##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
\_[X]{.underline}\_ Elementary \_[X]{.underline}\_ Middle \_\_ High \_\_
K-12 \_\_Charter

Name of Principal [Dr. Jim
Brennan\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Sacred Heart School]{.underline}

(As it should appear in the official records)

School Mailing Address\_[43-775 Deep Canyon
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Palm
Desert]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[CA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[92260-3164]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_[Riverside]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code
Number\*\_\_\_\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 760 ) 346-3513]{.underline} Fax [( 760 )
773-0673]{.underline}

Website/URL
[www.sacredheartpalm](http://www.sacredheartpalm/)[desert.com]{.underline}
E-mail [jbrennan@sacredheartpalmdesert.com]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Sr. Sara Kane]{.underline}

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

District Name [Diocese of San Bernardino]{.underline} Tel. [( 909 )
475-5437\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Mike Rover]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

**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

\_\_\_\_\_ 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
>
> \[ \] Suburban
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [2\*]{.underline} Number of years the principal has been in her/his
position at this school.

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

> \* One interim principal was hired after the retirement of Sr. Joan
> Griffin in 2003, principal for 12 years, until Dr. Brennan was
> available in 2004. The Assistant Principal has been in place for 10
> years.

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**    42        38                     **80**       **7**       17        18          **35**

  **K**       25        25                     **50**       **8**       12        21          **33**

  **1**       26        26                     **52**       **9**                             

  **2**       23        27                     **50**       **10**                            

  **3**       22        30                     **52**       **11**                            

  **4**       17        18                     **35**       **12**                            

  **5**       15        20                     **35**       **Other**                         

  **6**       14        22                     **36**                                         

                                    **TOTAL                                                   458
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [86]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[8]{.underline} % Hispanic or Latino

5 % Asian/Pacific Islander

1 % 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:
\_\_[1.74]{.underline}\_\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

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

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    8
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 458
                            the school as of October 1  

  **(5)**                   Total transferred students  .0174
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1.74
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages:

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

Total number students who qualify: \_\_\_\_[0]{.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:
\_\_\_[4]{.underline}\_\_\_\_\_%

\_\_\_[21]{.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.

\_\_[0]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[0]{.underline}\_\_Other Health
Impaired

\_\_[0\_]{.underline}\_Deaf-Blindness \_\_[21]{.underline}\_Specific
Learning Disability

\_\_[0]{.underline}\_\_Emotional Disturbance
\_\_[0]{.underline}\_\_Speech or Language Impairment

\_\_[0]{.underline}\_\_Hearing Impairment
\_\_[0]{.underline}\_\_Traumatic Brain Injury

> \_\_[0]{.underline}\_\_Mental Retardation
> \_\_[0]{.underline}\_\_Visual Impairment Including Blindness
>
> \_\_[0]{.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) \_\_\_\_[3]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_\_[21]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_\_[4]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Paraprofessionals \_\_\_\_[9]{.underline}\_\_\_
\_\_\_\_[10]{.underline}\_\_\_

> Support staff [\_\_\_ 5]{.underline}\_\_\_
> \_\_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_\_[42]{.underline}\_\_\_\_
> \_\_\_\_[11]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  97%         97%         98%         96%         95%

