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

Name of Principal [Mrs. Dorothy Aebersold]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_[445 N. Benton
St.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_]{.underline}

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

[\_\_\_\_\_Palatine\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_IL\_\_\_\_\_\_\_\_\_\_\_\_\_60067-3584\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_]{.underline}

City State Zip Code+4 (9 digits total)

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

Telephone [( 847 ) 359-1820]{.underline} Fax [( 847 )
705-2084]{.underline}

Website/URL [www.sttheresaschool.com]{.underline} E-mail
[daebersold@sttheresaschool.com]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Nicholas Wolsonovich]{.underline}

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

District Name [Archdiocese of Chicago]{.underline} Tel. [( 312 )
751-5200]{.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 Mr. David Flynn

(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

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [\_\_\_1\_\_\_]{.underline} Number of years the principal has been
in her/his position at this school.

\_\_[2.5]{.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**    33        43                     76           **7**       37        27          64

  **K**       32        22                     54           **8**       30        37          67

  **1**       31        32                     63           **9**                             

  **2**       28        33                     61           **10**                            

  **3**       32        26                     58           **11**                            

  **4**       45        31                     76           **12**                            

  **5**       41        28                     69           **Other**                         

  **6**       37        27                     64                                             

                                    **TOTAL                                                   652
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [94]{.underline} % White

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

[2]{.underline} % Hispanic or Latino

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

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[3\_]{.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      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    17
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 652
                            the school as of October 1  

  **(5)**                   Total transferred students  .026
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3%
                            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:
\_\_\_\_[1]{.underline}\_%

Total number students who qualify: [\_\_\_\_5\_\_\_]{.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:
\_\_\_\_[5]{.underline} %

[\_\_\_34\_\_\_]{.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.

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

\_\_\_\_Deafness [\_19\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_ 4\_]{.underline}Specific Learning Disability

\_\_[1]{.underline}\_Emotional Disturbance [17]{.underline} Speech or
Language Impairment

\_\_[2]{.underline}\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation [\_\_ 2]{.underline} 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) [\_\_\_2 \_]{.underline} [\_\_\_\_0\_\_\_]{.underline}

Classroom teachers [\_\_29\_]{.underline} [\_\_\_\_3\_]{.underline}

Special resource teachers/specialists [\_\_\_1\_\_\_]{.underline}
[\_\_\_\_1\_\_\_]{.underline}

Paraprofessionals [\_\_\_4\_\_\_]{.underline}
[\_\_\_\_4\_\_\_]{.underline}

> Support staff [\_\_\_4\_\_\_]{.underline} [\_\_\_\_2]{.underline}
>
> Total number [\_\_40\_\_\_]{.underline} [\_\_\_\_10\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[\_\_\_22:1\_\_]{.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 %        98 %        98 %

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

  Teacher turnover rate      2.5 %       7.2 %       4.8 %       12 %        9.8 %

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

  Student drop-off rate      0 %         0 %         0 %         0 %         0 %
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

For more than 50 years, parents, teachers, and administrators at St.
Theresa School have joined together to help students develop strong
minds, bodies, and spirits in a loving, nurturing, student-centered
environment. St. Theresa School offers a superior preschool through
junior high academic curriculum within supportive surroundings.
Individual strengths and learning levels of each child are nurtured as
he or she develops a love of learning and a greater sense of
responsibility. As a result, students benefit from the individual
attention provided by the teaching staff and are well prepared for
success in high school.

Helping children develop a strong sense of values and spiritual
awareness is fundamental to St. Theresa School. Religious study and
community service programs at every grade level prepare children for a
meaningful life of faith and service. The mission of St. Theresa School
reiterates this development: **Bound together in our Roman Catholic
faith, the staff, teachers, and parents of St. Theresa School and Parish
are committed to providing a superior quality education founded in love
and Christian faith. We strive to nurture and develop students to become
academically sound, strong in character, inclusive and socially
responsible, equipped to be followers** **of Jesus Christ, in whom they
will find purpose and joy.** Students are encouraged to be loyal and
compassionate toward others and participate in many self-initiated
community assistance programs. Through these many activities, students
learn to understand and respect the differences in all God's people.

