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

*U.S. Department of Education*

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

Name of Principal **[Sr. Mary
Kiely\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

Official School Name **[Stella Maris
Academy\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(As it should appear in the official records)

School Mailing Address **[7654 Herschel Avenue]{.underline}**

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

# La Jolla CA 92037-4403\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

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

Telephone [( **858** ) **454-2461**]{.underline} Fax [( **858** )
**454-4913\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**]{.underline}

Website/URL**[www.stellamarisacademy.org\_]{.underline}** E-mail
**[m.kiely@att.net\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

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

(Principal's Signature)

Name of Superintendent\* [**Mr. Thomas
Beecher**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name **[Diocese of San Diego]{.underline}** Tel. [( **858** )
**490-8200\_\_\_\_\_\_\_\_\_\_\_\_\_**]{.underline}

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

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

Name of School Board

President/Chairperson [**Mrs. Kathleen
Main\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**]{.underline}

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

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

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

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. \_\_**[7]{.underline}** Number of years the principal has been in
her/his position at this school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **PreK**                                                  **7**       15        13          28

  **K**       11        14                     **25**       **8**       14        11          25

  **1**       11        11                     **22**       **9**                             

  **2**       12        15                     **27**       **10**                            

  **3**       13        14                     **27**       **11**                            

  **4**       15        16                     **31**       **12**                            

  **5**       14        14                     **28**       **Other**                         

  **6**       13        16                     29                                             

                                    **TOTAL                                                   242
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of \_\_**[76\_\_]{.underline}** % White

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

[\_\_**18**]{.underline} % Hispanic or Latino

\_\_\_[**5**]{.underline} % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

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

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

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

  **(2)**   Number of students who transferred           **7**
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   **9**
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of **242**
            October 1                                    

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

  **(6)**   Amount in row (5) multiplied by 100          **400**
  --------- -------------------------------------------- ------------------

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

\_\_\_**[19]{.underline}**\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_**[3\_]{.underline}**%

Total number students who qualify: \_\_\_\_\_**[7]{.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:
\_\_\_\_**[0]{.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.

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

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

\_**[1]{.underline}**\_\_Hearing Impairment \_\_\_\_Traumatic Brain
Injury

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

\_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_**[9]{.underline}**\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_**[3]{.underline}**\_\_\_\_
\_\_\_**[8]{.underline}**\_\_\_\_

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

> Support staff \_\_**[1]{.underline}** \_\_\_
> \_\_\_**[2]{.underline}**\_\_\_\_
>
> Total number \_**[14]{.underline}**\_\_\_\_
> \_\_**[11]{.underline}**\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_**[26]{.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.)

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

  Daily student attendance  96.3%       96.3%       95.8%       95.5%       96.2%

  Daily teacher attendance  97.74%      97.85%      97.05%      97.67%      97.10%

  Teacher turnover rate     19%         6%          31%         6%          19%

  Student dropout rate      7%          -.01%       0%          +.01%       +.03%
  (middle/high)                                                             

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

**[PART III - SUMMARY]{.underline}**

Stella Maris Academy was established in 1947 as the parish school of
Mary, Star of the Sea Catholic Church in La Jolla, California. When it
opened, Stella Maris was the only parochial elementary school north of
San Diego and south of Los Angeles. Comprised of grades one through six
at inception, the coeducational school was soon expanded to include
Kindergarten, seventh and eighth grades. Stella Maris Academy presently
has 238 students in its Kindergarten through 8^th^ grade program.

It is the mission of Stella Maris Academy to teach and guide students
from various cultures in their spiritual, moral, academic and social
development and to make a significant contribution to the Church, the
community and the students and parents who value Catholic education. In
an effort to achieve its mission, the school implements a challenging
curriculum that (1) addresses the concerns of parents and prepares
students for entry into high school, (2) encourages participation in and
appreciation for the fine arts and an awareness of the contribution of
diverse cultures to our society, (3) establishes a comprehensive
school-wide social skills program and (4) fosters a moral sensitivity
toward the poor. The school's Student Learning Expectations envision
Stella Maris Academy graduates who are knowledgeable and concerned
Catholics, healthy achievers and learners, and community minded and
morally sensitive individuals.

