##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Sharon Dixon]{.underline}

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

Official School Name [Shrine Catholic Grade School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_[1621
Linwood]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Royal
Oak]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[MI]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[48067-1067]{.underline}

City State Zip Code+4 (9 digits total)

County
[Oakland]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\* [N/A]{.underline}

Telephone [( 248) 541-4622]{.underline} Fax [( 248 )
541-6969]{.underline}

Website/URL [www. shrineschools.com]{.underline} E-mail
[gsadmin@shrineschools.com]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Sr. Mary Gehringer, OSM]{.underline}

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

District Name [Archdiocese of Detroit]{.underline} Tel. [( 313 )
237-5775]{.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. Michael Keith

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *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: [N/A]{.underline} Elementary
schools

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [N/A]{.underline}

Average State Per Pupil Expenditure: [N/A]{.underline}

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

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

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

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

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

5\. Number of students 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**    38        36                     **74**       **7**                             

  **K**       38        46                     **84**       **8**                             

  **1**       37        31                     **68**       **9**                             

  **2**       38        33                     **71**       **10**                            

  **3**       36        45                     **81**       **11**                            

  **4**       42        37                     **79**       **12**                            

  **5**       45        47                     **92**       **Other**                         

  **6**       36        37                     **73**                                         

                                    **TOTAL                                                   622
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [85]{.underline} % White

the students in the school: [9]{.underline} % Black or African American

.[6]{.underline} % Hispanic or Latino

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

.[4]{.underline}% 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: 1.07 %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      7
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 652
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .0107
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1.07
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [N/A]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [1.76]{.underline}%

Total number students who qualify: [11]{.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: [2.5%]{.underline}

[16]{.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.

\_[1]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_[1]{.underline} Hearing Impairment [14]{.underline}\_Speech or
Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_[2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_ [28]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [2]{.underline} [1]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ [2]{.underline}

> Support staff \_\_[5]{.underline} [11]{.underline}
>
> Total number \_[37]{.underline} [14]{.underline}

12\. Average school student-"classroom teacher" ratio:
[22.21%]{.underline}

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   97.9%       97.4%       97.6%       97.7%       97.5%

  Daily teacher attendance   96.3%       96.8%       96.7%       97.2%       96.9%

  Teacher turnover rate      13%         3%          10%         20%         20%

  Student dropout rate       N/A%        N/A%        N/A%        N/A%        N/A%
  (middle/high)                                                              

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004. **Not Applicable.**

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Shrine Catholic Grade School in Royal Oak, Michigan is guided by its
mission, "At Shrine we try to exemplify Christ by praying, learning and
growing together." The mission statement is posted in each classroom and
recited daily by the students and teachers following morning prayers and
announcements. Our mission through its simplicity is easily understood
by our children, and not only guides us in the education of each student
but in the growth of each and every adult who works at the school and
comes in contact with our children.

Our annual theme also brings us together as a community. This year our
theme is "T.E.A.M. -- Together Everyone Achieves More." We partner with
our parents, our parish, and our local community to provide a safe,
caring environment where children arrive happy, ready to learn, and
leave at the end of the day happy and eager to return home. Smiles,
encouragement, humor, and praise are frequently used. Teams are formed
within the classroom and in tandem with other classes across grade
levels. Book buddies and computer buddies are just two ways our younger
children partner with our older students to learn and develop
friendships.

Our preschool is housed in a portable building behind our main building.
Community building begins here as parents volunteer and are an active
part of the program. Our preschool provides a nurturing beginning for
our three and four year olds with socialization of the children as our
goal.

Kindergarten through grade six is housed in the "Big School" as our
preschoolers say. There are three classrooms of each grade, with the
exception of kindergarten and grade five, which have four. Kindergarten
through grade three is self-contained. Teamwork is evident in these
grades as the teachers plan together and frequently bring the children
together for special projects and activities. Grades four through six
have a homeroom teacher but also have the experience of being taught a
subject by the other teachers.

