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

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

**Cover Sheet**

Name of Principal [Mrs. Debra Perkins]{.underline}

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

Official School Name [St. Barnabas Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address [8300 Rahke Road]{.underline}

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

[Indianapolis Indiana 46217-2565]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 317 ) 881-7422]{.underline} Fax [( 317 ) 887-8933]{.underline}

Website/URL[www.saintbarnabasparish.org](http://www.saintbarnabasparish.org/)
E-mail [dperkins@saintbarnabasparish.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\* [Mrs. Annette (Mickey) Lentz]{.underline}

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

District Name [Archdiocese of Indianapolis]{.underline} Tel. [(317)
236-1430]{.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. Greg
Cunningham\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[12]{.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**       36        35                     **71**       **7**       36        28          **64**

  **1**       34        34                     **68**       **8**       33        39          **72**

  **2**       36        37                     **73**       **9**                             

  **3**       47        31                     **78**       **10**                            

  **4**       33        39                     **72**       **11**                            

  **5**       36        35                     **71**       **12**                            

  **6**       38        37                     **75**       Other                             

                                    **TOTAL                                                   644
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [96]{.underline} % White

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

[1]{.underline} % Hispanic or Latino

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

\% American Indian/Al tive

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[1]{.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 2
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 4
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        6
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    627
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .01
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1%
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: [3 %]{.underline}

[16]{.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: [6%]{.underline}

[36]{.underline} Total Number of Students Served

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

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

\_\_\_\_Deafness [7]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [13]{.underline} Specific Learning Disability

[1]{.underline} Hearing Impairment [12]{.underline} Speech or Language
Impairment

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

[3]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [3]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [26]{.underline} [0]{.underline}

Special resource teachers/specialists [7]{.underline} [2]{.underline}

Paraprofessionals [3]{.underline} [4]{.underline}

> Support staff [4]{.underline} [7]{.underline}
>
> Total number [43]{.underline} [13]{.underline}

12\. Average school student-"classroom teacher" ratio: [24]{.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 96.8%               97.2%               98.7%               97.7%               97.9%

  Daily teacher attendance 94%                 94%                 94%                 96%                 94%

  Teacher turnover rate    13%                 23%                 10%                 21%                 21%

  Student dropout rate     [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}

  Student drop-off rate    [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}
  ------------------------ ------------------- ------------------- ------------------- ------------------- -------------------

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.**

St. Barnabas Catholic School, located in Indianapolis, Indiana, opened
its doors in September 1965, built on a foundation of Catholic faith and
strong scholastic expectations. It has flourished in the ensuing years
by offering a balance of outstanding academic instruction and religious
formation in a Christian environment. The school community today
continues to be committed to excellence in education and students are
challenged to become life-long learners utilizing their gifts and
talents.

St. Barnabas Catholic School has 645 students in grades K-8 enrolled for
the 2003-04 school year. The students are members of St. Barnabas
parish, residing in the south suburban area of the city. There are
certified teachers for three sections of each grade level as well as
four special area teachers, one resource teacher, two enrichment
teachers, and two master teachers. In addition, there are four full-time
equivalent paraprofessionals working with students in grades K-2 and one
tutor for the resource program. The students are also served by a school
nurse and school counselor. The school is accredited by the state of
Indiana and is a member school of the Archdiocese of Indianapolis school
system.

The student population is predominately white and middle class,
reflecting the surrounding demographic data. Enrollment at St. Barnabas
has increased each of the last nine years with the result that nine
classrooms have been added in that time. This increase of students has
allowed St. Barnabas School to flourish through new staff members and
new families. These have added to the rich culture of St. Barnabas. At
the same time the traditions of St. Barnabas School are vibrant, carried
on by nine teachers who have been on staff for fifteen years or more.
Our students benefit from this mix of new ideas and stable influences.
We proclaim often and loudly that "CHRIST IS THE REASON FOR THIS
SCHOOL". Building on that premise, the students and staff have adopted
the virtues of COMPASSION, HONESTY, RESPECT, INTEGRITY, SERVICE, and
THANKFULNESS. Through our work habits and our interactions with each
other, we live the gospel values and prepare to be moral citizens of the
world. It is believed at St. Barnabas that it is not sufficient to
develop only good students. We are also committed to developing good
people. Our students, supported by our families and our teachers, are
challenged to become good stewards of their intellectual gifts and to
share their worldly talents and treasures with the school, the
community, and the world. Through monthly service projects, the students
are learning the value of reaching out to others.

