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

*U.S. Department of Education*

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

Name of Principal [Mrs. Elizabeth Morton]{.underline}

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

Official School Name [Saint Ignatius of Antioch Catholic
School]{.underline}

(As it should appear in the official records)

School Mailing Address [995 Reading Avenue]{.underline}

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

[Yardley PA 19067-1626]{.underline}

City State Zip Code+4 (9 digits total)

County [Bucks]{.underline} State School Code Number\* [N/A]{.underline}

Telephone [( 215) 493-3867]{.underline} Fax [( 267 )
573-3550]{.underline}

Web site/URL [http://www.sischool.org](http://www.sischool.org/) E-mail
[Lmorton@sischool.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\* [Dr. Thomas O'Brien]{.underline}

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

District Name [Archdiocese of Philadelphia]{.underline} Tel. [( 215 )
587-3700]{.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.

[N/A]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board N/A

President/Chairperson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [N/A]{.underline} Elementary
schools

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[X \] 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.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    16        11                     **27**       **7**       11        10          **21**

  **K**       17        12                     **29**       **8**       16        18          **34**

  **1**       9         9                      **18**       **9**                             

  **2**       16        12                     **28**       **10**                            

  **3**       15        15                     **30**       **11**                            

  **4**       7         17                     **24**       **12**                            

  **5**       10        20                     **30**       **Other**                         

  **6**       14        14                     **28**                                         

                                    **TOTAL                                                   269
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [99 %]{.underline} White

the school: [0]{.underline} % Black or African American

[.5]{.underline} % Hispanic or Latino

[.5 %]{.underline} Asian/Pacific Islander

[\_\_\_\_0\_]{.underline} % American Indian/Alaskan Native

**100% Total**

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

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

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

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

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 269
                            the school as of October 1  

  **(5)**                   Total transferred students  .026
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3.0
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_\_\_\_\_Total Number Limited English Proficient Number of
languages represented: [\_\_0\_\_\_]{.underline}

Specify languages:

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

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

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

10\. Students receiving special education services:
\_\_\_[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. Do not add additional categories.

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

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

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

\_\_\_\_Emotional Disturbance \_\_[8]{.underline}\_Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [\_\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [12]{.underline} \_\_\_[5]{.underline}\_\_\_\_\_

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

Paraprofessionals \_\_\_\_[6]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[2]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[21]{.underline}\_\_
> \_\_\_\_[5\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [12:1]{.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. Also
explain a high teacher turnover rate.

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

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

  Daily teacher attendance  98%         99%         98%         99%         99%

  Teacher turnover rate     6%          25%         8%          8 %         7%

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

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

St. Ignatius of Antioch was founded in 1958 and is located in Yardley,
Bucks County, Pennsylvania which is a suburb of Philadelphia. St.
Ignatius is associated with the Archdiocese of Philadelphia. It is
accredited through Middle States. It incorporates diocesan curriculum
and current educational practices into the learning process.

The school was founded by the Sisters of St. Francis and is now staffed
by lay professionals who continue to carry out the mission of the
school. The mission statement of St. Ignatius of Antioch School
endeavors to embrace the traditions of the Catholic Church and to convey
that message to the students.

The purpose of St. Ignatius is to foster in all students a Christian
attitude with positive self image and a spirit of inquiry and discovery
that will inspire them to master the curriculum.

Building expansions in 1995 enabled St. Ignatius to implement a Pre-K
program and to update the Kindergarten facilities. This expansion also
included a state-of-the-art gymnasium and working cafeteria. In 2005 a
new technology lab was provided and a completely furnished science lab
was added in 2006. St. Ignatius utilizes its strengths in all subject
areas due to its access to resources in the fields of technology and
science.

St. Ignatius will celebrate its 50^th^ Anniversary of Catholic Education
in the year 2008. In the future, it is committed to meet the challenges
and mission of Catholic Education in the 21^st^ century. Today, 270
students are enrolled in Pre-K through eighth grade in this equal
opportunity school.

Each morning, the students and faculty gather for prayer in the school
gymnasium. Individual students take turns leading the student body in
prayer relative to the liturgical season of the church.

