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

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

**Cover Sheet**

Name of Principal [Mrs. Jeanne B. Flowers]{.underline}

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

Official School Name [Saint Albert the Great School]{.underline}

(As it should appear in the official records)

School Mailing Address [1395 Girard Drive]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Louisville KY 40222-6642]{.underline} City State Zip Code+4 (9 digits
total)

Tel. [( 502 ) 425-1804]{.underline} Fax [( 502 ) 394-9896]{.underline}

Website/URL [www.stalbert.org]{.underline} E-mail <medjeanne@aol.com>

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

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

(Principal's Signature)

Name of Superintendent[\* Ms. Leisa
Speer\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Archdiocese of Louisville]{.underline} Tel[. (502)
448-8581]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Michael Kleine-Kracht

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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)

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [6 Years]{.underline} Number of years the principal has been in
her/his position at this school.

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

5\. Number of students 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**       35        38                     **73**       **7**       32        28          60

  **1**       33        43                     **76**       **8**       27        32          59

  **2**       47        39                     **76**       **9**                             

  **3**       39        30                     **69**       **10**                            

  **4**       37        44                     **81**       **11**                            

  **5**       34        40                     **74**       **12**                            

  **6**       40        41                     81           Other                             

                                    **TOTAL                                                   649
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

The third seventh grade class will be added in 2004-2005

The third eighth grade class will be added in 2005-2006

6\. Racial/ethnic composition of [98.0]{.underline} % White

the students in the school: [1.2]{.underline} % Black or African
American

[0.8]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[1.75]{.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 4
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 7
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    628
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0175
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.75
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_\_\_[0.2]{.underline}\_\_%

\_\_\_[1]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[4]{.underline}\_\_\_\_\_

Specify languages: Spanish, Swahili, American Sign Language, French

9\. Students eligible for free/reduced-priced meals:
\_\_\_[0.6]{.underline}\_\_%

\_\_\_[4]{.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:
\_\_\_\_[9.2]{.underline}\_%

\_\_\_\_[60]{.underline}\_\_Total Number of Students Served

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

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

\_\_\_\_Deafness \_[29]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[11]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[4]{.underline}\_Speech or Language
Impairment

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

\_[16]{.underline}\_Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[25]{.underline}\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[6]{.underline}\_\_
\_\_\_[4]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[7]{.underline}\_\_\_
\_\_\_[10]{.underline}\_\_\_

> Support staff \_\_[12]{.underline}\_\_\_ \_\_\_[0]{.underline}\_\_\_\_
>
> Total number \_\_\_[52]{.underline}\_\_ \_\_\_[14]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[25.9/1]{.underline}

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

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

  Daily student attendance 98.7%       95.2%       96%         97.2%       96.7%

  Daily teacher attendance 90.3%\*     95.9%       95.9%       96.1%       96.4%

  Teacher turnover rate    18%\*\*     5.6%        8.6%        12%         12.5%

  Student dropout rate                                                     

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

\*Teacher attendance due to maternity leave

\*\*Teacher turnover due to retirements and spouses' job relocations

**[PART III ‑ SUMMARY]{.underline}**

What a great place to learn! The mission of St. Albert the Great School
is to prepare students to be socially responsible people with strong
beliefs, traditions and values; to guide students to respect their
diversity; and to challenge them to excel academically and grow
spiritually.

Come with us on a virtual tour of our spacious campus and glimpse the
magic that occurs here everyday.

Just outside the newly renovated administrative offices are the offices
of the counselor and resource teacher. Mrs. Conliffe helps Dominic, a
special needs student, organize his notes. Mrs. Whatley greets two
students seeking her trusted guidance on a typical pre-teen issue. The
appetizing aromas of a nutritionally balanced meal escape from our
full-service cafeteria.

