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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-1 \[ \] Charter

Name of Principal [Mrs. Deborah Dedeo]{.underline}

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

Official School Name [St. Mary of the Annunciation School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[22277 W. Erhart
Rd.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Mundelein IL 60060-9551\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
[\_\_Lake\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State
School
CNumber\*\_\_[N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 847 ) 223-4021]{.underline} Fax [( 847 )
223-3489]{.underline}

Web site/URL [www.stmaryfc.org]{.underline} E-mail
[ddedeo@stmaryfc.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[\_\_Dec.6, 2006
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Nicholas Wolsonovich]{.underline}

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

District Name [Archdiocese of Chicago]{.underline}
Tel.[(312)751-5210]{.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[\_Dec.6,2006\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Superintendent's Signature)

Name of School Board Mr. Dino DiVenere

President/Chairperson

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

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

Date[\_Dec.6,2006\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 for Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ 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
>
> \[ \] Suburban
>
> \[x \] Small city or town in a rural area
>
> \[ \] Rural

4\. [9]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**       8         17          25

  **K**       11        16                     **27**       **8**       8         11          19

  **1**       15        11                     **26**       **9**                             

  **2**       18        7                      **25**       **10**                            

  **3**       12        15                     **27**       **11**                            

  **4**       13        12                     **25**       **12**                            

  **5**       9         11                     **20**       **Other**                         

  **6**       9         12                     21                       103       112         215

                                    **TOTAL                                                   215
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [95]{.underline} % White

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

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[2\_\_\_\_\_%]{.underline}

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

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

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

  **(3)**                   Total of all transferred    5
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 217
                            the school as of October 1  

  **(5)**                   Total transferred students  .02
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [\_\_1\_\_\_\_\_\_]{.underline}

Specify languages: Polish

9\. Students eligible for free/reduced-priced meals:
[\_\_\_\_0\_]{.underline}\_\_\_%

Total number students who qualify: [\_\_\_\_0\_\_\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_\_\_3\_\_]{.underline}\_\_%

[\_\_ \_7\_\_\_\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

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

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

\_\_\_\_Emotional Disturbance [\_\_7]{.underline}\_Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [\_\_\_1\_\_\_\_]{.underline}
[\_\_\_0\_\_\_\_]{.underline}

Classroom teachers [\_\_ 9\_\_\_\_\_]{.underline} [\_\_
0\_\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_2\_\_\_\_]{.underline}
[\_\_\_4\_\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_0\_\_\_\_]{.underline}
[\_\_\_0\_\_\_\_]{.underline}

> Support staff [\_\_\_2\_\_\_\_]{.underline}
> [\_\_\_0\_\_\_\_\_]{.underline}
>
> Total number [\_\_\_14\_\_\_\_]{.underline}
> [\_\_\_4\_\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [\_25:1\_\_\_\_\_\_]{.underline}

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

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

  Daily student attendance   96 %        97 %        98 %        97 %        96 %

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

  Teacher turnover rate      6 %         24 %        24 %        0 %         18 %

  Student dropout rate       0 %         0 %         0 %         0 %         0 %
  (middle/high)                                                              

  Student drop-off rate      N/A%        N/A%        N/A%        N/A%        N/A%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

St. Mary of the Annunciation School is an integral part of the St. Mary
parish community. From the parish, it looks for prayers, support,
guidance, Christian witness, and opportunities for meaningful
involvement. To the parish it provides prayers, support, strength, hope
for the future, example, and willing service. Each enriches and is
enriched by the other.

**St. Mary of the Annunciation School embraces its mission to teach all
students Christian values and foster their spiritual, academic,
emotional, and social development. St. Mary of the Annunciation School
nurtures students' unique God-given talents; to lead faith filled lives
and to serve others with compassion and purpose.** As a Catholic faith
community, St. Mary of the Annunciation School strives to provide an
environment in which families, staff, and students actively worship God.
In union with parish, the school evangelizes the Gospel message through
word and example. The children are called to the realization of their
baptismal commitment through service to God and their neighbor.

