##### U.S. Department of Education November 2002

***2002-2003 No Child Left Behind---Blue Ribbon Schools Program***

# Cover Sheet

Name of Principal [Dr. James M.
Dowdle]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name [DOWLING HIGH SCHOOL]{.underline}

(As it should appear in the official records)

## School Mailing Address [1400 Buffalo Road]{.underline}

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

[West Des Moines IA 50265-1699]{.underline}\_\_\_\_\_

City State Zip Code+4

Tel. [( 515 ) 222-1045]{.underline} Fax [( 515 ) 222-1056]{.underline}

Website/URL
[www.dowlinghighschool.org](http://www.dowlinghighschool.org/)
[Email]{.underline} <jdowdle@dowling.pvt.k12.ia.us>

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: 3/13/03 

(Principal's Signature)

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

Name of Superintendent [Dr. Luvern Gubbels]{.underline}

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

District Name DIOCESE OF DES MOINES Tel: (515) 237-5013

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: 3/13/03

(Superintendent's Signature)

Name of School Board Mr. Greg Lynch

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: 3/13/03

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

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

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

**(N/A)** \_\_\_\_\_ Junior high schools

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

\_\_\_\_\_ TOTAL

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

Average State Per Pupil Expenditure: **[(N/A)]{.underline}\_\_\_\_**

**SCHOOL: DOWLING HIGH SCHOOL**

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

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

4\. [**16**]{.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**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       **156**   **153**     **309**

  **3**                                                     **10**      **135**   **144**     **279**

  **4**                                                     **11**      **174**   **130**     **304**

  **5**                                                     **12**      **132**   **144**     **276**

  **6**                                                     Other                             

                                    **TOTAL                                                   **1168**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ----------

6\. Racial/ethnic composition of **[91% White]{.underline}**

the students in the school **[2% Black or
African-American]{.underline}**

**[3% Hispanic or Latino]{.underline}**

**[3% Asian/Pacific Islander]{.underline}**

**[1% American Indian/Alaskan Native]{.underline}**

**100% Total**

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

  **(2)**     Number of students who transferred **21**
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        **28**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **1168**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     **.02**
              total in row (4)                   

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

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

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

Number of languages represented: **5**

**Specify languages: Spanish, Sudanese, Nigerian, Vienamese, Vang (Note:
Students are conversant in English when they come to the school)**

9\. Students eligible for free/reduced-priced meals:
**[5.3%]{.underline}**

**[62]{.underline}** Total Number Students Who Qualify

10\. Students receiving special education services: **0% (no special
education services)**

**0** Total Number of Students Served

\*(Note: Students who need [minor learning accommodations]{.underline}
are served through 504 accommodation plans. Dowling has
**[31]{.underline}** students or **[2.7%]{.underline}** with
accommodation plans. (See numbers below).

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

**1** Autism **1** Orthopedic Impairment

\_\_\_\_Deafness **7** Other Health Impaired

\_\_\_\_Deaf-Blindness **18** Specific Learning Disability (15 are ADHD)

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

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

[**3**]{.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:

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

Administrator(s) **[5]{.underline}** **[0]{.underline}**

Classroom teachers **[69]{.underline}** **[2]{.underline}**

Special resource teachers/specialists **[10\*]{.underline}**
**[1\*]{.underline}**

**(\* 4 ft counselors + 1 pt counselor)**

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff **[41]{.underline}** **[16]{.underline}**
>
> Total number **[125]{.underline}** **[19]{.underline}**

12\. Student-"classroom teacher" ratio: [**16.5:1** (counting teachers
only)]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance **96.1%**   **96.3%**   **95.7%**   **96.6%**   **96.2%**

  Daily teacher attendance **97.4%**   **97.4%**   **97.1%**   **96.6%**   **96.7%**

  Teacher turnover rate    **6.1%**    **12.2%**   **7.9%**    **6.6%**    **11.4%**

