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

*U.S. Department of Education*

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

Name of Principal [Mrs. Carol M. Meirose]{.underline}

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

Official School Name [St. Agnes Parish School]{.underline}

(As it should appear in the official records)

School Mailing Address\_[1800 Newburg
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Louisville Kentucky 40205-1422]{.underline}

City State Zip Code+4 (9 digits total)

County \_[Jefferson]{.underline}\_\_\_\_\_\_\_\_\_\_\_ School Code
Number\*\_\_\_\_\_\_\_[NA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(502) 458-2850]{.underline} Fax [(502) 459-5215]{.underline}

Website/URL [www.stagnesparishschool.org]{.underline} [E-mail
cmeirose@stagnesparishschool.org]{.underline}

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

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

(Principal's Signature)

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

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

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

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

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

Name of School Board

President/Chairperson [Ms. Ann Amorose]{.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.

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[1\*\*]{.underline} If fewer than three years, how long was the previous
principal at this school?

\*\*This person served as an interim principal.

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**       26        17          43

  **K**       26        24                     50           **8**       16        27          43

  **1**       19        22                     41           **9**                             

  **2**       27        21                     48           **10**                            

  **3**       20        27                     47           **11**                            

  **4**       20        23                     43           **12**                            

  **5**       21        23                     44           **Other**                         

  **6**       21        25                     46                                             

                                    **TOTAL                                                   405
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [98]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[.05]{.underline} % Hispanic or Latino

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

\% 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]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      2
                            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 5
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 405
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .01
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the
school:\_\_[.25]{.underline}\_\_%

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

Number of languages represented: \_\_\_\_[2]{.underline}\_\_\_\_

Specify languages: English and Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[2]{.underline}\_\_%

Total number students who qualify: \_\_\_[7]{.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: [7]{.underline} %

[29]{.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 \_[8]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [16]{.underline}\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[5]{.underline}\_\_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}\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_\_[18]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[4]{.underline}\_\_\_
\_\_\_\_[5]{.underline}\_\_\_\_

Paraprofessionals \_\_\_\_[6]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_\_

> Support staff \_\_\_\_[5]{.underline}\_\_\_
> \_\_\_\_[3]{.underline}\_\_\_\_
>
> Total number \_\_\_\_[34]{.underline}\_
> \_\_\_\_[10]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[22.5:1]{.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  97 %        97 %        97 %        97 %        97 %

  Daily teacher attendance  98 %        99 %        99 %        98 %        98 %

  Teacher turnover rate     15 %        8 %         12 %        8 %         16 %

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

  Student drop-off rate     NA %        NA %        NA %        NA %        NA %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

# PART III -- SUMMARY

St. Agnes Parish School is a K-8 Catholic elementary school located in
an urban neighborhood of Louisville, Kentucky. Its mission is to create
a caring environment and a community of faith that fosters the growth of
each child spiritually, academically, emotionally, and physically. The
warmth of the school community is reflective of its ninety-year
tradition of excellence, and yet bright, inviting classrooms, technology
in use in every instructional space, and great variety in teaching
styles and activities are indicative of a school in touch with the best
practices and the needs of twenty-first century students.

The faculty, staff, parents, and students have great pride in the
strength of our school community. The principal communicates a vision
for the school and has high expectations of herself, the faculty, and
the students. She benefits from the strong support of the pastor and an
active School Board. The faculty and staff are professional in practice,
in spirit, and in attitude and model a love of learning. There is a
unity of spirit and purpose and a commitment to continuous professional
growth and development. Parents work tirelessly in support of the
faculty, staff, and students. They use their lunch hours to supervise
recess, they plan and execute a day filled with Native American
activities and lore, and they stuff the bimonthly parent communication,
the BEE (Brown Envelope Express) with newsletters, flyers of upcoming
events, and other correspondence. Parish volunteers continue to serve
long after their children have graduated, doing everything from scraping
cafeteria dishes to working with emerging readers.

Students, too, help to build community. Seventh and eighth graders act
as "Big Buddies" to Kindergarten and first grade students, sharing
activities and taking them to church each month. Middle school students
produce a morning closed-circuit newscast; the shared news, birthdays,
and congratulations bind us even closer as a community. The school
community gathers for cultural events, for liturgical celebrations, and
sometimes for "just plain fun" events, such as the raucous
faculty/eighth grade volleyball game.