St. Theresa School develops the individual strengths of each child while
offering a challenging curriculum that empowers students with
confidence. The preschool offers 3- and 4-year old students
developmental experiences in a caring and loving environment.
Self-esteem, self-confidence, independence, and loving concern for
others are stressed. Kindergarten students have a well-rounded program
emphasizing reading, writing, and math readiness. The curriculum is
activity centered, creative, and designed to meet individual needs. In
the elementary grades, the curriculum focuses on strengthening the core
content areas and enhancing student community awareness. Foreign
language and school band electives add to a well-rounded education.
Music, physical education, computer, library science, and art enrich the
robust curriculum for junior high students, while social, civic, and
leadership skills are refined. Students begin the transition process for
an exceptional high school experience by participating in
departmentalized classes that meet their individual needs.

To meet the individual needs of all students, several options are
offered. For those requiring special skills assistance, additional
instruction is provided in the Developmental Center and Reading Resource
Room. The **Explore** program, in fourth through eighth grades,
encourages creative expression, critical evaluation of facts, and
exploration of different points of view. All students are given the
opportunity to explore. However, students with outstanding test scores,
a teacher recommendation, and the desire for greater academic challenges
are grouped to encourage deeper, more intense study. The advanced math
and reading programs have allowed more than one-third of St. Theresa
graduates to qualify for and elect high school advanced or honors
classes in math and language arts each year.

St. Theresa's faculty is dedicated to student success. Their active
participation in professional growth opportunities provides them with
current research and new skills to meet student needs. Opportunities for
staff development in technology have increased teachers' ability to
integrate technology into the curriculum at all grade levels.
Differentiated instruction is evident in all classrooms.

St. Theresa School creates a dynamic educational community where
students receive a lifelong love of learning, a deeply rooted faith, and
spiritual fulfillment. **Feel the difference . . . *come, begin the
journey with us.***

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

1.  **Assessment Results:** All St. Theresa students in grades three
    though seven are assessed yearly using the TerraNova, The Second
    Edition, Multiple Assessment Test in conjunction with the InView, an
    aptitude test measuring cognitive abilities. Students in first and
    second grade are given a Gates-MacGinitie reading test to help with
    their placement. Eighth grade students are required to take high
    school entrance tests. Therefore, no standardized test is given to
    them at St. Theresa School. Students having formal IEPs (Individual
    Educational Plans) requiring modifications for time and reading are
    provided with the accommodations, but their scores are not included
    in the class averages. The CTB/McGraw-Hill Company does not include
    modified tests in general scoring but does give individual reports
    to the students.

> The TerraNova test is administered in March each school year.
> Objectives covered in the TerraNova reading test include basic
> understanding, analyzing text, evaluating and extending meaning, and
> identifying and applying reading strategies. Objectives covered in the
> TerraNova mathematics test include numbers and numerical relations,
> computation and estimation, measurement, geometry and spatial sense,
> statistics and probability data, functions and algebra, problem
> solving and reasoning, and communication. The InView provides a
> Cognitive Skills Index (CSI) based on five subtests: sequences,
> analogies, quantitative reasoning, verbal reasoning of words and
> context. The CSI has a mean of 100 and a standard deviation of 16. In
> 2005, the St. Theresa School mean CSI ranged from 116 (fourth grade)
> to 124 (seventh grade).
>
> The March 2005 TerraNova test provides the National Percent of the
> Mean NCE score. This score is computed by adding the Normal Curve
> Equivalent scores of all students in a group and then dividing by the
> number of students in that group. The standard deviation is a
> statistic that shows the spread of scores. St. Theresa's National
> Percent range for reading spans from 79 percent (sixth grade) to 87
> percent (seventh grade), with standard deviations of 24.1 percent to
> 27.6 percent. For the mathematics assessment, the National Percent
> ranges from 83 percent (fifth grade) to 94 percent (seventh grade),
> with standard deviations of 27.3 percent to 36.5 percent.
>
> The 2005 TerraNova Quartiles compare the distribution of the students'
> scores with those of the national norm group. In the national norm
> group, 25 percent of the students had National Percentile (NP) scores
> in each of the Quartiles. In reading, 53.1 percent (sixth grade) to
> 73.8 percent (seventh grade) of the students are in the fourth
> quartile; in mathematics, 61.9 percent (fifth grade) to 89.2 percent
> (seventh grade) of the students are in the fourth quartile.
>
> The 90^th^ Local Percentile is the score that divides the highest 10
> percent of St. Theresa students from the lowest 90 percent. The NP for
> the norm group would be 90. If a group's NP score is greater than 90,
> they scored higher than the national norm group. St. Theresa students
> have consistently scored above the 90^th^ percentile in both reading
> and mathematics for the past three years. The range for reading scores
> in 2005 is between 94.7 percent (third grade) and 97.6 percent (fifth
> grade). The 2005 mathematics scores range from 97 percent (fifth
> grade) to 99.1 percent (seventh grade).
>
> Overall, St. Theresa students consistently perform above average in
> reading and mathematics when compared to the national norm.