We proceed to the primary wing where students are involved in a host of
engaging activities and observe a seamless flow of simultaneous events.
Three first graders cooperatively work a jigsaw puzzle on the floor;
individual students are reading at their desks; Sam practices math facts
on the computer; a small group is clustered around Mrs. Barger as she
patiently explains the story. A para educator points to a colorful word
wall helping Alyssa with her word attack skills. Ms. French's students
receive auditory and visual cues as they listen attentively to a lesson
on plurals. The use of an audio amplifier to minimize peripheral noises
allows Abby to focus. Each classroom has a library bursting with an
abundance of books that appeals to students from the emergent to the
advanced reader.

A creative hall bulletin board captures our attention. Amos, whose
family emigrated from Nigeria, is currently featured as \"STAR OF THE
WEEK.\" "Accelerated Reader" bulletin boards celebrate student
achievement, revealing steady progress toward individualized goals.

Just ahead in the new computer mini-lab, a small contingent from the
student newspaper downloads images from the digital camera.

Peeking into a fourth grade classroom, we overhear Ally confidently
report, \"Massachusetts is famous for its cranberry crop,\" as Caroline
holds their poster. The girls beam at Ms. Whaley\'s specific praise
statement, \"Good eye contact, voice quality, and content, girls.\"
Across the hall, rosy-faced fifth graders are returning from the annual
"Turkey Trot." A reward chart on the wall lists incentives such as lunch
with the principal and extra computer time. A photo collage from last
year\'s trip to the Wright Patterson Air Force Base in Dayton, Ohio
heightens anticipation for this year's class trip. Sounds of Pachabel
come from Ms. Hileman's sixth grade where students are writing
creatively in their journals. Characters from Agatha Christie's *And
Then There Were None* hang outside a sixth grade language arts class
that is studying this novel.

Passing by the Music room, we hear joyful sounds of "Fa, la, la, la,
la," accompanied by the keyboard and bells. Mrs. Flowers, the principal,
stops by to wish "Happy Birthday" to Mark.

"La ropa"..."La blusa"..."!Muy bien , clase!" Unison responses from
seventh graders learning new vocabulary are heard in Ms. Sherman's
Spanish room.

We proceed to the newest addition, the junior high wing. Eighth graders
are on the way to hear a guest speaker address hunger in Louisville.
Paige and Andrew skillfully push Duncan in his wheelchair safely to his
destination. In the science lab, Mrs. Eberle and two parent volunteers
direct the students as they conduct their leaf investigations.

Finally, we come to the library resource area. In the hallway,
youngsters are shopping for bargains at the used book sale today. To
their right is a glass cabinet encasing a red, white, and blue banner
made by students to commemorate the victims of the "9/11" tragedy.
Inside, kindergarteners use "Kid-Pix" software to "paint" Thanksgiving
turkeys. Eager listeners are seated in the cozy, carpeted reading corner
as Mrs. Neal reads a favorite folktale.

Our campus tour is complete. Is it any wonder that the school brochure
boasts, "St. Albert the Great students see the invisible, feel the
intangible and achieve the impossible?" What a great place to learn!

**[PART IV/1]{.underline}**

St. Albert the Great School uses the TerraNova, 2^nd^ Edition
standardized test published by CTB/MacGraw-Hill. The TerraNova, a basic
skills assessment, is administered annually to every student in grades
kindergarten through seven. Each student in grades three, five, and
seven additionally takes the CAT Complete Battery (*In View*) to
determine his or her aptitude or Cognitive Skills Index (CSI). The CSI
is then used to anticipate the level of student achievement as measured
by the TerraNova. Any significant discrepancy between the obtained and
anticipated scores is indicated. The test data provide a breakdown of
specific skills and objectives within each content area. This
information, along with the entire battery, allows the school to tailor
the curriculum and instructional methods to the specific needs of the
student population.

St. Albert students historically perform at the high end of the spectrum
on standardized tests. The most recent test results indicate that the
Terra Nova Mean (average) Normal Curve Equivalent (MNCE) scores are
equal to or better than ninety students out of one hundred who took this
particular test last year. The Normal Curve Equivalents are based on an
equal-interval scale. This enables us to make comparisons with other
standardized achievement tests. New students may bring records showing
results from tests other than the Terra Nova. Using the MNCE helps to
determine initial placement for these students.

