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

*U.S. Department of Education*

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

Name of Principal [Mrs. Doris Swenson]{.underline}

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

Official School Name [Holy Spirit School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[322]{.underline}\_[Cannons
Lane]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Louisville KY 40206-3094]{.underline}

City State Zip Code+4 (9 digits total)

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

Telephone [( 502 ) 893-7700]{.underline} Fax [( 502 )
893-8078]{.underline}

Web site/URL [www.hspirit.org]{.underline} E-mail
[dswenson40206@yahoo.com]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Ms. Leisa Speer]{.underline}

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

District Name [Archdiocese of Louisville]{.underline} Tel. [( 502 )
448-8581]{.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 [Mrs. Mary Cecil]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ 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:

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

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

[7]{.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**                                                  **7**       28        26          **54**

  **K**       27        21                     **48**       **8**       18        16          **34**

  **1**       23        24                     **47**       **9**                             

  **2**       16        27                     **43**       **10**                            

  **3**       13        19                     **32**       **11**                            

  **4**       24        18                     **42**       **12**                            

  **5**       24        20                     **44**       **Other**                         

  **6**       19        24                     **43**                                         

                                    **TOTAL                                                   **387**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

the school: [1]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

[1]{.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:
[\_\_\_\_3\_\_]{.underline}%

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

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

  **(2)**                   Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    11
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 353
                            the school as of October 1  

  **(5)**                   Total transferred students  .031
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_\_[5]{.underline}\_\_Total Number Limited English Proficient

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

Specify languages: Russian, Spanish, Arabic

9\. Students eligible for free/reduced-priced meals:
\_\_[\<1]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_[1]{.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:
\_\_\_[6]{.underline}\_\_\_\_%

\_\_\_[22]{.underline}\_\_\_Total Number of Students Served

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

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[8]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[10]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[3]{.underline}\_\_Speech or Language
Impairment

\_[1]{.underline}\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[18]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[6]{.underline}\_\_
\_\_\_[2]{.underline}\_\_\_\_

Paraprofessionals \_\_\_\_[4]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[2]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[30]{.underline}\_\_\_
> \_\_\_[2]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_\_[22:1]{.underline}\_\_

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

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

  Daily student attendance  99 %        97 %        95 %        95 %        96 %

  Daily teacher attendance  97 %        97 %        97 %        97 %        97 %

  Teacher turnover rate     11 %        24 %        8 %         12 %        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**

Holy Spirit School is a K -- 8 Catholic school located in Louisville,
Kentucky. The school is one of thirty-eight elementary schools in the
Archdiocese of Louisville. The church and school are situated in an
urban residential area of Louisville known as St. Matthews. This
well-established, family oriented neighborhood includes many older,
well-kept homes, two Olmsted designed parks within walking distance, and
is minutes from downtown. The school was established in 1937 with 91
students. Today, there are 388 students enrolled in school.

In addition to the growth of the school population, the school building
has recently been renovated. The renovation included a large addition of
new classrooms, dining room, meeting rooms and entrance to the school
and church. Existing classrooms have been renovated to include an
updated computer lab, television technology, and a heating and air
conditioning system.

The mission of Holy Spirit School is to create a Christ-centered
community rooted in Catholic tradition by working with parents to
empower students in a learning environment that encompasses Catholic
formation, academic excellence and personal responsibility. It is
believed that all children are born with unique gifts from God and that
they have the curiosity to learn. It is also believed that students
learn at different rates and they learn when actively involved. Students
are encouraged to take risks when trying new tasks. Self-direction and
critical thinking is promoted so students will be better prepared to
handle the variety of life experiences that will be encountered. The
school community of parents, students, faculty, staff and administration
work tirelessly to ensure that the environment remains rich in
experiences and opportunities.

Parents are visible throughout the school day as reading helpers,
mystery readers, cafeteria workers, chaperones, guest speakers, office
helpers and resources for specific needs such as CPR and First Aid
training. They organize events for the benefit of students and staff.
Students follow the examples set by their parents as they initiate
community service projects such as recycling, Christmas cards for
elderly, Thanksgiving programs for the senior citizens in the parish,
and collections for local organizations who serve the poor and homeless.

