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

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

**Cover Sheet**

Name of Principal [Ms. Linda Kiefner]{.underline}

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

Official School Name [St. Anne School]{.underline}

(As it should appear in the official records)

School Mailing Address [32451 Bear Brand Road]{.underline}

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

[Laguna Niguel CA 92677-9384]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(949 ) 487-2663]{.underline} Fax [( 949) 487-2137]{.underline}

Website/URL [www.st-anne.org](http://www.st-anne.org/) [(to access
student/parent website, click on Knights Online.
Your]{.underline}\_\_\_\_\_\_\_

[temporary I.D. and password is "blueribbon." Unclick the student
box.]{.underline} E-mail [lkiefner@st-anne.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [N/A]{.underline}

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

District Name [N/A]{.underline} Tel. [( ) N/A]{.underline}

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

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

(Superintendent's Signature)

Name of School Board Mr. Timothy R. Busch

President/Chairperson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [7]{.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**       30        42                     **72**       **7**       45        48          **93**

  **1**       49        42                     **91**       **8**       52        41          **93**

  **2**       39        35                     **74**       **9**                             

  **3**       33        42                     **75**       **10**                            

  **4**       37        39                     **76**       **11**                            

  **5**       33        40                     **73**       **12**                            

  **6**       45        48                     **93**       Other                             

                                    **TOTAL                                                   **740**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [85]{.underline}% White

the students in the school: [6]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[3.2]{.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 16
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 8
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        24
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    740
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.032
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    3.2
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages:

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

[0]{.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: [1.7 %]{.underline}

[13]{.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.

[0]{.underline} Autism [2]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [0]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness \_[0]{.underline}\_\_Specific Learning
Disability

[5]{.underline} Hearing Impairment [5]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [1]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [3]{.underline} [0]{.underline}

Classroom teachers [36]{.underline} [2]{.underline}

Special resource teachers/specialists [5]{.underline} [3]{.underline}

Paraprofessionals [6]{.underline} [2]{.underline}\_\_

> Support staff [17]{.underline} [0]{.underline}
>
> Total number [**67**]{.underline} [**7**]{.underline}

12\. Average school student-"classroom teacher" ratio: [1:
25]{.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 95%                 93%                 93%                             

  Daily teacher attendance [98%]{.underline}   [97%]{.underline}   [98%]{.underline}               

  Teacher turnover rate    [17%]{.underline}   [17%]{.underline}   [4%]{.underline}                

  Student dropout rate     0                   0                   0                   0           0

  Student drop-off rate    N/A                 N/A                 N/A                 0           0
  ------------------------ ------------------- ------------------- ------------------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > N/A          |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > N/A          |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > N/A          |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > N/A          |
+-----------------------------------------------------+----------------+
| Found employment                                    | > N/A          |
+-----------------------------------------------------+----------------+
| Military service                                    | > N/A          |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > N/A          |
+-----------------------------------------------------+----------------+
| Unknown                                             | > N/A          |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

**[A Narrative Snapshot of St. Anne School]{.underline}**

St. Anne School is an independent, WASC accredited (Western Association
of Schools and Colleges) Kindergarten through 8^th^ grade Christian
School founded in 1992 by a group of parents and community leaders from
South Orange County, California. Located in Laguna Niguel, California
and occupying 7.1 acres of land, St. Anne School is comprised of 3
buildings, housing a preschool, a childcare center, and 36 classrooms
for Kindergarten through 8th grade. A covered outdoor lunch area is
adjacent to a kitchen, where hot lunches are available for students to
purchase. The campus has a Chapel, Gymnasium, two state-of-the-art
Computer Labs, an Art Room, Music Room, Science Lab, Foreign Language
Lab, a Resource Department, and a Library with over 12,000 holdings. St.
Anne has consistently operated at or near enrollment capacity. Class
size is capped at 25 students per teacher. Full-time aides are hired to
assist Kindergarten and 1^st^ grade teachers.

St. Anne School encourages a balance of students' experiences,
recognizing that education is a life-long process, and acknowledging
that formal schooling is an essential part of this process. The school's
mission is to provide students with a cohesive academic program and
extra-curricular activities that support their academic and spiritual
growth, promote their physical well-being, involve their family, and
encourage service to church and community. Curricular and
extra-curricular activities are grounded in four Expected School-Wide
Learning Results. Students become effective communicators, academic
achievers, and lifelong learners. They are expected to display personal
characteristics that reflect the character of Jesus Christ in their
lives.

