##### *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 [Sister Bernarda Bludau]{.underline}

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

Official School Name [St. Patrick School]{.underline}

(As it should appear in the official records)

School Mailing Address [9635 Ferndale Road]{.underline}

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

[Dallas Texas 75238-2736]{.underline}

City State Zip Code+4 (9 digits total)

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

Telephone [(214 ) 348-8070]{.underline} Fax [( 214 )
503-7230]{.underline}

Website/URL [www.stpatrickschooldallas.org]{.underline} E-mail
<stpats@stpatrickschooldallas.org>

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 [December 13, 2004]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. C. Charles LeBlanc]{.underline}

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

District Name Tel. [( )]{.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 [December 13, 2004]{.underline}

(Superintendent's Signature)

Name of School Board Mr. Kevin Bartholomew

President/Chairperson

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

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

Date [December 13, 2004]{.underline}

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

1\. Number of schools in the district: [NA]{.underline}\_\_ Elementary
schools

[NA]{.underline} Middle schools

[NA]{.underline} Junior high schools

[NA]{.underline} High schools

[NA]{.underline} Other

[NA]{.underline} TOTAL

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

Average State Per Pupil Expenditure:
[\_\_\_\_NA]{.underline}\_\_\_\_\_\_

**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\. [20]{.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:

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 13%" />
<col style="width: 3%" />
<col style="width: 13%" />
<col style="width: 11%" />
<col style="width: 13%" />
<col style="width: 13%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><strong># of Males</strong></td>
<td colspan="2"><strong># of Females</strong></td>
<td><strong>Grade Total</strong></td>
<td></td>
<td><h6 id="grade">Grade</h6></td>
<td><strong># of Males</strong></td>
<td><strong># of Females</strong></td>
<td><strong>Grade Total</strong></td>
</tr>
<tr class="even">
<td><strong>PreK</strong></td>
<td>36</td>
<td colspan="2">38</td>
<td><strong>74</strong></td>
<td></td>
<td><strong>7</strong></td>
<td>33</td>
<td>23</td>
<td><strong>56</strong></td>
</tr>
<tr class="odd">
<td><strong>K</strong></td>
<td>29</td>
<td colspan="2">17</td>
<td><strong>46</strong></td>
<td></td>
<td><strong>8</strong></td>
<td>27</td>
<td>27</td>
<td><strong>54</strong></td>
</tr>
<tr class="even">
<td><strong>1</strong></td>
<td>29</td>
<td colspan="2">22</td>
<td><strong>51</strong></td>
<td></td>
<td><strong>9</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>2</strong></td>
<td>27</td>
<td colspan="2">27</td>
<td><strong>54</strong></td>
<td></td>
<td><strong>10</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>3</strong></td>
<td>22</td>
<td colspan="2">28</td>
<td><strong>50</strong></td>
<td></td>
<td><strong>11</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>4</strong></td>
<td>22</td>
<td colspan="2">32</td>
<td><strong>54</strong></td>
<td></td>
<td><strong>12</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>5</strong></td>
<td>27</td>
<td colspan="2">26</td>
<td><strong>53</strong></td>
<td></td>
<td><strong>Other</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>6</strong></td>
<td>27</td>
<td colspan="2">23</td>
<td>50</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="6"><strong>TOTAL STUDENTS IN THE APPLYING SCHOOL
→</strong></td>
<td><strong>542</strong></td>
</tr>
</tbody>
</table>

6\. Racial/ethnic composition of [82]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[12]{.underline} % Hispanic or Latino

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

[0]{.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      1
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

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

  **(4)**                   Total number of students in 542
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .004
                            by total in row (4)         

  **(6)**                   Amount in row (5)           .4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [.4]{.underline}%

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

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

Specify languages: Arabic, Spanish

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

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

> .

10\. Students receiving special education services: [5]{.underline} %

[27]{.underline} Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_[27]{.underline} Specific Learning Disability

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

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

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

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

    **Number of Staff**

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

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

Classroom teachers [20]{.underline} [9]{.underline}

Special resource teachers/specialists [2]{.underline} [3]{.underline}

Paraprofessionals [10]{.underline}

> Support staff [3]{.underline}
>
> Total number [26]{.underline} [23]{.underline}

12\. Average school student-"classroom teacher" ratio:
[19-1]{.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           97%         98%         98%         97%         98%
  attendance                                                              

  Daily teacher           99%         99.5%       99.5%       99%         99%
  attendance                                                              

  Teacher turnover rate   6%          3%          3%          3%          6%

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

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

# Part III -- SUMMARY

St. Patrick School, located in Dallas, Texas, is a
pre-Kindergarten-8^th^ grade school serving the children of the Catholic
Diocese of Dallas. Founded in 1963, the mission of St. Patrick School is
to fulfill the educational ministry of the Catholic church. The school
exists to provide an educational program that challenges and nurtures
each child's unique abilities. The school seeks for the child to reach
the highest possible level of potential in all aspects of life --
spiritual, moral, intellectual, physical and emotional. St. Patrick
educates the whole student through academic instruction, its fine arts
and athletic programs, and community service outreach.