  Student dropout rate \*  **0.0%**    **0.0%**    **0.0%**    **0.0%**    **0.0%**

  Student drop-off rate    **4.7%**    **3.5%**    **5.5%**    **5.1%**    **4.6%**
  ------------------------ ----------- ----------- ----------- ----------- -----------

\*Note: Students who leave Dowling do not "drop out." They transfer to
another high school.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > **[284]      |
|                                                     | {.underline}** |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > **[76.8%]    |
|                                                     | {.underline}** |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > **[21.5%]    |
|                                                     | {.underline}** |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | >              |
|                                                     | **\_\_\_\_\_** |
+-----------------------------------------------------+----------------+
| Found employment                                    | >              |
|                                                     | **\_\_\_\_\_** |
+-----------------------------------------------------+----------------+
| Military service                                    | > **[1.0%]     |
|                                                     | {.underline}** |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | >              |
|                                                     | **\_\_\_\_\_** |
+-----------------------------------------------------+----------------+
| Unknown                                             | > **[0.7%]     |
|                                                     | {.underline}** |
+-----------------------------------------------------+----------------+
| **Total**                                           | > **100 %**    |
+-----------------------------------------------------+----------------+

####  

#### [PART III ‑ SUMMARY]{.underline}

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Dowling Catholic High School, in West Des Moines, Iowa is Greater Des
Moines's Catholic high school. It was born in 1972, when the all-female
St. Joseph Academy, founded by the BVM sisters in 1887, merged with the
all-male Dowling high school, founded in 1918. Located on 65 acres of
land, 15 miles west of Des Moines, the school has 230,000 square feet.
This educational center includes 56 classrooms, a 240-seat media center,
a 30-seat chapel, a 548 seat auditorium, 2 gymnasiums, and a pool. The
school grounds, formally recognized for its several hundred species of
native trees as an arboretum by the state of Iowa, include 6 tennis
courts, 2 soccer fields, softball and baseball fields, a football
practice field, and a newly-surfaced all-weather track.

A comprehensive visioning process, recently conducted by school
president, Dr. Jerry Deegan, aligns the cornerstones of Dowling's
official crest, - - ***Fides*** (faith), ***Veritas*** (truth), and
***Sapientia*** (wisdom)- - with the school's mission "to embrace
learners from all faiths ... and inspire a Christ-centered love of
learning and a respect for fellow human beings through the application
of moral principles." The school takes its vision seriously: "...to
become the best at educating Christ-centered citizens and leaders ...
for Life."

Situated in the suburbs of Des Moines, Dowling draws slightly more than
half its student population from the city -- it is a
"metropolitan-suburban" school in that sense: 21.6% of the students come
from the city, 51% from the western suburbs, 8.4 from the eastern areas,
5.2% from the north, and 13.8 from the south. Students come from 25
Catholic parishes and 85 different elementary schools.

Dowling has a comprehensive instructional program, including RAC (an
independent reading program) and an 80-hour community service
requirement. Fully 95% or more of its graduates go on to post-secondary
education. A minority outreach program, called Project Intercept, has 95
students in grades 9-12. A total of \$820,000 in financial aid has been
awarded in the 2002-03 school year. A community service graduation
requirement for all students gives 24,000 hours of service to the larger
community. The school is committed to technology and is connected to the
ICN, has classrooms equipped with computers for on-line use by teachers,
several computer labs, and a progress reporting link to the school's web
page for access by parents and students.

Dowling's has a dedicated and experienced faculty. Fully 50.4% have
advanced degrees. Their teaching experience is reflected in the fact
that nearly 64% have taught for more than 10 years.

