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

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

**Cover Sheet**

Name of Principal [Ms. Nancie Rowan]{.underline}

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

Official School Name [St. Mary's Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address [1152 Seminole Dr.]{.underline}

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

[Rockledge Florida 32955-2888]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 321 ) 636-4208]{.underline} Fax [( 321 ) 636-0591]{.underline}

Website/URL [www.stmarys-school.org]{.underline} E-mail
[Nrowan@stmarys-school.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Harry Purpur]{.underline}

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

District Name [Diocese of Orlando]{.underline} Tel. [( 407 )
246-4900]{.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. Carlo Mastropaolo]{.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)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_\_\_ 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
>
> \[ \] Suburban
>
> \[ **x** \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       21        13                     **34**       **7**       18        17          **35**

  **1**       23        18                     **41**       **8**       21        23          **44**

  **2**       28        27                     **55**       **9**       N/A       N/A         N/A

  **3**       16        17                     **33**       **10**      N/A       N/A         N/A

  **4**       16        25                     **41**       **11**      N/A       N/A         N/A

  **5**       19        27                     **46**       **12**      N/A       N/A         N/A

  **6**       16        25                     **41**       **PK**      12        17          **29**

                                    **TOTAL                                                   **399**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the students in the school: [7]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[5]{.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 10
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 9
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        19
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    399
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0476
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.76
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[0.5%]{.underline}

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

Number of languages represented[: 2]{.underline}

Specify languages: Chinese and Vietnamese

9\. Students eligible for free/reduced-priced meals: [3.5 %]{.underline}

[13]{.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: [8]{.underline} %

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

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

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

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

[0]{.underline} Deaf-Blindness [18]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [12]{.underline} Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [18]{.underline} [2]{.underline}

Special resource teachers/specialists [1]{.underline} [0]{.underline}

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

> Support staff [3]{.underline} [4]{.underline}
>
> Total number [24]{.underline} [8]{.underline}

12\. Average school student-"classroom teacher" ratio: [21]{.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 97.3%       97.1%       97.4%       97%         97.5%

  Daily teacher attendance 98.9%       99%         98.8%       98.9%       98.9%

  Teacher turnover rate    1%          0%          2%          1%          1%

  Student dropout rate     0%          0%          0%          0%          0%

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

# 

# [PART III \-\-- SUMMARY]{.underline} 

St. Mary's School states its purpose very clearly in our mission
statement:

"We provide a safe and happy place for students to come for spiritual,
academic, and personal growth in a Christ-centered and family-centered
environment starting students on a lifelong quest for excellence,
justice, peace and service to others."

St. Mary's School strives to educate the whole child. We work each and
every day to instill in our children the idea that the education they
receive can be of value not only to themselves but to the world
community.

Located in Rockledge on the east coast of Florida, St. Mary's has a
diverse history. Founded in 1958, St. Mary's is one of the oldest
Catholic schools in Brevard County. Over the course of the past
forty-five years the school has undergone numerous changes. From a
population of families primarily involved with the space program at the
Kennedy Space Center to the current population of working class
families, St. Mary's has maintained its high standards and its
reputation for academic excellence.

This success formula is based on three areas; faculty, parents, and
students. Our faculty and staff are actively engaged in professional
development on an ongoing basis. They regularly attend workshops and
seminars that will enhance their teaching abilities. Grade level teams
and coordinators work continuously to align the curriculum in order to
provide optimum learning for students. The use of technology is
integrated in all subject areas.

Students are given numerous opportunities to demonstrate their academic
abilities as well as to use their gifts and talents to serve others.
Reading Renaissance, Math Superstars, National Junior Honor Society,
Student Council and other programs give students additional outlets for
academic achievement. In addition, students are encouraged to provide
service to others through our outreach programs to local organizations.
These include Diocesan mission programs, parish outreach groups, area
nursing homes, and the Humane Society.

