##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary
[X]{.underline} Middle \_\_ High \_\_ K-12

Name of Principal: [Mrs. Cheri L. Wood]{.underline}

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

Official School Name: [St. Edward the Confessor Parish
School]{.underline}

(As it should appear in the official records)

School Mailing Address: [33866 Calle La Primavera]{.underline}

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

[Dana Point CA 92629 -2020]{.underline}

City State Zip Code+4 (9 digits total)

County: [Orange]{.underline} School Code Number\*: [N/A]{.underline}

Telephone [( 949 ) 496-1241]{.underline} Fax [( 949 )
496-1819]{.underline}

Website/URL [stedward.com]{.underline} E-mail:
[cwood@stedward.com]{.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\*: [Father Gerald Horan, Department of Catholic
Schools]{.underline}

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

District Name: [Diocese of Orange County, CA]{.underline} Tel. [( 714 )
282-3055]{.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.

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

(Superintendent's Signature)

Name of School Board

President/Chairperson : [Mrs. Geri Nealon]{.underline}

(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.

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

  **PreK**                                                  **7**       30        37          **67**

  **K**       32        35                     **67**       **8**       19        16          **35**

  **1**       39        33                     **72**       **9**                             

  **2**       39        33                     **72**       **10**                            

  **3**       38        33                     **71**       **11**                            

  **4**       28        38                     **66**       **12**                            

  **5**       32        35                     **67**       **Other**                         

  **6**       30        35                     **65**                                         

                                    **TOTAL                                                   **582**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [89.6]{.underline} % White

the students in the school: [2.8]{.underline} % Black or African
American

[4.8]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_[1.03]{.underline}\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      3
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 582
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 0.00103
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1.03%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [0]{.underline}

Specify languages:

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

Total number students who qualify: [0]{.underline}

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

10\. Students receiving special education services:
\_\_[1.0]{.underline}\_\_\_%

\_\_\_[6]{.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 \_\_[6]{.underline}\_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) \_\_[2]{.underline}\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Classroom teachers \_\_[21]{.underline}\_\_\_
\_\_\_[10]{.underline}\_\_\_

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

Paraprofessionals \_\_[18]{.underline}\_\_\_ \_\_\_[6]{.underline}\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[42]{.underline}\_\_\_ \_\_\_[17]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
[22:1]{.underline}

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  99.9%       99.9%       99%         98%         99%

  Daily teacher attendance  98.7%       99%         98%         97%         98%

  Teacher turnover rate     7.8%        2.8%        9.0%        3.2%        3.4%

  Student dropout rate      0%          0%          0%          00%         0%
  (middle/high)                                                             

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

**PART III ‑ SUMMARY**

St. Edward the Confessor Parish School is a parish school established in
1981 in the Diocese of Orange, California, and is located in an upper
middle-class, predominately Caucasian community. St. Edward the
Confessor Parish School serves families who belong to the parish of St.
Edward the Confessor Parish Church. School openings are extended to the
surrounding community once the needs of the parish families have been
met. St. Edward the Confessor Parish School serves 582 students in
grades kindergarten through eighth grade that reflect a variety of races
and ethnicities and use English as their primary language. The existing
classes include up to 36 students per class. St. Edward the Confessor
currently has four classes in a half-day kindergarten, two classes in
each level from grades one through seven and one class in grade eight.
Admission projections indicate that enrollment will increase to a
capacity of 648 students by the 2005-2006 school year. Current staffing
accommodates one classroom teacher and a teaching assistant for every 36
students. The school community includes individuals with disabilities;
it has in place and is currently making improvements to accommodate
special needs students with an auxiliary program that was initiated in
2000 to service these students and their classroom teachers. St. Edward
the Confessor Parish School is a newly remodeled permanent campus that
includes 25 classrooms, two lunchrooms, two computers labs, one science
lab, one library, one extended-day facility, administrative offices, one
physical education office, one staff lounge, one kitchen, and one
multi-purpose room/gym. There are three playgrounds, a large field and a
large hardtop play area. On campus we also have our parish church,
offices, and facility center to serve our parish community. St. Edward
the Confessor Parish School completed the WASC/WCEA visit and evaluation
in March 2004 and received a full 6-year term of accreditation until
June 30, 2010.