Furthermore, our students consistently obtain and frequently exceed the
anticipated levels of achievement as indicated by cognitive scores. Our
students are able to perform beyond their expected potential because of
the high degree of dedication and commitment of the St. Albert community
to the success of each individual student. At St. Albert, our teachers
provide the students with the necessary tools that allow them to surpass
expectations and excel academically.

Terra Nova assessment results are also used to strengthen our
mathematics program. Seventh grade students scoring in the 95 percentile
on the Terra Nova are automatically considered for the Archdiocesan
Algebra Program the following year. Students in the lower grades are
selectively placed in a math class using a formula that includes these
assessment results. Math classes are homogeneously grouped which
provides students with the advantage of working with others who have
similarly identified strengths and weaknesses and instructors who tailor
the curriculum to meet those needs.

In addition to the Terra Nova standardized test battery administered to
each student annually, primary students in grades one through three are
assessed in reading every six weeks through the use of the Rigby PM
Benchmark Guide to Running Records. This assessment tool assists the
teachers in charting the progress of individual students, recognizing
skills that need to be strengthened, identifying students in need of
special reading instruction, and communicating a total picture of the
reader from grade to grade and teacher to teacher.

Students in grades K-6 are continually assessed in reading through
"Accelerated Reader", an individualized reading program. Students are
individually assessed through STAR, a computerized test that determines
their reading levels. A goal is then set for each student based on his
or her assessment. Students read books at, or just slightly above, their
assessed reading level, causing a gradual but measurable acceleration in
reading comprehension. Students take computerized quizzes upon
completion of each book to verify that comprehension is taking place.
Students receive points toward their goals for each book completed.
Various rewards and incentives are awarded for attaining set goals. Last
year, 92% of the students reached their goals and 40% exceeded their
goals. Within the next two years, the "Accelerated Reader" program will
be expanded to include grades 7 and 8.

**[PART IV/2]{.underline}**

Through an analysis of the TerraNova test data, the administration and
faculty identify specific strengths and possible areas of concern. The
curriculum needs, as identified through the data, are considered as
textbooks are adopted and materials are purchased. Teachers, under the
supervision of the principal, are able to stress particular targeted
skills through careful lesson planning and instruction.

Another important use of test data involves identifying and placing
students in classes and activities that are suited to their aptitudes.
The use of standardized assessment scores serves to reinforce the
observations and evaluations of classroom teachers.

St. Albert students are grouped according to ability for the study of
math, allowing an individualized approach. Currently, 24% of our
students qualify to take high school credit Algebra during their eighth
grade year. Likewise, students whose test scores indicate the need for
math remediation are placed in classes specifically designed to meet
their special needs.

Reading scores are carefully scrutinized for the placement of students
in appropriate reading programs. An emphasis on ability grouping in the
primary grades builds a solid foundation in preparation for
heterogeneous grouping in the upper grades. Reading Recovery, a remedial
program, is offered to students in grades one and two. This program is
implemented under the direction of two specialized reading instructors.
In grades two and three, identified students receive small group
instruction from a resource teacher to supplement the regular reading
program. As reflected in assessment data, there are no non-readers
beyond grade one.

Students identified through assessment data as gifted and talented are
challenged in their core curriculum studies.

An important utilization of the standardized test score data is the
identification of \"at risk\" learners with special learning needs. An
individualized plan (504 Plan) is written under the direction of the
Resource Teacher.

**[PART IV/3]{.underline}**

Communication between student, teacher, and parent is an essential
component of the St. Albert philosophy. Specific dates are allocated in
the academic calendar for three parent-teacher-student conferences per
year. Parents are provided with detailed, computerized reports of their
child's progress. Conference attendance is consistently 99 to 100%.