#### [PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}

## 

## Private Schools

## 

**1. Reporting of Assessment Results:**

Tables A & B on pages **14** & **15** at the end of this report
summarize 5 years' worth of ITED assessment results in reading and math.
It is important to read the notes on the re-norming that occurred in
Fall, 2001 to understand the scores reported in the tables.

a.  There is [no ethnic/racial or socio-economic sub-group]{.underline}
    that comprises sufficient numbers to be statistically significant
    ("10% or more of the student body" -- guidelines in NCLB-BRS
    application, p. 14)

b.  No students are excluded from testing. Students who need additional
    time to take the test as part of their accommodation plan are given
    the additional time, but are not excluded.

c.  Test data supporting the Tables A & B on pp. 14-15 are attached to
    the end of this application.

**2. Using Assessment Data**

Dowling routinely uses assessment data to improve student achievement
and inform decision making. Formal assessment results, particularly
those in reading, math, & science, are provided to faculty as data to be
used in formulating annual improvement goals. Specific assessment
information is shared at faculty meetings; time for analysis by
individual teachers and departments is provided so instructional goals
can be focused around desired improvements in student performance. ITED
results, together with Constructed Reading Supplement (Reading),
Exemplars (Math), and SCASS (Science) are provided to the Department of
Education annually and included in Dowling's [Annual Report To The
Community]{.underline}. Additionally, assessment results are shared with
SIAC (School Improvement Advisory Committee) for discussion and
recommendations. During 2001-02 & 2002-03, staff development has focused
on expanding the assessment base to include both norm-referenced and
criterion-referenced tests. In September, 2002, the faculty was given a
survey asking them what they needed in terms of training to become more
adept at analyzing data (formal and informal). Specific training in
analyzing data to inform decision-making is planned for administrators
and faculty in 2003-04. The principal is receiving training in Spring,
2003 in "data-driven leadership." On January 19, 2004, all faculty will
receive further formal training in analysis and use of data. It is hoped
that the January, 2004 training will provide teachers with new knowledge
for use in looking at their individual classroom data in addition to
departmental and school-wide data already gathered.

3.  **Communicating Student Performance**

Communication of assessment data to our "publics" (parents, students,
community) has become routine in recent years. Individual student
performance is communicated to parents by report card. Parents have
access to Edline (a link to the school web page) and can access their
student's progress as often as they wish. Formal test results are posted
on student records; some are sent home to be shared with parents; some
are communicated in meetings with counselors. Individual student
progress is monitored by counselors; a "college coordinator" furnishes
ACT results to students and parents. A diocesan ad-hoc Reporting
Committee is studying the best methods for communicating results of
"reportable" assessments (in high school, ITED, CRS, Exemplas, & SCASS)
specifically with parents and students in mind. Their report will be
ready in June, 2005 and is expected to include a re-designed report card
to include progress on standards and benchmarks as well as progress with
assessments of all kinds. Summary assessment data is communicated to the
Board of Education and Foundation Board through reports by the principal
and president. Parents and board members have representation on the
School Improvement Advisory Committee. A school publication called [News
& Notes]{.underline} includes "Principal's Press," a monthly letter from
the principal. During the 2001-02 & 2002-03 school years, these letters
have been devoted to assessment and data. Annual progress toward
achievement goals, as well as annual assessment data gathered for
reading, math, and science, are reported to the Department of Education
in the APR (Annual Progress Report). The [Annual Report To The
Community]{.underline} includes summary data on assessment results, and
is sent to approximately 17,000 members of the wider parent, alumni,
board and community leader Dowling family.