One of our strengths is the way our teachers work closely together to
integrate subject matter. A science unit may be pulled into math and
reading content. A novel in reading may closely accompany a social
studies unit. Our computer, art, Spanish, physical education, music, and
library teachers work with all teachers to incorporate grade level
concepts and skills in their classrooms. Our resource room teacher
supports our struggling children as well as our bright 5^th^ and 6^th^
graders, working with them independently and in small groups.

Another strength is the variety of teaching methods and strategies used
to reach each and every child. We work very hard at our professional
development as a staff and have updated ourselves on the most effective
teaching methods, differentiating instruction and incorporating the
multiple intelligences into teaching. An up-to-date technology program,
which includes the use of Smartboards, has made learning come alive.

In 2002 Shrine Catholic Grade School was re-accredited by the Michigan
Non Public Schools Accrediting Association. It was a positive experience
for all, and some of the report's summary comments are pertinent to this
application. The Accrediting Team noted that the "school climate exudes
tremendous amount of warmth and caring. . . the faculty works together
as a team, enforcing consistent policies and sharing ideas and talents.
. .communication between administration, faculty, parents and students
is very strong. . .the school has done an effective job in the area of
long range planning. . . ." The report further states that we have a
"strong catholic identity.. .which continues the teaching mission of
Jesus." It is who we are.

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

**1.** Shrine Catholic Grade School takes the complete battery of the
Iowa Tests of Basic Skills (ITBS) in grades two through six and the
Cognitive Abilities Test (Cogat) in grades one, three, and five. The
ITBS is a standardized test that allows comparisons, due to the
"sameness" of tasks the students must complete, procedures used to
administer the test, and the methods used to score the test. The scores
give us an "external" look at the performance of our students
independent of our own assessment of student learning. It is a
norm-referenced test using norms from 2001.

The [Grade Equivalent]{.underline} (GE) number describes a student's
performance in terms of grade level. If a third grader has a GE of 4.6
on the reading comprehension test, this child is performing as a fourth
grader might, who took that test in the sixth month of fourth grade.

[Stanines]{.underline} (S) are groupings of percentile ranks. They range
from 1-9 with an average value of 5 and are less precise indicators of
student achievement than percentile ranks.

A [Percentile Rank]{.underline} (PR) is a score from 1-99 that tells the
percent of students in a particular group who received lower scores on a
test than a given student did. For example, if a third grader has a
percentile rank of 76 on a reading comprehension test, that child did
better than 76% of the students in the national normed group.

[PR: 1-4 5-11 12-23 24-40 41-59 60-76 77-88 89-95 96-99]{.underline}

[S: 1 2 3 4 5 6 7 8 9]{.underline}

Reading is a strength for us. There are two parts to the reading test:
vocabulary and comprehension. Generally our percentile scores for these
parts are the same or within five points of each other. Classes
demonstrate some variation from year to year in academic ability,
however, by fifth and sixth grade there is consistent and steady
progress. When you compare the scores from the verbal section of the
cognitive abilities test with the reading scores on the skills test for
grades three and five, you see that usually the students received
reading scores about ten percentile points above what might be expected.
The students are being challenged and their performance indicates this.

[Grade 3 2001 2002 2003 Grade 5 2001 2002 2003]{.underline}

[Cogat. Verbal 75 72 76 76 72 76]{.underline}

[Read. Achievement 87 82 85 82 83 86]{.underline}

The math tests are taken in three sessions: concepts and estimation,
problem solving and data interpretation, and computation. In 1999-2000
the current administration was new. The achievement tests were only
taken in grades three and five. When the math scores came back in 1999
with percentiles in the mid-sixties and even a fifth grade test in the
low fifties, math immediately received attention. Tracking our progress
was deemed important, so grades four and six were added to the testing
program in 2000. Grade two was added in 2002. Today the math score
totals range from the 71^st^ to the 79^th^ percentile. There are still
variations in our progress, so cognitive abilities are considered.
Again, it is evident the children are performing well.