Parents receive quarterly progress reports. Grades are stored and
generated by \"Grade Quick\" software that makes it possible for the
administration and teachers to have ready access to a child\'s overall
academic profile at any time. Tests and rubrics are sent home for parent
signature. Mid-quarter deficiency reports are issued. Parents receive
personal notes and phone calls. Additional parent-teacher conferences
are set up if needed.

At any time, a parent may request \"Grade Quick\" printouts detailing
their child\'s performance in any subject area.

Annually, parents receive a detailed report of their child\'s
performance on the standardized TerraNova and Cat tests.

Graded papers, returned to students, often include written explanations
as well as numerical or letter grades. Major projects and portfolio
assignments are scored with rubrics that specify each aspect of the
evaluation. Teachers are available to students for consultation before
and after school and during class.

The principal\'s monthly newsletter, \"Great News\" and the weekly
parish bulletin, applaud our students\' achievements. The larger
community can learn of our successes through our web page. Articles have
appeared in Louisville\'s *Courier Journal,* the St. Matthews *Voice*
and the Archdiocesan *Record.* St. Albert students have, also, been
profiled on local news channels.

Visitors to the school see the hallways adorned with proud displays of
student work. Christmas programs, Quick Recall matches, spelling bees,
art contests, choir recitals, Science Olympiad, student newspaper, Book
Bee and Academic Fair name only a fraction of the ways our students
showcase their many talents.

[**PART IV/**4]{.underline}

St. Albert communicates its successes with other schools in several
ways. Our staff meets annually with five other regional schools in our
school system. Teachers are able to collaborate with teachers from these
schools and exchange ideas. Our principal attends monthly meetings with
other principals in our school system allowing an exchange of
information and ideas. Many of our teachers attend monthly curriculum
meetings with teachers from other schools in an effort to share ideas.
Quarterly, the school Media Specialist and Technology Coordinator meet
with their Archdiocesan counterparts. St. Albert teachers and
administrators hold memberships in a wide array of professional
associations. The internet is another avenue our teachers utilize to
exchange ideas with professionals from other schools.

Our school has paired itself with another school in our system, and has
made an effort to share resources with them. Students from both schools
have worked together, in conjunction with Catholic Charities, on a joint
service project that assisted immigrant families.

Our students have multiple opportunities for interaction with students
from other schools throughout the state. Such opportunities include
Kentucky United Nations Assembly (KUNA), Governor\'s Cup, Quick Recall,
and Students Engaged in Enriching Knowledge (SEEK). These experiences
allow our students to not only share their successes with other schools
but to also teach and learn.

Our students have communicated internationally with Spanish-speaking pen
pals. This communication consisted of written letters, electronic mail,
and video postcards. Students learned an appreciation of another culture
while becoming more proficient in the use of a foreign language.

**[Part V/1]{.underline}**

St. Albert follows the curriculum guidelines set by the Archdiocese of
Louisville and meets the standards for accreditation set by the Kentucky
Department of Education.

It is the goal of our language arts program that our students read,
write, and speak effectively. Reading comprehension at the literal,
interpretive, and evaluative levels is emphasized. Students are
encouraged to develop the habit of reading for pleasure. Students use
the writing process to develop narrative, descriptive, persuasive, and
expository pieces. Proper rules of spelling, grammar, punctuation and
writing mechanics are taught.

Our mathematics curriculum stresses the understanding of number
relationships and application of mathematical concepts to real life
situations. Students master basic facts and also learn appropriate use
of calculators. Each grade level provides practice in basic computation
and problems that require higher level reasoning. Students in all grades
are taught the basic principles of geometry and pre-algebra. Upper grade
students are taught algebra.

Our social studies curriculum includes the study of geography, history,
economics, civics, and current events. Students are taught to make
connections between the past and present. Critical thinking and
discussion are encouraged. Students read and interpret maps, globes,
charts, and graphs. Students learn the importance of good citizenship
and community service. An appreciation of multicultural diversity is
paramount in the curriculum.

