##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X\_]{.underline}
Elementary [X]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Sister Laura Toman, I.W.B.S.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [St. Michael
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [103 E. North
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_\_[Weimar]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Texas]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[78962-1315\_\_\_\_\_\_\_]{.underline}\_\_\_

City State Zip Code+4 (9 digits total)

County [Colorado\_\_\_\_\_ \_\_\_\_]{.underline} State School Code
Number\*
[\_\_235-100-108\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 979 ) 725-8461]{.underline} Fax [( 979 )
725-8344]{.underline}

Website/URL [www.smsweimar.org]{.underline} E-mail
[ltoman@smsweimar.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\* [Sr. Gloria Cain, S.S.N.D.]{.underline}

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

District Name [Diocese of Victoria]{.underline} Tel. [( 361 )
573-0828]{.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. Peggy
Guenther\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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**

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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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
>
> \[ \] Suburban
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [22]{.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**    5         4                      9            **7**       7         5           12

  **K**       9         8                      17           **8**       12        3           15

  **1**       10        14                     24           **9**                             

  **2**       8         4                      12           **10**                            

  **3**       8         5                      13           **11**                            

  **4**       5         7                      12           **12**                            

  **5**       7         2                      9            **Other**                         

  **6**       12        6                      18                                             

                                    **TOTAL                                                   141
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [86]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[12]{.underline} % Hispanic or Latino

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

[1]{.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:
[\_\_\_\_4\_\_\_]{.underline}%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      5
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    5
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 138
                            the school as of October 1  

  **(5)**                   Total transferred students  0.04
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           4
                            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:
[\_\_\_14\_\_\_]{.underline}%

Total number students who qualify: [\_\_\_18\_\_\_]{.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:
[\_\_\_\_4.0\_]{.underline}%

[\_\_\_\_5\_\_\_]{.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. Do not add additional categories.

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

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

\_\_\_\_Deaf-Blindness [\_\_1\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance [\_\_4\_]{.underline}Speech or Language
Impairment

[\_\_1\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

Note: The hearing impaired student has hearing aids, but does not
receive any special services from the school.

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

    **Number of Staff**

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

Administrator(s) [\_\_\_1\_\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_10\_\_\_\_\_]{.underline}
[\_\_\_\_1\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_\_\_\_\_
[\_\_\_\_2\_\_\_]{.underline}

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

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[11]{.underline}\_\_\_
> \_\_\_\_\_[3]{.underline}\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[\_\_\_\_13:1\_\_\_\_\_]{.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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   93.0%       95.0%       93.0%       93.0%       95.0%

  Daily teacher attendance   96.0%       96.0%       95.0%       97.0%       95.0%

  Teacher turnover rate      08.0%       08.0%       12.0%       28.0%       15.0%

  Student dropout rate       00.0%       00.0%       00.0%       00.0%       00.0%
  (middle/high)                                                              

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

**Part III: SUMMARY**

St. Michael School, a pre-Kindergarten through eighth grade school
located in Weimar, Texas, is part of the larger Catholic Diocese of
Victoria. Founded in the summer of 1889 and served by two Sisters of
Divine Providence, this public school had an enrollment of sixty
students. In 1914, after problems arose with nuns teaching in the public
school, the school reopened as St. Michael Parochial School under the
direction of three sisters of the Incarnate Word and Blessed Sacrament.
In 1919, because of a steady enrollment increase resulting in up to 200
students, a two-story building with four classrooms downstairs and an
auditorium/gym upstairs, was erected. Today, this 86-year-old landmark
proudly sits next to a modern brick building across the football field
from the new gym and cafeteria. While St. Michael's buildings represent
the old and the new, the philosophy and curriculum of the school are
different from most schools in the area because of the school's goal to
return to the basic values that, in the past, have made students great
leaders in the Church and in the local and world communities.