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

  Teacher turnover rate     9%          18%         31%\*       18%         12%

  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)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\* The teacher turnover rate was high in 2002-2003 as this was Sr.
Joan's last year as principal after more than a decade of service. The
change in administration and the natural uncertainty created by such
transition was the reason that four teachers decided to pursue teaching
positions at other schools.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+--------------------------------------------------------+-------------+
| Graduating class size                                  | > \         |
|                                                        | _\_[N/A]{.u |
|                                                        | nderline}\_ |
+--------------------------------------------------------+-------------+
| Enrolled in a 4-year college or university             | > \_        |
|                                                        | \_[N/A]{.un |
|                                                        | derline}\_% |
+--------------------------------------------------------+-------------+
| Enrolled in a community college                        | > \_        |
|                                                        | \_[N/A]{.un |
|                                                        | derline}\_% |
+--------------------------------------------------------+-------------+
| Enrolled in vocational training                        | > \_        |
|                                                        | \_[N/A]{.un |
|                                                        | derline}\_% |
+--------------------------------------------------------+-------------+
| Found employment                                       | > \_        |
|                                                        | [\_N/A]{.un |
|                                                        | derline}\_% |
+--------------------------------------------------------+-------------+
| Military service                                       | > \_        |
|                                                        | \_[N/A]{.un |
|                                                        | derline}\_% |
+--------------------------------------------------------+-------------+
| Other (travel, staying home, etc.)                     | > \_        |
|                                                        | \_[N/A]{.un |
|                                                        | derline}\_% |
+--------------------------------------------------------+-------------+
| Unknown                                                | > \_        |
|                                                        | \_[N/A]{.un |
|                                                        | derline}\_% |
+--------------------------------------------------------+-------------+
| **Total**                                              | > 100 %     |
+--------------------------------------------------------+-------------+

**PART III ‑ SUMMARY**

**[A Narrative Snapshot of Sacred Heart School]{.underline}**

Sacred Heart School opened in 1984 in a small parish hall facility. The
building was able to accommodate grades kindergarten through third. The
growing population of the valley and the need for a Catholic school in
the Central Coachella Valley led to the planning of a new elementary and
middle school. Sacred Heart School opened the current building on
September 8, 1993, with 210 students in Kindergarten through Eighth
Grade. Enrollment steadily grew, hovering around 280 students through
the years.

With a reputation for academic excellence taught in Catholic school
tradition, enrollment steadily grew and in 2002 the parish hall was
remodeled and a preschool was opened which accommodates 80 students
ranging in ages two to five. In 2003 a four classroom middle school
addition was dedicated which freed up three classrooms allowing the
doubling of grades kindergarten, first and second. At the same time, a
"state of the art" computer lab and additional library space was added.
This phase of construction was part of a master plan and long range plan
developed by the planning committee under the direction of the school
board and the Pastor.

Construction will begin this winter on the classrooms necessary to
double grades three through five. In addition to these classrooms, this
phase of the master plan will add separate rooms for music, art and
extended care. New larger playfields will accommodate every child and a
new parish hall/gymnasium will finish this phase of the master plan.
Upon completion enrollment will grow to 530 students.

The final phase will be to construct the remaining classrooms necessary
to double our middle grades and add a middle school media center along
with a dedicated science lab. These rooms will be built in 2007.

Sacred Heart serves a diverse student body from many parishes and makes
a significant effort to include children from many socio-economic,
ethnic, and racial backgrounds. The school strives to provide a stable,
safe and healthy environment wherein a positive self-image and sense of
morality are enhanced. The hope is to instill a committed love for God
and of knowledge to enable each student to reach his/her highest
potential in all areas: spiritual, apostolic, moral, intellectual,
academic, physical, social and cultural.

We believe that the school exists to integrate the learning of each
student with Catholic faith development as embodied in the Gospel
message and experienced in the school's faith community.

We acknowledge that the home is the child's first experience of
life-giving community and that parents have been and will remain the
primary educators of the child. In a shared effort, our parents,
Priests, Sisters, teachers, aides, staff and students cooperate with and
assist each other, striving to make our living community unique,
contemporary and oriented to Christian service.

We believe that the Gospel message is reflected in the provisions of a
core curriculum aimed at developing a totally integrated person. As age
and development permit, students are encouraged to use critical thinking
process, communication and life-experience skills for continued
intellectual growth. Committed to our Catholic philosophy, we root our
community in Christ, the source of our faith, hope and love. We believe
that Christian values underscore the school's task in forming
individuals capable of living their choices responsibly and truthfully.
This will give students a direction and stability that will sustain them
through life, as they serve the Church and the world, as Christian
adults in the 21^st^ Century.

