U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal [Mrs. Patricia A. Buttell]{.underline}

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

Official School Name [St. Vincent de Paul Catholic Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address [14330 Eagle Run Drive]{.underline}

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

[Omaha, Nebraska 68164-5425]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(402) 492-2111]{.underline} Fax [(402) 496-9933]{.underline}

Website/URL [www.svdp-school.org]{.underline} E-mail
[buttellp@svdp.creighton.edu]{.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 [December 15, 2003]{.underline}

(Principal's Signature)

Name of Superintendent\* [Sr. Michelle Faltus, SFCC]{.underline}

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

District Name [Omaha Archdiocese]{.underline} Tel. [( 402)
554-8493]{.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 [December 15, 2003]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Brad Lemkau

(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 [December 15, 2003]{.underline}

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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)

[N/A]{.underline} TOTAL

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

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

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

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

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

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**       37        48                     **85**       **7**       41        43          **84**

  **1**       47        42                     **89**       **8**       36        42          **78**

  **2**       48        42                     **90**       **9**                             

  **3**       37        53                     **90**       **10**                            

  **4**       56        34                     **90**       **11**                            

  **5**       39        51                     **90**       **12**                            

  **6**       54        36                     **90**       Other                             

                                    **TOTAL                                                   **786**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95.0]{.underline} % White

the students in the school: [0.9]{.underline} % Black or African
American

[1.9]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [1.1
%]{.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 7
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        9
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    785
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.011
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.1
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [N/A]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [1.3 %]{.underline}

[10]{.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: [5.4 %]{.underline}

[42]{.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 [2]{.underline} Orthopedic Impairment

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

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

\_\_\_\_Hearing Impairment [\*26]{.underline} Speech or Language
Impairment

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

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

\*This number indicates students who are serviced by area public schools

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} [0]{.underline}

Classroom teachers [27]{.underline} [0]{.underline}

Special resource teachers/specialists [8]{.underline} [4]{.underline}

Paraprofessionals [19]{.underline} [4]{.underline}

> Support staff [2]{.underline} [3]{.underline}
>
> Total number [59]{.underline} [11]{.underline}

12\. Average school student-"classroom teacher" ratio:
[29:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance 94.3        95.6        94.7        96.1        95.4

  Daily teacher attendance 93.5\*      96.5        95.4        97.7        95.6

  Teacher turnover rate    12.8        10.5        10.5        13.2        25.7

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

Our attendance records have been stored electronically for the last two
years. The numbers given prior to that are estimates based on sampling.

\*This number includes days missed to attend development opportunities
as well as other absences.

**PART III ‑ SUMMARY**

St. Vincent de Paul School is a Nebraska State accredited K-8 Catholic
elementary school situated in the northwestern suburbs of Omaha,
Nebraska. The school serves approximately 450 families with an
enrollment of nearly 800 children. More than 90 percent of our graduates
has entered local college-preparatory Catholic high schools with
rigorous academic programs, and we believe they were well prepared to do
so.

The St. Vincent de Paul Catholic Elementary School mission statement
attests that the staff believes:

> that open, honest communication, collaboration, and cooperation are
> essential among parents, students, and staff to promote a productive
> learning environment;
>
> in providing quality educational experiences which are a combined,
> on-going effort of students, parents, and staff, and which encourage
> all to strive and succeed in reaching individual, attainable goals;

that within the school community lifelong learning should be promoted;

> in integrating Catholic religious beliefs into the curriculum to
> provide an environment where Catholic values, beliefs, and morals are
> taught, supported, and modeled so as to foster spiritual growth for
> all parents, students, and staff;
>
> in teaching independent decision-making skills to encourage parents,
> students, and staff to take responsibility for their learning and
> behavior;

in nurturing positive self-esteem;

> that all staff, parents, and students have the right to be treated
> with the utmost dignity, honesty, and respect in an environment which
> is fair, consistent, and in keeping with the teachings of Jesus;
>
> that our school community should strive to reflect the qualities of
> our patron, St. Vincent de Paul, to live united in faith, rooted in
> charity, and fulfilled in love.

There are three home rooms for each grade level. Each home room has
about 30 students. The unique design of the building physically connects
all three grade-level home rooms to one another. This gives students and
teachers easy access to other teachers and students within each grade
level and improves teamwork and interdisciplinary instruction.

