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

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

**Cover Sheet**

Name of Principal: [Mr. James M.
Powell]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name: [Providence Christian
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address: [4906 Providence
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Charlotte]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[NC]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_[28226-5848]{.underline}\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 704 ) 364-0824]{.underline} Fax [( 704 ) 364-7538]{.underline}

Website/URL[: www.providencechristschool.org]{.underline} E-mail:
[mmpal22@aol.com]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\*:
[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name:
[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_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.

\_\_\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson: [Mr. Lee C.
Thrasher]{.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 of Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: N/A

2\. District Per Pupil Expenditure: N/A

Average State Per Pupil Expenditure: N/A

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **K**       7         13                     **20**       **7**       N/A       N/A         N/A

  **1**       18        13                     **31**       **8**       N/A       N/A         N/A

  **2**       13        12                     **25**       **9**       N/A       N/A         N/A

  **3**       6         12                     **18**       **10**      N/A       N/A         N/A

  **4**       9         10                     **19**       **11**      N/A       N/A         N/A

  **5**       9         9                      **18**       **12**      N/A       N/A         N/A

  **6**       N/A       N/A                    N/A          Other       N/A       N/A         N/A

                                    **TOTAL                                                   131
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [94]{.underline} % White

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

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

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

  **(2)**     Number of students who transferred 6
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    131
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .084
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.4
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages:

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

[0]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services: [0]{.underline} %

[0]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [0]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [0]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [0]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} 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} [0]{.underline}

Classroom teachers [12]{.underline} [5]{.underline}

Special resource teachers/specialists [0]{.underline} [2]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [1]{.underline} [1]{.underline}
>
> Total number [14]{.underline} [8]{.underline}

12\. Average school student-"classroom teacher" ratio:
[10:1]{.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.)

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

  Daily student attendance 95.9        95.7        95.9        95.1        95.8

  Daily teacher attendance 93.9        96.4        97.3        95.7        97.3

  Teacher turnover rate    17%         9%          10%         0%          22%

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** N/A

**PART III ‑ SUMMARY**

Providence Christian School (PCS) is a private Christian elementary
school with an enrollment of 131 students from kindergarten through
fifth grade. We are a traditional school that strives to educate our
students academically, while providing for their spiritual, emotional,
and physical well-being. The culture of the school is Christ-centered
and is woven into the children's overall elementary experience. We seek
to fulfill our mission by instilling in our students both the desire and
ability to serve God, family, and fellowman. To accomplish this goal our
staff is committed to immersing our students in the elements of
exemplary character by modeling the attitudes of Jesus.

Our classrooms are positive and welcoming. We embrace not only
time-proven practices, but also recent research that gives valuable
insights into childhood cognitive and developmental processes. Our
maximum class size of 16 is purposely kept small to promote effective
learning. Because we are a traditional school, we focus on foundational
skills with an emphasis in higher-level thinking and synthesis of
information. The curriculum features a well-balanced core of essential
subjects that include: Language Arts, Math, Bible, Science, and Social
Studies. We enhance our children's experience through weekly enrichment
classes in music, art, math applications, computer, Spanish, writing
process, and physical education. These experiences are further enriched
through the Accelerated Reader program and regular field trips into the
community.

Our teachers are more than classroom instructors. They are educational
and spiritual leaders that have a voice in what we teach, how we teach,
and when we teach. Our faculty is mature, well seasoned, talented, and
motivated with an average of 14 years experience. They seek an
environment that is positive, nurturing, and fair. Students are guided
through the curriculum with emphasis on writing with clarity; on reading
with comprehension; on speaking and listening effectively; and on
applying elementary mathematical concepts. Each teacher's effectiveness
depends on the school's well-structured, nurturing, and disciplined
environment that sets and maintains a positive educational tone from
beginning to end.

Our parents recognize PCS as a school that is safe and where learning
happens in an environment that is exciting, encouraging, and enjoyable.
They are partners in their children's learning and join with us as a
school family, devoted to actively assisting each child reach his or her
potential to the fullest extent. The parent community is actively
engaged as school volunteers and provides the faculty with the kind of
support that fosters trust and respect.