The school atmosphere positively defines its Catholic identity through
not only the physical signs, but also through the faculty and staff's
daily interaction with students.

St. Ignatius of Antioch has expectations which are fairly simple:

-   To treat each other as Jesus would

-   To help each student reach his/her full potential and accept his/her
    unique talents

-   To provide a quality education

-   To provide a warm and caring atmosphere

-   To foster communication between home and school

-   To challenge students to be critical thinkers and leaders

-   To guide them in their spiritual growth

The faculty and staff is composed of a group of highly dedicated
individuals who go beyond the daily teaching responsibilities in an
effort to encourage the students to fulfill their potential.

The mission and responsibility can be observed through the parent
community, student achievement, and highly professional staff.

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

1\. **Assessment Results**

St. Ignatius of Antioch administers standardized tests: Terra Nova, The
Second Edition Complete Battery Plus and In View during the fall
semester to students in grades four, six, and eight as recommended by
the Archdiocese of Philadelphia. Testing was added to grades five and
seven in order to track the progress of all students. This enables the
faculty to adequately determine strengths and weaknesses of students,
thereby allowing for better planning and instruction.

The reading component measures a variety of objectives: oral
comprehension, basic understanding, analyzing text, evaluating and
extending meaning, and identifying specific reading strategies.

The math section of the Terra Nova allows students to demonstrate their
competence over a substantial number of skills, including number and
number relations, computation and numerical estimation, measurement,
geometry and spatial sense, patterns, functions, algebra, and problem
solving and reasoning.

Publishers of nationally normed achievement tests provide scores that
define the top ten percent of schools in reading and math. Results must
meet or exceed the average scale score that corresponds to the 90^th^
percentile for both reading and math. This indicates that a school is in
the top ten percent of all schools nationally.

Results obtained attest to the fact that St. Ignatius conforms to this
criteria. Upon analyzing the scores of the eighth graders it is apparent
that, in the subject of reading, the students achieved the score of 84
with a score of 77 being the 90^th^ percentile. In math, the students
scored 85, surpassing the 90^th^ percentile of 77. Further analysis of
scores from other levels demonstrates that grades 4 and 6 also performed
above the 90^th^ percentile in reading and math.

> **2. Using Assessment Results:**

St. Ignatius of Antioch uses test results of the *Terra Nova* to measure
the individual student's achievement and class achievement. This
validates and contributes to the improvement of the instruction and
curriculum as it relates to the school and the individual student.

The Archdiocese of Philadelphia requires the Terra Nova assessments to
be administered to grades four, six, and eight.

St. Ignatius goes the next step and requires fifth and seventh graders
to participate in this testing. This enables the teachers to measure the
growth of each child over the course of five years. This also permits
the school to review class scores and measure the overall learning of
each grade in reading and math.

The principal and faculty interpret the scores prior to the results
being distributed to the parents. The faculty then makes informed
decisions based on the results and adjusts teaching strategies and
instructional objectives according to student need. This can then be
discussed with each parent.

After careful examination of the math results for grades 4 and 5, it can
be determined if a child meets the requirements to be admitted to
Honors' Math.

The reading scores were examined over the course of three years and it
was then determined that vocabulary and critical thinking skills needed
to be addressed in the classroom with a variety of new materials. St.
Ignatius then decided to adopt new texts in these areas, which allowed
students more opportunity to grow. The result showed stronger test
scores in vocabulary and critical thinking areas.

The faculty works hard to better the curriculum by using the many
detailed sections provided by McGraw Hill.

**3. Communicating Assessment Results**

St. Ignatius communicates the results of the student performance
assessment data to parents and students in a variety of ways. The
results of each student and grade are initially looked at by the
principal and faculty. This allows them the opportunity to look at the
whole school, each class, and the individual student.

The parents then receive the results for the children by mail. This
mailing includes an explanation of how the scores are to be interpreted.
It is followed by a parent meeting. Every other year the Curriculum
Director from the Office of Catholic Education comes to the parent
meeting. This allows the parents to hear the value of the testing and
the excellence of the school from someone other than the school
personnel. This helps validate the quality of education St. Ignatius
students are receiving.

