##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: Elementary

Name of Principal: Miss Michelle Nowakowski

Official School Name: St. Michael School

School Mailing Address: 6906 Chestnut Road

Independence, Ohio 44131-3336

County: Cuyahoga State School Code Number: 056606

Telephone: (216) 524-6405 Fax: (216) 524-7538

Website/URL:
[www.stmichaelschoolinfo.org](http://www.stmichaelschoolinfo.org/)
Email: michelle.nowakowski@lnoca.org

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.

[Miss Michelle Nowakowski \_\_\_\_\_\_\_\_\_\_\_]{.underline}Date
[12/6/06\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent: Ms. Margaret Lyons

District Name: Diocese of Cleveland, Ohio Tel: (216) 696-6525 x3280

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.

[Ms. Margaret
Lyons\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Date [11/28/06\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Superintendent's Signature)

Name of School Board Mr. Daniel McCabe

President/Chairperson

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.

[Mr. Daniel
McCabe\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Date
[12/4/06\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: N/A Elementary schools

N/A Middle schools

N/A Junior high schools

N/A High schools

N/A Other

N/A TOTAL

2\. District Per Pupil Expenditure: N/A

Average State Per Pupil Expenditure: N/A

**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\. [3]{.underline} Number of years the principal has been in her/his
position 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**    39        39                     **78**       **7**       12        26          **38**

  **K**       28        27                     **55**       **8**       15        24          **39**

  **1**       19        20                     **39**       **9**                             

  **2**       16        22                     **38**       **10**                            

  **3**       19        15                     **34**       **11**                            

  **4**       22        12                     **34**       **12**                            

  **5**       21        23                     **44**       **Other**                         

  **6**       29        11                     **40**                                         

                                    **TOTAL                                                   **439**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of 99 % White

the school: .3 % Black or African American

0 % Hispanic or Latino

.7 % Asian/Pacific Islander

0 % American Indian/Alaskan Native

**100 % Total**

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

7\. Student turnover, or mobility rate, during the past year: 1%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

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

  **(4)**                   Total number of students in 439
                            the school as of October 1  

  **(5)**                   Total transferred students  .01
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: 0 %

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

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

Specify languages: English

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

Total number students who qualify: [10]{.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: 2 %

[6]{.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.

N/A Autism N/A Orthopedic Impairment

N/A Deafness \*\_ [2]{.underline}\_ Other Health Impaired

N/A Deaf-Blindness [3]{.underline} Specific Learning Disability

N/A Emotional Disturbance [3]{.underline} Speech or Language Impairment

\*\_\_[5]{.underline}\_ Hearing Impairment N/A Traumatic Brain Injury

> N/A Mental Retardation \* [1]{.underline} Visual Impairment Including
> Blindness
>
> \*\* [1]{.underline} Multiple Disabilities

\* Classroom accommodations made without IEP \*\* Service through the
Cleveland Clinic Foundation

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 0

Classroom teachers 19 0

Special resource teachers/specialists 2 12

Paraprofessionals 3 4

> Support staff 4 4
>
> Total number 30 20

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [20:1]{.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. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  97%         97%         97%         97%         97%

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

  Teacher turnover rate     17%         9%          4%          9%          13%

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

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

**PART III ‑ SUMMARY**

St. Michael School is a fully accredited Roman Catholic K-8 elementary
school in Independence, Ohio. As an elementary school in the Cleveland
Catholic Diocese, St. Michael School develops the entire child:
spiritually, morally, intellectually, socially, and physically. The
school's mission is to promote high academic standards and the formation
of each child according to Catholic tradition and Gospel values. At St.
Michael School, students have the opportunity to integrate learning and
life in an atmosphere of acceptance, trust, and respect. St. Michael
School works in partnership with parents to provide each child the
opportunity to grow according to his/her needs; build the value of
service to others; and enhance the development of responsible members of
the parish community.

The school's population is generally comprised of students whose
families are members of St. Michael Parish in Independence, Ohio and St.
Basil the Great Parish in Brecksville, Ohio. St. Michael School was
organized in the 1870's, 19 years after the founding of the parish. In
1997, St. Michael School and St. Basil the Great Parish developed a
partnership that allows our younger students to be taught at the
Education Center at St. Basil in Brecksville. The Early Childhood
Learning Center is now home to the St. Michael preschool, kindergarten,
and first grade. Current enrollment for the entire school is 439
students.

Key to the school\'s success is the dedication of the administration,
faculty, and staff to meeting the needs of each child. The school
community works together to provide for all student needs: spiritual and
religious education, strong academics, comprehensive athletic programs,
and opportunities for co-curricular experiences in a wide variety of
endeavors, such as student council where students learn leadership,
loyalty and community service. The school focuses on meeting the needs
of all students, including those requiring remedial or enrichment
experiences.

