##### *u2005-2006 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 \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Dr. Patricia Stegall]{.underline}

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

Official School Name [St. Patrick School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[3340 S. Alameda]{.underline}

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

[\_Corpus Christi TX 78411-1821]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Nueces\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number[\* NA]{.underline}

Telephone [( 361 )852-1211]{.underline} Fax [( 361 )
852-4855]{.underline}

Website/URL [www.stpatrickschoolcc.org]{.underline} E-mail
[pstegall@stpatrickschoolcc.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\* [Mr. Rene Gonzalez]{.underline}

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

District Name [Diocese of Corpus Christi]{.underline} Tel. [( 361
)882-6191]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Donna Patrick]{.underline}

(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) N/A

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[6]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    29        33                     **62**       **7**                             

  **K**       20        14                     **34**       **8**                             

  **1**       15        19                     **34**       **9**                             

  **2**       14        12                     **26**       **10**                            

  **3**       15        12                     **27**       **11**                            

  **4**       12        17                     **29**       **12**                            

  **5**       10        10                     **20**       **Other**                         

  **6**       14        23                     **37**                                         

                                    **TOTAL                                                   269
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [45]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[52]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[10]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      12
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      17
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    29
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 266
                            the school as of October 1  

  **(5)**                   Total transferred students  .10
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: German

9\. Students eligible for free/reduced-priced meals: [14]{.underline} %

Total number students who qualify: [39]{.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: [.03%]{.underline}

[1]{.underline} Total Number of Students Served

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

\_\_\_\_Autism [1]{.underline} Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [5]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_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) [1]{.underline} [1]{.underline}

Classroom teachers [16]{.underline}

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

Paraprofessionals [11]{.underline}

> Support staff [2]{.underline}
>
> Total number [36]{.underline} [1]{.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  97 %        96 %        96 %        97 %        97 %

  Daily teacher attendance  97 %        96 %        97 %        96 %        97 %

  Teacher turnover rate     29 %        12 %        13 %        19 %        22 %

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

  Student drop-off rate     \%          \%          \%          \%          \%
  (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**

The mission of St. Patrick Catholic School (SPS) is to educate children
to know, love, and serve God through religion, academics, physical
activities, and community service. The faculty and staff approach this
endeavor in partnership with parents. St. Patrick is a parish school
within the Diocese of Corpus Christi located in Corpus Christi, Texas.
Established in 1950, and accredited by the Texas Catholic Conference
Education Department by the authority of the Texas Education
Association, it serves 269 students in grades PreK-3 through six.

As a Catholic school, religion is the foundation of the curriculum and
influences everything in the school. The religious curriculum includes
instruction in the tenets of the faith, an understanding of the
Catechism of the Catholic Church, and, just as importantly, instruction
in how to live one's faith through action.

The academic curriculum begins with a strong foundation in reading and
math. Students consistently score well on standardized tests. In the
current year, 85% of students in the school scored above the fiftieth
percentile in reading and 74% in math. St. Patrick School truly educates
the "whole" child. In order to achieve this goal, there are formal
programs in art, music, computer applications, guidance, and Spanish for
all students in early childhood through sixth grade. Believing that a
healthy body contributes to a healthy mind, physical education begins at
age three and continues through all grades, with competitive athletics
incorporated at an appropriate level.

At SPS, the school day does not end at 3:15. Extra-curricular activities
are an essential element of the educational program. The school has an
award-winning chess program and instruction in dance, guitar, piano,
choir, and gymnastics. Students participate in organized basketball,
volleyball, and track. Many belong to Boy Scouts and Girl Scouts, safety
patrol, and serve as Altar Servers, lectors, musicians, and gift-bearers
at Mass. Intersession and summer camps are provided during the school
breaks.

The faculty and administration believe that assessment is critical to
monitoring student progress, identifying priorities, and evaluating
appropriate teaching strategies. Collaboration among teachers across
grade levels is essential to monitor student development and
achievement. Teachers continue their own education throughout their
careers to enhance their teaching skills as well as their knowledge and
understanding of children.

St. Patrick School is proud to include a diverse group of students from
many ethnic and cultural groups, and students who come from various
family structures and socio-economic levels. The school community
believes that this diversity is a gift, providing adults and children an
opportunity to model what a faith-filled community looks like. As a part
of the school's service to the community, students conduct food drives
for the hungry, collect clothing for the homeless and toys for children
who have none, and send valentines to veterans. Hurricane Katrina
provided an opportunity for the students to share what they had with
those in need. They collected money for Catholic schools in Louisiana
and supplies for evacuees who were housed here in Corpus Christi.