The strength of Providence Christian School is community. We enjoy a
climate in which everyone works together to provide each child with the
very best we have to offer.

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

1.  Providence Christian School administers the Iowa Test of Basic
    Skills to all students in grades one through five annually. We use
    the test's outcome as one measure for evaluating the overall
    effectiveness of the school as well as the strengths and weaknesses
    of each student. All standardized tests use norms that are derived
    from the actual performance of pupils of various grades or ages.
    These norms are used as a basis for comparison to measure school and
    student performance.

> The most common types of norms are stanine, percentile rank, and grade
> equivalent. We use all three when evaluating individual performance.
> However, when measuring the school's performance, we reference our
> percentile rank for the National School and Student norms. Percentile
> rank gives a more detailed description of how the school performed as
> compared to other schools. For example, if a school scored in the
> 65^th^ percentile, that school achieved a score that is equal to or
> greater than 65% of the schools that took the test. These percentiles
> represent how PCS compares to other schools that took the test by
> grade level.
>
> The 2002-2003 assessment data reflects that the fifth grade of PCS
> ranked at the 98^th^ percentile on the National School Norms in
> Mathematics. This means that as a grade level the fifth grade of PCS
> ranked equal to or higher than 98% of other schools' fifth grades. In
> the area of Language Arts, the fifth grade of PCS scored at the 90^th^
> percentile. This ranks the grade in the top 10% nationally in Language
> Arts.
>
> We believe that 90% of the emphasis of the curriculum should be in the
> area of Language Arts and Mathematics. For this reason when reviewing
> assessment data, we place the highest value on the Core Total, which
> is the total combined scores of all Language Arts and Mathematics sub
> scores. The Core Total results rank the fifth grade of PCS at the
> 98^th^ percentile or in the top two-percent nationally when combining
> all Mathematics and Language Arts scores.
>
> Standardized tests are one reliable measure for evaluating program and
> student performance. As important as these tests are, we will continue
> to strive to perform well on this type assessment by effectively
> teaching developmentally appropriate curriculum.

2.  At the close of the 2001-2002 school year we observed that our ITBS
    scores in math computation for second grade were inconsistent with
    their other scores. The inconsistency was observed only in second
    grade but was present for two consecutive years.

> Since both of our second grade teachers are veterans at that grade
> level, we suspected that we would find a scope and/or sequence problem
> in first and/or second grade. After reviewing the content of the math
> curriculum very closely, we determined that the scope of the first and
> second curriculum was insufficient. In response to this we asked our
> kindergarten, first, and second grade teachers to increase the pace of
> the lesson concepts taught. We asked them to teach their grade level
> curriculum and the first 20 to 25 lessons of the next grades'
> curriculum without overwhelming the students. We expected that this
> strategy would pay dividends at the end of the school year.
>
> As a result of this strategy, the second grade computation scores
> improved from the 65^th^ percentile in 2002 to the 99^th^ percentile
> in 2003. We also witnessed a similar pattern in first grade as their
> scores rose from the 93^rd^ percentile in 2002 to the 99^th^ in 2003.
> We expect that trend to continue, and we will closely monitor our
> students' progress in this area for the next three years.

3.  The process of communicating student performance includes periodic
    progress reports, telephone calls, notes, conferences, and quarterly
    report cards. At the kindergarten, first, and second grade levels
    performance is recorded as satisfactory, needs improvement, and
    unsatisfactory. Report cards for third, fourth, and fifth grades
    reflect standard A, B, C, D, and F performance levels. These reports
    are supplemented through quarterly parent/teacher conferences
    designed to communicate tangible and intangible performance results.

> Assessment data is communicated to parents in two ways. First, all
> parents receive a general letter that includes the school wide scores,
> explanations of how to interpret individual and school scores, and an
> explanation of national school norms, national student norms,
> percentile ranking, and grade level equivalency. Second, the teachers
> explain each student's individual test results and answer parents'
> questions concerning their child's performance at the end of year
> conferences. We communicate assessment data to the community by
> publishing our school wide results. These results are placed in the
> school's information packet and are available to the general public
> upon request. We chose to allow the parents to celebrate this great
> news with their children, which has a positive effect on all
> stakeholders.

