##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[x\] Elementary
\[x\] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal\_\_[Mrs. Bernadette
Pryor]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name [St. Cecilia Cathedral Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[3869 Webster
St\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Omaha\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_NE\_\_\_\_\_\_\_\_\_\_\_\_\_68131-1809\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_[Douglas]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_[01]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 402)
556-6655]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Fax\_\_[(402)
556-9233]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Web site/URL [www.stcecilia.net](http://www.stcecilia.net/) E-mail
[bpryor@alltel.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\_\_[November 19, 2006]{.underline}\_

(Principal's Signature)

Name of Superintendent\* [\_\_\_Father James
Gilg\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Archdiocese of Omaha]{.underline} Tel. [( 402 )
554-8493]{.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[12/12/2006 \_]{.underline} (Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. James Elliston]{.underline}

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

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\_\_\_\_[12/12/2006]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

[N/A]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[N/A]{.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\. [35\_\_\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    25        5                      **30**       **7**       13        24          37

  **K**       14        23                     **37**       **8**       20        35          55

  **1**       30        23                     **53**       **9**                             

  **2**       20        23                     **43**       **10**                            

  **3**       14        22                     **39**       **11**                            

  **4**       21        18                     **39**       **12**                            

  **5**       24        24                     **48**       **Other**                         

  **6**       16        27                     43                                             

                                    **TOTAL                                                   424
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [84]{.underline} % White

the school: [9]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

[2]{.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:
\_\_\_[0]{.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      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

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

  **(4)**                   Total number of students in 422
                            the school as of October 1  

  **(5)**                   Total transferred students  0
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           0.5
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[2]{.underline} \_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[3]{.underline}\_\_\_\_

Specify languages: English, Spanish, Italian

9\. Students eligible for free/reduced-priced meals: \_\_[5]{.underline}
\_%

Total number students who qualify: \_\_[23]{.underline}\_\_\_

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

10\. Students receiving special education services: \_\_ [7]{.underline}
\_%

\_\_\_[30]{.underline}\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[3]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[1]{.underline}\_Specific Learning Disability

\_[5]{.underline}\_\_Emotional Disturbance \_[10]{.underline} Speech or
Language Impairment

\_[3]{.underline}\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_[1]{.underline}\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_[21]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_
\_\_\_\_[2]{.underline}\_\_\_

Paraprofessionals \_\_\_[1]{.underline}\_\_\_
\_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[25]{.underline}\_\_\_\_
> \_\_\_\_[4]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_[24:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance   98%         98%         98%         98%         98%

  Daily teacher attendance   100%        100%        100%        100%        100%

  Teacher turnover rate      0%          0%          0%          0%          0%

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

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

**PART III ‑ SUMMARY**

The goal of St. Cecilia Cathedral Elementary School is to strive for
academic excellence and spiritual instruction from preschool through
eighth grade. Founded in the heart of the city of Omaha, Nebraska, by
the Sinsinawa Dominican Sisters in 1907, the school is truly the anchor
that stabilizes the midtown neighborhood.

In this, the school's centennial year, St. Cecilia's welcomes 424
students from diverse backgrounds. The mission of St. Cecilia's
Elementary School is threefold:

-   To foster a multifaceted Christian learning environment

-   To proclaim and model faith, worship, and prayer

-   To build community and support service to others.

The faculty includes one full-time administrator who has held this
position for 35 years, and 21 full-time teachers (11 with advanced
degrees) who average nineteen years each of teaching experience at St.
Cecilia. This longevity is reflected in a \<1% annual teacher turnover
rate. Additional staff includes 3 full- and part-time special resource
teachers, 3 full- and part-time paraprofessionals, and 1 full-time
support staff.

The student population, while predominantly Caucasian, includes a
percentage of children from every racial/ethnic group. Economic
diversity is also a defining characteristic. With 5% of students
qualifying for free/reduced lunch, monies are provided annually as
tuition assistance from our school endowment.

Major fund-raising sources are parish subsidy, tuition, and an annual
fund-raiser, "Comedy and Cuisine." The proceeds from this fund-raiser
have been used for capital improvements to the school, including
construction of a science lab and computerized piano lab.