The last key to our success is our parents. The families in our school
are true partners in the education of their children. Working closely
with staff members they ensure that the education received by the
students in our school is the best possible. Faculty members involve
parents through regular communication and parents are welcome to meet
with teachers whenever there is a need. In addition, families regularly
participate in family workdays to help repair and beautify the
facilities as well as providing supervision for students, acting as
volunteer coaches and helping out with fundraising activities that
provide our school with many extras. To create the sense of family
parents have the opportunity to attend social events with other parents
that enable them to get to know one another.

These three keys are what create a wonderful sense of community and
togetherness that makes St. Mary's School a great place to be.

## 

## 

## 

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

**[PART IV-Questions #1]{.underline}**

At St. Mary's School we are fully committed to the success of each and
every student. We continuously evaluate and adjust our curriculum to
meet the evolving needs of our students. In the fall of each year,
students in grades 3 -- 8 are given the Iowa Test of Basic Skills. This
provides a standardized assessment of student progress in language
(including concepts in vocabulary, reading comprehension, spelling,
capitalization, punctuation and usage and expression skills) and math
(including concepts and estimation, problem solving and data
interpretation and computation skills). These tests allow faculty and
staff to benchmark the progress of our students. The results of these
tests indicate that our students continuously achieve at a high level
and that even though their achievement level is high they continue to
show improvement in all areas. With the average score being at the
50^th^ percentile students at St. Mary's scored in the high 70^th^ and
80^th^ percentile in all areas of the test. Math scores in grades five
through seven have shown increases of 4-12 percentile points over the
past two years.

### [Math Core Total]{.underline}

**[Grade]{.underline}** **[2001-2002]{.underline}**
**[2003-2004]{.underline}**

5 74 82

6 71 80

7 72 78

In addition, students at all grade levels show an understanding of
material well above their grade level. In grades three and seven
students take the Cognitive Abilities test which measures their ability
levels. Based on this score students are given a projected grade
equivalence that would indicate their possible level of understanding.
Students in grades three and seven exceeded their projected grade
equivalence by one-half to two grade levels above their anticipated
ability level. This means that they understand material beyond their
ability levels. The staff can then provide instruction at a higher level
moving beyond basic skills into areas that involve more advanced
thinking and processing skills.

Grade two is given the Iowa test of Basic Skills in the spring of each
year and the results have been consistent over the course of the last
three years. Students in grade two have scored in the 80^th^ to 95^th^
percentile in both math and language totals during this time period.

Testing is administered to all students in the school regardless of
status. This includes students with specific disabilities and those with
income levels below the poverty line.

Results of the Iowa Test of Basic Skills are used to identify areas of
strength and weakness in the school curriculum. The results are studied
and this has led to changes in the way the curriculum is aligned as well
as changes in instructional materials. Overall St. Mary's students
demonstrate outstanding abilities that significantly exceed national
averages.

**[PART IV -- Question #2]{.underline}**

The Iowa Test of Basic Skills provides our faculty and staff with the
necessary information regarding the strengths and weaknesses of our
curriculum. Grade level teams study the results and information is
conveyed to the entire staff regarding the strong and weak points in the
curriculum. Over the past three years two specific areas of concern have
arisen. These have been mathematics problem solving and language usage.
The scores in these areas have shown decided weaknesses. Grade level
teams met and identified various instructional strategies and assessment
methods that would be used to improve these areas. In mathematics
classes students were instructed in the steps of problem solving, then
students were given daily problems to solve both in-groups and
individually. Board work was used to help students see the process.
Results were discussed in class and feedback was given to students.
Regular testing was done to assess student achievement. For improvement
in language usage Daily Oral Language drills were introduced as well as
increasing the amount of time spent on writing since faculty members
felt there was a direct correlation between these two areas. The result
has been a marked improvement in both of these areas.