St. Michael School challenges its students with educational experiences
in religion, language arts, mathematics, science, social studies, arts,
foreign language, and technology, among others. Standardized test scores
reflect high levels of student achievement, as do a number of student
and faculty awards. The curriculum follows the Diocese of Cleveland
Graded Course of Study. The school offers each student a rich variety of
educational and co-curricular experiences, with the goal of challenging
each child to achieve his/her ultimate potential.

A detailed School Improvement Plan, approved by the Ohio Catholic School
Accrediting Association, provides a strategy and direction for continual
improvement and renewal. In addition, assessment results are continually
analyzed and used to determine both curricular and student strengths and
weaknesses, and to provide direction for constant improvement. Regular
professional development is also a key to the school's success, as is a
focus on using technology to support individualized learning. As
educators, the school's teachers have made a vital contribution to St.
Michael School. This can be attested by its high academic scores, number
of students in high school honor classes, various awards and
scholarships received through the years in English, Art, Science, and
Math, and the many success stories of alumni all over the world.

St. Michael School develops the whole child---a centered, well rounded
person who is self-confident, self-disciplined, open to growth,
responsible, and an active and productive future citizen. The school
forms a life-long learner who is articulate, creative, technologically
literate and capable of critical thinking and problem solving. The
school forms a person who is academically competent and spiritually
strong. St. Michael's offers a well-rounded academic education grounded
in strong, traditional Christian values.

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

1.  **Assessment Results**

St. Michael School's assessment results for the nationally distributed
Iowa Tests of Basic Skills reflect scores in Reading and Mathematics
that are in the top tenth percentile.

Scores on the Iowa Tests of Basic Skills also reflect achievement levels
above the 90th percent cut-off rate. The school's 2006 National School
Norms indicate that in the subjects of reading and math, all students
tested scored above the qualifying range. The first grade core total is
92%, second grade core total is 99%, third grade core total is 98%,
fourth grade core total is 96%, fifth grade core total is 98%, sixth
grade core total is 97%, and seventh grade core total is 97%. Test
results in all other tested areas also reflect high scores.

The St. Michael School population reflects no subgroups or disparities;
nor does the school participate in the state assessment system. Looking
again at the test results, it is clearly evident that the school is
meeting and exceeding the educational needs of its students.

2.  **Using Assessment Results**

On a school wide scale, assessment data is analyzed by grade level
performances to direct continuous improvement. Data is used to determine
the direction of curriculum mapping and pupil performance objectives.
This correlates with the overall direction of the school improvement
plan and individual faculty professional development plans. Analysis of
the school's consistently high-standardized test results reaffirms the
success of its existing educational program. Professional development
plans address specific curriculum needs. Faculty and staff practice
successful teaching strategies in order to maintain high levels of
achievement.

On an individual student level, assessment data is the basis for
determining student participation in enrichment and intervention
programs. Standardized test scores are one factor in determining
placement in leveled reading groups. Students scoring in the lowest four
stanines on the ITBS are offered the opportunity for intervention
working with auxiliary personnel.

When looking at the IOWA scores, school administrators look at the
overall scores in the subject, then the categories within the subject,
then the subtests within those categories to compare weaknesses and
strengths. Once that step is completed, the school looks at the weak
areas on an individual basis and develops a learning plan for that
individual, small group, or class.

3.  **Communicating Assessment Results**

All parents and students are provided with individual student data, and
are offered the opportunity to discuss individual student performance
with faculty and administration. This data includes regular school
assessment (end-of-quarter report cards, quarterly mid-term progress
reports, etc.) and results of standardized tests. Individual assessment
data is shared with parents to ensure that the child\'s needs are best
met through the cooperative efforts of both school and home. Parents and
students regularly receive graded work throughout the quarter, which,
along with formal reporting eight times each year, ensures that there
are \"no surprises\" regarding student performance. Parents and teachers
communicate with each other "on the web" through the school's Ed-Line
technology. Ed-line enables teachers to post information about their
classroom, homework and field trips on a web page. Students' grades also
are available so that parents can keep up on their child's progress.
Emailing teachers also is included in this technology. Teachers,
students, and parents routinely work together to address any performance
concerns. Formal parent/teacher (including students at some grade
levels) conferences are offered annually, with additional conferences
offered on an as needed basis. Overall school and grade level
performance on standardized tests is proudly announced in the school
newsletter, *The Messenger*, (both print and web-based versions), along
with general commentary as to the meaning of such results. Results also
will be published in the school's new Principal Newsletter, *The Good
News at St. Michael's* as well as the school website
(www.stmichaelschoolinfo.org), parish bulletins and newsletters, and
articles in community newspapers.