The students have an opportunity to excel in academics as well as
extracurricular activities. Academic teams compete in Quick Recall,
Governor's Cup, Book Bee, and Math Counts. After school extracurricular
opportunities include sports, choir, chess club, photography, art, and
Mad Science.

Holy Spirit School is state certified by the Kentucky Non-Public Schools
Commission. The faculty and staff play a major part in the preparation
for site visits as well as in reviewing curriculum to determine academic
goals for each year. As a part of this review faculty members make
adjustments at individual levels for students who are in need of more
challenging skills and assessments. Nationally normed testing over the
years indicates no deficiencies of skills in grades three through seven.
Students consistently achieve high scores on standardized tests.

The overall excitement that can be felt when entering the school
building can be felt in all area of the school from the cafeteria to the
gym to the hallways. Visitors frequently comment on the happiness they
see on students' faces as well as hearing it when they speak. A love for
learning is evident among students, parents and school personnel.

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

1.  **Assessment Results:**

As a private school in Kentucky, Holy Spirit School does not qualify to
participate in a state mandated testing program. We follow the
guidelines established by the Archdiocese of Louisville for testing
which requires us to administer the Terra Nova 2^nd^ Edition
standardized test published by CTB McGraw Hill. All schools in the
Archdiocese test grades 3, 5, and 7 however we also test grades 4 and 6
in order to develop a comprehensive academic program by using the data
to determine areas of concern and needs for improvement. Testing occurs
in March with the results delivered in May. This becomes a guiding force
in preparation for the upcoming year allowing teachers the opportunity
to review the outcomes and to begin planning for the new school year.

Students at Holy Spirit School consistently score within the top 10%
nationally compared to other students. This is determined by a
comparison of the mean normal curve equivalent (MNCE). This standard of
measurement is based on an equal interval scale allowing for a
legitimate comparison of different tests. The comparisons of the MNCE
for Holy Spirit School as well as the Archdiocese of Louisville
demonstrate that Holy Spirit School consistently exceeds the
Archdiocesan scores.

Analysis of reading scores for grades 3, 5, and 7 demonstrate that
strong progress has been made with the utilization of Reading First
Initiatives. Grade three showed a six point gain and fifth grade
improved by four points. While the composite score for grade seven did
not change, there was improvement in the comprehension section of the
reading test. A comparison of scores over the past five years
demonstrates that Reading scores have been slightly lower than Math
scores. Improvements from this past year are considered to be a result
of implementing Reading First components as well as evaluating the
materials used and skills stressed in each of the grade levels. Math
scores have continued to increase showing a significant change from the
previous year, gaining three points in third grade, six points in fifth
grade, and three points in seventh grade.

An evaluation of anticipated and obtained scores is also conducted. The
mean difference between these is recorded as either a positive or
negative number. Students are divided into three levels (scores of below
86, scores of 86-114, and scores of 115 and above) based on individual
Cognitive Skills Index scores. Evidence shows us that our students who
score 114 or below always obtain greater scores than what is
anticipated. Students who score 115 or above tend to meet the
anticipated score or fall short by no more than three points. In order
to improve scores for all students professional development has been
instituted to address differentiated instruction. This will allow
teachers to incorporate strategies to address the needs of all learners.

Additionally a review of the Objectives Performance Index (OPI) allows
the teaching staff to address skills that appear to be weak. An analysis
of this for Holy Spirit School indicates that the OPI far surpasses
national averages.

Standardized testing is only one component of the assessment program at
Holy Spirit School. Consideration and review of day-to-day performance
is critical to the regular adjustments made to ensure individual
progress in all subject areas.

2.  **Using Assessment Results**

Conducting an annual review of the Terra Nova results serves as a
critical key to the development of the curriculum at Holy Spirit
School**.** Since testing occurs in grades three through seven, progress
is monitored on an individual basis, a grade basis, and a school-wide
basis.