In science classes, our students learn to observe, investigate, and
understand the world around them. Through use of the scientific method
they learn to collect, organize, and analyze data, to hypothesize, and
draw conclusions. Basic concepts are presented in an integrated approach
that includes life, earth, physical science and ecology.

Students learn to read, write, and speak Spanish and to appreciate
Spanish culture. It is our goal to prepare our students to live in a
world where many languages are spoken.

The computer curriculum components consist of: keyboarding; beginning
and advanced word-processing; spreadsheet design, usage, and formulas;
PowerPoint presentations; and the ethical use of technological
resources. The students become adept at using multiple directories and
disks to store and retrieve files. Students learn to transfer their
skills to new technologies.

The physical education and health curriculum includes exercise, games,
organized sports, dancing, and health. Activities target and develop
strength, coordination, and balance. Good sportsmanship and teambuilding
are promoted. Special events such as \"Jump Rope for Heart" involve the
wider community.

Choral singing is taught with an emphasis on rhythm, harmony, tone, and
pitch. Students are instructed in the use of instruments such as hand
bells, recorders, and Orff instruments. Music appreciation is fostered.

Students learn to appreciate and create art. Artistic expression is
developed through a variety of mediums. Basic principles of shape,
color, perspective, design, and art appreciation are taught. Students
develop the vocabulary and skills needed to critique and write about
art.

Our media curriculum introduces students to an array of quality
children\'s literature. Students are instructed in the use of the
computerized card catalog and how to locate information using a table of
contents, index, and glossary, periodicals, the internet and reference
materials.

Our students learn to live Christian lives rooted in the foundations of
our Catholic faith. Stressing tolerance and understanding of all
religions, the religion curriculum places particular emphasis on peace
and justice issues and promotes service to others.

All our teachers are aware that these areas overlap and, therefore,
strive to develop lessons that teach across the curriculum.

**[PART V/2]{.underline}**

An intensive reading program in the early years is crucial to future
success. Individual needs are addressed at a very early age. Teachers in
grades K-3 use a holistic, total language approach. A school-adopted
language arts series provides every student in K-5 with an anthology of
stories. Teachers use stories related to a single theme to develop
comprehension, spelling, vocabulary, phonics, and decoding skills. New
vocabulary words generated by students are displayed on "word walls" in
primary classrooms. Primary students also create personal word files
called "word boxes." Teachers use the "word walls" and "word boxes" to
teach sentence structure, alphabetizing, capitalization, punctuation,
and other language arts skills.

The adopted reading series is supplemented by phonics books in grades
K-3; vocabulary and spelling books in grades 3-8; and English books in
grades 3-8.

Several benefits are derived from using a 'literature-based" approach in
intermediate grades. Students are exposed to whole works of quality
literature rather than abridged selections. Guided reading through an
entire novel provides the opportunity for sustained comprehension of
connected chapters. The use of novels also allows for an in-depth
interpretation of plot, theme, characters, and style. Furthermore, we
believe that the 'literature-based" approach in the intermediate grades
contributes to the student's love of reading for the reluctant reader as
well as the avid reader.

Grades 6-8 use the "literature-based" approach, spanning five genres:
short story; nonfiction (biography, autobiography, and essays); drama;
poetry; and myths, legends, and folk tales. The adopted textbook series
allows for both a genre-based and theme-based approach to selections.
The series uses a total language approach that provides for the
development of vocabulary and spelling; comprehension and critical
thinking; reading strategies; literary focus; grammar skills; and
writing opportunities. The series also has a strong humanities
component. The use of classroom sets of novels continues to be an
essential component of the "literature-based" approach in grades 6-8.

**[PART V/3]{.underline}**

All students in grades K-8 receive regular instruction in Spanish. The
goals of the program are the acquisition of a second language and the
appreciation and better understanding of the Spanish culture. The school
has adopted a comprehensive Level 1 program for grades seven and eight
along with an introductory program for grade six. Adopted materials
include textbooks, workbooks, audio and video support, and assessments.
Spanish-English dictionaries have also been purchased.