Under the direction of the sisters of the Incarnate Word and Blessed
Sacrament and devoted lay teachers, students set goals to achieve their
highest potential. The school takes pride in its back-to-basics
philosophy over more modern curriculum trends and promotes the tried and
true fundamental elements of manners, respect, responsibility,
friendliness and Christlike behavior. St. Michael School stresses solid
basic skills that are taught in conjunction with highly technological
computer skills. Computers are available in every classroom, and two
twelve-unit mobile laptop labs as well as a twenty-four-station computer
room make the latest technology accessible to every student.

The success of this philosophy is evident in St. Michael School
graduates who, although they make up only about one-fourth of the local
public high school enrollment, consistently comprise a high percentage
of the top ten honor students of the senior class. In fact, in the past
four years, 75% of the valedictorians and salutatorians of Weimar High
School have been from St. Michael School.

St. Michael School students also have achieved top honors in the Private
Schools Interscholastic Association (PSIA) competition held yearly since
the spring of 1998. Being a Charter member of PSIA, St. Michael students
have become a force to contend with at state meets. During these meets,
not only have these country children been exposed to three junior
colleges, they have participated at the state level at three major
universities. Besides claiming the coveted state championship in 2001 in
the Junior High division, St. Michael students have won five other
second- or third-place state trophies, which attests to the fact that
their basic curriculum firmly grounds them in the knowledge needed for
life and success.

In addition to scholastic accomplishments, every eighth grader
anticipates the annual trip to our nation's capital. Hundreds of St.
Michael students and their parents have visited Washington, D.C.,
through the school program.

St. Michael School is blessed to have the generous backing of not only
the students, parents, teachers, and pastor, but also of the local
parishioners, banks, businesses, foundations, volunteers, alumni, and
the community at large, who generously support the school and its
programs.

An important emphasis for every child at St. Michael School is to
exhibit the qualities listed in the Mission Statement: To be friendly,
respectful, responsible, and Christlike. Is St. Michael School
old-fashioned or innovative? Spiritually and academically challenging,
solid as a rock, grounded in truth and basic values, and technologically
advanced, St. Michael's students can and will continue to serve the
Church and the world.

**[INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**Part IV-1: St. Michael School Assessment Results in Reading and
Mathematics**

St. Michael School administered the Tenth Edition of the Stanford
Achievement Test (Stanford 10) to grades Kindergarten through 8^th^ in
September 2005. During the same time, the Otis-Lennon School Ability
Test (OLSAT) was administered in second and sixth grades.

The Diocese of Victoria chose the norm-referenced Stanford 10 to measure
the performance of diocesan students and grade-level groups as compared
to students in the same grade level across the nation. The OLSAT was
chosen to measure a student's ability against his or her own achievement
level.

In the mathematics portion of the Stanford 10, which includes the two
major sections, Mathematical Problem Solving and Mathematical
Procedures, St. Michael's eighth grade students scored better than 89.0%
of all students in the nation. This score is well above the 78.0%
standard set by the U.S. Department of Education as being rated a top
ten percent (10.0%) school in the nation mathematically. In fact, this
eighth grade class has consistently scored very high in Total
Mathematics over the past five years with National Percentiles of 77.0%
in 2004, 86.0% in 2003, 91.0% in 2002, 88.0% in 2001, and 91.0% in 2000.
Additionally, the data revealed that out of 18 specific content and
skill sets in the mathematics section of the Stanford 10, St. Michael's
eighth grade students scored in the average and above average range in
15 sets. Assessment data also revealed that students in grades two, six,
and seven also performed in the top ten percent (10.0%) nationally, with
students in grades three and four within four and three percentage
points, respectively, from being rated top ten percent (10.0%).

Schoolwide, the Stanford 10 assessment data demonstrates that the math
program is making significant progress in that scaled scores are
progressively higher from kindergarten through eighth grade.

Reading scores on the Stanford 10 also show St. Michael students in the
top ten percent (10.0%) in the nation. Students in the eighth grade
scored above 74.0% of all students who took the Stanford 10 nationally.
Grades one and seven also performed in the top ten percent (10.0%)
nationally, with students in grades two and six being within two and
four percentage points, respectively, from being rated top ten percent
(10.0%).