The school has, since the arrival six years ago of the current
principal, placed a renewed emphasis on curricular development. Using
the Curriculum Designer, a data based software program which includes
national and statewide standards and measurable student objectives, the
principal and faculty members have reviewed all of the school's major
curricular areas. That review has led to the posting of the curriculum
on the school's web site. It has also led to the realignment of the
foreign language program to increase Spanish instruction in the seventh
and eighth grades to three days a week and add Italian classes for
native Spanish speakers in those grades, the expansion of the 7^th^ and
8^th^ grade literature program, and the implementation of a drama/choir
program. The school, which places a decided importance on art
appreciation particularly in the seventh and eighth grades, fosters
field trips to art museums (such as the Getty in Los Angeles and the San
Diego Museum of Art) and classes that integrate technology with fine
arts and explore works of art exhibited at the museums.

Ever mindful that students are unique, with different educational
backgrounds, academic abilities and learning styles, Stella Maris
incorporates differentiated instruction and assessment methods in its
programs. When necessary, provisions or modifications are made in
assessing students with special learning differences. The faculty
strives to focus on the individual strengths and needs of each student.
To that end, a group of faculty members has been trained in the Schools
Attuned program and is sharing their newfound knowledge with other
faculty members. The program provides teachers with (1) an appreciation
of the impact of neurodevelopmental differences on learning and (2) ways
to address those differences and facilitate learning.

The school implements a school-wide, comprehensive social skills program
called "Social Skills for Youth," which teaches proper conduct and
appropriate communication techniques. The skills include, *inter alia*,
greeting others, introducing yourself, following instructions, accepting
"no" for an answer, disagreeing appropriately, accepting and giving
criticism, and entering into conversation. The use of the social skills
curriculum not only enhances relationships among the administration,
faculty, students and parents but also fosters the development of
conflict resolution and problem solving skills. Students learn to assess
their behavior and, if necessary, target certain behavior for
improvement.

The school also fosters a moral sensitivity toward the poor through
involvement with a variety of outreach programs, including the
performance of service hours, food drives for Catholic Charities, drives
or those who lost their homes to the fires that ravaged parts of San
Diego County last year, and drives for the Holy Childhood Association
and the poor in Tijuana.

**[PART IV - INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**Private Schools - Item 1**

Stella Maris Academy strongly believes that a test score is not only an
indicator of the academic ability of the student taking the test, but
also an invaluable source of information about the school's
instructional programs, including areas of strength and those that could
be further strengthened. This firmly rooted belief has, since 1998, led
Stella Maris to retain the assistance of a statistician to study the
results of the standardized tests and provide an analysis of them,
assessing areas of strength and those that need follow up.

In 2003, the Diocese of San Diego changed the standardized testing
requirements. Rather than administering the *Stanford Achievement Test*
as they had done since 1996, schools were directed to administer the
*Iowa Tests of Basic Skills.* In January, 2003, the statistician
presented a written and oral explanation of "the changing test/changing
norms phenomenon". It was noted that it is common to see test scores
"drop" when a school or school system changes from one norm-referenced
test to another. This often occurs when such an emphasis has been placed
on test scores that the school's curriculum has been modified to focus
on the content coverage of the particular achievement test being
administered. The "drop" in test scores did not occur in Stella Maris
Academy's 2003 ITBS scores. The statistician observed that the high 2003
ITBS scores for grades 3 through 8 were consistent across grade levels
and content areas and that they met or exceeded the school's high levels
of performance on the SAT9 from 1998 to 2002. He concluded that the test
results indicated a sound instructional program in the areas covered by
the ITBS.

The school endeavors to keep tuition affordable and provides tuition
assistance to 13% of the students so that the school will be more
readily accessible to those who value Catholic education. The school
also accepts students whose first language is not English. These
students, like all others at Stella Maris, take the standardized tests
which are submitted for scoring. Because of this, the school is able to
assess the progress of [all]{.underline} students and make a more
complete assessment of the school's programs.