St. Mary of the Annunciation School Staff, in partnership with the
parents, guides the children to become faith-filled, knowledgeable, and
active members of the Church and local communities. The faculty and
staff demonstrate instructional expertise, exhibit a strong work ethic,
and hold a deep desire to continually grow as professional educators.
They provide an academically vigorous and Catholic learning climate
through the use of "best practices". The faculty uses multiple
instructional strategies, rubrics, and a variety of communication
methods with children and parents. Teachers in specialized areas of
physical education/ health, music, art, and technology, work
collaboratively with the classroom teachers to integrate their
disciplines into the core content areas. Spanish is incorporated into
the curriculum in grades K-8 through technology classes and bi-weekly
classes of conversational Spanish in grades 6, 7, and 8.

St. Mary of the Annunciation School provides a strong and comprehensive
academic and spiritual program of studies for all students. Catholic
values are incorporated into all aspects of the programs offered.
Liturgies, prayer services, and service projects enhance the Catholic
values and rich traditions of the Catholic faith. The curriculum content
is meaningful, flexible, contemporary, and reflects the evolution of
knowledge in a century of rapid change. Learning experiences emphasize
the "whole child" by helping the student to become self-directed,
curious, able to solve problems, and motivated to continue to learn.

The parents, volunteers, and organizations of St. Mary of the
Annunciation School, especially the School Advisory Board and Home
School Association, contribute and are involved in the school in
appropriate ways. They volunteer as coaches for athletic teams, assist
teachers for special classroom and service projects, supervise in the
lunchroom and on the playground, and coordinate fund raising activities.
They help build the positive family spirit that the school community
enjoys.

The students express a sense of Catholic identity and stewardship,
respect, kindness, and service to others through activities such as:
participation in clothing and food drives, disaster relief efforts, and
the buddy program. Student Council, DARE, and student participation in
church liturgies are some of the activities that foster leadership and
moral decision making. The students are actively engaged, purposeful
learners who evidence a desire to succeed and to be their best.

As a school of excellence St. Mary of the Annunciations School provides
an environment where students are nurtured in their Catholic faith,
guided toward academic success, and model stewardship through service to
the community.

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

**1. Assessment Results:** All St. Mary of the Annunciation students in
grades one through seven are assessed yearly using the TerraNova, the
Second Edition, Multiple Assessment Test in conjunction with the InView,
an aptitude test measuring cognitive abilities. Eighth grade students
are required to take high school entrance tests at the high school of
their choice. Therefore, no standardized test is given to them at St.
Mary of the Annunciation. Students having formal IEPs (Individual
Educational Plans) requiring modifications for time and reading are
provided with the accommodations, but their scores are not included in
the class averages. The CTB/McGraw-Hill Company does not include
modified tests in general scoring but does give individual reports to
the students.

The TerraNova test is administered in March each school year. Objectives
covered in the TerraNova reading test include basic understanding,
analyzing text, evaluating and extending meaning, and identifying and
applying reading strategies,. Objectives covered in the TerraNova
mathematics test include numbers and numerical relations, computation
and estimation, measurement, geometry and spatial sense, statistics and
probability data, functions and algebra, problem solving and reasoning,
and communication. The InView provides a Cognitive Skills Index (CSI)
based on five subtests: sequences, analogies, quantitative reasoning,
verbal reasoning of words and context. The CSI has a mean of 100 and a
standard deviation of 16. In 2006, the St. Mary of the Annunciation mean
CSI ranged from 115 in grade six to 121 in grade three.

The March 2006 TerraNova test provides the National Percent of the Mean
NCE score. This score is computed by adding the Normal Curve Equivalent
scores of all students in a group and then dividing by the number of
students in that group. The standard deviation is a statistic that shows
the spread of scores. St. Mary of the Annunciation National Percent
range for reading, spans from 62.4% in second grade to 74.8% in fifth
grade, with a standard deviation of 12.7% to 13.1%. The mathematics
assessment for the National Percent range is from 65.5% in sixth grade
to 76.8% in first grade, with a standard deviation of 15.3% to 10.4%.

When the class mean in reading is compared to the 90^th^ percentile
school ranking provided for TerraNova by the NCLB-NBR application
document, St. Mary of the Annunciation seventh grade students as a group
test in the top10% of all school groups on these national norms. Seventh
grade reading NCE is 69.4, as compared to the benchmark NCE of 65.8. In
mathematics, St. Mary of the Annunciation seventh graders scored a 71.6
as compared to the benchmark of 64.1.

To assess the distribution of St. Mary of the Annunciation students
tested one can examine the number of students who score in each
quartile. The following table represents that distribution.