Testing results are first given to the classroom teachers for their
specific grade. The evaluation at this level includes looking at those
students who did not meet anticipated scores as well as individual
progress from year to year. Next, teachers within grade levels study the
Objectives Performance Index to determine if any patterns emerge
regarding specific skill concerns within each subject area. Analysis of
individual Cognitive Skills Index scores are also reviewed to determine
if students are obtaining anticipated scores, and if not, in which area
are they falling short. Finally a review of the Mean Normal Curve
Equivalent (MNCE) provides the staff with a look at the school's
progress from one year to the next.

Once the data has been reviewed, grade levels work to determine the
Instructional Improvement Plan appropriate for their level. This plan
focuses not only on the area to be addressed but also includes specific
action steps for accomplishing the goals. This process has led to
creating current instructional goals to address computation as well as
vocabulary development. Specific actions steps include incorporating
differentiated instruction techniques, small group instruction, math
facts drills, and use of parent volunteers. Day-to-day assessments are
also considered when evaluating success of the action steps. The
teaching staff reviews daily performance to make adjustments to the
overall plan. These daily assessments, both formative and summative,
pave the way for determining effective teaching practices. The teaching
staff remains dedicated to evaluating the data gathered from all
assessments in order to create units and lessons that will actively
engage all learners.

3.  **Communicating Assessment Results**

Holy Spirit School invites families to make a commitment to the
education of the students. Working together, parents and teachers more
accurately determine the level of skills needed for each child in order
to make differentiated instruction effective. Communication is crucial
to the success of the students. The first activity of the year is a
Parent Orientation night. This event provides the opportunity for
parents and teachers to form a partnership by providing information
pertaining to goals for the year, assessment practices, classroom
expectations, reporting procedures, curriculum goals, and communication
methods. An additional night is scheduled for parents to understand how
to interpret their child's standardized test results.

Student work is sent home each week. Twice a year Parent-Teacher-Student
conferences are conducted. These are student driven by presenting
current grades, work sampled and goals for improvement. These goals are
then reviewed at the end of each grading period.

Standardized test scores are mailed home with progress reports at the
end of the year. An evening is then planned in the fall to help parents
understand how to interpret their child's scores.

"A State of the School" message is included in the final mailing of the
year. This report shows a comparison of the MNCE scores for Holy Spirit
School in comparison to the MNCE scores for the Archdiocese of
Louisville. This information remains available to individuals who are
considering school enrollment.

Additional assessment data is published for the school and parish
communities through various newsletters. Such data includes High School
Placement scores, Governor's Cup competitions, Duke TIP results, and
other academic competition results. Recently a report was given that
announced that 45% of the current seventh grade class scored a 95% or
higher on one or more parts of the Terra Nova qualifying them for the
Duke TIP program.

4.  **Sharing Success**

Holy Spirit School is an integral part of the Archdiocese of Louisville.
The school has provided several staff members to serve on the
Archdiocese's curriculum writing committees as well as textbook adoption
committees. Within the Archdiocese there are subject area focus groups
that meet monthly. Teachers from the Holy Spirit School staff have been
instrumental in arranging such groups for science and social studies. As
a result they have recruited individuals from other Archdiocesan schools
to attend as well as providing a list of resources for those who are
unable to participate. Teachers of other subject areas participate in
the focus groups applicable for their area.

In the 2005-2006 school year five teachers were awarded Aegon grants for
innovative projects in the classroom ranging from the use of current
events to literacy centers to math manipulatives. Winners set up
displays of the project for other educators to view and ask questions.

Within our region of Archdiocesan schools, we are in frequent contact
with other teachers to discuss academics, technology and curriculum
improvements. Often times, members of the Holy Spirit School staff serve
as presenters for local professional development opportunities. The
administration has presented for the Ohio Catholic Education Association
to discuss long range planning and the impact of connecting with parents
and students. Staff members are also available for peer observations by
teachers from other schools.