Data from 2001-2002, 2002-2003 and 2003-2004 standardized testing
supports the pronounced historical conclusion that high achievement is
consistent across grade levels and content areas using national norms.
Stella Maris' ITBS scores generally meet or exceed the high levels of
performance on the 1998 to 2002 SAT 9 tests. A review of "cohort
populations" (i.e. the same samples of students, third graders this year
who were second graders last year, not last year's second graders to
this year's second graders) reveals a pronounced finding. ITBS reading
percentile scores for fall 2004 increased for each grade except the
6^th^ from the fall 2003 results. Similarly, the math percentile scores
increased for all grades except the fourth and sixth. A review of the
test results of the cohort students who have attended Stella Maris for
several years (e.g. grades 7 and 8) reveal consistent and increasing
levels of exceptionally high achievement (typically in the 80^th^
percentile and above).

**Private Schools - Item 2**

As stated above, Stella Maris Academy uses assessment data from
standardized tests as a guide to the individual performance of the
students and as a way to assess the school's programs.

When the test results are received, they are reviewed by the principal,
the class results are disseminated to the applicable classroom teachers,
individual test results are sent home to the parents, and the
school-wide results are given to the statistician. The statistician
reviews the test results, submits a written analysis of them, and gives
the faculty a presentation, replete with overheads detailing cohort and
cluster analyses over an extended period of time and a comparison of the
school's results with those of the Diocese.

The cohort and cluster analyses give a more in depth analysis of the
school's instructional programs in the content areas covered by the
standardized tests. Every teacher receives a printout of the mean
percentile scores of each grade in each area tested and a bar graph of
the grades' mean percentile comparisons. The classroom teachers are also
given instructional planning worksheets to aid in the planning of
specific activities for their students based on the information obtained
from standardized testing. Using test results, the teachers determine
the priority of the areas that need attention and the manner in which
the areas will be addressed.

If test results reveal an area in which follow up is necessary,
instructional changes are made. Such was the case in the area of
spelling in 2001. A concerted effort was made to increase the emphasis
on spelling school-wide and across the curriculum. A school wide
Spellathon was instituted.

Assessment is used to identify areas in which student skills and
understanding are strong and those in which improvement is indicated. It
is also used for evaluating, improving, and, when appropriate, expanding
curriculum and instruction. Assessment is one of the factors considered
in the evaluation and acquisition of textbooks, instructional materials,
computer equipment, the retention of additional staff if necessary and
the setting of professional development goals.

**Private Schools - Item 3**

Assessment is a component of the teaching-learning process. The
reporting of assessment results on a regular basis keeps students and
parents informed of individual, class and school-wide progress. Student
and school performance is communicated in various ways, including
through assessment data. Many different forms of assessment are used at
Stella Maris Academy, including tests, quizzes, recitations, homework,
classroom discussions, presentations, projects (including science fair
projects), contests, and standardized tests. Student performance is
communicated through mid-quarter progress reports, quarterly report
cards, and parent-teacher conferences. Teachers in grades 4 through 8
use the web based Teacher Ease program for posting test, homework and
project grades. Through Teacher Ease, students and parents can gain
on-line access to individual student's grades instantaneously.

Individual standardized test results are sent home to parents; if the
results are received prior to the fall parent-teacher conferences, the
reports are distributed at the conference. The school-wide results are
posted by grade on the school's web site and when Diocesan scores are
available, a comparison of the school's grade by grade results and those
of the Diocese is posted.

**Private Schools -- Item 4**

Stella Maris Academy shares its successes with other schools. Stella
Maris is very proud of its school wide social skills curriculum, in
particular the "Social Skills for Youth" component, which, as previously
noted, teaches proper conduct and appropriate communication techniques
and fosters character development through the acquisition of conflict
resolution and problem solving skills and student assessment of
behavior. The program's sixteen skills include, *inter alia*, greeting
others, introducing yourself and entering into conversation. When
visitors visit the campus, they are invariably struck by and comment on
the students' behavior, including their greeting and conversational
skills. The principal has presented workshops on the program to various
other schools in an effort to help them duplicate the success Stella
Maris has achieved with the program. Teachers are trained in the area of
correcting students, the importance of earned consequences rather than
punishment and the value of correction as a means of developing moral
and psychological maturity. An invitation has been extended by the NCEA
(the National Catholic Educational Association) for a presentation at
its annual convention.

