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

*U.S. Department of Education*

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

Name of Principal [Shirley Berdecio]{.underline} \_\_\_\_\_\_\_

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

Official School Name [St. Luke's Episcopal School]{.underline}

(As it should appear in the official records)

School Mailing Address [15 St. Luke's Lane]{.underline}

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

[San Antonio, Texas 78209-4445]{.underline}

City State Zip Code+4 (9 digits total)

County [Bexar County]{.underline} School Code Number\* [N/A]{.underline}

Telephone [(210) 826-0664]{.underline} Fax [(210) 826-8520]{.underline}

Website/URL [www.saintlukes.net]{.underline} E-mail
<sberd@saintlukes.net>

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\* [N/A]{.underline}

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

District Name [N/A]{.underline} Tel. ( [) N/A]{.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.

[N/A]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Ann Denton Wells

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**

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: \_\_\_\_\_ Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [8]{.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**    11        16                     27           **7**       14        21          35

  **K**       21        24                     45           **8**       9         18          27

  **1**       20        29                     49           **9**       N/A       N/A         

  **2**       21        26                     47           **10**      N/A       N/A         

  **3**       19        24                     43           **11**      N/A       N/A         

  **4**       14        24                     38           **12**      N/A       N/A         

  **5**       10        26                     36           **Other**   6         6           12

  **6**       17        23                     40                                             

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

6\. Racial/ethnic composition of [79]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[15]{.underline} % Hispanic or Latino

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

[0]{.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]{.underline} %

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

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

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

  **(3)**                   Subtotal of all transferred 4
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 399
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 0.01
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [1.5]{.underline}
%

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [22%]{.underline}\*

Total number students who qualify: [87\*]{.underline}

> \*St. Luke's does not participate in the federal free-lunch program.
> The number of students shown above indicates the number of students
> who applied for and received financial aid, and for whom we received
> income tax forms.

10\. Students receiving special education services: [11]{.underline} %

[43\*]{.underline} Total Number of Students Served

> \*No modifications are made for the three students listed below with
> either Orthopedic or Other Health Impairments. Of the 28 students
> listed below as having either Multiple or Specific Learning
> Disabilities, 24 are in ongoing sessions with the St. Luke's reading
> specialist and four work with specialized tutors such as the Scottish
> Rite Dyslexia Program. Of the 11 students with Speech or Language
> Impairment, nine receive ongoing speech therapy, and two are in
> maintenance stage. The one student listed as Visually Impaired
> receives preferred seating as the only modification.

\_\_\_\_Autism [2]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [22]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [11]{.underline} Speech or Language
Impairment

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

[6]{.underline} Multiple Disabilities [1]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [6]{.underline} [0]{.underline}

Classroom teachers [25]{.underline} [1]{.underline}

Special resource teachers/specialists [10]{.underline} [2]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [10]{.underline} [0]{.underline}
>
> Total number [51]{.underline} [3]{.underline}

12\. Average school student-"classroom teacher" ratio:
[16:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage

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

  Daily student attendance  96%         98%         97%         95%         96%

  Daily teacher attendance  93%         95%         95%         96%         93%

  Teacher turnover rate     18%         12%         14%         10%         11%

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

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

**PART III -- SUMMARY**

St. Luke's Episcopal School in San Antonio, Texas was founded in 1947 as
an outreach of St. Luke's Episcopal Church. In 1954, the School and
Church moved to their present location. At that time, a grade level was
added each year culminating with fifth grade in 1960. In 1998, the Board
of Trustees and Vestry voted unanimously to pursue the addition of a
middle school at St. Luke's. Upon completion of a feasibility study by
Independent School Management, Inc. of Delaware, a financial feasibility
study, and a space utilization study, the decision was made to proceed
with plans to open a middle school by fall of 2001. The middle school
program is based upon the Carnegie Corporation's landmark "Turning
Points: Preparing American Youth for the 21^st^ Century." Enrollment at
St. Luke's has increased from 257 students in 1997 to 399 students
currently from PK3 through eighth grade.