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>8R</td>
<td>8M</td>
<td>7R</td>
<td>7M</td>
<td>6R</td>
<td>6M</td>
<td>5R</td>
<td>5M</td>
<td>4R</td>
<td>4M</td>
<td>3R</td>
<td>3M</td>
<td>2R</td>
<td>2M</td>
<td>1R</td>
<td>1M</td>
</tr>
<tr class="even">
<td><p>01-25</p>
<p>Q I</p></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>1</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><p>26-50</p>
<p>Q II</p></td>
<td>3</td>
<td>3</td>
<td>1</td>
<td>3</td>
<td>5</td>
<td>4</td>
<td>0</td>
<td>3</td>
<td>2</td>
<td>3</td>
<td>3</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="even">
<td><p>51-75</p>
<p>Q III</p></td>
<td>5</td>
<td>6</td>
<td>5</td>
<td>2</td>
<td>4</td>
<td>6</td>
<td>5</td>
<td>7</td>
<td>7</td>
<td>2</td>
<td>5</td>
<td>5</td>
<td>13</td>
<td>6</td>
<td>6</td>
<td>3</td>
</tr>
<tr class="odd">
<td><p>76-99</p>
<p>Q IV</p></td>
<td>8</td>
<td>12</td>
<td>15</td>
<td>16</td>
<td>15</td>
<td>14</td>
<td>18</td>
<td>13</td>
<td>11</td>
<td>15</td>
<td>15</td>
<td>16</td>
<td>10</td>
<td>17</td>
<td>20</td>
<td>23</td>
</tr>
</tbody>
</table>

Q= Quartiles R= Reading M= Math

2\. **Using test results**: The TerraNova test scores allow teachers at
St. Mary of the Annunciation School to evaluate each student's knowledge
and application of skills in the core academic subject areas tested. The
TerraNova Assessment results are reviewed by the principal, who
maintains a comprehensive data base to assess the individual progress of
students in grades one through seven, as well as tracking class group
scores from year to year. The Cognitive Skills index is an invaluable
tool, which roughly assesses individual student ability and the
anticipated achievement scores from which actual achievement scores can
be compared. The combination of this information helps to identify
academic deficiencies, academic achievement above the mastery level, and
to monitor the progress of all students. These results are also reviewed
by teachers to enable them to develop a comprehensive program to help
each student learn to his/her optimum level of achievement. Programs for
the students who are not achieving to their optimum level of achievement
may include but are not limited to: re-teaching, tutorial services,
remediation, and/or referral to the local public school district for a
full case study. Programs for students who achieve above the mastery
level again may include but are not limited to: participation in the
local public schools gifted program, enrichment tutoring, and technology
programs to further enhance their knowledge and skills.

Administrator and staff analyze data in terms of multi-year trends that
may appear. Staff development or curriculum changes are made regarding
particular content areas that are in need of revision. Attention to the
Illinois State Standards and the guidelines from the Archdiocese of
Chicago are given utmost attention in all areas of curricula.

**3. Communicating Assessment Results:** Three times a year parents
receive mid-trimester reports and trimester report cards that include
grades on achievement, effort, and behavior. In addition, grades
Kindergarten through five send home a weekly report which may include
but is not limited to: grades achieved, effort, and conduct. Grades six
through eight send home information on grades achieved, effort, and
conduct, on a timely, as needed basis. Formal parent-teacher-student,
conferences are held twice a year. Open communication is encouraged and
reinforced between parents and teachers, through such means as:
parent/student handbook, email, voice mail, written notes, and comments
in student assignment books.

In late spring the TerraNova test results are returned and individual
student results are provided to the parents in the form of the *Home
Report* which is supplied by the testing company. The report for grades
three, five, and seven gives parents information on obtained achievement
scores, along with anticipated scores. A chart that compares the local
and national performance averages for grades one through seven on the
measured objectives is also given. Parents are afforded the opportunity
to conference with the teachers regarding these results. The principal
shares with the School Advisory Board: school wide results, class
averages, and class group scores that have been tracked year to year.
This information and how it pertains to meeting the individual needs of
students, the enhancement of curricula, and school wide goals is also
shared. The eighth grade has participated in the Notre Dame study as
required by the Archdiocese of Chicago. The test results placed them in
the 90^th^ percentile. This information has been shared with the parents
and is documented in this report. The eighth grade students take the
entrance exams with their local public high school and/or local private
school. Results are shared with the parents, administrator and teachers
at St. Mary of the Annunciation School, and help to establish freshman
placement.