While there has been a limited decrease in student enrollment due to
declining birthrates and other socio-economic influences, a student
daily attendance average of 98% and student turnover rate of 0% reflect
a population of students and parents who value the power of education.
Children are held accountable for completing their daily work and
homework. The success of that accountability is revealed in average
composite ITBS scores for grades 2-8 that reach to the 87^th^ percentile
rank. Students also consistently demonstrate a high level of achievement
on all criterion-referenced assessments. Most of our graduates go on to
make their high school honor rolls. Approximately 25% of our eighth
graders earn academic scholarships to local Catholic high schools.

Activities are the highlights of the children's lives and deemed as
significant. St. Cecilia School offers student government, an annual
school musical, and a full range of sports, as well as speech, math and
chess clubs, and academic competitions in history, science, and math.
Students consistently place at the district level and state level in
competitions.

Excellence in the arts was recognized by St. Cecilia's selection as the
recipient of a statewide award from the Nebraska Alliance for Arts
Education. In addition to the normal music and art curriculum, the
school has a Camarata (string instrumentation group). Schola Cantorum
provides unlimited musical opportunities for liturgical participation
and performance in Omaha operas. All students K-8 participate annually
in song and dance performances at our Song Fest, and all students 3-8
participate in the school operetta.

As pioneers in the community for Day Care, Snow Day Care, and extended
care, St. Cecilia's accommodates today's parents. A breakfast program in
Day Care, an after-school Spanish program, and a three-tiered preschool
are significant parts of the school's schedule.

St. Cecilia's Board of Education is an integral policy-making body. The
Home and School Association is active and practical. Most of the parents
are industrious as volunteers on committees, as mentors, as computer
moms, etc.

St. Cecilia's stresses and practices social and community
responsibility, encouraging children and families to be active in such
things as neighborhood associations, Omaha Together One Community
gatherings, and Habitat for Humanity projects. Students take part in
activities such as the United Way Drive, Jump Rope for Heart, St.
Vincent de Paul Society Food Pantry collections, and other projects to
sponsor underprivileged children in other parts of the world.

St. Cecilia Cathedral Elementary School has been honored to be chosen as
one of the 25 outstanding schools in the United States by the National
Catholic Education Association, as a National Exemplary School by the
U.S. Department of Education, and to receive the Presidential Citation
Award from Creighton University on October 16, 2006.

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

1.  **Assessment Results:** The Iowa Test of Basic Skills is
    administered annually to all students in grades

2-8. It is important to note that only a limited number of students are
excluded from the calculation of the group totals. The students excluded
have Individualized Educational Plans (IEP), which are utilized for
instructional planning, delivery and assessment of progress. The ITBS
test results provide the principal, teachers, and parents with specific
information about student learning.  The building reports over the past
three years indicate that St. Cecilia School makes exemplary progress as
compared to other participating schools across the nation. 

In reviewing the scores in reading and mathematics, it is important to
note that the scores in reading are consistently stronger than the
mathematics results. The reading totals are significantly above the
national average 50^th^ percentile at all grade levels. Also, in many
cases, a large percentage of the students are ranked in the top
quartile. The reading totals also reflect a consistent growth,
especially following the 4^th^ grade year, and a significant number of
students rank in the top quartile. The reading totals indicate that the
students have excellent knowledge in the areas of vocabulary and
comprehension, which require the application of higher level reading
skills. Comparison of CogAt scores to ITBS scores indicates that St.
Cecilia students frequently perform at a higher level than would be
expected. The math totals remain above the national average (50^th^
percentile).  In reviewing the three-year graph, it should be noted that
sometimes the changes in the math totals are not significant, but
progress is noted.  Students of St. Cecilia have a solid understanding
of concepts/estimates and problems and data and continue to improve each
year in math.