St. Edward the Confessor Parish School shares in the mission of the
church to communicate the Gospel message, to build the Christian
community and to serve others. We assist and complement parents as the
primary educators of their children in the formation of Catholic
standards and values. Through a holistic approach that emphasizes an
excellent education in the traditional basic subjects, we strive to
develop our students spiritually, intellectually, physically,
psychologically, socially, emotionally and multi-culturally.

Diocesan and WCEA/WASC standards require the development of Schoolwide
Learning Expectations. These are used in curriculum development and
assessment. They are written as follows: A St. Edward the Confessor
Parish school graduate is a faith-filled Catholic Christian who
understands and models strong Catholic principles, has a Catholic
identity, can put their faith into action and can live a "Christ-like"
life, is a person who respects and is a guardian of all life, is able to
make wise decisions based on good Catholic moral values with a clear
understanding of consequences, and is a compassionate and caring person.
A graduate is also a life-long learner who is academically
knowledgeable, is a critical, independent thinker with good judgment, is
able to organize time and tasks in order of priority and urgency, is
able to attain the skills necessary to set and achieve goals, and has
the desire to never stop growing or adapting to new ideas. Also, a
graduate is an integrated individual who has a global vision of one's
role in society, seeing diversity in others and accepting those
differences and celebrating them, is a person of character with
integrity, accountability, responsibility, and self-discipline, is a
steward with the knowledge of self, which leads to a realization of
their God given talents, is a health-conscious individual able to make
healthy choices, and is an effective communicator. These Schoolwide
Learning Expectations guide our curriculum and future planning.

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

St. Edward the Confessor Parish School participates in the fall norm
testing mandated by the Diocese of Orange, Department of Catholic
Schools. The mission and focus of the testing is to measure students
diagnostically at the beginning of the school year and is not meant to
measure school performance. In order to consider these scores in this
manner, it is important to note that the norm group would test the
knowledge of prior school year after a summer break. In addition, the
assessment results reported are comprised of the last two years of ITBS
Form A and one year of SAT/9 because the Diocese changed assessment
systems during this time. Because of this, longitudinal study can only
be statistically performed for the last two years. Another factor that
affects the overall results is the number of students tested. During
this three-year period, we were still doubling some of the grades in the
school, so the number of students tested beginning in 6^th^ grade in
2002 was half the number in the other grades. In reviewing the scores,
the percent total number of students varies only due to absent students
who were unable to retake the test. Even though these factors affect the
study of the results, careful study indicates the St. Edward the
Confessor Parish School students perform at the level that deserves Blue
Ribbon recognition.

The Reading Scores reported as percentile ranks indicate that the
students significantly exceed the 90^th^ percentile in all grades. This
is particularly notable in the intermediate grades of 3^rd^ through
5^th^. It is expected for 2^nd^ grade to test lower than the other
grades, since it is their first experience with standardized testing and
our curriculum is not focused upon test preparation. In addition, a new
reading textbook series was adopted for K -- 5 in the 2001 school year
with the intention of improving instruction. Current assessment results
in 3^rd^ through 5^th^ support that expectation that the new textbook
series would improve learning. In addition, the introduction and wide
utilization of Accelerated Reader in 3^rd^ through 8^th^ grades helped
to boost our reading comprehension scores. Our focus on literature-based
and grammar instruction in the junior high grades has maintained higher
percentiles as well. Sustaining and improving our current strategies
will continue these high standards in reading scores.