The school is mindful of the importance of a diverse student population
and has dramatically increased both racial and economic diversity in the
last seven years. Racial diversity has risen from 8% of the total school
population in 1997 to a current 21%, and financial aid has increased
from 3.5% of the total operating budget to a current 11% of the
operating budget. The school remains committed to increasing diversity.

The administrative structure of the school includes the Head of School
and an Associate Head of School. The Head of School and the Associate
Head are collaboratively in charge of curriculum oversight. They work
together to see that the curriculum is closely aligned across grade
levels. In addition, they share the responsibility for department
meetings, parent informational meetings, teacher evaluation, and
classroom observations.

The mission of St. Luke's school states a commitment to [academic
excellence, lifelong learning, and responsible citizenship through a
classical education that develops mind, body, and spirit]{.underline}.
The curriculum reflects the mission of the school and provides a
classical education that is both rich and rigorous. The administration
is actively involved in seeking curricular change and improvement. Over
the past three years, the school has either newly adopted or more fully
implemented the following programs: Core Knowledge Sequence©,
Accelerated Reader program, Everyday Mathematics program, The Shurley
Method -- English Made Easy©, R.E.A.D. (early literacy), and The
Spalding Method® for Teaching Speech, Spelling, Writing, and Reading..

Character education is an important component of the St. Luke's
experience. Daily chapel provides the foundation for each school day.
The warm and welcoming atmosphere of these child centered services
creates a feeling of belonging -- belonging to a place that cares for
its children. Students of all ages are involved in acts of community
service. The National Junior Honor Society and the Student Council
organize many opportunities for students to help others.

St. Luke's is accredited by both the Independent Schools Association of
the Southwest and the Southwestern Association of Episcopal Schools and
enjoys a reputation as being one of the finest schools in San Antonio.
St. Luke's students have the opportunity to graduate with as many as
three high school credits. While 50% of the students in the graduating
class of 2004 ultimately chose to go to public school, all were accepted
to every school to which they applied and are enjoying great success in
high school. St. Luke's students are actively recruited by local private
schools and boarding schools alike.

**PART IV INDICATORS OF ACADEMIC SUCCESS**

1\. At St. Luke's all students in grades 1-8 are given the Stanford
Achievement Test 9^th^ Edition and the Otis-Lennon School Ability Test
7^th^ Edition. All students take the two tests each spring. The Stanford
test assesses achievement in reading, math, language skills, study
skills, social studies, science, and listening. The Otis-Lennon School
Ability Test measures the student's ability to cope with school-learning
tasks in verbal and nonverbal areas. The total score is the best overall
indicator of school-learning aptitude.

The reading assessment of the Stanford includes: Sounds and Letters (K &
1^st^), Word Reading (K & 1^st^), Word Study Skills (1^st^ -- 3^rd^
grade), Sentence Reading (1^st^ grade), Reading Vocabulary (2^nd^ --
8^th^), and Reading Comprehension (1^st^ -- 8^th^).

The students at St. Luke's, as a group, typically score in the top
20^th^ percentile or better in total reading. This puts them in the top
10% in the nation.

The Math assessment of the Stanford Achievement Test includes:
Mathematics (Kindergarten), Mathematics: Problem Solving (1^st^ --
8^th^), and Mathematics: Procedures (1^st^ -- 8^th^).

The students at St. Luke's, as a group, typically score in the top
15^th^ percentile or better in total math. This puts them in the top 10%
in the nation.

The results of the Otis-Lennon School Ability Test show that, when
compared to the Stanford Achievement Test, the students at St. Luke's
are achieving at or above their indicated aptitude. We feel that the
Stanford Achievement Test and the Otis-Lennon School Ability Test give
us a good picture of how our students are achieving in comparison to
other students around the nation. We believe that the tests are rigorous
enough to provide useful information that assists in good, sound,
curricular decisions.