[Grade 3 2001 2002 2003 Grade 5 2001 2002 2003]{.underline}

[Cogat. Quantitative 61 56 56 66 61 67]{.underline}

[Math Achievement 79 76 78 71 70 77]{.underline}

Each year no more than 2% of the students are assessed alternatively, so
that doesn't appreciably impact our scores. Also, the minority
population of the school is less than 10%, so the subgroup doesn't
warrant separate reporting.

The testing website is: www.riversidepublishing.com

**2.** The test results play a definite role in curriculum assessment
and development. The teachers devote at least one general faculty
meeting and several smaller team meetings to discussing information from
the test scores annually. After 1999 we decided to make the 70^th^
percentile our goal and a couple of years later we moved our goal to the
75^th^ percentile.

Five years ago the punctuation and capitalization scores were low for
the two grades tested, third and fifth grade. Daily Oral Language (DOL)
was adopted in grades two through six. In third grade punctuation scores
went from the 64^th^ to the 84^th^ percentile in two years. For fifth
grade the scores went from the 56^th^ to the 80^th^ percentile. Similar
gains occurred in capitalization. Whether it was the daily repetition or
the visual impact of looking for and correcting mistakes, this approach
has helped. DOL continues today.

Computation has been the weakest area in math. Three years ago, Friday
skill and drill sessions were started in each homeroom. Parents were
asked to drill facts at home. Optional summer materials were suggested.
Teachers modified the way concepts were presented. This past May,
students in grades one through five were given a math activity book,
which was completed and returned in August. We utilize a parent educator
for remedial instruction. In fifth and sixth grade there are math clubs
that function in a tutorial capacity, as well as for enrichment. High
scoring students are invited to take the Midwest Talent Search Test
and/or participate in math competitions. Teachers provide opportunities
for stronger students to interact and work with differentiated
materials. The math gains have been steady though less dramatic.

Finally, we targeted maps/diagrams and reference materials. This
attention increased those scores too.

**3.** Students are given information regarding their academic
performance both formally and informally. Teachers offer suggestions
daily regarding progress. Class work, projects, homework, tests, and
extra credit are assessed with oral or written comments. Graded papers
are returned. Special study sessions are offered for anyone who wants or
needs extra help. Report cards are distributed quarterly and progress
reports are given mid-quarter, so it is clear to the student when
adjustments in performance will enhance their grades.

Parents may contact the teachers whenever they want to discuss their
child's performance. Formal parent-teacher conferences are held in the
fall. Prior to this, teachers notify parents if a student is evidencing
difficulty with class work, tests, or is failing to turn in assignments.
The mid-quarter progress reports must be signed by a parent. At this
juncture, teachers, parents and students may meet to plan for change.
The school mails the standardized test scores to the parents. They
receive national percentile rankings for each achievement test. The
parents may contact the teacher if they want further clarification
regarding the test results.

The administration and/or teachers write a weekly column for the church
paper. They focus on current activities, major accomplishments of the
students, and general comments about school programs, including
standardized test results. The principal writes a monthly newsletter for
school families. The teachers write weekly or monthly newsletters for
the parents highlighting classroom activities. The principal meets
regularly with the School Committee to discuss issues or concerns. The
Unified School Board of Shrine Catholic Grade School, Shrine Catholic
Academy, and Shrine Catholic High School, and the School Committee
receive an annual study of the standardized test results. Finally, every
effort is made to have press releases when the school engages in special
events.

**4.** We are always looking for ways to let others know about the good
things that are happening here, because we are proud of our students and
faculty. There is a concerted public relations effort in place to notify
the community and indirectly other schools of our successes and
accomplishments.

The principal attends all archdiocesan and vicariate principal meetings.
Academic performance is one of the regular topics, either on the agenda
or as part of informal discussions. Since everyone is interested in
improvement and steps toward achieving it, many ideas are exchanged in
conversation.

Principals and teachers have been invited to visit our school, so they
can see some of our activities first-hand. For instance, we have an
annual declamation contest with outside judges. As a result of viewing
this program, another school has adopted declamations and they invited
some of our students to give a brief presentation to their students and
teachers. Principals and teachers have come to see our technology
program. They observed many teachers and subjects, so they could
consider broad applications for themselves. Watching science and math
lessons on an interactive Smartboard was of particular interest to them.