In grades K-4, each teacher is partnered with a full-time teacher
associate. This allows the student-to-adult ratio to be much smaller
than it first appears. One teacher associate is assigned per grade level
in grades 5-8. St. Vincent de Paul Elementary School employs 37
certified teachers (including a full-time art teacher, media specialist,
counselor, technology teacher, a .6 Spanish teacher, 1.5 music teachers
and 1.5 PE teachers). St. Vincent de Paul Elementary School also employs
21 teacher associates, one full-time nurse and 3 office staff personnel.
The administrative staff is made up of 3 professionals with more than 50
years combined experience in education.

St. Vincent de Paul distinguishes itself from many Catholic elementary
schools because it has the ability to serve special needs students. The
school employs three educational strategists; two of these certified
teachers work with children who are at risk academically. The third
strategist works with students whose academic abilities are superior to
those of their peers. Scores of our students on the

2003-04 Iowa Tests of Basic Skills average 2.8 years above that of their
peers nationally.

St. Vincent de Paul has two media centers and our collection is
impressive (13,151 titles). Last year students checked out 23,718 items.
All students visited the media center weekly.

One of our greatest strengths is the parental involvement. On a typical
day 10 to 12 volunteers are present in our building . . . helping in the
media center, cafeteria, playground and individual classrooms. For
special events that are curriculum-based (i.e. Pioneer Days, Seder Meal,
Career Day) dozens of volunteers are in the building.

St. Vincent de Paul is relatively new but the administrators and staff
understand the importance of creating traditions, which enhance the
curriculum and promote life-long learning and patriotism. Our annual
flag raising ceremony, International Food Day and National Library Week
provide students with opportunities to become engaged in their
education.

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

1\. Reading and math assessment results demonstrate the outstanding
level of achievement of the St. Vincent de Paul students. In analyzing
student growth from one year to the next, the grade equivalency scores
improve at a rate higher than would be expected after one year.

In the area of reading, the students perform an average of 2 years above
grade level, according to the 2003-2004 ITBS results. The reading
composite includes vocabulary and comprehension. In the area of
vocabulary, students scored an average of 1.5 years above grade level.
In the area of comprehension, students scored an average of 2.4 years
above grade level. This indicates that the learning environment affords
all students the opportunity to reach their full potential and, in many
cases, beyond.

Beginning in kindergarten, students are required to master chapter tests
within each unit. On average, students score 88%, according to
criterion-referenced tests that are administered at the end of each
unit. These assessments include comprehension, study skills and
listening skills. The mastery level of teaching, as well as learning, is
evident in these assessment results.

In the area of mathematics, students perform an average of 2.6 years
above grade level, according to the 2003-2004 ITBS results. The
mathematics portion of the ITBS includes: concepts and estimation,
problems and data, and computation. In the area of concepts and
estimation, students scored an average of 2.2 years above grade level.
In the area of problems and data, students scored an average of 2.9
years above grade level. Finally, in the area of computation, students
scored an average of 1.2 years above grade level. This demonstrates the
level of concentration that is emphasized in the area of mathematics.
Students are challenged and can move at a pace matched to their
abilities.

Once again, starting in kindergarten students are exposed to a
mathematics curriculum that challenges and further advances their
achievement. This is evidenced in the tests that are given at the
conclusion of each chapter. On average students score 90% on tests. This
indicates not only mastery but also advanced knowledge considering 7
percent of students are working above grade level.

Because of the heightened level of knowledge in both the areas of
reading and mathematics, a High Ability Learner program was established
in 1993. For the 2003-2004 school year, 20% of the eligible student
population was nominated to participate in the program. Stringent
guidelines allow only those students who meet several requirements to be
included. This is imperative because a great number of students would
qualify under more lax conditions. Assessment results support the
conclusion that most students from St. Vincent de Paul perform well
above their peers.

2.  Assessment data are used to understand and improve student and
    school performance. That data has its basis in two sources:
    informal/formal classroom assessment and formal standardized
    assessment based on ITBS test results.

Teachers incorporate assessment into their daily curriculum. Students
demonstrate their success in a given subject through tests, oral
presentations and written reports. Teachers monitor and adjust their
lessons based on these observations of the students' performance.

Each year, assessment data is received from ITBS. The ITBS data is then
interpreted and used for curriculum planning at a daylong workshop. Each
student's growth is tabulated and studied to better understand areas of
strength and needed growth. By understanding the assessment data,
faculty is better equipped and prepared to lead our students through a
successful educational experience.

3\. Student performance is formally and informally communicated with
parents. Progress reports and report cards are sent home quarterly.
Parents and teachers may also take advantage of informal communication
through e-mail and by phone to foster timely contact with one another.