While serving a population of 542 students, St. Patrick School offers a
challenging academic program for many types of learners. Using a
curriculum provided by the Diocese of Dallas based on Texas Essential
Knowledge and Skills (TEKS), teachers develop relevant, content and
ability appropriate lessons that challenge individuals' strengths and
accommodate learning differences. Subjects are departmentalized in each
grade level to highlight teachers' content area strengths. The
administration is highly supportive of teachers and programs while
offering many opportunities for growth in students and instructors
alike.

Most students enter the high school of choice with approximately
seventy-six percent continuing at Catholic high schools. Last year the
Duke University Talent Identification Program invited sixty-three
percent of the seventh grade class to participate in its program. Of the
students who did, forty-seven percent were recognized on the State Level
and ten percent were recognized on the Grand Level.

Using standardized test results and classroom performance, the faculty
seeks to identify those students with possible learning differences for
diagnostic assessment and early intervention. Twelve percent of the
population has strategy folders to address learning differences. All
mild to moderate learning differenced children are taught in the
mainstream classroom with more than ten percent of these students in
grades 1-4 receiving additional assistance in the Alphabetic Phonics
program. Through the care and attentiveness of the faculty, students are
monitored for progress, and instructors communicate regularly with
parents, speech and language therapists, occupational therapists, and
tutors.

St. Patrick School has strong resources that support primary
instruction. The library/media center has an extensive collection of
books, media, and reference material used by teachers and students in
support of unit and individual study. Classes meet in the library once a
week for library and research skills. The media center with 30 internet
wired computers offers a setting for content area and technology
instruction. Students regularly use it and the computer lab to access
technology for cross-curricular activities.

The fine arts program engages students with mediums of self-expression
in speech and drama, visual art, band, hand bell choir, and vocal choir
in which each grade level's choir worships with the parish community on
a regular basis. The spring musical production is a dynamic program
engaging approximately forty percent of the junior high student body.
The athletic program has interscholastic teams for the 5^th^-8^th^ grade
in football, softball, and boys and girls volleyball, basketball, and
track.

St. Patrick School offers many opportunities for students to grow
spiritually and emotionally through attendance at mass, daily prayer,
religion class, and outreach programs. Through active organizations like
NJHS, Student Council, and Panther Pride Service Group, many activities
are held to help others in need. These annual events include a school
supply drive for an orphanage school in Nicaragua, the collection of
stuffed animals for a children's hospital, fundraisers for the Leukemia
and Lymphoma Society and the American Heart Association, and two food
drives for the needy.

St. Patrick School benefits from the strong support of parents who join
the student, teacher, and

administrator in the collaborative effort of education. Most parents are
highly responsive to the needs of their children as well as the school
at large. The Parent and Teacher (PATs) Club supports the efforts of the
school with generous financial donations and with the time and talent of
parent members.

# Part IV - INDICATORS OF ACADEMIC SUCCESS

# 1: The Meaning of St. Patrick School Assessment Results in Reading and Mathematics

The Stanford Achievement Test, Ed. 10 was administered to students in
grades 1-8 in April of 2004 and the Otis-Lennon School Ability Test
(OLSAT) was administered in the same time frame to the third, fifth, and
seventh grade students. These particular tests are the format mandated
by the Diocese of Dallas to measure individual and school wide
achievement while providing a basis for comparison among diocesan
schools. The OLSAT is a useful tool in measuring an individual's
potential against his or her performance, but does not serve as an
effective indicator of school wide strengths or weaknesses. The SAT, as
an assessment tool, offers a snapshot of the school's and of an
individual's achievement in this venue.

The SAT is a norm-referenced test, that is, the scores produced by the
test gain interpretive value when compared to the scores of a group of
similar people who have already taken the test. St. Patrick uses the
information provided by the SAT as an assessment tool to track progress
in the school and in individuals, to identify those students with
possible learning differences, and to examine the strengths and
weaknesses of particular content areas and skills so meaningful
adjustments in the curriculum can occur.