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

1.  **[Sacred Heart's Assessment Results in Reading/Language Arts and
    Mathematics]{.underline}**

Sacred Heart School, in an effort to hold students to the highest
academic standards possible, looks forward each year to its students'
standardized test results. We recognize that these results are not the
only measure of a school's success, but welcome the opportunity to plot
the comparisons between our students and the national norms. Each fall,
upon receiving the results, the administration pours over the reports
compiling easy to read graphs and statistical information showing grade
level strengths and weaknesses. This information is then presented to
the faculty and the curriculum committee, a sub-committee of the school
board, and becomes part of the decision making process when discussing
changes to curriculum. The student body has the ability to do well. In
part, using the achievement test data, it is our responsibility to look
for ways to maximize each child's potential.

The statistical information contained in this report offers great
insight into the academic success of our students. When comparing our
school to those within the top 10% of the nation, we were proud to find
that our school is achieving within this top ten percent of the nation.
In reading most grades achieved scores in the top 10% during the 04-05
school year. In math, all but second, fourth and fifth achieved this
standard. Although we will strive to see all grades achieving this goal,
there is steady growth from year to year with the eighth graders
achieving at 12 percentage points higher that the 10% standard. All
grades operate at 2+ years above grade level equivalence in reading.

The 8^th^ grade, for the three years noted, exceeded the10% standard in
both reading and math. Looking at these students as one cohort, we see
that students go from a score of 71(NPR) in sixth grade to one of
82(NPR) in eighth grade for reading and a score of 73(NPR) in sixth
grade to one of 80(NPR) in eighth grade for math. There is steady growth
from grade to grade in both subjects. This is especially so with 8^th^
grade students who graduate at least two years above grade level. While
growth is minimal from year to year, realize that all three grades are
already operating well above the top 10% of schools in the nation.
Ninety-seven percent of eighth graders entering high school are accepted
into honor programs.

Electronic data from our testing service allows us to look at a
student's length of stay with us. This data reveals the fact that the
longer a student is under our care the higher they achieve academically.
Interestingly, looking at the few students that join us in sixth grade
as one cohort compared to those who have been with us throughout their
education, the cohort of new students in sixth grade achieve higher
standards by their eighth grade year, proving that students will meet
the standards when higher expectations are implemented.

While there are some students with slight learning impairments, (i.e.
A.D.D., auditory processing difficulty, etc.) no students are excluded
from testing and still the school achieves at these higher levels. We
test all students because it is part of our mission to treat all
students as equals. However, individualized data allows us to track and
work with students to maximize their potential even though learning
challenges may exist.

Standardized testing, while important, is not the only priority at
Sacred Heart. Teachers do not teach to the test and in fact during
testing week still start the day with religious instruction and plan
their days in order to fit in core academic lessons. This is done
because of our commitment to the education of the whole child. Dedicated
teachers focusing on the children and not the tests reflect our
philosophy of striving for perfection knowing that we will never get
there.

2.  **[The Use of Assessment Data to Understand and Improve Student and
    School Performance]{.underline}**

Once reports are received, data for each grade and the overall school is
compiled by subject into easily readable graphs with supporting
statistics. We also produce graphs of each grade with the subjects side
by side so that peaks and valleys can be seen. A minimum standard of
achievement, (80%tile) is then applied to the information, and we look
for areas that fall sharply above or below this set level in order to
provide intervention or challenge.

As an administrative team we critique the information looking for
reasons for unexpected fluctuations, (i.e. new teacher in prior year
(fall testing), curriculum change, etc.). Trends over time are evaluated
and changes to our program are discussed. All ideas are considered as
long as they have the best interest of the children at heart. For
example, the decision to offer small group instruction in our middle
school language arts program was made in part because of the assessments
and the need to provide individualized teaching to our lower achieving
students in an effort to strengthen their skills. When a trend showed
the increasing capability of our students, the decision to offer algebra
to our eighth graders was made. Continued high scores, (80^th^
percentile) led us to the conclusion years later that this was the right
decision.

The information gathered from assessment data is shared with the faculty
and grade level results are discussed with each teacher. Teachers use
the data to group students based on ability, setting goals for student
advancement. The data helps to pinpoint specific areas where
intervention is needed. Teachers use the data to evaluate the
effectiveness of lessons, making adjustments when group performance is
low. Fourth and Seventh grade cognitive ability tests aid teachers as to
how each child learns. This allows for targeted, effective teaching to
each student.