**4. Sharing Success:** The principal meets monthly with other local
Catholic elementary principals and public school principals. At those
meetings, time is set aside for principals to share best practices and
innovative ideas. The principal also serves on Archdiocesan School
Improvement Planning Teams. These visits to other schools allow an
opportunity to share successes and best practices. Articulation meetings
with curriculum department chairs of the local high schools are attended
by the principal and faculty of the junior high, to assure successful
transition of students. St. Mary of the Annunciation's School Advisory
Board developed a new school brochure to show-case the relevant
information pertinent to the school. This brochure is shared with local
housing developers, new parishioners, organizations, and members of the
community who have an interest in the school.

Through the efforts of the Home and School Association Publicity
Committee, the general public is informed of significant school events.
Reporters are invited to school to report on the schools activities and
achievements.

The faculty and staff network with local public and private schools to
share the strengths of the school in areas of curriculum, technology,
and character development. Staff development is also done with local
private schools to enhance teacher instruction and curriculum.

St. Mary of the Annunciation School maintains a website which has a
myriad of information regarding curriculum, school activities, and
liturgical celebrations.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

**Religion:** St. Mary of the Annunciation religion curriculum develops
a strong awareness of Catholic identity and encourages community service
to build individual and social responsibility. Religion classes are
taught daily and include prayer, instruction in Scripture, church
history, liturgical seasons, and sacramental preparation. Weekly school
masses are prepared and attended by the students. Faculty and students
share a sense of community through a variety of service projects.

**Language Arts:** The Language Arts curriculum integrates reading,
phonics, vocabulary, grammar, and writing skills. Reading of rich
literature enhances comprehension, vocabulary, analysis, and critical
thinking skills. Written information places a high emphasis on spelling,
grammar, and daily oral language skills. There is a connection made in
all areas of curricula.

**Mathematics:** Instruction of mathematics emphasizes concepts that
will enhance life long skills. The mathematics program is strong in:
problem solving, computation, estimation, decimals, fractions, analysis
of data using graphs, statistics, and probability. Algebra is introduced
in all grade levels. Seventh grade completes Pre-Algebra and eighth
grade completes Algebra. This gives the students the advantage of
pursuing advanced mathematics in their freshman year.

**Science:** Physical, earth, and life sciences are explored through
hands on activities, direct instruction, reading, and writing
assignments. The program is further enhanced by technology and
participation in a regional and state sponsored science fair.

**Social Studies:** Social Studies is a comprehensive program which
includes: government, U.S. history, world history, community living, map
and globe skills, and an awareness of cultural diversity. Seventh grade
completes an extensive unit on Federal and State Constitutions and
government.

**Spanish:** Students in grades one through six study vocabulary,
grammar, and writing. Students in grades seven and eight enjoy a more
comprehensive program of the language in conversation, writing, and
further instruction on Spanish culture.

**Physical Education/Health:** The program encompasses an awareness of
physical fitness, health, wellness, and safety, through a participation
in a variety of sports and activities. Sportsmanship and effort are
emphasized through team work, understanding of the rules, and the
strategies and skills of the game or activity.

**Technology/Computer Skills:** The technology program consists of, but
is not limited to the use of: the Internet for research, the Microsoft
Office Suite, the Rosetta Stone language software, computerized
keyboards, and design programs. A wide variety of software applications
allow for computer assisted instruction in all content areas at all
grade levels.

**Art:** Students enjoy a variety of media while exploring the elements
and principles of art. Students are given brief introductions to master
artists and examples of their work. Seasonal projects are done to
encourage creativity and expression.

**Music:** The music curriculum includes: singing, music theory,
appreciation of composers and their work, instruments, and liturgical
music. Band is offered in grades four through eight.