2.  **Using Assessment Results:** March TerraNova test results are
    carefully reviewed in late spring by school administrators and the
    staff testing coordinator to track student outcomes. A comprehensive
    database is maintained to assess individual annual yearly progress
    of students in third through seventh grades. The InView Cognitive
    Abilities Test results are used to compare anticipated achievement
    scores with the TerraNova Multiple Assessment data. Educationally
    meaningful differences of seven or more Normal Curve Equivalent
    (NCE) units between anticipated and obtained scores are carefully
    noted. Individual Profile Reports provide homeroom teachers with the
    level of mastery achieved on objectives measured. These results are
    reviewed in context with daily classroom work while checking for
    discrepancies. Areas needing immediate attention are noted. Homeroom
    teachers, the Reading Specialist, and the Developmental Coordinator
    meet to determine instructional needs. Remediation plans may include
    summer tutorial services, in-school reteaching support with the
    Reading Specialist, or full-case study referral to the local public
    school. Individual multi-year student data is also used for middle
    grade placement in reading and math.

> Teachers are assisted in analyzing content descriptions of test
> objectives measured to better understand any curriculum areas needing
> additional focus. Patterns of strengths or areas for improvement
> across individual classroom, grade level, or school-wide student
> population are used in curriculum decision-making. Administrators and
> staff analyze data in terms of multi-year trends that may have
> appeared. Decisions have been made regarding particular content areas
> targeted for staff development or curriculum changes. Several
> initiatives to increase student scores have been put in place.
> Resource test prep material from the publisher has been purchased to
> address student test-taking anxiety. Attention to the math curriculum
> has involved closely aligning student learning objectives with those
> of the state of Illinois. The new reading series was also selected
> largely because of its standards-based approach. St. Theresa School
> professionals regularly look for opportunities to improve student
> outcomes.

3.  **Communicating Assessment Results:** St. Theresa School
    communicates regularly with the parent community about student
    achievement. Parents are kept informed through regular phone calls,
    notes, and email on an informal basis. Formally, the school sends
    mid-trimester reports home to all first through eighth grade
    students. These reports are actual percentages in sixth through
    eighth grade, comments in first through third grade, and a
    combination of both techniques in fourth and fifth grade. Report
    cards consisting of letter grades are issued three times a year.
    Teachers also indicate areas of improvement in effort and behavior
    on the report cards. In addition to report cards, a formal
    parent-teacher conference coincides with the end of the first
    trimester. It is an additional opportunity for parents and teachers
    to discuss the successes of the student and areas of concern.

> Emphasis is placed on monitoring progress in math and reading
> throughout the year. Teachers carefully analyze the results of unit
> tests in these subjects in order to readjust their lessons to meet the
> needs of all students in class. Academic growth of students in fifth
> through eighth grade determines placement in accelerated math and/or
> reading classes. Students showing the need for remedial work are
> offered special instruction in the Developmental Program. Parents are
> continually informed of progress or areas needing additional support.
>
> Students in third through seventh grade complete the TerraNova testing
> each spring. Included in this testing is the InView, which gives a
> cognitive ability range for each student. The results are returned to
> the school in May. Parents receive individual reports and a school
> summary that includes national benchmarks. The results of the testing
> do not include students whose special needs include formal IEP plans
> or locally determined accommodations. These students do, however,
> receive score results. A report of results in all grades is
> distributed to parents. This report includes national percentage and
> local percentage for each grade level tested. Eighth graders do not
> take the TerraNovas, but local private and public high schools
> administer their own tests in January for freshman placement and share
> the results with the family and St. Theresa School.

4.  **Sharing Success:** St. Theresa has a long history of sharing its
    successes with the community. A parent volunteer public relations
    group provides press releases and photos to local newspapers
    highlighting students in academic settings and participating in
    special projects. Each month in the church bulletin a grade is
    highlighted, sharing pictures and class activities with the parish
    community. The school's information brochures, which highlight the
    school's activities and curriculum, are available in local
    libraries, doctors' offices, and businesses. Regularly scheduled
    school tours are announced to the public via newspaper ads and
    street signs and are conducted by the assistant principal.

