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

*U.S. Department of Education*

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

Name of Principal [Mr. James Wilson \_\_\_]{.underline}

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

Official School Name [Trinity Lutheran School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[\_ 18926 Klein Church Road]{.underline}\_\_\_

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

\_\_\_\_\_[Spring
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Texas\_\_\_\_\_\_\_\_\_\_\_\_77379-4999\_\_]{.underline}

City State Zip Code+4 (9 digits total)

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

Telephone [( 281 ) 376-5810]{.underline} Fax [( 281 )
251-1987]{.underline}

Website/URL [www.tkls.org]{.underline} E-mail
[wilsonj@tklc.org]{.underline}

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

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

(Principal's Signature)

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

Name of School Board Mr. Jim Brown

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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_[N/A]{.underline} TOTAL

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

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

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

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

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

4\. [16]{.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**    23        25                     **48**       **7**       24        21          **45**

  **K**       19        22                     **41**       **8**       23        26          **49**

  **1**       19        28                     **47**       **9**                             

  **2**       24        19                     **43**       **10**                            

  **3**       32        28                     **60**       **11**                            

  **4**       25        18                     **43**       **12**                            

  **5**       29        24                     **53**       **Other**                         

  **6**       31        21                     **52**                                         

                                    **TOTAL                                                   481
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [90]{.underline} % White

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

[6]{.underline} % Hispanic or Latino

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

[1]{.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:
\_\_\_[4]{.underline} \_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      9
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      9
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    18
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 481
                            the school as of October 1  

  **(5)**                   Total transferred students  0.0374
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3.74 (4)
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_\_[0]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[0]{.underline}\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_[2]{.underline}\_\_%

Total number students who qualify: \_\_[8]{.underline}\_\_

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

10\. Students receiving special education services:
\_\_\_[3]{.underline}\_%

\_\_\_[16]{.underline} Total Number of Students Served

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

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

\_\_\_\_Deafness \_\_[2]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[6]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[6]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) \_\_[3]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_[23]{.underline}\_\_\_
\_\_\_[11]{.underline}\_\_\_

Special resource teachers/specialists \_ [0]{.underline}\_\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

Paraprofessionals \_\_[1]{.underline}\_\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_[3]{.underline}\_\_\_\_ \_\_\_[11]{.underline}\_\_\_
>
> Total number \_\_[30]{.underline}\_\_\_ \_\_\_[26]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_[17:1]{.underline}\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  98 %        98 %        98 %        95 %        95 %

  Daily teacher attendance  98 %        97 %        99 %        99 %        97 %

  Teacher turnover rate     19 %        4 %         4 %         4 %         4 %

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

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

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

**PART III ‑ SUMMARY**

Trinity Lutheran School has been serving the Klein community (a suburban
area north of Houston) for over 130 years. The school was established as
a ministry of Trinity Lutheran Church in 1874. The school serves
children from pre-school through 8^th^ grade. Trinity Lutheran School is
an accredited school with the Lutheran Schools Accreditation Commission
on both a state and national level. This accreditation is recognized by
the Texas Education Agency. The most recent accreditation renewal was
given in June of 2005.

Trinity is one of the ten largest Lutheran schools in the country. A
committed group of teachers empower students to achieve academic
excellence. Students in grades 1 through 8 consistently rank in the top
10% of national achievement test norms. A well-equipped computer lab and
readily accessible multimedia equipment provide the students with
hands-on experience and opportunities to advance their technological
skills. Middle school students have the opportunity to perform science
experiments in an on-site lab. Students are motivated to become lifelong
readers through the use of the Accelerated Reader program. Classes such
as Spanish, computer graphics, computer keyboarding, band, choir, drama,
and art give students the opportunity to discover and develop their
unique gifts and talents. Trinity students participate in academic
competitions such as Private Schools Interscholastic Association (PSIA),
Academic Quest, and Bible Bowl to provide opportunities for academic
challenge, achievement, and excellence. Trinity Lutheran School follows
the same textbook cycle as the Texas public school system. A curriculum
specialist and updated curriculum guides ensure the continuity of
learning throughout the grade levels, providing the students with an
orderly progression of skills and knowledge. Students who qualify for a
more rigorous academic standard may take advanced courses that will
count for high school credit. These credits include Algebra I, Spanish,
and High School Keyboarding. Trinity is also known for having an
athletic program that is highly competitive with other schools at the
local, state, and national levels.