**2. Description of Reading Curriculum:** The reading curriculum
prepares the students to be life long readers. St. Mary of the
Annunciation chose the **MacMillan-McGraw Hill** series for the
Kindergarten. Through this series the students learn the alphabet,
sounds, blending of sounds, and then are able to read primer books.
Phonics is strongly emphasized, as well as listening skills and
following directions. Most kindergarten students read by the end of the
year. In grades one through five the **Silver Burdett-Ginn** series is
used. Through this series the students continue to develop a strong
phonemic base. The series is literature based, which encourages the
students to read. This series teaches such skills and strategies as:
comprehension/critical thinking; vocabulary/word study; literary
analysis and appreciation; creative writing; grammar usage and
mechanics/spelling; listening; and speaking. The **Prentice Hall**
series was chosen for the sixth, seventh, and eighth grades because of
its diverse literary selections and use of a wide range of classic and
contemporary authors, playwrights, and poets. The series provides real
life connections that engage and motivate students. It also incorporates
integrated skills instruction, and strategies for reading success.
Novels are used to augment textbooks. Students interact in groups
through literacy circles, role playing, and tag-team reading. After
completion of each unit, the students, as part of a Writing Process
Workshop, are able to write pertinent essays.

The **Accelerated Reading Program** is used in grades Kindergarten
through eighth grade to further develop reading comprehension and
provide a challenge for every student at their individual reading level.
With the subscription to the Web-based Renaissance Learning programs,
the students have access to over one hundred thousand quizzes on a
variety of genre. Many of the books are available not only in classroom
libraries, but in the school library as well. The students find reading
exciting, fun, interesting, and valuable.

**3. Description of one other curriculum area (Mathematics):** The
mathematics curriculum is challenging for all students and exemplifies
our mission of academic excellence. It ensures student proficiency in:
number and number relations; computation and estimation; operation
concepts; measurement; geometry and spatial sense; data, statistics,
probabilities; patterns, functions, and algebra; problem solving and
reasoning; and applications to daily living. St. Mary of the
Annunciation School students in Kindergarten through fifth grade use the
**MacMillan McGraw-Hill Math** series. This series is aligned with the
Illinois Learning Standards Mathematics Performance Descriptors, it is
correlated with NCTM Standards, and it is closely aligned with the
TerraNova testing standards. The MacMillan --McGraw Math Series was
chosen because it provides the students with: hands on activities to
build conceptual understanding; opportunities to read, write, and talk
about math thus developing math literacy; and differentiated instruction
makes it possible for teachers to consistently reach every student. The
**Glencoe Mathematics** series is used in the sixth, seventh, and eighth
grades because it offers a comprehensive and well-balanced program to
prepare students for future success in advanced math courses. The
program is especially strong in presenting an in-depth study of
algebraic concepts. Critical thinking is stressed, and problem solving
strategies engage the students. Students have the opportunity to write,
explain, make conjectures, and prove mathematical relationships.

The Glencoe Mathematics program provides outstanding student support to
solve real- life problems. Career relationships are available in each
chapter to address student interest. The strategies, activities, and
assessments enhance the curriculum and provide the essential skills for
success in higher mathematics courses. Eighth grade students
successfully complete a full year of algebra and many place into honors
level math classes in high school.

Technology is interwoven in the curriculum across the grade levels. The
**Accelerated Math** **Program** is comprised of a series of libraries
which consist of objectives that parallel concepts taught in the
classroom. It is used to reinforce basics skills, as well as give
challenge to those who achieve the mastery level.

**4. Instructional Methods:** The faculty at St. Mary of the
Annunciation School demonstrate instructional and academic expertise at
all grade levels. Curricula have been aligned to State and Archdiocesan
standards. Current research and best practices are considered in the
development and revision of curricula. Lessons and assessments are
designed to meet student needs and provide consistency from grade to
grade. Teachers utilize textbooks and workbooks as tools, but also
instruct using a variety of techniques and grouping. Catholic values and
teachings permeate all subject areas, including the special programs
(art, music, physical education). The faculty consistently reflects on
their work, using methods that make the most productive use of classroom
instructional time. They observe and assess student success, and adjust
their teaching methods accordingly. To help the students achieve their
optimum learning level, teachers utilize techniques such as: direct
instruction, indirect instruction, interactive instruction, experiential
learning, and independent study. A standard school wide assignment book
in grades one through eight is required to help students maintain
organization and complete assignments in a timely manner. At the primary
and intermediate levels, parents are required to sign the student's
assignment notebooks to help them establish good study skills. In
conjunction with the guidelines set by the Archdiocese of Chicago, St.
Mary of the Annunciation adopted the Backward Design Curriculum Model
for teaching. Using this model teachers do the following: 1) define the
learning based on the objective of the lesson; 2) design assessments
using a variety of assessment measures, both teacher created and
standardized; 3) prepare lessons and select strategies; 4) choose
textbooks and materials. Backward Design is reflected within curriculum
mapping and teachers' weekly lesson plans.

