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

*U.S. Department of Education*

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

Name of Principal [Mrs. Anna V. Adam]{.underline}

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

Official School Name [St. Joseph Catholic School]{.underline}

(As it should appear in the official records

School Mailing Address [5320 Babcock Street NE]{.underline}

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

[Palm Bay FL 32905-5016]{.underline}

City State ZipCode+4

County [Brevard]{.underline} State School Code Number \*
[1246]{.underline}

Telephone [( 312 ) 723-8866]{.underline} Fax [( 312 )
727-1181]{.underline}

Website/URL [www.st-joe.org]{.underline} E-mail
[adama@st-joe.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 V. Purpur]{.underline}

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 Mr. Jim Reis, President

President/Chairperson

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**

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

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.underline} Number of years the principal has been in
[her]{.underline}/his position at this school.

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

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

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

  **PreK**    8         8                      16           **7**       23        21          44

  **K**       13        13                     26           **8**       20        26          46

  **1**       19        19                     38           **9**                             

  **2**       15        13                     28           **10**                            

  **3**       16        14                     30           **11**                            

  **4**       14        15                     29           **12**                            

  **5**       15        25                     40           **Other**                         

  **6**       19        23                     42                                             

                                    **TOTAL                                                   339
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [82]{.underline} % White

the students in the school: [05]{.underline} % Black or African American

[08]{.underline} % Hispanic or Latino

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

\% 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:
[1.38%]{.underline} (Year 04/05)

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

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

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

  **(3)**                   Total of all transferred    5
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 363
                            the school as of October 1  

  **(5)**                   Total transferred students  .01377
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1.38%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [1]{.underline}

Specify languages: [English]{.underline}

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

Total number students who qualify: [N/A]{.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: [14%]{.underline}

[48]{.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.

[6]{.underline} Autism [1]{.underline} Orthopedic Impairment

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

[-]{.underline} Deaf-Blindness [28]{.underline} Specific Learning
Disability

[-]{.underline} Emotional Disturbance [10]{.underline} Speech or
Language Impairment

[-]{.underline} Hearing Impairment [1]{.underline} Traumatic Brain
Injury

> [-]{.underline} Mental Retardation [-]{.underline} Visual Impairment
> Including Blindness
>
> [2]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers [19]{.underline} [1]{.underline}

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

Paraprofessionals [-]{.underline} [-]{.underline}

> Support staff [9]{.underline} [1]{.underline}
>
> Total number [30]{.underline} [3]{.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  96.5%       96.9%       96.2%       96.8%       95.9%

  Daily teacher attendance  99.8%       99.7%       99.7%       99.9%       99.8%

  Teacher turnover rate     10.1%       9.7%        10.2%       9.9%        9.8%

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

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

**PART III ‑ SUMMARY**

St. Joseph School in Palm Bay, Florida, is a Catholic Elementary School
serving students in Pre-Kindergarten-4 year old program through the
Eighth Grade. We plan to offer a Pre-Kindergarten-3 year old program
next school year (2006-2007). The school primarily serves the parish of
St. Joseph Catholic Church. We offer the high academic standards of the
Orlando Diocesan curriculum and an appreciation for each student as a
unique individual created in the image of God. Our community works
together to create an environment in which students are able to grow
into lifelong learners and followers of Jesus Christ.

St. Joseph School celebrated 40 years of academic excellence in 2003.
The school continues to thrive with the support of the parish and home
communities working together to create a Christian environment, where
students are encouraged to reach their full academic, social and
spiritual potential. The faculty and administration are progressive in
their approach to instructional methods, teaching philosophy, curriculum
development and meeting individual student needs. The school community
is constantly growing and changing to meet the demands of students
without sacrificing the fundamentals we have found to be successful.

Students are held to high academic and social standards. We believe
students will produce no less than what is realistically expected of
them. Traditionally, students at St. Joseph School consistently meet and
exceed all expectations. They demonstrate competency by scoring well on
standardized tests and report cards. They excel in extracurricular
activities and community service projects. Often, students are
recognized publicly by local organizations and the news media for
contributions benefiting the community. The school community has been
active participants in Make A Difference Day projects since 1998. In
2002, the school received the national award in Washington, DC, for our
Make A Difference Day project. In 1994, St. Joseph School was recognized
as a United States National Blue Ribbon School of Excellence.