The faculty is the heart of the school. The teachers are not only
skilled in their subject matter, but possess a genuine love of children
and a desire to be involved in their lives. Each child is challenged to
strive toward individual academic excellence, as well as to deepen their
spiritual growth. The spiritual program is designed to preserve,
enhance, and supplement the students' religious upbringing in their
homes and churches. St. Anne helps all students identify their God-given
talents and encourages them to broaden and strengthen those gifts and
interests. The goal for all students is to become educated, thoughtful,
wise, compassionate, and humble individuals. We seek to instill in
students an awareness of themselves and others as well as their civic
responsibility to both community and country.

St. Anne School emanates a positive feeling as exemplified by staff,
students, and the community. Children work and play in a structured, yet
nurturing setting that allows them to learn, grow, and take risks. It is
a place where the mind is challenged and the spirit is nourished.

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

**[1. St. Anne's Assessment Results in Reading/Language Arts and
Mathematics]{.underline}**

Second through eighth grade students take the Complete Battery Stanford
Achievement Test, edition 9 (SAT9), a nationally-normed test, on an
annual basis during the spring trimester. No students are excluded from
this test; however, accommodations are made for those students who are
enrolled in the Resource Program. These students are provided extra time
or portions of the test are read-aloud to them. All students are
assessed in Reading, Language, Spelling, Mathematics, Social Studies,
Science and Listening Skills. Grade level results from the SAT9 are
reported as the percentage of tested students scoring at or above the
50th percentile (the national average). These same grade level results
are also reported as content-referenced scores that reflect what
students know and should be able to do in a given subject area.
Content-referenced scores are placed into one of four categories: Level
1, indicating little or no mastery of the key skills in that subject
area; Level 2, denoting partial mastery of skills and knowledge; Level
3, representing solid academic performance and indicating students are
prepared for the next grade; and Level 4 which signifies superior
performance beyond grade-level mastery.

The 2001, 2002, and 2003 SAT9 scores are quite similar in their
reflection of 2^nd^ through 8^th^ grade student performance. The 2003
SAT9 results indicate that, on average, 77% of students performed at
either a Level 3 or Level 4 in Reading. For Math, 70% of students scored
within the same levels. In 2002, 77% of the students achieved a Level 3
or Level 4 in Reading and 68% achieved a Level 3 or Level 4 in Math. The
2001 SAT9 scores show that 73% of the students performed at Level 3 or 4
in Reading and 61% of the students scored a Level 3 or Level 4
proficiency in Math.

SAT9 results are evaluated and referred to when developing our school
improvement plan and making changes in the curriculum and instructional
practices. It is the hope that the recent implementation of a new 1^st^
through 4^th^ grade Reading/Language Arts program will positively affect
our already solid Reading scores. We are pleased with the consistent
improvement in the Math scores and continue to review and improve the
Math program as we identify areas of strength and areas in need of
improvement.

**[2. The Use of Assessment Data to Understand and Improve Student and
School Performance]{.underline}**

On a daily basis, teachers use a variety of assessment tools to gauge
their students' performance. These include, but are not limited to,
quizzes, tests, and reports. Rubrics have been designed to guide a
teacher's evaluation of student projects, oral presentations,
cooperative learning activities, group discussions, study habits, and
adherence to the values stated in our Expected School-Wide Learning
Results.

Teachers use assessment data to: (1) tailor their curriculum to address
any specific individual needs of their students; (2) hone in on areas of
strength and areas in need of improvement within their curriculum; (3)
use in conjunction with teacher recommendations and daily student
performance to determine grouping within classes and placement in
advanced classes; and (4) share data with staff to determine if the
curricular programs are aligned across the grade levels. Assessment data
are also shared with the Principals and Curriculum Director in order to
accurately allocate resources and schedule appropriate staff development
sessions.

The staff has been making a concentrated effort to align formal
assessment tools with the California State Board of Education's Content
Standards for Kindergarten through 8^th^ grade. We have recently revised
the mid-trimester progress reports and trimester report cards to more
accurately reflect a student's performance according to the academic
content standards on which we build the curriculum.

