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

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

**Cover Sheet**

Name of Principal **Mr. J. Fred Tone**

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

Official School Name **Bishop Dwenger High School**

(As it should appear in the official records)

School Mailing Address **1300 E. Washington Center Rd.**

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

[**Fort Wayne** **IN** **46825-4556**]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [**(260) 496-4700**]{.underline} Fax **[( 260 )
496-4702]{.underline}**

Website/URL [**www.bishopdwenger.com**]{.underline} E-mail
**ftone@bishopdwenger.com**

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\* **Mrs. Michelle Hittie**

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

District Name **Ft. Wayne/South Bend Diocese** Tel. [**( 260)
422-4611**]{.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. Kenneth Sikora**

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 2003-2004 school
    year.

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. **10** 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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**                                                       **7**                             

  **1**                                                       **8**                             

  **2**                                                       **9**       **138**   **128**     **266**

  **3**                                                       **10**      **133**   **132**     **265**

  **4**                                                       **11**      **116**   **135**     **251**

  **5**                                                       **12**      **120**   **124**     **244**

  **6**                                                       Other                             

  **2003-04**                         **TOTAL                                                   **1026**
                                      STUDENTS                                                  
                                      IN THE                                                    
                                      APPLYING                                                  
                                      SCHOOL →**                                                
  ------------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ----------

6\. Racial/ethnic composition of **95.1%** White

the students in the school: **1.2%** Black or African American

**1.7%** Hispanic or Latino

**1.8%** Asian/Pacific Islander

**.2%** American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: **3.57%**

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.) **(2002-03)**

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred **15**
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred **21**
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        **36**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **1007**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     **.03575**
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    **3.57%**
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: **\<1%**

**8** Total Number Limited English Proficient

Number of languages represented: **8**

Specify languages: **Chinese, Vietnamese, Korean, German, Portuguese,
Spanish, Russian, Ethiopian, Japanese**

9\. Students eligible for free/reduced-priced meals: **5.7%**

**55** Total Number Students Who Qualify

> If this method does not produce a reasonably accurate estimate of the
> percentage of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: **4.4%**

**45** Total Number of Students Served

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

\_\_\_\_Autism **1** Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness **40** Specific Learning Disability

**4** Hearing Impairment \_\_\_\_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 (2003-04)**

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

Administrator(s) **7** \_\_\_\_\_\_\_\_

Classroom teachers **63** **5**

Special resource teachers/specialists **2** \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff **10** \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio: **15 :1**

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

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance **96.2%**   **96.3%**   **96.3%**   **96.5%**   **96.1%**

  Daily teacher attendance **96%**     **95.4%**   **97%**     **95.1%**   **96.9%**

  Teacher turnover rate    **4.6%**    **20%**     **6.2%**    **15.9%**   **4.8%**

  Student dropout rate     **0**       **0**       **0**       **0**       **0**

  Student drop-off rate    **0**       **0**       **0**       **0**       **0**
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > **234**      |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > **94%**      |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > **2%**       |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > **1%**       |
+-----------------------------------------------------+----------------+
| Found employment                                    | > **3%**       |
+-----------------------------------------------------+----------------+
| Military service                                    | > **1%**       |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > **0%**       |
+-----------------------------------------------------+----------------+
| Unknown                                             | > **0%**       |
+-----------------------------------------------------+----------------+
| **Total**                                           | > **100%**     |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

Bishop Dwenger High School is a college-preparatory oriented
co-educational Indiana high school owned and operated by the Roman
Catholic Diocese of Fort Wayne-South Bend. Established as a community of
believers around the person of Christ Himself, the faculty,
administration, staff, students, and parents share knowledge enlightened
and enlivened by faith in an atmosphere of freedom and love. We are
fully accredited by the State of Indiana and by the North Central
Association of Colleges and Schools.

The school, as an extension of the family and Church, emphasizes the
total growth of each student in an atmosphere of academic challenges and
accomplishments. Based on the Judeo-Christian heritage, the school is
committed to social awareness through service to others.

We at Bishop Dwenger High School are working...as a *Community of
Students*, faculty and staff, with the parents, Board of Education and
alumni in the shared project of human growth, with each member offering
a personal contribution...as an *Educational Community* we work to
provide for the spiritual, intellectual, psychological, social and
physical needs of each student...as a *Christian Educational Community*
which desires to provide an authentic and genuine charity among its
members in a setting where each person can function with responsible
freedom...as a *Community Within a Society*...the interaction of the
members of the Dwenger academic community encourages each student to
develop the ability to participate in civic affairs and influence the
larger world.