Schoolwide, the reading subsets on the Stanford 10 also show scaled
scores progressively increasing from kindergarten through eighth grade.
In analyzing the subtests in Reading Vocabulary, with the exception of
one subset, Multiple Meaning Words, in each grade from two through
eight, 90.0% of all students scored in the average or above average
range. In Reading Comprehension, grades two and seven had 90.0% of all
students scoring in the average or above average range in every subset,
with grades three, four, and six students scoring in the 90.0% range in
seven of nine subsets.

**PART IV-2: The Use of Assessment Data to Understand and Improve
Student and School**

**Performance**

After the Stanford Achievement Test was administered in September, the
data were used in four diagnostic ways. The first was to determine
strengths and weaknesses in content area clusters in order to align the
curriculum to meet the needs of students. This is accomplished by having
each teacher complete a Class Performance Standards Chart.

The teacher checks "below average" clusters for each student. If a
pattern of check marks appears across a particular cluster, teachers can
immediately identify this cluster as an area of concern. Additionally, a
schoolwide benchmark is set to identify a percentage of "below average"
students, indicating that a cluster should be targeted for alignment.

The second use of assessment data is to track the progress of individual
students in a longitudinal study, using scaled scores (a mathematical
transformation of a raw score). Individual Scaled Score Performance
Charts are maintained on students in every subset cluster. Each
student's progress is monitored through the eighth grade as indicated by
the scaled scores.

The third use of assessment data is to identify students who show a
propensity for advanced material. Students are selected for advanced
math and reading classes and for placement in the Renaissance
Accelerated Math, Reading and Vocabulary computer programs by the use of
this data.

The fourth use of assessment data is as an indicator that additional
testing through the County Cooperative Testing Program may be needed to
determine if learning disabilities exist. Prescription Learning and
Title I students are also identified using this data.

**Part IV-3: The Communication of Student Performance to Parents,
Students and the**

**Community**

St. Michael School was founded to assist parents in the education and
spiritual formation of their children in a genuine spirit of Christian
love and responsible freedom. Communication of student performance,
therefore, is crucial in living out this philosophy.

Subject area objectives and expectations are communicated to parents at
"Meet the Teacher Night" at the beginning of the school year. Quarterly
report cards are sent to parents at the end of each nine-week period
with progress reports issued in the middle of each grading period.
Stanford Achievement Test results are given to parents with the first
report card along with a letter from the principal explaining the
results. Data are reported to and interpreted for parents through
parent-teacher conferences twice a year. Personal notes, phone calls,
website postings and individual conferences also are used. High honor
roll and honor roll students in grades 4-8 are recognized in the local
newspaper. The Houston Astros Straight A program honors high achievers
in grades 6-8. School news is also disseminated to each family through a
monthly newsletter.

Students at St. Michael School enjoy exceptional community attention for
achievement in local diocesan academic fairs and statewide recognition
for placing 1^st^, 2^nd^ or 3^rd^ over the past five years in the highly
competitive Private Schools Interscholastic Association state
competition. Some of the other programs students are involved in that
stimulate public recognition are as follows: Book It!, *National
Geographic* Geography Bee, *Readers' Digest* Word Challenge, Colorado
County Academic Rodeo (champions the last two years), *Victoria
Advocate* Junior Knowledge Bowl (placed 4^th^ out of 36 area schools),
*Houston Chronicle* Spelling Bee, WordMasters, Catholic Daughters of the
Americas Essay and Art Contest, Colorado Soil and Water Conservation
District Poster and Essay Contest, Veterans of Foreign Wars Patriot's
Pen Essay Contest, and the Duke University Talent Search.

**Part IV-4: How St. Michael Shares Its Success with Other Schools**

The principal of St. Michael School keeps current with local, state, and
national issues affecting education by attending monthly Diocesan
Administrators' meetings. The Diocese of Victoria also sponsors an
annual Catholic School Seminar in which administrators, faculty, and
staff may share accomplishments. The principal, along with several
faculty members, attends state conferences as well as the national
conference hosted annually by the National Catholic Educational
Association.

