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

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

**Cover Sheet**

Name of Principal [Mr. Thomas J. Sedor]{.underline}

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

Official School Name [Infant Jesus of Prague School]{.underline}

(As it should appear in the official records)

School Mailing Address [1101 Douglas Avenue]{.underline}

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

[Flossmoor Illinois 60422-1499]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 708 ) 799-5200]{.underline} Fax [( 708 ) 799-5293]{.underline}

Website/URL [www.ijpparish.org]{.underline} E-mail
[tsedor@ijpparish.org]{.underline}

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

Date [1/28/04]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Nicholas M. Wolsonovich]{.underline}

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

District Name [Archdiocese of Chicago]{.underline} Tel. [( 312 )
751-5210]{.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 [1/28/04]{.underline}

(Superintendent's Signature)

Name of School Board Mrs. Terri von Schaumburg

President/Chairperson

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

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

Date [1/28/04]{.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 of Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [22]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students 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**       26        19                     45           **7**       30        41          71

  **1**       25        37                     62           **8**       34        33          67

  **2**       35        32                     67           **9**       NA        NA          NA

  **3**       33        37                     70           **10**      NA        NA          NA

  **4**       29        41                     70           **11**      NA        NA          NA

  **5**       25        33                     58           **12**      NA        NA          NA

  **6**       32        35                     67           Other       NA        NA          NA

                                    **TOTAL                                                   577
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [62]{.underline} % White

the students in the school: [27]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

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

[6]{.underline} % Bi-Racial

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[10]{.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 6
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 52
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        58
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    576
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .10
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    10%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

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

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

Specify languages: Spanish, Polish, Filipino

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

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

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

10\. Students receiving special education services: [1]{.underline} %

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

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

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

[0]{.underline} Deafness [77]{.underline} Other Health Impaired\*
(asthma, diabetes, etc.)

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

[0]{.underline} Hearing Impairment [7]{.underline} Speech or Language
Impairment

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

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} [0]{.underline}

Classroom teachers [31]{.underline} [3]{.underline}

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

Paraprofessionals [4]{.underline} [0]{.underline}

> Support staff [6]{.underline} [1]{.underline}
>
> Total number [45]{.underline} [4]{.underline}

12\. Average school student-"classroom teacher" ratio:
[18:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance 96%         95%         95%         95%         95%

  Daily teacher attendance 98%         98%         98%         98%         98%

  Teacher turnover rate    9%          12%         6%          3%          6%

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

*A vision without a task is a dream; a task without a vision is
drudgery,*

*but a task with a vision can change the world. \--* Black Elk

At Infant Jesus of Prague Elementary School, a 1999 Blue Ribbon winner,
everyday tasks are inspired by visions of all shapes and sizes. A first
grader struggles with her phonics because she pictures herself doing a
reading at the next primary mass. A seventh grader spends hours
researching and testing a hypothesis because he sees himself competing
at the state science fair. An eighth grader researches, writes, and
orally presents a biography of a saint as he sees himself receiving the
sacrament of Confirmation. A teacher labors over lesson plans for a new
math program because she imagines her students excited about the
perimeter of polygons. The principal crunches numbers a thousand
different ways because he envisions programs that will reach all
learners. Different as these visions appear, they are facets of a
mission that embraces individual goals even as it defines objectives for
the entire school community.

The school community at IJP is as diverse as the visions each student
embraces. Yet as the disparity of individual dreams merge into the
unified vision of the school mission, so too do IJP's various racial and
economic components unite into single student body. We are all Kingsmen
-- Kingsmen who anticipate the \"Nacho Supreme\" hot lunch, who
contribute generously to the St. Agatha Christmas collection, who play
side-by-side on the football field or basketball court. The 602 students
who represent 23 communities on Chicago's south side share values,
goals, work ethics, and traditions that transcend individual
differences.