Hispanic students make up 15% of the total population of the school and
were the only group for whom test scores were disaggregated. The data
gleaned from the Stanford Achievement Test for 2003-2004 showed that the
Hispanic students and white students performed with little variance, not
statistically significant.

2\. At St. Luke's, standardized tests are used for several purposes. One
of the main uses for test results is to assess the effectiveness of the
curriculum. During the summer, each grade level meets with an
administrator to review the test results. At that time, the group
results are used to identify areas of strength and weakness in the
curriculum. In areas where weaknesses are indicated, instruction is
designed and delivered with increased intensity and/or duration.
Sometimes a curricular shift is indicated.

Typically, individual student results confirm what the teacher has seen
during the school year. At other times, an unidentified strength may be
revealed or an area of weakness is discovered. The results are available
to the next year's teacher at all times.

At the beginning of the next school year, the receiving teacher reviews
the results of the individual students in his or her class. Plans can
then be made to accommodate any special need of a particular student.
For example, a student may be signed up to meet with the school's
Reading Specialist. Reading comprehension scores are used as a starting
level for the Accelerated Reader program. The teacher will monitor the
student's progress to ensure that the student has been placed at the
correct reading level.

3\. A student's work habits, socialization skills, and interaction with
peers and adults are assessed at regular intervals. Children are
observed in the classroom, at chapel, in the lunch room, during
enrichment classes, at recess, or traveling from activity to activity.
Many times teachers will write a special complimentary note to parents
about their child's behavior and work habits. Progress is also reported
through interim reports (mailed at the three week mark for grades 4-8)
and the six weeks report cards. Parent -- Teacher conferences are held
twice a year to discuss, in detail, each student's progress.

Additionally, parents receive their child's standardized test results in
the mail as soon as they are available. A letter is sent inviting
parents to make an appointment with either the Head of School or the
Associate Head to review the results. Many parents take advantage of
this offer.

Each summer, the Development Office produces a performance report
listing all of the accomplishments of the students, faculty, and staff,
throughout the entire year. Every area of the program is highlighted,
including science fair, academic competitions, national tests, sports,
or any other endeavor in which the students have participated.

4\. Heads of School from the local independent schools meet monthly to
discuss topics of mutual interest and concern. Independent Schools
Association (ISA) has been in existence for over 15 years, has a mission
statement, and puts on a conference for the faculty and staff of all
member schools. Nationally recognized educators are engaged to speak to
parent groups in the evening and the faculty and staff the next day.

In addition, St. Luke's enjoys a collaborative relationship with two
other schools. One school is a sister Episcopal school in Austin. The
other is a local Catholic school. The respective Heads of School have
met on several occasions to share ideas for program implementation as
well as specific curricular items.

Additionally, faculty members from the two schools have met to discuss
programs in their particular areas. This has proved to be a valuable way
to offer and receive ideas for curricular and program improvement.

We have recently begun to share ideas with a neighborhood public school.
As an example of the collaboration, two administrators came to St.
Luke's to learn more about Trade Fair, a program designed to teach
students business principles. The administrators spent the day on the
St. Luke's campus to observe Trade Fair in action.

It is the desire of St. Luke's to help as many children as possible
become successful students. St. Luke's will continue to collaborate with
other schools and share many of its successes. We believe that everyone
benefits when children improve both at our school and anywhere else.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. **Core Knowledge**: St. Luke's is committed to the Core Knowledge
Sequence©. This curriculum is rich and classical in nature. The Core
Knowledge Sequence© provides a clear outline of content to be learned
from grade to grade (PK- 8^th^). Core Knowledge espouses that there is a
body of lasting knowledge that should form the core of a PK -- 8^th^
curriculum. Such knowledge includes, for example, the basic principles
of constitutional government, important events of world history,
essential elements of mathematics and of oral and written expression,
the periodic table of elements, widely acknowledged masterpieces of art
and music, and stories and poems passed down from generation to
generation. To accomplish the goals of the Core Knowledge Sequence©, St.
Luke's uses the following programs.