St. Barnabas School develops students in a spirit of shared mission by
providing opportunities for the students and teachers to reach across
grade levels and content areas. Eighth graders adopt kindergarten
buddies to guide and instruct. Fifth and sixth grade students share
DISCOVER classes. Sixth, seventh, and eighth grade students participate
together in choir and musicals. Seventh and eighth grade students work
together in EXPLORE classes. Extracurricular academic competitions group
students from different grade levels. Cohorts of teachers meet weekly to
share instructional practices and develop curriculum that is aligned
vertically and horizontally. There is a common goal to recognize that
all of the students are ours and together we are educating them to be
successful citizens in the world.

Parental involvement is vital to the success of St. Barnabas students
and teachers. Parents serve as School Commission members, Parent-Teacher
Organization volunteers, tutors, library aides, art and science
assistants, and all-around supporters of their children's education.
Over 150 parents attended volunteer orientation for the 2003-04 school
year in preparation for assisting in the school.

In 2002, St. Barnabas School was named a Milken Family Foundation TAP
(Teacher Advancement Program) school. This program, built on the
philosophy of ongoing professional growth, provides teachers the
opportunity to take advantage of professional development opportunities
to advance their teaching skills and impact student achievement. It
enhances collaboration among faculty members, focusing on the
development of individual teaching capacity, insights, and abilities
resulting in improved student performance. St. Barnabas School students
are presented with the challenges of learning for a world that is
rapidly evolving. Through strong curriculum awareness, progressive
instructional practices, and the spirit of shared mission, our students
are nurtured and challenged. As a result, they exhibit outstanding
success academically and ­­­­­­­­­­­­­­­­­­spiritually. Our school is truly a school of
excellence.

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

**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.**

> St. Barnabas Catholic School acts in accordance with the laws for
> accreditation of the state of Indiana and administers the Indiana
> State Test of Educational Progress (ISTEP+), a comprehensive test of
> basic skills to its students. Prior to the 2003-04 school year, all
> students in grades three, six and eight were given the test in the
> fall. In the 2003-04 school year, students in grades four, five, and
> seven were included in the testing program, though results for those
> grades are not yet available. All students in each grade level were
> tested with no exclusions. No cultural or economic subgroups are
> statistically significant and data for subgroups has not been
> included. In addition, twice yearly, students in grades 3-8 take the
> *Terra Nova* norm-referenced test to measure annual growth in
> accordance with the Teacher Advancement Program.

Analysis of test scores for the past five years indicate a steady
increase in the number of students who succeed in showing mastery of
state standards by passing the ISTEP+ test. In 1999-2000, 89.7% of all
students tested passed the tests. This number has improved annually to
90.1% passing in 2000-01 and 93.3% passing in 2002-03. There was a
slight decline in the 2001-02 testing results, and steps were taken to
improve instruction during that year. In 2003-04, 95% of St. Barnabas
students passed the English/Language Arts portions of the test and 91%
of the students passed the Math portions. In addition to the standard
ISTEP placement scores, students who score significantly well on these
criterion-referenced tests are designated with Pass+ proficiency. St.
Barnabas students demonstrated significantly high scores with 16% of
students tested in grades 3, 6, and 8 reached Pass+ status in
English/Language Arts and 21.5% of students achieved the same benchmark
in Math.

Analysis of *Terra Nova* test scores show that for the eighth grade, the
highest grade tested in this school, the scores significantly exceeded
those necessary to qualify for Blue Ribbon status. The St. Barnabas
School mean was 69.06 compared to the 90^th^ percentile of national
school norms mean of 65.8. The student percentile equivalent for St.
Barnabas eighth graders was 81 compared to the 90% percentile equivalent
nationally of 77.