Students in kindergarten through fifth grade receive Spanish instruction
one day a week. Their curriculum includes age-appropriate activities
that introduce them to vocabulary, simple phrases, pronunciation, and
simple sentences.

Sixth grade students receive instruction twice a week; seventh grade
students attend class four days a week; eighth grade students study the
language five days a week. The upper grade curriculum focuses on all of
the skills acquired in a regular Spanish 1 class---pronunciation,
vocabulary development, decoding and encoding skills, Spanish grammar
and syntax, oral and written expression, culture appreciation, and
general knowledge and history of Spanish speaking countries.

The study of a foreign language reinforces English grammar skills, as
well as oral and written expression in English. The middle school
classroom is alive visually with authentic realia from a variety of
Spanish-speaking countries, current events, and samples of student work
in the target language.

The commitment to the Spanish program reflects the mission statement of
St. Albert the Great. Our program celebrates cultural diversity and
fosters respect of all cultures and peoples. In recognizing the changing
make-up of the American population, our students are prepared to
interact in a society that is becoming more and more bilingual.

**[PART V/4]{.underline}**

All teachers at St. Albert are committed to the belief that every child
can learn and be successful. Lesson plans are designed with student
diversity in mind. We teach to each learning modality: kinesthetic,
auditory, and visual. We incorporate review and re-teaching into our
plans. Students with diagnosed learning disabilities are accommodated.
We build enrichment opportunities into each lesson for those students
who are ready to go beyond the scope of the basic lesson objective.

The "hands on" approach allows the young learner to manipulate materials
and explore ideas. Children work in teacher made learning centers that
spark their curiosity and allow them to learn at their own pace. The use
of learning centers continues throughout the primary grades. Each room
has a class library that provides independent reading opportunities to
the students throughout the day. Art, music, and drama are incorporated
into lessons. Games and activities reinforce skills. Peer tutoring and
small group work allow students to interact and learn from one another.
Each classroom has a computer and software to reinforce basic skills.

Core concepts in upper grade classrooms may be presented in lecture
format; students are taught outlining and note-taking skills through
this technique. During large group instruction, teachers and students
interact freely in verbal questions and answers. Students are encouraged
to think critically and to share their views in lively classroom
discussions.

Small group cooperative learning is frequently used. Peer review and
peer editing are part of the writing process. Teachers use educational
audiotapes, videotapes, and computer software to supplement and
reinforce concepts. Students have liberal access to the media center and
computer labs for research.

Students in all grades keep math and writing portfolios that move with
them from grade to grade. The portfolio process allows students to view
their growth and provides for important self-reflection.

Field trips designed with specific educational objectives provide new
arenas for student learning.

**[PART V/5]{.underline}**

Professional development opportunities are utilized by the St. Albert
faculty to enrich student classroom experience, broaden awareness of
educational trends, and continue to nurture the whole child. These
opportunities are provided by the Archdiocese of Louisville, Jefferson
County Public Schools, national organizations of which the faculty are
members, and a variety of other sources. Our teachers participate in
Professional Development individually and as a faculty. Through constant
communication between the administration, teachers and parents, specific
needs are identified and professional development is planned to meet
those needs.

Each year, faculty members are expected to complete thirty-six hours of
Professional Development. St. Albert teachers frequently exceed that
minimum. Teachers are provided \$120 to participate in seminars they
deem necessary to enhance their curriculum. This allows individual
teachers to concentrate on areas they feel will improve student success.

Our faculty participates in a myriad of professional development
sessions. Most recently these have included, but have not been limited
to, LOTI, Richard Lavoie seminars, Child Abuse Identification programs,
Renaissance Learning Accelerated Reader workshops, Hands-On Equations
Workshop through NCTM, and the Laptop/Projector/Wireless Access Point
Professional Development.