An array of enrichment classes such as art, music, Spanish, Latin,
computer, P.E., and library provide our students with experiences that
give them a complete view of the world. It has been said that St. Luke's
creates Renaissance children -- children who have been introduced to the
arts and sciences and are conversant in a wide variety of subject areas.
All students receive Spanish instruction from the age of three through
sixth grade. In seventh grade, students may choose to continue their
study of Spanish or choose to take Latin I. They will continue with
their language of choice through the eighth grade.

St. Luke's uses the Shurley Method -- English Made Easy©, Open Court
reading program, and The Spalding Method ®, enhanced by the study of
literature in both fiction and nonfiction genres. The Accelerated Reader
program supports the school's reading curriculum by providing self-paced
comprehension assessment through computer managed testing. Accelerated
Reader is also designed to encourage enthusiasm and interest for
independent reading.

Math instruction at St. Luke's follows the Everyday Mathematics program
of The University of Chicago. The Everyday Mathematics program employs a
continuous learning approach where concepts are taught and reinforced
throughout the year. Children are given the skills to understand
mathematical concepts, to set up problems with appropriate operations,
to use a variety of techniques to solve them, to work cooperatively with
others, and to apply math to real situations.

Course work in history and geography follow the Core Knowledge
Sequence©. Students are exposed to many aspects of world and American
history. In grades K-2, the study of American history begins with a
brief overview of major events and figures, from the earliest days to
recent times. A more in-depth chronological study of American history
starts in grade 3 and continues onward. Topics in world history are
incorporated beginning in Kindergarten and continuing throughout the
years. Topics spiral throughout the grades and build on previous
knowledge. The study of geography is incorporated throughout the Core
Knowledge Sequence© including topics in history and science.

The science curriculum at St. Luke's is well articulated and aligned
throughout the grade levels. Using a hands-on approach, students have
the opportunity to make discoveries, solve problems, and generally
experience the scientific process. One measure of the success of the
science program is the remarkable results that the students have
achieved in regional and state science fairs.

2a. **Reading**: The reading program at St. Luke's Episcopal School is
part of an integrated language arts approach reflecting knowledge and
skills in listening, reading, writing, and critical thinking. The goal
of the integrated language arts program at St. Luke's is that all
students use language effectively in all its forms -- listening,
speaking, reading, and writing as an essential tool for solving problems
and collaborating and communicating with others. The integrated language
arts program is comprised of [The Spalding Method®]{.underline}, the
[Core Knowledge Sequence©]{.underline}, the [Accelerated
Reader]{.underline} program, [The Shurley Method -- English Made
Easy©]{.underline}, and the use of anthologies and children's novels.
[The Spalding Method®]{.underline} was selected by St. Luke's because it
teaches children the mechanics of reading quickly, provides the benefits
of rich children's literature at an early age, and is well-grounded in
research. It is a total program that gives students essential knowledge
of phonics and provides comprehension strategies needed for fluent,
proficient reading. The goals and sub-goals of the [Core Knowledge
Sequence©]{.underline} are designed to aid students in reading with
accuracy, fluency, and comprehension both silently and aloud. [The
Shurley Method -- English Made Easy©]{.underline} teaches children to
understand the structure of the English language so they can use it
successfully in both reading and writing.

Instruction with anthologies, children's novels, and the [Accelerated
Reader]{.underline} program motivates students to read widely and
provides students with opportunities to appreciate quality literature,
to acquire critical reading and thinking skills, to assimilate new
information, to read strategically, to construct meaning from text, to
apply reading skills to practical situations, and to select and respond
to a variety of genres.