4.  **Sharing Success With Other Schools**

Dowling would be proud to share the reasons for its success, should the
school be named a Blue Ribbon School. Underlying the "successes"
reported in this application is a solid commitment to ***continuous
improvement***. The continuous improvement model used for the last
several years keeps excellence and student achievement in the forefront
of the school's efforts. The professional development of teachers has
stressed continuous improvement focused on curriculum, instruction, and
assessment. It is the school's belief that these are the reasons for its
success; Dowling would feel committed to share these reasons with other
schools in our diocese, and with our various publics. Dowling is always
proud to share the success of our students with our constituents.
Official school publications, such as [News & Notes]{.underline} and
[Center Focus]{.underline}, routinely feature the students, who are our
biggest success stories. Whether it is in stories of student service
trips (described in detail in part #3, p. 12), features about
accomplishments in academics, athletics, drama, music, etc., or
anecdotes about the student leadership evidenced in the Fall Project or
Christmas Baskets, student successes are noted, applauded, and shared.
They routinely form the backdrop for special news stories in all the
school publications to students, parents, board of education, and
community. A special effort is made to communicate student
accomplishments to the elementary schools that the students attended
before coming to Dowling. Pastors of the parishes where the students
attend church are notified of their academic honors and other
accomplishments as well. News releases of many of Dowling's successes
are sent to the [Des Moines Register]{.underline} and [The Catholic
Mirror]{.underline}. On a less formal basis, the school's successes are
shared with area high schools and/or those within the Central Iowa
Metropolitan League through discussion among principals and sharing of
information and results.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1.** A complete set of curriculum standards and benchmarks, written by
faculty over a 4-year period (1998-2002) frames the school's
comprehensive curriculum. Guided by a research consultant and using best
practices findings for challenging curriculum, faculty wrote these
standards and benchmarks. Using 10 "essential learnings" adopted by the
diocese after parent feedback, teachers and administrators completed
standards for each of the grade bands K-2, 3-5, 6-8, & 9-12. For
Dowling, 14 sets of standards, with accompanying benchmarks, have been
completed and adopted, with 2002-03 the year for "implementation of the
standards-driven system." Four developmental levels -- ***expert,
practitioner***, ***apprentice, and novice*** -- provide the targets for
student achievement across all ability levels, with level 3
("practitioner") the desired outcome for all students. These standards
and benchmarks form the contents of the Lesson Map/Plan Book provided to
teachers for use in 2002-03. A template showing tight alignment of
***content, skills, and assessment*** formats the pages of the planning
book. Individual teachers and departments are required to set annual
goals which, at least in part, address the "high challenge-low threat,"
brain-friendly approach to improving student achievement. Dowling
believes that all of its students deserve to be challenged and so it
provides a curriculum that engages students across all ability levels
with significant content based on these high standards. Courses range
from "low ability" (such as Algebra A and Applied Geometry) to "regular"
to "advanced/honors" to "AP." The school's 3 grading tables reflect the
degree of challenge within the advanced and AP programs. With over 95%
of its students going on to post-secondary training, Dowling has a
significant enrollment in advanced and AP courses: school-wide, there is
a 54.4% enrollment of students (with some multiples) in
"advanced/honors" courses, while 27.7% are enrolled (with some
multiples) in the full complement of AP courses offered. Last summer,
122 students sat for AP tests, with 78% scoring 3 or better. All
students take Theology for 4 years. The Physical Education department
offers several elective courses (beyond the regular PE requirement), and
62.7% of the PE enrollment is in these courses. Many students go beyond
the ½ unit of credit required for graduation in "fine arts," with the
Performing Arts boasting an overall enrollment of 34.3% of the student
body and Visual Arts 29.1%. Though there is no foreign language
requirement, fully 83.7% of the student body, in 2002-03, is enrolled in
one of the 4 foreign languages offered at Dowling (French, German,
Latin, and Spanish). Though only ½ unit of Computer Technology is
required in the Business Education department for graduaton, 25.8% of
the students enroll in business courses, with many of those enrollments
in technology. Becoming standards-driven has provided several
opportunities for enhancing course content by delineating specific
targets for teachers. Faculty members are: planning lessons by
documenting the appropriate standard and benchmark; learning to look at
texts and other resources with a more critical eye to discern proper
alignment with standards; posting on classroom walls, writing in their
syllabi, and in other ways communicating standards to students; setting
specific annual goals relating to student achievement; and beginning to
use data gathered on their students to make instructional decisions. The
"significance" of the content is much more clearly outlined school-wide;
consequently, individual teacher decisions about significant content are
guided much more closely by alignment to high standards adopted
collectively for all students.