A majority of St. Joseph School students are involved in extracurricular
activities. The Coastal Catholic League offers a slate of organized
sports to Catholic school students in the central counties of the
Orlando Diocese. Students participate in volleyball, flag football,
soccer, cheerleading, pep squad, softball and baseball. St. Joseph
offers drama, Student Council, art club, National Junior Honor Society
(NJHS), Girl and Boy Scouts, Lego League and Odyssey of the Mind, to
name a few. Middle School students participate in a Friday afternoon
elective program that includes bowling, scrap booking, National
Association for Stock Car Auto Racing (NASCAR), leather crafting,
service, cooking, fishing, Spanish club and media. Students choose a new
elective twice a year, once at the beginning of the school year and
again in January.

We are proud of the many accomplishments and achievements of our
students, but we are equally as proud of our ability and willingness to
accommodate a variety of special needs in the classroom. Traditionally,
a small Catholic school would have limited services for students with
special needs. St. Joseph School is proactive in meeting the needs of
students with exceptionalities. The administration consistently provides
in-service opportunities to develop teaching strategies designed to meet
individual student's needs. A full time resource teacher is on staff to
assist teachers in making appropriate accommodations and to offer
remedial help in reading and math. Our gifted students, identified by a
portfolio of criteria, are invited to participate in a pull-out program
once a week that offers them enrichment opportunities and projects.
Enrichment is an area that St. Joseph School is presently targeting to
do more to meet the needs of gifted students.

The faculty works hard to ensure that each child has opportunities to
reach his or her full potential. Teachers go above and beyond their
contractual duties to provide academic support by offering after school
tutorial assistance on a scheduled daily basis. The NJHS also schedules
time to tutor younger students after school. Teachers really attempt to
stay connected to their students.

Respect for "each student as a unique individual created in the image of
God" (St. Joseph School Mission Statement, 2005) and the efforts of the
entire school community create a positively-charged atmosphere which
makes St. Joseph School a wonderful place to learn.

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

1.  **Assessment Results**

St. Joseph School follows the testing schedule as set out by the Diocese
of Orlando. The Iowa Test of Basic Skills (ITBS) is administered each
year to Grades 3-8 in the Fall and Grade 2 in the Spring. Grades 5 and 7
also take the Cognitive Abilities Test.

Test results are used to guide student learning and to improve overall
school performance. Each grade level is evaluated to determine
curriculum areas of strengths and weaknesses. Objectives are established
based on these results. The faculty then creates and implements
strategies to reach each objective. Three objectives that were
established based on the 2004-2005 test results were:

1\. To improve the Reading, Language and Math scores at the Grade 5
level.

2\. To improve the Math Computation scores in all grade levels.

3\. To improve the Social Studies scores for the Grades 4 and 6.

Strategies have been implemented to achieve these objectives including
increasing direct instruction in reading and math at the Grade 4 and 5
levels. Science Research Association (SRA) math and reading resources
are available, along with the Barnell Loft series for reading skills. An
extra math class per week for students in Grade 6 is offered to students
who scored below the 50^th^ percentile on math. A reading resource
program is in place for students in Grades 4 and 5 who scored below the
50^th^ percentile in Reading Comprehension.

Social Studies teachers have integrated map skills practice in students'
morning work in Grades 6 and 7. Current events are taught in Grades 3
and 4, and students in Grades 3 through 8 practice Social Studies skills
by reading *TIME for Kids* or *Scholastic News* each week.

The 2005-2006 scores indicate that our #1 objective was met, as Grade 5
scores improved in all areas. The #2 objective was met as Math
Computation scores improved in Grades 5, 7 and 8. The #3 objective was
also met, with Grade 4 and 6 both improving their Social Studies scores.

The 2005-2006 tests scores indicate that a majority of students are
performing within in the top percent of the nation in Reading, Language
and Math. Areas of strength are at the 4^th^ Grade level, with all
scores over the 81^st^ percentile. There is an area of weakness in Grade
6 Language scores which were at the 69^th^ percentile. The area of
weakness is in capitalization and spelling.

The range of the test scores of the 2005-2006 school year from the Iowa
Test of Basic Skills (ITBS) shows the following: The National Percentile
Rank (NPR) for Reading ranged from 72 in Grade 7 to 87 in Grade 4. The
NPR for Language ranged from 71 in Grade 7 to 83 in Grade 4. The NPR for
Mathematics ranged from 75 in both Grades 3 and 8 to 88 in Grade 4.