**2. Using Assessment Results:** St. Cecilia School utilizes the ITBS
results in a number of ways to both challenge and reinforce student
learning throughout the curriculum. The faculty receives assessment
results by building level, grade level, and by individual classroom to
review and interpret the data with focus on improving student learning.
Teachers interpret, analyze, and utilize the data to examine strengths,
weaknesses, and areas that need to be addressed in classroom teaching as
a whole. Aspects of a professional learning community exist, such as
sharing and collaboration by grade level teachers and classroom partner
teachers. Time is provided at faculty meetings to continue this sharing.
Test scores in each subject area are further analyzed to determine the
individual child's strengths and weaknesses, as well as the overall
needs of the class. Test results also provide the framework for
decision-making about curriculum issues and the ongoing monitoring of
the school improvement plan. There is evidence of this occurring in
individual classrooms, as well as in the school as a whole. For example,
an individual classroom teacher may divide the class into small groups
to meet individual needs in reading comprehension and math skills. Also,
teachers have developed individual plans for students with special needs
by utilizing the assistance of tutors and special materials.

A variety of programs reinforce these same goals. Students qualifying
for Title I in math and reading are provided with instructional support
that aligns with the math and reading standards. Also, the Sunshine Math
Program is used to reinforce basic concepts and provide enrichment for
students in first through fourth grades. Math Mentors and Math Maniacs
groups have been established for fifth and sixth grades to provide
similar experiences. Seventh and eighth grade students can take part in
an enrichment program called Math Counts. All the math reinforcement and
enrichment programs used at St. Cecilia's align with the Archdiocesan
and State Standards. Qualifying eighth grade students are enrolled in an
algebra course at a nearby college prep high school. Enrichment and
reinforcement programs, which are aligned with the standards, extend
throughout the language arts, focusing on the acquisition and
application of both reading and writing skills.

Improvement in writing across the curriculum is a target goal of the
school improvement plan. Annually 4^th^ and 8^th^ grade writing is
assessed and blind-scored according to a rubric in a process involving
the entire faculty, to provide self-study inter-rater reliability.
Analysis of these assessments as well as student writing portfolios and
a review of past criterion testing results reflect a significant
improvement in applying writing skills in various areas of the
curriculum. Use of assessment data in a variety of programs enables
teachers to meet the students' needs for reinforcement and enrichment.

St. Cecilia School also administers criterion-referenced testing which
includes the Archdiocesan Performance Assessments in Religion, Math,
Science, and Language Arts.  In addition classroom teachers administer
end of chapter/unit tests, partner projects, individual projects, and
oral presentations. Teacher observation and teacher interviews are also
used to assess student learning. St. Cecilia School also utilizes
student self-assessment in the areas of English/language arts, science,
and social studies.  Consistently, students demonstrate a high level of
achievement.

**3. Communicating Assessment Results:** Iowa Tests of Basic Skills
(ITBS) assessment is

Administered to all students in grades 2-8 on an annual basis, in late
September. This time frame makes it possible to share the results during
the individual Parent-Teacher Conferences, scheduled at the end of the
first quarter. These scheduled meetings between the parents and teachers
allow ample time to discuss each child's current academic performance as
well as the achievement results reported on the ITBS. At that meeting
parents are also provided with a copy of their child's Performance
Profile, which can be used to set both short term and long term goals.
In addition, criterion referenced test (CRT) results are also shared. In
addition to these formal conferences, parents may meet with any or all
faculty members at any time throughout the year to discuss their
children's progress. In the third through eighth grades, mid-quarter
progress reports are sent home to all parents each quarter, in addition
to quarterly report cards, to keep parents fully informed of current
performance.

In addition to communication of test results to parents of individual
children, school summary data are shared with members of the St.
Cecilia's Board of Education. Information is also sent to the Catholic
Schools Office, which is responsible for completing additional analysis
and reporting the results from all of the Archdiocese of Omaha Schools.

Test results are also used to identify and communicate to the parents of
seventh grade students scoring at or above the 95^th^ percentile (58% of
7^th^ graders in 2006) their children's eligibility to participate in
the Duke University Talent Identification Program. Students who enroll
in this program are encouraged to take either the SAT or ACT test during
that current school year. Once enrolled in this program, students
receive further counsel about potential academic possibilities, and
become part of the Talent Identification Database.