Members of the IJP community are bound by the high standards of a
mission that demand the spiritual formation of a Christian who is
well-versed in the doctrines and morality of the Roman Catholic Church,
who possesses a positive self-image, who is respectful of others. Our
Christian values are interwoven in the teaching of academic, social, and
technological skills needed for active participation in society with a
dedication to peace and justice. As Theodore Roosevelt said, \"To
educate a man in mind and not in morals is to educate a menace to
society.\" The mission emphasizes the intellectual, physical, and
artistic growth of the student body at large while simultaneously
recognizing and accommodating the individual student's intellectual,
emotional, and developmental limitations.

Academically, IJP is built around divisions: pre-school and kindergarten
form the early childhood division; 1st through 3rd grades make up the
primary division; 4th and 5th grades constitute the intermediate
division; and 6th, 7th, and 8th grades comprise the junior high.
Pre-school is offered in two and three half day schedules. Kindergarten
classes are offered in two formats -- all day and half day, both of
which are self-contained except for physical education and music.
Primary grades are broken into small groups based on ability for math,
reading, and language arts, while the rest of curriculum is covered in
heterogeneous homeroom groupings. Fourth and 5^th^ grade students have
some heterogeneous departmentalized classes, as well as small ability
based reading groups. Finally, the junior high division is fully
departmentalized with students moving between classes. All students from
kindergarten through 8^th^ grade have regularly scheduled music, art,
computer, and physical education classes taught by teachers certified in
their areas of specialization.

Our administration consists of the principal and an assistant principal.
In addition to a highly trained teaching staff, we also have the
services of a full-time librarian, counselor, special services
coordinator, and technology coordinator as well as a part-time new
teacher mentor. A registrar, five teacher aides, office staff, a
registered nurse, two cafeteria workers, and a maintenance crew round
out the IJP staff. In addition, the services of a learning disabilities
teacher and a speech pathologist may be contracted during school hours.

Diversity reigns at IJP. From the widespread ages of our students, to
the racial and economic backgrounds of their families, to the abilities
and goals of each child, clearly there are many differences in our
school. When taken together, however, they create a rich tapestry woven
together by a mission that respects these differences even as it enables
us to find a common, Christian vision \-- a vision that gives purpose to
the everyday tasks through which we are trying to change the world, one
child at a time.

**PART IV \-- INDICATORS OF ACADEMIC SUCCESS - 1**

*Accountability is absolutely fundamental to making sure schools are
doing well.*

\--Laura Bush

IJP takes pride in the performance of its students on the yearly Terra
Nova assessment and is happy to make the results public. We understand
that we are accountable, and we look forward to the opportunity to
showcase our students' success. In fact, we voluntarily go beyond the
mandated testing of grades 3, 5, and 7 and include grades 1, 2, 4, and 6
in order to ascertain information and data that will help us plot
student progress and adjust curriculum in the future.

A closer look at the Terra Nova results for 3^rd^ graders in 2003 shows
a very strong performance in reading, language, and math. In reading,
for example, our Median National Percentage (MDNP) was 71 %. This tells
us that half of our students scored above 71% on the reading component
of the Terra Nova test, and half scored below 71%. When you compare this
data to the MDNP for the entire United States, which is 50% (meaning
that 50% of 3^rd^ graders scored above 50% and 50 % scored below), it is
clear that IJP outscored their peers. In fact, our 3^rd^ graders
outscored their national counterparts in every reading objective,
including Basic Understanding, Analyze Text, Evaluate/Extend Meaning,
and Identify Reading Strategies. In every objective, IJP students earned
either a High or Moderate Mastery; not a single student placed in the
Low Mastery category.

The same conclusions can be drawn about their performance in Language.
The MDNP for IJP 3^rd^ graders was 79%, again significantly higher than
the national average of 50%. Individual learning objectives including
Sentence Structure, Writing Strategies, and Editing Skills also saw far
better than average scores, with the vast majority earning High or
Moderate Mastery. (Two percent of students fell into the Low Mastery in
Writing Strategies.)