The goal of every program at St. Agnes is to help each child reach his
or her potential. To that end, we offer a challenging academic
curriculum and a wide variety of extracurricular activities. Teaching
staff and trained volunteers provide support for children with special
learning needs. A counselor offers both classroom guidance and
individual counseling. The library and the technology lab are the hubs
of the school with connections to every curricular area. Students are
encouraged to take part in various competitions and public events to
challenge them and to help them develop confidence.

The education of St. Agnes students is infused with Christian
principles. A strong service component is both local and global in its
focus. All students correspond with parish friends who are home-bound,
ill, or elderly. In addition, older students help prepare and serve
lunch weekly to the homeless. Younger students visit nursing homes and
prepare seasonal door decorations for the residents. The entire school
collects money for a poor school in Peru, food for our local pantry, and
Christmas gifts for refugee families spending their first Christmas in
the U.S. These projects are a vital part of the education of our
students.

Though deeply rooted in its rich tradition, St. Agnes also has a strong
commitment to continue to grow and to address ever-changing needs. The
school is blessed with strong leadership, both administratively and in
its faculty and parents. The best interests of the children are at the
heart of every decision. The shared vision for the future is one that
honors the past but that will continue to provide the spiritual and
educational foundations our children need to become tomorrow's community
leaders.

# PART IV -- INDICATORS OF ACADEMIC SUCCESS

1\. The meaning of the school's assessment results

St. Agnes Parish School administers the Terra Nova 2^nd^ Edition
standardized test published by CTB/McGraw --Hill. Students in grades 3,
5, and 7 take both the CAT Complete Battery Plus and the Inview tests.
This provides us with data regarding each child's cognitive ability
index as well as achievement in reading, language, mathematics,
spelling, science, and social studies. As part of the Archdiocese of
Louisville system of Catholic schools, we are provided with test results
that not only compare our scores to nationally standardized scores but
also to the Archdiocesan Catholic schools' results as well. Our testing
is done in March, thus allowing us to use the results in planning
instruction for the upcoming year.

St. Agnes students consistently score at levels that place their
achievement in the top 10 % of the nation's students. This is based upon
the comparison of the MNCE (Mean Normal Curve Equivalent). Results of
standardized tests are often interpreted in terms of Normal Curve
Equivalents because this statistic is based on an equal interval scale
and enables legitimate comparisons of different achievement tests.
Comparisons of the MNCE's of St. Agnes and Archdiocesan results also
indicate that St. Agnes students always exceed Archdiocesan results as
well.

With consistently strong scores, our challenge is to find trends that
indicate areas of relative rather than statistical weakness. In 2002,
the faculty was in the midst of adopting new math texts. Teachers saw a
weakness in the old texts in the teaching of basic math skills to
younger students. They looked deliberately for a text that would remedy
this situation. The 2004 results, based on the first year with the new
text, show a 3.6 gain in the MNCE for third grade students.

The Terra Nova/Inview results also allow us to analyze the relation
between anticipated and obtained results for individual students.
Anticipated scores are determined by comparing scores for students of
similar age and grade and with similar cognitive ability. If there is an
educationally meaningful difference between the anticipated and obtained
achievement scores, it is noted as being either below or above. Many of
our students achieve above their anticipated achievement level. When we
note a student achieving below his anticipated achievement level, we
look very carefully at those results and compare them to classwork to
determine if the student needs remedial help or academic evaluation.

Teachers also look at these anticipated and obtained scores in terms of
group achievement. One of the reports breaks the group into above
average, average, and below average. The mean difference between each
group's anticipated and obtained scale score is presented as either a
positive number or a negative number. Our average and below average
students consistently achieve well above anticipated levels. However, in
two of the past three years our strongest students in third grade have
shown a negative difference between anticipated and achieved results in
vocabulary. This has led us to examine reading curriculum materials to
insure that there is sufficient challenge in the area of vocabulary for
students of all abilities.

The faculty of St. Agnes is committed to allowing every student to be
successful. Annual Terra Nova results allow us to look at individual
students and at groups over time. Although standardized test results are
only one part of the total assessment picture at St. Agnes, they are
critical in our accountability to parents and to the parish that
supports St. Agnes School. They allow meaningful comparisons and
challenge us to be always aware of the areas in which we can improve.