Among the most important attributes of the school are the strong faculty
and staff and the continued support of the parents. Parents are a
constant and welcome presence in the school. Their support allows the
faculty and staff to meet and fulfill each child's needs more
effectively.

High standards, a comprehensive curriculum, strong parental support, and
proven instructional strategies promote outstanding achievement for
every student at St. Patrick School and provide continuous formation of
their spiritual development.

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

1.  **Assessment Results**

St. Patrick administers the Metropolitan Achievement Test, 8^th^
edition. The test is given in the fall of the year as mandated by the
Diocese of Corpus Christi. Designed for testing a broad range of
students with real world content, it is intended as a diagnostic
instrument and is used to identify strengths and weaknesses of
individual children, grade levels, and curriculum. The MAT 8 is a
norm-referenced test and results represent the performance of students
as compared to the norm group. St. Patrick students consistently score
well above the overall norm group, the non-public norm group, and
students in other Diocese of Corpus Christi schools.

The test is administered to all students in grades one through six. In
the fall of 2005 six of one hundred seventy-two students who took the
test had slight accommodations, such as oral questions in science and
social studies. Of these six students, one receives special education
services through the public schools. The other five have been referred
and tested for learning disabilities. They do not receive public school
special education services; however, the school accommodates them
through Section 504 of the Rehabilitation Act of 1973. Since the test is
administered in September, students must demonstrate the knowledge they
have retained after a summer break and a few weeks of school.

The sixth grade is the exiting class whose scores qualify SPS to apply
for the NCLB Blue Ribbon School Program. This class has shown consistent
growth in reading and math over the last three years. In the fall of
2003 (fourth grade), they scored in the 71% in reading, and the 69% in
math. In 2004 (fifth grade), their scores placed them in the 76% in
reading and the 72% in math. In September of 2005 (sixth grade), they
scored in the 82% in reading and the 77% in math. There is very little
disparity among the subgroups. Hispanic students scored in the 79% in
reading and the 71% in math, and white/non Hispanic students scored in
the 77% in reading and the 72% in math. The Student percentile
equivalent for the 90% on the MAT8 for fall norms is 80% for reading and
73% for math. The hard work of the students, along with the efforts of
their teachers and parents, has qualified St. Patrick School to apply
for this award.

The sixth graders were not alone in their success on the MAT8. First
grade students, who were testing for the first time, scored in the 80%
in reading, and the 77% in math, the second graders were in the 72% in
reading, 78% in math, third grade scored in the 71% in both reading and
math, fourth grade 84% in reading, and 85% in math. The fifth grade is
the smallest class with only 20 students, however they scored in the 74%
in reading and the 59% in math.

2.  **Using Assessment Results**

Because the MAT 8 is administered in September, St. Patrick teachers use
the results of standardized testing for diagnostic purposes. The results
are one measure of the effectiveness of the curriculum, instructional
strategies, textbooks, and other teaching materials.

Each teacher receives individual student reports as well as a group
report for the grade level. The principal conducts an annual inservice
on the interpretation of the test results, and teachers construct Stem
and Leaf Diagrams for each subgroup of the reading and math tests. These
diagrams help the teacher to determine the overall level of the class,
to pinpoint any areas of weakness, and to identify any students who may
fall outside of the group and need extra help or enrichment. Teachers
work together to construct these diagrams and to understand the results
of the tests so that they can use them effectively. Teachers also
complete cumulative charts for each student to graph their progress
through the grade levels.

The principal is working with a committee comprised of other principals
from the Diocese to examine the overall results on the MAT8 to identify
areas of the Diocesan Curriculum which need strengthening.

Another important method of assessment utilized by St. Patrick School is
an "Outcome Skills Checklist." Developed by the Catholic Schools Office
and representative teachers, there are checklists for each subject area
based on the Diocesan Curriculum Guides. The checklists are shared with
the parents at the Open House in August so that they will know the
expectations for their child. As each child masters an objective the
date is noted on his/her individual checklist. This ensures that the
teacher is aware of the progress of each child and whether the students
need additional instruction to master the objective. The checklists
follow the students to the next grade level so that the teacher has
information concerning the student's performance during the previous
year.

3.  **Communicating Assessment Results**

St. Patrick School exemplifies excellent communication between the
various components of the school. One of the most effective methods of
communication is the principal's weekly newsletter. Known as the "Monday
Note," it includes information about upcoming events and activities, and
is also utilized to share data about student performance on standardized
tests, in academic competitions, and extracurricular activities.