St. Michael's website, www.smsweimar.org, easily accessible by the
public, contains information concerning the operation of the school as
well as individual classrooms. A link to the principal's e-mail is
available at this site. The principal is present at community
activities, communicates with various community and corporate
organizations, and is an active board member of SWIFT (Schulenburg and
Weimar in Force Together), whose goal is to recognize the needs of the
two communities and to set up programs to alleviate these needs.

The local newspaper, *The Weimar Mercury,* and the Diocese of Victoria
newspaper, *The Lighthouse,* are other avenues in which St. Michael
shares its successes. St. Michael provides an article to *The
Lighthouse* annually during national Catholic Schools Week which
highlights the school's accomplishments during the past year.

The "Lomodong Jar" is an opportunity to share the school's spiritual
message globally. The students of St. Michael School have adopted a
handicapped student in Kenya and contribute funds to help pay for his
clothing, books, school supplies, and medications.

Finally, the students, faculty, and parents are excellent spokespersons
for the school. They take great pride in working hard to represent the
school at local and state competitions and activities.

**[CURRICULUM AND INSTRUCTION]{.underline}**

**Part V-1: St. Michael School Curriculum**

Curriculum design for St. Michael School has the goals of the Texas
Catholic Conference Education Department as its basic framework. The
educational process develops student proficiency in skills that foster
the ability to think critically and communicate effectively. Through the
Diocese of Victoria, St. Michael's curriculum provides instruction which
ensures effective scope and sequencing of educational objectives within
each subject area.

**The Mathematics curriculum** in Pre-K4 through eighth grade utilizes
the Saxon Mathematics/Algebra Series. Stressing the mastery of
mathematical concepts through long-term practice, students develop
successful problem-solving skills as evidenced by high SAT 10 scores
(89.0% in grade eight) and success in local and state academic fairs.
Additionally, every advanced eighth grade student who has taken Algebra
I at St. Michael School has been granted high school credit for the
course. The Renaissance Accelerated Math program is available to all
students.

**The Science curriculum** includes hand-on activities from life, earth
and physical science. The goal of this program is to help the student
apply the skills of scientific inquiry in order to become scientifically
and technologically literate. Students in the seventh and eighth grades
participate in "ECyber Mission," a national program sponsored by the
U.S. Army whereby students identify a problem in their community,
formulate a hypothesis, conduct research, experiment, and submit their
project, via computer, to the Army.

**The Social Studies curriculum** prepares students to take an active
role in our democracy by studying the political systems as outlined in
their textbooks as well as in current events. Every student from first
through eighth grade learns the "Presidents' Song," which lists all U.S.
presidents in order. Every student in grades four through eight
identifies all fifty states and their capitals on a map.

**The Religion curriculum** inspires the students to live their religion
through daily prayer, attendance at Mass, special devotions, service,
and their relationships with others. Through the study of Scripture,
sacraments, prayer, family life and morality, the students are equipped
to be leaders in the Church and witnesses to the Gospel, and to develop
a personal relationship with Jesus.

The focus of **the Spanish curriculum**, presented three times a week
throughout the year to grades six through eight, is to develop skills in
basic structures, expressions, vocabulary and grammar while becoming
familiar with Mexican culture. Students in the lower grades work toward
language proficiency in Spanish through kits and video programs.

**The Fine Arts program** includes Speech, which is taught weekly in
grades five through eight. Students in first through eighth grades
participate in PSIA competition in Storytelling, Prose and Poetry
Interpretation, Impromptu or Modern Oratory. Special Choir/ Tone Chime
Choir is offered to all students in grades three through eight. All
students presently in grades four through eight are members of the St.
Michael School Band. The Christmas pageant, involving the entire school,
is presented twice each year for standing-room-only crowds comprising
the Weimar community. Easter and Veterans' Day programs also draw large
community crowds. Art is taught weekly in all grades. Students
participate in various poster contests, and students in the upper grades
study still-life drawing.

**Physical Education** classes are held daily for students in grades
Pre-K4 through four and at least twice each week for grades five through
eight. Students in grades one through eight participate in the
Presidential Physical Fitness Program, and students age eight and above
in the Punt, Pass, and Kick competition. Middle school students may
participate in football, volleyball, basketball, soccer, track, and
softball in addition to their regular Physical Education program.