**2. Use of assessment data**

St. Agnes School has a long history of strong assessment data across
grade levels and curriculum areas. However, the faculty has an
unwavering commitment to continuous improvement. Therefore, past history
is but a starting point. Each year new testing results are carefully
analyzed, first at the individual student level, then at the grade
level, and finally at the school level.

At an individual level, because all students who are tested also take a
cognitive abilities test, we look very carefully at the relation between
anticipated and achieved results. This is particularly helpful in
understanding the learning profile of a child and in working with
parents and faculty to structure an environment best suited to that
child's needs. We want to insure that we are providing challenging
instruction to every student in a class.

Analysis of the past two years' results at grade levels has shown a
strong positive difference between anticipated and achieved levels of
performance in all but the highest quartile. For this group, the
difference was still positive, but somewhat less. Recognizing that this
may in fact be a statistical aberration, we are nevertheless working to
provide additional challenge activities that will insure the potential
for growth for all students. Analysis of grade level results in terms of
particular learning objectives has also helped teachers to focus
instruction as needed to target different skills.

At the school level, analysis of assessment data is used as a basis for
setting annual curricular goals, for choosing curricular materials, and
for making staffing decisions. In this particular academic year,
dissatisfaction with the Word Analysis scores on the third grade level
has prompted the staff to identify reading improvement in Grades K-3 as
a goal, to work closely on the coordination of techniques and the
vocabulary used in early reading instruction, and to insure that,
through a combination of the reallocation of instructional staff and the
recruitment of trained volunteers, all children in need of individual or
small group instruction are so accommodated. Analysis of assessment data
underpins every decision related to instruction; however, it is the
creativity and experience of a talented faculty that take the data and
craft the solutions that make a difference in the lives of the students.

3\. How the school communicates student performance

At St. Agnes, parents and teachers are educational partners. In the
first weeks of school, a PTO meeting includes a "Back to School Parent
Evening." This event allows teachers and parents to activate their
partnership by providing time to discuss objectives for the year,
communication vehicles and timelines, assessment techniques, and ways in
which the two "partners" can best support each other. This past August,
90% of our students' parents attended this meeting. The rapport
established at this initial meeting lays the basis for the frequent
informal notes and phone calls that are initiated by both parent and
teacher throughout the remainder of the year.

Student work is sent home at regular intervals for parent signatures.
Twice a year, at the midpoint in a grading period, required
Parent-Teacher-Student (PTS) conferences are held. Students take a
leadership role in this conference by presenting to their parents grades
to date, work samples, and goals they have set for future improvement.
Formal trimester assessments and standardized testing results are sent
home to parents on pre-published dates.

Even our youngest students are taught to accept ownership of their work.
Teachers, therefore, discuss the students' work and assessment very
directly with them. This takes place regularly when work is reviewed and
during pre-conferencing when goals are set in preparation for PTS
conferences.

Assessment results are shared with the community in several ways. School
standardized test scores are provided to parents; aggregate Archdiocesan
scores are formally published. In addition, information regarding Terra
Nova scores, High School Placement scores, Duke TIP results, Governor's
Cup academic competitions, and other competitions are provided to
present and prospective parents and to any other interested parties.

4\. How the school has shared and will continue to share its successes.

St. Agnes is part of the Archdiocese of Louisville Catholic School
system. Within the Archdiocese, there are several grade level and
subject level professional support groups that meet on a regular basis.
These groups provide excellent opportunities for the sharing of ideas
and techniques and for shared problem-solving. Many of our teachers are
active in these support groups. This past year, our third grade teachers
were instrumental in organizing such a group for Archdiocesan
intermediate language arts teachers. Our teachers shared their process
for planning and executing writing lessons as a team. They have also
personally recruited other teachers from both our school and other
schools to become active participants. Our art teacher serves on an
advisory committee for the Speed Art Museum. The committee develops
interdisciplinary curricula for teachers in the metropolitan area.