Report cards are sent home each trimester with an opportunity for
parents to meet one-on -one with the teachers through parent
conferences. This enables parents, teachers, and students to set goals
for the next trimester of learning.

Our Terra Nova results are part of the school's brochure that is sent to
prospective families.

The Home and School Association helps sponsor a "Young Authors and Young
Artists" event. This function displays many projects, artwork, and
writings of the students over the course of the year. All parents and
parishioners are invited to attend after the Masses. In this way, the
entire parish community is exposed to the quality of work the students
produce.

Parents and prospective parents can view happenings and student work on
the website, in particular the individual teacher websites.

4.  **Sharing Success:**

> St. Ignatius is proud of its vast achievements. The Archdiocese of
> Philadelphia conducts "Principals' Meetings" several times a year
> allowing for the attending principals to discuss current topics and
> hear the success stories of other schools in the Archdiocese. The
> Pre-Kindergarten and Kindergarten teachers have monthly "Share and
> Tell" meetings where they have the opportunity to talk about topics
> related to early childhood. The faculty attends many workshops
> provided by both the local Intermediate Unit and the Archdiocese of
> Philadelphia. At these meetings, the faculty interacts with peers from
> other schools and has the opportunity to discuss best practices,
> instructional techniques, and new innovations in education.

The St. Ignatius School story is shared with the school community and
the community-at-large in a number of ways. Examples of the
communication vehicles used include: the parish weekly bulletin, monthly
newsletters, Open Houses, information on the community cable channel,
and press releases in the local newspapers.

The school's website ([www.sischool.org](http://www.sischool.org/)) can
be accessed by anyone interested in current information. The website is
accessible directly or via links on other websites, such as the parish
website and the Archdiocesan website. The school's website is also used
by the faculty who make classroom happenings available online through
their class WebPages.

In addition, St. Ignatius has sponsored workshops on topics such as *How
to Integrate Technology* and *How to Use a Smartboard*. Invitees such as
principals, teachers, and supervisors have been able to observe
firsthand the high quality of the technology program. Prospective
teachers are exposed to a successful learning environment through
classroom observations. Such practicums are requested by local colleges
and universities as part of the student teaching program.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

> The curriculum is the framework through which teachers provide
> students with content

and skills that are important to their success as young adults in an
interdependent, complex world.

The Integrated Language Arts curriculum provides opportunities for
students to read, write, speak, and listen. The curriculum exposes
students to reading and writing in multiple genres. All vocabulary,
spelling, grammar, phonics, and comprehension instruction occurs within
the meaningful context of real literature and the student's own writing.
Concepts become increasingly complex as students advance through the
grades. Emphasis is placed upon connecting these language arts to
authentic purposes and audiences.

The math curriculum also rests upon the real-life purposes and
applications of mathematics. Students are exposed to various disciplines
within mathematics such as algebra, geometry, measurement, computation,
and data analysis. The crux of the math curriculum rests upon building
students' ability to analyze and solve problems by choosing from a
variety of strategies.

The science curriculum covers content related to earth, life, and
physical science. In addition to content, students engage in thinking
processes that will serve them beyond the walls of the school. The new
science lab provides a space where content comes alive and the wonders
of science can become visible. Through hands-on, minds-on inquiry
experiences, students can formulate their own questions and be empowered
to assert and test their own hypotheses. Students who are actively
engaged in this cycle of questioning develop a stance of lifelong
curiosity and a passion to keep learning.

The social studies' curriculum begins with the students' own family and
community. By studying the movers and shakers from the past along with
current key players, students can readily examine patterns and
relationships. The Social Studies' Curriculum is based on the National
Council for the Social Studies' Framework' and Ten Themes. Students
learn about holidays, events, and people that paved the way to current
time. Civic duties are carried out through an elected student council.

The religion curriculum is the hub from which all else grows. Students
form their Catholic identity by preparing for and receiving the
sacraments, planning and participating in liturgies, and leading daily
prayer. Students work hard to make their faith visible by being involved
in service projects both school wide and grade specific. Students are
challenged to be examples of Catholic values as they live and interact
in the world.