**2.** Dowling's English language curriculum is built around 7
standards: 2 standards address reading skills; 3 target writing skills,
1 deals with listening & speaking, and 1 with collection,
interpretation, and use of information from a variety of sources. These
7 language arts standards guide the selection of content and lesson
design for the English language instructors. Some skills from all 7
standards are imbedded in some fashion in all English language
curriculum. Specific course requirements in targeted grade levels
provide more concentrated content with specific standards (e.g.
Literature, 1 semester in Grade 10 required; Composition 1 & 2, 1
semester apiece, required in Grades 10-11). Reading is assessed
informally in all language arts classrooms through homework, quizzes,
and tests. Reading assessment that results in targeting students below
grade level includes the ITED, given in Grade 11, and the CRS,
(Constructed Reading Supplement) introduced in Spring, 2002 in Grade 10.
ITED results provide summary percentages of students in the "less than
proficient" range (with scores between 0-40%). CRS assessments are
scored holistically, with students receiving 4 grades (1 sub-score for
inferential reading, 1 for factual reading, and 1 for evaluative
reading, with a combined overall score). In September, 2002, faculty
were provided with summary data from these two reading tests. English
language instructors were provided with the names of specific 11^th^
grade students who performed below grade level on the CRS assessment.
During 2002-03, these instructors are implementing reading interventions
in their classrooms. CRS will be administered to all 11^th^ grade
students in April, 2003, with a view toward seeing whether improvements
in reading occurred after the interventions were implemented and whether
a significant percentage of students below grade level improved. RAC
(Reading Across the Curriculum) is an independent reading program
designed to support the school's goal of making reading a priority in
the lives of all students. Students are required to read at least 1
additional book each semester, for a total of 8 books, for graduation.

**3.** Dowling takes great pride in its service program and sees it as a
part of the school's mission and curriculum. Students are introduced to
the school's commitment to service as soon as they enter. The school has
an 80-hour graduation requirement for community service, broken down as
20 hours per school year. Students perform an array of service
activities for neighbors, community, and civic groups. Beginning in
2003-2004, these required service hours will be part of the Theology
curriculum. Students will have the opportunity to report on their
service work and see it directly connected to the "faith in action"
component of their Theology studies. Service organizations such as
Operation Smile and Habitat for Humanity have active student groups at
Dowling. They conduct education awareness, service, and fund-raising
activities for these organizations and perform service work in the
community. A staff member serves as moderator of these organizations and
coordinates a formal service trip program each school year. An average
of 4-5 service trips take place each year, with between 50-60 students
participating -- trips have been taken to the Lakota Sioux Indian
reservation in South Dakota, Appalachian regions of Kentucky and West
Virginia, San Luis Valley in Colorado. Students have done disaster
relief in Iowa and North Dakota, and Operation Smile students have done
mission work in Vietnam, Romania, China, and Brazil. Students who go on
these service trips are exposed to parts of the country and the world
where there is a great need for help. Their eyes are opened as they meet
and live with people far less fortunate than they. Often, they assist
people and communities in efforts to build, construct, paint, fix, or
otherwise improve their lives. Repeatedly, these students return and
describe their participation as the best experience of their high school
life. Each year, Dowling conducts the Fall Project and Christmas
Baskets. A Fall Project student committee selects a target of its
service work and coordinates school-wide efforts to improve some aspect
of the Greater Des Moines community. Past projects have included
cleaning areas of town and sending food to the food kitchen. Christmas
Baskets, an annual tradition of service, involves providing a happy
holiday to 45-50 needy families in Des Moines. Students "adopt" a

family to be the recipient of Christmas gifts for each member of the
family, turkey, and food for their Christmas dinner.