Math scores bear out the conclusion that IJP 3^rd^ graders are capable
test takers. Seventy-nine percent was once again the MDNP in math, with
Moderate to High Mastery achieved in every objective including Number &
Number Relations, Measurement, Geometry & Spatial Sense, Data,
Statistics, and Probability, Patterns, Functions, Algebra, Problem
Solving & Reasoning, and Communication. In Computation & Estimation, 98%
of 3^rd^ graders earned Moderate to High Mastery, while 2% earned Low
Mastery.

Fifth grade scores from 2003 tell an even better story. The MDNP for
Reading was 79% with 100% of students achieving High or Moderate Mastery
in every objective (see above for lists of objectives). The Language
MDNP jumped to 84% with 100% Moderate to High Mastery in all objectives
(except for 2% Low Mastery in Writing Strategies). The MDNP for Math was
83%. Again, almost all objectives were moderately to highly mastered
with the exception of 2% Low Mastery in Computation & Estimation and 3%
Low Mastery in Measurement.

Seventh grade scores continue the trend. The MDNP for 7^th^ grade
Reading falls in the 77% range with 100% of all students earning
Moderate to High Mastery in all reading objectives. The MDNP for
Language was 79% with 97% or more of our students achieving Moderate to
High Mastery in all language objectives. Math scores were also high with
an MDNP of 77%, and again, the vast majority of students achieved
Moderate to High Mastery in all mathematics objectives. There was,
however, a small minority of 7^th^ grade students in each objective who
placed in the Low Mastery. This result has prompted the junior high math
teachers to adjust their curriculum to address these issues. For
example, many of the warm-up activities that take place at the beginning
of class revolve around numbers and number relations, computation, and
estimation, skills that received the lowest levels of Moderate to High
Mastery.

Objective data such as those provided by the Terra Nova test confirms
what we at IJP have known all along -- our students regularly meet high
standards across the curriculum.

**PART IV \-- INDICATORS OF ACADEMIC SUCCESS - 2**

*Prediction is difficult -- particularly when it involves the
future**.***

\--Mark Twain

Assessment data, a rich resource at IJP, assists us in making
predictions about our students' futures.

Kindergartners are assessed three times during the school year to
determine how they compare to benchmarks established by the Dynamic
Indicators of Basic Early Literacy Skills test (DIBELS). If they are not
meeting those benchmarks, they are placed in small groups to work on
specific skills such as letter naming fluency and initial sound fluency.
This program, which stresses our goal of early identification, will
continue to assess children through the fifth grade, allowing for
remediation as needed.

Another source of objective data is the Gates--McGinitie Reading Test
which covers both vocabulary and reading comprehension. This test is
administered twice a year to all students from grades 1 through 6.
Information garnered from this test, along with teacher input and Terra
Nova results, determines reading group placement or movement. For the
few primary students who score below average on the Gates test, there
are small remediation groups staffed by our special services coordinator
and teachers aides. In addition, low scores are passed on to the Teacher
Assistance Team which analyzes test scores and teacher reports.
Exemplary performance on the Gates test, in addition to teacher
recommendation, is a consideration in placing primary students in a
weekly enrichment program.

One of our reading specialists administers the Woodcock Reading Mastery
Test to children who are at risk. She uses that data to diagnose
problems and design an individual plan based on the Wilson Reading
Program which she is certified to teach.

Terra Nova results are also instrumental in tracking student progress in
grades 1 through 7. These standardized test results are used in
conjunction with the above mentioned tests when analyzing student
achievement. In addition, they help faculty in making curriculum
decisions. For example, Terra Nova scores showed that in the primary
grades certain math objectives earned comparatively low levels of high
mastery. That information helped us choose the Everyday Math Program
from SRA as our new primary math program. Terra Nova results are also
used to help target high achievers for an accelerated 7^th^ grade math
program. Test scores and teacher recommendation determine which children
take a fast-track algebra tutorial. Successful completion of that allows
these 8^th^ graders to enroll in an Honors Geometry class at Marian High
School.

