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

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

**Cover Sheet**

Name of Principal [Mr. Robert W. Billings]{.underline}

Official School Name [Immaculate Heart of Mary School]{.underline}

School Mailing Address [201 Boulevard]{.underline}

[Scarsdale NY 10583-5803]{.underline}

Tel. [(914) 723-5608]{.underline} Fax [(914 ) 723-8004]{.underline}

Website/URL [www.ihmscarsdale.com]{.underline} E-mail:
[w534@adnyschools.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.

[December 16, 2003]{.underline}

(Principal's Signature) Date

Name of Superintendent\* \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Philip
Gorrasi
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

District Name \_\_\_\_\_\_\_\_[Westchester- Putnam District
\_\_\_\_\_\_\_\_\_]{.underline}Tel. [( 914 )
946-7419\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Name of School Board NA

President/Chairperson

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.

[NA]{.underline}
Date\_\_\_\_\_[NA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

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

**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)

[NA]{.underline} TOTAL

2\. District Per Pupil Expenditure: [NA]{.underline}

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\. [19]{.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**       14        15                     29           **7**       14        14          28

  **1**       14        15                     29           **8**       16        12          28

  **2**       14        15                     29           **9**                             

  **3**       15        13                     28           **10**                            

  **4**       11        16                     27           **11**                            

  **5**       12        15                     27           **12**                            

  **6**       11        18                     29           Other                             

                                    **TOTAL                                                   **254**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [92.8]{.underline} % White

the students in the school: [1.6]{.underline} % Black or African
American

[2.4]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[NA]{.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 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 0
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        0
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    254
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    0
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented [5]{.underline}

Specify languages: French, Greek, Italian, Japanese, and Spanish

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

**District does not participate in this type of program**.
[NA]{.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: [1.2%]{.underline}
[3]{.underline} Total Number of Students Served

> [3]{.underline} Total Number of Students Served
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

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

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

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

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

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [14]{.underline} [2]{.underline}

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

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

> Support staff [1]{.underline} [1]{.underline}
>
> Total number [19]{.underline} [3]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_\_\_\_1:13\_\_\_]{.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 96%         96%         95%         97%         96%

  Daily teacher attendance 99%         99%         99%         99%         99%

  Teacher turnover rate    9%          4.5%        0%          0%          9%

  Student dropout rate     0%          0%          0%          0%          0%

  Student drop-off rate    \<1%        \<1%        \<1%        \<1%        \<1%
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. [NA]{.underline}

**PART III ‑ SUMMARY**

**School's Mission**

Immaculate Heart of Mary seeks primarily to achieve within our students
a level of academic excellence as well as a commitment to a humanitarian
lifestyle, through the example of Jesus Christ and His Church. The
academic curriculum of IHM promotes students' intellectual development
and curiosity through research, problem solving and critical thinking,
and exposure to the arts. This curriculum is enhanced through individual
attention and a positive learning environment, and allows for many
various teaching techniques and transitively many different types of
learning. The curriculum is a combination of the standards of the New
York State Department of Education, the Archdiocese of New York, and
each individual teacher's expertise and experience. Recognizing the
ever-present potential for improvement, the administration, faculty, and
religious of IHM are constantly observing and evaluating the relevancy
and potency of the curriculum and approach, and actively seeking ways to
improve them. Each student's progress is monitored closely to ensure
optimum performance, through standardized testing such as the Iowa Test
of Cognitive Skills (ITBS) and New York State Program Evaluation Tests,
written tests and projects throughout the year, and routine analysis of
class participation and homework. A relationship between teachers and
parents is seen as necessary for the success of a child; thus
parent-teacher meetings are frequent and comprehensive. Believing that
both parents and teachers should serve as examples of Christian living,
IHM teaches its students to proclaim and act upon the Good News of Jesus
through individual example as well as the incorporation of religious
instruction, numerous service projects, and an interactive liturgical
life into the daily school routine. Through positive reinforcement and
acknowledgement, the faculty of IHM seeks to cultivate a high
self-esteem, which we feel is essential to the development of the whole
child. Christian philosophy and the message of Jesus Christ serve as a
platform for the conveyance of respect for self, peers, and authority
among the students. We believe that this foundation will serve as a
starting point for students to live the Good News, making sound choices
and helping others. Above all else, each child is made to believe in the
innate value of his or her own unique identity, with the understanding
that he or she is a gift from God. We feel that instilling this attitude
will foster the beginnings of a life of faith, service, and knowledge
for each student. Administration, faculty, parents, religious, and the
students themselves all play an important role in this development.