The Mathematics Scores with computation are also reported as percentile
ranks. The scores indicate that the students exceed the 90^th^
percentile over the three years with lower scores seen in 2^nd^ and
6^th^ grade. Again, it is expected for 2^nd^ grade to test lower than
the other grades, as mentioned above. In addition, a new math textbook
series was adopted for 1^st^ -- 6^th^ in the 2001 school year with the
intention of improving instruction. Current assessment results support
that expectation that the new textbook series would improve learning.
This is shown with this year's 5^th^ and 6^th^ grade assessment results
showing marked improvement over last year. In review of the results of
the 2^nd^ through 4^th^ grade a few curriculum issues emerge for future
planning in meeting the new Diocesan and California State Standards in
mathematics. Some concepts will need to be introduced sooner and some
work with computational speed and accuracy is needed. As a pilot, the
3^rd^ grade did some review and test preparation for the testing. There
was a longitudinal trend that supports the benefit of that pilot. There
was an increase in percentile rank from 68 percentile in 2^nd^ Grade to
85 percentile in 3^rd^ grade, which went back down in 4^th^ grade to the
71^st^ percentile and stayed relatively stable thereafter. Therefore,
implementation of all of these new strategies will only continue to
increase these high scores.

**1. How the school uses assessment data to understand and improve
student and school performance.**

At St. Edward the Confessor Parish School, teachers use a variety of
formal and informal assessments to evaluate student learning and to
ensure that the students' needs are being met. The administration and
faculty use assessments as a means of determining if students are
achieving our Schoolwide Learning Expectations and grade level subject
area expectations based upon diocesan and state standards. Teachers
integrate both alternative and authentic assessment throughout the
teaching and learning process, thereby providing them with the tools by
which they can determine what modifications and adjustments are needed
to help them reach their goal.

The needs of the students and the desired outcomes determine the choices
of assessments that include traditional and alternative assessments.
Traditional assessments include teachers' observations, standardized
tests (SAT 9/ITBS norm referenced, fall administration), teacher created
tests and quizzes, publisher assessment resources, written homework
assignments, study guides, research reports, daily class work and
projects. Alternative assessments include class discussions, assignments
with specific rubrics, cooperative and collaborative projects, student
presentations, projects requiring manipulatives, oral vs. written
assignments, debates, and multi-media presentations. Our grading
reflects a balance of the various types of assessments used, and matches
particular assessments to the multiple learning styles of our individual
students.

The faculty utilizes the standardized tests diagnostically and for
curriculum action planning. As a diocesan school, the faculty is trained
by representatives from the testing company in a post-test in-service to
interpret the results. They are provided with all of their score
reports, interpretive guides and worksheets guiding them toward planning
instructional change. The teachers are expected to complete these guides
and return them to the administration. The teachers then meet in grade
level meetings to share results and action plan for the future and plan
for the articulation of particular students to the next grade in the
fall. In this way, the teachers and administration become a team to
support individual children and guide instructional change in order to
improve school performance.

**2. How the school communicates student performance, including
assessment data, to parents, students, and the community.**

St. Edward the Confessor Parish School has consistently been using
standardized testing (SAT9 and ITBS). The administration and teachers
are trained and study these reports to determine trends. The individual
results are sent to the parents and often discussed in parent-teacher
conferences in the fall. Following these reports, the principal offers
an evening presentation for the parents regarding the interpretation of
the results and makes individual appointments to action plan for
individual students. The overall school report is first presented to the
Pastor, then to the Parent Guild Organization and the School Commission
by the principal. The report typically includes grade level group
performance reported as percentile ranks and stanines. In addition, the
principal indicates the trends and instructional planning changes
proposed as a result of the standardized assessment. As a diocesan
school using a fall norm-referenced test, school results are not
reported to the community at large. In-Depth Studies required yearly by
the diocese guide teachers to accomplish Schoolwide Learning
Expectations. St. Edward the Confessor Parish School also has a yearly
Progress Report of WCEA/WASC action plans that is submitted to the
Diocese of Orange.