Sharing success is not limited to outside of the school building. Staff
meetings are also designed so that staff can share with one another
techniques and strategies that are proving to be effective. Not only
does this generate new ideas but it also affirms progress.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

The foundation of Holy Spirit School's curriculum is based on the
Archdiocese of Louisville's Curriculum Framework. The established
framework is aligned with state and national standards and with the
Learner Goals and Academic Expectations established by Kentucky's
Department of Education.

**Religion:** Religion instruction is based on the Catholic doctrine and
traditions. Students participate in daily prayer, weekly liturgy, and
stewardship activities as well as sacramental preparation.

**Language Arts (Reading, Writing, Grammar, Spelling, Vocabulary):** The
Language Arts program is a comprehensive program that incorporates all
areas of reading, writing, grammar, spelling and vocabulary. Grades K --
5 have adopted strategies from Reading First. Novels, book reports,
research projects, literature circles and speaking activities enrich
instruction in grades 4 -- 8. Grammar texts support instruction in
writing mechanics, spelling, writing forms, genres studies and the
writing process.

**Mathematics:** Houghton Mifflin and Glencoe texts support the Math
curriculum in grades K -- 8. Math instruction includes the use of
manipulatives, drill work, calculator work, model building, data
collection, computer projects, and connections to real-life
applications. Almost half of the eighth grade class takes an Honors
Algebra I course resulting in high school credit achieved.

**Science:** Science teachers use an exploratory, hands-on approach to
teach the curriculum. Recent improvements have been made to the science
lab including microscopes, slides, models and kits. General Science is
taught in grades K -- 5. The middle school operates on a cycle with
grade 6 focusing on Earth Science, grade 7 on Life Science, and grade 8
on Physical Science.

**Social Studies:** The Social Studies curriculum and instruction
incorporates map skills, geography, history, current events, real-life
connections, simulations, economics, guest speakers, field trip, and
role-playing. Grades K -- 5 study people and places, grade 6 studies
World Geography, grade 7 studies Ancient History and grade 8 studies
United States History. The eighth grade curriculum concludes with a four
day trip to Philadelphia and Gettysburg.

**Library/Media/Technology:** The department ensures that students
possess the skills necessary to use the resources available for research
and writing assignments. The Library curriculum includes teaching
students how to find the resources as well as learning MLA to cite
sources. Students in grades K -- 6 receive specific class time while
students in grades 7 and 8 utilize the facility to complete assignments
within other subject areas. Technology instruction begins in
kindergarten. Students learn basic keyboarding in the early grades. By
the time students reach 3^rd^ and 4^th^ grades they are capable of
producing power point presentations and are beginning to use the
Internet for research. Students who receive instruction in 7^th^ and
8^th^ grades also begin learning to design web pages.

**Spanish:** Students begin Spanish instruction in kindergarten. Grades
K -- 5 attend Spanish class one day each week for the year. Sixth grade
students receive instruction two days per week while grades seven and
eight attend class three days per week throughout the year. Early
instruction includes basic vocabulary, songs, and basic conversation. By
the time students complete the eighth grade fluency in speaking and
translating are expected.

**Fine Arts:** Students in Music and Art experience an appreciation for
artists in their appropriate areas along with learning particulars about
each area. Music students learn notation, theory, and Orff Schulwerk
instrumentation. Art students produce clay sculptures, paintings,
drawings and stitchery.

**Physical Education:** The curriculum stresses healthy living based on
fitness, health and nutrition. Instruction includes cardiovascular
activities while incorporating cooperative principles.

**Guidance Program:** The counselor provides regular assistance with
mental health issues including personal and social needs. Individual and
group sessions are methods used to provide assistance to parents,
students and staff.

2.  **Reading**

Reading is viewed as the key to success in all subject areas. We strive
to present an integrated approach to teaching reading concepts and
skills to enhance reading and writing development. Students participate
in a fully integrated reading/language arts program. Spelling, grammar
usage, mechanics, listening, speaking, comprehension, phonemic
awareness, decoding, and writing are all highlighted in this program.