### 

### 

### [PART IV---Question #3]{.underline} 

One of the most important methods we use to continue our improvement is
to share our test results with all of our stakeholders. Through the
sharing of this information we communicate to all concerned our goal of
excellence. At the beginning of each year during the first week of
school Open House nights are held for each grade at which the teachers
explain the curriculum to the parents. This information includes a
general description of instructional objectives that will be covered
during the year. Each quarter teachers send home to parents a more
detailed listing of curriculum objectives that are specific to that
quarter. At parent teacher conferences this information is used to let
parents know the areas of instruction that their child has mastered, is
in the process of learning, or areas where improvement is needed.
Curriculum pamphlets detailing the course objectives for each grade
level are made available to the community when requested. These
pamphlets are regularly updated.

On a bi-monthly basis grade level teams meet to discuss curriculum and
to relate to teachers in other grades areas of concern or strength. For
example; kindergarten teachers discuss in grade level teams with first
grade teachers the concepts which should be stressed with kindergartners
in order to achieve success in first grade. At the end of the year these
same teams meet to evaluate the overall curriculum and whether or not
objectives have been met. Teachers also plan lessons based on objectives
that have been determined for each grade level by subject area teams
over the course of the past five years.

Standardized test results are discussed with the teachers at faculty
meetings and then disseminated in grade level teams. The parents are
informed of the test results in the weekly newsletter and results are
further discussed at a parent meeting and at individual conferences.
Iowa test results are presented to the community through an insert in
the church bulletin and on the school website. Test results are viewed
at the Diocesan level as well.

### 

### 

### 

### [PART IV -- Question \# 4]{.underline} 

St. Mary's School has had a long tradition of academic excellence and we
would be proud to share our thoughts and insights about the process that
helped to create our community. Over the course of the past three years
we have used opportunities presented to us to share with other schools.
At the diocesan level we have had the opportunity to discuss our
programs at lesson plan forums and through the presentation of inservice
programs. Our curriculum development process was shared at an inservice
for principals and we have sent our curriculum plans to schools
throughout the diocese. In addition, the curriculum plan was presented
at the Assistant Principal's Academy for the National Catholic Education
Association. Two of our teachers participated recently in the Master
Teacher program sponsored by the Diocese of Orlando and this also
allowed an opportunity to discuss our program with others.

In the future we would like to provide local inservices for schools in
our diocese that would allow teachers to visit our school for the day
and not only observe our classes but also spend some time with teachers
discussing the methods that we use to continuously improve.
Presentations would be offered at the diocesan level as well. These
would be large group programs that would discuss the successes that we
have had in our quest for change and improvement. Our web site would
also be actively utilized for the purpose of sharing our successes.
Currently each classroom teacher has his/her own web site where she/he
provides information and curriculum projects. In the future we would
like to use the web site more for the purpose of disseminating
information on our programs. Overall we are proud of our school and
would be glad to show others what we have achieved.

### 

### 

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

#### [Part V - Question \# 1]{.underline} 

St. Mary's School prides itself on its outstanding programs. The
curriculum is aligned to diocesan and state standards and is constantly
monitored and updated. Grade level teams work together to align the
curriculum vertically so that students are challenged at each level. The
language program in the primary grades K-3 is a phonics-based program
that begins with letter sounds and progresses through blending. In
grades 4-8, the reading program moves to a higher level with the focus
on higher level thinking skills such as predicting, inferring, and
author's purpose. Writing is an integral part of the language program at
all levels. In the primary grades students advance from writing simple
words and sentences to paragraphs. Grades 4-8 write weekly and culminate
in five paragraph essays in grades 7 and 8.

Math instruction in grades K-3 is based on a hands on approach with an
emphasis on developing a knowledge of math skills and problem solving
abilities. These techniques are addressed in a daily math meeting and
through class lessons. In grades 4-8 students are divided according to
ability levels. Both groups complete the same material but the regular
math groups move at a slower pace than the advanced groups allowing them
more time to learn material while the advanced groups can provide
students with needed challenges. All groups are actively involved in
daily problem solving both individually and in small groups. Algebra I
students in eighth grade can qualify for a high school credit in Algebra
I upon completing our program.