2.  **Using Assessment Results:**

St. Joseph School's ITBS results are reviewed by the Principal and
Director of Student Services as soon as they are returned from the
scoring service. A presentation is made to the faculty so that teachers
receive a general understanding of the school's overall progress. A
presentation is also made to the School Board. The objectives that were
set from the previous year's testing are evaluated to determine if they
were met. Grade level meetings are set up between the Student Service
Director and teachers to discuss the strengths and weaknesses revealed.
Each grade level establishes new goals for improvement. The teachers
plan strategies in methods and changes in content necessary to improve
performances in the weak areas identified.

The progress of each class is traced and monitored by the Principal to
measure growth and determine needs as the class advances to the next
grade. Individual student scores are tracked by the teacher and Director
of Student Services to identify areas where remedial or accelerated
measures are needed. This affords each student appropriate individual
learning opportunities. Students who need extra help on individual
skills are given an opportunity to work on them in smaller groups, in
addition to the help available to them after school. The Director of
Student Services, in conjunction with the teacher, plans and executes
strategies to assist students to become successful. Instructional
materials, tutorial services and individualized learning plans are some
of the strategies implemented to meet with success. Each year a
re-evaluation is done and adjustments are made as needed.

The Cognitive Abilities Test (CAT), which identifies student ability, is
integrated with the ITBS score, which indicates whether or not a student
is achieving up to his or her potential. A student who is not reaching
his or her expected academic level of performance is offered support,
and, if necessary, a referral is made for additional testing to
determine the reason for such underachievement.

3.  **Communicating Assessment Results:**

Parents are kept informed of student performance via a weekly folder
that is sent home with all graded assessments. Each assignment is signed
by the parent and returned to school. They are filed in an assessment
folder and given to the student at the end of each semester. Progress
Reports are sent home four-and-a-half weeks into each new marking
period. If a student shows signs that he or she is beginning to slip, a
conference is called immediately. On an as needed daily basis, the
teacher will phone or e-mail a parent to communicate a student's
performance. Likewise, parents are encouraged to e-mail teachers to keep
the avenue of communication open. If a student forgets an assignment, a
homework slip is sent home for a parent's signature. If the homework
slip is not returned signed, a phone call ensues.

The ITBS tests results are sent home with a cover letter containing
information about the goals of the test. If desired, a parent conference
is scheduled either by the parent or teacher at which strategies are
discussed to improve a student's performance. The standardized testing
results are presented to the School Board at a meeting where the
previous year's plans for improvement are evaluated and plans for
improving newly identified targeted areas are shared. Communication
between teachers and parents is an absolute strength at St. Joseph
School.

St. Joseph School has an annual art festival to showcase student artwork
to the parents, parish and local communities. Additionally, the school's
science fair entries are displayed for the parents to view before being
judged by local business representatives. Place winners go on to Brevard
County competition. Students are recognized each quarter by a variety of
academic awards. Students who receive Principal's Honors, First or
Second Honors, or who receive the BUG Award (**B**ringing **U**p
**G**rades), are all recognized in the school's monthly newsletter and
bulletin board. The newsletter is distributed to all school families and
members of the St. Joseph Parish community. The students love to see
their own work on display and to share in others' work and achievements.

4.  **Sharing Success:**

One of the most productive ways to share success is by the interaction
of teachers and administrators with their peers during break out
sessions at in-service meetings, seminars, workshops and conferences.
Many of our teachers have been invited to share their expertise at the
Diocese of Orlando in-services. Faculty members have given presentations
on classroom management, interpreting and using ITBS results and meeting
individual needs of special education students. St. Joseph School
teachers have been invited to other Catholic schools to give
presentations as well. The principal has consulted with several schools
to share innovative scheduling practices that are being used for the St.
Joseph School middle school.

We feel that memberships in professional associations and the journals
they publish are terrific avenues for sharing success and expanding
horizons. Articles from these journals give teachers new strategies for
success in their field. Faculty members periodically are asked to read
an article prior to the weekly faculty meetings, and then share what was
learned from the article. This information sharing has also been done at
principal meetings. Many positive practices have come about as a result
of this information sharing.

An invitation to visit St. Joseph School is always extended. Several
principals and teachers from other schools have come to observe
successful programs such as the student produced morning news. The
Friday elective program at St. Joseph School is another program other
schools have been interested in and have visited to seek advice on
implementation. After such observations, we are sincerely flattered to
be imitated with another school's successes in like genres.