Our teachers are also involved in local professional organizations. Last
year our librarian was recognized as the Outstanding Catholic Educator
in the Archdiocese for her efforts to make every child a reader; she
also holds a leadership position in the Jefferson County Media
Specialists' organization. The responsibility to interact and share with
other schools extends beyond the local level. Five of our teachers have
submitted proposals to be presenters at the Ohio Catholic Education
Association convention next fall. Their topics include writing
instruction, math activities for primary students, and reading
improvement. Because of her skills in both technology and curriculum,
our technology coordinator was the first teacher trained in the
Archdiocese as an instructor for the I-safe curriculum that promotes
safe use of the Internet. She has trained other Archdiocesan teachers to
implement the curriculum at their schools. The principal recognizes that
one of her responsibilities is to enable such sharing among educators.
She has encouraged teachers to be proactive in this area and continues
to look for the opportunity to create such professional dialogue.

## PART V -- CURRICULUM AND INSTRUCTION

**1. Describe in one page the school's curriculum.**

The St. Agnes curriculum is based upon the Archdiocesan Curriculum
Framework established by the Archdiocese of Louisville. This framework
is aligned with national standards and with the Learner Goals and
Academic Expectations established by the Department of Education of the
Commonwealth of Kentucky. Adherence to this standards-based curriculum
is a requirement for our ongoing accreditation through the Kentucky
Non-Public Schools Commission.

The **Language Arts,** consisting of Reading/Literature, Grammar,
Writing, and Spelling/Vocabulary are taught as an integrated whole from
Kindergarten through Grade 8. A more detailed explanation of our
**Reading** curriculum is included in Part V.2. Literature is used as
the starting point for writing activities. A writing curriculum insures
that students will have the opportunity to learn to write in many
genres. Grammar is taught in the context of writing with grammar texts
available for targeted skill practice. Spelling/vocabulary development
combines the use of texts in the early grades to teach spelling patterns
with literature-based word walls and activities.

**Mathematics** instruction targets both computation and reasoning.
Younger students often use manipulatives to increase their
understanding. Teachers of all age students use vocabulary and
strategies that familiarize the students with algebraic concepts.
Approximately half of the eighth grade students take an Honors Algebra I
course, and many receive high school credit for this course. Graphing
calculators are used in 7^th^ and 8^th^ grade math classes.

The **Science** curriculum for all students involves activity-based
classes built upon an understanding of the scientific method. Teachers
use the Flex-Cam to demonstrate procedures to the class, and student
experiments and demonstrations are frequent. The cyclical curriculum
culminates in middle school in a three-year sequence of Earth Science,
Life Science, and Physical Science.

Teachers of **Social Studies** work to give all students a framework for
understanding the geography, history, economics, and political
structures of the complex world in which we live in order to prepare
them to be effective citizens. Class work is integrated with guest
speakers, community projects, and celebrations of ethnic and regional
customs. Current events are a strong focus, particularly in regard to
issues of social justice.

**Spanish** is part of the curriculum for all students. The K-5 program
includes conversation, songs, games, culture, and vocabulary
development. Students in 6-8 use texts and begin a more formalized study
of written and oral language that prepares them for advanced placement
in high school. Sixth graders have two 45-minute classes each week ,and
students in Grades 7-8 have three 45-minute classes weekly.

The **Library/Media/Technology** department insures that all students
develop skills to navigate and use responsibly the resources available
to them. A more detailed explanation of this curricular area is found in
Part V.3.

The teachers of the **Fine Arts** of Music and Visual Art provide
students with both an appreciation of the master artists and their work,
as well as knowledge of techniques and experience in creation of art and
music. In both areas, teachers select projects related to a wide variety
of cultures. Visual art includes projects in many media, and music
includes choral as well as instrumental work.

The **Physical Education and Health** curriculum emphasizes healthy
practices and decisions, including cardiovascular workouts in every
class, skill development, cooperative games, dancing, team sports, and
instruction and activities related to nutrition, smoking, and drug and
alcohol abuse.

The **Counselor** provides regular classroom guidance on mental health
and personal and social adjustment issues. The Counselor is also
available for individual or small group sessions with students, parents,
or teachers.

The **Religion** curriculum insures that all students receive a solid
foundation in Catholic doctrine, values, and tradition. Classes are
supplemented with liturgical celebrations and opportunities for
community service.

The curriculum, supplemented by special cultural assemblies and a wide
range of extra-curricular activities, allows us to offer a comprehensive
education for all students in grade K-8.