The Spanish program further broadens the students' world by extending
their experiences and appreciation of other languages and cultures. This
curriculum is one in which students are engaged in speaking, listening,
reading, and writing Spanish. In pre-kindergarten through grade three,
students learn basic conversation and vocabulary through an interactive
DVD program. Grades four through eight have weekly Spanish instruction
from a qualified teacher.

Saint Ignatius recognizes the need to develop the whole child.
Therefore, students attend art, music, physical education, technology,
and library. These classes are imperative to the students' growth into
well-rounded human beings. Students are exposed to different ways of
expressing themselves, discovering talents, and are enriched by new
ideas and experiences.

2a.**Reading:**

Reading is nested within the context of the other language arts.
Beginning in pre-kindergarten, our youngest students are saturated in a
print-rich environment. Teachers use interactive writing activities to
teach concepts about print. Students develop phonological awareness and
phonics' skills within the meaningful context of rhymes, songs, and
stories. Teachers equip students with strategies they can use to access
content area texts. These connections are powerful in improving student
comprehension and learning in all subject areas.

Saint Ignatius provides students with the materials and strategies
needed to become proficient, critical readers. For instance, each
teacher's classroom houses a classroom library stocked with current and
varied reading materials from which students may choose. Texts ranging
from biographies and fantasies to newspapers and magazines are
available. The reading series, Harcourt Trophies, was chosen for pre-k
through sixth grade after carefully comparing offerings from a list of
approved companies. This series has a balance of well-written fiction
and non-fiction texts and materials to help differentiate instruction
for advanced and below grade level readers. In addition, trade books and
novels are used as a core part of the reading curriculum. Because
technology has changed our world, reading instruction includes the
Internet. This entails helping students internalize unique skills and
strategies key to successfully navigating the digital world. Students
are taught how to search for and determine the usefulness of information
found on the World Wide Web.

To promote a love for and to stress the importance of this subject,
Saint Ignatius students are encouraged to participate in reading related
events, such as: Reading Olympics, Book-It, Family Night at Barnes and
Noble, and Scholastic Book Fairs.

**3. Mathematics**

At all grade levels, students communicate their mathematical thinking
through discussion, pictures, graphs, math journals, and models. The
math curriculum is a developmental program consisting of eleven levels
beginning with Early Childhood skills and ending with Algebra Readiness
2 for the average student.

St. Ignatius has incorporated into its studies an Honors' Math
curriculum designed to enrich and engage those students who meet its
criteria. Students may enter this program in grade four and finish their
eighth grade studies in Algebra 1.

The curriculum is spiraling and sequential and enables the teachers to
differentiate instruction. Emphasis in the math program includes problem
solving, communicating mathematically, development of reasoning skills,
estimation, mental math, connections to real life and other content
areas. Students are encouraged to apply algebraic thinking and work with
multi-step problems. Daily review of basic skills, problem solving and
test format practice help the students to achieve success.

Instructional methods include modeling, guided practice, partner and
small group problem solving, peer tutoring, investigations, and flexible
grouping. Instruction is enhanced by using a variety of instructional
materials, such as computers, educational math software, manipulatives,
graphing/scientific calculators and smartboards, which provide a
multi-sensory experience for the students.

Certain grades participate in the 24-Club Online, integrating technology
to promote computational fluency, reasoning skills, and excitement over
math. All students in grades 5-8 also participate in the Pennsylvania
Math League.

**4. Instructional Methods**

Children are the focal point of everything the faculty and staff do.
With this in mind, the teachers at St. Ignatius of Antioch employ
strategies based on researched best practice about how students learn.
Although there are commonalities, teachers also understand that children
learn in different ways. Teachers have a myriad of instructional
strategies in their toolkits. Teachers offer different ways to access
concepts so that all students are able to find a way into the learning
experience. These strategies appeal to students' multiple intelligences.
Graphic organizers, collaboratively creating charts, and music provide
learners with different ways to show what they know in ways that allow
them to make meaning of what they learned. Realizing that students
construct their own knowledge, teachers provide opportunities for
students to explore and discover concepts instead of simply being
presented with information to memorize. Teachers perform demonstrations
and provide students with manipulative and hands-on inquiries. Field
trips and speakers provide bridges between school and the wider world.
Students see the work they do as connected to real life. KWL allows
students to share the knowledge they bring with them to school. Teachers
show they value students own experiences and use this information to
make instructional decisions in order to meet the needs of their
learners.