Assessment data was gathered through test results furnished to the
school by the state, by CTB McGraw Hill, and posted on the Indiana
Department of Education website
([www.doe.state.in.us](http://www.doe.state.in.us/)). Verification of
St. Barnabas Catholic School test scores are included in the last pages
of this document. Dr. Ron Costello, Associate Director of Catholic
Education, confirmed these results and urged St. Barnabas to apply for
No Child Left Behind Blue Ribbon status

2.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

> St. Barnabas Catholic School uses standardized test results to measure
> past student performance and guide future curriculum and instruction.
> This process was gone through formally when St. Barnabas applied for
> state accreditation and from that process specific goals in math
> problem solving, writing, and reading were written. Action plans were
> formulated from standardized test data and local assessment data. Each
> year progress on those goals is measured through student performance,
> and specific strategies are implemented to guarantee continued
> progress. If new areas of concern arise, those are addressed through
> collaboration and professional development among faculty. The
> school-wide use of Indiana state standards in planning, teaching, and
> assessing focuses instruction to ensure students master essential
> skills. Grade level teams and vertical teams of teachers meet ninety
> minutes each week to analyze student work and develop individualized
> instructional practices.
>
> The use of student assessment data is a driving force in planning
> instruction and measuring progress. The collaboration among teachers
> as part of the Milken Family Foundation Teacher Advancement Program
> (TAP) allows them to use best practices for effective teaching daily
> and to gear instruction to meet the needs of individual students. The
> Resource Teacher attends these think sessions to add expertise
> concerning students with special learning needs.

Additionally, through TAP, all students in grades two through eight were
given the *Terra Nova* (CTBS-McGraw Hill) tests of basic skills in both
the fall and the spring of 2003 school year to measure individual
student progress. This test does not correlate directly with ISTEP+,
however the analysis of this data is another way for teachers to
recognize weak areas and supplement areas that have been missed.

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

> Parents of St. Barnabas students are given a copy of the Indiana State
> Standards at the start of each school year to make them aware of the
> curriculum expectations for students. As the year progresses, these
> guides allow parents and students to monitor progress through the
> curriculum and to anticipate the skills that are to be mastered. These
> standards are communicated both orally and visually to students as
> each lesson is taught.
>
> Weekly progress for all students at St. Barnabas is communicated to
> parents through the use of Friday folders. These contain all homework,
> classroom work, and assessments done by the students in the previous
> week. Parents are asked to verify that they have examined this work
> and discussed individual progress with their children. Cooperation and
> effort are communicated to parents weekly in this manner.
>
> Formal progress reports and/or report cards are sent home to parents
> every four and a half weeks. At the end of the first grading period
> student-led conferences are held for grades three through eight with
> parents, students, and teachers. During the conference, students
> evaluate their progress and set goals with the aid of parents and
> teachers. Students in grades seven and eight assess their effort and
> re-evaluate goals and note these on each progress report prior to them
> being sent home to parents. Parents and teachers of students in grades
> K-2 also meet at the end of the first quarter. Parents and teachers
> are encouraged to contact each other whenever the need arises.
>
> Parents receive standardized test results with a written explanation
> as another benchmark of individual progress. School-wide results are
> conveyed to the community through the city newspaper, the school
> newsletter, and are available on the Indiana Department of Education
> website. Special awards for academic performance are publicized
> through the school website, the school newsletter, and the local city
> and Archdiocesan newspapers.