**PART IV \-- INDICATORS OF ACADEMIC SUCCESS - 3**

*In the last analysis, what we ARE communicates far more eloquently than
anything we SAY*.

\--Source Unknown

The most meaningful communication at IJP occurs daily and takes the
forms of encouraging smiles, words like \"AWESOME!\" written across the
top of a test, or a concerned phone call home. In addition, there are
other, more formal, means of communication.

Three times during the school year parents are formally invited to visit
the school and meet the teachers: Back to School Night in September,
Parent-Teacher Conferences in November, and the annual Open House in
January. Additional conferences can be scheduled any time at the request
of either a parent or a teacher.

Communication occurs between individual teachers and parents regularly.
Signatures on graded tests confirm that parents are aware of students'
grades. Newsletters are published by individual teachers as well as by
the school. Many teachers also post important classroom news on the
school's web page, which can be accessed through a link on the parish
web site (ijpparish.org), and all teachers are available through both
voice mail and email. The school's newsletter, *Infant Info,* comes out
quarterly. Progress reports are sent home at the mid-term of each
quarter and additionally as necessary. Report cards, with comments, are
sent home at the end of each quarter.

A wider audience can be reached in a variety of ways. First, information
about the school, such as the junior high honor roll, appears in the IJP
Parish bulletin, *The Campanile.* Local newspapers including *The Star*
and *The Daily SouthTown* also print the honor roll as well as other
newsworthy activities*.*

Individual Terra Nova results are mailed home to parents during the
fourth quarter. Parents receive their child's scores, an analysis and
explanation of those scores, and an overview of the scores for their
child's grade. Finally, summaries and highlights of IJP's most current
Terra Nova results for grades 3, 5, and 7 are made available to both
current and prospective families at the January Open House.

**PART IV \-- INDICATORS OF ACADEMIC SUCCESS -- 4**

*Success is a journey, not a destination.*

\--Ben Sweetland

The successes we enjoy at IJP are celebrated at home and shared abroad.
Sharing occurs in both informal and formal ways. Informally, teachers
belong to a wide variety of professional organizations such as the
Illinois Reading Council, the National Council of Teachers of Math, the
National Science Teachers Association, and the Illinois Computing
Educators, among others. When they attend meetings and conferences,
ideas are shared. In addition, teachers often attend continuing
education workshops where roundtable discussions often result in the
sharing of ideas and success stories.

IJP's reputation for success is also bolstered by student dominance in
academic competitions. IJP competes regularly in local, regional, and
state science and math contests, regularly earning trophies and awards
for both individual and team accomplishments.

More formal methods of sharing take place when our faculty or
administration presents workshops. In 1995, our principal, assistant
principal and counselor, along with a licensed counselor, oversaw the
creation of a new program at IJP. Called \"Safe Schools, Healthy
Child,\" it was designed to provide a plan should a catastrophic event
occur at school or involve school children. With the political climate
as unstable as it has been since 9/11, SSHC has provided IJP with a
viable disaster plan that has the approval of our local police
department. Recognized by many as a model of strategic planning, SSHC
has been adopted by numerous schools. In fact, IJP staff members have
shared the concept of SSHC at

in-services and workshops at over 35 schools in the Archdiocese of
Chicago since June of 2001. SSHC is also gaining national recognition.
Our principal, assistant principal, and the counselor affiliated with
SSHC presented it at the 2003 National Catholic School Convention in St.
Louis, Missouri. In this way, our staff members have assisted many other
faculties and administrations in creating their own emergency plans.

IJP has also been called on to share its successes in the area of
special services. Our school is recognized by many as a forerunner in
the field of identifying and accommodating special needs students. As a
result, the new Director of Special Education for the Archdiocese of
Chicago requested to meet with our principal and our Special Services
coordinator to discuss programs and services we offer. In addition, we
have in-serviced several schools on the formation of a Teacher
Assistance Team (TAT). Many of those schools have come and observed our
TAT team in action.