Our teachers attend workshops and grade level meetings where they share
ideas and samples of work. These opportunities stimulate discussion and
all the teachers build up their repertoire of material. Our principal
has planned and facilitated some of these meetings with schools in our
area. We have hosted some of the meetings in our building.

Last spring we flew flags and a banner on our fence to declare our
participation in a county wide health program, Count Your Steps. When we
won some of the contest levels, we announced that on banners. We also
share successes with other schools informally through parent and student
comments with neighbors, friends, and relatives.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** The curriculum consists of reading/literature,
spelling/vocabulary, English, handwriting, math, social studies/history,
science, and religion. We also have weekly classes in art, computer,
gym, music, library and Spanish. Our goal is to provide the children
with every opportunity to grow spiritually, physically, socially, and
intellectually, so they acquire life skills to meet future challenges.

The reading/literature program is designed to capture the children's
interest as they become independent readers. Fiction and nonfiction
selections delight and entertain the students, provide new information,
and expose them to various genres. Phonics, decoding skills, and high
frequency words are introduced early, so everyone has the necessary
foundation to interact with the world of print. Comprehension skills are
developed, which can be applied across the curriculum to material in any
discipline. The children engage their creativity and imagination as they
interact with literature and discover the joy of learning.

Spelling/vocabulary is part of the total reading program. Mastery is the
goal with the expectation that words will be spelled and used correctly
in any context.

English instruction combines both writing and grammar skills. The
students have numerous opportunities to write using different styles and
purposes. The writing process is practiced and shared, so everyone
understands the steps that are necessary to present a finished piece.
The students' work is displayed in school and entered in contests, so
they experience public recognition for their best efforts. While the
emphasis on good writing begins in English classes, it is integrated
through all subject areas.

Handwriting is studied in both manuscript and cursive forms so all
students will practice and employ legible penmanship skills.

Math skills are needed for life. Therefore, numbers, concepts and
geometry are developed in the context of practical application. For
example, comparative shopping using newspaper ads or menus can involve
percentages, fractions, and basic computation. Physical surroundings and
architectural structures offer an opportunity to apply geometry to daily
life. Bills, checks, saving accounts, and the stock market introduce
economic reality. Drill and timed activities are used for basic facts.
Computer activities, trial and error, manipulatives and projects further
develop and expand the children's logical and analytical thinking.

Social studies/history delves into the interaction of people with their
environment and with other cultures. The students gain an historical
perspective so they can enter into dialogue regarding their assessment
of the past and their hopes and dreams for the future. We focus on
preparing the students to be knowledgeable and responsible citizens of
our country and the world of tomorrow. When they study Michigan, the
students meet government representatives and visit the court and State
Capitol, experiencing first-hand some dynamics of our own local
government and the political process. Field trips to area museums, like
the Museum of African American History, provide vivid images and primary
sources to contact the past directly.

Scientific knowledge is ever developing, so our aim is to teach the
children to be effective problem solvers. Using the scientific method
the students are introduced to concepts that allow them to experiment
and discover established truths and lead them to question further when
answers aren't so apparent. Topics from life science, physical science,
and earth and space science are studied. Hands-on learning includes
things from dissecting a sheep's eye to observing specimens under the
microscope and building DNA models. Cultural programs and field trips
immerse the students in situations and materials we don't have onsite.

Religion classes and weekly Masses promote the children's faith
development. Societal needs are the focus of our Christian service
projects. We want all students to have a moral framework to guide their
interactions with others and their life choices.

**2a. (Elementary Schools)** To enjoy reading and to become fluent and
successful readers is the goal of our reading instruction. The teachers
look for interesting stories with colorful illustrations that
immediately appeal to youngsters and capitalize on their natural
curiosity and desire to read. The curriculum includes a strong phonetic
base and reading comprehension skills, such as finding the main idea,
understanding cause and effect, comparing and contrasting, and
sequencing events. Writing applications that draw students into a piece
of literature and allow them to explore and develop their own skills are
other key components. The children are being challenged to think
critically and creatively.