In analyzing the reading scores from the April 2004 SAT, several
significant patterns emerge. Primarily, there are several indicators
that the reading program is a strong one at St. Patrick. In the total
reading scores, the stanines are 7 or greater and 80% or more of
students who took the test scored better than the national average.
Stanines are a nine-point score scale in which the first three stanines
(1-3) are below average, the next three stanines (4-6) are average and
the top three stanines (7-9) are above average. The scaled score (the
raw score adjusted by a test conversion chart), for this portion
increases in most cases with each successive grade level. This data, as
well as the identified group of minority students, does point out that
successful classroom instruction is going on from year to year within
the reading program.

In looking at reading subtests, there are certain areas where scores
indicated possible areas of growth. In three of the reading subtests in
grade one, the stanine was 6 with the percentage of students scoring
better than the national average between 66%-74%. These numbers are
average and can be explained literally by the learning curve that exists
as literacy emerges in a student group. These three content and process
clusters (specific content and skill sets) are areas to be monitored by
those students' present teachers. In sixth grade the vocabulary subtest
has a stanine of 6 with 76% of students scoring better than the national
average. According to the content cluster, instruction for those
students should emphasize multiple meaning word and context clues so as
to address this disparity.

The math scores from this achievement test offer several indicators that
the math program is successful and is especially strong in grades 6-8.
In studying the total math scores, the stanines range from 6-9. The
scaled score for this portion increases with each successive grade
level. Like in the reading portion, this analysis does indicate that
meaningful instruction is occurring because with each progressive grade
level the scaled score is higher. Notable are the substantial scores in
grades 7-8 in the total math category and problem solving subtest. In
these four groups of scores, the stanine was 8 and 90% or more of
students who took the test scored better than the national average.

The total math scores and subtest scores indicate several areas in which
instruction should be closely monitored and adjusted as necessary. In
studying the mathematics procedures subtest, several grade levels had
stanines of 6 or less than 80% of students did better than the national
average. With closer examination, content and process clusters indicate
instructional attention should be given to computation, symbolic
notation, and number facts. By employing the standardized test results,
problematic areas are identified and monitored to insure students
receive the educational instruction necessary for success.

## Part IV 2: The Use of Assessment Data to Understand & Improve Student & School Performance

St. Patrick School administers the Stanford Achievement Test annually
and evaluates the data as a tool to identify the strengths and possible
weaknesses of the academic program as well as that of individual
students. The faculty members review the classroom test results and
evaluate the data to determine the success of the students compared to
other students nationwide. Particular attention is paid to the content
and process clusters that break down the subject subtest into content
areas and skills. This data offers very succinct information on areas of
success while highlighting possible areas of growth.

The faculty then uses this information as a springboard for long range
planning and emphasis within classroom and content area. The adoption of
a phonics based language arts program on the primary level was
determined in part by test data analysis. The scores are evaluated test
to test to track improvement within the student body. The Otis-Lennon
School Ability Test (OLSAT) is administered in grades 3, 5, and 7 and
results are evaluated on an individual basis for discrepancies between
ability and performance.

For the individual student, St. Patrick School employs the test results
as a valuable tool to measure achievement and to highlight possible
areas of concern. Along with classroom performance, achievement test and
OLSAT data is used as an indicator that diagnostic testing for learning
differences might be necessary. Test results are then passed to the
educational diagnostician to assist with further evaluation. Test data
is also reviewed as an indicator for grade level retention.

During parent teacher conferences, test results, especially content and
process clusters, are used to highlight individual strengths and
weaknesses. Achievement test results of seventh grade are reviewed to
determine eligibility for participation in the Duke University Talent
Identification Program. In grades 4-8 the test scores identify students
eligible for the DECATS program, a diocesan wide summer enrichment
program whose focus is to challenge young scholars and to make a direct
impact on the learning environment of the participants.

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

St. Patrick School Faculty acknowledges its role as a partner with
students, parents and the community in the formation of children. The
administration and faculty believe it is crucial for the students'
success that there be open communication among the partners.

In 1^st^-8^th^ grade, report cards are sent home quarterly with detailed
progress reports issued in all subjects at mid-quarter. Discipline
reports are sent with the report card and progress report.
Pre-Kindergarten and Kindergarten send home periodic progress reports
with a readiness test and conference held in the spring semester.
Student achievement in 5^th^-8^th^ grade is recognized with a
three-tiered honor roll that is announced quarterly and posted in the
main hallway. Student projects are displayed throughout the school.
Weekly folders containing student work, tests and communications are
sent home in grades K-6.

Strong emphasis is placed on parent teacher conferences to communicate
student performance and concerns. Scheduled parent teacher conferences
are held twice yearly after the first and third quarter report cards are
issued. Throughout the school year, conferences, both formal and
informal, are held as necessary to address academic or behavioral
issues. Parents and teachers use e-mail and voice mail systems to
communicate regularly.