4.  We believe that receiving recognition as a Blue Ribbon School would
    help us serve as a model for other small Christian schools locally,
    regionally, and nationally. Our goal would be to inspire other
    schools that are similar to us to push forward and achieve a higher
    level of excellence. Because we have such an outstanding faculty, we
    would offer to assist other schools by sending a team of our
    teachers to their school to mentor their staff and assist in
    developing teacher leadership. We would also invite other schools to
    visit PCS for observation of our program.

> If we are recognized as a national Blue Ribbon School we expect that
> there will be many opportunities to share/collaborate with other
> schools. Locally, we will make presentations to the Greater Charlotte
> Christian School Association, which is comprised of approximately 25
> schools. Additionally, we will make presentations to the Association
> of Christian Schools International (ACSI) at our regional conference.
> Nationally, we will make presentations to the National Christian
> School Association's annual administrators' conference. These two
> associations represent hundreds of private schools.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  The PCS curriculum features a traditional well-balanced core of
    essential subjects. All subjects are presented cumulatively and
    spiral through each curriculum. They are all research based, well
    established, and multi-sensory.

> The Open Court reading program uses a balanced approach focusing on
> phonics instruction and a variety of literature and language arts
> materials. The students learn to decode, analyze, and comprehend on a
> literal and inferential level. The reading program is coordinated with
> the "Shurley Method" grammar program. This method uses rhythm
> techniques to assist in the students' learning. The writing process is
> intertwined with reading and grammar to enable students to become
> complete communicators. The Accelerated Reader program complements
> these curriculums and motivates the children to be lifelong readers.
>
> The Saxon math curriculum develops skills such as counting, weighing,
> measuring, problem solving, and computing that are needed for
> higher-level reasoning and application. It is a unique
>
> multi-sensory program with a hands-on approach through the use of
> manipulatives that assist in breaking down concepts into smaller
> increments. The teaching actively incorporates visual, auditory, and
> kinesthetic styles.
>
> The Core Knowledge science and social studies curriculum is thematic
> in approach while sequential in practice. It facilitates learning by
> using projects to integrate the curriculum. The science curriculum
> focuses on systems and experimentation. Social studies cover elements
> of geography, history, economics, conservation of resources, and
> anthropology.
>
> The PCS computer program is contracted out to School Technology, which
> is in partnership with Boston University and the University of
> Richmond. The program is systematic and ensures the acquisition of
> literacy and knowledge of applications such as word processing,
> spreadsheets, graphics, web design, and internet research.
>
> The art and music curriculum is teacher developed. The goal is to
> foster confidence as the students develop skills and experiment with
> an array of media.
>
> A large segment of our mission is to prepare students to be productive
> citizens. We expand our ACSI Bible curriculum to not only teach about
> obedience to Christ, but, also to teach values such as trust, honesty,
> integrity, compassion, and ethical behavior.
>
> We have re-introduced Spanish into the enrichment curriculum this
> school year. Spanish instruction begins in kindergarten and serves
> each grade level for one semester.
>
> It is evident that the PCS curriculum is connected throughout all
> subject areas, deliberate in design, and innovative in its
> implementation.

2.  Providence Christian School uses the Open Court basal reading
    curriculum. We chose this curriculum eleven years ago because of its
    strong emphasis on systematic, explicit phonics instruction in the
    early grades as well as its emphasis on higher-level thinking skills
    in the upper grades. Research has shown that a solid phonetic base
    is essential for success in reading.

> In the upper grades the students are exposed to and read a variety of
> genres in both fiction and non-fiction. The students build a deeper
> understanding of reading and develop higher-level thinking skills
> through thematic investigation integrated across the curriculum.
> Inferential and evaluative reasoning skills are taught and practiced
> in literature circles.
>
> The Open Court curriculum is enhanced by the Accelerated Reader
> program. Accelerated Reader has fostered a love of reading in our
> school. It provides evidence that each student is applying the
> comprehension skills learned in the Open Court curriculum while
> motivating students to read at the height of their independent reading
> level.
>
> The writing process is also emphasized in the upper grades. Students
> write in response to literature as a means to connect the reading and
> writing curriculum. They also take increased individual responsibility
> for proofreading, revising, and publishing. Technology is integrated
> into the writing process as a research tool and for publication of
> selected written pieces.