Our primary goal is to assist young men and women into becoming
*Citizens of Two Worlds.*

Bishop Dwenger High School's high standards are illustrated in the many
achievement numbers produced from State requirements. For example, 100%
of our students pass the State graduation qualifying exam (ISTEP); of
last year's graduating class, 94% attended a four year college, 58%
earned an Academic Honors Diploma, 36% earned a Core 40 Diploma and 91%
took the Scholastic Aptitude Test.

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

3.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

4.  Describe in one-half page how the school will share its successes
    with other schools.

1\. The State of Indiana requires a graduation qualifying exam (ISTEP+).
This exam is made up of two sections, English/Language Arts and
Mathematics. Our historical performance is charted below:

  -------------- -------------- -------------- -------------- --------------
  Year           Number of      \% Passing     \% Passing     \% Passing
                 Students       Mathematics    English        Math/English

  Bishop Dwenger Math           English        Both           Students

  **2003**       **93% (245)**  **95% (250)**  **91% (240)**  **263**

  **2002**       **90% (226)**  **92% (231)**  **87% (218)**  **251**

  **2001**       **85% (218)**  **90% (230)**  **81% (207)**  **256**

  **2000**       **90% (225)**  **90% (225)**  **84% (210)**  **250**

  **1999**       **88% (191)**  **91% (198)**  **85% (185)**  **217**

  **1998**       **80% (195)**  **93% (227)**  **79% (193)**  **244**

  **1997**       **74% (178)**  **87% (209)**  **70% (168)**  **240**
  -------------- -------------- -------------- -------------- --------------

State of Indiana(Public)

  -------------- -------------- -------------- -------------- --------------
  2002           70973          68%(48261)     68%(48261)     59.8%(4244)

  2001           71,145         65% (46,178)   68% (48,446)   58% (41,264)

  2000           71,041         67% (53,991)   69% (49,018)   59% (41,914)

  1999           64,246         63% (40,475)   70% (44,972)   57% (36,620)

  1998           65,059         59% (38,385)   72% (46,842)   55% (35,783)

  1997           67,476         58% (39,136)   70% (47,233)   54% (36,437)
  -------------- -------------- -------------- -------------- --------------

We have demonstrated a gradual improvement in both English and
mathematics. We found that there was a significant difference between
males and females in mathematics. To increase the performance of
females, who were scoring up to 10 percent below males, the math
department made many attempts to avoid gender bias when teaching,
testing and purchasing materials. In this attempt, we have experienced
an improvement in both genders and the gap between males and females
have narrowed to a 2 to 3 percent difference. As for English/Language
Arts, we discovered that writing development was the weakest skill
tested among students. To improve student skills in this area, Bishop
Dwenger launched a campaign for writing across the curriculum. Based on
this effort we have experienced a dramatic shift from students scoring
minimum number of points (4) in writing development to scoring five and
six (maximum) points.

![](media/image1.wmf)![](media/image2.wmf)\
(Shift from 4pts. to 6pts) (Gender difference in math)

2\. As part of our three-year accreditation process, one of our school
goals is to increase student writing skills. The ISTEP+ exam has been an
excellent tool for us to monitor student progress. The results of the
exam are itemized by specific English/Language Arts skills. This allows
us to chart the data by many different configurations. For example, we
chart the data by subgroups (socio-economic, gender, race), by quartile
(class ranking), by attendance and discipline all to determine where
progress or deficiencies may exist. We have found that with the ability
to make such charts, we gain a clear picture of the student's
deficiencies and the area where we need to provide assistance. In
addition to State assessments, we utilized an Internet writing prompt in
all English classes that identifies where the students fall in respect
to State standards. This exercise is followed by an annual research
project. These projects and assessment results are kept in a 4 year
portfolio where various instructors can access to determine past
performance of any one student.

3\. We are very successful in communicating with our parents. First, we
utilize an on-line program called *K-12 Planet. K12 Planet* allows
parents access to student grades, attendance, conduct, assignments and
messages from instructors or administrators. Second, we have a staff who
produces a monthly newsletter that is distributed to all families
enrolled at Bishop Dwenger High School and to families of 8^th^ grade
students who are considering attending our school. This eight page
newsletter advertises scholarship information, student success stories,
innovative teaching practices and messages from our administration. The
professional layout and content of the newsletter encourages a strong
readership. An additional newsletter is produced for the 40 graduating
classes of Bishop Dwenger High School. This alumni publication delivers
our needs and advertises our successes to the backbone of our school.
The alumni have played a critical role in advancing our institution in
technology, physical plant and educational programs.