Teachers of grades K -- 5 have received training in the Reading First
Initiative. There is a focus on creating literacy centers to complement
the skills being taught. It also places emphasis on small group
instruction with the groups changing as the needs of the students change
based on skill mastery. The textbook series, Harcourt's *Trophies*,
introduces students to a wide variety of quality literature and real
world materials -- magazine articles, recipes, visual diagrams -- that
expand their knowledge of literacy based on the world in which they
live. Systematic instruction in phonemic awareness and phonics that is
meaningful and integrated with other word identification skills provides
effective word recognition strategies. Writing assignments follow the
themes introduced for reading comprehension. Volunteers are also vital
to the reading instruction of students in grades K through three. By
providing a one-on-one situation for young readers, students have the
opportunity to practice their skills more often with immediate
intervention and assistance.

Students in grades four through eight incorporate the use of a textbook
-- *Invitations to Literacy* for grades four and five and *Literature*
for grades six through eight. All of the classes heavily incorporate the
use of novels to practice the skills that are included in the textbook.
Beyond the basic skills, students also study themes and writing styles,
often using the information to create their own works by comparing and
contrasting styles and authors.

Supplemental to the reading curriculum is the Accelerated Reader
Program. A list of grade level books and a goal is given to each student
in grades K through eight. As students complete a book, they are tested
on comprehension. A computerized record is kept of each book tested and
is given to parents.

3.  **Additional Curriculum Area: Science**

Over the past five years, Holy Spirit School has benefited from an
increased awareness of science methodologies. This can be attributed to
several factors including the creation of a science lab for all
students, kindergarten through grade eight. It is also a result of a
diligent review of textbooks prior to adoption. Currently, grades six
through eight use Glencoe-McGraw Hill's series for earth (sixth grade),
life (seventh grade) and physical (eighth grade) sciences while students
in grades kindergarten through five use McGraw Hill's *Science* series.
Students are encouraged to use the on-line resources available for each
grade level. Support materials include quizzes, notes and activities to
help reinforce the concepts being covered.

Beginning at a very early age, students are exposed to a wide variety of
experiences that make science come alive. This includes such activities
as creating slime, observing dry ice, receiving visits from nocturnal
animals, dissecting owl pellets, and much more. By the time students
reach the junior high level, they are able to study the effects of
force, identify different rocks, balance equations, and more.

This past school year Holy Spirit School was awarded a \$6,000 grant to
increase the amount of science resources available to teachers. This
allowed the school to purchase new slides for viewing animal specimens
as well as enough microscopes for each table group within the lab.
Models of flowers and parts of the human body were also purchased as
well as basic equipment such as scales, balances, dissecting kits, and
simple machine kits.

4\. **Instructional Methods**

Students at Holy Spirit School are exposed to a variety of teaching
practices that address a variety of learning styles. In this way
instruction takes place in numerous ways to meet the needs of all
students. It is stressed that not every student learns in the same way
and at the same pace. These differences become a guide for developing
lessons and delivering instruction.

Pre-assessments are encouraged as a way to determine mastery of skills
and to then guide the instruction that is to follow. Units of study are
designed to incorporate active participation for all students. A visit
to the school would demonstrate the use of individual assistance as well
as large and small group instruction. The strategies used routinely
include guest speakers, lab experiments, literature circles, projects,
cooperative learning, research, student presentations, journal writing,
and role-playing.

Teachers utilize the technology available to them. Each classroom,
including special areas, has a Smart Board connected to a computer.
These tools allow students to remain focused and individually engaged in
the learning. Classroom response systems for each grade level are placed
in the classrooms along with a student desktop for each class.

The teaching staff is made aware of students who have been identified
with learning differences. With the assistance of the school's Resource
Teacher, classrooms teachers identify strategies and accommodations that
will best meet the needs of these students. Meetings are held frequently
to monitor the progress of the students.