St. Anne refers to SAT9 scores when identifying how to improve student
and school performance. The Curriculum Director previews the results and
disseminates key data to teachers at school-wide faculty meetings, grade
level meetings, and cross grade level meetings. Copies of students'
results are given to teachers to analyze for areas of improvement and
strength, and to use for grade level and individual planning purposes.
School-wide curricular goals are developed from identifying areas of
improvement based on SAT9 data. The SAT9 scores are used as a reference
when reviewing textbooks for adoption in an attempt to discern if a
textbook clearly addresses areas identified for improvement.

St. Anne's Board of Directors, administration, faculty and parents,
wholeheartedly believe the faculty should not "teach to the test."
However, test taking strategies and test formats similar to the SAT9 are
incorporated into the general student assessment methods to better
prepare the students for the formal delivery and structure of the SAT9.

**[3. Parent, Student and Community Communication on Student
Performance]{.underline}**

St. Anne School goes to great lengths to communicate to students and
parents how teachers monitor and measure student performance. Teachers
address individual student assessment and progress through a multitude
of instructional materials, progress reports, report cards, and
parent-student-teacher conferences. In Kindergarten through 5^th^ grade,
classwork and homework, including quizzes and tests, are sent home with
students on a daily and weekly basis in student folders for parental
review. Parents and students in 4^th^ through 8^th^ grades have
immediate on-line access to grades on classwork, homework, quizzes and
tests through a web-based grade reporting system. Upon entering St.
Anne's website, students and parents are able to use a unique password
to gain access to their grades. Teachers maintain this site on an almost
daily basis, recognizing its value in delivering instant feedback to
students and parents on their child's progress.

St. Anne faculty and staff recognize parents as the primary educators of
their children. Parental participation is encouraged and welcomed.
Parents are regularly seen on campus volunteering in the classroom,
organizing events, and supporting teachers with lesson preparations. The
strong parental involvement fosters a comfortable rapport between
teachers and parents. The staff's use of email, voicemail, faculty
websites, and weekly on-line newsletters also keeps the lines of
communication open between teachers and parents so that further concerns
from either party can be immediately addressed.

Student performance on the SAT9 is communicated to parents several ways.
Parents receive a document outlining their child's test scores in each
topic and subtopic of the test. Included with this document is a
narrative report of their child's performance in comparison to a
nationwide sample of students who are the same age and in the same
grade. As a follow-up, the Curriculum Director sends to parents an
"Understanding Test Results" booklet, a letter addressing frequently
asked questions, and offers the opportunity to set up an appointment to
discuss individual student scores if further information is desired.
Finally, a representative from Harcourt Educational Measurement is
scheduled to speak at a parent association meeting on how to interpret
standardized test scores.

Since St. Anne is a private school, we do not publish our SAT9 scores in
local newspapers. We prefer, instead, that the community seek out
information on St. Anne not just because of its excellent standardized
test scores, but rather because of the reputation St. Anne has earned
for providing children with a strong, well-rounded education, and a
positive school experience.

**[4. SOCAPS: Sharing Successes with Other Schools]{.underline}**

During the 2000-2001 school year, St. Anne's Elementary and Middle
School Principals identified a need for a consortium to address the
needs and programs unique to private and parochial schools in southern
Orange County. After contacting several other private and parochial
schools, the South Orange County Association of Private/Parochial
Schools (SOCAPS) was established. Currently, nine members strong, the
mission of SOCAPS is to provide in-service opportunities and facilitate
grade level and subject area articulation among local private and
parochial school teachers. The goal is for teachers to share and observe
best classroom practices and strategies. Monthly meetings attended by
the school principals, allows the consortium to identify and target key
curricular areas to address during the upcoming school year through an
annual keynote address and a series of staff gatherings throughout the
year.

SOCAPS provides an opportunity for St. Anne to share its successes with
other schools. This past August, St. Anne hosted 400 educators for
SOCAPS' annual keynote address which focused on ways for educators to
manage their stress and workload. A goal of St. Anne's this year is to
strengthen our ties with other SOCAPS schools. In October we invited two
parochial schools to a half-day in-service, providing teachers the
chance to meet in small groups and discuss subjects pertinent to their
grade or subject area. An outcome of this in-service was the arrangement
among teachers to visit each other throughout the year, observe one
another in the classroom, and explore each other's best teaching
practices.

SOCAPS has also allowed schools to pool resources when hosting and
attending workshops. The majority of SOCAPS schools are small;
therefore, it can be cost prohibitive to host teacher workshops.
However, with an open invitation between SOCAPS schools to attend
on-site workshops, costs are lowered due to an increase in attendance.
St. Anne's Middle School teachers recently benefited from this
arrangement and were able to attend a Jane Schaffer Writing Program
workshop for a nominal fee.