The individual test results of the Stanford Achievement Test and the
Otis-Lennon School Ability Test (in grades 3,5, and 7) are sent home
with a detailed explanation to assist with the parents' interpretation
of the data. Conferences are scheduled if further explanation is
necessary or if test scores indicate a discrepancy between performance
and potential.

An open house is held annually during which potential students and
parents as well as community members are invited to tour the school,
interview teachers, and observe the accomplishments of St. Patrick
students.

**Part IV 4: How St. Patrick Shares Its Successes with Other Schools**

Just as the mission of St. Patrick School is to cultivate in the student
the highest possible level of potential in all aspects of life, the
students, faculty and administration realize that equally important is
the responsibility to encourage others to the same level of achievement.
St. Patrick School shares successes with other students and faculty by
inviting them to our campus for various activities and by going out into
the community and sharing achievements near and far.

For students in 1^st^-8^th^ grade, St. Patrick School hosts two academic
competitions to test themselves against their own accomplishments and
those of others. The St. Patrick Academic Fair is an invitational event
during which students from seven diocesan schools compete in contests
including prose reading, on-site drawing, mental math, spelling, and
algebra. St. Patrick School is a member of the Private School
Interscholastic Association (PSIA), a group which offers opportunities
for students to share their individual successes in 19 contest
categories with their peers throughout the state of Texas. St. Patrick
hosts its district meet and, with more than sixty school represented at
the state level, St. Patrick has finished in one of the top three
positions five times since 1998. Students share educational experiences
with other schools at speech meets, science fairs, athletic events,
spelling bees, and geography bees. In the DI (Destination Imagination)
Program students participate in long term and spontaneous problem
solving skills. In addition to the local and regional level, students
have advanced to the state and world level.

Primary level students visit our sister school, St. Mary of Carmel and
bring school supplies to them. Junior high students are active in the St
Patrick Refugee Program that assists Sudanese refugees in developing
life skills.

The faculty and administration share with peers successes, achievements
and the knowledge base that they have acquired. Master teachers share
their expertise at diocesan level workshops and faculty members from
other schools frequently observe their counterparts at St. Patrick. The
administration belongs to the Principal and Assistant Principal
Associations and hosts meetings on campus annually during which
collaborative sharing of ideas and successes occur.

# 

# 

# 

# 

# Part V -- CIRRICULUM AND INSTRUCTION 1: St. Patrick School Curriculum

With its goal of each child reaching his or her highest academic
potential, St. Patrick School uses the curriculum provided by the Dallas
Diocese Department of Education to guide classroom instruction and long
range academic goals. It includes both skill sets and scope and
sequencing for content areas described below. While consisting of Texas
Essential Knowledge and Skills in each content area, this curriculum is
enriched by the inclusion of Catholic foundational principles.

The **math program,** using the Sadlier-Oxford Math Series New Progress
in Mathematics, Grades 1-8, and the Glenco McGraw Hill and the Houghton
Mifflin-McDougal, Grade 8 Algebra, focuses on concepts, computation,
problem solving, and hands-on activities. Students in grades 1-8
participate in Math Month activities and Math contests. Students in
grades7-8 participate in Math Counts and the online Stock Market Game.

In the primary grades, the **language arts program** emphasizes
phonological awareness, literacy, and written expression. The objectives
are accomplished with explicit guided instruction in systematic phonics,
a comprehensive reading program, grammar, and Power Writing taught in
all grades. Grouping addresses different ability levels. The Alphabetic
Phonics program allows for necessary remediation. At the intermediate
and middle school level, the curriculum exposes students to different
genres of literature and literary elements as more advanced reading
skills are introduced and practiced. With a supplemental vocabulary
program, writing and grammar skills are developed and practiced across
the curriculum.

The **science program** develops in students a method of inquiry into
the natural world in\
accordance with the National Science Education Standards. Students are
exposed to the micro/macro cosmic world and gain an understanding of
scientific concepts and theories through hands on experience and
implementation of technology. Through the use of the science lab,
science camps, and onsite weather station, K-8^th^ grade students engage
in this inquiry.

The **social studies program** emphasizes the understanding of self and
others with the study of past and present societies, the examination of
state, national, and world geography, and the awareness of distinct
cultural heritages. Technology is widely employed by all students in
this endeavor. On the primary level, students explore colonial life and
explore other customs through cultural meals. In grades 3-8, multiple
field trips greatly enhance the study of state, national, and world
heritages.