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

> In the fall of 2002 St. Barnabas began its participation in the TAP
> program, sponsored by the Milken Family Foundation and the Eli Lilly
> Company. This program designed to increase teacher effectiveness for
> increased student performance allowed St. Barnabas to join with three
> other schools in the Archdiocese to implement professional development
> and collegiality and improve teaching. The St. Barnabas leadership
> team and career teachers have worked with the leadership teams and
> faculties of the other three schools to develop ways to increase
> student achievement. In the fall of 2003, four more schools joined as
> TAP schools and the St. Barnabas leadership team of master and mentor
> teachers are sharing with these schools models for improvement.
> Teachers from prospective TAP schools have attended grade level
> cluster meetings and met with teachers to learn from our successes.
>
> St. Barnabas Catholic School is one of nine elementary schools that
> feed into the local Catholic high school, Roncalli. The principals of
> these ten schools meet monthly to discuss teaching and learning.
> Additionally, our principal, Mrs. Debbie Perkins, meets on a regular
> basis with the local public school central office personnel and
> conveys the academic successes of St. Barnabas students. On a larger
> scale, the principals from the seventy-two Archdiocesan schools meet
> four times each year and successful strategies and programs are
> shared. Faculty members engage in numerous professional development
> activities and have the opportunity to share practices that have led
> to student success at St. Barnabas.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Describe in one page the school's curriculum, including foreign
language, and show how all students are engaged with significant
content, based on high standards.**

The St. Barnabas faculty strives daily to instill in students the core
Catholic Christian values. These values are the basis for creating
within St. Barnabas an academic program that is not only challenging,
but also accepting of individuals with different learning needs, styles,
and abilities. We teach a curriculum that awakens within every child the
talents that God has given them and we hone these talents through a
curriculum that encourages responsibility, individual growth,
collaborative learning, and social consciousness. The curricular areas
become the building blocks for the strong foundation needed to become
successful life-long learners.

To achieve these high goals, teachers emphasize the importance of a
strong keystone in our curriculum, communication. Utilizing the Indiana
Academic Standards and the Archdiocesan standards, teachers at St.
Barnabas make use of strategies that emphasize reading, writing,
speaking, and listening across the curriculum. The content and process
standards in the Language Arts curriculum are woven into all other
curriculum areas. Students at all grade levels focus on clear writing
for a specific audience and purpose. Expository, narrative, persuasive,
and descriptive writing is practiced through all grades and all
subjects, incorporating proper grammar and language mechanics. Speaking
and listening skills are vital parts of instruction and assessment in
all areas. Students learn strategies for reading literature,
informational texts, poetry, newspapers, magazines, and online
information as the groundwork for success in each subject area.

Students at St. Barnabas Catholic School develop necessary building
blocks and prepare for the world of their futures through hands-on
exploration of science concepts. Research and discovery experiences
allow students to follow the scientific method of questioning, forming
hypotheses, gathering data and testing hypotheses, analyzing results,
and drawing conclusions. Communication skills are utilized in research,
writing lab reports, and making classroom and Science Fair
presentations.

The Social Studies curriculum is value-laden, vital in forming
knowledgeable, socially-conscious, moral citizens of the world. Through
the study of history, civics, government, geography, economics, and
world culture, students recognize that the past has meaning for them and
they can contribute to the future. Communication skills are connected to
the curriculum through mock-elections, presentations, role-playing,
essay-writing, and debates. Exploratory classes allow middle school
students to study the curriculum in greater depth in an activity-based
form.

The Math curriculum at St. Barnabas is standards-driven and challenges
students to achieve at the highest levels, building for further growth.
Problem-solving strategies are practiced regularly in each grade level
and connected to "real-life" math situations. The use of math
manipulative devices appeals to the varied learning styles of students.
Eighth grade students have the opportunity to complete Algebra I prior
to high school and students at all grade levels can participate in Math
Pentathlon.

The Religion curriculum and its service component link all students at
St. Barnabas, encouraging them to live their faith. Students learn of
their connection to the world by such varied projects as adopting an
Orca whale and an acre of rain forest, donating funds to purchase
livestock through Heifer International, and serving at soup kitchens and
homeless shelters. Communication skills are practiced through the
writing of news articles about these projects for the local newspapers
and through preparing daily announcements concerning them for
school-wide video announcements.

Students attend special area classes weekly in Music, Art, Physical
Education, and Technology that are integrated with other curricular
areas. The skills learned in technology classes are the mortar that
holds the curriculum building blocks together. Foreign language and
cultural awareness are the focus of Spanish instruction in grade two,
five, six, seven, and eight. As students recognize that all areas are
interconnected, they begin to build the life-long skills needed for
successful integration into the world's community.