Overall results for each grade level on the MAT 8 are shared with the
parents. Individual parents are encouraged to meet with teachers or
administrators to review their child's performance on the test. The
principal reports the results of the standardized testing to the Pastor
and School Advisory Council at one of their monthly meetings.

All teachers send home student work on Mondays, and work is displayed in
the hallways and the classrooms. Report cards are issued quarterly and
Progress Reports are sent home in the middle of each quarter. Structured
Parent-Teacher conferences are scheduled following the first and third
quarters. Teachers use these opportunities to discuss examples of
student work, explain the report card, and share the Outcome Checklists.
Either party may request additional Parent-Teacher conferences at any
time. Teachers stay in contact with parents through email, short visits
before and after school, and telephone conversations. The school holds
an Open House twice a year, in August and January, however, parents are
welcome in the school at any time.

4.  **Sharing Success**

The St. Patrick School community is proud of their success and eager to
share with others. The school web page contains information including
the school calendar, tuition rates, the mission statement, admission
requirements, academic programs and reading lists. The school has been
featured in the community and Catholic newspapers and on local
television stations. The Chess Team has its own website to keep parents
informed about the program.

Teachers share their knowledge and expertise by serving on Diocesan
committees and presenting at local educational conferences. They observe
teachers in other schools to study best practices. Teachers from other
schools and students from the local university often visit and observe
in SPS classrooms. The principal has presented at local, state and
national conferences. She is currently working with other Diocesan
principals on committees to establish Curriculum Focus sessions so that
grade-level teachers can share their successes and problems, and to
evaluate the performance of the students in the Diocese overall on the
MAT8. Teachers and administrators serve as visiting chairpersons and
team members of accreditation teams for Catholic schools in the state of
Texas. One of the teachers was honored last year with a national
teaching award.

The school hosts and participates in Diocesan academic contests,
spelling bees, science fairs, athletic events, and chess tournaments.
The parish and other community members are invited to the school for
programs and open houses, and SPS hosts a community Halloween Carnival
each year.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

**Reading** and **math** are at the core of the St. Patrick Curriculum.
Utilizing the objectives in Diocesan Curriculum Guides, which are based
on the Texas Essential Knowledge and Skills (TEKS), the faculty
implements the curriculum utilizing strategies that are determined to be
most effective. This implementation is based on continuing analysis of
the needs of the students and careful selection of effective
instructional practices, particularly those with scientifically-based
research demonstrating their efficacy.

Understanding that successful **reading** begins before a child
encounters the printed word, students are assessed for phonological
awareness when they enter the school at age three. Instruction begins
here, and continues with phonics instruction, involvement with authentic
literature, instruction in fluency and vocabulary, and finally, and most
importantly, comprehension. The **language arts** curriculum includes
communication skills such as oral interpretation, writing for various
audiences and purposes, decision-making, generating and responding to
questions, grammar and spelling. Different grade levels utilize
combinations of basal readers, authentic literature, and other primary
and secondary sources. The Accelerated Reader program is used as a
supplement beginning in grade one, to provide self-paced comprehension
assessment through computer-managed testing.

Believing that there are many parallels between strong reading
instruction and strong **math** instruction, the SPS math program
includes number operation, computation, problem solving, and reasoning.
Math vocabulary is an important element, and practice and review are
fundamental to mathematical learning. Problem solving requires the use
of reading strategies, along with previously-learned and newly-acquired
math skills. Along with a challenging textbook, teachers utilize
supplementary materials and a wide variety of teaching strategies. In
grades one through six the Accelerated Math program supplements
instruction with remediation and enrichment.

The **science** curriculum at St. Patrick incorporates the spiritual as
well as the intellectual. Instruction in the scientific method,
analyzing data, critical thinking, problem solving, and the use of
various tools to collect and analyze information are all essential.
Again, the textbook is only one of the tools utilized to teach the
required objectives. Students participate in the local, Diocesan, and
Coastal Bend Science Fair and in various environmental programs
including recycling and annual efforts to clean up the Bay Area beaches.

St. Patrick utilizes the **social studies** curriculum to teach students
to respect people from all cultures and to become critical thinkers.
Skills include reading and interpreting maps, geography, citizenship,
history, government, and the study of local and world communities.
Opportunities and experiences that emphasize the heritage,
responsibilities and privileges of American citizenship are provided.

