##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Pamela McQueen]{.underline}

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

Official School Name [Villa Madonna Academy]{.underline}

(As it should appear in the official records)

School Mailing Address [2500 Amsterdam Road]{.underline}

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

[Villa Hills KY 41017-3798]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(859) 331-6333]{.underline} Fax [(859) 331-8615]{.underline}

Website/URL [www.villamadonna.net]{.underline} Email
[pmcqueen@villamadonna.net]{.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\_\_\_\_\_\_\_[2/18/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

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

Name of Superintendent [Dr. Lawrence Bowman]{.underline}

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

District Name [Diocese of Covington]{.underline} Tel. [(859)
283-6230]{.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\_\_\_\_\_\_\_\_[2/18/03]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Brian Schleper

(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\_\_\_\_\_\_[2/18/03]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [7]{.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 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**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       20        11          31

  **3**                                                     **10**      16        27          43

  **4**                                                     **11**      26        25          51

  **5**                                                     **12**      9         21          30

  **6**                                                     Other                             

                                    **TOTAL                                                   **155**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [99 \_\_\_]{.underline} % White

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

[.5 \_]{.underline} % Hispanic or Latino

.5 [\_]{.underline} % Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[.6]{.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 0
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    156
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .006
              total in row (4)                   

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

8\. Limited English Proficient students in the school: [.6]{.underline}
%

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

Number of languages represented: [5]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [1.2]{.underline} %

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

> If this method is not 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.

Autism [1]{.underline} Orthopedic Impairment

Deafness Other Health Impaired

Deaf-Blindness [3]{.underline} Specific Learning Disability

Hearing Impairment Speech or Language Impairment

Mental Retardation Traumatic Brain Injury

Multiple Disabilities Visual Impairment Including Blindness

The above students receive no special education services.

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

    **Number of Staff**

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

Administrator(s) [2]{.underline}

Classroom teachers [\_16\_\_]{.underline} [3]{.underline}

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

Paraprofessionals [13]{.underline}

> Support staff [15]{.underline} [1]{.underline}
>
> Total number [34]{.underline} [17]{.underline}

12\. Student-"classroom teacher" ratio: [10:1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96          96          96          96          96

  Daily teacher attendance 98          98.5        99          99          98

  Teacher turnover rate    0           10          15          5           15

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    .6          .6          .5          .3          1.5
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. (*High Schools Only*) Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > **39**       |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > **100%**     |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     |                |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     |                |
+-----------------------------------------------------+----------------+
| Found employment                                    |                |
+-----------------------------------------------------+----------------+
| Military service                                    |                |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  |                |
+-----------------------------------------------------+----------------+
| Unknown                                             |                |
+-----------------------------------------------------+----------------+
| **Total**                                           | > **100 %**    |
+-----------------------------------------------------+----------------+

**[PART III ‑ SUMMARY]{.underline}**

Villa Madonna Academy is a co-ed college-preparatory high school located
in Villa Hills, Kentucky, on a campus across from Cincinnati,
overlooking the Ohio River. Sponsored by the Benedictine sisters of
Saint Walburg Monastery, the school is one of nine secondary schools in
the school system of the Diocese of Covington. The history and
philosophy of Villa Madonna Academy is rooted in the history and charism
of the Benedictine Sisters of Saint Walburg Monastery who trace their
origin to St. Scholastica, the twin sister of St. Benedict.

The 234-acre campus provides a peaceful setting for St. Walburg
Monastery, Villa Madonna Academy, Villa Madonna Athletic Facility, Villa
Madonna Early Learning Center, Madonna Manor and Villa Hills Day Care.
The oldest ministry on the property is Villa Madonna Academy, which
began as a boarding and day school for girls in 1904. Through the years
the school has espoused the Benedictine tradition of education which
stresses the mission of seeking God, scholarship, reverence and peace,
service to others, and a warm and hospitable atmosphere.

The present main building was erected in 1958 for a growing high school
enrollment. In 1979, the boarding school was closed, and the program at
Villa Madonna Academy was changed to a college-preparatory curriculum in
1983. Boys were admitted into the program in 1988. An intensive
recruitment program highlights the Blue Ribbon program, accomplished
faculty, strong parental support, the excellent academic and fine arts
program, and the growing and competitive athletic program.