The other avenues used to report student performance are through the use
of progress reports, parent-teacher conferences in the fall and as
needed, Student Learning Assessments (report cards each trimester), and
weekly updates on student academic progress and behavioral reports. In
the computer lab, students participate in the STAR Reading Assessment,
Accelerated Reader, and Early Literacy computer programs. These programs
print reports that track student progress. In addition, our teachers
post weekly assignments, grades, long-term projects, upcoming tests and
quizzes and student achievements via the Internet using Edline. All of
these methods communicate the children's achievement by evaluation in
the light of student work during their seven-hour school day. Examples
of evaluation are publisher tests, teacher created tests, informal
observations, rolling portfolios and authentic assessment.

**3. How the school has shared and will continue to share its successes
with other schools.**

We are dedicated to our philosophy in all we do as a school community.
In our observation, our faculty lives daily our mission statement and
philosophy and constantly encourages the attainment of our student
Schoolwide Learning Expectations and shares this through diocesan
in-services and collaboration. As a diocesan school, teachers
participate with all the other diocesan schools in several yearly
in-services, curriculum committees, leadership groups and articulation
meetings.

In addition, the principal is a charter member of an Orange County
organization called SOCAPS, South Orange County Association of
Private/Parochial Schools. This is a consortium of twelve local
principals of private/parochial schools who get together for the express
purpose of offering their staffs affordable in-services in spiritual and
academic development. The mission of the group is to enrich private
/parochial education in South Orange County through collaborative
efforts, positive communication, academic enhancement and interaction
among our member schools. This will be the third year of collaboration
for two in-services per year offered to all the member schools'
teachers.

A smaller consortium of the SOCAPS schools, including St. Edward the
Confessor Parish School, are also in greater collaboration through
articulation meetings with local Catholic and public high schools. This
has occurred as an intense analysis and administration/teacher training
regarding a potential International Baccalaureate, Middle Years program
for our school in 6^th^ through 8^th^ grade. Currently, the group is
drafting a proposal to be accepted as a consortium of schools by
International Baccalaureate leadership. As a diocesan, SOCAPS, and
potential International Baccalaureate Middle Years Program school, St.
Edward the Confessor Parish School continues to share its success and
collaborates with other schools.

**PART V -- CURRICULUM AND INSTRUCTION**

St. Edward the Confessor Parish School successfully provides a
challenging, comprehensive and relevant curriculum for each student that
fulfills the school's mission and Schoolwide Learning Expectations and
is intended to reach the various learning styles of our students. The
school's curricular program is developed through utilization of the
following: Schoolwide Learning Expectations, diocesan curriculum
guidelines, California state frameworks and standards, annual diocesan
in-depth studies, textbook scopes and sequences, current instructional
strategies, standardized test results, teacher in-services, and
opportunities for faculty and staff articulation. Through a
collaborative effort, textbooks are evaluated and adopted by the
faculty, often in connection with diocesan in-depth studies. The final
decision is based on grade level discussion, how the program allows
modification for learners with varied needs, and whether it meets
California state standards, diocesan goals, and Schoolwide Learning
Expectations. In addition, beginning in school year 2004, Rubicon Atlas
curriculum mapping software program was introduced to move forward in
the articulation, cross-curricular instruction and the assessment of
student learning. The curriculum includes religion, language arts,
mathematics, science, social studies, Spanish, physical education,
library/computers, and music/fine arts.

Religion is integrated throughout the curriculum to reflect Catholic
doctrine and Catholic values, thus strengthening the Catholic identity
of our school. In addition to the religion textbook curriculum, daily
prayer, Liturgy of the Word, weekly Masses, schoolwide prayer partners,
required Christian service hours at the junior high level and discussion
of moral issues and their relevance to today's world as exemplified in
the Character Counts Program all increase the awareness of Catholic
values.