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

**1. Assessment Results Explanation**

To educate the whole child it is necessary to know the whole child. A
tool that provides that insight is the standardized test. What must be
kept in mind in addressing the standardized test process is that it is
not the only tool and it does not just apply to the student, for in
assessing the child so as to educate him or her on a higher level, the
parents and guardians must also become familiar with the process and the
goal of testing. The ITBS results illustrate in percentiles, where
students fall with regard to other students on their grade level across
the country. IHM students consistently reside in the eightieth
percentile or above. Parents and students are told that they "scored"
higher than 80%, or are among the top 20% of the students of their grade
across the country. The message is also given that the use of test
scores alone for comparison/evaluation is inappropriate and often
invalid. Test scores do not provide all of the answers but provide a
general idea. While all of the scores achieved by IHM students are
consistently above grade level it is not valid to compare grades since
each class takes a different test. Rather is it more productive and
valid to compare the individual student's progress from year to year
with the longitudinal report that is supplied to the parents and the
teachers on an annual basis. In taking this approach, the results help
to evaluate the progress each child is making in acquiring the basic
skills in reading/language arts, mathematics, science and social
studies. Particularly strong areas become obvious along with those areas
that may need attention, to the teacher, the student and the parents.
This information assists the staff in planning instructional activities
that focus on areas where the most help is needed. A reasonable and
balanced approach to educational measurement must be a focal point
whereby tests are seen as helpful instructional tools. The tests are a
work sample of the pupil's learning. Performance of the normative sample
is not intended to become a standard but is used rather as a reference.
One must remember that since the tests attempt to measure achievement in
many areas, only a relatively small number of concepts may be measured.
Other information about the child should always be used in addition to
the test results. In taking this inclusive approach, sound educational
decisions are made to educate the whole child. Test scores should not be
presumed to reflect an individual's constant level of performance. The
test process and results are abused, as is the child, when the results
are viewed as never changing or fixed. Allowance must be made for a
"good day", "bad day" possibility. The effectiveness of an educational
program should not be judged solely on the basis of standardized test
results. Measures performance is affected by the cumulative effect of
instruction as well as out of school factors. In communicating results
to parents, emphasis should be placed on the broader range in which the
pupil scored rather than the specific numeric value. Further
consideration must always be given to the effect the discussion of
results will have on the person receiving the information. Finally, the
ultimate message delivered should be the positive approach of teaching
from the test as opposed to teaching to the test. IHM has always made
this a major goal.

**2. Assessment data usage and student improvement**

Assessment data (standardized tests, state exams) is examined by the
entire faculty during May and June following those tests. Each teacher
receives the data from their current class and next year's class.
Results in the three major areas (Reading, Language Arts, Mathematics)
are examined item-by-item to better evaluate student performance within
the subject area. This allows a teacher to alter the instruction for the
coming year and the new class. Teachers also pass on information to the
teacher of the next grade for reinforcement and remediation, where data
results warrant. The visible, statistical result of this process is
that, over the last ten years, scores on these tests have not only been
very good to excellent, but consistent from year-to-year and
grade-to-grade. There are generally just peaks; no valleys! Assessment
data is critical in the selection of textbook series. Changes in series
now occur far more frequently than in the past due to constant,
sometimes yearly, changes in state and/or diocesan standards. For
individual students, the data is used to make the appropriate placement
in Reading and Math groups in the classroom. Reading scores are also
used to sort students for the Great Books Foundation program. Math
scores in the upper grades (5-8) are used to determine student
eligibility for our accelerated and high school Math classes. This, in
turn, enriches our high school preparatory program. Our graduates are
consistently accepted at over 92% of the high schools to which they
apply.