4.  **Sharing Success**

As a respected Catholic school in the diocese, St. Michael School
participates in regular Diocesan meetings among principals and teachers
to ensure a lively exchange of ideas and concepts. Administration and
faculty also share information as they attend professional development
in-services and graduate courses. We periodically host educational
organization meetings, which enable other schools to visit us
first-hand. High School Information Nights, Preschool and Kindergarten
Information Nights, and a Community Open House during Catholic Schools
Week in January promote school successes. Selected teachers also give
presentations on various curriculum topics at the local, regional, and
state level. Teachers have partnered with other educators in the State
of Ohio to serve as consultants for publishers in textbook review. The
school hosts students from area colleges for fieldwork and student
teaching experiences. The school's website,
[www.stmichaelschoolinfo.org](http://www.stmichaelschoolinfo.org/), is a
great resource for other schools to view the accomplishments and
activities of our students. St. Michael School looks forward to the
collaborative opportunities this Blue Ribbon Award may offer in striving
for improvements and sharing success.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

The curriculum of St. Michael School follows the Graded Course of Study
mandated by the Diocese of Cleveland, Ohio. It includes: religion,
language arts (reading, phonics, English, spelling and penmanship),
mathematics, social studies, science, health, physical education, music,
art, computer, and Spanish.

The school is excited about the current formulation of a school-wide
curriculum map. This tool will promote dialogue to enhance the faculty's
understanding of what is taught on each grade level so as to better
implement cross curricular and theme-based learning experiences.

St. Michael School's *religion* curriculum encourages students to put
faith into understanding through social justice experiences, educational
activities in daily religion classes, and through service projects in
the local and global community. Students participate in daily classroom
prayer, weekly mass, monthly prayer services, and conduct home activity
projects. Students participate in dramatic role play through the Living
Stations and Living Rosary.

St. Michael School's *language arts* curriculum recognizes that reading
and communication skills are the foundation of all other learning.
Language arts are integrated into all curriculum areas, and activities
are designed to incorporate all learning styles. Participation in Power
of the Pen competitions always showcase students' writing talents by
scoring among the highest at regional and state levels. Students also
compete in the Scripps Howard Spelling Bee.

St. Michael School's *mathematical* program ensures that from preschool
through eighth grade, the mental process relating to every facet of math
is incorporated, including computation, problem solving, reasoning,
seeing connections, and representing concepts in a variety of ways to
understand issues in an ever-changing technological society. Enrichment
activities include competing in the Greater Cleveland Council of
Teachers Mathematics Competition as well as St. Edward's High School
Math Competition.

St. Michael School's *social studies* curriculum is taught on all grade
levels with a unified focus incorporating religious heritage, history,
people in societies, geography, economics, government and citizenship
rights and responsibilities. Students participate in additional learning
experiences such as a Medieval Fair, reconstruction of living conditions
of historical times, and the National Geography Bee.

[]{.mark}

St. Michael School's *science* curriculum provides hands-on kinesthetic
experiences for all students that enable them to engage in the use of
scientific inquiry. Junior High students participate in an annual school
Science Fair, with winners moving on to other local science fairs.

*Health and physical education* classes promote self-esteem, good
sportsmanship, and education in drug awareness, conflict resolution,
peer mediation, and decision-making. *Visual arts and music* promotes
personal growth through participation and appreciation of the arts.
Instructional programs are enriched by student participation in choir,
band, art fairs and competitions, and school performances. *Computer
education* provides students from kindergarten through eighth grade with
technical competencies in word processing, spreadsheets, database,
desktop publishing, graphics, and Internet research, through the use of
in-class desktop and wireless laptop computers, and ACTIVboards. The
faculty is networked with one another for an easy exchange of
information and ideas. *Spanish* is also taught to second through eighth
graders.

2\. **Reading**

As directed in the Graded Course of Study, the reading program begins in
Pre-Kindergarten to develop a solid language arts foundation by
emphasizing readiness skills, alphabet and word recognition, and
beginning sounds. In primary grades (K-3), the concentration is on
phonics, vocabulary, sight words, skill development, and comprehension
through the use of leveled readers, centers, individual literacy goals,
trade books, and guided reading groups. Grades four through eight
continue to cultivate and enhance basic skills and accentuate critical
thinking, reading to learn, analysis, evaluation, and study and
organizational skills. This is accomplished by implementing the use of
leveled readers, trade books, literature anthologies, vocabulary, and
study skills books. To motivate recreational reading, an Accelerated
Reading computer program, as well as classroom reading incentives, helps
to empower the students to become life long readers.