SOCAPS administrators truly value the camaraderie established through
monthly meetings. Although the standardized assessments used among the
SOCAPS schools vary, the consortium provides the valuable opportunity
for members to share how they prepare their students to take a
standardized test, and how each school effectively uses the test results
when evaluating their curriculum. As we strive to align our schools with
the tenets expressed in the "No Child Left Behind" legislation, and
determine how to best use designated "No Child Left Behind" Title Funds,
it is a relief to have peers we can rely on for advice and assistance.
It is a pleasure to work with other schools that are not in competition
with one another, but rather seek to work together for the benefit of
all students.

**PART V -- CURRICULUM AND INSTRUCTION**

**[1. St. Anne's Curriculum]{.underline}**

St. Anne's current set of courses is relevant, challenging, integrated
across content areas, and grounded in the California State Subject
Frameworks and Academic Content Standards:

[Language Arts]{.underline}: Students acquire the skills necessary to be
competent readers, writers, listeners, spellers, and communicators.
Phonics, spelling, and vocabulary development are integral parts of the
curriculum at all grade levels, but are heavily emphasized in the
primary grades.

[Mathematics]{.underline}: The Math program moves students steadily from
what they already know to mastery of skills. Students stretch beyond
merely explaining what they are doing to justifying how and why they are
doing it and deriving formal proofs for their operations.

[Social Studies]{.underline}: Students learn about their immediate
communities and the larger communities of their country and world.
Students gain an appreciation and acceptance of a variety of cultures.
Grade level appropriate field trips and field studies are important
elements of the Social Studies program.

[Science]{.underline}: The Science program strives to promote academic
achievement of scientific literacy and the use of the scientific method
for inquiry. Students participate in many "hands-on" activities and
scientific experiments to hone in on proper scientific protocol and
techniques.

[Spanish]{.underline}: The Spanish program emphasizes communication,
beginning with listening and speaking skills and progressing to reading
and writing skills in the upper grades. Weekly visits to the Foreign
Language Lab provide students the opportunity to practice listening,
reading, speaking and writing a foreign language through the use of a
multimedia software program. Students gain a deeper awareness and
appreciation of the influence of Hispanic culture in their local
environment and the world.

[Computer]{.underline}: Students receive formal instruction in the
computer lab on a weekly basis. Guided learning in the computer lab is
divided into three phases: awareness, instruction, and mastery. General
technology awareness, network awareness, keyboarding, word processing,
spreadsheets, graphics, electronics presentation, proper Internet usage
and desktop publishing are taught at appropriate grade levels. Computer
technology is also integrated into classroom instruction to foster both
independence and high achievement as effective communicators.

[Physical Education]{.underline}: The Physical Education curriculum
places an emphasis on safety, sportsmanship, motor development, physical
fitness, health, and self and team discipline through student
participation in a variety of sports, games, and teacher facilitated
discussions. The curriculum includes the use of "Fitness Gram" a program
that allows the P. E. staff to measure and evaluate the 4^th^ through
8^th^ grade students' physical fitness, providing detailed feedback to
them and to their parents. Middle School students participate in the
Presidential Fitness program.

[Music]{.underline}: The Music program relies heavily on student
participation. Students sing, move, interact, and play percussion and
other instruments. They learn basic music theory and history. Middle
School classes descend deeper into music theory, acoustic theory, and
the digital revolution. The emotions that music evokes are studied
through listening exercises. Discussions are held on topics related to
music, such as the legalities and ethics of downloading "free" music
from the Internet. The hope is by the end of their music experience at
St. Anne, students will have their music knowledge base expanded and
their curiosity peaked.

[Art]{.underline}: The Art curriculum utilizes a hands-on approach as
students experience the different methods and processes of creating
art.  Student projects are based on the principals and elements of
design. Pertinent art related current events and cross-curriculum
subject matter are incorporated in the lessons as well. Students gain an
appreciation for the visual arts encountered in their everyday lives. 

[Religion]{.underline}: The Religion program provides knowledge of the
teachings of Christianity in light of a catholic (universal) tradition.
The curriculum is designed to preserve, enhance, and supplement the
students' religious upbringing in their homes and churches. The
School\'s goal for students is that they become educated, thoughtful,
wise, compassionate, and humble by living out the teachings of Jesus
Christ.