Social Studies and science are both subjects covered at all levels.
Hands on activities and projects are used quite extensively. Medieval
festivals, Greek Olympics, International food festivals and other
activities enhance the classroom instruction. In religion class social
studies becomes an integral part of the program during our Third World
Banquet and our World Mission Awareness Week.

Science classes also incorporate hands on activities. Students have the
opportunity to go seining in a local lagoon, visit a beach habitat and
investigate the world of weather at a local park.

Spanish language and culture are introduced in grades K-4 and then the
program becomes formalized in grades 5-8 with students receiving in
depth instruction in the Spanish language. Spanish grammar and
vocabulary are taught to all at this level.

Students in St. Mary's qualify for a high school credit in Spanish I
after completing this program.

Art and music provide a fine arts program that not only teaches theory
but also appreciation of artists in both areas. Physical education
stresses the importance of a healthy body with instruction in team and
individual sports as well as an extracurricular walking club.

Throughout our program technology is a vital part of our curriculum.
Students use power point, word processing, spreadsheets, databases and
the Internet to enhance their classroom instruction.

Our curriculum is one of which we are very proud, as one high school
teacher stated; "You can always spot St. Mary's students when they walk
into your classroom because they are so well prepared."

##### [PART V---QUESTION \# 2]{.underline} 

At St. Mary's School the reading program has been developed to allow for
progression at each grade level. Various methods are used to reach this
goal. In the primary grades the program is phonics based. The program
selected for the primary grades was the SRA [Open Court Reading
Program.]{.underline} This program provides a solid foundation in
letters and sounds on which it is easy to build. Word attack skills are
stressed that will help students to achieve throughout their school
career. In grades 3-5 the students use the Harcourt Brace [Signature
Reading Series.]{.underline} This program provides a good base for
learning higher order thinking skills such as inferring and predicting.
In grades 6-8 a literature book is introduced. The series used in Middle
School is the Prentice Hall [Timeless Voices Series,]{.underline} again
it provides students with training in more complex topics. In addition
students in grades 3-8 supplement their regular reading instruction with
novel study that takes the form of literature circles. This
differentiated approach allows students to read books at different
levels and discuss them with each other. The Reading Renaissance program
is an integral part of the reading program as well. Students are
challenged to read at their level thereby ensuring their success. The
benefit of both literature circles and Reading Renaissance is that
students are working at the level at which they will succeed. Reading
Renaissance has been so popular that a Reading Renaissance club has been
introduced to the school.

The Star Reading program and textbook-based assessment tools provide
information to the staff on student progress. Title I tutoring and a
school resource teacher are available for remediation. We are also
blessed to have a group of adults who mentor younger students who might
need help with oral reading and older grade level students "buddy" up
with younger students to read with them once a week.

##### 

##### [PART V -- QUESTION \# 3]{.underline} 

The St. Mary\'s mathematics program is a key contributor to our stated
goal of having each child continue on a lifelong pursuit of excellence.
The foundation of our curriculum, the [Saxon Math Program]{.underline},
maximizes hands-on applications of mathematics (e.g. counters, clocks,
tangrams, etc.) allowing our youngest students to incrementally add to
their knowledge base. In grades four through eight, students are divided
into ability groups in order to challenge them at their own levels.
Students at each level, work in smaller groups, thus enabling them to
have more individual attention. For our fourth and fifth graders, the
[Sadlier Mathematics]{.underline} program was chosen as it provides the
best bridge from [Saxon Math]{.underline} used in the younger grades and
the [Scott Foresman/Addison Wesley]{.underline} series they will
encounter as they enter the middle school. The middle school mathematics
program offers the [Scott Foresman/Addison Wesley]{.underline} program
for all sixth graders and for the seventh and eight grade students in
the regular program while the [McDougall Littell]{.underline} program is
provided to the advanced groups in these grades. While the adoption of
four separate programs presents some challenges to our staff and
faculty, this approach is used because it not only empowers each and
every student to acquire needed math life skills but also challenges
those with higher aptitudes to optimize their skills and abilities.