**4.** The school improvement work done by faculty and referred to
earlier in this application did not separate curriculum, instruction,
and assessment. The importance of strong alignment of these 3 parts of
the instructional process was stressed over and over, and is reflected
in the results of the faculty work. During the 2000-2001 school year,
and even more so in 2001-2002, faculty asked specifically for more
training in instructional strategies that would improve student
learning. As the school prepared to implement a new "modified block"
schedule in 2002-03, faculty staff development in the prior year
centered around "training" in new instructional strategies based on
research and best practices. With [Cooperation in the
Classroom]{.underline} (Johnston et al.), [How To Manage Instruction In
The Block]{.underline} (Fleming/Fleming), and [Thinking Inside The
Block]{.underline} (Robbins et al.) as primary resources, faculty
received training in a variety of strategies that could be used in any
classroom, but particularly in classrooms where lessons were longer. By
direct facilitation to the large faculty group by the principal, and
through use of the smaller study group model (using a "train the
trainer" approach), faculty were provided with research findings, essays
on best practices, and specific examples of strategies that "work."
Special emphasis was on de-emphasizing the straight lecture approach and
moving toward more student-centered lessons using the cooperative
learning models. Faculty were encouraged to "experiment" with new and
different lesson design following the workshops and report back. Work
continues in the 2002-03 school year, with emphasis on expanding the
assessment base and moving beyond simple testing to more
student-focused, varied assessment (both norm-referenced and
criterion-referenced). Stiggins's [Student-Involved Classroom
Assessment]{.underline} will provide the resource material for continued
work through the 2002-2003 & 2003-2004 school years, as faculty become
even more knowledgeable about expanding their expertise in instructional
& assessment strategies.

**5.** Since the professional development program became more focused on
school improvement topics related to improving student achievement,
Dowling has seen a steady growth in achievement scores. The formal
professional development program is decided by the diocesan principals
meeting as a body. Specific professional growth calendars for each
school year are designed around "diocesan" (all teachers, K-12) days and
"local" staff development days. Topics are agreed upon mutually and, in
many situations, specific speakers are chosen for the K-12 group. A
typical professional development calendar includes a combination of
"diocesan" and "local" days to be used for professional growth and
development. Faculty contracts are for 190 days (10 of which are for
professional development). Since formal reporting of student progress
was required in 1998-99, professional development has focused around
those areas that would enhance student achievement (much of this was
described earlier in this application). Dowling believes that since
annual improvement (as in student achievement) goals have been set by
faculty using specific data on how students are learning, a demonstrable
increase in student achievement measures has been observed. Two specific
examples are the trend data from the Iowa Tests of Educational
Development in reading, math, and science: using biennial averaging from
1998 through 2002, there are steady increases in achievement. Five-year
trend data on ACT scores shows the most recent scores as the highest in
the five years. Additionally, Dowling has 6 National Merit
Semi-Finalists this year, the highest in many years. These gains on
norm-referenced assessments reflect a part of the picture, but not all.
Informal assessment goes on every day, faculty report that students are
achieving at very high levels. As the professional development program
continues to focus on school improvement that ties directly to student
achievement, we hope to see these gains continue.

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

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

Private school association(s): [**NATIONAL CATHOLIC EDUCATION
ASSOCIATION**]{.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^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$**3,540** \$**3,540**
\$**3,540**

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

\$**3,540** \$**4,956** (for non-Catholic students)

12^th^ Other

2\. What is the educational cost per student? **\$6,300**

(School budget divided by enrollment)

3\. What is the average financial aid per student? **\$1,500**

4\. What percentage of the annual budget is devoted to **12%**

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? **51%**

**[DOWLING HIGH SCHOOL (READING)]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade: **11** Test: **Iowa Tests of Educational Development (ITED)**

Edition: **Form B, Level 17/18** Publisher: **Riverside Publishing Co.**

What groups were excluded from testing? **No students were excluded (see
note #2 p. 8 of this report)**

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

\*\* NPR of Aver NSS (School Norms)

# Table A: Reading

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

  Testing month                                      **Oct**            **Oct \***         **Nov**            **Oct**            **Oct**