Course work includes working independently and in groups to construct
meaning from text at comprehension, application, analysis, synthesis,
and judgment levels of understanding. Projects and book reports are
assigned to share insights and opinions, which further stimulate
interest in a topic or author, to assess the student's grasp of the
material, and for the pure enjoyment of reflecting on what has been
read. Ultimately, the students are learning about the world of reading,
writing, speaking and listening.

The teachers selected the Macmillan/McGraw Hill reading program for its
balanced approach to reading and language arts skills. This is a
scientifically researched-based program that immerses the students in a
variety of materials. The faculty liked the systematic and explicit
instructional design, the exposure to fiction and nonfiction texts, the
varied assessment options, practice materials, and leveled books. Since
writing applications, grammar instruction, and spelling lists are
intertwined with the daily lessons in the program, the children's
experiences promote an understanding of the interconnectedness of all
they do. The results of our standardized test scores are reviewed
annually as one indicator of how each child and the class as a whole is
progressing toward becoming strong, independent readers.

**3.** To prepare our young people to become good stewards of our
resources and to think critically about the effects of specific actions,
the science program teaches the children to observe and ask questions,
to use logical reasoning, and to draw conclusions. Their lives will be
continually impacted by the choices and decisions people make in the
world. The science curriculum includes life sciences, physical science,
earth and space science, and personal health.

Whenever possible the science program engages the students in hands-on
learning. They form and test hypotheses by identifying and controlling
variables that affect the outcome of an experiment. From
experimentation, they judge the validity of their ideas and confirm or
disprove earlier thinking. They communicate their findings so others
will understand what has been discovered. If the results lead to new
questions, the process begins again.

Scientific endeavors involve reading, writing, math and technology. The
science curriculum challenges the students to read carefully, so they
grasp the main idea, understand the technical vocabulary, and know what
the supporting details are saying. Working like a scientist, students
learn to communicate their ideas and one way to do this is through
writing. Using informative writing they describe their observations,
inferences and conclusions. Sometimes they may use persuasive writing to
compose a letter or essay expressing their opinions about a scientific
issue. Scientists use numbers when they collect, interpret and display
data. The children are given many opportunities to use and interpret
tables, graphs, and charts, so they understand visual information. Using
the Smartboard and the internet, the students' "scientific laboratory"
is expanded beyond our walls. All science is done against a moral
backdrop that demands honesty in presentation, respect for life in its
many forms, prudent use of limited resources, and attention to the needs
of the whole human family.

**4.** The faculty is working to improve student learning through
differentiating instruction and teaching to various learning styles. For
the kinesthetic learners we have hands-on activities with manipulatives
and educational games, experiments, projects, and interactive work on
the Smartboard. For visual learners there are colorful texts, bulletin
board displays, videos, the internet, software programs, and classroom
presentations with the Smartboard. Auditory learners benefit from
classroom lectures and discussions along with working in whole group and
small group settings. Units of study are broken into manageable pieces
and skill levels are met by tailoring the demands and style of an
assignment to the students.

Thematic units designed across the curriculum give the children a
clearer understanding of the interconnectedness of what they are
studying. Pre-tests, informal assessments and quizzes give the teachers
a quick overview of where to begin or reinforce instruction. Explaining
the objective for the particular lesson clarifies for everyone what the
focus and direction will be for the work today. That also provides the
students with a final question to ask at the end of the period: Did I
get it?

Study skills are modeled and practiced. The students are taught note
taking skills and how to use graphic organizers, maps, and reference
materials. Some assignments are group activities done in class, so
children can interact and learn from each other. Some assignments are
done individually to give students time to reflect and focus on their
own learning. Homework is used to review concepts, prepare for tests,
and reinforce skills. Rubrics are offered on some assignments to give
everyone an opportunity to strive for their best outcome. After-school
math and science "clubs" are offered to stretch or solidify learning.
Finally, a reading specialist is available for students with special
needs and to engage very talented students in optional activities.