We hold special meetings discussing ISTEP+ results with parents. We set
up individualized plans for each family to help their student gain the
necessary skills to pass the exam. We use a front sign to advertise our
success in exceeding State standards and scholastic honors our school
receives. According to the City Traffic Division, 60,000 cars pass by
our sign daily. We are frequently interviewed by local media about our
techniques in educating our students. In December, 2003, a news reporter
spent a school day with us researching our innovative practices. This
resulted in two news stories praising our success at Bishop Dwenger High
School, particularly in State testing. These stories also prompted a
visit by a different news agency in January of 2004.

4\. We have implemented articulation meetings with our feeder schools
for each academic discipline. At least twice a year, each high school
department collaborates with our feeder school teachers in grades five
through eight, to discuss teaching practices and the importance of
consistent standards that naturally progress through 12^th^ grade. This
has unified our system and has strengthened student skills by the time
they reach the secondary level. We also recognize academic achievement
to the same degree as we do athletic achievement. Any student can work
toward an Academic Honors Jacket. Since the program began in 2002, 56
students have earned the honor of wearing this jacket, trimmed in a
contrasting color to distinguish it among the traditional athletic
jacket. The have met strict grade point average and attendance
requirements along with taking only academic or higher level courses.
The jacket identifies the many students we have achieving high honors.
This program has become such a success that we have many schools and
media agencies asking for details. We continue to increase scholarships
earned by our senior classes. Just three years ago, our seniors earned
just over 2 million dollars in scholarships. Last year, the senior class
earned over 3.5 million dollars in scholarships. This fact draws public
attention from our messages on our front sign, to our newsletters and
media reports. Bishop Dwenger High School works hard to share the
success of their students with the community. We extend our hands out to
many schools in consultation in hope to become a team where we can share
ideas and practices between us. The goal must be the cooperation between
the student and the community and with this in mind, only good can come
from such collaboration.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

The Bishop Dwenger High School curriculum is centered on the five
academic areas: English, mathematics, science, social studies, and
foreign language. Elective courses are offered from the fine arts and
business departments. Religion classes are required every semester the
student is here, as well as health, physical education, and computer
applications.

Within the academic areas, there are multiple levels of difficulty in
order to meet the needs and capabilities of every Bishop Dwenger
student. In the mathematics department, classes range from a two-year
Algebra I class to Advanced Placement Calculus and Statistics and
English classes range from Basic English 9 to Honors English 12 Advanced
Placement. In the science department, classes range from Science
Fundamentals to Advanced Placement Chemistry and Biology. Included in
this range of science courses are specialized courses such as Human
Genetics, Human Anatomy & Physiology and Microbiology. There are five
years of each of three foreign languages: Latin, Spanish, and French.
Within the social studies department, students are required to complete
United States Government, History, and Economics. This department also
provides elective courses such as World History, World Geography, Topics
in United States History, and Leadership Development. An Honors United
States Government class is offered for seniors who seek a more in-depth
knowledge of this area. Students are encouraged to challenge themselves
as much as possible within these subjects with the reality of their
abilities and career goals in mind.

Our performing and fine arts program offers art, vocal music, and
instrumental music. Although only two fine arts credits are required for
the Academic Honors Diploma, students pursuing all diplomas are
encouraged to explore their artistic talents. These popular electives
include, but are not limited to, the following: 2 & 3 Dimensional Art,
Sculpture, Painting, Computer Graphics, Concert Band, Orchestra, Vocal
Jazz, and Concert Choir.

Every student is introduced to the business department by taking the
required computer application course. From there, students may pursue
advanced computer classes including Web Page Design and Desktop
Publishing. Accounting and Business Law courses are also available to
students interested in the many other aspects of business.

Our accelerated courses tend to cover more material and move at a faster
pace than the regular classes. Students may be on the honors track for
one subject, multiple subjects or none, depending on their own abilities
and goals. Students' schedules are customized to emphasize their
strengths and address their weaknesses.