**2a. Describe the school's reading curriculum, including ......**

There is a keen awareness among St. Agnes teachers that effective
reading instruction must be the basis for all other instruction. This
belief has been the basis for the development of all reading related
instruction and activities. Our K-3 classrooms have language-rich
environments that include reading nooks, abundant personal choice
reading materials, word walls, and charts and books of class-produced
stories. Direct reading instruction is a holistic approach based upon
the philosophy of the Reading First program. Kindergarten reading
instruction focuses on phonemic awareness. As mastery of these skills is
attained, the students begin more complex phonological awareness
activities. Primary teachers help students acquire word-decoding
strategies, such as the application of phonetic rules and structural
analysis and the utilization of context clues. Our Learning Differences
Coordinator uses the Wilson Reading program with students needing extra
support in the development of these early skills. From Kindergarten on,
comprehension skills are deliberately taught through literature-based
lessons and the modeling of reflective thinking and inferential
questions.

Macmillan/McGraw Hill's "Spotlight on Literacy" series is used in Grades
1-6. The language arts are taught as interrelated skills in this series.
Reading instruction is carried out in large and small group
instructional settings, as well as in individual conferences, partner
reading, and center activities, and with volunteers and older students.
In seventh and eighth grades, literature anthologies are used to
introduce students to a wide variety of genres and authors. In Grades
3-8 students also read novels as a class in order to be able to examine
themes, writing styles, and characterization more extensively.

The librarian is a vital part of our literacy efforts. She knows the
reading habits and preferences of individual students and encourages
them to choose books that meet their interests but that will also
challenge them. In addition, she reads and tells stories to all primary
students on a weekly basis and is often involved in the introduction of
class novels or other reading units. Parent readers share favorite books
with students in K-3 on a weekly basis. Students and teachers in Grades
1-8 enjoy DEAR. (Drop Everything and Read) time several times weekly.
Through this activity, teachers not only share their love for reading
but also insure that students have the opportunity to be successful,
independent readers.

**3. Describe one other curriculum area.**

St. Agnes recognizes a responsibility to prepare students for the
Information Age. For this reason, the Library/Media/Technology
Department is integrally connected with every other area of curriculum,
working to insure that students can access information, analyze it
critically, use it responsibly, and present it effectively. As highly
skilled developers of curriculum, the Technology Coordinator and the
Librarian meet regularly with faculty members to design units of study.
A third grade project on animal life cycles combined Internet research
with Power Point presentations featuring students' original drawings.
Preparation for an eighth grade mock debate and election included the
development of a class website to post information and the production of
media ads. All students are involved in a program that addresses
Internet safety and ethics.

A wide range of resources is used. All classrooms have at least two
computer stations; in addition, there is a newly-constructed computer
lab connected to a television studio that broadcasts student programs on
a closed circuit system. Classroom sets of word processors, a wireless
access point, a graphing calculator projector, flex-cams, and digital
cameras are among other technological resources available to enable
students to develop the required competencies.

Both the Technology Coordinator and the Librarian consistently use the
Big Six research techniques in working with students. This approach
emphasizes the isolation of a research question and stresses proper
citation of sources. The Librarian also provides special collaboration
in the Fine Arts area. For several years, she has done a unit on
Shakespeare to prepare students to view a Shakespearean production. She
rewrites the play and then "tells" the story through a spontaneous
reenactment with students. Similar support is offered in anticipation of
other arts events. The close collaboration between the
Library/Media/Technology department and the rest of the faculty is a
critical component in the preparation of our students to meet future
educational challenges.

**4. Different Instructional Methods**

Student instruction at St. Agnes School flows from the conviction that
student learning styles vary greatly. Thus, classroom instruction takes
place in a great variety of ways. On any given day, an observer would
see large group, small group, and individual instruction. He/she might
see direct instruction, project work, cooperative learning, literature
circles, class meetings, computer-based learning, science experiments,
math manipulative work, journal writing, research work, or student
presentations.

There is a heightened awareness of students with identified learning
differences. Classrooms are equipped with sound field systems for those
with central auditory processing difficulties. A Learning Differences
Coordinator identifies strategies and accommodations that will best
support a particular child. "Families Helping Families," a support group
made up of parents who have children with identified learning
differences, meets monthly with faculty and with professionals who share
their expertise.

