical literature. Each book is chosen on the basis of
readability, plot, advancement of critical thinking skills, ability of
students to comprehend, vocabulary, social impact, and history of
society.

**3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission**.

The mission of OLPH is "to fulfill the educational ministry of the
Catholic Church in our community" and "to provide quality education and
Christian formation of the whole person by encouraging development of
each student's talents in the service of God and others." *Source:
Mission Statement -- Our Lady of Perpetual Help Catholic School.* This
mission, while evident in all the curriculum areas and central to all
instruction at OLPH, is the focus of our religion curriculum.

Central to our Catholic faith is the concept that we are called to
think, act, and live like Christ in the world. This belief is present in
all we do. It governs our lives and permeates our attitudes and actions
towards all other people. We believe this discipline is learned, and
Catholic education is a key factor in teaching this principle. Morality
and character development are emphasized, and students are guided and
mentored to an understanding of courtesy and kindness towards each
other, to an appreciation of the diversity of people, to a respect for
authority, and to an appreciation of the country with which God has
graced us. The following are a sampling of the many projects our
students have participated in as they journey through this process:

-   All 6^th^, 7^th^, and 8^th^ grade students fulfill a minimum service
    hour requirement. But many far exceed this requirement. Last year's
    forty-one 8^th^ graders alone offered more than 1,500 hours of
    service in various areas.

-   In response to 9-11, our students adopted all military men and women
    associated with our parish families and sent each a special care
    package. Classes also adopted our immediate families who had
    deployed parents, offering babysitting and meals.

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-   The students have contributed monetary donations to two foreign
    missions. One is a medical/educational station in Kenya, Africa,
    which received donations of more than \$1,000 in the last 3 years.
    The other is the Holy Childhood Association, sponsored by the
    Archdiocese of San Antonio, where generous donations have been a
    tradition for many years.

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-   Each year our school sponsors a food drive at Thanksgiving for
    approximately 22 needy families and a diaper/baby items drive in
    January for one of our local emergency pregnancy facilities.

-   Over the last seven years, the 6^th^-8^th^ graders have crocheted
    and donated more than 220 blankets to the SAMM (San Antonio
    Metropolitan Ministry) Shelter, a homeless shelter for men, women
    and families.

By participating in these projects, as well as numerous others, our
students recognize that their contributions make a difference and that
even one person can make the world a better place. Students graduate
recognizing the dignity of every person and our similarities with all
mankind.

**4. Describe in one-half page the different instructional methods the
school uses to improve student learning.**

The faculty of OLPH School employs a multifaceted approach to learning
and learning styles which includes visual, oral, auditory, tactile,
conceptual, and interactive methods of instruction. In addition to
traditional lectures, our students learn through educational computer
programs, guest speakers, experiments, and by participating in
historical or literary re-enactments. The faculty uses a variety of
learning tools and methods in order to build motivation and a desire to
learn.

For example, our Texas History curriculum begins with lectures and films
that fully explore the subject. Later, as part of the curriculum,
students participate in field trips to the Alamo, the Texas State
Capitol, the Institute of Texas Culture and other local history museums.
As the course progresses, students participate in the Selma Heritage
Days by dressing in period costumes of the 1860's, riding a stage coach,
and experiencing through re-enactment the life of 19^th^ century
settlers in our community.

Likewise, our science curriculum employs all the traditional methods of
instruction, but also provides students with hands-on opportunities to
conduct a research project that is then displayed at our annual Science
Fair. This science project provides students with an opportunity to
conceptualize a project, conduct the research, present their
methodology, and share their results with classmates, the school, and
the community.

The interactive learning in our History and Science curricula is
representative of the many methods of instruction employed at OLPH
School. These methods represent the wide variety of teaching methods
that help to foster the students' desire to learn by making the
challenge of learning enjoyable.

**5. Describe in one-half page the school's professional program and its
impact on improving student achievement.**

During the 2002-2003 school year, the faculty participated in a
multitude of professional development initiatives with the distinct goal
of increasing the learning opportunities for our students. In the past,
the financial burden of professional classes was the responsibility of
our teachers. OLPH School recognizes the impact professional development
has on student achievement and now budgets over \$9,000 each year.
Teachers attend seminars, workshops, or higher education courses to
expand and support their learning and teaching. This resulted in more
than 3,000 hours of professional activities and development of a strong
support for student learning and caring atmosphere among the faculty and
staff.

OLPH School is committed to maximizing each student's growth in the
learning process. Last year, to address our students' varied needs, 75
hours of professional development were devoted to differentiated
instruction. Teachers now possess additional tools to enhance student
achievement based upon the learning styles of individual students.

Integration of technology into the curriculum had a dramatic impact on
our individual and organizational productivity. Each classroom has been
equipped with a minimum of two computers; each networked within the
campus structure and internet-connected. So far, teachers have
accomplished more than 100 hours of professional development in
technology integration so these valuable instructional tools are used
effectively and efficiently during student instruction. This has created
a powerful learning environment through simulation and interactive
media, allowing our students to acquire new and innovative knowledge.

**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): [Catholic Archdiocese of San
Antonio\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c) (3)) status? Yes
\_\_\_X\_\_\_ No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2002-2003 tuition rates, by grade? (Do not include
room, board, or fees.)