**4. Sharing Success:** Some specific methods have been identified to
communicate the school's student progress. Included consistently are
various publications and newsletters designed to keep parents and
community stakeholders informed. The school sends out newsletters to the
parents and the archdiocese reporting the progress that students are
making in specialized areas of math, English, and reading once a year.
Throughout the year the principal's weekly newsletter reports individual
honors in these areas and others. For example, last year students in the
5^th^ through 8^th^ grades competed in the archdiocesan Math and Science
Olympics. The outcomes were reported in the *Omaha World-Herald*
newspaper and the *Catholic Voice* as well as the school bulletin.
Several times throughout the year, Creighton University assigns
education students to observe and learn from the math, science, and
reading teachers at St. Cecilia's as well. St. Cecilia's was the first
Catholic elementary school in the area to earn North Central
Accreditation.

> Throughout the school year, the faculty meets within the school, with
> other schools, and with

parents. Some examples of these meetings are monthly faculty meetings,
principals' meetings, and yearly parent-teacher conferences. Progress
and information are communicated throughout the system and among the
faculty.

> Teachers have served as presenters at local teacher conferences and
> for parish groups, as well as

serving on committees to develop archdiocesan standards and assessments.
St. Cecilia's was selected as a pilot school to participate in the
development of the standards, assessment, and curriculum for the
Archdiocese of Omaha Schools in the areas of Religion, Math, and
Science. All faculty have been actively involved in the process over the
past five years. Teachers from St. Cecilia's were selected as presenters
for the Annual Fall Conference to present standards and assessment
information to their peers. Over 1500 educators attend the conference
from the Archdiocese of Omaha.

Honor Roll is displayed in the school for 7^th^ and 8^th^ grade students
to celebrate and encourage student learning. Names of St. Cecilia
graduates on local Catholic and public high school honor rolls are
published in the parish bulletin quarterly.

Following the example of St. Cecilia, patron saint of music, St.
Cecilia's strives to involve all students in the arts and to share our
involvement with the arts with our school community. Recently St.
Cecilia's was named a Creative Ticket School of Excellence by the
Nebraska Alliance for Arts Education. This statewide award also makes us
eligible for consideration for a national award. The school will be
awarded an artist in residence for a week. Our selection reflected the
variety of ways the school uses the arts in the classroom and community.
For example, we recently had a dance performance at the school and open
to the public by dancers from Oaxaca, Mexico; our schoolchildren
annually present an operetta and a song and dance performance for
parents and the community; our 7^th^ graders stage a Christmas play; our
students participate in local art contests and operas.

Throughout the year the faculty meets with parents. Some examples
include parent-teacher conferences, and a Back to School Night for each
level (primary, intermediate, junior high) that focuses on curriculum. 
In addition, teachers are always available for individual meetings with
parents to discuss academic progress and to discuss assessment results. 

The Cathedral Chimes, published quarterly and sent to all parishioners,
features a column written by the principal communicating academic
success.

> Historically, about 25% of the students from St. Cecilia's receive
> scholarships to local

Catholic high schools. Half of St. Cecilia's 8^th^ graders take algebra;
those not taking it at a nearby high school use the same text and follow
the same algebra curriculum at St. Cecilia's. As a result, more than 50%
of these students are able to start high school at a higher level of
math class. Of the students who take French in the eighth grade, 60-75%
are able to start with a French II class in high school.

 

**PART V -- CURRICULUM AND INSTRUCTION**

1\. **Curriculum:** St. Cecilia Cathedral Elementary School's program of
studies is in compliance with State of Nebraska Department of Education
and Omaha Archdiocesan School Office guidelines, which include
addressing multi-cultural/global and nonsexist issues. With the
curriculum established, each faculty member is expected to maintain the
integrity of the content in daily instruction.

The curriculum includes these subject areas: art, computer technology,
English/writing, penmanship, reading/literature, spelling,
mathematics/algebra, music, physical education, religion (including
family life/sexuality), science/health, social studies, and foreign
language (Spanish for grade 7 and French or Spanish for grade 8).

The reading/literature curriculum develops phonics and decoding skills,
vocabulary, and comprehension competence necessary for our students to
read fluently and successfully understand and appreciate literature in
all forms. Students develop skills of inference, comparison and
contrast, sequencing, drawing conclusions, and critical thinking to
enable them to become lifelong effective readers.