As an incoming eighth grader, students elect to take a placement test to
qualify for the honors program in English and/or mathematics. Freshmen,
who have successfully completed the first year of a foreign language at
the middle school level, may take the second year of that language in
high school.

2\. **(Secondary Schools)** Describe in one-half page the school's
English language curriculum, including efforts the school makes to
improve the reading skills of students who read below grade level.

The English Department is using an online essay program available to us
through Holt, Rinehart, Winston, our textbook company. Over twenty
writing prompts are available to students to compose expository,
persuasive, narrative, fiction and nonfiction essays inside or outside
the classroom. The program allows students to use various graphic
organizers to do pre-writing. Students then type the essays, and they
are scored within a matter of minutes by the program according to ISTEP+
rubrics. Students receive feedback about their writing. They have the
option to revise an essay and rescore it. They also may view a model
essay on the topic for comparison purposes. All student activity is
recorded in the teacher grade book. One year of use has been
instrumental in raising our ISTEP+ writing scores dramatically so that
all students are at a competent level or above. The program allows
flexibility for teachers to adapt the prompts for any type of writing
assignment and to do more writing in the classroom than what would have
been feasible for a teacher to be able to grade.

3\. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.

Bishop Dwenger's mission is one of a values-based educational process. A
cooperative spirit is essential to support our pursuits of educational
excellence and the developing of one's gifts. Students, staff and
parents are expected to unite in a team-approach to better serve the
needs of the student. Beginning with Enrollment Day, parent and student
are asked to declare a vocational pursuit as they select which of the
three types of diplomas they will pursue. As freshmen, a four-year
planner is established based upon curriculum choices to guide them
through the scheduling process. It is emphasized that the planner is
only a worksheet and can be changed at any time. Also emphasized is that
decision-making is based upon student performance and a willingness to
commit to achieving standards.

Bishop Dwenger is dependent upon technological-based strategies to
support this team approach. *WinSchool* is an electronic grading system
employed by our staff. This system supports an uploading of grades to a
web site called *K12 Planet*. Staff, students and parents can check the
status of assignments 24 hours a day. Each staff member is assigned a
consistent patterned E-mail address; 1st initial, last name,
\@bishopdwenger.com. Parents and students can communicate around the
clock via internet with the expectation of a 24 hour response time.
Effective communication enhances success and intervention selection that
may be needed.

A Resource Room is available for all students who have difficulties
academically. Over 20 strategies are available to assist students in
their pursuits of educational excellence. The greatest limiting factor
of student success is missing work. The destructive effect of a zero on
the quarter's average creates an invalid assessment of the student's
abilities. Invalid assessments do not support the developing of one's
gifts. Over 95% of failures that occurred during school year 2001-02
resulted from missing work. With an effective communication network in
place, the team-approach can be successfully employed to support the
student in eliminating missing work. Once eliminated, creativity in
selecting other interventions can occur.

4\. Describe in one-half page the different instructional methods the
school uses to improve student learning.

Bishop Dwenger High School's Resource Room provides help for any student
in the building. The goal of the RR is to help students find school
success using methods that will work for each individual student. The
methods used to accomplish this goal are as varied as the students who
choose to use them. Flash cards or concept cards are used to break the
material into parts, used to study, and may be used as a word bank on
tests. Tests are read to students. Students may make use of a scribe or
computers. Extended time, isolated work space, and group study, and oral
quizzing are some of the more widely used techniques.

Teachers use varied instructional methods in the classroom. The use of
the Quia program for individual review is used by the foreign language
department and the science department. This allows students to critique
their work based on state standards. The social studies department
utilizes an on-line study with the University of Connecticut. The
students are assigned five topic issues of a particular country and take
on the role of diplomat in order to promote their country within world
ranks. This requires on-line conferencing with other schools
representing countries and extensive research of each country. The 4-Mat
teaching method is used to create lesson plans. 4-Mat is designed to
reach the various learning styles of students. The system categorizes
students as a type 1 learner to a type 4 learner. Students are
encouraged to make presentations using technology available to them;
such as smart boards or PowerPoint's. Audio text books are available for
use as well.

5\. Describe in one-half page the school's professional development
program and its impact on improving student achievement.