In 1998 a capital campaign provided funds for extensive renovations and
a new athletic facility. The new facility, which opened in September of
2000, is a state-of-the-art gymnasium designed to serve both the
elementary and high school. Extensive renovations in the 1958 building
consisted of gutting a twenty-six room Benedictine Sister's residence on
the third floor in order to provide two computer rooms, a classroom and
three offices. The music department immediately inside the front door of
the main building was also gutted in order to relocate the main offices
to the first floor, and the music department moved to Villa Madonna
Center.

Villa Madonna Academy, with its strong history of traditions and
academics, is recognized as a premiere learning institution in the
greater Cincinnati area. With a small enrollment allowing successful
student/teacher ratios, the school offers a college-preparatory
curriculum that exceeds state requirements and prepares students to meet
the rigors of university life. Each year, 96-100% of the graduates
continue their education at such fine institutions as Princeton, Notre
Dame, Northwestern, Purdue, and Temple. Villa Madonna Academy's
graduates include principals, teachers, religious, architects,
engineers, physicians, social workers, attorneys, and marine biologists.
Throughout the years, the school has educated students recognized by the
National Merit Competition, the 2000-01 school female National Winner in
the Wendy's Heisman Award Program and a finalist in the Coca-Cola
Scholars Program.

Villa Madonna Academy recognizes the importance of parental involvement
in the success of a program. As a result, there is weekly communication
with parents through the newsletter, a quarterly progress report, and
weekly student reports that are issued upon request. The Villa website,
[www.villamadonna.net](http://www.villamadonna.net/), is a convenient
means of further communication with parents. In addition, Villa is proud
to sponsor the Parent to Parent Program that brings parents of the grade
levels together, along with a chaplain and counselor, for training to
safely guide their teens through adolescence.

Yet the real success of any school lies in its faculty. The
award-winning faculty of Villa Madonna Academy is reflective of William
Butler Yeats' view of education that it "is not the filling of a pail
but the lighting of a fire." Given the academic freedom to pursue the
essence of knowledge, the faculty ignites the fire of curiosity in the
students and expects from them their personal best. Small class sizes,
daily tutorial time, opportunities for professional enrichment and a
guiding mission statement empower the faculty to prepare students to
respect themselves and others, to have a sense of self-discipline, to
accept personal responsibility for their attitudes and actions, and to
dedicate themselves to academic excellence and life-long learning.

Recognized in the area for its excellence, the school continues into the
new century with a look to the future. The commitment to the vision of
preparing students for the knowledge and spirit needed for full
participation in the 21^st^ century, the commitment to love and respect
the students, and to continually pursue excellence is the essence of the
future of Villa Madonna Academy.

# [PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}

1.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

The individual departments within the high school meet at least once a
quarter to share assessment strategies, successes and areas of concern.
In examining assessment results in all areas of testing, modifications
are made in teaching. The monthly faculty meeting is another place where
assessment results are shared, especially in the standardized PLAN,
PSAT, ACT, SAT and AP tests. The High School Placement Test is used to
determine needs of the in-coming freshmen. In addition, these freshmen
who wish to take Algebra II or Spanish II are assessed to determine
their appropriate level.

The English Department revised the curriculum as a result of examining
the PLAN test scores, focusing more on vocabulary study. Likewise, the
English faculty focused more on improving writing skills so that
improvements may be seen in all grade/curriculum levels. The Math
Department participates in the KEMTP assessment in order to assess math
abilities and college placement. This test serves as an aid to the
school and parents in regard to the possible need for remediation.
Breakdowns on PLAN and PSAT are used to further address needs within the
math classes regarding the understanding of pre-algebra, algebra and
geometry concepts. Foreign language students take the national exams,
and the teachers use the results to determine strengths and areas of
need. It is important to also know that all departments use alternative
assessment approaches to measure student strengths and weaknesses.
Student-centered experiments, projects, multi-media presentations,
research, dramatic readings, and peer-editing, Total Physical Response
and listening skills all provide assessment data used by the faculty. An
exciting venture in assessment data undertaken this year is looking at
high school assessment data and meeting with the junior high faculty
(part of the elementary school here on our campus) to align the
curriculum and focus on the strengths while improving in areas of
weakness. The assessment data provides us with an understanding of
student and school performance.