 

 

 

 

 

 

 

 

 

 **PART V -- CURRICULUM AND INSTRUCTION - 1**

*Education is not the filling of a pail, but the lighting of a fire.*

\--William Butler Yeats

If our curriculum is interesting and engaging, then we are igniting
future passions.

We consider reading the most important academic skill a student can
acquire. Students learn a variety of techniques to meet individual
needs. Our responsibilities begin with relating story telling to the
written word and developing reading readiness through whole language
activities. Later, comprehension is stressed and reading strategies are
introduced as we guide students toward independent reading. We then
integrate reading skills into the content areas and practice higher
level reading strategies. Our oldest students then analyze, evaluate,
and appreciate various types of writing.

Mathematics, in the words of Galileo, \"is the pen with which God has
written the universe,\" and at IJP we help students decipher God's
writing. Our goal is to develop effective problem solvers who are
confident in their abilities to reason, able to justify their answers,
and communicate math effectively. Thus, today's students learn to meet
tomorrow's challenges.

Science is an investigative and creative process. Our science curriculum
includes all levels of thinking: knowledge, comprehension, application,
analysis, evaluation, and synthesis. Young students begin to use science
skills to find answers to questions, learn new concepts, and solve
problems. Gradually children learn basic lab procedures. Older students
gain a working knowledge of scientific experimentation and perform
simple research projects.

The English curriculum at IJP mandates students be taught to communicate
ideas in both written and oral language, recognize the various purposes
that inspire communication, and take advantage of technology in the
pursuit and synthesis of information. Written language is introduced
early with the goal being coherent paragraphs and essays that reflect
the conventions of the English language and the personality of the
writer. Oral communication is acquired as students make presentations
and speeches, share original pieces of writing, and participate in class
discussions.

The purpose of social studies in the Catholic school is to develop
individuals who can be socially, politically, and morally competent.
Human dignity, diverse cultural heritages, and skills necessary for
participation in society are introduced early. Later, students learn the
Five Themes of Geography, understand the earth's physical features, and
focus on the history and geography of North America. Older students
study relationships between different cultures and current events.
Eighth graders study U.S. history, pass U.S. and Illinois Constitution
and Flag Code tests, and study economics.

Technology is a necessary tool. Students must become skilled navigators,
critical thinkers, and both gatherers and users of information. From
desktop publishing to database accessing and spreadsheet calculations,
computer applications run across the curriculum. School wide goals in
technology include accessing information and applying ethical behavior
to the uses of technology.

The goal of the religion curriculum at IJP is to pass on the rich
traditions and history of our faith. Personal expression of faith is
encouraged through music, drama, dance, as well as the written word.

Both introductory Spanish and French are available to IJP students. The
goals of the foreign language department include exposing students to
the languages, cultures, histories, and civilizations of French and
Spanish speaking countries.

The \"specials,\" as we refer to art, music, physical education, and
library classes, also have well-defined goals. At IJP, art is more than
a \"treat.\" Art education provides an opportunity to involve both left
brain and right brain activities, to merge the verbal, logical,
sequential, analytical powers of the right brain with the imaginative,
intuitive, sensual powers of the left brain. The study of music helps
build culturally literate individuals. Students appreciate and
understand music through instrumental and vocal performances. They also
study music history. The aim of the P.E. Department at IJP is
three-fold: to enhance the physical, neuromuscular, and affective
development of each child. The media center is an interactive place
where students learn how to access information and are encouraged to
develop attitudes that promote a lifelong appreciation of literature.

**PART V -- CURRICULUM AND INSTRUCTION -- 2**

*Read in order to live.*

\--Gustave Flaubert

Recognizing the fundamental role reading plays in every student's
success, IJP makes reading a high priority. Because our larger than
average homeroom size does not allow for the kind of individual
attention we know is critical in reading instruction, we hire additional
reading specialists to the staff. Instruction occurs in small, flexible
groups. These groups allow for early intervention or challenging
enrichment depending on the children's needs.