The Fine Arts (art/music) and Technology programs emphasize the
integration of learning across the disciplines. By integrating Fine Arts
and Technology, the faculty is able to enhance and reinforce all
curricula using different techniques. To effectively use technology as a
tool, the students learn computer operations and a variety of software
applications. The faculty instructs students on the appropriate use of
the Internet as a research/learning tool.

**5. Professional Development:** The administration and faculty at St.
Mary of the Annunciation School works collaboratively to determine the
school goals for professional development. Administration strongly
encourages the faculty to pursue professional development numerous
workshops, courses, and conventions that will enhance their teaching
skills and fulfill their requirements for the renewal of their state
teaching certificate. Opportunities have also been provided to obtain
credits towards catechetical certification, as mandated by the
Archdiocese of Chicago. Monies are provided in the budget to offset the
cost of teacher professional development. Teachers are encouraged to
maintain memberships in a variety of professional organizations such as:
NCEA, NCTM, ASCD, AMC, and IAHPERD.

Teachers articulate with other teachers from local Catholic schools as
well as the public and private high schools. Teachers utilize the
Internet to network with other teachers and participate in on-line
projects. As a result of these sharing experiences, teachers are able to
adapt ideas to their curricula units at all levels. Institute Days offer
a rich variety of professional speakers on current educational trends
and classroom management. Teachers are provided in-service opportunities
to learn specific computer programs. These programs include: Microsoft
Office Suite, Renaissance Learning Libraries, Rosetta Stone language
software, and River Valley and Parish Data Systems software for school
management.

These varied staff development activities enable the administration and
faculty of St. Mary of the Annunciation School to utilize the knowledge
gained and share it with the students, so that they become successful
learners. The attached test scores are one indication of this success.

**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. Delete if not
used.*

1.  Private school association(s[): NCEA, CAPE, ASCD, APA, NCTM, NAESP,
    AMC, LCCRC, ICNS, & IAHPERD]{.underline}

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

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

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

\$ [3526\_]{.underline}\_\_\_\_\_ \$[3526\_]{.underline}\_\_\_\_\_
\$\_[3526\_\_\_\_\_]{.underline}\$[3526]{.underline}\_\_\_\_\_\_
\$\_[3526\_]{.underline}\_\_ \$[3526\_\_\_\_\_\_]{.underline}

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

\$\_[3526\_\_\_\_\_]{.underline} \$\_[3526]{.underline}\_\_\_\_\_
\$\_[3526]{.underline}\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ 6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

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

12^th^ Other

4.  What is the educational cost per student?
    \$\_\_[4145]{.underline}\_\_\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_\_[619\*/student]{.underline} \*amount of parish subsidy

6.  What percentage of the annual budget is devoted to
    [\_\_0\_]{.underline}\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
[\_\_\_0\_]{.underline}\_\_%

##### [PART VII - ASSESSMENT RESULTS*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ *]{.underline}

**St. Mary of the Annunciation School**

**TerraNova Assessments**

**Referenced Against National Norms**

Terra Nova Second Edition, Multiple Assessment

2001 Edition/Publication

CTB McGraw Hill

Scores are reported as percentiles; no students were excluded from the
test

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

[Grade 8\*]{.underline}

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Reading*                  *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  Testing Month              March         March         March         March         March

  NATIONAL MEAN SCORE NCE    70.1                                                    

  Number in group            21                                                      

  Percent of students tested 100                                                     

  \*\*Number/percent         0                                                       
  excluded                                                                           
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 65.8

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Mathematics*              *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  NATIONAL MEAN SCORE NCE    67.8                                                    
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 65.5

[Grade 7\*]{.underline}

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Reading*                  *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  Testing Month              March         March         March         March         March

  NATIONAL MEAN SCORE NCE    69.4          66.9          66.6          64.6          67.3

  Number in group            21            21            23            26            17

  Percent of students tested 100           100           100           100           100

  \*\*Number/percent         0             0             0             0             0
  excluded                                                                           
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 65.8

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Mathematics*              *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  NATIONAL MEAN SCORE NCE    71.6          79.5          71.3          65.9          78.7
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 64.1

\*The Archdiocese of Chicago required that the eighth grade participate
in the University of Notre Dame study by taking the TerraNova tests in
the spring of 2006. Both seventh and eighth grades scored in the 90^th^
percentile. CAPE officials suggested that both sets of results be
included in this application.