3\. **Science**: The study of science at St. Luke's includes planning
and implementing field and laboratory investigations using the
scientific method, analyzing information, making informed decisions, and
using tools and technology to collect information. Students also use
computers and information technology tools to support scientific
investigations. The recording, communication, and accuracy of data are
stressed.

In middle school, all students participate in the St. Luke's science
fair. Judges from the community are selected to interview the students
and hear explanations of their work. Students who win the local science
fair then have the opportunity to compete in two regional science fairs.
Last year, St. Luke's students earned over \$96,000 in college
scholarships at the Alamo Regional Science and Engineering Fair. As the
Second Grand Prize Winner, a St. Luke's student also qualified to
compete in the science challenge hosted by the Smithsonian Institution's
National Museum of Natural History in the Discovery Channel Young
Scientist Challenge.

At the Junior Academy of Science Fair, eleven St. Luke's students
entered projects. All eleven students placed in their scientific
category. Three students earned first place awards, three students
earned second, four students earned third, and one student earned
fourth.

We feel that it is a testament to our program when our students excel in
competitions that host some of the finest young scientific minds in the
area. It also gives our students a glimpse of the bigger picture beyond
their experience at St. Luke's.

4\. St. Luke's employs a variety of teaching methods to improve student
learning. From cooperative learning groups to projects that address
different learning styles, students have opportunities to work in ways
that they learn best. Every opportunity for hands on learning is taken,
and students are given situations that have real-life applications. We
believe that students learn best when they are engaged in authentic and
relevant work.

Students from the fourth through the eighth grade participate in
"Outdoor School." For the past twelve years, students have had an
opportunity to take their learning out of doors and learn in "nature's
classroom." Water sampling, soil sampling, orienteering, astronomy, and
many other activities offer learning opportunities that cannot be
accommodated while in the classroom setting.

5\. St. Luke's is committed to its faculty keeping up to date on the
latest teaching practices. Nearly 2/3 of the faculty has completed a six
day Brain-Based Teaching workshop that is held each summer. Faculty
members are also encouraged to attend national conferences in their
areas. Conferences attended include: National Middle School Association,
National Core Knowledge Conference, NCTM Conference, and National
conferences on art and music instruction. Our librarian also attends the
AISL (Association of Independent School Librarians) conference each
spring.

Additionally, each faculty member who teaches Language Arts is required
to attend Accelerated Reader training since St. Luke's uses the program
from first through seventh grade. The librarian and the administrators
have attended the training as well to fully support its implementation.

At the end of the school year 2002-2003, all St. Luke's teachers, aides,
and administrators participated in a ten day session Spalding Integrated
Language Arts training sponsored by The Spalding International
Foundation. The training was held at St. Luke's. At the end of
2003-2004, all language arts faculty attended the Integrated Language
Arts II training, while new hires received Part I. This summer, Part II
will be offered at St. Luke's to complete the training. Any new faculty
to St. Luke's from this time forward will attend the Spalding training
as a condition of employment.

During the August 2004 teacher inservice, all faculty members involved
in the teaching of mathematics attended training in the Everyday
Mathematics curriculum. The training consultant has been retained to
return for additional sessions to ensure that the implementation of the
program is complete.

St. Luke's provides training and supervision to support the curriculum
that is taught at the school. The quality of the students' work is
testimony to the effectiveness of professional development. As the
programs are more fully implemented, the students become more proficient
in their work. The levels of reading and writing proficiency demonstrate
how well the programs are working.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): [Independent Schools Association of
    the Southwest, (ISAS) and the Southwestern Association of Episcopal
    Schools, (SAES)]{.underline}

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.)