Our staff development program has focused upon developing a support
system which promotes student success. The communication system
mentioned in question 3 was developed over a period of four years.
Monthly in-servicing occurred so that our staff could better utilize
their PC's and the associated software purchased. Time was a necessary
ingredient to allow for habit-patterns to be implemented. Action plans
were established with follow-up procedures formulated in order to assure
staff compliance. Positive rewards for implementing our system occurred
in the form of "tech tokens". The biggest motivating factor occurred
when our staff began to see selected strategies for struggling students
result in higher grades earned.

Our Diocese (corporate office) annually identifies the weakest test
results for curricular areas. Writing skills development was the lowest.
Our 10th grade language arts ISTEP+ scores identified the same low
performance. As part of our improvement planning efforts, writing skills
development across the curriculum was implemented. Dressel Format
Writing was selected as the type of process writing our students would
employ. All curricular areas were expected to employ this format. The
English Department purchased a textbook which provided an ancillary web
site for writing prompts. This curricular feature provided writing
prompts which employ grading standards as established by the State of
Indiana. Writing prompts are graded online with immediate results
provided to the student. Student ISTEP+ scores rose dramatically the
very next year after employing these features.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

Private school association(s): Indiana Non Public Education Assoc.,
Assoc. for Supervision & Curriculum Development, Nat. Assoc. of
Secondary School Principals, North Central Assoc., Nat. Catholic
Educational Assoc., Indiana Federation of Catholic School Families,
Allen County Non Public School Assoc.

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes **X**
No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

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

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

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$**2,555** \$**2,555**
\$**2,555**

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

\$**2,555** \$**3,449** (non-Catholic)

12^th^ Other

2\. What is the educational cost per student? **\$4,177.00**

(School budget divided by enrollment)

3\. What is the average financial aid per student? **\$1,139.00**

4\. What percentage of the annual budget is devoted to **10.5%**

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? **34.1%**

> **Indiana Graduation Qualifying Exam**
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade **10**
>
> Test **ISTEP+ Graduation Qualifying Exam**
>
> Edition/publication year **2003** Publisher **McGraw-Hill**
>
> Number of students in the grade in which the test was administered
> **263**
>
> Number of students who took the test **263**

What groups were excluded from testing? Why, and how were they assessed?
**none**

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded **0** Percent excluded **0**
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cut point used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cut points. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cut point should
> include students scoring above the proficient and advanced cut points.
> For example, 100% of students are at "basic," 69% are at "proficient,"
> and 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

**ISTEP+ Analysis Six Year Comparison**

**(1997-2003)**

(Summary of Sophomore Class English & Math GQE Scores)

Information assembled by the ISTEP+ Coordinator annually.