\*\*All students are tested. Students with IEP's requiring testing
accommodations (extended time, test read aloud) are excluded from group
norms by the testing company.

[Grade 6]{.underline}

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Reading*                  *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  Testing Month              March         March         March         March         March

  NATIONAL MEAN SCORE NCE    66.7          69.1          67.2          65.2          62.8

  Number in group            24            22            20            24            23

  Percent of students tested 100           100           100           100           100

  \*\*Number/percent         0             0             0             0             0
  excluded                                                                           
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 64.8

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Mathematics*              *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  NATIONAL MEAN SCORE NCE    65.5          65.8          63.4          64.7          54.4
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 64.5

[Grade 5]{.underline}

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Reading*                  *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  Testing Month              March         March         March         March         March

  NATIONAL MEAN SCORE NCE    74.8          72.7          77.2          68.9          64.3

  Number in group            23            26            21            19            27

  Percent of students tested 100           100           100           100           100

  \*\*Number/percent         0             0             0             0             0
  excluded                                                                           
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 69.2

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Mathematics*              *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  NATIONAL MEAN SCORE NCE    69.2          66.7          71.1          67.4          61.3
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 63.8

[Grade 4]{.underline}

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Reading*                  *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  Testing Month              March         March         March         March         March

  NATIONAL MEAN SCORE NCE    65.4          77.7          67.5          74.2          73

  Number in group            20            23            25            25            20

  Percent of students tested 95            100           100           100           100

  \*\*Number/percent         1/5%          0             0             0             0
  excluded                                                                           
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 63.8

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Mathematics*              *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  NATIONAL MEAN SCORE NCE    70.3          74.7          72.9          75.5          71.6
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 64.1

\*\*All students are tested. Students with IEP's requiring testing
accommodations (extended time, test read aloud) are excluded from group
norms by the testing company.

[Grade 3]{.underline}

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Reading*                  *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  Testing Month              March         March         March         March         March

  NATIONAL MEAN SCORE NCE    66.9          63.9          72.8          66.9          69.4

  Number in group            23            23            20            25            26

  Percent of students tested 100           100           100           100           100

  \*\*Number/percent         0             0             0             0             0
  excluded                                                                           
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 64.1

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Mathematics*              *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  NATIONAL MEAN SCORE NCE    69.8          63            83.9          71.1          73.2
  -------------------------- ------------- ------------- ------------- ------------- -------------

School Mean NCE at 90% of National School Norms -- 64.5

[Grade 2]{.underline}

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Reading*                  *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  Testing Month              March         March         March         March         March

  NATIONAL MEAN SCORE NCE    62.4          71.5          64.8          71.6          69.6

  Number in group            27            27            24            25            24

  Percent of students tested 100           100           100           100           100

  \*\*Number/percent         0             0             0             0             0
  excluded                                                                           
  -------------------------- ------------- ------------- ------------- ------------- -------------

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Mathematics*              *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  NATIONAL MEAN SCORE NCE    69.2          72.7          77            66.8          68
  -------------------------- ------------- ------------- ------------- ------------- -------------

[Grade 1]{.underline}

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Reading*                  *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  Testing Month              March         March         March         March         March

  NATIONAL MEAN SCORE NCE    73.7          72.9          67.3          60.6          66.8

  Number in group            26            26            23            25            27

  Percent of students tested 100           100           100           92            100

  \*\*Number/percent         0             0             0             2/8%          0
  excluded                                                                           
  -------------------------- ------------- ------------- ------------- ------------- -------------

  -------------------------- ------------- ------------- ------------- ------------- -------------
  *Mathematics*              *2005-2006*   *2004-2005*   *2003-2004*   *2002-2003*   *2001-2002*

  NATIONAL MEAN SCORE NCE    76.8          69.2          72.7          68.5          65.6
  -------------------------- ------------- ------------- ------------- ------------- -------------

\*\*All students are tested. Students with IEP's requiring testing
accommodations (extended time, test read aloud) are excluded from group
norms by the testing company.