In the last five years, Trinity has added two components to assist in
the achievement of educational success for all children. The Wings
program is an intervention program designed to help children become
stronger, more independent readers. Children may be in this small-group
reading program for one semester, one year, or longer. Trinity Lutheran
School has also added a special education teacher to oversee the
educational requirements for students with special needs. This
individual monitors qualifying students, sees to it that the IEP
(Individualized Education Plan) is followed, and arranges for testing on
an as-needed basis.

Trinity Lutheran School provides a loving, Christian environment in
which the students experience the love of Jesus firsthand through the
care and concern of a dedicated staff. Weekly chapel services emphasize
the need for worship within a community of fellow believers and an
intimate relationship with our Lord. The school's discipline system is
based on responsibility, respect, and caring, ensuring that students are
receiving the values and moral standards that are essential to leading a
life that enables them to be individuals of good character and strong
moral fiber. Parent involvement is encouraged at Trinity. Volunteers
serve in a variety of capacities including working in the library,
assembling handbooks, and

assisting teachers with the preparation of classroom materials.

As a Christian community, the students and faculty of Trinity Lutheran
School rejoice in the plans that God has for them. A Christ-centered
education offers opportunities to know those plans more fully, so that
each student may live his or her life to the glory of God and to the
betterment of family and community.

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

**Section IV #1 -- Assessment Results**

Trinity Lutheran School (TLS) has a reputation for high student
achievement and performance. In fact, the school's test scores have
averaged at the 90^th^ percentile or above for more than a decade. This
is particularly impressive when one considers the fact that Trinity does
not require children to take an admissions test to enroll in the school.
All capable children are accepted from the surrounding community.
Capable children have passing grades, good conduct, and regular
attendance. TLS accepts children of all races and religions. Children
are expected to excel -- to perform to the best of their individual
abilities.

Students of TLS take the Iowa Test of Basic Skills (ITBS) each year in
February. This test is given to students in grades 1 through 8. All
students take the test. No students' grades are excluded from the class
average. This enables the administration to get a true picture of how
the students are performing.

There is no subgroup that makes up even 10% of the school's population;
therefore, the scores are not broken down and studied in relation to
these smaller groups.

The score information is broken down into smaller components that are
very useful. The ITBS has three math subtests that add up to the total
math score for each child. The first section covers math concepts and
estimation. Problem solving is the focus of the second section, and the
third part of the test checks for basic computation abilities. The way
the test is broken apart allows the faculty to determine what is being
taught very well and what needs to be improved upon. For example: If the
scores in problem solving were to suddenly drop one year, there would be
an attempt to determine what caused the change. Is there a new teacher
who is lacking training in the area? Does that class need additional
materials or software? The information is used diagnostically to improve
teaching as well as to provide information used in the selection of new
instructional materials.

Likewise, there are multiple subtests that comprise the Language Total
for each child on the ITBS. These smaller elements include vocabulary,
reading comprehension, usage and expression, spelling, capitalization,
and listening. These subtest scores are very useful. Is there an overall
drop in a particular area? Has something about the school's curriculum
been changed recently that has caused scores in a particular area to
rise or fall? These results frequently help teachers and administrators
answer questions such as, "What can we do to improve in this area?"

It is to be noted that the scores from standardized tests do not affect
whether a student will pass or fail. Scores from the standardized test
do not affect a student's actual grades. They are added to the child's
cumulative file and are simply one more piece of their total descriptive
package. It is a known fact that some children do not perform well on
tests. Likewise, some children will perform better on the test than they
do on regular school assignments. Report card grades, in conjunction
with annual test scores, provide a much better indicator of actual
learning that has taken place, as well as revealing the potential of a
particular learner.

# Section IV #2 -- Using Assessment Results

Trinity Lutheran School uses the information gleaned from standardized
tests for three primary purposes.

-   Instructional Assessment -- Are the students being taught all that
    they need to know? Does the current curriculum guide address all the
    needs indicated on this test?