**The Technology curriculum** offers proficiency in keyboarding and
computer literacy as well as application, using critical thinking skills
and problem solving.

.

**Part V-2: St. Michael School Reading Curriculum**

The reading program at St. Michael School promotes phonics and provides
students the skills necessary to read fluently and with good
understanding. Pre-K4 through third grade use the Saxon Phonics program,
in conjunction with integrated language arts, to allow students to
develop proper writing, grammar, and spelling skills. Grades one through
six use the integrated language arts approach because it emphasizes the
writing process as well as focusing on spelling rules, proper grammar,
mechanics and usage. Because it gives students the opportunity for total
language growth, the school faculty selected a series that makes
connections between and across subject areas. Reading selections offer
activities that tie in with the core curriculum areas and with art,
music, physical education and health. A Vocabulary Workshop program was
adopted in grades two through eight when vocabulary and spelling skills
were perceived by the faculty to be low. The Sadlier series is based on
the latest research in the areas of vocabulary development and
vocabulary skills. To enhance the vocabulary program, students also
participate in WordMasters and the *Readers' Digest* Word Power
Challenge. The Renaissance Accelerated Reading program encourages
reading at all levels by rewarding students for books read. Library
periods are scheduled weekly for each class, where students receive
instruction on library use and may check out books from the 7640-volume
library. Silent reading is practiced daily in class, and book reports
are required in all grades.

**Part V-3: St. Michael School Religion Curriculum**

The philosophy of St. Michael School states, "St. Michael School,
through daily religious instruction, the liturgy, and the sacraments,
strives to provide opportunities and challenges for the development of
well-integrated spiritual values." The religion curriculum's positive
approach to living out the Gospel fosters and promotes high expectations
of witnessing gospel values and virtues throughout the school as well as
the community. Students are reminded about being friendly, respectful,
responsible and Christlike as they recite the Mission Statement during
morning prayers. Basic elements of respect such as greeting each other,
answering adults with "Yes, Ma'am" and "No, Sir," having older students
helping younger students, and putting special emphasis on tolerance are
expectations of all members of the school family. Students honor their
parents, grandparents, and other supporters of the school at special
events including Thanksgiving Share-A-Meal and Catholic Schools Week.

Responsibility is demonstrated by the students' living their faith
through service projects. A minimum of fifteen service hours is required
of all eighth graders. The older students help at local Knights of
Columbus and Catholic Daughters functions, lector, sing, and serve at
liturgical celebrations. They also help supervise younger students at
school Masses, clean cafeteria tables after lunch, and keep the school
grounds free of litter. Students visit the local nursing centers, join
the residents at Mass, and present programs throughout the year. The
entire school conducts a food drive at the annual Thanksgiving Mass in
order to make Christmas baskets for the needy of the community. During
Lent, a collection is taken up each week at Mass to help support a
medical mission in Kenya, Africa. During this school year, several
classes held fundraisers for hurricane victims.

A Family Life unit is taught in grades one through eight each year to
complement the religion program.

**Part V-4: St. Michael School's Instructional Methods to Improve
Student Learning**

Renowned Learning Style consultant, Dr. Rita Dunn, speaking to the
faculty of St. Michael School, said "The philosophy of 'one size fits
all' education is damaging to children whose learning styles do not
respond well to it." Since St. Michael School goals reflect the
sacredness of individuality, teachers could easily transfer Dr. Dunn's
pedagogy into the classroom. Manipulatives are used extensively with the
math, phonics, and science programs to accommodate students who are
kinesthetic and/or tactile learners. Similarly, creative presentations
such as book reports written as T.V. ads or rap songs, and lessons acted
out as skits, are used frequently. Power point presentations are
prepared and presented by all fifth through eighth graders to motivate
visual learners. Peer tutoring, group projects, cooperative learning,
and individual computer research are methods of instruction utilized in
all subject areas to encourage different learning styles.