Each year St. Joseph School names a student from the graduating class to
represent the school at a Rotary Club luncheon. This student is honored
at the luncheon, identified at the graduation ceremony and added to the
Rotary plaque that hangs in the school office. The Melbourne-Palm Bay
Chamber of Commerce also presents an annual award, named from the
graduating class. This student is presented with a plaque at graduation.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

St. Joseph School follows the Diocese of Orlando Curriculum for all
subject areas. This is a well-balanced, basic, sequential course of
study for elementary schools. In order to engage students in significant
content, developmentally appropriate texts and materials are chosen by
the faculty for all grades and subject areas. The Diocese of Orlando has
provided the schools with benchmarks for the curriculum that is used in
the selection of the textbooks.

From kindergarten through Grade 8, a hands-on approach to learning is
pursued. Math manipulatives, computer programs, and integrating
different concepts in art, music and drama are a part of the curriculum.
Students are engaged in the classroom by taking notes, making outlines,
graphic organizers, spreadsheets, and graphing different concepts.
Teachers work together to combine any areas where they can show
integration among the subjects.

The Social Studies curriculum begins in the lower grades with
communities and expands as the children move up to the next grade. The
students cover United States History, World Geography and culminate with
American History. To compliment the curriculum, there are trips to St.
Augustine for 4^th^ Grade Florida History, and a trip to Medieval Times
which enhances the 3^rd^ Grade Social Studies curriculum. The 8^th^
Grade visits the Viera Court House and completes their learning with the
happenings of 911 and the quest for world peace.

Science is taught in every grade using a hands-on approach. For example,
the youngest students enjoy looking at the metamorphosis of a butterfly
and the 8^th^ Graders build cars to show acceleration. In between, there
are lessons on the environment, trips to the zoo, the Orlando Science
Center and Wonderworks. St. Joseph School is very fortunate to have a
wooded area behind the school where the students can look at nature in
its own habitat.

The art and music curricula are very developmental. Grades Kindergarten
through Grade 5 have art and music at least once a week. Middle School
is on a nine week rotation for these classes. Art is taught sequentially
so that the students can improve their skills developmentally. Students
are taught about artists and usually integrate writing and public
speaking with the reports. Local artists are invited to speak to the
children about their profession.

In many grades, the Music curriculum is designed to complement the
Social Studies curriculum. The music teacher brings in the music from
the historical era the class is studying in Social Studies. The recorder
is taught in 3^rd^ Grade, and students learn the instrument with much
success. Middle school students are encouraged to create Power Point
presentations on musicians, Broadway shows or operas. The younger
students learn appropriate songs and visit nearby nursing homes to sing
for the patrons. Fifth Grade attends Maxwell King Center when the
Brevard Symphony Orchestra presents their annual concert.

The Spanish curriculum begins in kindergarten and continues through
Grade 8. Students are taught simple greetings, number recognition,
colors, etc. As developmentally appropriate, students are able to
participate in conversational Spanish, learn grammar and complete
written exercises. The 7^th^ and 8^th^ Grade students presently write to
pen pals in Maine. The 8^th^ Grade students translate stories into
Spanish and read them to the primary grades. Many of the 8^th^ Grade
students are able to continue with Spanish II in high school. Hispanic
tradition, folk tales, songs, games and food are also part of the
Spanish curriculum. Middle school students can pursue the Spanish
language in greater depth by joining the Spanish Club.

Educational studies have shown that there is a direct correlation
between teacher expectations and student performance. Expectations are
high at St. Joseph School. Students must maintain specific grade
averages to participate in athletics. Teachers and students devise
rubrics that establish standards to be met in each subject area so
students know exactly what is expected of them. Being involved in the
expectations allows students to take responsibility for their learning
and take pride in their accomplishments.

2a. **(Elementary Schools)** **Reading:**

The Reading curriculum that St. Joseph School uses is based on the
English/Language Arts National Standards along with the Diocese of
Orlando and Florida State standards and benchmarks. All material used is
research based and updated every five years in compliance with
accreditation standards. Teachers evaluate proposed texts and materials
to determine which best meets the needs of our students. The text is
decided upon and is evaluated by the teachers and compared to the
benchmarks that the Diocese of Orlando requires.

Scott Foresman is used in Kindergarten through Grade 5. This textbook
series was chosen because it enables teachers to meet the diverse
learning styles in their classes. The Scott Foresman reading program
utilizes a multi-sensory approach to literacy. In addition to printed
material, students are taught skills through dramatization and music.
The teachers are current with teaching trends and use a variety of
methods and materials in their classrooms. Phonemic awareness,
vocabulary building, reading comprehension and fluency instruction are
part of the reading curriculum.