-   Assessment of Curricular Materials -- Does the current textbook meet
    teacher/student needs? Is there some component that needs to be
    added (e.g. manipulatives or software)?

-   Professional Growth Opportunities -- Do teachers need training in a
    particular area? Are there new strategies that could be used to
    better teach the concept?

This evaluation is a never-ending task. Every year new scores come in,
and some variations do occur in the scores. The addition of new
curricula or instructional strategies always brings a need to evaluate
scores carefully. Did this new addition bring a desired change or have a
negative impact on the class?

As long as the scores remain in the 90^th^ percentile range, there will
not be a strong reaction to the data. However, if there were a sudden
drop into the 80^th^ percentile, more investigation would be warranted.
This would be especially true if the lower scores occurred in more than
one grade level. Slight drops are a common occurrence and an
overreaction could be detrimental to the learning environment.

# Section IV #3 -- Communicating Assessment Results

Student performance at Trinity Lutheran School is reported in a variety
of ways. Report cards are sent home every six weeks. At the midway point
(third week) a progress report is sent home with every child in grades
1-8. If a student suddenly has a drop in grades or the teacher observes
any other problems, a teacher phone call will be made. Conferences are
encouraged throughout the year. In the fall several days are dedicated
to parent-teacher conferences.

When scores arrive for the Iowa Test of Basic Skills (ITBS), a letter is
written by the principal explaining how to read the results. A special
parent report is ordered from Riverside Publishing (ITBS publishers),
and the two are sent home together. If parents are still unclear about
how to read/interpret the scores, a conference can be scheduled.

Parents are informed of their child's progress on a more frequent basis
if there is a situation involving a missing assignment. A Responsibility
Form is sent home notifying the parent of the missing work. The work
must be submitted to the teacher the following day, and the signed
Responsibility Form must be turned in with the assignment. There is a
10% deduction on the assignment grade.

Teachers also communicate with students and parents via Teacher Web.
Each teacher has a page at the school's web address (teacherweb.com). By
referring to the site, parents can read about upcoming assignments,
tests, projects, and school events. Teachers update their page on a
regular basis (either daily or weekly).

**Section IV #4 -- Sharing Success**

Sharing the successes of Trinity Lutheran School with other schools is
very rewarding. This is done in a variety of ways. Because of the
success we have enjoyed in a variety of areas, Trinity is seen as a
leader among Lutheran schools, not just in the Houston area - but also
statewide. Faculty members are frequently invited to lead workshops at
district and local forums. This is rewarding for all involved. It is a
pleasure to be able to assist other schools by sharing successful
strategies that have worked for Trinity.

The administrators of Trinity attend monthly meetings of the Houston
Area Lutheran Administrators' Conference. There is an opportunity at
these meetings for administrators to share ideas that are currently
working towards achieving success on their campus. Administrators will
frequently ask for ideas from the others at the meeting if they are
currently struggling with an issue on their campus.

It is not the practice of Trinity Lutheran School to publicly display
standardized test scores. Parents who have children in our school are
the best at communicating our successes and spreading the excitement
about what is happening at Trinity.

Trinity participates in the Northwest Private Schools school fair. Each
school has a booth, and the public is invited to attend for the purpose
of gathering information about private and parochial schools in the
area. Information about Trinity is shared through brochures, a display
board, and a DVD presentation. Administrators are present at the booth
and are happy to expound on the rewards of attending Trinity Lutheran
School.

**PART V -- CURRICULUM AND INSTRUCTION**

# Section V #1 -- Curriculum

The mission statement of Trinity Lutheran School reads as follows: *We
empower students, through God's Word and meaningful relationships, to
strive for excellence in our lifelong service to God, family and
community.* This desire to empower children is the foundation for all
the school does to prepare the students for their future. High academic
standards are an expectation at Trinity. The use of technology in the
teaching of all subjects is a requirement. This is one strategy that
assists in keeping learning interesting and current. While religion is a
specific subject taught in all grades, other subjects are integrated
with the teachings of the Lutheran Church -- Missouri Synod as well. TLS
covers all objectives of TEKS (Texas Essential Knowledge and Skills),
and considers these to be the minimum required. Students are challenged
beyond this level whenever possible.