The primary focus of the **Spanish language program** is to provide
students with an introductory experience of the Spanish language and to
the social aspects of the language -- culture, history, and geography.
Meeting three periods a week, students in grades 7-8 are taught with
numerous methodologies such as listening activities, extended writing,
and spoken presentations. Hispanic religious feast days are celebrated
school wide with dramatic presentations. As part of the strategic plan
of the school, grades 1-6 will be added to the Spanish language program
in the fall of 2005.

The **fine arts program**, which consists of visual arts, music, speech
and drama, band, vocal choir, hand bell choir and theatre arts,
emphasizes the importance of fine arts for the beauty of human
expression, the possibilities of communication, and self-fulfillment.
This very dynamic program offers opportunities for all students,
K-8^th^, to learn basic knowledge of the art, express themselves in a
medium other than one strictly academic, and perform for peers, family,
and the community at large.

The **religion program** fulfills one of the school's primary goals, to
teach Catholic Christian beliefs, traditions, and values that encourage
each student to live and share the gospel message in word and deed.
Grades K-8^th^ actively participate in these curriculum objectives
through classroom instruction, twice weekly worship and liturgical
celebrations, and community building and service activities such as food
drives for homeless shelters and life skills training for Sudanese
refugees.

The objective of the **computer technology program** is for students to
develop technological literacy, critical thinking skills, and skills
necessary to participate fully in society. Grades K-8^th^ use the
computer lab for class twice a week and instruction includes use of
computer hardware, application software, and emerging technologies such
as the Internet and presentation software.

Physical Education classes are daily for 1^st^-2^nd^ grade and twice
weekly in 3^rd^-8^th^ grade. Elective classes in 6^th^-8^th^ grade are
offered twice weekly and include Science Fair, Math Counts, Line Design,
Brain Games, News Currents, Art, Choir, Speech and Drama, Band, and Web
Design.

##  Part V 2a The Reading Curriculum at St. Patrick School

The reading program is based on the principle that literacy and cohesive
verbal and written expression are fundamental to a child's success in
education and life. St. Patrick chose a phonics- based program as a
result of standardized test data, needs assessment, and the
recommendation of master teachers. In the primary grades it allows for
the immersion of students in all aspects of developing literacy:
phonemic awareness, phonics, fluency, vocabulary, and reading
comprehension. The reading programs in 3^rd^-8^th^ were chosen as
sequential blocks built on the emergent literacy of the younger grades.

In grades K-2, the reading program uses the Saxon Phonics program and a
comprehensive basal reading series. The instruction is systematic and
explicit, developing the foundational skills of phonemic awareness,
phonics, reading comprehension, spelling, vocabulary, and handwriting.
The comprehensive grammar program and spelling lists are aligned to
reinforce studied skills. Composition is taught using Power Writing, a
method that teaches students to use graphic organizers to structure
written ideas.

The intermediate grades use the same reading series supplemented with
novel units. Phonics based skills are reinforced and more sophisticated
reading and study skills are introduced. Vocabulary skills are expanded
and literary elements such as plot, inference, point of view, and
figurative language are introduced. Choosing novels of different genres,
students write monthly book reports using Power Writing.

In junior high, the reading program emphasizes the literary genres and
students are introduced to a comprehensive offering of literary
elements. Students read textbook literature and novels and implement
high-level literary analysis. Students incorporate film into their study
as an additional medium of interpretation. Students maintain reading
logs, complete book reports using presentation software, perform
dramatic interpretations of selections, and offer persuasive book
reviews.

So that all students can attain early literacy, the Alphabetic Phonics
program is offered in grades 1-4. Students with diagnosed learning
differences are immersed in this pullout, individualized multisensory
approach to reading and composition that emphasizes phonological and
phonetic awareness. The Accelerated Reader program is widely used in
grades 1-5 and summer reading is assigned throughout the grade levels.

**Part V 3 The Math Curriculum at St. Patrick School**

## St Patrick School's mission statement acknowledges the academic programs at St. Patrick School seek to challenge and address each child's unique ability while encouraging each to great achievement. One program that reaches this goal especially well is the math program.

Led by master teachers in grades K-8, this program offers a cohesive
methodology to include many learning styles while offering substantive
skill sets and scope and sequence. Acquiring mathematical theory and its
practical application is an on-going sequential process. Concepts and
skills are reinforced throughout the year and from grade to grade with
emphasis placed on real world application of these concepts. Students
are taught the appropriate use of mental math, written math, and
calculator skills, at all grade levels. In 3^rd^-8^th^ grade, classroom
performance and standardized test scores determine grouping.