Some of the reading activities include a reading wheel, fluency
instruction and word building activities, drama, developmental spelling,
literature circles, daily writing workshops and grammar practice. This
program includes English within its curriculum. The students have a
Zaner-Bloser writing program, *Strategies for Writers*, which is
sequential from Grade 1 to Grade 8. All students, Pre-Kindergarten
through Grade 5, have Library classes once a week.

The literature and writing programs use the same Prentice Hall series
from Grade 6 to Grade 8, *Timeless Voices, Timeless Themes*. Again, the
benchmarks were reviewed to ensure this series would be able to meet the
standards necessary for instruction. English language and writing are
integrated with literature. The curriculum focuses on identifying and
using techniques to study literature. Students edit and revise their
writing for clarity, structure and meaning. A variety of literature,
including classics and contemporary works, are used for instruction. In
addition to the literature text and writing workshops, students also
practice daily grammar skills with materials from the "Daily Bites" and
"Caught Ya" programs. These programs were chosen because they allow the
students to practice their grammar skills on a daily basis. The school
also participates in the Reading Counts program, and students are
required to read one book per month on their pre-determined reading
level. Each student is graded on the comprehension test for the book
they chose.

3.  **Mathematics, Science, Art, Etc.:**

The St. Joseph School's mission statement is centered on the
appreciation of each student as a unique individual and asks them to
challenge themselves at all times. All students have particular
strengths and weaknesses in all curriculum areas. Although each
curricular area addresses these strengths and weaknesses, the math
curriculum at St. Joseph School is an excellent example of how essential
skills and knowledge are based on our school mission.

Students use Scott Foresman Mathematics series in grades Kindergarten
through Grade 5. Students are introduced to math at the primary level
with developmentally appropriate practices, such as the use of math
manipulatives, work centers, whole group learning and computer software.
As students progress through the elementary grades, this multi-sensory
approach, which addresses the distinctive learning style of students,
continues. Students are heterogeneously grouped in math until Sixth
Grade. In 2^nd^ through 4^th^ Grade, teachers and their instructional
assistants work with students in small group settings. These groups are
based on student needs.

Students are also encouraged to join Math Superstars in Grade 1 through
Grade 5. This is a program in which students are given the opportunity
to expand their math knowledge outside the normal curriculum. They are
given the assignments with an explanation, then the following week they
meet again to review and discuss how they came up with the answers.

In the 6^th^ through 8^th^ Grades, students are placed in math classes
based on their achievement, standardized test scores and teacher
recommendations. The students in middle school use the Glencoe series.
This provides an in-depth approach to skill mastery that responds to the
particular needs of students at every level of accomplishment and offers
advanced learners opportunities to be challenged.

To meet individual needs a variety of resources supplement class
instruction. For example, a teacher might refer a student to the
Resource Room for a particular topic, Title One support is also
available for students who qualify and an after school math study group
is held for students in grades 5-8 twice a week. From Kindergarten to
8^th^ Grade, the math program is designed to respect the uniqueness of
each student.

4.  **Instructional Methods:**

St. Joseph School teachers use research-based instructional strategies
to improve student learning. The faculty and staff are kept updated with
current trends and practices in education by attending workshops,
training sessions and by reading and sharing research papers and
professional journals. All teachers practice inclusion with special
needs students at every grade level. Teachers also accommodate students
in their classroom from other grades when their individual needs
indicate that they need instruction at a different level. Instructional
methods vary to meet the needs of individual student or class.

Several methods used by teachers include differentiated instruction,
literature circles, work boards, learning centers, fluency instruction,
cooperative learning, a developmental spelling program and integration
of technology. Students are also required to participate in Reading
Counts and a daily grammar activity. Teachers are flexible with
scheduling to enable students to have an extra math or reading period
each week to practice reading or math skills.

With the help of the resource teacher, teachers individualize
instruction by making accommodations or modifications for students who
are reading below grade level. A student who scores below the 50^th^
percentile on our standardized testing is referred to the resource
teacher for specific skill practice. Students are also offered
opportunities for reading and math practice with school volunteers who
come in to work individually with students. Students use additional
resources such as the Barnell Loft series and the SRA kits to enhance
their reading comprehension. The Barnell Loft topics include: following
directions, using words in context, finding the main idea, making
inferences, and finding the sequence. The children work at their level
and then weave their way through different color levels to ensure
success. The SRA kits cover a multitude of skills as well. The Read
Naturally Program is another resource used to develop reading fluency.
Services for outside tutoring can also be arranged for students beside
the extra help the teachers give after school.