Because Spanish is an important language in this area of the state, the
foreign language program consists of instruction in **Spanish**
beginning at age three. The Spanish teacher develops the students'
proficiency in listening, speaking, reading, and writing Spanish, as
well as introducing them to the culture of Mexico.

Students at St. Patrick are fortunate to experience an outstanding
**fine arts** program. All grade levels attend weekly classes in the
**visual arts** where they learn about different artists and periods of
art, and are introduced to the creative process to create their own
works of art. They attend weekly **music** classes where they learn
secular and religious music, experiment with various musical
instruments, and begin the study of music theory. The music teacher also
works with the students to develop an understanding and appreciation of
**drama** through experiences on stage.

All students attend **computer** classes weekly where they gain
knowledge of various computer applications and skills, which they then
utilize to enhance their learning all subject areas.

The **physical education** program prepares students for lifetime
physical fitness and encourages habits that will build and maintain good
health. Students participate in the Presidential Fitness Program.

The St. Patrick School **Religion** program is designed to have students
explore their faith, develop strong morals, and grow in the practice and
understanding of their religion. It is deeply rooted in scripture.
Although the academic element is important, the emphasis is on the
practice of the faith. The school community seeks to help children learn
the teachings of the Church and live their faith each day.

2a. **(Elementary Schools)** **Reading**

Beginning in PreK-3 and PreK-4, St. Patrick School teachers and parents
instill the foundation of a student's reading education by reading to
them and with them. Students learn about letters, words and sounds
through a variety of experiences in literature, music and games.
Building on phonemic and phonological awareness, formal instruction in
phonics begins when students are ready, usually in PreK-4 or
kindergarten, and continues through third grade.

Grades one through three utilize the Harcourt-Literature basal reading
series, which has a strong emphasis on phonics, combined with authentic
literature. The selections in Harcourt illustrate the quality and
complexity of the material used to challenge students daily. In addition
to the basal, teachers supplement reading instruction with the Modern
Curriculum Press Plaid Phonics program to ensure that phonics
instruction is systematic and explicit. Reading and Comprehension
strategies, including generating and responding to questions, Emergent
Readers, a reading tub, summarizing, graphic and semantic organizers
challenge the students to develop their reading proficiency and fluency
while encouraging them to gain pleasure through their reading
experience.

Believing that repeated, monitored, oral reading is essential to a
child's fluency, parent/child paired reading is encouraged through the
Book It -- Program and students read to each other using choral reading,
partner reading, and readers' theatre. Students in K-5 though 6th grade
utilize the Accelerated Reader Program. Vocabulary is taught
systematically.

In grades four through six, trade books and novels are utilized to
develop fluency and comprehension at different levels of complexity. By
sixth grade, the reading curriculum is primarily composed of classic and
contemporary literature, drama, magazines, newspapers, and online
information offering a wide-scope approach to the reading experience.

3.  **Mathematics, Science, Art, Etc.**

As a Catholic school, the curriculum at St. Patrick is spiritual as well
as intellectual, and **religion** is at the core of instruction. Parents
and teachers endeavor to help students develop the tools they need to
excel in moral development as well as academics. Teaching first by
example, textbooks, the Catechism of the Catholic Church, and other
materials are utilized to ensure that students have a thorough
understanding of Catholic doctrine. All of the programs in the school
are designed to provide learning opportunities and experiences that
foster personal commitment to religious values based on Christian
involvement. Another major goal is to have students develop a positive
attitude toward life-long education, including the power to think
constructively, to solve problems, and to reason independently.  The
school endeavors to provide an atmosphere that encourages recognition of
individual responsibility and service toward others.  In April of each
year, the ACRE test, published by the National Catholic Education
Association, is administered to the fifth grade students. This test is
designed to measure students' knowledge of their faith, as well as their
beliefs, behaviors, attitudes, and practices. Many activities supplement
classroom instruction, including participation in semi-weekly liturgies
as lectors, musicians, altar servers, and gift bearers; plays and
programs for Holy days such as the celebration of Our Lady of Guadalupe;
the science fair, spelling bee, class plays, book reports, the annual 5K
run/walk, Field Day, Career Day, and Grandparents Day.

The school community concurs with the mission statement of the Texas
Catholic Conference Education Department that "\[t\]he effective
Catholic school must call its students to the conviction that people are
more important than material gain, that justice is more important than
success, that love is more important than esteem, and that collaboration
unites while competition divides. The truly successful Catholic school
student is not necessarily one who is successful in every endeavor, but
one who accepts Christian responsibility for fulfillment of personal
potential and shares these gifts with others."