Each week, students take home a communication folder that includes
completed papers, tests and assignments. Communication from the school
office and administration also is conveyed to parents through these
weekly folders.

Twice a year, parent conferences are held for students in grades K-8.
Students in grades 6-8 are an integral part of the conferences. Students
lead these conferences using portfolios. Throughout the semester,
students gather work samples that they believe are a reflection of their
learning. During the conference they share these work samples with their
parents. They then discuss achievement and areas to improve with both
their parents and teacher.

The community is informed of student accomplishments and scholarships
through the local Catholic newspaper, the local area newspaper, a weekly
parish bulletin and the parish quarterly newspaper.

It is the Archdiocesan policy to share general assessment results of the
entire archdiocese with the public. However, parents receive individual
reports of their child's standardized assessment results.

4\. St. Vincent de Paul School is named in honor of a French cleric who
devoted his life to serving the poor. As a school and parish, we strive
to imitate the spirit of our patron saint in many ways, including
teaching children the importance of sharing their time, talent and
treasure to provide service to those in need. Already during the
2003-2004 school year students, in small groups or collectively, have:

Provided playground equipment (balls, jump ropes, etc) to another
Catholic elementary school.

Planned and hosted a Halloween party for first-graders from another
school.

Raised \$2,700 for an Omaha-area family with an ill child.

Made gifts for the residents of our neighboring Alzheimer's-care
facility.

Participated in a book drive, donating the books to the library of an
inner-city school.

Made and sold cookies, donating the proceeds to the library of another
inner-city school.

Created prayer cards for the students at a school in crisis.

Clipped Campbell's soup labels for another school.

Teachers have:

Provided teacher instructional materials for another elementary school.

> Encouraged parents to purchase books for the library of an inner-city
> school at our school book fair.

Provided food for the staff at a local school dealing with crisis.

Collected toiletry items for prize dispersal at a day facility for
adults who are mentally

challenged.

As a school, we have shared our successes by inviting teachers from area
schools to join in-service presentations, and by joining forces with
teachers from another elementary school to discuss ways to use 6-Trait
Writing to improve students' skills. In the past, our teachers have
served as planners and presenters at local teacher conferences.

A portion of the proceeds from our annual school fundraiser, an event
planned and implemented by school parents, is donated to area private
schools for scholarships. A total of \$18,000 from the 2002 fundraiser
was distributed to two schools and a children's scholarship fund.

The school has been fortunate to have an on-site daycare for the
children of employees, and has advised several other schools on how to
start daycare programs. We have shared supplies (books and games) with
one program that began this year.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  The program of studies implemented at St. Vincent de Paul Catholic
    Elementary School is in compliance with State of Nebraska Department
    of Education and Omaha Archdiocesan School office guidelines, which
    include addressing multi-cultural/global and nonsexist issues. With
    the curriculum established, each faculty member is expected to
    maintain the integrity of the content in daily instruction.

The curriculum includes these subject areas: art, computer technology,
guidance, and

language arts -- which include the areas of English/writing, penmanship,
reading/literature and spelling. It also includes mathematics/algebra,
media/information retrieval, music, physical education, religion, human
growth and sexuality, science/health, social studies and Spanish for
grades K --3 and 6, 7 and 8.

The reading/literature curriculum is based on developing basic decoding
skills and comprehension competence in our students necessary to
successfully understand and appreciate literature in all forms. Through
experiences with inference, comparisons, contrasts, sequencing and
conclusions, students are becoming lifelong readers. Critical thinking
skills, which include determining fact from fiction, opinions from
confirmed evidence and the ability to draw conclusions, highlight the
development of the reading curriculum.

The language arts curriculum enables all students to communicate
effectively through written and spoken language. Effective communication
combines the skills of critical thinking, listening, speaking, reading
and writing. Through communication, students develop the ability to
participate as responsible members of a global society. Emphasis on
writing skills, techniques and fluency is at the core of the language
arts curriculum for grades K -- 8. Spelling and penmanship are basic to
the writing experiences of our students.

The mathematics curriculum prepares all students to effectively apply
acquired mathematical knowledge and skills in an ever--changing society.
It affords our students the skills and operations development beginning
with simple number recognition through algebra/advanced algebra courses.
The High Ability Learner program serves students who qualify in grades 4
-- 8 to advance to higher grade levels in math skills. Students in grade
8 who qualify may participate in advanced algebra classes at an area
college prep high school.

A comprehensive social studies curriculum enables all students to
function competently as citizens of a democratic society in an
interdependent world. Their understanding of the past, involvement in
the present and vision of the future allows students to demonstrate
creative problem solving and informed decision-making while dealing with
social challenges. Their response reflects stewardship, social justice
and the teachings of the Catholic Church.