Professional development seminars and workshops provide teachers with
new tools, skills, and ideas to use in the classroom and thereby impact
student achievement. As teachers increase their technology skills, they
are able to comfortably integrate them into their lessons. Keeping up to
date on the latest research allows teachers to address the auditory,
kinesthetic, and visual learners in the classroom. Classroom management
workshops give teachers new methods to create optimal learning
environments. Teacher created materials at "hands on" workshops are
brought back to the classrooms for student use. Learning to implement
the "Accelerated Reader" program has led to gains in student
comprehension.

**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): [Archdiocese of Louisville, Kentucky
Non-Public School Commission, Inc.]{.underline}

(Give primary religious or independent association only)

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

**Part II ‑ Demographics**

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

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

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

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

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

\$\_\_\_\_\_\_ \$\_\_\_[\*]{.underline}\_\_\_ \*Parish rate for one
child: \$3450.00

12^th^ Other Parish rate for two children: \$3850.00

Non-parish rate per child: \$4000.00

2\. What is the educational cost per student? \$ [2962.00]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student?
\$[1060.00]{.underline}

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

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_\_\_[5]{.underline}\_%

> **PART VII - ASSESSMENT RESULTS**

  ------------------------ ----------------------------------------- ------------- -------------
  **[ASSESSMENT DATA                                                               
  REFERENCED                                                                       
  AGAINST]{.underline}**                                                           

  **NATIONAL NORMS -                                                               
  WITHOUT SUBGROUPS**                                                              

                                                                                   

  St. Albert the Great                                                             
  School                                                                           

                                                                                   

  Terra Nova - The Second                                                          
  Edition                                                                          

  CAT Complete Battery,                                                            
  2000                                                                             

  McGraw Hill Publishing                                                           
  Company                                                                          

                                                                                   

  Scores are reported as                                                           
  Mean Normal Curve                                                                
  Equivalent.                                                                      

  No students are excluded                                                         
  from the test.                                                                   

                                                                                   

                                                                     2002-2003     2001-2002

                           Testing Month                             March         March

                           **Grade 7**                                              

                           Reading                                   70.2          64.8

                           Mathematics                               66.9          61.7

                           Number of students tested                 59            58

                           Percent of total students tested          100%          100%

                           Number of students excluded               0             0

                           Percent of students excluded              0%            0%

                           **Grade 6**                                              

                           Reading                                   63.5          67.2

                           Mathematics                               66.7          68.0

                           Number of students tested                 60            60

                           Percent of total students tested          100%          100%

                           Number of students excluded               0             0

                           Percent of students excluded              0%            0%

                           **Grade 5**                                              

                           Reading                                   66.3          64.9

                           Mathematics                               58.8          62.4

                           Number of students tested                 79            54

                           Percent of total students tested          100%          100%

                           Number of students excluded               0             0

                           Percent of students excluded              0%            0%

                           **Grade 4**                                              

                           Reading                                   68.4          62.9

                           Mathematics                               65.9          62.3

                           Number of students tested                 71            79

                           Percent of total students tested          100%          100%

                           Number of students excluded               0             0

                           Percent of students excluded              0%            0%

                                                                                   

                                                                     2002-2003     2001-2002

                           **Grade 3**                                              

                           Reading                                   62.1          66.8

                           Mathematics                               68.2          68.4

                           Number of students tested                 81            72

                           Percent of total students tested          100%          100%

                           Number of students excluded               0             0

                           Percent of students excluded              0%            0%

                           **Grade 2**                                              

                           Reading                                   66.8          66.3

                           Mathematics                               68.1          63.7

                           Number of students tested                 70            78

                           Percent of total students tested          100%          100%

                           Number of students excluded               0             0

                           Percent of students excluded              0%            0%

                           **Grade 1**                                              

                           Reading                                   65.4          65.4

                           Mathematics                               66.4          68.8

                           Number of students tested                 71            71

                           Percent of total students tested          100%          100%

                           Number of students excluded               0             0

                           Percent of students excluded              0%            0%

                           **Grade Kindergarten**                                   

                           Reading                                   66.8          64.3

                           Mathematics                               71.6          63.8

                           Number of students tested                 75            71

                           Percent of total students tested          100%          100%

                           Number of students excluded               0             0

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

PART VII - ASSESSMENT RESULTS (CONT)