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

A variety of instructional strategies is used in the reading curriculum
as all teachers at St. Barnabas School strive to teach students at all
learning levels, guided by the Indiana Academic standards and
Archdiocesan standards. Kindergarten teachers use a basal series along
with the Building Blocks of the Four-Block program and adapt it to
enhance phonics and comprehension strategies. First and second grade
teachers have adopted the Four-Block Program in order to improve
students' fluency and comprehension. The Four Blocks are set up to teach
ALL students to read and write and include guided reading, word attack
skills, phonics, spelling, and writing. Self-selected reading is
stressed to build interest and allow students to experience success.
This program provides individual instruction to support EACH child's
learning style.

In grades three through six the reading curriculum focuses on vocabulary
building, comprehension, literary response and analysis, and the writing
process through the use of basal texts, trade books, and supplemental
materials. Exposure to a variety of reading materials allows students to
receive specific skill instruction and apply that instruction to
alternate reading choices.

In grades seven and eight, students study literature, extending reading
skills previously learned. To nurture student-owned learning, literature
circles are used as students describe and connect essential ideas,
arguments, and ideas. Students at all grade levels extend their learning
and share reading experiences through book reports, Book-It, Reading
Challenge, and cross-grade reading experiences.

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.**

In fulfilling our mission that students become lifelong learners using
their God-given talents, teachers at St. Barnabas Catholic School have
developed exploratory courses that complement the core curriculum. This
exploratory curriculum is presented to the students in the form of
DISCOVER for students in grades five and six and EXPLORE for students in
grades seven and eight. Incorporating the Indiana academic standards,
all areas of the core curriculum are taught through alternative
activity-centered/problem-based instructional classes. These
self-selected courses offer students the opportunity to explore their
aptitudes and interests, build self-esteem, exercise choices concerning
learning options, and develop positive relationships with teachers.

Courses are organized into categories including cultural awareness,
communication, math skills, healthy lifestyles, and fine arts. In
communication courses, students have the opportunity to refine skills
learned in Language Arts by writing and submitting newspaper articles
about St. Barnabas to the *Indianapolis Star*, through contributing to a
middle school magazine, and by writing and delivering speeches. They
combine these skills with technology skills by developing classroom
WebPages for intranet use and by writing and producing the *Saint
Barnabas News* for afternoon announcements.

Math and science skills are explored through courses in bridge building,
problem-solving, the physics of flight, personal finance, and economics.
Students may develop their artistic interests and talents by studying
calligraphy, portrait drawing, batik, and cartooning. Musical interests
are broadened through show choir and band, always building on curriculum
learned in other classes. Students can discover the world around them
through courses in current events, zoology, and planning travel
throughout the world.

As our school mission challenges us to prepare our students for the
world they will live in, the exploratory classes offer students the
opportunity to achieve and demonstrate excellence in a number of areas
and allow all students to excel in an area of their interest. Students
have the opportunity to experience two new courses each quarter,
allowing them to explore their individual talents and interests with
their peers in a structured environment.

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

St. Barnabas Catholic School is dedicated to recognizing that each child
is unique with different skills, talents, and learning styles. Students
are taught through meaningful learning experiences in ways that foster
spiritual, academic, social, emotional, and physical growth.

Three distinct areas of differentiated instruction are considered at St.
Barnabas as individual student needs are met. Readiness differentiation
ensures that tasks are at the proper level of difficulty to be
motivating to students. Interest differentiation makes learning
rewarding and leads to students becoming autonomous learners. Learning
profile differentiation refers to ways in which students' best process
information. A certified resource teacher and resource paraprofessional
work side by side with teachers and students to adapt instruction to
meet individual needs.

Within the classroom, a variety of instructional strategies are
utilized. Teachers present curriculum through problem solving,
purposeful and varied questioning, and grouping. They provide
appropriate academic feedback to sustain interest, challenge students,
and reteach content when necessary.

Classes are ability grouped for first and second grade Language Arts and
for middle school Math and Science. For all other classes, students are
grouped heterogeneously. Seventh grade students and eighth grade
students' classes have been scheduled in a way that students are in
class with different students for each course and do not stay with a
homeroom group. This allows students to benefit by learning with all of
their classmates.