3.  **[Parent, Student and Community Communication on Student
    Performance]{.underline}**

A variety of ways are used to communicate student performance. We plan
parent/teacher conferences over three, half-day periods in the
afternoons during the first week in October which coincides with the
first progress report. Within four weeks parents receive the results of
the standardized testing, which is preceded by a narrative highlighting
the overall school's performance in our weekly newsletter. This is
followed by the end of trimester report card sent home in early
December. Report cards are followed by an academic awards assembly. Each
day before and after school time is set aside when teachers are required
to be available for students and parents. Collaboration between home and
school is part of the school's culture.

The overall school results, typically in graph form, are shared with
both the Parent/Teacher Group and the school board prior to Thanksgiving
and become an integral part of future planning. School-wide performance
information from the prior year has also been shared during the general
meeting at back-to-school night in September. Student performance is
regularly noted and work is highlighted in the school's section of the
Parish Bulletin issued at Mass each Sunday. The school has a supportive
Pastor who takes every opportunity to discuss school issues with the
parishioners.

We have posted school-wide results of performance in flyers available to
prospective families and the community at large. Performance awards and
statistical information, is made available to the local media through
our public relations committee and plans are under way to add this
information to our new school website in place since last year. In 2005,
63 students qualified to test with John Hopkins University Center for
Talented Youth, Talent Search, scoring at or above the 97^th^
percentile.

Before the close of this school year, an orientation night is planned
for new families registering with us for the upcoming year. All are
invited to attend and a discussion of academic performance goals, set
for the year, is part of the evening's agenda.

4.  **[Sharing Successes with Other Schools]{.underline}**

Sacred Heart School is one of three Catholic schools in the Coachella
Valley and part of the larger

Diocese of San Bernardino. We also enjoy a good relationship with our
local public school district. In the

past regular meetings of all private schools in our valley have taken
place and there has been good

communication between these schools. Our sports teams compete against
one another, which opens doors

for other school-related discussion.

Regular in-services for teachers in the diocese and principal meetings
allow for discussion time between schools as to what works and what
doesn't. Often these are informal discussions; however, since last year,
the diocese has set aside time for formal grade level discussions among
the schools with specific topics on the agenda. Various teachers sit on
diocesan committees such as the curriculum committee and our students
take part in the Diocesan Academic Decathlon as well as other academic
competitions. Our last year science fair entry won the county and state
championship. This has brought us a great deal of attention and interest
in our school.

We are part of the local school district's Student Assistance Program
and attend monthly Federal and State Consolidation Meetings at the
school district offices. Some of the local school principals and
teachers are members of our parish and send their children to our
school. This alone offers a line of communication unfound elsewhere. As
well, a member of our school board is a parish member whose children
attend local public schools.

Our new classroom designs with integrated technology have become the
model for other schools in our area. Teachers and administrators sit on
diocesan committees, accreditation teams and local planning committees.
A member of a local school, interested in our development plans, attends
meetings at our school. At Sacred Heart, we not only share our
knowledge, but seek to learn from others.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **[Sacred Heart School's Curriculum]{.underline}**

The Diocese of San Bernardino provides the curriculum used by our
school. These standards meet or exceed all requirements for
accreditation by the state. Each school is free to choose the content of
its curriculum as long as it has diocesan approval. Every six years the
school is reviewed by the Western Association of Schools and Colleges to
determine the term of accreditation. We are proud to have achieved the
full term of accreditation after each review.

Sacred Heart places emphasis in all grades on Language Arts and math. In
grades Kindergarten through eighth there is daily instruction in grammar
and writing. There are formal handwriting lessons in the primary grades
and the expectation is for all students to be writing in cursive by the
end of second grade. Students are engaged in the grammar and writing
process through their ability to express themselves creatively using
correct syntax. In math, students spiral forward through the grades with
mastery of elementary math expected by the end of seventh grade which
prepares students for algebra in eighth grade. In middle school, there
are two teachers, per subject, for math and Language Arts to address
students with various developmental skills in small groups. All grades
have the ability to use state accredited computerized math and English
curriculum in the computer lab for remediation. This is a networked
Kindergarten through eighth grade program produced by Compass Learning.