> The principal meets monthly with other local Catholic elementary
> school principals and has opportunities to share best practices and
> innovative ideas occurring at St. Theresa School.
>
> St. Theresa School also maintains a website with a myriad of
> information about the curriculum and activities, and a comprehensive
> information folder is given to families who express an interest in
> enrolling in the school.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Description of the school's curriculum**

**Religious Education:** The religion curriculum develops a strong
awareness of Catholic identity and values and encourages community
service to build individual and social responsibility. Religion classes
provide instruction in Old and New Testament, Church history, sacrament
preparation, and Catholic morals. Daily prayer and weekly Mass allow
students to take an active role in Scripture reading, altar service, and
music.

**Language Arts:** The integrated approach of language arts connects
reading, grammar, and writing. Reading emphasizes phonemic awareness,
phonics, vocabulary, fluency, and text comprehension. Exposure to rich
literature in students' anthologies and leveled support readers provides
opportunities for deeper levels of comprehension. Daily oral language
activities reinforce grammar techniques. Writing prompts related to
reading selections and models of formal writing processes are used to
develop writing skills. Connections are made in all content areas.

**Mathematics:** Instruction emphasizes mathematics as a means of
communication. Problem solving strategies and skills include
computation, estimation, and analysis of data using graphs, statistics,
and probability. Number theory is developed using place value, decimals,
and fractions. Measurement and geometry units target spatial awareness.
Manipulative and concrete experiences are a regular part of mathematical
investigation in primary and intermediate grades. Upper grade levels
complete coursework in pre-algebra, resulting in placement in advanced
algebra or geometry in high school.

**Social Studies:** Students connect their own cultural past to history,
economics, civics, geography, and government. Students' oral and written
presentations about the Civil War, the Renaissance, cultural diversity,
mock presidential elections, research projects, and fieldtrips connect
social studies to language arts. Local business volunteers teach
economics through Junior Achievement. Tours of Springfield, Ill., and
Washington, D.C., encourage understanding of the country's democracy.
Students participate in school government and develop an appreciation
for rights and responsibilities.

**Natural Sciences:** Physical, earth, and life sciences are explored
through hands-on experiments, direct instruction, reading, and written
assignments. Scientific inquiry and creativity are emphasized.
Opportunities to share knowledge are evident in independent and
cooperative group projects.

**Fine Arts and Music:** Local artists teach kindergarten through fifth
grade students about color, texture, and value. Students in sixth
through eighth grade experience in-depth instruction in visual arts.
Appreciation of music, rhythms, composers, and cultures is taught. Three
levels of band are offered in fourth through eighth grade. Students
participate in winter and spring concerts and an annual school play.

**Computer Skills and Technology:** School-wide connection to the
Microsoft Windows 2003 server in the computer lab provides classroom
access to the World Wide Web. Computer-assisted instruction in a wide
variety of software programs allows for curriculum integration of
technology in all content areas.

**Physical Education, Health, and Wellness:** Students participate in
activities that emphasize health, wellness, and teambuilding. Intramural
and interscholastic sports are also offered.

**Foreign Language:** French and Spanish are included in the fifth
through eighth grade curriculum. Development of vocabulary, grammar,
conversation, and cultural awareness enable students to place into
second level foreign language in high school. Younger students enjoy
after-school French and Spanish.

**2. Description of Reading Curriculum:** Even with respectable
TerraNova standardized reading test scores averaging in the 80^th^
percentiles, the faculty of St. Theresa aggressively pursues strategies
and programs to improve the reading curriculum. After careful review of
several series, **MacMillan McGraw-Hill Reading 2005** was selected for
kindergarten through fifth grade because of its direct approach to
increasing comprehension. Teachers coordinate guided reading in
small-group instruction. Reading behaviors are noted, and teachers
facilitate students' use of reading strategies. Interactive read-aloud
is another context teachers use to expand vocabulary and concepts, as
well as encourage sharing of understanding of text. Students are invited
to respond and engage in thoughtful discussion. Drama, videotaping,
writing, and drawing are used to extend analysis of the text. Phonetic
and structural analysis, word recognition, and vocabulary development
help students make sense of what they read. Leveled books, a critical
component of the reading series, are used to help students make
text-to-text, text-to-world, and text-to-self connections. The reading
series consultant's expertise is regularly sought to ensure positive
implementation of the program through faculty in-service. The staff
Reading Specialist uses **Wilson** materials to support students
identified with reading deficiencies. Upper grade levels rely on the
**Glencoe Macmillan Literature** series for analysis involving an
author's purpose and inference, spiraling deeper into the text by
synthesizing or retelling the story from different characters'
perspectives. Teachers dress in costume to engage students in literature
discussion. Novel studies and book reports also support development of
comprehension skills.