Trinity Lutheran School (TLS) places a strong emphasis on the teaching
of language arts. The primary components of this program include
phonics, literature, handwriting, spelling, grammar, and writing.
Without sound teaching in these areas, all learning is impaired. The
skills taught in language arts affect the student's ability to
communicate effectively with others now and in the future. At TLS
children are encouraged to become lifelong readers. A variety of
programs are in place toward this goal. Accelerated Reader and Wings are
the two programs that impact the most students at this time. While
Accelerated Reader encourages all children to read independently, the
Wings program is a system whereby small group instruction is integrated
with the reading instruction in the child's regular classroom. The
writing process is taught throughout the grades. Writing topics are
frequently cross-curricular and technology is utilized as a component in
the process. Grammar and spelling are stressed in the final steps of the
process.

The mathematics curriculum followed by TLS has been updated this year.
Teachers utilize many manipulatives in the teaching of math. While
knowledge and skills are demonstrated on a daily basis, students are
also challenged to utilize math strategies in real-life problem solving
situations. Students in grades 7 and 8 may qualify for the opportunity
to be in an advanced math class -- working toward high school credit.

The tremendous wonder of God's creations are evident in social studies
and science. As children conduct experiments and complete projects
involving research and synthesis, their eyes are truly opened to the
world around them. Learning the principles of the scientific method and
posing their own questions that lead to further study moves students
toward being independent learners. Developing a better under-standing of
geography, history, and the Christian principles on which this country
was founded will encourage students to be upstanding and involved
citizens.

By studying Spanish at TLS, students have the opportunity to earn a high
school credit. The curriculum guide has been updated within the last
three years and new instructional materials were purchased this year.
These materials include textbooks, CD's, and videotapes. Students are
challenged above grade-level expectations and are also expected to
interpret and learn Bible passages in Spanish.

Students express their individuality in classes such as art, music,
drama, and band. These classes enhance the students' abilities to
express themselves in a variety of ways. Computer graphics is a new
course in place at TLS. The school board and administrative staff are
always on the lookout for innovative courses that will further enlighten
TLS students.

**Section V #2a -- Reading**

Trinity Lutheran School strives to provide children with the tools and
initiative to become lifelong readers. A strong emphasis is placed on
phonics instruction in the lower grades. Teacher instruction utilizes
letter-sound cards, an ever-growing word wall, sight word reviews, and
concept building with sentence strips. When Trinity adopted the Open
Court Reading series for grades 1-6 four years ago, it was because the
need for a strong phonics foundation was recognized. Along with the
phonics instruction, students are surrounded by authentic literature,
and cross-content reading experiences.

The Accelerated Reader program has aided in providing encouragement for
students to move ahead in their independent reading and challenge
themselves. Students are recognized for the independent reading of books
both in and out of the classroom in a variety of ways. Student names are
placed on the Trinity Wall of Fame and prizes are awarded to students
who achieve specific point levels. Home readers are used in kindergarten
through second grade, and parent involvement is seen as an integral part
of the reading instruction at Trinity.

Students in grades 7 and 8 experience classic literature via the
Prentice Hall -- Timeless Voices, Timeless Themes series. Novel units
are also utilized on a regular basis. Students experience the writing of
highly regarded writers such as Shakespeare, Browning, O. Henry, and
Poe. Vocabulary is stressed with specific lessons involving the origins
of words and context clues. Students are required to continue
participation in the Accelerated Reader program in the upper grades.
Independent reading assignments outside the classroom are seen as key
elements to building ingrained reading practices.

# Section V #2b -- English

The English curriculum at Trinity Lutheran School is based on using
incremental steps to build strong writers. In the lower grades students
learn the fundamentals of the English language through the Shurley
Method. In this system children practice diagramming sentences, editing,
and sentence building. This sentence building feeds into the writing
process. Children experience the process of writing research papers,
personal experience essays, informative papers, poetry, persuasive
essays, and letters throughout their time at Trinity. Students in the
upper grades (6-8) use Prentice Hall's Writing and Grammar series to
continue to strengthen and reinforce grammar skills.

Since being a strong reader is a basis for becoming a strong writer,
students in grades 1-4 who struggle with some of the basic reading
concepts are referred to our small group reading program -- Wings.