2.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students and the
    community.

Beginning with the school year, parents attend the mini-schedule night
where teachers review the syllabus and assessment procedures for their
classes. Teachers also review with the students the class expectations
and assessment procedures. Each student then receives a mid-quarter
progress report and a report card at the end of the quarter. These two
quarterly reports advise parents of their child's strengths, weaknesses
and progress thus far in all courses. Assessment data are further
communicated through individual parent/teacher conferences and at the
first quarter Parent/Teacher conference evening. The guidance counselor
meets with students who have taken standardized tests. She gives each
student a copy of his/her scores, the school average and the highest
average earned. During the group sessions the counselor explains the
scores and their meanings. She also meets with students prior to their
date for standardized testing, reviewing the scoring guidelines with
them. Once scores are received, they are given directly to each
individual student. Parents meet with the counselor for review and
explanation of scores. All results are communicated to the faculty for
examination. The faculty in their department meetings, examine the
assessment and use the information to modify curriculum and teaching so
that students improve their performance and excellence is maintained in
the college preparatory program. All of the test data is comprised in
tables that are distributed at two annual Open House programs to which
perspective students and parents are invited, as well as the community.
In addition, student accomplishments are celebrated in the press and
posted on our web site so that the community and beyond may see and
share in these successes.

3.  **Describe in one-half page how the school will share its successes
    with other schools.**

Villa Madonna Academy High School will continue to share its successes
with other schools as we did upon being awarded the Blue Ribbon in
2001-2002. We have on our campus an elementary/junior high school, and
the two faculties continue to meet in order to discuss best practices
and examine curriculum. The high school shares its success with the
elementary and junior high through large group faculty meetings and
small group grade 1-12 meetings. Curriculum is examined and dialogue
continues regarding best practices. Our school will further share its
successes with other schools through printed publications and our
website. The printed publications are available for distribution at the
monthly Diocesan Principals' Meeting, where the principals meet to touch
base on many educational issues. In addition, the publications are
available at the Open House programs, athletic events, and social events
of the school. The website is another excellent opportunity for schools
to learn about our successes and best practices. Each department is
represented, along with the curriculum. Our diocese also sponsors
Wednesday Workshops, professional development opportunities open to
faculty and staff. Our school will use these opportunities to share our
best practices with other schools. The recruitment team visits area
schools to talk about our high school, and it is in these information
sessions that our successes are also shared. The principal plans to do a
presentation at the Ohio Catholic Educators Association convention in
September, and this is yet another opportunity to share the school's
successes with other schools. We found that when a school receives an
award or honor, there is great interest from other schools since we are
all dedicated to educating every child. Educators are happy to share
their best practices with others.

## [PART V -- CURRICULUM AND INSTRUCTION]{.underline}

1.  **Describe in one page the school's curriculum, including foreign
    language, and show how all students are engaged with significant
    content, based on high standards.**

The curriculum at Villa Madonna Academy is a college-preparatory
curriculum. Students are required to earn 27 credits, which exceeds the
state requirement, in order to graduate. In addition, credit is earned
by the semester. The required curriculum is: four credits in English;
four credits in Religion (Hebrew Scriptures, New Testament, Sacraments,
Church History, World Religions, Morality, Social Justice, Marriage);
three credits in Math (Algebra I, II and Geometry); three credits in
Social Sciences (World Cultures, American History, AP American History
or Government); three credits in Science (Chemistry, Biology, Physics);
three credits in Foreign Language (French, Latin, Spanish); one credit
in Art; one credit in Music; one credit in Health/PE; 1/2 credit in
Speech; 1/2 credit in Computer Technology; three elective credits. The
following Advanced Placement courses are currently offered: English,
Biology, Chemistry, Calculus, American History, French, Latin, Spanish,
Psychology, and Computer Science. Electives include Yearbook/Newspaper,
Drama, Pre-Calculus, Calculus, Math Topics, Computerized Accounting, Web
Programming, CATS (Computer Assistance and Training by Students) and
Psychology.