In the primary grades, the math program utilizes manipulatives in a
hands-on approach to learn basic math operations. The use of counters to
examine multiplication and division, Algebra tiles to model addition and
subtraction of integers, and geo-boards to study geometry encourages the
development of abstract thinking through concrete models.

In the upper grades, the math program reviews basic skills and
introduces more sophisticated concepts such as multi-step applications
and algebraic formulas. Problem-solving strategies, such as tables and
graphs, charts, models, and formulas, are applied to real life
situations. Students are given open-ended problems to investigate and
projects that promote student initiated learning. Algebra is offered to
accelerated students. The Math Counts program in grades 7-8 reinforces
problem-solving skills. Formal and informal tutoring accommodates all
learners.

With this dynamic program much interest is generated among students and
is reflected in Math Month, a school wide event emphasizing everyday
aspects of math. This enthusiasm is evident in the success of students
in math events at Academic Fair and PSIA competitions. Eighth grade
participates in The Stock Market Game Program. Beginning with a virtual
cash account, participants attempt to design the best-performing
portfolio over a six-week period. This program builds on basic math
skills and develops important life skills.

## 

## Part V 4: The Use of Different Instructional Methods to Improve Student Learning

St. Patrick School's primary mission is the development of each
student's unique abilities. Educational experiences are based on the
principle that all students are capable learners and lessons are
developed to encompass different learning styles and abilities.
Classroom teachers are the best suited to address the diverse needs of
the students body, and respond by incorporating numerous instructional
methods to insure the success of students.

When appropriate, multisensory techniques are used to engage the visual,
tactile, kinesthetic, and auditory learner. Across the grade levels,
students work with manipulatives to develop abstract concepts,
especially in math and science. Forty percent of instructional time in
science is designated for lab activities to reinforce instructional
material. Cooperative learning, role-playing, hands-on learning and peer
teaching are frequently implemented.

Technology is an adaptable tool that can be used to inform different
learning levels. Each classroom has a television and internet access and
teachers incorporate Digital Curriculum, an online resource with
relevant media downloads, to expand instruction. The school has a
computer lab and 30-computer media center, both with internet access.
Students use the centers for research, instruction, and project
presentation. Students with dysgraphia utilize additional classroom
computers. Accelerated Reader is widely used in grades 1-5.

St. Patrick is committed to early intervention and diagnosis of the mild
to moderate learning differenced student. Early diagnosis is key to
assisting these students to early success and to highlighting students'
strengths as compensatory options. With respect for the individual
student foremost, teachers adjust methods and content appropriately to
meet the special needs of students with diagnosed learning differences.
Confidential strategy folders for these students are kept to maintain
the high standard of modified instruction from year to year. Students in
grades 1-4 with specific learning diagnoses participate in the
Alphabetic Phonics program, and having completed this program, students
typically exhibit grade level or above standardized test results in
reading.

**Part V 5: St. Patrick School Professional Development Program and Its
Impact on Improving Student Achievement**

The goal of the professional development program is to maintain the
highest standard of instruction through the ongoing education of the
faculty in the areas of methodology and content. School wide development
topics are determined by an assessment of needs including the evaluation
of standardized test data. Recent topics are methods of classroom
management to include all learning types, Power Writing, and current
research on learning differences. The faculty has an annual retreat
during which teachers collaborate with colleagues and reflect on their
classroom experiences. Recent diocesan professional development
workshops have discussed differentiated learning and interpretation of
the Stanford Achievement Test results.

Each teacher is required to complete 18 hours of professional
development yearly in content area or instructional strategies. The
administration supports this requirement by paying workshop fees and by
supplying substitute teachers. Instructors and administration annually
attend National Catholic Education Association conference. Teachers are
provided training in technology necessary for their job. Topics include
administrative software, online grade book, attendance, email,
word-processing, presentation, spreadsheet, and publishing software,
World Book Online, and Digital Curriculum, an online library resource.

As acknowledged in its mission statement, the St. Patrick faculty seeks
to provide instruction that encourages the development of higher level
thinking skills and leads the students to their highest intellectual
potential. Teachers are enthusiastic and strive to be role models as
both fellow learner and instructor. They offer lesson plans that are
inquiry based, student directed, and inclusive to different learning
levels and styles.