Students who encounter obstacles in letter sounds, blending, vocabulary,
and comprehension skills attend this class four times each week. It
takes place during their class's regular reading period. Students read
out loud with the teacher and use letter tiles and other manipulatives
to practice building words and sentences. They also use the Essential
Skills software components to improve their independent reading
abilities. Most students do not require these services for the full four
years. This year a fifth grade student is being incorporated into the
program on an experimental basis. The addition of several New Orleans
evacuees has moved us to expand this program in order to meet their
needs.

The addition of a part-time special education teacher has also enhanced
Trinity's program. This specialist can track the students in their other
classes, see to it that the student's IEP (Individual Education Plan) is
followed, and in some cases work individually with students. The
implementation of these two components has led to fewer students falling
behind in reading.

**Section V #3 -- Mathematics, Science, Art, etc.**

Since part of the mission of Trinity Lutheran School is to *empower
students.. . to strive for excellence . . ,* it only makes sense that we
have a challenging math curriculum. The math program at Trinity is
obviously a spiraling curriculum. Concepts are covered at each level in
increasingly challenging levels of learning. The most basic levels of
our math curriculum come from the TEKS (Texas Essential Knowledge and
Skills). This is simply Trinity's starting point. The school's
curriculum is augmented by the addition of computer assisted
instruction, math centers, and other enrichment opportunities. The
opportunities for hands-on math are emphasized in all grades. Students
are actively involved in the learning process. This year a team of
teachers is also working with the curriculum specialist to improve what
is already a strong program by writing a new math curriculum guide.

Extra programs are in place to challenge those who excel in math.
Students can come to school before regular hours to learn the mental
math strategies of Number Sense. Some of these students will demonstrate
these skills in competitive situations. PSIA (Private Schools
Interscholastic Association) provides competition opportunities in other
math areas as well (general math and calculator applications).

Middle school students have the opportunity to take advanced classes and
enter high school with an Algebra I credit. Selection for this advanced
course work is based on grades, national test percentile rankings, and
teacher recommendation.

# Section V #4 -- Instructional Methods

Using a variety of instructional strategies is an essential at Trinity
Lutheran School. Numerous teacher- training sessions have been provided
for the teachers in the areas of differentiation and learning styles. It
is an expectation that teachers use a variety of techniques when
teaching to ensure that all children can learn. These techniques include
traditional direct teaching, demonstrations, video streaming (via lap
top computers and ceiling projectors in every classroom), Power Point
presentations (given by teachers and students), inquiry learning, and
cooperative learning activities.

An intentional transition has been made encouraging the use of more
open-ended assessments in all

subject areas whenever it is possible to do so. Bloom's taxonomy is
considered in the creation of tests

and projects. Teachers monitor very closely the learning that is taking
place in their classrooms. If it is

necessary, they may choose to adjust the speed at which a concept is
being covered. Teachers are provided with accountability charts on which
they document the teaching of required objectives. This ensures that all
objectives are covered by the end of the year.

An emphasis has been placed on using technology as a teaching tool in
the classroom. Teachers have been given training on how to prepare Power
Point lessons, use Teacher Web, and integrate Live Text into their
everyday teaching. These elements have aided in providing variety for
the students.

With the busy lifestyles of the modern family, students have many
activities to keep up with beside their daily school assignments. As a
result, the teaching of organizational skills has also received emphasis
in the last few years. Students are responsible for copying assignments
down on an assignment sheet (grades 1-4) or in an assignment book
(grades 5-8). This simple practice aids students in becoming more
independent and organized, hopefully for their whole life.

# Section V #5 - Professional Development

The Board of Christian Day School and school administration have very
high expectations for the teachers at Trinity Lutheran School. In order
to encourage teachers to continue to learn and grow as professionals,
teachers have a printed standard to meet, and their professional growth
plan is part of an incentive pay plan. There have been various in-house
training sessions dealing with technology. Teachers have been provided
with laptops and classroom projection units. Workshops have emphasized
using Power Point and Live Text to enrich the educational experience.
The school has also hosted sessions dealing with gifted and talented
students. Differentiation, learning styles, and teaching special needs
students have also been recent topics. Lower grade teachers were also
trained to administer the TPRI (Texas Primary Reading Inventory).