Woven into the curriculum are the four Expected School-Wide Learning
Results (ESLRS). First, St. Anne students are expected to be effective
communicators through speech, writing, foreign language, the arts, and
with the assistance of technology. They are to become objective and
critical listeners who will be able to express opinions intelligently.
These skills are taught at all grade levels throughout the curriculum
utilizing role playing, public speaking, current events, reading aloud
and presentations. Students are provided ample opportunities to express
their opinions in an intelligent manner via morning assembly, student
council, Chapel and performances. Second, students are expected to be
academic achievers. They are to think critically, solve problems, and
approach situations from several viewpoints, analyzing, interpreting,
and applying new information to master concepts and skills. The
curriculum teaches appropriate skills in note taking, research, time
management, and organization through a study skills course, science
labs, computer labs, and research projects. Third, students are expected
to become lifelong learners, committed to their personal development.
Students should enjoy the arts as an audience and as participants.
Appreciation of cultural differences in all people and responding with
understanding, consideration, and acceptance is a goal at St. Anne.
Fourth, students are expected to develop personal characteristics that
reflect the character of Jesus Christ in their lives. The school and its
curriculum emphasizes that students be responsible contributors, giving
back to the school and the community time, energy, talents, and
resources through the arts, student council, big/little buddies and
community service. The school and its curriculum emphasizes the
understanding that ours is a spirit of gratitude and love as we prepare
for the challenges of life through participating in many giving
programs, such as Thanksgiving food baskets, Operation Christmas Child,
Adopt-a-Family, Bink-a-thon, and St. Anne's Community Service Program.

**[2. St. Anne's Reading Curriculum]{.underline}**

Kindergarten teachers use *Beginning to Read, Write and Listen,* a
comprehensive reading-language arts program delivered through a series
of letterbooks. The major reading/language skills are stressed in each
letterbook: handwriting, auditory training, oral language and linguistic
skills. Students learn about the alphabet: the letter names, how to
write the letters, what sounds the letters represent, and what function
the letters serve as their sounds are blended to form words. Each
letterbook has numerous activities and exercises that relate to the
reading/language skills and letter being emphasized. These activities
provide valuable opportunities to develop manual dexterity and small
muscle coordination. The series is structured in such a way that the
children's cumulative knowledge is reviewed and built on in each
succeeding letterbook. The program does an excellent job of laying the
foundation for the students' transition into the Houghton Mifflin
*Reading* Series in 1st grade.

St. Anne School recently adopted Houghton Mifflin's *Reading* series for
1^st^ through 4^th^ grade in order to better align our Reading/Language
Arts programs with California's English/Language Arts Subject Standards.
The series is a research-based program that corresponded with federal
and state initiatives that have focused on reading instruction, as well
as the recommendations made by the National Reading Panel in regards to
skills and methods critical to reading success. This program provides
systematic instruction in the five areas of reading, a variety of
assessment tools, resources to meet the needs of all learners, and
classroom management tools that support the teachers' planning and
teaching. The series meshes with the teachers' preference to use a
variety of instructional methods, and supports the Expected School-Wide
Learning Results.

The 5^th^ grade students transition from the reading series to a more
novel-based Reading/Language Arts program; this approach to teaching
Reading and Language Arts is carried through to the 8^th^ grade. This
program is grounded in the California subject standards, using a more
advanced method of delivery. The 5^th^ through 8^th^ reading program
seeks to have students apply their skills within the context of an
entire piece of literature, whether it is a novel, historical fiction,
classic, diary, journal, speech, play, mythology, fable, or poetry.
Spelling, grammar, vocabulary, literary terms, elements of writing,
comprehension skills, and oral presentation skills continue to be taught
in the 5^th^ through 8^th^ grades, building upon prior learning
experiences.

**[3. St. Anne's Technology Curriculum]{.underline}**

St. Anne's recently revised K-8 technology curriculum includes general
technology awareness, network awareness, keyboarding, word processing,
spreadsheets, graphics, electronics presentation, Internet skills, and
desktop publishing. This past year was capped with the Middle School
students learning to create web pages with programs such as FrontPage
and basic HTML introduction. This was a fantastic learning advancement
which resulted in students delivering animated web pages.