**3. Communication of student performance**

The Immaculate Heart of Mary School communicates student performance
throughout the year to student's parents and the community. Students are
assessed daily, weekly and monthly through quizzes, tests, class work,
homework and special projects. Projects are both oral and written. Term
papers and research papers are also utilized. Knowledge is assessed
through self-evaluation as well as in groups of fellow students and
teachers. Parents are apprised of student performance throughout the
year by means of teleconferences, trimester report cards and the signing
of weekly quizzes and tests. Opportunity to communicate one-on-one
occurs through parent-teacher conferences that keep parents up-to-date
with student progress. When necessary, progress reports are mailed to
the parent. Parental participation in class projects such as Ancestor
Day, American Girl and Multi-National Day are held at school. Attendance
and participation by family and friends is welcome and encouraged.
Invitations to attend the Christmas Pageant, band recitals and drama and
musical productions are extended to the local community as well. During
these productions visitors, family and friends are able to view the
artistic and musical talents of the students. Visitors to Immaculate
Heart of Mary School are treated to continually changing displays of
students' projects and work in the library, science and computer labs,
and individual classrooms and throughout the building.

4.  **Shared success with other schools**

Immaculate Heart of Mary School has been blessed with a committed
faculty and staff, parent group, parish, and interested local community
members. This diverse group of individuals has provided enrichment and
support to the educational institution that manages to offer a dynamic
education to the students who walk its halls. Emphasis on providing the
students with an environment conducive to learning has produced over the
years a state of the arts computer lab, science lab, library, music and
drama program and an all inclusive sports program. Educators from the
surrounding schools are invited to attend conferences at the school and
experience first hand the methods and techniques utilized by the IHM
faculty and staff. Recently over 180 teachers and administrators came
together for a teacher conference day and had an opportunity to attend
lectures offered by Immaculate Heart of Mary faculty members on teaching
techniques, innovative approaches to teaching, teacher self improvement
and recently a conference day was dedicated to the understanding of the
Myers Briggs evaluation and how the results and explanations to
individual teachers could enhance teaching. The principal of IHM serves
as the regional chair of the New York Archdiocesan local district. In
that capacity, he sponsors administrator meetings to discuss the state
of the schools, programs offered and enhancements made to curriculum by
the members as possibilities for other schools. Communication between
other principals and teachers is encouraged and welcomed both on site,
through telephone contact and attendance at conferences.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. School's Curriculum**

The essence of our curriculum can be viewed as "Quality AND quantity."
We believe that we provide a depth and breadth in all subject areas
across the grade levels. Our school has a strong and enduring reputation
as a "Reading school." The instruction is traditional and
literature-based. Special emphasis is placed on Phonics as the
foundation in Kindergarten through grade 3. The Great Books Program in
grades 3-7 allows students to develop their skills and a love of
Reading. Teachers plan the summer reading list and the annual Book Fair,
administrators and parents to best serve our students' abilities.
Consistently reading above grade level is a high, but realistic
standard. In teaching Mathematics, our emphasis is on learning
styles---not all students learn in the same way, so various techniques
are necessary to best convey the curriculum. Manipulatives, grouping,
games and real-life projects (like the stock market) are just a few
examples. Our small size allows us to offer students in the 7^th^ and
8^th^ grades an accelerated Math curriculum which includes an 8^th^
grade course for some 7^th^ graders and Algebra (9^th^ grade Math) for
8^th^ graders. The Language Arts curriculum is again traditional, with a
strong emphasis on Grammar and Composition. Spelling and Penmanship are
emphasized from Kindergarten all the way to 6^th^ grade. Creative
writing is included in those grades. Grades 7 & 8 have an extra period
(6) of Language Arts in their schedule and the classes are split into
small groups.