Emphasis is placed upon the writing process, which includes spelling,
listening, oral communication skills, grammar and composition, through
the utilization of daily journal writing, and individual writing
portfolios. Penmanship is taught in the primary grades with
reinforcement in written work throughout all other grade levels.

Accommodations are made for students identified with learning
difficulties through phonemic awareness groups and early remedial
intervention. Additionally, the school's leveled reading program
accommodates all readers, including those at risk and those with
advanced skills. St. Michael School is among 4,725 schools nationally
that have implemented an assessment technology tool called Dynamic
Indicators of Early Literacy Skills (D.I.B.E.L.S.). This innovative,
state-of-the-art assessment program was piloted in the kindergarten
class four years ago and is now being used through third grade. Together
with the classroom teacher's evaluation, the school can better identify
students that may be at risk of having reading difficulties.

3.  **Mathematics**

St. Michael School follows the Diocesan Graded Course of Study for its
mathematics program. Students are taught to communicate mathematically
through programs that emphasize computational skills, math concepts and
problem solving skills. They are also taught to recognize the
relationship between math skills and the practical application of these
skills in daily life tasks. Geometry and algebra concepts begin in the
primary grades and continue throughout all grade levels. Innovative
teaching techniques including kinesthetic, auditory and visual methods
are used to convey and practice mathematical skills. Students use
manipulatives, technology software, and ACTIVboards to reinforce,
incorporate, and review those skills. Intervention specialists provide
additional assistance for those students exhibiting remedial needs both
on an individual basis and through inclusion. Junior high students are
offered pre-algebra and algebra. The school incorporates innovative
teaching techniques that address each individual learning style. The
mathematics program is designed to promote success and to instill an
understanding of essential skills in the real world. St. Michael
School's assessment data demonstrates this accomplishment.

4.  **Instructional Methods**

In keeping with St. Michael School's mission to educate the whole
person, the school curriculum implements a variety of instructional
methods to address all learning styles. The screening process, which
identifies individual learning needs, as well as specific strengths and
weaknesses, begins in kindergarten. The use of a variety of individual
assessment practices continues throughout the student's academic career.
Assessment data includes formal and informal evaluations, teacher
observations and student/parent input.

*Multiple intelligences* of all students are addressed through diverse
visual, auditory and kinesthetic methods and materials. *Linguistic
intelligence* is addressed in daily language arts curriculum through the
use of research projects, presentations, as well as written and oral
discussions. In addition to the mathematical curriculum addressing
*logical-mathematical intelligence*, students employ reasoning, problem
solving, and lateral and critical thinking skills in all academic areas.
*Visual learning* is enhanced through the use of posters, interactive
bulletin boards, models, photos, artwork, overhead transparencies, and
videos and computer screen images which address *spatial intelligence*.
The school also utilizes ACTIVboards---interactive whiteboards that have
brought a whole new level of interactivity to classroom instruction.
Combined with a computer, projector, and interactive websites and
software, the school's ACTIVboards have transformed classrooms into even
more dynamic learning environments. Music and band instruction address
*musical intelligence* that culminates in school concerts and
performances. *Bodily-kinesthetic intelligence* is addressed through the
use of math manipulatives, scientific experiments, physical education
classes, and the participation in hands-on independent and group
projects. *Interpersonal intelligence* is addressed through leadership
opportunities, peer mediation, conflict resolution, service projects,
Character Counts "Pillars of Character" program, anti-bullying
initiatives, PAVE (Preventing Aggression & Violence in Education),
cooperative learning projects, and social and sporting events.
*Intrapersonal and spiritual intelligences* are addressed through the
D.A.R.E. and Operation Keepsake Programs, as well as student retreats
and days of recollection developed within the religious education
program. The study of science, art and religion accesses each student's
*natural intelligence*.

St. Michael School is fortunate to have teachers who provide innovative
activities that enhance the educational experience of our students such
as creating dioramas (Native American Longhouses, animal habitats,
landforms, and biomes), posters/reports (famous Americans, states,
presidents, saints, ancient civilizations, Missions of California, and
cultural heritage), publishing books (national anthologies of poetry and
essays as well as classroom published books), and oral presentations
(poetry recitations, book reports, debates, and historical costumed
character presentations).