Classroom libraries and the school library provide a rich variety of
books. Bi-yearly book fairs heighten student interest in literature and
help supplement the school library with current fiction and non-fiction
material. School reading incentive programs are used to promote reading
for enjoyment. Parents are encouraged as partners in instruction through
weekly classroom visits as Read-aloud Parents.

**3. Description of another curriculum area - Mathematics:** The
mathematics curriculum is structured to ensure mastery of basic number
skills. Computation, estimating, geometry, numerical awareness,
functions, and algebra are components of a curriculum that builds
healthy number sense. The **Macmillan** **McGraw-Hill Mathematics**
series used in kindergarten through sixth grade was chosen because of
its rigorous attention to mastery of these critical concepts. The text
structure "spirals" concepts and consistently reviews them, providing
opportunities for reinforcement and maintenance. Higher level thought
processes needed in problem solving are dependent on automatic mastery
of lower-level operations. When basic computational processes become
automatic, working memory is free to focus on higher order thinking and
problem solving. Teachers use weekly fact drills to reinforce automatic
retrieval and assist students in more efficient problem solving. The
faculty also uses scaffolding instruction to help children make
connections with independent problem solving. Emphasis on recognizing
and understanding patterns, divergent thinking, consistent practice
applying skills in problem solving and number theory instruction all
develop clear understanding of math concepts. Ongoing communication
between St.Theresa and local high schools results in evaluation and
adjustment of curriculum objectives.

Math teachers across all grade levels are committed to grade-by-grade
accountability and create weekly lesson plans that align classroom
objectives with National Council of Math Teachers (NCTM) standards.
Upper grade levels develop pre-algebra skills that support an easy
transition into high school algebra and geometry through the use of
**Middle School Math-Scott Foresman** and **Algebra One
Interactions-Holt, Reinhart, & Winston**. Many students complete a full
year of algebra by eighth grade and place into honors level math classes
in high school. Accommodations are made for those students requiring
additional math support. **Mathcounts,** a program sponsored by the
National Society of Professional Engineers, is offered to advanced
students as an after-school program. The material is designed to produce
higher levels of math achievement and is based on applications for
engineering and other math-related fields.

**4. Instructional Methods:** In the St. Theresa tradition of academic
excellence, teachers at all grade levels provide a varied approach to
education. It is common to see direct instruction in some classrooms
along with cooperative group work in others as one walks down the
hallways. Discussions promoting critical thinking, creative projects
that include written reports, art work, computer-software-based
presentations, and primary grade "centers" encourage students to become
actively engaged in their own learning. Teachers use various assessment
tools and readily reteach concepts that prove to be difficult for some
students. Students are required to use standard assignment books in
third through eighth grade to help them complete homework assignments.
Teachers work closely with students who need help in organizing
classwork and homework assignments.

Teachers differentiate their instruction with learning contracts,
intelligence preferences, and/or tiered assignments. St. Theresa School
provides a Developmental Center for students with special learning
needs. A teacher with a special education background provides resource
services to any student who needs individual or small-group support.
This teacher works closely with the public school district to assure
qualified students receive services they need. Conferencing with
classroom teachers, the Developmental Center instructor encourages them
to apply accommodations in classroom instruction to any student with
learning needs, not just the ones identified by the public school
district. St. Theresa School also recognizes the needs of students with
above-average abilities. In the **Explore** program, students in fourth
through eighth grade who meet specific criteria are grouped together to
explore topics outside the regular classroom curriculum. These students
are encouraged to include Bloom's Taxonomy in this classwork. In order
to encourage other students to reach higher educational goals, they are
given opportunities to explore topics at a level meeting their needs. No
student is left out of this exciting program.

**5. Professional Development:** Realizing the importance of integrating
technology as another tool for education, St. Theresa staff began an
in-depth professional development program during the 2003-2004 and
2004-2005 school years. The program provided in-service opportunities to
learn basic technology and specific programs for students to use in the
classroom. After two years of training, teachers are working with a
media resource specialist to integrate these technologies to enhance
student learning. Microsoft PowerPoint, Word, and Excel, Inspiration™,
Kidspiration™, and KidPix™ are among the specific programs teachers
include in project work.

In addition to technology, differentiated instruction has been the focus
of professional development for the staff during the 2005-2006 school
year. The techniques acquired from video presentations are used in the
classroom to assure all students receive modifications or enhancements
to the central school curriculum.