An innovation that St. Mary\'s is particularly proud of is our Math
Superstars program in which students are given an enrichment sheet each
week that provides demanding material at all levels. This is a voluntary
program and is offered to every student in every grade. The students
solve the problems independently and work to achieve different levels of
success.

St. Mary\'s teachers also ensure that mathematics concepts are
continuously reinforced. For example, during the day, primary students
are asked to figure elapsed time from lunch to the end of the day while
their secondary counterparts are engaged with math problems from their
science and social studies lessons. St. Mary\'s School has a
comprehensive and diverse mathematics program, which encourages each
student to continuously apply and grow their math skills and abilities
throughout their lives.

**[PART V---Question \# 4
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

The presentation of material to a classroom of students can take many
forms. At St. Mary's school we strive to use research-based methods in
order to instruct our students. Direct instruction is a key to our
success but we also use alternative means as well. The use of technology
in our school is one of the many ways that we provide differing methods
of instruction. All staff members have received training in technology
and have effectively incorporated the computer into the daily life of
their classes. Teachers use technology in many ways to instruct and
enhance the learning process. PowerPoint presentations are often
employed to introduce material in all subject areas. In addition web
quests help students to further investigate subject matter. For example,
sixth graders might use a web quest to investigate ancient Rome or
Greece. The web pages associated with standard texts have also provided
a tool for teachers to use. Many teachers have used spreadsheets and
graphing programs to teach math concepts and even time lines have been
completed using technology.

Technology is not the only method used. Teachers use differentiated
instruction techniques to help students achieve. In the first grade all
students might be learning about nouns, but one group might be working
with the teacher, one group might be working on a computer program, and
one group might be playing a game related to the concept. Each group is
learning the same idea but at varying levels. Differentiated methods are
common in each classroom.

Small group activities and discussions are another way that teachers
have to present material. Dividing up into small groups and providing
topics to discuss or activities to accomplish allow students to have
ownership over their own learning. Literature circles are a wonderful
way to provide this small group structure. Science activities
incorporating the scientific method also lend themselves to student
involvement. Graphic organizers are used in many subject areas to
provide students with a way to organize material and present it to them
in a visual manner.

##### 

##### 

##### 

##### [PART V -- Question \# 5]{.underline} 

A strong program of professional development is vital to any successful
school. At St. Mary's, our teachers take ownership of this aspect of
their training. Monthly faculty meetings are held that focus on some
aspect of teacher training. During one year, monthly meeting were
devoted to technology concepts, and during another year the focus was on
differentiated instruction. Speakers, videos, and direct training helped
teachers to improve their instructional techniques. The material learned
was then incorporated into the classroom setting providing students with
a variety of ways to learn.

Using the standardized test results each year teachers focus on areas of
weakness. One area of concern over the past few years has been a lack of
skill in math problem solving. Teachers used grade level team meetings
as well as faculty meetings to address this issue. They discuss various
methods that could be used to improve. Instruction was provided in
problem solving procedures and methods that could be used to increase
problem-solving skills. The result has been a significant increase in
problem solving abilities as evidenced by standardized test results in
the last three years.

The increase in the numbers of students with special needs or varied
learning styles prompted a request for information on differentiated
learning. Over the course of the last year teachers have learned about
the process of differentiated instruction and now are able to provide a
variety of learning methods to students in their classrooms. Teachers
also attend 3-4 inservices each year that are provided by the Diocese of
Orlando and have attended numerous local and national inservices dealing
with such topics as brain research, multiple intelligences, reading
improvement, and writing proficiency. Staff members freely share ideas
at twice monthly grade level meetings and at monthly faculty meetings.
As a whole the staff of St. Mary's school works to promote the quest for
excellence that we want to inspire in our children.