Our reading series choices reflect the different needs and abilities of
the children in various grades. Because we are curriculum driven rather
than textbook driven, the reading committee is free to select a variety
of texts. Kindergarten through 2^nd^ grade use the Harcourt series
entitled *Trophies.* Superb, high-interest thematic based literature
becomes a vehicle to teach the five basic components of reading:
phonemic awareness, phonics, vocabulary, fluency, and comprehension. As
a fully integrated language arts program, the series also provides
students with instruction in spelling, grammar, and writing skills. The
user-friendliness of the teachers' manuals, the way vocabulary and sight
words are introduced and highlighted for easy reference, and the quality
of questions following each selection are a few of the highlights of
this program.

The five essential components of reading instruction are also key to the
Scott-Foresman *Reading* series used in grades 3 through 6. This series
focuses on a specific reading skill in each selection. Also, interesting
and relevant cross-curriculum connections are built into each story. In
addition, this program offers leveled resources for every reader. These
resources present the same concepts in either a simplified or more
challenging format, allowing for individual differences, which is one of
our principle school goals as stated in our mission.

The 7^th^ and 8^th^ grade reading curriculum seeks to advance the study
of vocabulary, both independent of and related to literature. It also
exposes students to different genres of literature, sharpens critical
thinking skills, and reinforces the study of language and rhetoric.
Reading skills such as recognizing foreshadowing, drawing conclusions,
and making inferences are stressed. Poetry is read, analyzed and
written. Three to four novels per year are studied at each grade level.
The junior high textbooks, published by Holt, Rhinehart, and Winston,
provide the basis for most of these activities through multi-cultural
reading selections that prompt spirited questions, comments, and
discussions.

**PART V - CURRICULUM AND INSTRUCTION - 3**

>   *It is by logic that we prove and by intuition that we discover*.

\--Henri Poincare

IJP selected a math program developed at the University of Chicago for
all students in grades kindergarten through 8. The program, which
includes *Everyday Math* for K through 6^th^ grade, *Transitions* *Math*
for 7^th^ grade, and *Algebra I* for 8^th^ grade, encourages both
logical and intuitive thinking on all grade levels. An ambitious math
curriculum designed to bring the real world into the classroom, it is
aligned with the Content Standards and the Process Standards recommended
by the National Council of Teachers of Mathematics. Research suggests
that the lion's share of instructional time in math has historically
focused on basic computation, a necessary but not exclusive facet in the
mathematics curriculum. Receiving comparatively scant attention were
other mathematical topics such as algebra, measurement, geometry, data
analysis, and probability, concepts that not only lend themselves to
higher-order and critical-thinking skills, but are also necessary to
survive in real life. All of these content domains are introduced as
early as kindergarten and then developed more fully in subsequent years.

One key part of the UCSMP philosophy is that children differ
developmentally in both when and how they acquire information.
Recognizing this fundamental difference, the authors of the program
present information in a spiral, revisiting critical concepts
repeatedly. This spiral functions not only through the course of a
single academic year, but rather throughout the nine years of the
program, with ideas overlapping from year to year as more and more
students achieve full mastery of learning goals. Equally significant is
the \"5 exposure rule\" which insists that concepts once introduced be
revisited at least five different ways to insure that all learning
styles are taught. Both the spiraling curriculum and the \"5 exposure
rule\" help us fulfill our school mission of reaching and teaching all
students.

The IJP faculty has fully committed itself to the rigors of this
program. From funding the purchases of classroom toolkits and
manipulatives, to in-servicing teachers new to the program, to extending
the length of the math class in the primary and intermediate divisions,
the teachers have embraced the goal of producing students who are
literate and competent in the math skills they will need to succeed in
the 21^st^ century.