Each grade completes a course of study in science and social studies.
The natural sciences, including biology, take a student through sixth
grade, while seventh and eighth graders focus on age appropriate biology
and chemistry. All grades make use of hands-on exercises. Middle school
has high school level lab stations at their disposal and competes
annually in the county science fair. A former student won the county,
then the state fair and went on to compete nationally. In social studies
primary grade students learn about their community. In fourth, students
learn about the state of California and include a trip to the state
capitol. In fifth grade students learn how America grew. Sixth and
seventh grade study the ancient world through the birth of our nation
preparing for a full year of study in eighth grade on American history.
Formal instruction in both science and social studies creates better
citizens and opens the world to exploration.

Daily instruction in the Catholic faith provides a foundation for life
and offers continuity between the home and school. Church teachings are
at the core of the curriculum. Through religion classes students have
the opportunity to grow spiritually, morally and learn to become
responsible citizens in the larger world. Part of our religion course
includes Family Life, which teaches the student, in harmony with the
family, respect for self and others at the earliest grades through human
sexuality in the older grades.

A bi-lingual person can create a better opportunity for him/herself.
This is why we teach conversational Spanish in grades Kindergarten
through fifth. Kindergarten and first grade meet once each week, while
second through fifth grade meet twice weekly. This prepares sixth
graders to learn Spanish I. Through eighth grade we expect students to
have completed Spanish II making them ready for Spanish III in high
school including reading, writing and speaking Spanish. Spanish class is
taught five days per week at the middle school level.

Beyond the core subjects, students meet twice each week for art with
which incorporates classroom curriculum into art projects. Students have
structured physical education and music classes. Students have the
opportunity to learn through student council, sports programs, out-reach
service to the community and many more school-sponsored activities. We
are quite proud of what we teach and how we teach it, but we are most
proud of our students and their choice to meet the expectations placed
before them.

**[2.]{.underline} [Sacred Heart School's Reading
Curriculum]{.underline}**

Sacred Heart School uses a traditional phonics based approach to the
teaching of reading using materials produced by SRA/Open Court. The five
year olds in pre-school start with the Kindergarten curriculum which
prepares students well for Kindergarten. Most students are reading by
the end of Kindergarten. This system focuses on letter sounds, makes use
of sight words and moves into pre-decodable books. Directed repetitious
learning by the teachers in grades Kindergarten though second is proven
through our second grade testing results, (79^th^ percentile). Grades
three through five use Houghton Mifflin Reading. This series builds on
the SRA/Open Court approach to reading but offers a greater challenge to
the students who are confidently prepared for it. The change in our
reading curriculum in the middle grades was made after findings through
our in-depth study and an analysis of our standardized testing results
showed that the students where capable of handling more difficult
material. Middle school grades use a literature based series that
continues to challenge students allowing them to explore a variety of
writing styles, poetry and age appropriate narratives. These grades also
use a vocabulary and an English grammar series that continues to build
their knowledge of words and the correct use of them in their writing
and speaking.

Grades two through eight are required to earn an age appropriate number
of points each trimester using The Accelerated Reader Program. The
teachers monitor points earned. Low achievers are worked with to
strengthen their skills. The points are incorporated into each student's
reading grade making the library an important part of the school reading
program. As well, each grade has classroom sets of three to four
curriculum related novels which teachers incorporate into their program.

This approach to reading was chosen for its systematic, explicit
instruction in phonemic awareness, phonics and comprehension word
knowledge. The approach uses extensive reading of decodable text and
fine literature.

3.  **[Sacred Heart School's Technology Curriculum]{.underline}**

A primary tenant of Sacred Heart School's mission and vision is to
develop citizen's ready for the future. Because of this, the school has
made a commitment to the integration of technology across the
curriculum. Ten years ago we opened the computer lab with the focus on
math and language arts computerized lesson integration while
incorporating computer skills education.