3.  The very core of our mission is to provide a "Christian environment
    that develops the entire person and produces young people with both
    the desire and ability to serve God, family, and fellow beings." Our
    ACSI Bible curriculum is designed to instill in our students high
    moral values.

> The curriculum expands student understanding of biblical principles.
> The students study Old and New Testament stories and learning about
> the leading Bible figures. They analyze the lives and study the
> choices, good or bad, made by these characters. They learn to discern
> the good choices and study Godly character traits to use as models to
> integrate and apply to their daily lives.
>
> The benefits of character education of this type are well established.
> Studies (Hitt, 2000 and Licona, 1993) show that a comprehensive
> character education program that is infused into the curriculum and
> school environment can have a positive effect on the dynamics of a
> school. We believe that the best character education is based on
> Biblical principles. We expect our teachers to model the character and
> values demonstrated in the life and teaching of Jesus. They take the
> values learned in the Bible curriculum and infuse them into all
> aspects of school life.

4.  To engage each child to their fullest academic potential, the
    teachers at PCS incorporate many different methods throughout each
    subject area to meet each student's learning style. Our reading
    curriculum incorporates guided reading, followed by round table
    discussion to engage reading comprehension and other higher-order
    thinking skills such as those found at the top of Bloom's Taxonomy.
    Writing is a part of the K-5 curriculum that is enriched by
    journaling, creative writing, and the step-by-step writing process.
    The teachers use the Shurley Method, which includes rhythm, singing,
    and chanting to help students grasp, understand, and retain grammar
    rules. In math, the teachers utilize manipulatives, peer teaching
    and tutoring, and real life applications. Core Knowledge, the social
    studies and science curriculum, begins by laying a foundation in K-1
    using class discussions and hands-on investigation. In continues to
    enrich and expand their knowledge through the fifth grade. Each
    teacher also incorporates charts, and a variety of graphic
    organizers, to help the students process the information and
    concepts taught.

> In addition to classroom instruction, the faculty provides additional
> experiences through field trips into the community. School events such
> as the Invention Convention, Learning Fair, and Read In are used to
> provide challenges outside of the standard curriculum. The children
> are introduced to the arts through class trips to the Belk Theatre to
> hear the Charlotte Symphony, plays at The Children's Theatre and
> Spirit Square, and musical performances at the Convention Center.

5.  Professional development is an integral part of Providence
    Christian's annual improvement plan. Through a variety of
    professional experiences, the staff develops strategies for teaching
    and applying new curriculum, is introduced to new learning research,
    and collaborates with colleagues to discuss best practices. Teachers
    are provided annual release time and financial support to attend
    grade level and/or subject area workshops that enhance the
    children's learning.

> The entire faculty attends the ACSI regional conference for two days
> each year. The conference offers choices from over one hundred seminar
> sessions that include; learning styles, instructional techniques,
> educational models, innovation, implementation, spiritual growth, and
> extra curricular activities.
>
> The faculty attends an annual in-service program and four days of
> professional development. The professional development and in-service
> days are generally comprised of yearly planning, program review,
> strategy design, mentoring, and a variety of workshops such as
> implementing technology and the Accelerated Reader program. A Master
> Teacher video and pamphlet series is used for refreshing skill mastery
> and professional growth.
>
> The teachers report that the professional development program
> inspires, encourages, enlightens, and refreshes them. It motivates
> them to reach deeper and give more of themselves. Its outcome is
> always beneficial for the children and their learning.

**PART VI - PRIVATE SCHOOL ADDENDUM**

Private school association(s): [National Christian School
Association]{.underline}

(Give primary religious or independent association only)

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

**Part II ‑ Demographics**

1\. What are the 2002-2003 tuition rates, by grade? (Do not include
room, board, or fees.)