\$ [3,370.00]{.underline} \$ [3,370.00]{.underline} \$
[3,370.00]{.underline} \$ [3,370.00]{.underline} \$
[3,370.00]{.underline} \$ [3,370.00]{.underline}

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

\$ [3,370.00]{.underline} \$ [3,370.00]{.underline} \$
[3,370.00]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

2\. What is the educational cost per student? \$ [3,100.00]{.underline}

(School budget divided by enrollment)

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

4\. What percentage of the annual budget is devoted to [1.5]{.underline}
%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [7.5]{.underline} %

**PART VII -- ASSESSMENT RESULTS**

ASSESSMENT DATA REFERENCED AGAINST NATIONAL NORMS

With Subgroups

**OUR LADY OF PERPETUAL HELP CATHOLIC SCHOOL**

Stanford Achievement Test

9^th^ Edition, 1995

Harcourt Publishing

Scores are reported here as percentiles.

No students are excluded from the test.

+------------------------------+------------+------------+------------+
|                              | 2002-2003  | 2001-2002  | 2000-2001  |
+------------------------------+------------+------------+------------+
| Testing month                | February   | February   | February   |
+------------------------------+------------+------------+------------+
| # Grade 8                    |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 80         | 74         | 77         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 81         | 74         | 84         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 43         | 34         | 38         |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100        | 100        | 100        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| **SUBGROUP SCORES**          |            |            |            |
+------------------------------+------------+------------+------------+
| Hispanic students            |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 70         | 58         | 70         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 68         | 54         | 72         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 13         | 12         | 14         |
+------------------------------+------------+------------+------------+
| # Grade 7                    |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 77         | 79         | 75         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 82         | 76         | 70         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 44         | 50         | 41         |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100        | 100        | 100        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| **SUBGROUP SCORES**          |            |            |            |
+------------------------------+------------+------------+------------+
| Hispanic students            |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 71         | 73         | 57         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 71         | 59         | 54         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 23         | 15         | 12         |
+------------------------------+------------+------------+------------+

+------------------------------+------------+------------+------------+
|                              | 2002-2003  | 2001-2002  | 2000-2001  |
+------------------------------+------------+------------+------------+
| Testing month                | February   | February   | February   |
+------------------------------+------------+------------+------------+
| # Grade 6                    |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 71         | 79         | 83         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 82         | 86         | 78         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 37         | 40         | 45         |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100        | 100        | 100        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| **SUBGROUP SCORES**          |            |            |            |
+------------------------------+------------+------------+------------+
| Hispanic students            |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 65         | 70         | 71         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 69         | 70         | 68         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 14         | 18         | 13         |
+------------------------------+------------+------------+------------+
| # Grade 5                    |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 72         | 68         | 74         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 78         | 71         | 83         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 35         | 44         | 46         |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100        | 100        | 100        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| **SUBGROUP SCORES**          |            |            |            |
+------------------------------+------------+------------+------------+
| Hispanic students            |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 66         | 64         | 67         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 64         | 56         | 69         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 11         | 16         | 17         |
+------------------------------+------------+------------+------------+
| # Grade 4                    |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 80         | 72         | 69         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 77         | 71         | 73         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 31         | 35         | 48         |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100        | 100        | 100        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| **SUBGROUP SCORES**          |            |            |            |
+------------------------------+------------+------------+------------+
| Hispanic students            |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 77         | 60         | 59         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 72         | 60         | 63         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 11         | 13         | 21         |
+------------------------------+------------+------------+------------+

+------------------------------+------------+------------+------------+
|                              | 2002-2003  | 2001-2002  | 2000-2001  |
+------------------------------+------------+------------+------------+
| Testing month                | February   | February   | February   |
+------------------------------+------------+------------+------------+
| # Grade 3                    |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 79         | 81         | 77         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 84         | 87         | 79         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 45         | 49         | 47         |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100        | 100        | 100        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| **SUBGROUP SCORES**          |            |            |            |
+------------------------------+------------+------------+------------+
| Hispanic students            |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 78         | 78         | 73         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 80         | 84         | 62         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 14         | 13         | 13         |
+------------------------------+------------+------------+------------+
| # Grade 2                    |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 61         | 66         | 70         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 53         | 59         | 61         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 47         | 51         | 47         |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100        | 100        | 100        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| **SUBGROUP SCORES**          |            |            |            |
+------------------------------+------------+------------+------------+
| Hispanic students            |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 64         | 68         | 73         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 48         | 58         | 68         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 16         | 16         | 13         |
+------------------------------+------------+------------+------------+
| # Grade 1                    |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 84         | 75         | 75         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 76         | 71         | 71         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 31         | 46         | 54         |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100        | 100        | 100        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| **SUBGROUP SCORES**          |            |            |            |
+------------------------------+------------+------------+------------+
| Hispanic students            |            |            |            |
+------------------------------+------------+------------+------------+
| Reading                      | 76         | 75         | 74         |
+------------------------------+------------+------------+------------+
| Mathematics                  | 61         | 66         | 69         |
+------------------------------+------------+------------+------------+
| Number of students tested    | 9          | 16         | 16         |
+------------------------------+------------+------------+------------+