Prescription Learning and other computer programs, as well as one-on-one
and small-group instruction are provided by the Title I teacher aide for
students in grades one through eight who score 35% or below on the Math
or Reading section of the SAT test or who are experiencing difficulty
with math and/or reading.

Gifted and Talented students are advanced to higher levels of
Mathematics and Reading as indicated by SAT scores and on
recommendations of teachers.

Numerous field trips enhance the curriculum at each grade level. For
example, grades one through four and seven visit area and state
historical sights. Grade five attends Farm Safety Day, and grade six
visits the local power plant. Eighth graders take a four-day tour of
Washington, D.C.

**Part V-5: St. Michael School Professional Development Program**

Professional development at St. Michael School is recognized as an
essential component in fostering the instructional expertise of the
faculty. The minimum requirement of eight hours of professional growth
per year is required of every faculty member, but most teachers exceed
this requirement. The Pre-K4 teacher has recently been trained in Zoo
Phonics through Region III Education Service Center, and the science
teacher was awarded a grant through the University of Houston to
participate in the workshop, "Science for Middle School Teachers --
Investigating-Inquiry-Based Science Education\..." Other teachers
participate in Region III Education Service Center workshops offered
throughout the year and other inservices offered by the diocese.

The highlight of professional development for St. Michael School was to
invite nationally renowned Learning Style specialist, Dr. Rita Dunn, to
present a workshop on "Teaching and Learning Styles" to the faculty of
St. Michael and other invited educational personnel. The insight into
learning style theory proved invaluable in the classroom.

Since St. Michael School is located in a rural area, teachers are
encouraged to attend local, state and national conventions to ensure
that St. Michael School continues to maintain a perspective that is
reflective of global education innovations. In 2005, three teachers
attended the National Catholic Educational Association (NCEA) convention
in Philadelphia, and this April, nine faculty members will attend the
NCEA convention in Atlanta. The computer technologist attends the Texas
State Technology convention.

Because St. Michael School has several students with Attention Deficit
Disorder (ADD) and diabetes, a workshop on ADD was conducted by a local
doctor, while a nurse who specializes in diabetes spoke on behalf of
students with diabetes.

**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): [National Catholic Educators
    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 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$ [1650.00\_\_]{.underline} \$[1650.00\_\_]{.underline}
\$[1650.00\_\_]{.underline} \$[1650.00\_\_]{.underline}
\$[1650.00\_]{.underline} \$[1650.00\_\_]{.underline}

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

\$[1650.00\_\_]{.underline} \$[1650.00\_\_]{.underline}
\$[1650.00\_\_]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

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

12^th^ Other

4.  What is the educational cost per student?
    \$[3052.00\_\_]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[1402.00\_\_\_]{.underline}

6.  What percentage of the annual budget is devoted to
    [\_\_2.0\_\_]{.underline}%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
[\_\_10.0\_\_]{.underline}%

PART VII -- ASSESSMENT RESULTS

ASSESSMENT DATA REFERENCED AGAINST NATIONAL NORMS

With Subgroups

St. Michael School

Stanford Achievement Test

10^th^ Edition

Harcourt Publishing

Scores are reported here as percentiles.

No students are excluded from the test.

  ---------------------------------- ------------ ------------ ------------
                                     2005-06      2004-05      2003-04

  Testing Month                      September    September    September

  **Grade 8**                                                   

  Reading                            74           64           61

  Mathematics                        89           76           73

  Number of students tested          15           16           18

  Percent of total students tested   100          100          98

  Number of students excluded        0            0            1

  Percent of total students excluded 0            0            2

  **SUBGROUP SCORES**                                           

  Hispanic students                                             

  Reading                            60           44           46

  Mathematics                        75           55           58

  Number of students tested          4            5            4

  Economically Disadvantaged                                    

  Reading                            39           45           32

  Mathematics                        70           56           46

  Number of students tested          2            2            2

  **Grade 7**                                                   

  Reading                            78           70           68

  Mathematics                        89           77           81

  Number of students tested          12           13           12

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **SUBGROUP SCORES**                                           

  Hispanic students                                             

  Reading                            83           87           74

  Mathematics                        90           97           87

  Number of students tested          1            1            1

  Economically Disadvantaged                                    

  Reading                            85           71           60

  Mathematics                        81           77           66

  Number of students tested          1            1            2
  ---------------------------------- ------------ ------------ ------------