"Hands-on" is the frequent theme in our Science curriculum, often taking
place in our new Science Lab. There is a double lab period in the
schedule for grades 7 & 8, and grades 3-6 have a period a week in the
lab. The curriculum also includes workshops, both here (like those
provided by the Franklin Institute) or on site (Liberty Science Center,
Museum of Science in Boston for examples.) Our annual Science Fair is a
staple. The heart of the Social Studies curriculum is "learning the past
to understand the present." Our students genuinely enjoy this subject
through field trips to West Point, examining our heritage through the
[American Girls]{.underline} series, sharing international desserts,
designing Greek and Roman board games or building their own wagon train
to travel the Oregon Trail. The "special" subjects really are special at
IHM. They are not an adjunct or fill-in and are taught not by the
classroom teacher, but by specialists certified in their area. Art,
Music, Physical Education, French and Computer are taught to ALL grades,
K-8. We believe that the sooner you introduce students to a discipline,
the easier their adjustment and the more likely that their talents in
that area can be nurtured. Many of these classes are also taught in
small groups to better reach every student. The Art curriculum
encourages expression, not competition. Music includes band, recorder,
chorus and liturgical music. The New York State Physical Education
curriculum and the Presidential Physical Fitness program form a big part
of gym class. The French curriculum is always fun and interesting for
our students, especially when they can do songs or puppet shows, dine in
a French restaurant or even travel to Canada or France! Our Computer
curriculum includes "Max's Sandbox," a children's version of Microsoft
Office that introduces students to Word, Excel and Power Point. IHM was
one of two schools in the United States chosen to pilot this software
when it was first published.

We leave Religion for last because it permeates everything we do at IHM.
It is not just a curriculum area, but also the basis upon which this
school was founded and the primary reason for its existence. We use the
curriculum mandated by the Archdiocese of New York, but we emphasize
that Religion is not just learning; it's living. Our aim is students who
are knowledgeable in their faith and active in the Gospel message.
Social ministry (that is, working for our fellow man) is a daily
component of our Religion curriculum.

**2. (Elementary Schools)** **Reading Curriculum**

The faculty and administration chose a literature-based series
supplemented with a phonics series in order to accommodate the different
learning styles. Pre-K has a reading readiness program where the
children are constantly immersed in stories, letter recognition, etc.
Reading activities involve writing and identifying letters, letter games
and some cooking activities with social events or holidays tied into the
curriculum. Interest in books is encouraged so the children will develop
story schemes and predict outcomes. Kindergarten and First Grade
instructional texts are reviewed every four or five years to update
texts and materials. Progress in reading is a daily activity assessed by
teacher observation. Students' class work, homework and formal and
informal quizzes, cumulative tests and standardized tests are also used
as tools for evaluation. Direct teacher instruction is a technique used
in teaching reading. Independent reading develops skills. Children
perform self-directed tasks such as book reports, group reading, paired
reading, plays and sharing information. Students develop an appreciation
and joy of reading and are encouraged to exceed the number of book
report requirements each month.

**3. Other Curriculum Area of Choice**

Over the years, Immaculate Heart of Mary School has developed an
excellent Drama Program, which is available for Grades 4 through 8. Our
drama program originally began with one eighth grade show but has
expanded and now includes the production of two musicals and one drama
each year. To further support the school's commitment to the arts, the
auditorium was renovated with new lighting, sound system and an improved
stage. These improvements have enhanced each performance. Each
production is offered to the Immaculate Heart of Mary School family and
friends and the local community at large. Drama is a major asset to the
students because it allows each individual to experience the theatre
world in the comfort of their own school. All students are encouraged to
audition for a part or to become involved in any of the others aspects
of the theatre including sound, stage management, lighting or stage
crew. The drama program enhances self-esteem. It helps students learn
how to step into new situations, helps with problem solving, strengthens
listening skills, encourages cooperation, makes interaction with others
comfortable and manages public speaking fears. Immaculate Heart of Mary
School has two on-staff employees, (our director and musical director)
who work with students after school teaching them the ways of the
theatre. Students learn basic theater words, how to follow a musical
score, and how to budget their time with rehearsals and school work. We
find that our drama program is an asset to our students in that it
allows them to expand their imagination, free the way they think, talk
and, move, and learn how to express themselves with their voice and
their bodies. Drama brings much pleasure to our students and they in
turn have brought much pleasure to their audiences.