4.  **Instructional Methods**

Teachers at St. Patrick School teach the objectives listed in the
Diocesan Curriculum Guides, however, they are challenged to utilize the
teaching methods and strategies they find to be most effective. They are
encouraged to enrich the curriculum, taking the students beyond the
minimum requirements established by the Diocese. Grade level teachers
plan together and share experiences. Lesson plans are designed to
address all levels of Bloom's Taxonomy and to include various
multi-sensory activities. The teachers at SPS utilize a variety of
resources and instructional methods to ensure student learning. An
understanding of Howard Gardner's Theory of Multiple Intelligences
enables the teachers to engage the children in learning utilizing their
individual strengths. Small group instruction, ability grouping,
one-on-one instruction, peer tutoring, technology and manipulatives are
employed to ensure the highest retention of new knowledge and skills.
Individual ability levels are addressed in each class through the use of
ability grouping in reading and math classes, and the Accelerated
Reading and Accelerated Math programs.

PreK-3, PreK-4, Kindergarten and grade one have teachers' aides to
assist with instruction. Other grade levels have an optimal
student-teacher ratio, not exceeding 20:1.

In addition to the grade-level teachers, SPS provides teachers for
special subject areas. The Spanish, Computer, Music, Art, and Guidance
instruction enhances the strong core curriculum by providing instruction
through experimentation, demonstrations, and student-led group
discussions. The special- subject teachers plan instruction for each
class from K-3 through 6^th^ grade. As additional educational resources,
St. Patrick utilizes a Title I tutor and lab manager, a speech
pathologist, an occupational therapist, and tutors to provide services
to the students.

5.  **Professional Development**

To ensure student success and improve academic achievement, St. Patrick
School provides a wide variety of professional development
opportunities. Staff development, the first component of the program,
reflects the needs of the faculty and staff as determined by faculty
surveys, analysis of test scores and observations by administrators.
Recently, the staff development program has addressed a variety of
topics, including learning disabilities, working with gifted and
talented students, dyslexia, classroom management, core-curricular
improvement, standardized test interpretation, scientifically-based
reading instruction, parent/teacher communication, and crisis management
and safety.

Teacher collaboration and planning are other important elements of the
professional development program. Opportunities for collaboration are
provided thorough the utilization of a schedule that allows grade-level
teachers to have the same planning time. Teachers are provided the
opportunity to visit other exemplary schools. Teachers from other
schools and pre-service teachers from the local university often observe
at St. Patrick. The school has a comprehensive mentoring program for new
teachers. Each new teacher is assigned to a veteran educator who
volunteers to talk, teach, help and listen to all the various needs of
new teachers. The new teachers meet with the assistant principal
regularly to share successes and challenges in a nurturing environment.

Professional conferences and in-services are the third component in the
Professional Development program. St. Patrick School provides time and
money for teachers to attend and participate in various national, state,
and local conferences. Upon returning from professional conferences
teachers provide a written report to the principal and share what they
have learned with the faculty. This year, 27 members of the faculty and
staff are raising funds and making plans to attend the National Catholic
Educators Association Conference in Atlanta, Georgia.

In addition to professional development provided by the school, teachers
are required to attend eight hours of professional development and ten
hours of spiritual development per year during their personal time. The
St. Patrick School professional development program creates the
framework for a consistent and direct way to make the staff aware of
current educational trends to ensure student success and academic
achievement.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

1.  Private school association(s): [National Catholic Education
    Association]{.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.)

\$ [3795]{.underline} \$ [3795]{.underline} \$ [3795]{.underline} \$
[3795]{.underline} \$ [3795]{.underline} \$ [3795]{.underline}

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

\$ [3795]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

\$\_\_\_\_\_\_ \$ [3960]{.underline}

12^th^ Other Pre-K

4.  What is the educational cost per student? \$ [4646]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$ [800]{.underline}

6.  What percentage of the annual budget is devoted to [18]{.underline}%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [90]{.underline}%

*Almost all students receive the parishioner discount.*

***PART VII - ASSESSMENT RESULTS***

  --------------------------------------- ---------- ---------- ----------
  **St. Patrick School**                                        

  **Corpus Christi, Texas**                                     

                                                                

  **Metropolitan Achievement Test**                             

  **8th Edition, 1995**                                         

  **Harcourt Educational Measurement**                          

                                                                

  Scores are reported as percentiles. No                        
  students were excluded from the test.                         