\(K\) \$3,725 (1^st^) \$4,175 (2^nd^) \$4,175 (3^rd^) \$4,175 (4^th^)
\$4,175 (5^th^) \$4,175

(6^th^ through 12^th^) \$N/A

(Other) \$N/A

2\. What is the educational cost per student? \$[5,297]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$ [614]{.underline}

4\. What percentage of the annual budget is devoted to [7.2]{.underline}
%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [48.1]{.underline}
%

> **PART VII - ASSESSMENT RESULTS - Private Schools**

**Providence Christian School**

Iowa Test of Basic Skills -- Riverside Publishing

Edition/publication year: M/96

What groups were excluded from testing? Why, and how were they assessed?

Students with diagnosed learning disabilities were tested under
non-standard conditions. They received modifications such as extended
time and/or oral math tests.

Scores are reported here as percentiles.

  -------------------------------------- ----------- ----------- ----------- ----------- ----------- -----------
                                                     2002-2003               2001-2002               2000-2001

  Testing month                                      March '03               April '02               April'01

  **Grade 5**                                                                                        

  Reading                                            74                      73                      82

  Math                                               80                      81                      79

  Number of students in this grade                   18                      11                      13

  Number of students tested                          17                      9                       10

  Percent of total students tested                   94.44                   81.82                   76.92

  Number of students excluded                        1                       2                       3

  Percent of students excluded                       5.56                    18.18                   23.08

                                                                                                     

                                                                                                     

  **Grade 4**                                                                                        

  Reading                                85                      83                      81          

  Math                                   94                      87                      82          

  Number of students in this grade       19                      26                      15          

  Number of students tested              16                      23                      13          

  Percent of total students tested       84.21                   88.46                   86.67       

  Number of students excluded            3                       3                       2           

  Percent of students excluded           15.79                   11.54                   13.33       

                                                                                                     

                                                                                                     

  **Grade 3**                                                                                        

  Reading                                88                      86                      82          

  Number of students in this grade       18                      26                      29          

  Number of students tested              17                      25                      23          

  Percent of total students tested       94.44                   96.15                   79.31       

  Number of students excluded            1                       1                       6           

  Percent of students excluded           5.56                    3.85                    20.69       

                                                                                                     

                                                                                                     

  **Grade 3**                                                                                        

  Math                                   90                      95                      89          

  Number of students in this grade       18                      26                      29          

  Number of students tested              17                      25                      24          

  Percent of total students tested       94.44                   96.15                   82.76       

  Number of students excluded            1                       1                       5           

  Percent of students excluded           5.56                    3.85                    17.24       

                                                                                                     

                                                                                                     

                                         2002-2003               2001-2002               2000-2001   

  Testing month                          March '03               April '02               April'01    

  **Grade 2**                                                                                        

  Reading                                88                      90                      84          

  Math                                   91                      87                      81          

  Number of students in this grade       25                      29                      28          

  Number of students tested              23                      26                      27          

  Percent of total students tested       92.00                   89.66                   96.43       

  Number of students excluded            2                       3                       1           

  Percent of students excluded           8.00                    10.34                   3.57        

                                                                                                     

                                                                                                     

  **Grade 1**                                                                                        

  Reading                                95                      95                      92          

  Math                                   94                      92                      89          

  Number of students in this grade       31                      30                      30          

  Number of students tested              30                      27                      29          

  Percent of total students tested       96.77                   90.00                   96.67       

  Number of students excluded            1                       3                       1           

  Percent of students excluded           3.23                    10.00                   3.33        

                                                                                                     

                                                                                                     
  -------------------------------------- ----------- ----------- ----------- ----------- ----------- -----------

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

  -------------------------------------- ----------- ----------- -----------
                                         2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                N/A         N/A         N/A

  **NATIONAL STANDARD DEVIATION**        N/A         N/A         N/A
  -------------------------------------- ----------- ----------- -----------

![](media/image1.png){width="6.5in" height="8.944444444444445in"}