Teachers work very hard to design instruction that is open-ended and
that allows all students to be challenged. Our librarian works with
students individually in their choice of reading materials to provide
this same type of challenge. Academic competitions such as the
Governor's Cup competition, Book Bees, Quick Recall, Future Problem
Solving, Geography Bee, Kentucky Youth Assembly and various writing
competitions also allow us to provide challenge for highly motivated
students. Our middle school students who qualify are eligible to take
Pre-Algebra as seventh graders and Algebra I as eighth graders.

Each K-2 classroom has a full-time teaching assistant. These assistants
and the Learning Differences Coordinator work with small groups of
children needing either extra support or enrichment. This past summer,
two rooms were constructed to accommodate this type of instruction.
Field trips are frequent, and local community resources allow us to
infuse the arts in education. The third grade recently participated in
an Eco-Drama program offered by a local children's theatre group. The
eighth grade went to the Art Museum for a program that involved creative
writing based upon a traveling exhibit of narrative paintings. It is our
goal to develop in our students a love for learning. We recognize that
this is most likely to occur when students have opportunities to learn
in many different ways.

**5. Professional Development**

St. Agnes teachers embody the concept of lifelong learning. Faculty
members have an average of 18 years of experience and last school year
participated in more than 750 hours of professional development, an
average of more than 30 hours per teacher. Teachers understand their
responsibility to share what they learn in professional development; a
portion of every faculty meeting is devoted to this purpose. In recent
years, much professional development at St. Agnes has been focused on
understanding the different ways in which children learn. The result has
been a dramatic increase in teachers' ability to make appropriate
accommodations and modifications to meet individual learning needs.

Professional development has been focused this year on curricular goals
of early reading instruction, writing across the curriculum, and
integrating technology in ways that develop higher order thinking
skills. All K-3 teachers attended a three-day "Reading First" institute.
They also spent the summer viewing a series of tapes on reading
strategies. They meet on a regular basis to insure consistency in
vocabulary and strategies used in reading instruction. The entire
faculty set aside a day in the summer for a "writing across the
curriculum" workshop. The class schedule for the year was then written
to allow all writing teachers to meet regularly during school hours to
share ideas and to support each other in this goal of increased student
achievement.

To implement the school-wide technology goal, each teacher set a
personal technology goal and is consulting with the Technology
Coordinator to develop lesson plans that reflect this goal. These plans
will become the basis for an official teacher observation by the
principal for the academic year. Teachers are striving to increase their
own skills in order to engage students in technology applications that
support higher levels of thinking. The results are already obvious in
the increased complexity of student technology projects and their basis
in authentic learning. Professional development at St. Agnes School is
intentional in its relation to student learning goals. The faculty takes
great pride in its relentless effort to grow as teachers and thereby to
increase student achievement.

**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): [Archdiocese of Louisville, Kentucky
    Non-Public Schools Commission, National Catholic Education
    Association.]{.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.)

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

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

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

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

\$\_\_\_\_\_\_ \$\_\_\_[\*]{.underline}\_\_\_ \*[Parish rate for 1
child: \$3940, 2 children: \$5846, 3 children: \$8264.]{.underline}

12^th^ Other [Non-Parish rate: \$6487]{.underline}

4.  What is the educational cost per student? \$\_[4187]{.underline}\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_\_[882]{.underline}\_

6.  What percentage of the annual budget is devoted to
    [\_\_\_1]{.underline}\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[8]{.underline}\_%

**PART VII - ASSESSMENT RESULTS**

**[St. Agnes Assessment Results]{.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 table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_**[Reading]{.underline}**\_\_\_\_\_Grade\_\_\_**[7]{.underline}**\_\_\_
Test**[\_\_\_Terra Nova\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Edition/Publication Year **[The Second Edition]{.underline}
[/2001]{.underline}** Publisher: **[CTB McGraw Hill]{.underline}**

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 3-2004 | 2-2003 | 1-2002 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 69.9   | 65.4   | 66.7   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 44     | 47     | 43     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 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 mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2003-2004   2002-2003   2001-2002

  **NATIONAL MEAN SCORE**                   50          50          50

  **NATIONAL STANDARD DEVIATION**           +/- 21.05   +/- 21.05   +/- 21.05
  ----------------------------------------- ----------- ----------- -----------