Elementary and Middle School teachers have made a concentrated effort to
incorporate technology into the core curriculum subjects. Digital
microscopes and stereoscopes are used in the Middle School Science
curriculum. Multimedia software programs are used in the Foreign
Language Lab to complement the Foreign Language Program. The
installation of LCD projection systems and Smartboards in the classrooms
allows teacher and students to present lessons and presentations to a
large audience.

The upper elementary students and middle school students use technology
for the purpose of research, project compilation, and the delivery of
reports. The younger students learn word processing skills that allow
them to publish short stories and poems and edit their work. The most
touching implementation that linked the highest and lowest grades was
captured when the Middle School students were assigned a "buddy" in
Preschool. They interviewed their buddy and incorporated their buddy's
interests into an imaginative tale that was created and delivered in a
PowerPoint presentation.

The technology teachers have published a document that accurately
reflects the scope and sequence of the program and aligns with the
National Education Technology Standards. The products created by the
students reflect their ability to use technology as a means of
communication. Their willingness to adapt to new technology aligns with
our third ESLR that students become lifelong learners.

It is the goal of St. Anne School that students are knowledgeable of the
technological tools that will be a foundational component of their
world. However, it is important that students not have access to
dangerous parts of the Internet while working on technology projects.
Therefore, a firewall has been installed between all St. Anne's
computers and the Internet so that students are not exposed to
inappropriate websites on the Internet.

**[4. Instructional Methods Used to Improve Student
Learning]{.underline}**

St. Anne teachers understand that children learn at different rates and
through different modalities, whether auditorily, visually, or
kinetically. Additional research on multiple intelligences has
heightened the teachers' awareness that different subjects may captivate
their students' interests and therefore, all subjects must incorporate a
variety of instructional techniques in the hope of sparking a child's
curiosity in the subject matter and enhancing student learning. St. Anne
has made it a school-wide goal to provide for differing academic needs,
therefore, the curriculum is designed to augment student grouping and
scheduling. A variety of instructional methods also allows teachers to
more accurately gauge student performance and tailor the curriculum to
meet individual needs. Additionally, the Resource Program provides
students with the extra assistance they may need to complete projects
and hone their organizational or academic skills.

Teachers use classroom demonstrations and field trips to inspire
students' higher levels of thinking and to increase comprehension in
many difficult areas. Textbooks are selected that provide a wealth of
learning opportunities; however, textbooks are supplemented with novels,
phonics materials, teacher-created projects, and other resources to meet
the needs of the students. Math manipulatives, science experiments,
dramatic and oral presentations address multiple learning styles, as
well as foster a positive learning environment. St. Anne recently
implemented STAR Reading and Accelerated Reader as tools for assessing
the students' reading practice, literacy skills development, and
performance on classroom assignments.

Some aspects of our instructional program occur outside the classroom
setting. The students' involvement in St. Anne's Community Service
Program, Science Camp, Science Fair, Year Book, graphic arts, and
subject-specific PowerPoint presentations allows students a chance to
demonstrate their unique talents, and provides faculty members with more
"teachable moments." In 2003, 62 students were eligible to take
advantage of the academic opportunities offered through the Center for
Talented Youth (CTY) program at John Hopkins University. Students who
scored at or above the 97 percentile in Reading or Math on the SAT9 test
were eligible to participate in this prestigious program.

A driving force behind all instructional methods is the desire to
intertwine our Expected School-Wide Learning Results throughout all
curricular and extracurricular activities. The best way to ensure that
students are academic achievers, effective communicators, exemplify
Christian values, and become lifelong learners is to expose them to a
variety of experiences that allow them to consider ideas from different
vantage points, share their learning experiences with their peers, and
use higher order thinking skills to demonstrate their mastery of a
particular subject.

**[5. St. Anne's Professional Development Program]{.underline}**

The St. Anne faculty participates in various conferences, workshops, and
seminars through monies provided by the school budget. The teachers
select these workshops with approval by his or her Principal. In return,
teachers are expected to share with appropriate staff members any new
findings and best practices learned from their professional growth
experience, and to incorporate these new methods into their classroom or
grade level as appropriate. Over the past several years the teachers
have participated in programs such as Designing Curriculum for Gifted
Students, Layered Curriculum, Differentiated Instruction, Guided Reading
the Four Blocks Way, Bully-Free Classrooms, Empowered Discipline, and
grade level conferences and subject matter conferences. We encourage
teachers to attend conferences in pairs or groups in order to maximize
the opportunity to share ideas and develop practices that best meet the
needs of the students.