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

St. Barnabas Catholic School offers many opportunities for the
professional development of its teaching staff. These opportunities for
professional growth are centered on the reason for teaching, student
achievement. All teachers are involved in the Teacher Advancement
Program, TAP, created by the Milken Foundation. The purpose of the TAP
program is to improve student achievement by creating an environment
within the school that encourages teacher research, collaboration, and
implementation of effective teaching strategies. In the course of a
school year, each teacher shares six teaching lessons with the
leadership team and together they collaborate with a focus on the areas
of standards and objectives, teacher content knowledge, teacher
knowledge of students, motivation of students, presenting instructional
content, lesson structure and pacing, activities and materials,
questioning, academic feedback, grouping of students, thinking, and
problem solving. Mentor and master teachers, along with the principal,
model instructional strategies that allow teachers to improve in the
observed areas. Mentor and master teachers offer coaching and team
teaching as strategies to help teachers improve their instructional
practices.

The TAP program encourages collaboration through cluster groups in which
groups of teachers meet for a minimum of ninety minutes a week. Teams of
grade level teachers meet and discuss student work, best practices,
assessment results, and strategies to improve student learning.

Teachers at St. Barnabas take advantage of a wide range of opportunities
to attend workshops and seminars. These focus on educational research
and practices and are presented by national experts in their fields.
Brain research, effective instructional practices, reading and math
curriculum, standardized test interpretation, and differentiated
instruction have been the focal point of professional development in the
past year. Teachers share the information learned with other teachers
through cluster meetings, faculty meetings, and informal sharing.

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

*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): [NCEA]{.underline}

(Give primary religious or independent association only)

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

**Part II ‑ Demographics**

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

[\$ 1350]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

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

\$\_\_\_\_\_\_ \$\_\_[1,000 per family for grades 1-8, \$2700 for
full-day kindergarten]{.underline}

12^th^ Other

2\. What is the educational cost per student? [\$ 3,068]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? [\$
1,750\*]{.underline}

4\. What percentage of the annual budget is devoted to [0%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [0%]{.underline}

\*St. Barnabas School and Parish operate together in the spirit of
stewardship. Fifty-four percent of operating expenses for the school is
paid by the parish, allowing school fees to be kept to a minimum per
family amount. The remainder of the school expenses is contributed
through fees, gifts, grants, and fund-raising.

+------------------------------+---------+---------+---------+---------+
| State Criterion Referenced   |         |         |         |         |
| Tests                        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| # Math Grade 8               |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Test: ISTEP+ Publication     | 2003    |         |         |         |
| Year                         |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Publisher -- CTB McGraw Hill |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| School Year                  | 2003-   | 2002-   | 20      | 2000-   |
|                              |         |         | 01-2002 |         |
|                              | 2004    | 2003    |         | 2001    |
+------------------------------+---------+---------+---------+---------+
| Testing Month                | Se      | Se      | October | October |
|                              | ptember | ptember |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students tested    |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Percent of total students    | 100%    | 100%    | 100%    | 100%    |
| tested                       |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students excluded  | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| Percent of students excluded | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| # ST. BARNABAS SCORES        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| **Above standard**           | **91%** | **92%** | **94%** | **98%** |
+------------------------------+---------+---------+---------+---------+
| **Below standard**           | **9%**  | **2%**  | **6%**  | **2%**  |
+------------------------------+---------+---------+---------+---------+
| STATE SCORES                 |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Above Standard               | 71%     | 67%     | 67%     | 65%     |
+------------------------------+---------+---------+---------+---------+
| Below Standard               | 29%     | 33%     | 33%     | 35%     |
+------------------------------+---------+---------+---------+---------+