While there is no tracking system used in our school, assessments are
used to differentiate between Honors and College Prep classes in some of
the disciplines. In addition, placement of math students and English
students is determined through assessment. These students move as
needed, based on that assessment. Students, too, have the option of
working at an accelerated pace, and the teachers often provide
additional tutorial work with these students during Activity Period, a
thirty minute period after lunch. Students who enter our high school
from our junior high may have high school credits in math or foreign
language. These students are still required to take a full schedule
their four years of high school, but they have the option of enrolling
in college classes at local universities or pursuing on-line courses.

All students are engaged with significant content based on high
standards. The core English courses begin with an introduction to genre.
This introduction begins to develop critical reading and thinking skills
needed in American and British literature to follow and in all areas of
curriculum. In addition to work with the various literary forms,
students also begin developing their writing skills, skills that are
also needed in all curriculum areas. Vocabulary, research, and speech
are likewise emphasized throughout the four years of English, thus
preparing the students for success in all curricular areas and
post-secondary work. Too, students are engaged with significant content
in math classes. In addition to the required three years of math, a
fourth year is highly recommended and encouraged. The majority of
students do choose a math elective for senior year, electives that
include PreCalculus, Calculus, AP Calculus and Math Topics. The Math
Topics course is designed to strengthen skills, prepare students for
college entrance tests, and provide hands-on applications. It
incorporates other subject areas such as sociology, psychology, history,
physics and chemistry into the study of probability and statistics,
regression equations, encryption and fractal theory. Students work in
cooperative groups to gather data, construct models, and arrive at
conclusions and present information. In science, the faculty sees as a
first priority an enthusiastic response to the physical and biological
world. With an understanding of the interdependence of the creatures of
our world, the students are better prepared to be informed
decision-makers about the role humanity plays in the life and future of
the earth itself. Through demonstrations, activities and discussion,
emphasis is placed on cooperative learning in problem solving, lab
design and presentation. In social studies, students are engaged with
significant content in all areas. Students begin as sophomores with a
solid foundation of knowledge in the history of different cultures of
the world. They develop note-taking skills, historical perspective,
analytical reasoning and the ability to differentiate cause-and-effect
relationships. This continues in their study of American history and
government. Finally, Villa is committed to learning and using a second
language. Four years, including Advanced Placement, are offered in
French, Latin and Spanish. Grammar, translation, culture, history,
reading, listening and speaking skills are all emphasized. Most of our
students win gold or silver medals, or medals of merit, when competing
in the National Exam and the state Foreign Language Festival. As a
result, the students are engaged with significant content based on high
standards.

2.  **Describe in one-half page the school's English language
    curriculum, including efforts the school makes to improve the
    reading skills of students who read below grade level.**

The English language curriculum includes four years of study:
Introduction to Literature, World Literature, American Literature,
British Literature/AP English Literature. The curriculum is aligned to
help the students move forward, building each year on the previous
year's concepts. In addition to preparing students for AP exams and
college, the English curriculum also prepares students to be effective
communicators, both in the written and oral word. Students are immersed
in titles, authors, and genres. The writing aspect focuses on the MLA
style and the five-paragraph essay, in addition to research, vocabulary
study, narrative, creative and expository writing. Students are likewise
required to take one semester of Speech. Elective opportunities also
include Yearbook, Newspaper and Drama. The curriculum, then, is
all-inclusive. Students are encouraged to see the beauty in the written
word, the eloquence in the spoken word, and the importance of effective
communication in the 21^st^ century.

Efforts are made to improve the reading skills of students who read
below grade level. Teachers use guided reading questions which students
must complete as they read. This helps students identify the specific
concepts and literary devices in the selection, and also serves as a
tool for helping those who read below grade level. In addition, the
literature is frequently examined in small components and then discussed
in regard to ideas, comprehension and literary devices. Students often
take an active role in teaching and discussing literature and are
encouraged to use note cards and highlighters as they read. In addition,
the use of visual, auditory, and kinesthetic approaches to teaching,
addresses individual learning styles, as do manipulatives, technology,
and assessment. A member of the English Department has been trained in
the relationship of brain development and physical exercises. She works
with students who exhibit a disparity between verbal responses and
comprehension of the same written/spoken words. Too, she has been
trained in recognizing Scotopic Sensitivity which often hinders reading
development. Students also engage in one-on-one tutorial work with
faculty during the Activity Period.