There are three language arts programs used for kindergarten through
eighth grade offering a well-balanced literature and writing based
curriculum. In grade K -- 2, the curriculum offers a stimulating phonics
and literature-based curriculum to master reading skills. In the
intermediate grades, 3 -- 5, students begin further study of
literature-based textbook series and writing skills to develop higher
reading comprehension skills. Finally, in grades 6 -- 8, literature,
vocabulary and grammar skills are further developed appropriately
preparing the students for high school.

The math programs used for kindergarten through eighth grade offer a
well-designed spiraling curriculum. In grades K -- 2, the curriculum
provides an effective introduction to mathematics that helps students
build a solid foundation for future learning. In the intermediate
grades, 3- 5, it successfully builds on students' background knowledge
to develop higher levels of understanding. Finally, in grades 6 - 8,
students begin to apply their knowledge in the areas of algebra and
geometry appropriately preparing them for high school. In 7^th^ grade
the students are divided into ability groups. Those showing aptitude by
four criteria (teacher recommendation, 6^th^ grade grades, pre-test and
ITBS test) begin an accelerated math program which culminates in the
completion of Algebra I.

The school offers a state approved textbook standards-based curriculum
in both social studies and science. In science, specific emphasis is
placed upon earth science in 6^th^ grade, biological science in 7^th^
grade and physical science in 8^th^ grade in preparation for high
school. All students in the junior high grades prepare and present a
science fair project. In addition, the 6^th^ grade participates in the
Outdoor Science School for one week. In social studies, the students
follow a state standards based curriculum culminating in an Eastern
Historical Tour, including Washington D.C., in 8^th^ grade.

Music is offered to students K -- 5 grades utilizing vocal and recorder
instrument curriculum. Current research for a piano lab in the next year
is taking place. The Art Master's curriculum is offered to students in
grades K -- 5. In Grades 6 -- 8, fine arts electives are offered each
trimester and include, but are not limited to, fine art, drawing and
painting, choir, theater arts, creative writing, music appreciation and
dance. Students K -- 8, are offered a comprehensive health-related and
skill-related physical education curriculum that follows state and
diocesan frameworks focused on cross-curricular instruction.

In Computers/Technology, students are offered a comprehensive,
developmentally appropriate curriculum in K -- 8. Students in grade K -
4 work in a Macintosh lab. In grade 5 -- 8, students work on integrated
curriculum projects utilizing a PC lab and basic competency in major
software programs. Lastly, the school offers a comprehensive K -- 8
Spanish program following a spiraling curriculum to master and develop
language skills in order to prepare them for high school.

**2. St. Edward the Confessor School's reading curriculum.**

St. Edward the Confessor Parish School's reading curriculum focuses on
foundations in literacy, phonics, comprehension, literature, language
and communication, and research and study skills. In the primary level,
grades K -- 2, Scholastic Literacy Place textbook series was chosen.
This series offers dynamic literature to develop personal literacy,
intellectual literacy and social literacy. Additional focus on guided
reading, spelling, grammar, usage and mechanics is utilized.
Fundamentally, phonemic awareness strategies are integral to the success
of creating readers during the first grade year. In the intermediate
level, the Scott-Foresman Reading textbook series was chosen. This
series offers the development and encouragement of fluent readers,
articulate writers and speakers, and discerning listeners and viewers.
Proficient readers learn to interact with phonemic awareness, phonics
and spelling to make sense of their reading, recognize what they don't
and use strategies to get back on the meaning track. Again, interesting
literature helps to stimulate their interest and writing mechanics is
continued. At the Junior High level, grades 6 -- 8, students study
literature with the aid of the Prentice Hall literature series, Copper,
Bronze and Silver. This is a springboard into the study of literary
analysis. In addition, other resources are utilized to reinforce and
introduce composition and vocabulary.

A key element of St. Edward the Confessor Parish School's program is
integrated with the computer lab and library using Accelerated Reader
(AR) and STAR testing. The Accelerated Reader software program offers
reading comprehension goals and is individualized with point and
accuracy scores in reading comprehension. Students are recognized
frequently by classroom teachers and at the end of the year in an all
school assembly for the points achieved in this program. We have matched
our library book purchases with the program and have seen more students
every year participate and receive affirmation. The STAR reading
assessments help to track the grade level equivalent of our readers and
is used to communicate with parents in helping their children select
appropriate reading for Accelerated Reader and pleasure.