Teacher assistants are in the classroom for grades K -- 2. The
assistants work as a team with the homeroom teacher to provide direct
instruction and to assist with remediation and modifications. Parent
volunteers also assist teachers in the primary grades with reading and
math. These individuals work one-on-one with students to review math
facts, go over spelling words, listen to readers and assist with make-up
work.

5\. **Professional Development**

Professional development is considered to be a vital component to the
success of our students. A constant review of needs based on test scores
and day-to-day assessments provides the school with the basis in
planning professional development for the school year. This includes
attending conferences, workshops, and local in-services as well as
collaborating with partner teachers and subject area teachers to improve
instruction. Staff members are required to attend a minimum of twelve
hours of professional development each school year. Holy Spirit School
also utilizes the Archdiocese to secure funding for national
conferences.

The past two years, professional development has focused on the writing
process. As student work improves, our assumption is that the lesson
design, interactive methods and curriculum mapping work have led to a
greater degree of success by students.

Our focus has now turned to integrating the use of technology for
instructional purposes and to providing for differentiated instruction.
This past summer teaching staff attended a 30-hour Intel computer
training course. The instruction allowed staff to learn how to use
programs in the classroom as well as ways to assist students in using
the equipment. Each teacher has also included a professional technology
goal for the year that will be reviewed at the end of the school year.

Differentiated instruction is constantly reviewed. Strategies as to how
to develop lessons based on individual needs and pre-assessments are
discussed. Before the school year began the staff viewed ASCD's **[At
Work in the Differentiated Classroom]{.underline}**. This provides the
source for continued conversation and idea sharing among staff at
monthly meetings as well as within levels.

Professional development is considered to be on-going. Faculty and staff
are always encouraged to seek opportunities that will enhance the
instruction in the classroom and support individual growth plans.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): [Archdiocese of Louisville, Kentucky
    Non-Public Schools Commission, National Catholic Education
    Association]{.underline}

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

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

3.  What are the 2006-2007 tuition rates, by grade? (Do not include
    room, board, or fees.)

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

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

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

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

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ **\*SEE NOTE**

12^th^ Other

4.  What is the educational cost per student? \$\_[4,083]{.underline}\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_\_[0]{.underline}\_\_\_

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[0]{.underline}\_\_%

**NOTE:** **Holy Spirit School operates on a full stewardship basis,
where family members are committed to a substantial annual tithe to the
parish community. Parish families who fulfill their commitment are not
assessed a specific tuition amount. Non-parish families are assessed
tuition of \$5,050 per child for grades 1 -- 8 as well as full-time
kindergarten. Half-day kindergarten families who are not parishioners
are assessed \$2,525.**

**PART VII - ASSESSMENT RESULTS**

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[3]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 66     | 60     | 64     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 40     | 41     | 42     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Math]{.underline}\_\_\_\_
Grade\_\_\_[3]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 70     | 64     | 65     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 40     | 41     | 42     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[4]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 64     | 65     | 66     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 39     | 40     | 51     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Math]{.underline}\_\_\_\_
Grade\_\_\_[4]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 65     | 63     | 63     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 39     | 40     | 51     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[5]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 71     | 66     | 69     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 37     | 47     | 37     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Math]{.underline}\_\_\_\_
Grade\_\_\_[5]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 65     | 63     | 68     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 37     | 47     | 37     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[6]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 69     | 68     | 70     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 44     | 27     | 38     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Math]{.underline}\_\_\_\_
Grade\_\_\_[6]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 65     | 66     | 65     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 44     | 27     | 38     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[7]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 69     | 69     | 67     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 28     | 42     | 49     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------

**[Holy Spirit School]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject \_\_\_\_[Math]{.underline}\_\_\_\_
Grade\_\_\_[7]{.underline}\_\_ Test [Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_ Publisher [CTB McGraw
Hill]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 72     | 69     | 69     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 28     | 42     | 49     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ----------------------------------------- ----------- ----------- -----------
                                            2005-2006   2004-2005   2003-2004

  **NATIONAL MEAN SCORE**                                           

  **NATIONAL STANDARD DEVIATION**                                   
  ----------------------------------------- ----------- ----------- -----------