  ---------------------------------- ------------ ------------ ------------
                                     2005-06      2004-05      2003-04

  Testing Month                      September    September    September

  **Grade 6**                                                  

  Reading                            74           83           73

  Mathematics                        86           86           78

  Number of students tested          18           17           21

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **SUBGROUP SCORES**                                          

  Hispanic students                                            

  Reading                            58           63           57

  Mathematics                        70           70           70

  Number of students tested          3            3            3

  Economically Disadvantaged                                   

  Reading                            50           46           41

  Mathematics                        56           58           63

  Number of students tested          2            2            2

  **Grade 5**                                                  

  Reading                            63           56           59

  Mathematics                        61           58           49

  Number of students tested          9            9            9

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **SUBGROUP SCORES**                                          

  Hispanic students                                            

  Reading                            69           68           NA

  Mathematics                        69           85           NA

  Number of students tested          1            1            0

  Economically Disadvantaged                                   

  Reading                            54           47           52

  Mathematics                        30           37           18

  Number of students tested          2            3            3

  **Grade 4**                                                  

  Reading                            66           63           73

  Mathematics                        76           71           81

  Number of students tested          12           11           11

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **SUBGROUP SCORES**                                          

  Hispanic students                                            

  Reading                            59           48           70

  Mathematics                        70           86           75

  Number of students tested          3            1            1

  Economically Disadvantaged                                   

  Reading                            48           47           47

  Mathematics                        59           52           66

  Number of students tested          4            3            3

                                                               

                                                               

                                     2005-06      2004-05      2003-04

  Testing Month                      September    September    September

  **Grade 3**                                                  

  Reading                            57           64           67

  Mathematics                        67           68           66

  Number of students tested          13           11           9

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **SUBGROUP SCORES**                                          

  Hispanic students                                            

  Reading                            41           50           21

  Mathematics                        52           60           32

  Number of students tested          4            3            2

  Economically Disadvantaged                                   

  Reading                            35           49           38

  Mathematics                        46           59           44

  Number of students tested          3            2            3

  **Grade 2**                                                  

  Reading                            65           62           51

  Mathematics                        83           74           57

  Number of students tested          12           12           14

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **SUBGROUP SCORES**                                          

  Hispanic students                                            

  Reading                            88           38           25

  Mathematics                        50           28           37

  Number of students tested          1            1            1

  Economically Disadvantaged                                   

  Reading                            88           38           25

  Mathematics                        50           28           37

  Number of students tested          1            1            1

  **Grade 1**                                                  

  Reading                            72           61           

  Mathematics                        61           49           

  Number of students tested          24           22           

  Percent of total students tested   100          100          

  Number of students excluded        0            0            

  Percent of total students excluded 0            0            

  **SUBGROUP SCORES**                                          

  Hispanic students                                            

  Reading                            61           54           

  Mathematics                        49           32           

  Number of students tested          5            2            

  Economically Disadvantaged                                   

  Reading                            46           4            

  Mathematics                        23           16           

  Number of students tested          2            1            
  ---------------------------------- ------------ ------------ ------------

  ---------------------------------- ------------ ------------ ------------
                                     2005-06      2004-05      2003-04

  Testing Month                      September    September    September

  **Kindergarten**                                             

  Reading                            56                        

  Mathematics                        42                        

  Number of students tested          16                        

  Percent of total students tested   100                       

  Number of students excluded        0                         

  Percent of total students excluded 0                         

  **SUBGROUP SCORES**                                          

  Hispanic students                                            

  Reading                            37                        

  Mathematics                        75                        

  Number of students tested          1                         

  Economically Disadvantaged                                   

  Reading                            NA                        

  Mathematics                        4                         

  Number of students tested          1                         
  ---------------------------------- ------------ ------------ ------------

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