The fine arts curriculum includes art and music. Both areas encourage
enrichment of the students' lives by promoting aesthetic and cultural
awareness while fostering critical thinking and creativity as life-long
skills for all. Aware of the need for global experiences of today's
society and the resulting need for bilingual communication, St. Vincent
de Paul provides Spanish instruction as an introductory awareness
program for students in grade K -- 3. Formal classroom instruction is
given to upper level students in grades 6 -- 8.

In the development of the science curriculum through all grade levels,
the scientific knowledge and hands-on experiences develop in our
students a curiosity and respect for God's creations by understanding
and appreciating the physical laws governing their existence.

Computer technology, media/information retrieval curricular areas offer
all students an ability to be competent in the use of technology for
interdisciplinary applications and problem-solving skills. Guidance,
human growth and development and physical education provide avenues for
students to gain knowledge, understanding, skills and attitudes that
encourage life-long participation in healthy physical, social and mental
activity.

Integral to all areas at St. Vincent de Paul Elementary School is the
religion curriculum. Basic to that curriculum is the four-fold
educational mission of the Catholic Church to proclaim the message of
faith and morals, to foster community, to encourage worship and prayer,
and to motivate service to others.

2\. The St. Vincent de Paul reading curriculum guides the development of
comprehension strategies and study skills, using a variety of genre. The
skills that are introduced throughout the curriculum become more
sophisticated as the students advance through each grade level, while
increasing the students' knowledge and use of reading skills. The
curriculum allows students to experience success in reading through
high-interest, multi-level literature forms. The curriculum also
promotes critical thinking through its use of the various levels of
Bloom's Taxonomy. Students are assessed frequently in comprehension,
reading fluency and decoding allowing teachers to monitor progress.

The school uses this particular approach to reading because the
curriculum and how it is developed and used by the teachers afford
students opportunities to respond to and interpret literature. Many
students who have not been drawn into full participation in the literary
community of the classroom are provided the means whereby they actively
become a part of it through group interpretation of literature. For
exceptional students, the diversity of the curriculum allows them to
expand their appreciation and analysis of literature based on their
ability.

The goal is to inspire and motivate students to become successful
independent readers and to open doors to imagination and life-long
learning.

3\. The students of St. Vincent de Paul Catholic Elementary School
participate in various written language experiences that follow the
school's mission. Those experiences include daily journaling, personal
narratives, story writing, research reporting, opinion writing,
persuasive writing and instructional writing. Writing is so paramount to
the curriculum that it is hard to find a subject area where the
students' writing skills are not used.

> Our mission statement as it relates to the curricular area of writing
> states:

-   in providing quality educational experiences which are a

> combined, on-going effort of students, parents, and staff,
>
> and which encourage all to strive and succeed in reaching
>
> individual, attainable goals.

-   that within the school community lifelong learning should be
    promoted.

Use of 6-Trait Writing incorporates individual goals that are attainable
for each student depending on his or her ability. Parental involvement
is encouraged through take-home revising and proofreading assignments.
Students become decision makers by taking responsibility for the topics
they choose for their projects. Teachers promote writing as an enjoyable
interest that students will use throughout their lives.

By communicating effectively through written language, students learn to
express themselves in a clear and concise manner.

4\. At St. Vincent de Paul, students are exposed to visual, auditory and
kinesthetic methods of instruction. All of these methods are used in any
given lesson each day.

As lessons are taught, students are exposed to visual aids that may
include graphs, charts, pictures, maps, overheads, displays and computer
technology (power point presentations, clip art, etc). These aids are
used to capture students' attention and assist individual students whose
style of learning may be more visual.

Another means of daily instruction is the auditory method. Students are
exposed to traditional modes, such as teacher-directed instruction. They
also have opportunities to listen to stories on tape either in an
independent center or as a small group. Students can listen and respond
to tapes that reinforce math facts during independent work time.
Incorporating music into the learning environment is another manner in
which students are exposed to auditory instruction.

Hands-on instruction allows students to become actively involved in the
learning process. By making a map out of clay, designing a miniature
parade float to demonstrate geometric design, painting paper sculptures
of mummies to represent Egyptian civilization, designing an outfit
representing Roman life, or dissecting worms and frogs, students become
directly involved in the learning environment.

Exposure to all of these methods is imperative to learning for the
students of St. Vincent de Paul, giving them the opportunity to grow and
learn in a nurturing environment where they are empowered to reach their
full potential.