The third area of professional development in classroom management began
in the 2004-2005 school year and continues this year. After several
staff members attended a Harry Wong seminar and reported to the staff
the appeal he has to educators, the school purchased the Harry Wong
videotapes. Staff view these tapes regularly and are encouraged to
incorporate his ideas into their own class management.

The school provides \$1,100 each year for individual teacher
professional development. Teachers are encouraged to use this fund to
continue their own education or enhance their classroom practices with
professional workshops. At faculty meetings, teachers share their
experiences from course work and/or workshops so that all staff may
benefit from their experiences.

Finally, staff is encouraged to seek membership in professional
organizations such as ASCD, NCEA, NMSA, NCTE, NCTM, and NCSS. All of
these experiences lead them to be more effective and better serve their
students in the classroom.

**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.)

\$[2,086]{.underline} \$[3,013]{.underline} \$[3,013]{.underline}
\$[3,013]{.underline} \$[3,013]{.underline} \$[3,013]{.underline}

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

\$[3,013]{.underline} \$[3,013]{.underline} \$[3,013]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

\$\_\_\_\_\_\_ \$[1,095 3 yr preschool; \$1,295 4 yr, 3-day preschool;
\$1,555 4 yr, 5-day preschool]{.underline}

12^th^ Other

4.  What is the educational cost per student? \$[4,195.71]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[1,397.37]{.underline}

6.  What percentage of the annual budget is devoted to

scholarship assistance and/or tuition reduction?
\_\_\_[2]{.underline}\_\_\_%

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[3]{.underline}\_\_\_%

**PART VII - ASSESSMENT RESULTS**

**[St. Theresa School -- TerraNova Scores]{.underline}**

Subject [Reading]{.underline} Grade [7]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 87     | 84     | 88     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 66     | 78     | 71     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 1      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 1.5%   | 0%     | 0%     |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

> \*School Mean NCE at 90th percentile of National School Norm, March
> 2005 -- 93%

Subject [Math]{.underline} Grade [7]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 94     | 89     | 94     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 66     | 78     | 71     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 1      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 1.5%   | 0%     | 0%     |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean NCE at 90^th^ percentile of National School Norm, March
2005 -- 98.4%

Subject [Reading]{.underline} Grade [6]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 79     | 82     | 80     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 65     | 73     | 86     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 1      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 1.5%   | 0%     | 0%     |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean at 90^th^ percentile of National School Norm, March 2005
-- 86.1%

Subject [Math]{.underline} Grade [6]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 91     | 90     | 91     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 65     | 73     | 86     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 1      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 1.5%   | 0%     | 0%     |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean at 90^th^ percentile of National School Norm, March 2005
-- 94.8%

Subject [Reading]{.underline} Grade [5]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 86     | 84     | 87     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 64     | 67     | 72     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 1      | 1      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 1.6%   | 1.5%   | 0%     |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean NCE at 90^th^ percentile of National School Norm, March
2005 -- 93.2%

Subject [Math]{.underline} Grade [5]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 83     | 90     | 87     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 64     | 67     | 72     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 1      | 1      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 1.6%   | 1.6%   | 0%     |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean NCE at 90^th^ percentile of National School Norm, March
2005 -- 88.2%

Subject [Reading]{.underline} Grade [4]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 79     | 83     | 82     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 71     | 65     | 72     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 4      | 1      | 1      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 5.6%   | 1.5%   | 1.4%   |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean NCE at 90^th^ percentile of National School Norm, March
2005 -- 85.5%

Subject [Math]{.underline} Grade [4]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 87     | 89     | 84     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 71     | 65     | 72     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 4      | 1      | 1      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 5.6%   | 1.5%   | 1.5%   |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean NCE at 90^th^ percentile of National School Norm, March
2005 -- 94.6%

Subject [Reading]{.underline} Grade [3]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 82     | 81     | 81     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 70     | 79     | 64     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 1      | 1      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 1.4%   | 1.3%   | 0%     |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean NCE at 90^th^ percentile of National School Norm, March
2005 -- 83.9%

Subject [Math]{.underline} Grade [3]{.underline} Test [TerraNova, The
Second Edition, Multiple Assessment]{.underline}

Edition/Publication Year [2001]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs [X]{.underline} Scaled
scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | March  | March  | March  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 90     | 89     | 90     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 70     | 79     | 64     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100%   | 100%   | 100%   |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 1      | 1      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 1.4%   | 1.3%   | 0%     |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+

\*School Mean NCE at 90^th^ percentile of National School Norm, March
2005 -- 92.1%