**5. Professional Development:**

Teachers are a precious resource at St. Joseph School. Ongoing
professional development is essential to maintaining and encouraging new
ideas and strategies. In-service programs and faculty meetings are an
immediate and focused approach to addressing specific topics and methods
for improving student achievement. Guest speakers, faculty discussions
and professional journal readings become the basis for developing
innovative strategies to meet student needs. Specific articles from
*Educational Leadership, T.H.E. Journal, ED TECH, Teaching Exceptional
Children,* etc. are shared at faculty meetings. A decision to implement
or research further ideas from these articles is discussed.

An example of professional development is the integration of technology
into the curriculum. For a number of years, in-services on the use of
technology in the classroom have been a hands-on topic of faculty
meetings. Improved student technological achievement is evident in the
ease with which students at all levels use technology creatively to
strengthen their learning ability. The first Wednesday of each month the
school dismisses early in order for teachers to spend time on staff
development. Previous topics for staff development have included
inclusive practices, interpreting standardized test scores and improving
math computation. Currently, developing strategies for improving reading
comprehension and fluency are being researched and discussed during
faculty meetings.

Teachers are encouraged to attend workshops and conferences outside the
school and to share their experiences with the faculty at the faculty
meetings. Teachers have attended NCEA (National Catholic Educational
Association), CEC (Council for Exceptional Children), ASCD (Association
for Supervision and Curriculum Development), and BER (Bureau of
Education Research) conferences along with numerous Title One workshops
for reading and math strategies. Science and Math teachers have attended
workshops offered by the public school district, and the Science teacher
attended a workshop this summer for instruction in robotics at the
National Aeronautics and Space Administration (NASA). This teacher was
able to enhance the curriculum with a program for the students in the
middle school. His work can be found on the St. Joseph School web page
-- [www.st-joe.org](http://www.st-joe.org/).

**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): Florida Catholic Conference (FCC),
    NCEA.

> (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
    [√]{.underline} No \_\_\_

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

\$ [4950]{.underline} \$ [4950]{.underline} \$ [4950]{.underline} \$
[4950]{.underline} \$ [4950]{.underline} \$ [4950]{.underline}

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

\$ [4950]{.underline} \$ [4950]{.underline} \$ [4950]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$ [5100.00]{.underline}

(School budget divided by enrollment)

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

6.  What percentage of the annual budget is devoted to [1.5]{.underline}
    %

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [7.0]{.underline} %

**PART VII - ASSESSMENT RESULTS**

St. Joseph Catholic School

Riverside Publishing 2001 Iowa Test of Basic Skills Form A

Scores are reported as percentiles.

  ---------------------------- -------------- -------------- -------------
  Testing Month                October        October        October

  Grade 8                      2003-2004      2004-2005      2005-2006

  Mathematics                  72             73             75

  Reading                      84             78             81

  Number of students tested    51             37             46

  Percent of students tested   100%           100%           100%

  Number of students excluded  5              7              4

  Percent of students excluded 9%             18%            8%

  Grade 7                                                    

  Mathematics                  68             79             78

  Reading                      71             81             72

  Number of students tested    34             46             44

  Percent of students tested   100%           100%           100%

  Number of students excluded  4              3              1

  Percent of students excluded 11%            6%             2%

  Grade 6                                                    

  Mathematics                  74             75             73

  Reading                      75             73             74

  Number of students tested    47             48             42

  Percent of students tested   100%           100%           100%

  Number of students excluded  5              10             6

  Percent of students excluded 10%            20%            14%

  Grade 5                                                    

  Mathematics                  77             65             76

  Reading                      81             79             81

  Number of students tested    53             44             39

  Percent of students tested   100%           100%           100%

  Number of students excluded  7              7              6

  Percent of students excluded 13%            15%            15%

  Grade 4                                                    

  Mathematics                  67             80             88

  Reading                      78             80             87

  Number of students tested    42             38             29

  Percent of students tested   100%           100%           100%

  Number of students excluded  4              5              7

  Percent of students excluded 9%             13%            24%

  Grade 3                                                    

  Mathematics                  72             80             75

  Reading                      79             80             78

  Number of students tested    38             36             30

  Percent of students tested   100%           100%           100%

  Number of students excluded  3              6              3

  Percent of students excluded 7%             16%            10%
  ---------------------------- -------------- -------------- -------------