3.  **St. Edward the Confessor School's mathematics curriculum and how
    it relates to essential skills and knowledge based on the school's
    mission.**

The mathematics program at St. Edward the Confessor Parish School
challenges its students as young mathematicians. Currently four
different math series are used. First through seventh grade have adopted
the Sadlier Oxford math series. Houghton Mifflin is used for the seventh
and eighth grade pre-algebra, and eighth grade algebra uses
Holt-Rinehart. Kindergarten uses the Box-It, Bag-It math series, a
hands-on series. The math programs used for first through eighth grade
are reasonably well-designed series. In grades K -- 2, the curriculum
provides an effective introduction to mathematics that helps students
build a solid foundation for future learning. In the intermediate
grades, 3-5, it successfully builds on students' background knowledge to
develop higher levels of understanding. Finally, in grades 6 - 8,
students begin to apply their knowledge in the areas of algebra and
geometry appropriately preparing them for high school.

Teachers use a variety of age-appropriate techniques to address each
student's different learning modalities, such as relating math to
real-life events, bringing in guest speakers that use math in their
professions, using manipulatives, and integrating technology,
literature, writing and music. By using different techniques, students
will become better critical thinkers, able to make connections to
real-life situations and able to check the validity of their own
thinking. The teachers also focus on problem solving, logic, graphing
and probability. Another tool available is the ALEKS computer software
program, which provides an opportunity to challenge advanced students
while providing intervention for those that need a little extra help.

By using a variety of teaching and assessment methods the school is
faithful to the holistic approach mentioned in its mission statement.
The curriculum fulfills the school's Schoolwide Learning Expectations
and mission statement, particularly with regard to being a life-long
learner. The approach to math instruction strengthens students' Catholic
identity by helping them understand the structure and order of the world
God created.

4.  **The different instructional methods the school uses to improve
    student learning.**

Teachers keep abreast of new methods allowing them to explore creative
ways of presenting lessons and evaluating student learning. Grade level
meetings allow us to share this knowledge regarding teaching and
learning. The faculty utilizes a wide variety of effective instructional
planning techniques and strategies to accommodate the needs of our
students at the various levels of learning and to provide opportunities
for students' success. Our Schoolwide Learning Expectations currently
set the foundation for developing activities that promote active student
participation both inside and outside the classroom. Some examples of
the variety of learning and formational experiences which actively
engage our students include the following: the use of technology for
interactive learning activities and projects, collaborative and
cooperative learning groups, experiential learning, oral and written
presentations, guided and independent research projects, student
newspaper, role playing, field trips, Outdoor Science School, Washington
D.C. trip, professional guest performers and presenters, library,
Families in Training, Jump for Heart, Living Histories, Prayer Partners,
the annual Christmas Programs, celebrations of the Sacrament of
Reconciliation during Advent and Lent, participation in the Stations of
the Cross, recitation of the rosary, and the Marian Mass, retreats,
ministry as altar servers, lectors, song leaders, planning and preparing
of special prayer services, community outreach and service projects,
athletic programs, F.S.E.A., Academic Decathlon, and leadership through
Student Council. Part of our effective instructional techniques involves
the utilization of our instructional assistants who are invaluable to
the classroom teachers in maximizing the educational growth of our
students.