5\. The focus of professional development for the St. Vincent de Paul
Elementary School faculty and staff concentrates on two general avenues:
1.) a school-wide professional development plan and 2.) an emphasis on
personal educational growth toward a master's degree in an area of
education that would benefit the student body.

The "in-house" offerings cover a gamut of topics and activities directed
by the needs of the student body as determined by the administration
with input from the faculty. Areas developed most recently include
"6-Trait Writing," mathematics and religion curriculum analysis and Iowa
Test of Basic Skills interpretation, analysis and planning.

Teachers are encouraged to attend workshops that relate specifically to
their grade level and personal growth goals. Those workshop topics
include Discipline with a Purpose, Improving Math Skills, Middle School
Issues and Concerns, Guided Reading and Accelerated Reader. Teachers are
also expected to do peer observations throughout the district.

The advanced education benefit encourages each of our full-time faculty
members to pursue areas of interest in the education field through
graduate level work. Compensation is provided (per graduate hour) upon
successful completion of the course.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

Private school association(s): [Catholic]{.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**

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

Parishioner rate: [\$1,125]{.underline} Non Parishioner rate:
[\$2,250]{.underline}

2\. What is the educational cost per student? [\$3,500]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$[600]{.underline}

4\. What percentage of the annual budget is devoted to [3 %]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [6 %]{.underline}

**PART VII - ASSESSMENT RESULTS**

St. Vincent de Paul Elementary School

Assessment Referenced Against National Norms

Without Subgroups

Iowa Test of Basic Skills

Form A 2001

Riverside Publishing

Scores are represented as percentiles.

The students who were excluded have Individualized Education Plans
(I.E.P.) that would warrant modifications in standardized testing
procedures. These students were assessed in order to follow their
progress from year to year. They participated in the same assessment
piece (ITBS). Their scores were simply not included in the total group
scores.

  ------------------------ --------------- --------------- ---------------
                           2003-2004       2002-2003       2001-2002

  Testing month            October         October         October

  **Grade 2**                                              

  Reading                  77              80              81

  Math                     74              72              75

  Number of students       90              89              89
  tested                                                   

  Percent of total         100%            98.8%           100%
  students tested                                          

  Number of students       1               1               0
  excluded                                                 

  Percent of students      1%              1.1%            0%
  excluded                                                 

  **Grade 3**                                              

  Reading                  80              81              84

  Math                     81              81              87

  Number of students       89              90              85
  tested                                                   

  Percent of total         98.9%           100%            100%
  students tested                                          

  Number of students       2               5               0
  excluded                                                 

  Percent of students      2.2%            5.5%            0%
  excluded                                                 

  **Grade 4**                                              

  Reading                  87              86              81

  Math                     90              85              86

  Number of students       89              89              91
  tested                                                   

  Percent of total         98.8%           100%            100%
  students tested                                          

  Number of students       3               0               0
  excluded                                                 

  Percent of students      3.3%            0%              0%
  excluded                                                 
  ------------------------ --------------- --------------- ---------------

  ------------------------ --------------- --------------- ---------------
                           2003-2004       2002-2003       2001-2002

  Testing month            October         October         October

  **Grade 5**                                              

  Reading                  86              80              84

  Math                     87              86              89

  Number of students       90              87              86
  tested                                                   

  Percent of total         100%            100%            100%
  students tested                                          

  Number of students       0               3               0
  excluded                                                 

  Percent of students      0%              3.3%            0%
  excluded                                                 

  **Grade 6**                                              

  Reading                  75              80              78

  Math                     83              86              81

  Number of students       88              79              85
  tested                                                   

  Percent of total         100%            100%            98.8%
  students tested                                          

  Number of students       0               2               0
  excluded                                                 

  Percent of students      0%              2.5%            0%
  excluded                                                 

  **Grade 7**                                              

  Reading                  86              80              77

  Math                     88              84              78

  Number of students       84              82              87
  tested                                                   

  Percent of total         98.8%           100%            100%
  students tested                                          

  Number of students       1               2               0
  excluded                                                 

  Percent of students      1.1%            2.4%            0%
  excluded                                                 

  **Grade 8**                                              

  Reading                  78              79              80

  Math                     84              78              79

  Number of students       78              86              86
  tested                                                   

  Percent of total         100%            98.8%           98.8%
  students tested                                          

  Number of students       1               2               0
  excluded                                                 

  Percent of students      1.2%            2.2%            0%
  excluded                                                 
  ------------------------ --------------- --------------- ---------------