3.  Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.

An area of significant growth the last two years has been in the
technology curriculum. In 2000, the new computer lab opened. Since then,
we have hired a computer technology coordinator who works with the
principal in implementing the technology program. All faculty members
have laptop computers, and within the next year the school will provide
laptop mobile units for the classrooms. All laptops have wireless access
throughout the school. Internet capabilities have been upgraded, and a
new server will be installed. The technology curriculum has been greatly
expanded. All students take Computer Technology, a course that begins
with the history of the computer and its use in everyday society. The
course provides hands-on exercises to deconstruct and reconstruct a
personal computer to help understand the inner parts and workings of it.
Students receive instruction on the use of the common PC software
packages such as MS Word, MS Excel and MS PowerPoint. Students also:
receive intensive keyboarding instruction using the QWERTY typing
method, learn how to effectively find information on the Internet, and
learn the basics of Web Page design and Development. In Web Programming,
students learn the basics of web page design and site navigation. They
examine the target audience, page layout, navigation tools, site
architecture, usability and testing. Students also design, code, test
and publish a static web page using HTML. They further learn how to
build interactive, dynamically-generated web sites. Students may also
choose as an elective Computerized Accounting which teaches the basics
in accounting principles and how to use computer systems for accounting
applications. In CATS (Computer Assistance & Training by Students),
students learn software for a teacher and then teach the software to the
teacher and/or the teacher's students. Students also learn how to
effectively manage a technology infrastructure and troubleshoot hardware
and software issues. Finally, students in this course learn how to
develop and deploy customized software. Lastly, in the AP Computer
Science class topics covered include fundamentals of C++, functions,
classes, iostream, recursion, graphics and dynamic data structures.
Students are ultimately prepared for the AP-A Exam. As we prepare young
adults for full participation in this century, all communication skills
are important.

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

It is our belief that all students can learn, but all students do not
learn alike. Within the college-prep curriculum, teachers search to find
the best methods to suit the diverse learning styles of the students and
to improve student learning. Students are given a syllabus at the
beginning of the school year which informs them of the content,
assessments, and grading system. With this information, students are
aware of what lies ahead and can plan accordingly. In addition, great
collaboration exists among the faculty. Because Villa is a small school,
teachers have an important knowledge of the learning styles of their
students; no student goes unnoticed. All teachers know which students
may be scotopic sensitive or could profit from the brain
development/physical exercise sessions (V,2). Because departments engage
in team-teaching, teachers are able to simultaneously work toward
helping the student learn in the way that is best for him or her. The
disciplines see the importance of relating the content of class to
everyday life, and so one instructional method is to do so. In a math
class, students compose photo albums, employing their knowledge of
geometry. The Web Programming class looks inside the computer in order
to provide visual learners with a picture of the terminology. The
foreign language classes participate in the state language festival,
submitting oil paintings and models, thus using a kinesthetic approach
to learning. While the lecture method is still utilized, the faculty
couples it with cooperative learning activities in each class, including
Group Problem Solving where students present problems and/or solutions.
Student-centered instruction, sometimes with the students becoming the
teacher, requires the students to participate in research and utilize
technology. Instructional methods also include accommodations for
students with special needs and are sensitive to the visual learner. The
use of the computer in the classroom, of graphing calculators and
Geometry Sketchpad, of written and oral assessments, of auditory and
visual approaches all address the diverse needs of our students and
improve learning. Students engage in real world problem solving
projects, thus working with our mission in mind of preparing students
for full Christian participation in the 21^st^ century.