With our building expansion, we added a larger computer lab, updated our
equipment and networked the entire campus including the parish offices
and pre-school. However, technology does not end at the computer lab
door. All classrooms are outfitted with ceiling mounted LCD projectors
and have the latest in multimedia capabilities.

The computer lab is an integral part of classroom instruction. Working
with the classroom teachers, the computer lab instructor develops
lessons incorporating classroom projects. For example, students are
instructed in spreadsheet design and the manipulation of data into
graphs as part of their science fair projects. The art teacher, working
with the computer lab instructor, guides students to an Internet web
page where students can express themselves producing digital art
projects. Students are taught typing skills and word processing as part
of the writing process within the language arts curriculum. Students are
taught proper techniques for searching the Internet as part of their
research projects. This research can then become part of a PowerPoint
report that can be displayed on any one of the classrooms' LCD
projectors. The diocese makes available technology instruction
curriculum guidelines. At Sacred Heart School we not only meet these
standards but exceed them. Our commitment is to graduate students who
are not just ready for the immediate future but for a future that is yet
unknown.

4.  **[Instructional Methods Used to Improve Student
    Learning]{.underline}**

The goals and philosophy of Sacred Heart School guide our instructional
planning. Design and implementation occur through faculty meetings and
in-service programs, teacher lesson plans and yearly goals, as well as a
review of achievement test results. Teachers are constantly evaluating
and discussing strengths and weaknesses of the curriculum as evidenced
by student learning. Our curriculum is developed with an awareness of
cultural diversity and gender equality. Family involvement is welcomed
in curricular issues that pertain to the individual academic and faith
needs of students.

Teachers strengthen student higher level thinking processes through
activities such as role-playing, debating, critiquing literature, and
written and oral presentations. These methodologies along with group
discussion enable the students to develop decision-making strategies. In
the classroom, students are challenged to identify, analyze, and
formulate solutions to problems. The computer lab offers further
opportunities to develop these reasoning skills. Content and skills are
integrated throughout the curriculum. Students\' reading, writing, and
language skills are evaluated in work relevant to subjects other than
language.

Teachers incorporate a variety of teaching strategies appropriate to
grade level and subject matter. These include: discussion,
demonstration, lecture, group work/cooperative learning, student
research and presentations, skill practice and application, use of
manipulatives, use of technology, cross-age tutoring, peer teaching,
joint story writing, experiments, skits, audio-visuals, memorization,
field trips, speeches, debates, art projects, competitions, etc. All
strategies are age appropriate and provide optimum learning because they
are applied in a climate that fosters a love for learning.

In the last year the school has added a part-time counselor and a
full-time resource teacher. Both work with the classroom teachers in an
effort to optimize the learning of students with varying needs.

5.  **[Sacred Heart School's Professional Development
    Program]{.underline}**

The school's leadership is committed to staff development using a
two-prong approach. As a faculty, weekly and monthly staff meetings are
used to develop curriculum and educate teachers. Secondly, teachers
submit a yearly plan for personal growth. Every opportunity to attend
workshops on in-service days is taken. Teachers attend workshops
throughout the year. The staff participates in diocesan in-services and
workshops. Yearly goals are discussed with each staff member. These
goals revolve around the staff member's professional development.
Teachers are encouraged to attend workshops and classes that they
believe would be beneficial. Often the school subsidizes the expense of
these classes. The administration realizes the benefit of this
professional development and the positive affects it has on the
education of the children.

Incentives are provided to staff to continue their professional
development. The school uses a salary scale equal to that of our local
public school district. The higher degree one achieves or the more
semester hours one accumulates become part of a teacher's earning
potential. However, money is not the only incentive. Opportunities to
take on leadership roles within the school and diocese are offered,
based in part on a teacher's professional development. By encouraging
ownership of one's classroom, teachers find they have a personal stake
in student achievement. Many have obtained master's degrees or are
pursuing them. Both principal and vice-principal have graduated from the
NCEA Principal's Academy.