**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): [Florida Catholic Conference]{.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]{.underline}**

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

\$[2550]{.underline} \$[2550]{.underline} \$ [2550]{.underline} \$
[2550]{.underline} \$ [2550]{.underline} \$ [2550]{.underline}

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

\$ [2550]{.underline} \$[2550]{.underline} \$[2550]{.underline} \$
[N/A]{.underline} \$ [N/A]{.underline} \$ [N/A]{.underline}

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

\$ [N/A]{.underline} \$ [N/A]{.underline}

12^th^ Other

2\. What is the educational cost per student? \$ [3400]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$ [850]{.underline}

4\. What percentage of the annual budget is devoted to [16]{.underline}
%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [82]{.underline} %

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [2]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A---2000---Form K 1992]{.underline}
Publisher [Riverside Publishers]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

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

  Testing month                    March          March          March                     

  **SCHOOL SCORES**                                                                        

  Reading Grade 2                  86             99             93                        

  Number of students tested        34             44             48                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      0              0              0                         

  Percent of students excluded     0%             0%             0%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [2]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A---2000---Form K 1992]{.underline}
Publisher [Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

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

  Testing month                    March          March          March                     

  **SCHOOL SCORES**                                                                        

  Math Grade 2                     81             99             99                        

  Number of students tested        34             44             48                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      0              0              0                         

  Percent of students excluded     0%             0%             0%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [3]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Reading Grade 3                  76             76             85                        

  Number of students tested        33             36             44                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      1              1              4                         

  Percent of students excluded     3%             2.7%           9%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [3]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Math Grade 3                     80             84             86                        

  Number of students tested        33             36             44                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      1              1              4                         

  Percent of students excluded     3%             2.7%           9%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [4]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Reading Grade 4                  83             86             83                        

  Number of students tested        41             42             41                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      3              2              1                         

  Percent of students excluded     7.3%           4.7%           2.4%                      

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [4]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Math Grade 4                     86             86             84                        

  Number of students tested        41             42             41                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      3              2              1                         

  Percent of students excluded     7.1%           4.7%           2.4%                      

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [5]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Reading Grade 5                  84             79             78                        

  Number of students tested        45             32             50                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      3              0              2                         

  Percent of students excluded     6.6%           0%             4%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [5]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Math Grade 5                     82             76             74                        

  Number of students tested        45             32             50                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      3              0              2                         

  Percent of students excluded     6.6%           0%             4%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [6]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Reading Grade 6                  76             71             75                        

  Number of students tested        39             41             48                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      4              1              1                         

  Percent of students excluded     9%             2.4%           2%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [6]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Math Grade 6                     80             67             71                        

  Number of students tested        39             41             48                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      4              1              1                         

  Percent of students excluded     9%             2.4%           2%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [7]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Reading Grade 7                  79             77             76                        

  Number of students tested        35             40             57                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      3              0              2                         

  Percent of students excluded     8%             0%             3.5%                      

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [7]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Math Grade 7                     79             63             72                        

  Number of students tested        35             40             57                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      3              0              2                         

  Percent of students excluded     8%             0%             3.5%                      

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**PART VII - ASSESSMENT RESULTS**

Grade [8]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Reading Grade 8                  79             81             80                        

  Number of students tested        44             56             62                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      2              0              0                         

  Percent of students excluded     4.5%           0%             0%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Grade [8]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form A\--2000]{.underline} Publisher
[Riverside Publishers]{.underline}

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

[All students were assessed through ITBS testing. The scores of students
with diagnosed specific learning disabilities were omitted from the
summary report.]{.underline}

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

  ----------------------------- -- ----------- -- ----------- -- ----------- -- ------- -- -------
                                   2003-2004      2002-2003      2001-2002                 

  Testing month                    October        October        October                   

  **SCHOOL SCORES**                                                                        

  Math Grade 8                     75             70             76                        

  Number of students tested        44             56             62                        

  Percent of total students        100%           100%           100%                      
  tested                                                                                   

  Number of students excluded      2              0              0                         

  Percent of students excluded     4.5%           0%             0%                        

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

                                                                                           

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