**[St. Agnes Assessment Results]{.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 table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_**[Mathematics]{.underline}**\_\_\_\_\_Grade\_\_\_**[7]{.underline}**\_\_\_
Test**[\_\_\_Terra Nova\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Edition/Publication Year **[The Second Edition]{.underline}
[/2001]{.underline}** Publisher: **[CTB McGraw Hill]{.underline}**

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 3-2004 | 2-2003 | 1-2002 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 71.2   | 72.4   | 70.4   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 44     | 47     | 43     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > 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 mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2003-2004   2002-2003   2001-2002

  **NATIONAL MEAN SCORE**                   50          50          50

  **NATIONAL STANDARD DEVIATION**           +/- 21.05   +/- 21.05   +/- 21.05
  ----------------------------------------- ----------- ----------- -----------

**[St. Agnes Assessment Results]{.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 table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_**[Reading]{.underline}**\_\_\_\_\_Grade\_\_\_**[5]{.underline}**\_\_\_
Test**[\_\_\_Terra Nova\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Edition/Publication Year **[The Second Edition]{.underline}
[/2001]{.underline}** Publisher: **[CTB McGraw Hill]{.underline}**

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 3-2004 | 2-2003 | 1-2002 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 66.4   | 69.2   | 71.5   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 45     | 50     | 47     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 2      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 4.4    | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 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 mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2003-2004   2002-2003   2001-2002

  **NATIONAL MEAN SCORE**                   50          50          50

  **NATIONAL STANDARD DEVIATION**           +/- 21.05   +/- 21.05   +/- 21.05
  ----------------------------------------- ----------- ----------- -----------

**[St. Agnes Assessment Results]{.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 table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_**[Mathematics]{.underline}**\_\_\_\_\_Grade\_\_\_**[5]{.underline}**\_\_\_
Test**[\_\_\_Terra Nova\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Edition/Publication Year **[The Second Edition]{.underline}
[/2001]{.underline}** Publisher: **[CTB McGraw Hill]{.underline}**

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 3-2004 | 2-2003 | 1-2002 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 65.0   | 64.3   | 68.1   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 45     | 50     | 47     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 2      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 4.4    | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 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 mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2003-2004   2002-2003   2001-2002

  **NATIONAL MEAN SCORE**                   50          50          50

  **NATIONAL STANDARD DEVIATION**           +/- 21.05   +/- 21.05   +/- 21.05
  ----------------------------------------- ----------- ----------- -----------

**[St. Agnes Assessment Results]{.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 table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_**[Reading]{.underline}**\_\_\_\_\_Grade\_\_\_**[3]{.underline}**\_\_\_
Test**[\_\_\_Terra Nova\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Edition/Publication Year **[The Second Edition]{.underline}
[/2001]{.underline}** Publisher: **[CTB McGraw Hill]{.underline}**

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 3-2004 | 2-2003 | 1-2002 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 66.5   | 65.8   | 66.9   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 44     | 46     | 41     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 2      | 2      | 2      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 4.5    | 4.3    | 4.9    |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 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 mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2003-2004   2002-2003   2001-2002

  **NATIONAL MEAN SCORE**                   50          50          50

  **NATIONAL STANDARD DEVIATION**           +/- 21.05   +/- 21.05   +/- 21.05
  ----------------------------------------- ----------- ----------- -----------

**[St. Agnes Assessment Results]{.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 table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_**[Mathematics]{.underline}**\_\_\_\_\_Grade\_\_\_**[3]{.underline}**\_\_\_
Test**[\_\_\_Terra Nova\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Edition/Publication Year **[The Second Edition]{.underline}
[/2001]{.underline}** Publisher: **[CTB McGraw Hill]{.underline}**

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 3-2004 | 2-2003 | 1-2002 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 71.5   | 67.9   | 66.4   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 44     | 46     | 41     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 2      | 2      | 2      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 4.5    | 4.3    | 4.9    |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 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 mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2003-2004   2002-2003   2001-2002

  **NATIONAL MEAN SCORE**                   50          50          50

  **NATIONAL STANDARD DEVIATION**           +/- 21.05   +/- 21.05   +/- 21.05
  ----------------------------------------- ----------- ----------- -----------