5.  **Instructional Methods**

The range of students we serve is mirrored by the many different
teaching techniques in use at IHM School. This is only logical since we
know that students learn in many different ways at different ages. We
have probably developed more techniques in visual areas than other
schools. The school is in the process of replacing the traditional
chalkboards with *white* marker boards. This allows teachers to use
multi-colored markers. We find that students are more anxious to come to
the board and work. (The sidebar health gain is the elimination of chalk
dust.) Our Science Lab boasts a "*SmartBoard,"* that is, an interactive
marker board that connects with a laptop computer. Tactile teaching is
very common in the primary through middle grades. Our new Math series
was chosen in part because of the large number of manipulatives
provided. Our Science Lab is used regularly by grades 3-8. Bulletin
boards are traditional and cleverly used to draw students' interest in
classroom topics. Teachers in the upper grades are more frequently
relying on computer instruction and the Internet to pique young
imaginations. Our school Library has an extensive collection of videos,
DVD's and CD's that are used by all grades in all subjects. Field trips,
many and diverse, are scheduled to fit our curriculum. We try to take
advantage of our proximity to New York City. Trips to Broadway, the
Cloisters, Museum of Modern Art and the Holocaust Museum are just some
scheduled for this academic year. All this and the tried and true
approaches -- lectures, note taking, drills and homework, allow us to
reach, we believe, every student.

**6. Professional Development Program**

Immaculate Heart of Mary School's professional development program is
multifaceted in hope of reaching all children. The professional
development program includes staff meetings where faculty and
administration exchange ideas and discuss issues concerning the student
body and the school community. One issue discussed is the ITBS scores.
The scores are distributed to the next year's teacher to familiarize
her/him self with the needs of the incoming class. Group discussions are
held in order to prepare the teachers for what lies ahead. The
development program also includes attendance at workshops and
conferences that offer information and ideas as to techniques of
teaching, motivational skills, behavioral management and academic
enrichment. These workshops and conferences enable teachers to rethink
and modify their approaches to their individual classes. Another aspect
of the school's professional development program is to provide guest
speakers on a regular basis. These lecturers assist teachers in
reevaluating programs by reaffirming ideas that have become automatic.
They also help to motivate teachers to add new ideas to methods of
teaching. The administration of Immaculate Heart of Mary School
encourages participation in these programs in order to insure that the
students will continue to achieve at a higher level. By applying
techniques learned through participation in conferences and dialogue
with other educators, the teachers impact on students' learning is
enhanced.

**PART VI - PRIVATE SCHOOL ADDENDUM**

Private school association(s): [Archdiocese of New York, NCEA, Middle
States]{.underline}

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?

\$\_[3600]{.underline} \$ [3600]{.underline} \$ [3600]{.underline}
\$[3600]{.underline} \$[3600]{.underline} \$[3600]{.underline}

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

\$ [3600]{.underline} \$ [3600]{.underline} \$ [3600]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

2\. What is the educational cost per student? \$ [4110.00]{.underline}

(School budget divided by enrollment)

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

4\. What percentage of the annual budget is devoted to [15%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [100]{.underline}%

**ASSESSMENTS**

**REFERENCED AGAINST NATIONAL NORMS**

Grade [7]{.underline} Test [ITBS Form M]{.underline}

Edition/publication year [1995]{.underline} Publisher
[Riverside]{.underline}

Number of students in the grade in which the test was administered
[28]{.underline}

Number of students who took the test [28]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[0]{.underline}

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**Reading 7^th^ Grade**

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

  Testing month                                 March          March          March          March          March

  **SCHOOL SCORES**                                                                                         

  Total Score                                   80             79             73             81             75

  Number of students tested                     28             28             26             29             29

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

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

  Number of students tested                                                                                 

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

  Number of students tested                                                                                 

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

  Number of students tested                                                                                 

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

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**Mathematics 7^th^ Grade**

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

  Testing month                                 March          March          March          March          March

  **SCHOOL SCORES**                                                                                         

  Total Score                                   81             84             71             76             66

  Number of students tested                     28             28             25             29             29

  Percent of total students tested              100            100            96             100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

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

  Number of students tested                                                                                 

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

  Number of students tested                                                                                 

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

  Number of students tested                                                                                 

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

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

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

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------