Humans are social beings and elementary school children are no
exception. Teachers recognize and harness students' social nature to
help them learn. Teachers use literature circles, think-pair-shares, and
jigsaws where students learn from one another. Drama is another strategy
that allows for a lived-through experience. Teachers design instruction
to include the use of discussion to explore their own and others'
perspectives leading to a broader view of themselves and the concept.
Students also use journals and learning logs to reflect upon their own
progress.

Students are further engaged in learning through technology. Teachers
use projectors to engage students in interactive Web pages and show
videos on various topics through United Streaming. Teachers use
PowerPoint and Web quests.

**5. Professional Development:**

St. Ignatius of Antioch's professional development and its impact on
improving student achievement is expanding and ongoing. The faculty
members are committed to growing professionally. They have taken various
workshops, college courses, and attended other in-service opportunities.

As a school, the focus for the past three years has been on technology.
Since we have the new technology lab, teacher laptops, and digital
projectors in the classrooms, each teacher participated in over 15-hours
of in-service training in order to become familiar with this technology.
This resulted in every teacher using email, having their own website
page, and has integrated technology into their class or subject area.

The school is proud to have six teachers that have their Masters in
Education and one is presently enrolled at the University of
Pennsylvania for a Masters' Degree in Reading.

All teachers are required by the State of Pennsylvania through Act 48
Professional Development to acquire 180 hours of professional growth
every five years. Two of our math teachers attended the NCTM conference
in Atlantic City.

Our pre-k and kindergarten teachers attended the meetings "Share and
Tell" that the Archdiocese sponsors once a month.

In addition, our Intermediate Unit sponsors many current trend workshops
that the faculty can choose to attend. The faculty believes that their
openness and willingness to grow professionally has a tremendous impact
on improving student achievement.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): *National Catholic Educational
    Association, Association of Supervision and Curriculum Development,
    National Council Teachers of Mathematics, National Science Teachers'
    Association, Archdiocese of Philadelphia*

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

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

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

> [Grades 1-8 (Parish)\*]{.underline} [Kindergarten
> (Parish)\*]{.underline}
>
> 1 Child \$2,650.00 \$ 3,950.00
>
> 2 Children \$5,100.00
>
> 3 or more Children \$6,500.00
>
> \*[Non Parishioner Rates]{.underline}

Kindergarten \$4,570.00

Grades 1-8 \$3,850.00 per child

4.  What is the educational cost per student? [\$3,810.00]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    [\$1,000.00]{.underline}

6.  What percentage of the annual budget is devoted to [1 %]{.underline}

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [1 %]{.underline}

**PART VII -- ASSESSMENT RESULTS**

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

**[Without Subgroups]{.underline}**

**ST. IGNATIUS OF ANTIOCH**

*TerraNova,* The Second Edition Scores are reported as percentiles.

Form: C 18, 16, 14 No students are excluded from the test.

CTB McGraw-Hill Copyright, 2001

All scores are reported in percentiles.

  ------------------------------- -------------- ------------ ------------
                                  2005-2006      2004-2005    2003-2004

  Testing Month                   October        October      October

  **Grade 8**                                                 

  Reading                         84             86           79

  Math                            85             79           83

  Number of students tested       18             28           28

  Percent of total students       100            100          100
  tested                                                      

  Number of students excluded     0              0            0

  Percent of students excluded    0              0            0

  **Grade 6**                                                 

  Reading                         78             78           80

  Math                            78             78           75

  Number of students tested       22             32           17

  Percent of total students       100            100          100
  tested                                                      

  Number of students excluded     0              0            0

  Percent of students excluded    0              0            0

  **Grade 4**                                                 

  Reading                         80             89           81

  Math                            75             90           85

  Number of students tested       27             20           21

  Percent of total students       100            100          100
  tested                                                      

  Number of students excluded     0              0            0

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