+----------+-------+--------+-------+-------+-------+-------+-------+
| **S      | *     | **Fall | *     | *     | *     | *     | *     |
| ophomore | *Fall | 1998** | *Fall | *Fall | *Fall | *Fall | *Fall |
| Class**  | 1     |        | 1     | 2     | 2     | 2     | 2     |
|          | 997** |        | 999** | 000** | 001** | 002** | 003** |
+----------+-------+--------+-------+-------+-------+-------+-------+
| **Total  | 248   | 245    | 220   | 250   | 256   | 251   | 263   |
| St       |       |        |       |       |       |       |       |
| udents** |       |        |       |       |       |       |       |
+----------+-------+--------+-------+-------+-------+-------+-------+
| **Retest | 62    | 49     | 26    | 40    | 49    | 44    | 24    |
| Next     |       |        |       |       |       |       |       |
| Fall**   | 31    | 17 Eng | 19    | 40    | 26    | 19    | 13    |
|          | Eng   | 49     | Eng   | Eng   | Eng   | Eng   | Eng   |
|          | 62    | Math   | 26    | 40    | 38    | 25    | 19    |
|          | Math  |        | Math  | Math  | Math  | Math  | Math  |
+----------+-------+--------+-------+-------+-------+-------+-------+
| **Above  | 215   | 228    | 201   | 225   | 230   | 231   | 250   |
| English  | (87%) | (93%)  | (91%) | (90%) | (90%) | (92%) | (95%) |
| Standard |       |        |       |       |       |       |       |
| (        |       |        |       |       |       |       |       |
| \>466)** |       |        |       |       |       |       |       |
+----------+-------+--------+-------+-------+-------+-------+-------+
| **Below  | 31    | 15     | 16    | 20    | 21    | 18    | 11    |
| English  | (13%) | (6%)   | (7%)  | (8%)  | (8%)  | (7%)  | (4%)  |
| St       |       |        |       |       |       |       |       |
| andard** |       |        |       |       |       |       |       |
|          |       |        |       |       |       |       |       |
| **(      |       |        |       |       |       |       |       |
| \<466)** |       |        |       |       |       |       |       |
+----------+-------+--------+-------+-------+-------+-------+-------+
| **\*Unde | 2     | 2      | 3     | 5     | 5     | 2     | 0     |
| termined | (     | (\<1%) | (     | (2%)  | (2%)  | (1%)  |       |
| E        | \<1%) |        | \<1%) |       |       |       |       |
| nglish** |       |        |       |       |       |       |       |
+----------+-------+--------+-------+-------+-------+-------+-------+
| **Above  | 183   | 196    | 193   | 225   | 218   | 225   | 244   |
| Mat      | (74%) | (80%)  | (88%) | (90%) | (85%) | (90%) | (93%) |
| hematics |       |        |       |       |       |       |       |
| Standard |       |        |       |       |       |       |       |
| (        |       |        |       |       |       |       |       |
| \>486)** |       |        |       |       |       |       |       |
+----------+-------+--------+-------+-------+-------+-------+-------+
| **Below  | 59    | 45     | 24    | 20    | 36    | 21    | 5     |
| Mat      | (24%) | (18%)  | (11%) | (8%)  | (14%) | (8%)  | (2%)  |
| hematics |       |        |       |       |       |       |       |
| St       |       |        |       |       |       |       |       |
| andard** |       |        |       |       |       |       |       |
|          |       |        |       |       |       |       |       |
| **(      |       |        |       |       |       |       |       |
| \<486)** |       |        |       |       |       |       |       |
+----------+-------+--------+-------+-------+-------+-------+-------+
| **\*Unde | 6     | 4 (2%) | 3     | 5     | 2     | 5     | 0     |
| termined | (2%)  |        | (1%)  | (2%)  | (1%)  | (2%)  |       |
| Mathe    |       |        |       |       |       |       |       |
| matics** |       |        |       |       |       |       |       |
+----------+-------+--------+-------+-------+-------+-------+-------+
| *        | 168   | 193    | 185   | 210   | 207   | 218   | 239   |
| *Passing | (70%) | (79%)  | (85%) | (84%) | (81%) | (87%) | (91%) |
| Both     |       |        |       |       |       |       |       |
| Englis   |       |        |       |       |       |       |       |
| h/Math** |       |        |       |       |       |       |       |
+----------+-------+--------+-------+-------+-------+-------+-------+

\* Undetermined status indicates student did not complete a portion of
the ISTEP+.

  -------------- ---------- ------------------------ -------------- -------- ------------------
  **Top                     **Grade 10 Pct Passing                           **Year= 03-04**
  Schools(95th              ISTEP Language Arts                              
  Pctl)**                   Standard**                                       

  Corp \#        Schl \#    School Name              City           Actual   Homepage

  0235           A285       Canterbury School        Fort Wayne     100      

  0235           A295       Keystone Schools         Fort Wayne     94       

  0365           A450       Columbus Christian       Columbus       100      
                            School Inc                                       

  0630           0512       Zionsville Community     Zionsville     94       Zionsville
                            High School                                      Community High
                                                                             School \--
                                                                             Zionsville

  1835           A740       Lakewood Park Christian  Auburn         100      
                            School                                           

  2155           A875       Clinton Christian School Goshen         100      

  2270           A990       Elkhart Baptist          Elkhart        94       
                            Christian Sch                                    

  3060           B241       University High Sch of   Carmel         97       
                            Indiana                                          

  3785           B469       Covenant Christian H.S.  DeMotte        94       

  4760           4353       Whiting High School      Whiting        94       

  5275           C225       Liberty Christian School Anderson       94       

  5330           C275       Heritage Christian       Indianapolis   97       
                            School                                           

  5370           C432       Park Tudor School (9-12) Indianapolis   100      

  5370           C677       International Sch of     Indianapolis   100      
                            Indiana HS                                       

  5455           C805       Culver Military & Girls  Culver         96       
                            Academy                                          

  5740           C927       Lighthouse Christian     Bloomington    100      
                            Academy                                          

  7205           D281       Rabbi Naftali Riff       South Bend     95       
                            HS/College                                       

  7995           D525       Evansville Day School    Evansville     96       

  9200           C360       Brebeuf Jesuit           Indianapolis   98       
                            Preparatory School                               