5\. **Professional Development**

St. Michael School is committed to the professional development of its
faculty to improve student achievement. Teachers attend and participate
in professional conferences, workshops, and in-services on the local and
state level in various areas including technology and curriculum.
Through all of these opportunities, the school's teachers network with
other educators and administrators in order to bring the most advanced
and innovative techniques to the classroom, ultimately keeping students
motivated and challenged. Teachers conduct grade level, department, and
literacy meetings. Members of the faculty hold memberships in
professional organizations and subscribe to educational journals. All
teachers submit an individual professional development plan to the Local
Professional Development Committee (LPDC) for approval. Funding and paid
leave are provided to educators to fulfill the requirements for their
individual plan. The new ideas and concepts learned in seminars and
courses are readily implemented by teachers and have been fundamental in
maintaining the high standards of the school. Acknowledging that
professional development is key to the academic success of students, St.
Michael School is firmly committed to supporting the professional
development of each faculty member, thereby continuing the tradition of
academic excellence that distinguishes St. Michael School.

The on-going professional development of St. Michael School teachers has
its rewards. Staff being honored for excellence in various areas is a
regular occurrence at St. Michael School. Four faculty members were
nominated, accepted and listed in the 2005-2006 edition of [Who's Who
Among American Teachers]{.underline}. Several other teachers at the
school have previously been listed in this publication. Six teachers
have more than 20 years of experience. St. Michael School is also
fortunate to have on its staff an author and public speaker, a presenter
and author of Junior High Curriculum, two teachers who have held offices
in the International Reading Association, and a Music Education teacher
who is a piano accompanist for Blossom Music Center and an instructor at
the Cleveland Institute of Music.

**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. Delete if not
used.*

1.  Private school association(s): St. Michael School -- Diocese of
    Cleveland

National Catholic Education Association and

Ohio Catholic School Accrediting Association

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes

3.  What are the 2006-2007 tuition rates, by grade

\$ [2,500\_]{.underline} \$ [2,500\_]{.underline} \$
[2,500\_]{.underline} \$ [2,500\_]{.underline} \$ [2,500\_]{.underline}
\$ [2,500\_]{.underline}

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

\$ [2,500\_]{.underline} \$ [2,500\_]{.underline} \$
[2,500\_]{.underline} \$\_[N/A]{.underline}\_ \$\_[N/A]{.underline}\_
\$\_[N/A]{.underline}\_

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

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

12^th^ Other

 

 

4.  What is the educational cost per student? \$4,280

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$100

6.  What percentage of the annual budget is devoted to

scholarship assistance and/or tuition reduction? 5 %

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? 5 %

**PART VII - ASSESSMENT RESULTS**

**REPORTING ASSESSMENT DATA**

**REFERENCED AGAINST NATIONAL NORMS**

**Without Subgroups**

**St. Michael School, Independence, OH**

Iowa Test of Basic Skills

Form A, Norms 2000

Riverside Publishing

-   Scores are reported as percentiles.

-   No students are excluded from the test.

-   All scores reported as percentile rank average SS-National Student
    Norms.

+-----------------------------------------+---------+---------+---------+
|                                         | 2006    | 2005    | 2004    |
+-----------------------------------------+---------+---------+---------+
| Testing Month                           | March   | April   | March   |
+-----------------------------------------+---------+---------+---------+
| # Grade 7                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 81      | 84      | 82      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 78      | 80      | 84      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 41      | 35      | 31      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 6                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 84      | 78      | 84      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 76      | 72      | 74      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 37      | 41      | 36      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 5                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 84      | 85      | 83      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 78      | 76      | 76      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 38      | 44      | 43      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+

+-----------------------------------------+---------+---------+---------+
|                                         | 2006    | 2005    | 2004    |
+-----------------------------------------+---------+---------+---------+
| Testing Month                           | March   | April   | March   |
+-----------------------------------------+---------+---------+---------+
| # Grade 4                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 84      | 82      | 84      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 75      | 78      | 68      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 46      | 36      | 43      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 3                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 85      | 84      | 85      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 79      | 69      | 80      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 33      | 46      | 32      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 2                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 87      | 84      | 80      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 83      | 71      | 73      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 33      | 34      | 45      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| # Grade 1                               |         |         |         |
+-----------------------------------------+---------+---------+---------+
| Reading                                 | 83      | 89      | 73      |
+-----------------------------------------+---------+---------+---------+
| Mathematics                             | 82      | 81      | 77      |
+-----------------------------------------+---------+---------+---------+
| Number of students tested               | 43      | 33      | 34      |
+-----------------------------------------+---------+---------+---------+
| Percent of student tested               | 100     | 100     | 100     |
+-----------------------------------------+---------+---------+---------+
| Number of student excluded              | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+
| Percent of student excluded             | 0       | 0       | 0       |
+-----------------------------------------+---------+---------+---------+