  **SCHOOL SCORES**                                                                                                              

  Total Score                                        **93%**            **82%**            **94%**            **88%**            **90%**

  Number of students tested                          **300**            **279**            **287**            **281**            **267**

  Percent of total students tested                   **99.3%**          **98.2%**          **97.6%**          **94.6%**          **96.7%**

  Number of students excluded                        **0**              **0**              **0**              **0**              **0**

  Percent of students excluded                                                                                                   

  SUBGROUP SCORES                            See                                                                                 
                                             notes                                                                               

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   p\. 8                                                                               
  (specify subgroup)                                                                                                             

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                       
  (specify subgroup)                                                                                                             

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                       
  (specify subgroup)                                                                                                             

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                       
  (specify subgroup)                                                                                                             

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                       
  (specify subgroup)                                                                                                             
  ------------------------------------------ ------- --------------- -- --------------- -- --------------- -- --------------- -- ---------------

\* ITED was re-normed in Fall, 2001. To compensate for the lowering of
scores due to re-norming and transition to new norms,

biennial averaging was allowed for the Annual Progress Report submitted
to the state using ITED scores. Using biennial averages for reading for
1998-2002, percentages of students "proficient" in reading (defined in
Iowa as any score above 40%) are:

2000. 89.2%

```{=html}
<!-- -->
```
2001. 92.1%

```{=html}
<!-- -->
```
2002. 94.9%

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DOWLING HIGH SCHOOL (MATH)]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade: **11** Test: **Iowa Tests of Educational Development (ITED)**

Edition: **Form B, Level 17/18** Publisher: **Riverside Publishing Co.**

What groups were excluded from testing? **No students were excluded (see
note #2, p. 8 of this report)**

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

(\*\* NPR of Aver NSS School Norms)

# Table B: Math

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
<td colspan="2"><strong>2000-2001</strong></td>
<td colspan="2"><strong>1999-2000</strong></td>
<td><strong>1998-1999</strong></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2"><h2 id="oct">Oct</h2></td>
<td colspan="2"><h2 id="oct-1">Oct *</h2></td>
<td colspan="2"><h2 id="nov">Nov</h2></td>
<td colspan="2"><h2 id="oct-2">Oct</h2></td>
<td><h2 id="oct-3">Oct</h2></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>99%</strong></td>
<td colspan="2"><strong>81%</strong></td>
<td colspan="2"><strong>97%</strong></td>
<td colspan="2"><strong>98%</strong></td>
<td><strong>91%</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2"><strong>299</strong></td>
<td colspan="2"><strong>279</strong></td>
<td colspan="2"><strong>287</strong></td>
<td colspan="2"><strong>282</strong></td>
<td><strong>267</strong></td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2"><strong>99.0%</strong></td>
<td colspan="2"><strong>98.2%</strong></td>
<td colspan="2"><strong>97.6%</strong></td>
<td colspan="2"><strong>94.9%</strong></td>
<td><strong>96.7%</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2"><strong>0</strong></td>
<td colspan="2"><strong>0</strong></td>
<td colspan="2"><strong>0</strong></td>
<td colspan="2"><strong>0</strong></td>
<td><strong>0</strong></td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2">See notes</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.___________________ (specify subgroup)</td>
<td colspan="2">p. 8</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>2.___________________ (specify subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>3.___________________ (specify subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>4.___________________ (specify subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>5.___________________ (specify subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
</tbody>
</table>

\* ITED was re-normed in Fall, 2001. To compensate for the lowering of
scores due to re-norming and transition to new norms, biennial averaging
was suggested for the Annual Progress Report submitted to the state
using ITED scores. Using biennial averages for mathematics for
1998-2002, percentages of students "proficient" in mathematics (defined
in Iowa as any score above 40%) are:

> 1998-2000 90.2%

2001. 92.3%

```{=html}
<!-- -->
```
2002. 92.6%

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------