The language arts curriculum provides students with a firm grounding in
traditional grammar and strong instruction in and experience with the
Six Traits of Writing. The goal is to enable all students to be
effective communicators in both spoken and written language. Effective
communication combines the skills of critical thinking, writing,
reading, speaking, and listening---skills necessary for students to
develop the ability to participate as responsible members of a global
society. Emphasis is on writing skills, techniques, and fluency, the
core of the K-8 language arts curriculum, while penmanship, spelling,
and vocabulary are also basic.

The mathematics curriculum prepares all students to apply effectively
acquired mathematical knowledge and skills in an ever-changing society.
St. Cecilia's students develop skills and operations beginning with
simple number recognition through algebra courses. After-school math
interest groups help students further develop interest in and
appreciation for math; students in 8^th^ grade who qualify may
participate in high school algebra classes at a nearby college prep high
school.

A comprehensive social studies curriculum enables all students to
function competently as citizens of a democratic society in an
interdependent world. Their knowledge of history and geography enables
them to learn informed decision-making and to participate more fully in
the stewardship and social justice taught by the Catholic Church.

An exceptionally strong fine arts curriculum includes both art and music
for all grades K-8 taught by art and music specialists. Both areas
enrich students' lives by teaching appreciation for and knowledge of art
and music throughout history and across cultures, as well as teaching
art production and musical performance. Students in grades 6-8 receive
regular instruction in a computerized piano lab as well as in the
classroom, receiving a level of music instruction usually available only
through private lessons.

Throughout the science curriculum, students develop a curiosity and
respect for God's creation through scientific knowledge and hands-on
experiences and learn to understand and appreciate the physical laws
governing their existence. Students in grades 5-8 have the opportunity
on a weekly basis to conduct experiments in a state-of-the-art science
lab and learn to act and think as scientists.

Weekly classes in computer technology, closely linked to other
curriculum areas, offer all students the opportunity to develop
competence in the use of technology as a tool for learning and
development of problem-solving skills. Technology specialists work
closely with classroom teachers to ensure that technology serves
learning needs.

Physical education provides opportunity for students to gain knowledge,
understanding, skills, and attitudes that will encourage lifelong
participation in healthy physical activity and enable them to be good
stewards of what God has given them.

Finally, the religion curriculum is integral to everything done at St.
Cecilia's, working to fulfill the fourfold educational mission of the
Catholic Church: to proclaim the message of faith and morals, to foster
community, to encourage worship and prayer, and to motivate service to
others.

2.  **Reading Curriculum:** The St. Cecilia reading curriculum is a
    theme-based reading/language arts

program. The textbook series offers a wide variety of contemporary and
classic works of literature; in addition, trade books and novels are
used to introduce students to a wide variety of literatures and genres.
Supplemental books and activities address all learning styles, through
discussions, journal writing, art projects, movement, choral reading,
and plays. Numerous interventions for all levels of learners are
provided, from the emergent reader to those reading above grade level.
Comprehension instruction builds critical thinking skills through
specific lessons. Shared writing responses to literature integrate
reading instruction with our six traits writing instruction. Students
are assessed frequently in comprehension, reading fluency, and decoding,
allowing teachers to monitor progress through portfolios, benchmarks,
oral reading, and rubrics. Independent reading is encouraged through the
Accelerated Reader program, used throughout all grades, and by classroom
teachers' use of literature circles.

> The reading series was chosen for its strong phonological awareness.
> Use of songs, rhymes, and

word games helps develop skills. Audiotapes of stories help develop
fluent expression. There are abundant review and practice activities for
reinforcement. The reading series selected correlates well with phonics
instruction in the primary grades. The reading series, and the entire
reading program, is a balanced, comprehensive program that helps all
students to become fluent, lifelong readers.

**3. Writing Curriculum:** Several years ago, the faculty selected
improvement of all students' writing skills across the curriculum as the
school self-improvement goal. While writing is a primary focus in
language arts, writing takes place in every subject across the
curriculum. From kindergarten through eighth grade, all teachers
(including special teachers) use the six traits model to work on
consistent development of written communication skills. The faculty
chose the six traits model not only because it is an effective
instructional model, but also because it provided a common, easily
understood vocabulary to use in communicating with parents about
writing. At St. Cecilia's students write daily; these writing
experiences include daily journaling, personal narratives, opinion and
persuasive writing, creative writing (stories and poetry, exploring
various poetic forms), research report writing, and other expository
writing. Every student, whatever his/her ability level, is encouraged to
improve his/her skills with attainable goals. Students learn to use
writing as a learning tool, to develop critical thinking and an ability
to focus and organize their ideas. Students become decision makers by
selecting and developing topics and taking responsibility for revision
and editing of their own work.