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

Because professional development is essential to the success of Villa
Madonna Academy, all teachers are required to obtain at least twelve
hours in professional development each year. Teachers in the state of
Kentucky are required to obtain a Masters Degree within ten years of
certification, and so on-going professional development is expected. The
faculty engages in professional development in many ways. The technology
coordinator provides continual on-site workshops in technology. The
Diocese of Covington offers Wednesday Workshops which cover topics
ranging from diverse learning styles to navigating the web.
Opportunities for professional development are presented by the state
department of education, local departments of education and law
enforcement and national organizations. Teachers often serve as team
members of the Southern Association of Colleges and Schools
accreditation teams, and the principal has attended the national
Benedictine Colloquium which brings together administrators from
Benedictine schools across the country to share best practices in their
schools. Faculty members are encouraged to participate in as many
professional development opportunities as possible. The principal and
teachers are required to share at the monthly faculty meetings what they
have learned in their professional development areas. Teachers are
encouraged, and expected, to take release time in order to work on
professional development. Whether it is participating in the
above-mentioned opportunities, or seeking additional opportunities in
observing or experiencing the work of other teachers, both the principal
and faculty strive to develop professionally in order to enhance the
excellence of the program. A special fund is set aside to assist the
faculty in their professional development. The impact on improving
student achievement is obvious when each year the curriculum is reviewed
and enhanced as a result of the professional development of the faculty.
The impact is further seen in the success of our test scores and the
number of scholarships awarded to our students.

**[PART VI -- PRIVATE SCHOOL ADDENDUM]{.underline}**

The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.

Private school assocation(s): [St. Walburg Monastery]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)status? Yes
[X]{.underline}

## Part II -- Demographics

1.  What are the 2001-2002 tuition rates, by grade? (Do not include
    room, board, or fees.)

[\$4,650]{.underline} [\$4,650]{.underline} [\$4,650]{.underline}
[\$4,650]{.underline}

9^th^ 10^th^ 11^th^ 12^th^

2.  What is the educational cost per student? [\$7,139]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? [\$1,325]{.underline}

4\. What percentage of the annual budget is devoted to
[5.4%]{.underline}

Scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [27%]{.underline}

Grade 12 Test: ACT

Publisher:ACT

Test was taken either in junior or senior year.

No students were excluded.

All graduates in the Classes of '00, 02, & '03 took the test.

All but one graduate in the Classes of 00 & '01 took the test.

+-----------+-----------+-----------+-----------+-----------+-----------+
| **[Table  |           |           |           |           |           |
| of Mean   |           |           |           |           |           |
| and       |           |           |           |           |           |
| Standard  |           |           |           |           |           |
| Deviation |           |           |           |           |           |
| for ACT   |           |           |           |           |           |
| Ma        |           |           |           |           |           |
| th;]{.und |           |           |           |           |           |
| erline}** |           |           |           |           |           |
|           |           |           |           |           |           |
| *         |           |           |           |           |           |
| *[Classes |           |           |           |           |           |
| of        |           |           |           |           |           |
| '99-      |           |           |           |           |           |
| '03]{.und |           |           |           |           |           |
| erline}** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           | Class of  | Class of  | Class of  | Class of  | Class of  |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           | 2003      | 2002      | 2001      | 2000      | 1999      |
+-----------+-----------+-----------+-----------+-----------+-----------+
| VMA       | 23.8      | 21.8      | 22.5      | 24        | 23.1      |
|           |           |           |           |           |           |
| Std. Dev. | 4.4       | 4.1       | 4.9       |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| Kentucky  |           | 19.4      | 19.4      | 19.3      | 19.3      |
|           |           |           |           |           |           |
| Std. Dev. |           | 4.7       | 4.7       | 4.7       | 4.6       |
+-----------+-----------+-----------+-----------+-----------+-----------+
| National  |           | 20.6      | 20.7      | 20.7      | 20.7      |
|           |           |           |           |           |           |
| Std. Dev. |           | 5.0       | 5         | 5         | 5         |
+-----------+-----------+-----------+-----------+-----------+-----------+