**5.** Professional development is given priority at Shrine Catholic
Grade School. It is a budgeted item. Every year the teachers are
encouraged to attend conferences and workshops that will assist and
strengthen their teaching skills. Information is posted in the faculty
lounge describing professional conferences. Registration fees are
covered by the school, so the teachers don't incur that expense. The
faculty has also been given numerous computer training sessions in-house
to learn how to set-up and use websites, the internet, software
programs, and a grading system.

Over the last five years the administration of the school has planned
and/or provided time annually for the whole faculty to attend a
conference or an in-service together. Teachers have participated in the
Michigan Association of Non-Public Schools Conferences, Vicariate
presentations, Oakland Schools workshops, subject-related talks and
presentations, and grade level meetings. These have given everyone an
opportunity to hear national and local speakers and to interact with
public and private school teachers. Specific gatherings, such as the
Kindergarten Association or vicariate teachers of the third grade,
provide time for exchanging pertinent information as well as sharing
ideas and "dreams" to spark new energy. Current issues, like
understanding brain development, learning theories, bullying, love and
logic, and differentiating instruction are some of the topics that have
been chosen in the past few years.

Time is provided at faculty meetings for exchanging new ideas and
discussing issues from workshops and conferences. The teachers are
encouraged to share plans with their grade level partners at weekly team
meetings and to incorporate new ideas into their routines. The use of
word walls, no-bullying approaches to student behavior, varied and
modified assignments, and technological advances through our computer
network system with internet access in all the classrooms are direct
applications gained from conferences/training to enhance student
learning.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

1.  Private school association(s): [National Catholic Education
    Association, Michigan Association of Non-Public School]{.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 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.) **In-Parish**

\$[1,575]{.underline} \$[2,650]{.underline} \$[2,650]{.underline}
\$[2,650]{.underline} [\$2,650]{.underline} [\$2,650]{.underline}
\$[2,650]{.underline}

K ½ day K Full 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

[\$2,650]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? [\$2,887 (2003-2004) /
    \$3,310.00 (2004-2005)]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    [\$302.00]{.underline}

6.  What percentage of the annual budget is devoted to [9%]{.underline}

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [67%]{.underline}

**PART VII - ASSESSMENT RESULTS**

**SHRINE CATHOLIC GRADE SCHOOL**

**Iowa Test of Basic Skills**

Form A, 2001

Riverside Publishing

Scores are reported as percentiles.

No subgroups.

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

  Testing Month                       October      October     October

  **Grade 6**                                                  

  Reading                             81           80          75

  Math                                79           78          76

  Number of students tested           74           82          82

  Percent of total students tested    99           100         100

  Number of students alternatively    1            0           0
  assessed                                                     

  Percent of students alternatively   1            0           0
  assessed                                                     

  **Grade 5**                                                  

  Reading                             86           83          82

  Math                                77           70          71

  Number of students tested           76           78          84

  Percent of total students tested    99           100         100

  Number of students alternatively    1            0           0
  assessed                                                     

  Percent of students alternatively   1            0           0
  assessed                                                     

  **Grade 4**                                                  

  Reading                             81           86          83

  Math                                72           81          76

  Number of students tested           101          69          75

  Percent of total students tested    99           100         100

  Number of students alternatively    1            0           0
  assessed                                                     

  Percent of students alternatively   1            0           0
  assessed                                                     

  **Grade 3**                                                  

  Reading                             85           82          87

  Math                                78           76          79

  Number of students tested           81           100         68

  Percent of total students tested    99           98          100

  Number of students alternatively    1            2           0
  assessed                                                     

  Percent of students alternatively   1            2           0
  assessed                                                     

  **Grade 2**                                                  

  Reading                             85           78          Not Tested

  Math                                71           70          Not Tested

  Number of students tested           75           77          

  Percent of total students tested    99           100         

  Number of students alternatively    1            0           
  assessed                                                     

  Percent of students alternatively   1            0           
  assessed                                                     
  ----------------------------------- ------------ ----------- ------------