The writing curriculum relates to the school's mission by promoting
lifelong learning, and by teaching writing as a skill and a learning
tool as well as an enjoyable interest that students will use throughout
their lives. Learning to be good writers enables them to communicate
effectively, a skill which they will need to function as capable
citizens in a democratic society.

**4. Instructional Methods:** At St. Cecilia, a wide range of
instructional methods is employed throughout the school day and across
the curriculum. Teachers strive to be creative in use of teaching
methods to enable them to reach all students and to meet individual
needs.

> Auditory methods are used in traditional teacher-directed instruction.
> Students can also listen to

stories on tape in class or in small groups, or can listen to music that
reinforces math facts, for example, or parts of speech. Auditory
instruction in music involves not only singing and listening to recorded
music, but also producing music and listening through headphones in the
piano lab.

Visual learning methods are employed through use of graphs, charts,
pictures, maps, overheads, displays, and videos. Every classroom is
equipped with a VCR, DVD player, or both, making a wide range of visual
materials readily available. Teachers can also project images
(powerpoint presentations, websites, video, etc.) from computer
workstations in each classroom to their television screens or with a
projector. These aids capture the attention of visual learners and
generate interest and excitement, as well as making class presentation
of material more interactive.

Hands-on, kinesthetic learning takes place throughout the day, not only
in art and physical education, but in science experiments, in creating a
medieval castle or an African mask, on nature walks, or when a
literature class presents Dickens's "Christmas Carol" to the school,
enabling students to become directly, physically involved in learning.
Eighth graders meet regularly with their "kindergarten partners" to
engage in hands-on, multi-age, cross-curricular learning experiences.

> Exposure to all methods of instruction gives all students greater
> opportunity to grow and learn and to

reach their full potential.

5.  **Professional Development:** Professional development at St.
    Cecilia's is dictated by (1) school

improvement goals and (2) personal educational growth goals. In addition
to annual in-service days related to religious topics, faculty are
offered development opportunities related to school improvement goals;
for example, the current school-wide focus is on 6-Trait Writing and
improving writing instruction, so a school leadership team attended a
series of workshops on this topic and came back and shared what they
learned at monthly faculty meetings. Another school improvement goal has
been safety and security; regular in-servicing has been provided for
faculty and staff to obtain CPR and first aid certification, as well as
training in use of epi-pens and the nebulizer. Teachers are also
encouraged to attend workshops and conferences related specifically to
their grade levels and personal growth goals. For example, five teachers
have attended workshops in Holocaust education and the relationship
between the Catholic church and Judaism; one teacher spent three weeks
in Japan learning about the educational system and culture; one teacher
traveled to Israel with a group of Catholic educators last summer;
another traveled to Guatemala. Eleven faculty members have advanced
degrees. The faculty was also provided this fall with a faculty retreat
day, led by the pastor, which not only fostered spiritual growth but
also strengthened faculty unity and sense of mission.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables. Delete if not
used.*

1.  Private school association(s): [NCEA, NEA, NCA]{.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 2006-2007 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$[1850]{.underline}\_\_ \$[1850]{.underline}\_\_
\$[1850]{.underline}\_\_ \$[1850]{.underline}\_\_
\$[1850]{.underline}\_\_ \$[1850]{.underline}\_\_

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

\$[1850]{.underline}\_\_ \$[1850]{.underline}\_\_
\$[1850]{.underline}\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$[4000]{.underline}\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[800]{.underline}\_\_\_

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[25]{.underline}\_\_%

**PART VII -- ASSESSMENT RESULTS**

Subject\_[Reading and Math]{.underline} Grade\_[2-8]{.underline}\_\_
Test\_\_\_[Iowa Tests of Basic
Skills]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001-2002]{.underline} Publisher\_\_[The
Riverside Publishing Company]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

St. Cecilia Catholic Elementary School ITBS Results:

**READING**: Based on Percentile Rank of Average SS: National Student
Norms

Norms: Fall 2000 Test Month: September

Note: Students who were excluded have Individualized Educational Plans
(I.E.P.) that would warrant modifications in standardized testing
procedures. These students participated in the testing, but their scores
were not included in the total group scores.