+-----------+-----------+-----------+-----------+-----------+-----------+
| **[Table  |           |           |           |           |           |
| of Mean   |           |           |           |           |           |
| and       |           |           |           |           |           |
| Standard  |           |           |           |           |           |
| Deviation |           |           |           |           |           |
| for ACT   |           |           |           |           |           |
| Reading   |           |           |           |           |           |
| Scor      |           |           |           |           |           |
| es;]{.und |           |           |           |           |           |
| erline}** |           |           |           |           |           |
|           |           |           |           |           |           |
| *         |           |           |           |           |           |
| *[Classes |           |           |           |           |           |
| of        |           |           |           |           |           |
| '99-      |           |           |           |           |           |
| '03]{.und |           |           |           |           |           |
| erline}** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           | Class of  | Class of  | Class of  | Class of  | Class of  |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           | 2003      | 2002      | 2001      | 2000      | 1999      |
+-----------+-----------+-----------+-----------+-----------+-----------+
| VMA       | 27        | 24.9      | 24.0      | 25.6      | 25.8      |
|           |           |           |           |           |           |
| Std. Dev. | 4.9       | 5.6       | 5.6       |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| Kentucky  |           | 20.6      | 20.6      | 20.6      | 20.6      |
|           |           |           |           |           |           |
| Std. Dev. |           | 5.9       | 5.9       | 5.9       | 5.8       |
+-----------+-----------+-----------+-----------+-----------+-----------+
| National  |           | 21.1      | 21.3      | 21.4      | 21.4      |
|           |           |           |           |           |           |
| Std. Dev. |           | 6.1       | 6.1       | 6.0       | 6.0       |
+-----------+-----------+-----------+-----------+-----------+-----------+

Grade 10 Test: PLAN

Publisher: ACT

All sophomores took the test; no groups were excluded.

+-----------+-----------+-----------+-----------+-----------+-----------+
| **[Table  |           |           |           |           |           |
| of Mean   |           |           |           |           |           |
| and       |           |           |           |           |           |
| Standard  |           |           |           |           |           |
| Deviation |           |           |           |           |           |
| for PLAN  |           |           |           |           |           |
| Ma        |           |           |           |           |           |
| th;]{.und |           |           |           |           |           |
| erline}** |           |           |           |           |           |
|           |           |           |           |           |           |
| *         |           |           |           |           |           |
| *[Classes |           |           |           |           |           |
| of        |           |           |           |           |           |
| '99-      |           |           |           |           |           |
| '03]{.und |           |           |           |           |           |
| erline}** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           | Class of  | Class of  | Class of  | Class of  | Class of  |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           | 2003      | 2002      | 2001      | 2000      | 1999      |
+-----------+-----------+-----------+-----------+-----------+-----------+
| VMA       | 19.4      | 19.6      | 18.9      | 20.1      | 18.7      |
|           |           |           |           |           |           |
| Std. Dev. | 3.6       | 3.4       | 3.6       | 4.9       | 3.1       |
+-----------+-----------+-----------+-----------+-----------+-----------+
| National  | 16.8      | 16.5      | 16.5      | 16.5      | 16.5      |
|           |           |           |           |           |           |
| Std. Dev. | 3.8       | 4.3       | 4.3       | 4.3       | 4.3       |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

+-----------+-----------+-----------+-----------+-----------+-----------+
| **[Table  |           |           |           |           |           |
| of Mean   |           |           |           |           |           |
| and       |           |           |           |           |           |
| Standard  |           |           |           |           |           |
| Deviation |           |           |           |           |           |
| for PLAN  |           |           |           |           |           |
| Readi     |           |           |           |           |           |
| ng;]{.und |           |           |           |           |           |
| erline}** |           |           |           |           |           |
|           |           |           |           |           |           |
| *         |           |           |           |           |           |
| *[Classes |           |           |           |           |           |
| of        |           |           |           |           |           |
| '99-      |           |           |           |           |           |
| '03]{.und |           |           |           |           |           |
| erline}** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           | Class of  | Class of  | Class of  | Class of  | Class of  |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           | 2003      | 2002      | 2001      | 2000      | 1999      |
+-----------+-----------+-----------+-----------+-----------+-----------+
| VMA       | 20.4      | 18.6      | 19.5      | 19.7      | 20.4      |
|           |           |           |           |           |           |
| Std. Dev. | 3.7       | 4.8       | 4.8       | 4.0       | 3.8       |
+-----------+-----------+-----------+-----------+-----------+-----------+
| National  | 15.8      | 16.0      | 16.0      | 16.0      | 16.0      |
|           |           |           |           |           |           |
| Std. Dev. | 4.5       | 4.9       | 4.9       | 4.9       | 4.9       |
+-----------+-----------+-----------+-----------+-----------+-----------+