+------------------------------+---------+---------+---------+---------+
| State Criterion Referenced   |         |         |         |         |
| Tests                        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| # Language Arts Grade 8      |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Test: ISTEP+ Publication     | 2003    |         |         |         |
| Year                         |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Publisher -- CTB McGraw Hill |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| School Year                  | 2003-   | 2002-   | 20      | 2000-   |
|                              |         |         | 01-2002 |         |
|                              | 2004    | 2003    |         | 2001    |
+------------------------------+---------+---------+---------+---------+
| Testing Month                | Se      | Se      | October | October |
|                              | ptember | ptember |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students tested    |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Percent of total students    | 100%    | 100%    | 100%    | 100%    |
| tested                       |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students excluded  | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| Percent of students excluded | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| # ST. BARNABAS SCORES        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| **Above standard**           | **96%** | **92%** | **90%** | **98%** |
+------------------------------+---------+---------+---------+---------+
| **Below standard**           | **4%**  | **8%**  | **10%** | **2%**  |
+------------------------------+---------+---------+---------+---------+
| STATE SCORES                 |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Above Standard               | 65%     | 65%     | 69%     | 69%     |
+------------------------------+---------+---------+---------+---------+
| Below Standard               | 35%     | 35%     | 31%     | 31%     |
+------------------------------+---------+---------+---------+---------+

+------------------------------+---------+---------+---------+---------+
| State Criterion Referenced   |         |         |         |         |
| Tests                        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| # Math Grade 6               |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Test: ISTEP+ Publication     | 2003    |         |         |         |
| Year                         |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Publisher -- CTB McGraw Hill |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| School Year                  | 2003-   | 2002-   | 20      | 2000-   |
|                              |         |         | 01-2002 |         |
|                              | 2004    | 2003    |         | 2001    |
+------------------------------+---------+---------+---------+---------+
| Testing Month                | Se      | Se      | October | October |
|                              | ptember | ptember |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students tested    |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Percent of total students    | 100%    | 100%    | 100%    | 100%    |
| tested                       |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students excluded  | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| Percent of students excluded | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| # ST. BARNABAS SCORES        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| **Above standard**           | *       | **94%** | **86%** | **86%** |
|                              | *100%** |         |         |         |
+------------------------------+---------+---------+---------+---------+
| **Below standard**           | **0%**  | **6%**  | **14%** | **14%** |
+------------------------------+---------+---------+---------+---------+
| STATE SCORES                 |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Above Standard               | 73%     | 69%     | 62%     | 64%     |
+------------------------------+---------+---------+---------+---------+
| Below Standard               | 27%     | 31%     | 38%     | 36%     |
+------------------------------+---------+---------+---------+---------+

+------------------------------+---------+---------+---------+---------+
| State Criterion Referenced   |         |         |         |         |
| Tests                        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| # Language Arts Grade 6      |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Test: ISTEP+ Publication     | 2003    |         |         |         |
| Year                         |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Publisher -- CTB McGraw Hill |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| School Year                  | 2003-   | 2002-   | 20      | 2000-   |
|                              |         |         | 01-2002 |         |
|                              | 2004    | 2003    |         | 2001    |
+------------------------------+---------+---------+---------+---------+
| Testing Month                | Se      | Se      | October | October |
|                              | ptember | ptember |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students tested    |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Percent of total students    | 100%    | 100%    | 100%    | 100%    |
| tested                       |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students excluded  | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| Percent of students excluded | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| # ST. BARNABAS SCORES        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| **Above standard**           | **94%** | **97%** | **79%** | **78%** |
+------------------------------+---------+---------+---------+---------+
| **Below standard**           | **6%**  | **3%**  | **21%** | **22%** |
+------------------------------+---------+---------+---------+---------+
| STATE SCORES                 |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Above Standard               | 69%     | 70%     | 54%     | 53%     |
+------------------------------+---------+---------+---------+---------+
| Below Standard               | 31%     | 30%     | 46%     | 47%     |
+------------------------------+---------+---------+---------+---------+