\$[8,630.00]{.underline} \$[9,100.00]{.underline}
\$[9,100.00]{.underline} \$[9,100.00]{.underline}
\$[9,100.00]{.underline} \$[9,100.00]{.underline}

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

\$[10,370.00]{.underline} \$[10,370.00]{.underline}
\$[10,370.00]{.underline} \$ [N/A]{.underline} \$ [N/A]{.underline} \$
[N/A]{.underline}

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

\$ [N/A]{.underline} \$[5,620.00]{.underline}

12^th^ Other (PK)

4.  What is the educational cost per student? \$[10,677.00]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$
    [5,472.00]{.underline}

6.  What percentage of the annual budget is devoted to [11%]{.underline}

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [22%]{.underline}

**PART VII -- ASSESSMENT RESULTS**

Please see following pages.

**[ASSESSMENT DATA]{.underline}**

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

**[With Subgroups]{.underline}**

**ST. LUKE'S EPISCOPAL SCHOOL**

Test: [Stanford Achievement Test Series]{.underline}

Edition/Publication Year: [9^th^/2001]{.underline}

Publisher: [Harcourt, Inc.]{.underline}

Scores are reported here as scaled scores.

No students are excluded from the tests.

Grade 8 was offered for the first time in the academic year 2003-2004.

Grade 7 was offered for the first time in the academic year 2002-2003.

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 3-2004 | 2-2003 | 1-2002 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | March  |
+------------------------------------------+--------+--------+--------+
| > **Grade 8**                            |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 737    | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 718    | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 35     | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Number of students excluded            | 0      | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Percent of students excluded           | 0      | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 727    | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 721    | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 3      | N/A    | N/A    |
+------------------------------------------+--------+--------+--------+
| > **Grade 7**                            |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 722    | 734    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 726    | 730    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 29     | 37     | N/A    |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Number of students excluded            | 0      | 0      | N/A    |
+------------------------------------------+--------+--------+--------+
| > Percent of students excluded           | 0      | 0      | N/A    |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 694    | 712    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 679    | 730    | N/A    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 1      | 4      | N/A    |
+------------------------------------------+--------+--------+--------+
| > **Grade 6**                            |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 708    | 706    | 716    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 717    | 699    | 712    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 35     | 30     | 35     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students excluded            | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > Percent of students excluded           | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 718    | 671    | 695    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 712    | 656    | 715    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 5      | 1      | 4      |
+------------------------------------------+--------+--------+--------+

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 3-2004 | 2-2003 | 1-2002 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | March  |
+------------------------------------------+--------+--------+--------+
| > **Grade 5**                            |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 689    | 699    | 694    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 694    | 703    | 686    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 41     | 38     | 36     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students excluded            | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > Percent of students excluded           | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 671    | 710    | 672    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 690    | 731    | 657    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 5      | 4      | 2      |
+------------------------------------------+--------+--------+--------+
| > **Grade 4**                            |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 677    | 668    | 676    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 692    | 666    | 666    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 41     | 44     | 38     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students excluded            | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > Percent of students excluded           | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 683    | 650    | 653    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 690    | 663    | 671    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 5      | 5      | 5      |
+------------------------------------------+--------+--------+--------+
| > **Grade 3**                            |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 659    | 660    | 659    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 647    | 663    | 671    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 41     | 41     | 43     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students excluded            | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > Percent of students excluded           | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 659    | 656    | 657    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 631    | 653    | 660    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 6      | 5      | 7      |
+------------------------------------------+--------+--------+--------+
| > **Grade 2**                            |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 637    | 628    | 629    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 629    | 606    | 610    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 43     | 44     | 42     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students excluded            | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > Percent of students excluded           | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 640    | 632    | 630    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 635    | 624    | 627    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 7      | 5      | 5      |
+------------------------------------------+--------+--------+--------+
| > **Grade 1**                            |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 607    | 600    | 611    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 590    | 580    | 571    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 42     | 46     | 43     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students excluded            | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > Percent of students excluded           | 0      | 0      | 0      |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Reading                                | 604    | 598    | 609    |
+------------------------------------------+--------+--------+--------+
| > Mathematics                            | 588    | 569    | 579    |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 8      | 6      | 4      |
+------------------------------------------+--------+--------+--------+