 

**PART V -- CURRICULUM AND INSTRUCTION - 4**

> *I hear, and I forget/I see, and I remember/I do, and I understand.*
>
> \--Chinese Proverb

Teachers at IJP understand the wisdom of this ancient proverb. They
recognize various learning styles and design lesson plans that take into
account the eight types of intelligence. To that end, they employ many
diverse instructional methods including cooperative learning, games,
tutorials, multi-disciplinary projects, role-playing, field trips, and
modeling, among others. For example, the junior high math, art, and
religion departments collaborate on a cross-curricular project they call
a \"Walk with God.\" Seventh grade students design and create a
labyrinth in the school courtyard and then invite members of the parish
to stroll through it after Mass. Other innovative projects include the
Living Stations of the Cross presented to the entire school community
during Lent, the Stock Market Game in which cooperative learning groups
research investment opportunities and then \"invest\" in stocks of their
choice. Over time, they follow and analyze their investments. The most
profitable portfolios are publicly recognized at the end of the year.
Second graders immerse themselves in the Native American culture every
fall, studying their history, culture, and literature, eventually
building a life-size teepee and receiving a Native American as a guest.
The entire school attends assemblies with published authors sponsored by
our PTO. Then they write, illustrate, and publish their own stories.
Intermediate students learn problem-solving skills through multi-media
activities in their library time. The culminating assignment is to
write, direct, and produce a problem-solving video that is shared with
primary classes.

One exciting innovation introduced in the past few years is flexible
grouping in the primary grades. If a student is not at grade level in
reading or math, we often utilize an intervention that can bridge the
gaps until the student is developmentally ready to join his/her
classmates. Since the primary division shares the same schedule of math
and reading/language arts in the morning, it is possible, for example,
to have a struggling 2^nd^ grader join a 1^st^ grade for core classes
more suited to his ability. This is a win-win situation. The student
leaves a frustrating situation and enters an environment where he can
succeed. With the confidence of success in addition to growing maturity,
most students return to grade level. Retention, with all its negative
connotations, has been avoided.

A day in the life of an IJP student will find her using her head, her
hands, and her heart; no wonder she goes home tired.

**PART V -- CURRICULUM AND INSTRUCTION - 5**

*Who dares to teach must never cease to learn.*

\--John Cotton Dana

In spite of the limited funds available in a parochial school, the IJP
administration recognizes the need for professional development. Each
full-time teacher is budgeted \$1,100 to attend workshops and seminars.
Teachers take advantage of a wide variety of opportunities, including
workshops sponsored by our local council, the Archdiocese, and
publishing companies, as well as colleges and universities.

One avenue of professional development that has been embraced by the
entire faculty is in the area of learning differences. The desire to
work effectively and compassionately with students who have special
needs is one of our most passionately pursued school goals. Teachers
continually seek a better understanding of the impediments many students
face in school. To that end, seminars in topics such as, \"The
Differentiated Classroom,\" \"Providing a Bright and Sterling Future\"
(International Dyslexia Association), \"Success for Struggling
Readers,\" \"Tough Student Classroom Survival Conference,\" and
\"Working Successfully with Difficult Students\" were popular. Also,
last year a pediatrician, a speech pathologist, and a psychologist
addressed our faculty on ADHD and weaknesses in speech and language
processing.

Individual teachers often attend workshops that impact their
specialties. Writing and reading workshops enjoyed great popularity at
all levels, as did seminars on student behavior.

In addition, all math teachers have undergone training in the *Everyday
Mathematics* series. Some have gone on to take advanced workshops
enabling them to become mentors to the rest of the staff. The entire
staff also received training in Power Writing. A one-day overview of the
4-Mat system was offered to all teachers a few years ago by its
developer, Bernice McCarthy; consequently, some teachers followed it up
with more extensive training. All teachers are required to show evidence
of 4-Mat in their lesson plans.

Professional development in terms of advanced degrees is also
encouraged. Almost one-third of our faculty have a master's degree or
higher, and another third have at least 15 hours beyond their bachelor's
degrees.

As a faculty, we continue to grow professionally, not merely for
personal gain, but for purposes of sharing enthusiastically with our
children the inspirations, insights, and techniques we acquire.