Using their diverse and God-given gifts, our teachers employ a variety
of developmentally appropriate management styles and techniques, which
reflect the school's philosophy, mission, and Schoolwide Learning
Expectations. This is demonstrated by individual classroom standards,
posted Schoolwide Learning Expectations, varied classroom seating
arrangements, student-centered bulletin boards in content areas, visible
samples of students' work, and self-assessment portfolios. Each
teacher's management style and learning environment provide the means
for student/teacher and student/student interaction that focus on
student learning outcomes.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

St. Edward the Confessor Parish School is committed to student learning.
The variety of professional in-services attended by the faculty and
staff and the subsequent utilization of newly acquired information
clearly demonstrates this commitment. Teachers keep abreast of new
methods allowing them to explore creative ways of presenting lessons and
evaluating student learning. Grade level meetings allow us to share this
knowledge regarding teaching and learning. Faculty meetings directly
related to diocesan in-depth studies enable the faculty to share
activities and effective strategies and to give valuable input for
curricular improvements. Academically, our staff is committed to
updating their credentials, attending workshops and reading professional
literature. Through the Diocese and SOCAPS, the teachers attend a
minimum of four in-services per year. In addition, time off is offered
to attend the Religious Education conference and overnight faculty
retreat in the spring. In addition, state funding and budgeted funding
provide opportunity for our teachers to attend workshops at their
request and interest.

In addition to the above, this year particular emphasis has been placed
in two areas: technology and the Middle Years Program of the
International Baccalaureate. The new software programs this year, Aeries
administrative and grading software, and Atlas Rubicon curriculum
mapping software, have provided a significant number of technology
in-services to gain more computer literacy for all the teachers. Aeries
will centralize all student communication and will integrate a grading
software with computer-generated report cards and our reporting to
parents on Edline. The first curriculum area to be put on the Atlas
mapping this year is mathematics. The teachers are using a diary method
after each month and will be studying the articulation for the students
to the next grade in the spring. After each curriculum area is input,
the teachers are afforded vertical and horizontal study of our
curriculum. In the junior high, all teachers have participated in the
introductory training of the Middle Years Program and Level 1 training
in their particular curricular area. The dedication and willingness of
the teachers to participate in all of these professional development
opportunities is truly phenomenal.

**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.*

1.  Private school association(s): [WCEA, NCEA, WASC]{.underline}

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

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

3.  What are the 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$ [4,000]{.underline} \$ [4,000]{.underline} \$ [4,000]{.underline} \$
[4,000]{.underline} \$ [4,000]{.underline} \$ [4,000]{.underline}

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

\$ [4,700]{.underline} \$ [4,700]{.underline} \$ [4,700]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$ [4,955]{.underline}

(School budget divided by enrollment)

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

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [2.8]{.underline} %

**ST. EDWARD THE CONFESSOR PARISH SCHOOL**

2003 & 2004

Iowa Test of Basic Skills

Form A, 2000

Riverside Publishing

2002

Stanford Achievement Test

9^th^ Edition, 1995

Harcourt, Inc.

Scores are reported as percentiles of fall-normed tests.

No students are excluded from the test.

Mathematics Total with computation

  ---------------------------------- ------------ ----------- -------------
                                     2004-2005    2003-2004   2002-2003

  Testing Month                      October      October     October

  **Grade 8**                                                  

  Reading                            77           86          79

  Mathematics                        79           77          86

  Number of students tested          34           34          35

  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                            80           77          84

  Mathematics                        73           70          81

  Number of students tested          67           35          36

  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                            85           78          69

  Mathematics                        74           67          61

  Number of students tested          65           72          34

  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                            89           89          78

  Mathematics                        85           77          74

  Number of students tested          67           65          70

  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                            82           86          77

  Mathematics                        71           74          78

  Number of students tested          67           67          64

  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                            89           81          80

  Mathematics                        85           70          72

  Number of students tested          70           65          70

  Percent of total students tested   100          100         Rdg 97% Math
                                                              100% 

  Number of students excluded        0            0           0

  Percent of students excluded       0            0           0

  **Grade 2**                                                  

  Reading                            76           83          73

  Mathematics                        68           77          76

  Number of students tested          73           65          66

  Percent of total students tested   Rdg 100%     Rdg 95 %     Rdg 97% Math
                                     Math 95%     Math 98%    98%

  Number of students excluded        0            0           0

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