Teachers are encouraged to attend workshops presented by the Region IV
Education Service Center, Klein Independent School District, and other
publicized training opportunities. Faculty members are also sent to the
Texas District Educator conferences and Early Childhood conferences that
are put together each year by the Lutheran Church -- Missouri Synod,
Texas District.

The children receive direct benefit from the training the teachers
receive. The instruction in the classroom is current and presented in a
more interesting format. The students are more focused and intent on the
content when it is presented in a manner that is stimulating and fresh.
Teachers understand that children learn in different ways, and
cookie-cutter lesson plans do not meet the needs of all children.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

1.  Private school association(s): [National Lutheran School
    Association, Houston Area Lutheran Schools Assoc.]{.underline}

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

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

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

\$\_[4,840]{.underline} \$\_[4,840]{.underline} \$\_[4,840]{.underline}
\$\_[4,840]{.underline} \$\_[4,840]{.underline} \$\_[4,840]{.underline}

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

\$\_[4,840]{.underline} \$\_[4,840]{.underline} \$\_[4,840]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$ [4,370]{.underline}\_

(School budget divided by enrollment)

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

6.  What percentage of the annual budget is devoted to
    \_\_[21]{.underline}\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[79]{.underline} \_%

NOTE: Trinity Lutheran School uses an outside agency, Family Financial
Needs Assessment (FFNA), to assess the financial needs of families who
apply for assistance. Less than five percent of the families with
children at Trinity apply for assistance. Trinity gives substantial
tuition discounts to all families with more than one child and also to
those families who are actively involved in worshipping at Trinity
Lutheran Church. Trinity Lutheran Church assists in the funding of the
school.

### PART VII - ASSESSMENT RESULTS 

PART VII -- ASSESSMENT RESULTS

**Assessments Referenced Against National Norms**

**Trinity Lutheran School**

Iowa Test of Basic Skills

Form A 2002

Riverside Publishing

Scores are reported as percentiles.

No students were excluded from the tests.