  ------------------------------------- ----------- ----------- -----------
  Grade Level Information               2006        2005        2004

  **Grade 2**                                                   

  Reading Total                         83          70          74

  \# students tested                    43          37          44

  \% total students                     100%        100%        100%

  \# students excluded                  0           0           0

  \% students excluded                  0           0           0

  **Grade 3**                                                   

  Reading Total                         75          74          76

  \# students tested                    40          48          51

  \% total students                     100%        100%        100%

  \# students excluded                  1           0           1

  \% students excluded                  3%          0           2%

  **Grade 4**                                                   

  Reading Total                         87          81          84

  \# students tested                    37          48          47

  \% total students                     100%        100%        100%

  \# students excluded                  1           1           1

  \% students excluded                  3%          2%          2%

  **Grade 5**                                                   

  Reading Total                         88          86          85

  \# students tested                    48          45          38

  \% total students                     100%        100%        100%

  \# students excluded                  1           0           3

  \% students excluded                  2%          0           8%

  **Grade 6**                                                   

  Reading Total                         85          76          77

  \# students tested                    43          38          59

  \% total students                     100%        100%        100%

  \# students excluded                  0           0           2

  \% students excluded                  0           0           3%

  **Grade 7**                                                   

  Reading Total                         84          79          89

  \# students tested                    35          57          55

  \% total students                     100%        100%        100%

  \# students excluded                  2           0           5

  \% students excluded                  6%          0           9%

  **Grade 8**                                                   

  Reading Total                         81          83          83

  \# students tested                    55          59          55

  \% total students                     100%        100%        100%

  \# students excluded                  4           1           1

  \% students excluded                  7%          2%          2%
  ------------------------------------- ----------- ----------- -----------

St. Cecilia Catholic Elementary School ITBS Results:

**MATH:** Based on Percentile Rank of Average SS: National Student Norms

Norms: Fall 2000 Test Month: September

Note: Students who were excluded have Individualized Educational Plans
(I.E.P.) that would warrant modifications in standardized testing
procedures. These students participated in the testing, but their scores
were not included in the total group scores.

  ------------------------------------- ----------- ----------- -----------
  Grade Level Information               2006        2005        2004

  **Grade 2**                                                   

  Math Total                            65          67          68

  \# students tested                    43          37          44

  \% total students                     100%        100%        100%

  \# students excluded                  0           0           0

  \% students excluded                  0           0           0

  **Grade 3**                                                   

  Math Total                            73          69          73

  \# students tested                    40          48          51

  \% total students                     100%        100%        100%

  \# students excluded                  1           0           1

  \% students excluded                  3%          0           2%

  **Grade 4**                                                   

  Math Total                            84          80          82

  \# students tested                    37          48          47

  \% total students                     100%        100%        100%

  \# students excluded                  1           1           2

  \% students excluded                  3%          2%          4%

  **Grade 5**                                                   

  Math Total                            82          82          81

  \# students tested                    48          45          38

  \% total students                     100%        100%        100%

  \# students excluded                  1           0           3

  \% students excluded                  2%          0           8%

  **Grade 6**                                                   

  Math Total                            82          76          71

  \# students tested                    43          38          59

  \% total students                     100%        100%        100%

  \# students excluded                  0           0           1

  \% students excluded                  0           0           2%

  **Grade 7**                                                   

  Math Total                            77          70          83

  \# students tested                    35          57          55

  \% total students                     100%        100%        100%

  \# students excluded                  2           0           5

  \% students excluded                  6%          0           9%

  **Grade 8**                                                   

  Math Total                            74          74          73

  \# students tested                    55          59          55

  \% total students                     100%        100%        100%

  \# students excluded                  4           1           1

  \% students excluded                  7%          2%          2%
  ------------------------------------- ----------- ----------- -----------