  ------------------------ ---------------------------------- ----------- ----------- -----------
  **[ASSESSMENT DATA                                                                  
  REFERENCED                                                                          
  AGAINST]{.underline}**                                                              

  **NATIONAL NORMS -                                                                  
  WITHOUT SUBGROUPS**                                                                 

                                                                                      

  St. Albert the Great                                                                
  School                                                                              

                                                                                      

  California Achievement                                                              
  Test 5th Edition                                                                    

  CAT Complete Battery,                                                               
  1991                                                                                

  McGraw Hill Publishing                                                              
  Company                                                                             

                                                                                      

  Scores are reported as                                                              
  Mean Normal Curve                                                                   
  Equivalent.                                                                         

  No students are excluded                                                            
  from the test.                                                                      

                                                                                      

                                                              2000-2001   1999-2000   1998-1999

                           Testing Month                      March       March       March

                           **Grade 7**                                                 

                           Reading                            63.9        63.5        61.8

                           Mathematics                        65.0        70.1        66.9

                           Number of students tested          55          58          60

                           Percent of total students tested   100%        100%        100%

                           Number of students excluded        0           0           0

                           Percent of students excluded       0%          0%          0%

                           **Grade 6**                                                 

                           Reading                            64.1        61.7        63.8

                           Mathematics                        63.8        69.2        73.4

                           Number of students tested          59          58          59

                           Percent of total students tested   100%        100%        100%

                           Number of students excluded        0           0           0

                           Percent of students excluded       0%          0%          0%

                           **Grade 5**                                                 

                           Reading                            64.1        61.4        60.9

                           Mathematics                        69.4        61.2        64.0

                           Number of students tested          60          58          60

                           Percent of total students tested   100%        100%        100%

                           Number of students excluded        0           0           0

                           Percent of students excluded       0%          0%          0%

                           **Grade 4**                                                 

                           Reading                            62.4        68.5        61.6

                           Mathematics                        71.6        76.2        64.2

                           Number of students tested          58          59          60

                           Percent of total students tested   100%        100%        100%

                           Number of students excluded        0           0           0

                           Percent of students excluded       0%          0%          0%

                                                                                      

                                                              2000-2001   1999-2000   1998-1999

                           **Grade 3**                                                 

                           Reading                            70.3        68.7        63.7

                           Mathematics                        68.3        67.4        70.3

                           Number of students tested          75          56          60

                           Percent of total students tested   100%        100%        100%

                           Number of students excluded        0           0           0

                           Percent of students excluded       0%          0%          0%

                           **Grade 2**                                                 

                           Reading                            69.4        64.9        63.7

                           Mathematics                        73.5        71.5        71.1

                           Number of students tested          72          74          58

                           Percent of total students tested   100%        100%        100%

                           Number of students excluded        0           0           0

                           Percent of students excluded       0%          0%          0%

                           **Grade 1**                                                 

                           Reading                            69.0        73.0        68.7

                           Mathematics                        75.5        74.3        63.0

                           Number of students tested          79          72          73

                           Percent of total students tested   100%        100%        100%

                           Number of students excluded        0           0           0

                           Percent of students excluded       0%          0%          0%

                                                                                      

                           **Kindergarten CAT complete                                
                           battery testing began in                                   
                           2001-2002.**                                               

                                                                                      

                                                                                      

                                                                                      

                                                                                      

                                                                                      

                                                                                      

                                                                                      

                                                                                      

                                                                                      
  ------------------------ ---------------------------------- ----------- ----------- -----------