  Testing month is September for all                            
  years                                                         

                                                                

                                          **2005**   **2004**   **2003**

  **GRADE 1**                                                    

  Reading                                 80%        67%        76%

  Math                                    77%        67%        72%

  Number of students tested               34         32         36

  Percent of total students tested        100%       100%       100%

  Number of students alternatively        0          0          0
  assessed                                                      

  Percent of students alternatively       0.00%      0.00%      0.00%
  assessed                                                      

  **SUBGROUP Scores**                                            

  **Hispanic**                                                   

  Reading                                 78%        64%        71%

  Math                                    75%        59%        67%

  \# of students tested                   17         16         15

  **White**                                                      

  Reading                                 71%        66%        74%

  Math                                    72%        67%        71%

  \# of students tested                   16         14         20

                                                                

                                                                

                                                                

  **GRADE 2**                                                    

  Reading                                 72%        71%        82%

  Math                                    78%        64%        79%

  Number of students tested               25         32         34

  Percent of total students tested        100%       100%       100%

  Number of students alternatively        0          0          1
  assessed                                                      

  Percent of students alternatively       0%         0%         3%
  assessed                                                      

  **SUBGROUP Scores**                                            

  **Hispanic**                                                   

  Reading                                 69%        65%        66%

  Math                                    68%        51%        65%

  \# of students tested                   14         12         15

  **White**                                                      

  Reading                                 66%        68%        87%

  Math                                    72%        64%        79%

  \# of students tested                   10         20         18
  --------------------------------------- ---------- ---------- ----------

  --------------------------------------- ---------- ---------- ----------
  **GRADE 3**                             2005       2004       2003

  Reading                                 71%        75%        60%

  Math                                    71%        81%        55%

  Number of students tested               27         33         32

  Percent of total students tested        100%       100%       100%

  Number of students alternatively        0          1          3
  assessed                                                      

  Percent of students alternatively       0%         3%         9%
  assessed                                                      

  **SUBGROUP Scores**                                            

  **Hispanic**                                                   

  Reading                                 64%        70%        57%

  Math                                    65%        71%        57%

  \# of students tested                   12         15         14

  **White**                                                      

  Reading                                 73%        73%        60%

  Math                                    65%        74%        53%

  \# of students tested                   15         17         18

                                                                

                                                                

  **GRADE 4**                                                   

  Reading                                 84%        63%        71%

  Math                                    85%        57%        69%

  Number of students tested               29         28         32

  Percent of total students tested        100%       100%       100%

  Number of students alternatively        1          3          4
  assessed                                                      

  Percent of students alternatively       3%         11%        13%
  assessed                                                      

                                                                 

  **Hispanic**                            n/a                    

  Reading                                 subgroup   63%        67%

  Math                                    is too     59%        63%

  \# of students tested                   small      14         17

  **White**                                                      

  Reading                                 88%        65%        72%

  Math                                    87%        55%        69%

  \# of students tested                   18         13         14
  --------------------------------------- ---------- ---------- ----------

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

  **GRADE 5**                                                    

  Reading                                 74%        76%        73%

  Math                                    59%        72%        57%

  Number of students tested               20         36         12

  Percent of total students tested        100%       100%       100%

  Number of students alternatively        3          2          4
  assessed                                                      

  Percent of students alternatively       15%        6%         33%
  assessed                                                      

  **SUBGROUP Scores**                                            

  **Hispanic**                                                  n/a

  Reading                                 72%        74%        subgroup

  Math                                    55%        62%        is too

  \# of students tested                   9          14         small

  **White**                                                     n/a

  Reading                                 71%        73%        subgroup

  Math                                    61%        73%        is too

  \# of students tested                   11         20         small

                                                                

                                                                

                                                                 

  **GRADE 6**                                                    

  Reading                                 82%        79%        70%

  Math                                    77%        71%        64%

  Number of students tested               37         12         39

  Percent of total students tested        100%       100%       100%

  Number of students alternatively        2          4          3
  assessed                                                      

  Percent of students alternatively       5%         33%        8%
  assessed                                                      

  **SUBGROUP Scores**                                            

  **Hispanic**                                       n/a         

  Reading                                 79%        subgroup   60

  Math                                    71%        is too     54

  \# of students tested                   15         small      17

  **White**                                          n/a         

  Reading                                 77%        subgroup   71%

  Math                                    72%        is too     60%

  \# of students tested                   20         small      22
  --------------------------------------- ---------- ---------- ----------