The professional development workshops and conferences support these
goals and inform on current methodologies. Teachers bring this
information back to campus, share it with colleagues informally and at
faculty meetings and implement it appropriately in classroom
instruction. Recently, after an in-service on classroom management, the
junior high faculty revised procedures for managing students who exhibit
problematic discipline patterns. The impact has benefited all students;
the targeted students are exhibiting positive behavioral changes and
their classmates are impacted by an increase in instruction time as less
time is spent on management of individual students.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*.*

1.  Private school association(s): [NCEA 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 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$[2800]{.underline} \$[2800]{.underline} \$[2800]{.underline}
\$[2800]{.underline} \$[2800]{.underline} \$[2800]{.underline}

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

\$[2800]{.underline} \$[2800]{.underline} \$[2800]{.underline}
\$[2800]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$[3450.00]{.underline}

(School budget divided by enrollment)

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

6.  What percentage of the annual budget is devoted to [0]{.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. PATRICK SCHOOL

Dallas, TX

SAT Stanford Achievement Test 10^th^ Edition

Form A, Norms 2002

Harcourt, Inc.

SAT Stanford Achievement Tests 9^th^ Edition used in 2002-2003 and
2001-2002

Form S, Norms 1995

Harcourt, Inc.

Scores are reported here as percentiles. No Students are excluded from
the test.

+-----------------------------------------+--------+---------+---------+
| #                                       | 200    | 20      | 20      |
|                                         | 3-2004 | 02-2003 | 01-2002 |
+-----------------------------------------+--------+---------+---------+
| > Testing month                         | April  | F       | F       |
|                                         |        | ebruary | ebruary |
+-----------------------------------------+--------+---------+---------+
| > **Grade 8**                           |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 83     | 88      | 91      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 91     | 93      | 94      |
+-----------------------------------------+--------+---------+---------+
| > Number of Students tested             | 54     | 54      | 53      |
+-----------------------------------------+--------+---------+---------+
| > Percent of total students tested      | 100    | 100     | 100     |
+-----------------------------------------+--------+---------+---------+
| > Number of students excluded           | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > Percent of students excluded          | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > SUBGROUP SCORES                       |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Hispanic/Minority                     |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 77     | 98      | 93      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 90     | 96      | 95      |
+-----------------------------------------+--------+---------+---------+
| > Number of students tested             | 1      | 1       | 1       |
+-----------------------------------------+--------+---------+---------+
| > **Grade 7**                           |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 87     | 90      | 88      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 91     | 94      | 90      |
+-----------------------------------------+--------+---------+---------+
| > Number of Students tested             | 56     | 56      | 54      |
+-----------------------------------------+--------+---------+---------+
| > Percent of total students tested      | 100    | 100     | 100     |
+-----------------------------------------+--------+---------+---------+
| > Number of students excluded           | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > Percent of students excluded          | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > SUBGROUP SCORES                       |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Hispanic/Minority                     |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 89     | 90      | 86      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 88     | 94      | 88      |
+-----------------------------------------+--------+---------+---------+
| > Number of students tested             | 9      | 9       | 8       |
+-----------------------------------------+--------+---------+---------+
| > **Grade 6**                           |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 82     | 84      | 81      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 86     | 89      | 89      |
+-----------------------------------------+--------+---------+---------+
| > Number of Students tested             | 51     | 47      | 42      |
+-----------------------------------------+--------+---------+---------+
| > Percent of total students tested      | 100    | 100     | 100     |
+-----------------------------------------+--------+---------+---------+
| > Number of students excluded           | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > Percent of students excluded          | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > SUBGROUP SCORES                       |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Hispanic/Minority                     |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 71     | 74      | 59      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 72     | 85      | 76      |
+-----------------------------------------+--------+---------+---------+
| > Number of students tested             | 5      | 4       | 4       |
+-----------------------------------------+--------+---------+---------+

##### 

##### Part VII -- ASSESSMENT RESULTS

###### ST. PATRICK SCHOOL

Dallas, TX

SAT Stanford Achievement Test 10^th^ Edition

Form A, Norms 2002

Harcourt, Inc.

SAT Stanford Achievement Tests 9^th^ Edition used in 2002-2003 and
2001-2002

Form S, Norms 1995

Harcourt, Inc.

Scores are reported here as percentiles. No Students are excluded from
the test.