Once goals have been set, teachers and staff are evaluated throughout
the year by the administrative team using formal and informal
guidelines. The purpose of these evaluations is developmental in nature.
All evaluations, including a year-end summative evaluation, focus on how
teachers can better themselves professionally. This is purposely done as
the same expectation is anticipated when teachers evaluate their
students. By evaluating teachers and students based on their potential
for growth, an environment is created whereby all avenues for higher
student achievement and teacher development are explored.

**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.*

1.  Private school association(s): [National Catholic Education
    Association, Western Association of Schools and Colleges, Western
    Catholic Education Association]{.underline}

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

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

3.  What are the 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$ [3,500]{.underline}\_ \$\_[3,500]{.underline}\_
\$\_[3,500]{.underline}\_ \$\_[3,500]{.underline}\_
\$\_[3,500]{.underline}\_ \$\_[3,500]{.underline}\_

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

\$\_[3,500]{.underline}\_ \$\_[3,500]{.underline}\_
\$\_[3,500]{.underline}\_ \$\_\_[N/A]{.underline}\_ \$\_
[N/A]{.underline}\_ \$\_ [N/A\_]{.underline} At SHS Tuition

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

for families

\$\_ [N/A]{.underline}\_ \$\_ [N/A]{.underline}\_ with more than

12^th^ Other 1 child.\*

4.  What is the educational cost per student?
    \$\_[5,415.22]{.underline}\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[1,363.00\*]{.underline}

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

scholarship assistance and/or tuition reduction? program is funded

through donations.

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[57\*]{.underline}\_\_\_%

\* 245 students are from multiple child families and receive tuition a
reduction. Four families (6 children) receive complete scholarships.

**PART VII - ASSESSMENT RESULTS**

**[SACRED HEART SCHOOL ASSESSMENT DATA]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS (Without Subgroups)]{.underline}**

Iowa Test of Basic Skills

2001 Edition, Form A

Riverside Publishing

Scores are reported as percentiles.

No students are excluded from the test.

\*SAT 9 prior to 2003

  --------------------------------- -------------- ----------- -------------
                                    2004-2005      2003-2004   2002-2003\*

  Testing month                     Oct.           Oct.        Oct.

  **Grade 8\***                                                

  Reading                           82             82          74

  Mathematics                       80             83          89

  Number of students tested         22             34          29

  Percent of total students tested  100            100         100

  Number of students excluded       0              0           0

  Percent of students excluded      0              0           0

  **Grade 7**                                                  

  Reading                           75             77          77

  Mathematics                       82             76          81

  Number of students tested         35             26          35

  Percent of total students tested  100            100         100

  Number of students excluded       0              0           0

  Percent of students excluded      0              0           0

  **Grade 6**                                                  

  Reading                           71             73          66

  Mathematics                       73             82          72

  Number of students tested         35             34          30

  Percent of total students tested  100            100         100

  Number of students excluded       0              0           0

  Percent of students excluded      0              0           0

  **Grade 5**                                                  

  Reading                           74             78          51

  Mathematics                       66             73          59

  Number of students tested         35             35          35

  Percent of total students tested  100            100         100

  Number of students excluded       0              0           0

  Percent of students excluded      0              0           0

                                                               

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

  --------------------------------- -------------- ----------- -----------
  **Grade 4**                                                  

  Reading                           81             68          60

  Mathematics                       72             66          59

  Number of students tested         35             33          35

  Percent of total students tested  100            100         100

  Number of students excluded       0              0           0

  Percent of students excluded      0              0           0

  **Grade 3**                                                  

  Reading                           84             81          67

  Mathematics                       78             79          69

  Number of students tested         35             35          28

  Percent of total students tested  100            100         100

  Number of students excluded       0              0           0

  Percent of students excluded      0              0           0

  **Grade 2**                                                  

  Reading                           79             83          68

  Mathematics                       53             67          61

  Number of students tested         50             33          30

  Percent of total students tested  100            100         100

  Number of students excluded       0              0           0

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

\* The 8^th^ grade class has a Percentile Score of 82 in Reading and a
Percentile Score of 80 in Math. These scores exceed the cutoff score of
77 (Reading) and 72 (Mathematics), posted on the U.S. Department of
Education's table of cutoff scores for ITBS/ITED (Form A,B), Riverside
Publishing.