+------------------------------------+-----------+----------+---------+
| # Year                             | **20      | **200    | **2002  |
|                                    | 04-2005** | 3-2004** | -2003** |
+------------------------------------+-----------+----------+---------+
| Testing Month                      | **F       | **Fe     | **Feb   |
|                                    | ebruary** | bruary** | ruary** |
+------------------------------------+-----------+----------+---------+
| **Grade - 1**                      |           |          |         |
+------------------------------------+-----------+----------+---------+
| Reading                            | 96        | 93       | 90      |
+------------------------------------+-----------+----------+---------+
| Mathematics                        | 90        | 85       | 88      |
+------------------------------------+-----------+----------+---------+
| Total Score (composite)            | 89        | 86       | 84      |
+------------------------------------+-----------+----------+---------+
| Number of Students Tested          | 41        | 46       | 39      |
+------------------------------------+-----------+----------+---------+
| Percent of Total Students Tested   | 100%      | 100%     | 100%    |
+------------------------------------+-----------+----------+---------+
| Number of Students Alternatively   | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| Percent of Students Alternatively  | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| # Grade - 2                        |           |          |         |
+------------------------------------+-----------+----------+---------+
| Reading                            | 86        | 88       | 90      |
+------------------------------------+-----------+----------+---------+
| Mathematics                        | 82        | 85       | 81      |
+------------------------------------+-----------+----------+---------+
| Total Score (composite)            | 87        | 91       | 91      |
+------------------------------------+-----------+----------+---------+
| Number of Students Tested          | 57        | 34       | 48      |
+------------------------------------+-----------+----------+---------+
| Percent of Total Students Tested   | 100%      | 100%     | 100%    |
+------------------------------------+-----------+----------+---------+
| Number of Students Alternatively   | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| Percent of Students Alternatively  | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| # Grade - 3                        |           |          |         |
+------------------------------------+-----------+----------+---------+
| Reading                            | 85        | 83       | 80      |
+------------------------------------+-----------+----------+---------+
| Mathematics                        | 85        | 79       | 86      |
+------------------------------------+-----------+----------+---------+
| Total Score (composite)            | 90        | 85       | 88      |
+------------------------------------+-----------+----------+---------+
| Number of Students Tested          | 38        | 49       | 47      |
+------------------------------------+-----------+----------+---------+
| Percent of Total Students Tested   | 100%      | 100%     | 100%    |
+------------------------------------+-----------+----------+---------+
| Number of Students Alternatively   | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| Percent of Students Alternatively  | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| # Grade - 4                        |           |          |         |
+------------------------------------+-----------+----------+---------+
| Reading                            | 88        | 81       | 86      |
+------------------------------------+-----------+----------+---------+
| Mathematics                        | 84        | 86       | 84      |
+------------------------------------+-----------+----------+---------+
| Total Score (composite)            | 86        | 84       | 86      |
+------------------------------------+-----------+----------+---------+
| Number of Students Tested          | 48        | 43       | 44      |
+------------------------------------+-----------+----------+---------+
| Percent of Total Students Tested   | 100%      | 100%     | 100%    |
+------------------------------------+-----------+----------+---------+
| Number of Students Alternatively   | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| Percent of Students Alternatively  | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| ## Year                            | **20      | **200    | **2002  |
|                                    | 04-2005** | 3-2004** | -2003** |
+------------------------------------+-----------+----------+---------+
| ## Testing Month                   | **F       | **Fe     | **Feb   |
|                                    | ebruary** | bruary** | ruary** |
+------------------------------------+-----------+----------+---------+
| ## Grade - 5                       |           |          |         |
+------------------------------------+-----------+----------+---------+
| Reading                            | 79        | 82       | 83      |
+------------------------------------+-----------+----------+---------+
| Mathematics                        | 80        | 75       | 80      |
+------------------------------------+-----------+----------+---------+
| Total Score (composite)            | 80        | 78       | 81      |
+------------------------------------+-----------+----------+---------+
| Number of Students Tested          | 50        | 46       | 52      |
+------------------------------------+-----------+----------+---------+
| Percent of Total Students Tested   | 100%      | 100%     | 100%    |
+------------------------------------+-----------+----------+---------+
| Number of Students Alternatively   | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| Percent of Students Alternatively  | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| # Grade -- 6                       |           |          |         |
+------------------------------------+-----------+----------+---------+
| Reading                            | 77        | 80       | 82      |
+------------------------------------+-----------+----------+---------+
| Mathematics                        | 73        | 78       | 79      |
+------------------------------------+-----------+----------+---------+
| Total Score (composite)            | 76        | 76       | 78      |
+------------------------------------+-----------+----------+---------+
| Number of Students Tested          | 46        | 52       | 46      |
+------------------------------------+-----------+----------+---------+
| Percent of Total Students Tested   | 100%      | 100%     | 100%    |
+------------------------------------+-----------+----------+---------+
| Number of Students Alternatively   | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| Percent of Students Alternatively  | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| # Grade - 7                        |           |          |         |
+------------------------------------+-----------+----------+---------+
| Reading                            | 81        | 81       | 77      |
+------------------------------------+-----------+----------+---------+
| Mathematics                        | 78        | 80       | 76      |
+------------------------------------+-----------+----------+---------+
| Total Score (composite)            | 78        | 78       | 73      |
+------------------------------------+-----------+----------+---------+
| Number of Students Tested          | 51        | 46       | 47      |
+------------------------------------+-----------+----------+---------+
| Percent of Total Students Tested   | 100%      | 100%     | 100%    |
+------------------------------------+-----------+----------+---------+
| Number of Students Alternatively   | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| Percent of Students Alternatively  | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| # Grade -- 8                       |           |          |         |
+------------------------------------+-----------+----------+---------+
| Reading                            | 81        | 75       | 80      |
+------------------------------------+-----------+----------+---------+
| Mathematics                        | 78        | 73       | 77      |
+------------------------------------+-----------+----------+---------+
| Total Score (composite)            | 79        | 72       | 80      |
+------------------------------------+-----------+----------+---------+
| Number of Students Tested          | 41        | 52       | 48      |
+------------------------------------+-----------+----------+---------+
| Percent of Total Students Tested   | 100%      | 100%     | 100%    |
+------------------------------------+-----------+----------+---------+
| Number of Students Alternatively   | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+
| Percent of Students Alternatively  | 0         | 0        | 0       |
| Assessed                           |           |          |         |
+------------------------------------+-----------+----------+---------+