**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.*

Private school association(s): [National Catholic Educational
Association]{.underline}

(Give primary religious or independent association only)

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

**Part II ‑ Demographics**

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

\$ [1,680]{.underline} \$ [2,265]{.underline} \$ [2,265]{.underline} \$
[2,265]{.underline} \$ [2,265]{.underline} \$ [2,265]{.underline}

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

\$ [2,265]{.underline} \$ [2,265]{.underline} \$ [2,265]{.underline} \$
[NA]{.underline} \$ [NA]{.underline} \$ [NA]{.underline}

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

\$ NA \$ [Non-Parishioner student 1-8 \$3,805]{.underline}

12^th^ Other

2\. What is the educational cost per student? \$ [4,016]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$
[2,150]{.underline}

4\. What percentage of the annual budget is devoted to [.56]{.underline}
%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [4]{.underline} %

**INFANT JESUS OF PRAGUE SCHOOL**

Terra Nova

Terra Nova/Terra Nova Second Edition, 2003

CTB McGraw-Hill

Scores are reported here as percentiles.

No students are excluded from the test.

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

  Testing month       March       March       March       March       March

  **Grade 7**                                                         

  Reading             77          80          82          82          79

  Mathematics         77          84          78          79          77

  Number of students  66          59          68          67          64
  tested                                                              

  Percent of total    100         100         100         100         100
  students tested                                                     

  Number of students  0           0           0           0           0
  excluded                                                            

  Percent of students 0           0           0           0           0
  excluded                                                            

  **Grade 6**                                                         

  Reading             75          75          82                      

  Mathematics         68          75          78                      

  Number of students  67          65          67                      
  tested                                                              

  Percent of total    100         100         100                     
  students tested                                                     

  Number of students  0           0           0                       
  excluded                                                            

  Percent of students 0           0           0                       
  excluded                                                            

  **Grade 5**                                                         

  Reading             78          84          77          81          84

  Mathematics         83          70          67          70          77

  Number of students  63          60          65          68          66
  tested                                                              

  Percent of total    100         100         100         100         100
  students tested                                                     

  Number of students  0           0           0           0           0
  excluded                                                            

  Percent of students 0           0           0           0           0
  excluded                                                            

  **Grade 4**                                                         

  Reading             72          77          81                      

  Mathematics         67          77          73                      

  Number of students  62          61          64                      
  tested                                                              

  Percent of total    100         100         100                     
  students tested                                                     

  Number of students  0           0           0                       
  excluded                                                            

  Percent of students 0           0           0                       
  excluded                                                            
  ------------------- ----------- ----------- ----------- ----------- -----------

**INFANT JESUS OF PRAGUE SCHOOL**

Terra Nova

Terra Nova/Terra Nova Second Edition, 2003

CTB McGraw-Hill

Scores are reported here as percentiles.

No students are excluded from the test.

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

  Testing month       March       March       March       March       March

  **Grade 3**                                                         

  Reading             71          63          77          77          69

  Mathematics         79          68          79          80          68

  Number of students  67          61          67          65          68
  tested                                                              

  Percent of total    100         100         100         100         100
  students tested                                                     

  Number of students  0           0           0           0           0
  excluded                                                            

  Percent of students 0           0           0           0           0
  excluded                                                            

  **Grade 2**                                                         

  Reading             62          68          76                      

  Mathematics         60          60          63                      

  Number of students  71          71          68                      
  tested                                                              

  Percent of total    100         100         100                     
  students tested                                                     

  Number of students  0           0           0                       
  excluded                                                            

  Percent of students 0           0           0                       
  excluded                                                            

  Testing month       March                   May                     

  **Grade 1**                                                         

  Reading             67                      68                      

  Mathematics         67                      68                      

  Number of students  64                      78                      
  tested                                                              

  Percent of total    100                     100                     
  students tested                                                     

  Number of students  0                       0                       
  excluded                                                            

  Percent of students 0                       0                       
  excluded                                                            
  ------------------- ----------- ----------- ----------- ----------- -----------