+------------------------------+---------+---------+---------+---------+
| State Criterion Referenced   |         |         |         |         |
| Tests                        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| # Math Grade 3               |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Test: ISTEP+ Publication     | 2003    |         |         |         |
| Year                         |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Publisher -- CTB McGraw Hill |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| School Year                  | 2003-   | 2002-   | 20      | 2000-   |
|                              |         |         | 01-2002 |         |
|                              | 2004    | 2003    |         | 2001    |
+------------------------------+---------+---------+---------+---------+
| Testing Month                | Se      | Se      | October | October |
|                              | ptember | ptember |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students tested    |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Percent of total students    | 100%    | 100%    | 100%    | 100%    |
| tested                       |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students excluded  | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| Percent of students excluded | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| # ST. BARNABAS SCORES        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| **Above standard**           | **82%** | **91%** | **85%** | **95%** |
+------------------------------+---------+---------+---------+---------+
| **Below standard**           | **18%** | **9%**  | **15%** | **5%**  |
+------------------------------+---------+---------+---------+---------+
| STATE SCORES                 |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Above Standard               | 72%     | 67%     | 71%     | 71%     |
+------------------------------+---------+---------+---------+---------+
| Below Standard               | 28%     | 33%     | 29%     | 29%     |
+------------------------------+---------+---------+---------+---------+

+------------------------------+---------+---------+---------+---------+
| State Criterion Referenced   |         |         |         |         |
| Tests                        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| # Language Arts Grade 3      |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Test: ISTEP+ Publication     | 2003    |         |         |         |
| Year                         |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Publisher -- CTB McGraw Hill |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| School Year                  | 2003-   | 2002-   | 20      | 2000-   |
|                              |         |         | 01-2002 |         |
|                              | 2004    | 2003    |         | 2001    |
+------------------------------+---------+---------+---------+---------+
| Testing Month                | Se      | Se      | October | October |
|                              | ptember | ptember |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students tested    |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Percent of total students    | 100%    | 100%    | 100%    | 100%    |
| tested                       |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Number of students excluded  | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| Percent of students excluded | 0       | 0       | 0       | 0       |
+------------------------------+---------+---------+---------+---------+
| # ST. BARNABAS SCORES        |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| **Above standard**           | **94%** | **95%** | **85%** | **87%** |
+------------------------------+---------+---------+---------+---------+
| **Below standard**           | **6%**  | **5%**  | **15%** | **13%** |
+------------------------------+---------+---------+---------+---------+
| STATE SCORES                 |         |         |         |         |
+------------------------------+---------+---------+---------+---------+
| Above Standard               | 75%     | 73%     | 67%     | 65%     |
+------------------------------+---------+---------+---------+---------+
| Below Standard               | 25%     | 27%     | 33%     | 35%     |
+------------------------------+---------+---------+---------+---------+

+------------------------------------------+---------------------------+
| Norm Referenced Tests                    |                           |
+------------------------------------------+---------------------------+
| # Grade 8                                |                           |
+------------------------------------------+---------------------------+
| Test: *Terra Nova* Publication Year      | 1997                      |
+------------------------------------------+---------------------------+
| Publisher -- CTB McGraw Hill             |                           |
+------------------------------------------+---------------------------+
| School Year                              | 2003-2004                 |
+------------------------------------------+---------------------------+
| Testing Month                            | November                  |
+------------------------------------------+---------------------------+
| Number of students tested                | 72                        |
+------------------------------------------+---------------------------+
| Percent of total students tested         | 100%                      |
+------------------------------------------+---------------------------+
| Number of students excluded              | 0                         |
+------------------------------------------+---------------------------+
| Percent of students excluded             | 0                         |
+------------------------------------------+---------------------------+
| #                                        |                           |
+------------------------------------------+---------------------------+
| # ST. BARNABAS SCORES                    |                           |
+------------------------------------------+---------------------------+
| **Student Percentile Equivalent**        | **81.06**                 |
+------------------------------------------+---------------------------+
| **Mean NCE**                             | **69.05**                 |
+------------------------------------------+---------------------------+
|                                          |                           |
+------------------------------------------+---------------------------+
| Blue Ribbon required student percentile  | 77                        |
| equivalent for 90^th^ school percentile  |                           |
+------------------------------------------+---------------------------+
| Blue Ribbon required mean NCE at 90^th^  | 65.8                      |
| percentile of national school norms      |                           |
+------------------------------------------+---------------------------+

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height="7.301388888888889in"}

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height="8.25763888888889in"}

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