The area our professional development program has most heavily focused
on these past two years has been in technology. After several years of
incremental gains, there is finally a commonality of the school's PCs
resulting from extensive work and investment. St. Anne School now has
two state-of-the-art Computer Labs, and a new Foreign Language Lab. An
increase in the PCs has also occurred in every classroom. For the first
time, a wireless mobile lab is now available giving teachers the ability
to engage their entire class using technology as a tool. However, a
result of these technological acquisitions has been the need for staff
development so that teachers use their personal computer to better
manage and design their curricular programs, keep their class web pages
current and relevant, and better integrate the available school-wide
technology into their core subjects.

During the 2002/2003 school year, a half-day each month was dedicated
towards staff development in the area of technology. As a result,
teachers have participated in staff development in the areas of word
processing, Excel spreadsheets, PowerPoint presentations, webpage
development, and electronic gradebook. Teachers are becoming more
confident with using technology in the classroom. To this end, we have
recently adopted the Accelerated Reader and Criterion Online Writing
Evaluation programs. Teachers are eagerly participating in learning both
of these programs, recognizing their value in providing prompt and
personalized feedback on student progress in Language Arts and Reading.
Through weekly staff meetings and daily grade level planning times the
school strives to provide teachers the opportunity to collaborate and
coordinate their areas of study, and share areas of expertise.

**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): [South Orange County Association of
Private and Parochial Schools]{.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 2002-2003 tuition rates, by grade? (Do not include
room, board, or fees.)

\$[6,400]{.underline} \$[6,400]{.underline} \$[6,400]{.underline}
\$[6,400]{.underline} \$[6,400]{.underline} \$[6,400]{.underline}

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

\$[6,700]{.underline} \$[6,700]{.underline} \$[6,700]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

2\. What is the educational cost per student? \$[6,198]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$
[5,631]{.underline}

(Dollars per student receiving financial aid)

4\. What percentage of the annual budget is devoted to [5]{.underline} %

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [8.6]{.underline} %

**PART VII - ASSESSMENT RESULTS**

**[ST. ANNE SCHOOL ASSESSMENT DATA]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS (Without Subgroups)]{.underline}**

Stanford Achievement Test

9^th^ Edition, Form S

Harcourt, Inc.

Scores are reported as percentiles.

No students are excluded from the test.

  --------------------------------- ------------------- ----------- -----------
                                    2002-2003           2001-2002   2000-2001

  Testing month                     April               April       March

  **Grade 8\***                                                     

  Reading                           [76]{.underline}    71          69

  Mean Scaled Score                 [723]{.underline}   717         710

  Mathematics                       74                  68          72

  Mean Scaled Score                 718                 711         703

  Number of students tested         64                  73          37

  Percent of total students tested  100                 100         100

  Number of students excluded       0                   0           0

  Percent of students excluded      0                   0           0

  **Grade 7**                                                       

  Reading                           [64]{.underline}    76          80

  Mathematics                       70                  77          81

  Number of students tested         94                  74          64

  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                           [77]{.underline}    77          80

  Mathematics                       80                  74          86

  Number of students tested         88                  87          69

  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                           [77]{.underline}    81          77

  Mathematics                       79                  85          83

  Number of students tested         92                  74          67

  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                           [83]{.underline}   79          82

  Mathematics                       83                 82          82

  Number of students tested         73                 74          67

  Percent of total students tested  100                100         100

  Number of students excluded       0                  0           0

  Percent of students excluded      0                  0           0

  **Grade 3**                                                      

  Reading                           [76]{.underline}   74          74

  Mathematics                       80                 71          85

  Number of students tested         75                 75          74

  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                           [73]{.underline}   77          78

  Mathematics                       60                 67          72

  Number of students tested         73                 73          67

  Percent of total students tested  100                100         100

  Number of students excluded       0                  0           0

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

\* The 8^th^ grade class has a Mean Scaled Score of 723 in Reading and a
Mean Scaled Score of 718 in Math. These scores exceed the cutoff scaled
score of 718 (Reading) and 707 (Mathematics), posted on the U.S.
Department of Education's table of cutoff scores for SAT 9^th^ Ed (Form
S), Harcourt Educational Measurement. Due to the fact that it is these
scores that qualified St. Anne to apply for the Blue Ribbon Program, it
was recommended we publish these scores along with the percentiles for
the 8^th^ grade.