+-----------------------------------------+--------+---------+---------+
| #                                       | 200    | 20      | 20      |
|                                         | 3-2004 | 02-2003 | 01-2002 |
+-----------------------------------------+--------+---------+---------+
| > Testing month                         | April  | F       | F       |
|                                         |        | ebruary | ebruary |
+-----------------------------------------+--------+---------+---------+
| ### Grade 5                             |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 84     | 85      | 81      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 81     | 89      | 91      |
+-----------------------------------------+--------+---------+---------+
| > Number of Students tested             | 53     | 54      | 51      |
+-----------------------------------------+--------+---------+---------+
| > Percent of total students tested      | 100    | 100     | 100     |
+-----------------------------------------+--------+---------+---------+
| > Number of students excluded           | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > Percent of students excluded          | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > SUBGROUP SCORES                       |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Hispanic/Minority                     |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 79     | 81      | 77      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 71     | 82      | 86      |
+-----------------------------------------+--------+---------+---------+
| > Number of students tested             | 10     | 9       | 9       |
+-----------------------------------------+--------+---------+---------+
| > **Grade 4**                           |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 89     | 89      | 88      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 89     | 93      | 91      |
+-----------------------------------------+--------+---------+---------+
| > Number of Students tested             | 55     | 54      | 52      |
+-----------------------------------------+--------+---------+---------+
| > Percent of total students tested      | 100    | 100     | 100     |
+-----------------------------------------+--------+---------+---------+
| > Number of students excluded           | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > Percent of students excluded          | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > SUBGROUP SCORES                       |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Hispanic/Minority                     |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 77     | 82      | 74      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 80     | 90      | 69      |
+-----------------------------------------+--------+---------+---------+
| > Number of students tested             | 4      | 4       | 4       |
+-----------------------------------------+--------+---------+---------+
| > **Grade 3**                           |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 83     | 86      | 90      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 82     | 89      | 91      |
+-----------------------------------------+--------+---------+---------+
| > Number of Students tested             | 48     | 46      | 51      |
+-----------------------------------------+--------+---------+---------+
| > Percent of total students tested      | 100    | 100     | 100     |
+-----------------------------------------+--------+---------+---------+
| > Number of students excluded           | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > Percent of students excluded          | 0      | 0       | 0       |
+-----------------------------------------+--------+---------+---------+
| > SUBGROUP SCORES                       |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Hispanic/Minority                     |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 84     | 85      | 92      |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 82     | 80      | 70      |
+-----------------------------------------+--------+---------+---------+
| > Number of students tested             | 7      | 7       | 5       |
+-----------------------------------------+--------+---------+---------+

##### 

#####  Part VII -- ASSESSMENT RESULTS

###### ST. PATRICK SCHOOL

Dallas, TX

SAT Stanford Achievement Test 10^th^ Edition

Form A, Norms 2002

Harcourt, Inc.

SAT Stanford Achievement Tests 9^th^ Edition used in 2002-2003 and
2001-2002

Form S, Norms 1995

Harcourt, Inc.

Scores are reported here as percentiles. No Students are excluded from
the test.

+-----------------------------------------+--------+---------+---------+
| #                                       | 200    | 20      | 20      |
|                                         | 3-2004 | 02-2003 | 01-2002 |
+-----------------------------------------+--------+---------+---------+
| > Testing month                         | April  | F       | F       |
|                                         |        | ebruary | ebruary |
+-----------------------------------------+--------+---------+---------+
| > **Grade 2**                           |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 88     | 94      |         |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 74     | 90      |         |
+-----------------------------------------+--------+---------+---------+
| > Number of Students tested             | 54     | 55      |         |
+-----------------------------------------+--------+---------+---------+
| > Percent of total students tested      | 100    | 100     |         |
+-----------------------------------------+--------+---------+---------+
| > Number of students excluded           | 0      | 0       |         |
+-----------------------------------------+--------+---------+---------+
| > Percent of students excluded          | 0      | 0       |         |
+-----------------------------------------+--------+---------+---------+
| > SUBGROUP SCORES                       |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Hispanic/Minority                     |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 70     | 85      |         |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 41     | 68      |         |
+-----------------------------------------+--------+---------+---------+
| > Number of students tested             | 3      | 3       |         |
+-----------------------------------------+--------+---------+---------+
| > **Grade 1**                           |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 80     |         |         |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 79     |         |         |
+-----------------------------------------+--------+---------+---------+
| > Number of Students tested             | 50     |         |         |
+-----------------------------------------+--------+---------+---------+
| > Percent of total students tested      | 100    |         |         |
+-----------------------------------------+--------+---------+---------+
| > Number of students excluded           | 0      |         |         |
+-----------------------------------------+--------+---------+---------+
| > Percent of students excluded          | 0      |         |         |
+-----------------------------------------+--------+---------+---------+
| > SUBGROUP SCORES                       |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Hispanic/Minority                     |        |         |         |
+-----------------------------------------+--------+---------+---------+
| > Reading                               | 81     |         |         |
+-----------------------------------------+--------+---------+---------+
| > Mathematics                           | 79     |         |         |
+-----------------------------------------+--------+---------+---------+
| > Number of students tested             | 9      |         |         |
+-----------------------------------------+--------+---------+---------+