  9200           C700       Cathedral High School    Indianapolis   94       

  9200           C705       Bishop Chatard H.S.      Indianapolis   95       

  9200           D135       Oldenburg Academy        Oldenburg      98       

  9205           C125       Marquette High School    Michigan City  98       Marquette High
                                                                             School \--
                                                                             Michigan City

  9210           D415       Central Catholic Jr-Sr   Lafayette      96       
                            High School                                      

  9215           D535       Reitz Memorial H.S.      Evansville     95       

  **9220**       **A120**   **Bishop Dwenger H.S.**  **Fort Wayne** **95**   

  9220           D165       Marian High School       Mishawaka      95       Marian H S

  9220           D225       Saint Joseph\'s H.S.     South Bend     94       St. Joseph\'s High
                                                                             School \-- South
                                                                             Bend

  9230           B452       Trinity Lutheran H.S.    Seymour        100      
  -------------- ---------- ------------------------ -------------- -------- ------------------

ideanet.doe.state.in.us/

School \# A120

  -------------- ---------- --------------- ------------ --------------- -------- ---------------- ---------------------
  **Top                                     **Grade 10                                             **Year= 03-04**
  Schools(95th                              Pct Passing                                            
  Pctl)**                                   ISTEP Math                                             
                                            Standard**                                             

  Corp \#        Schl \#    School Name                  City            Actual   Homepage         

  0235           A170       Blackhawk                    Fort Wayne      93                        
                            Christian Jr-Sr                                                        
                            High Sch                                                               

  0235           A285       Canterbury                   Fort Wayne      96                        
                            School                                                                 

  0630           0512       Zionsville                   Zionsville      93       Zionsville       
                            Community High                                        Community High   
                            Sch                                                   School \--       
                                                                                  Zionsville       

  1315           1069       Barr Reeve                   Montgomery      93       Barr-Reeve       
                            Jr-Sr High                                            Jr./Sr. High     
                            School                                                School \--       
                                                                                  Montgomery       

  1835           A740       Lakewood Park                Auburn          100                       
                            Christian                                                              
                            School                                                                 

  1900           1386       Cowan High                   Muncie          94                        
                            School                                                                 

  2155           A875       Clinton                      Goshen          100                       
                            Christian                                                              
                            School                                                                 

  2315           B015       Bethany                      Goshen          92                        
                            Christian Sch                                                          

  2815           B136       The King\'s                  Marion          100                       
                            Academy                                                                

  2865           B145       Lakeview                     Marion          92                        
                            Christian                                                              
                            School Inc                                                             

  3060           2505       Carmel High                  Carmel          94       Carmel High      
                            School                                                School \--       
                                                                                  Carmel           

  5330           C275       Heritage                     Indianapolis    98                        
                            Christian Sch                                                          

  5370           C432       Park Tudor                   Indianapolis    100                       
                            School (9-12)                                                          

  5370           C677       International                Indianapolis    100                       
                            Sch of Indiana                                                         
                            HS                                                                     

  5455           C805       Culver Military              Culver          97                        
                            & Girls Academy                                                        

  5740           C927       Lighthouse                   Bloomington     100                       
                            Christian                                                              
                            Academy                                                                

  7205           D281       Rabbi Naftali                South Bend      100                       
                            Riff HS/College                                                        

  7875           8129       West Lafayette               West Lafayette  92       West Lafayette   
                            Jr/Sr High                                            Jr./Sr. High     
                            School                                                School \-- West  
                                                                                  Lafayette/font   
                                                                                  font fac         

  7995           D525       Evansville Day               Evansville      100                       
                            School                                                                 

  9200           C320       Roncalli High                Indianapolis    93                        
                            School                                                                 

  9200           C360       Brebeuf Jesuit               Indianapolis    99                        
                            Preparatory                                                            
                            School                                                                 

  9200           D135       Oldenburg                    Oldenburg       98                        
                            Academy                                                                

  9210           D415       Central                      Lafayette       100                       
                            Catholic Jr-Sr                                                         
                            High School                                                            

  **9220**       **A120**   **Bishop                     **Fort Wayne**  **93**                    
                            Dwenger H.S.**                                                         

  9230           C133       Duneland                     Michigan City   100                       
                            Lutheran H.S.                                                          
  -------------- ---------- --------------- ------------ --------------- -------- ---------------- ---------------------

ideanet.doe.state.in.us/

School \# A120