### PART V - CURRICULUM AND INSTRUCTION

**Item 1. [Stella Maris Academy's Curriculum]{.underline}**: In order to
fulfill its mission, Stella Maris Academy implements a challenging
curriculum relevant to the needs and talents of the students in all
subject areas, across all grade levels. The school's core curriculum,
which is aligned with California and diocesan standards, immerses the
students in language arts, including reading and literature, social
studies, science, math, computer, foreign language, music, art, physical
education, library and religion. For a clear and precise presentation of
Stella Maris Academy's curriculum in terms of measurable outcomes, refer
to the curriculum section of the school's web page,
[www.stellamarisacademy.org](http://www.stellamarisacademy.org/)

[Language Arts:]{.underline} The language arts curriculum promotes
development, on a grade appropriate basis, of skills in reading
(including vocabulary and communication skills), writing (including
grammar, composition, handwriting, letter formation and spelling),
listening, and speaking. Students begin to acquire the skills necessary
to read and to write clearly and coherently in Kindergarten. Writing
skills are built upon developmentally in each grade and writing becomes
more sophisticated and is integrated with other curricular areas. In the
seventh and eighth grades, for instance, proper essay writing is
stressed and students are assigned an MLA report on a social studies
topic.

[Social Studies]{.underline}: It is through the school's social studies
curriculum that students learn about communities, cities, states, and
countries of the present and the past. Textbooks are supplemented by
student periodical reading. The school's social studies curriculum
fosters an appreciation of the contribution of diverse cultures to our
society and world.

[Science]{.underline}: The science program exposes students, on a grade
appropriate basis, to physical, earth, space and life science, a respect
for life in all forms, and environmental responsibility. Using the
scientific method, students in the 7^th^ and 8^th^ grades develop,
research and conduct science projects in accordance with guidelines
established by the Greater San Diego Science and Engineering Fair.
Selected projects are submitted to the Fair each year.

[Math]{.underline}: The Math curriculum promotes student exploration, on
a grade appropriate basis, of the number system and theory, measurement,
operations, computation and estimation, problem solving, geometry,
patterns and functions, statistics and probability, logic, and algebra.

[Religion]{.underline}: The Religion curriculum is centered, on a grade
appropriate basis, on God, Scripture, Church, Sacraments, Prayer, and
Social issues. In the lower grades (Kindergarten through second), the
focus is on basic prayers, God as creator and nurturer of all things,
Jesus, the sacraments and scripture. In the upper grades, the students
further develop their understanding of the sacramental life of the
Church, Hebrew Scriptures, New Testament, the Trinity, the moral life,
and prayer as union with God.

[Foreign Language]{.underline}: A communicative approach to foreign
language (Spanish and Italian) instruction is taken at Stella Maris
Academy. Spanish is introduced through the use of games, songs and basic
greetings. Communication skills are emphasized in the middle and junior
high grades. In classes pertaining to both languages, cultural awareness
and appreciation are fostered. Foreign language instruction in the
seventh and eighth grades is conducted three days a week.

[Art]{.underline}: Stella Maris Academy offers a well-rounded
Kindergarten through eighth grade art curriculum. Using visual and
tactile perception, students are introduced to the use of line, color,
form, composition and design. Students use mixed media, including
printing, painting, drawing and sculpting to create their own designs in
class. Art appreciation is taught through appreciation of design,
recognition of art expression and the study of major artists and art
from other cultures.

[Music]{.underline}: Students are exposed to various aspects of music,
including music theory and appreciation and voice training. Music
appreciation is acquired through a study of composers and compositions
from different periods.

[Library]{.underline}: Students attend Library class on a weekly basis.
Primary grade library classes focus on reading and the checking out of
materials while those in middle school are assigned projects designed to
teach library and research skills and expose students to available
research resources, including Electric Library. Middle school library
classes and assignments are coordinated with those in other curricular
areas.

[Physical Education/ Health]{.underline}: The school's physical
education/health curriculum incorporates, on an age appropriate basis,
health and physical fitness fundamentals, motor and movement skills,
social skills, teamwork and sportsmanship. Students participate in
various games, sports and fitness activities and classes pertaining to
nutrition and proper diet.

**Item 2. [Reading/ Literature]{.underline}**: The school's phonics
based reading program begins in Kindergarten when the students begin to
read. The students begin with the EPS *Primary Phonics* series and
progress to the *Lady Bird Books Ltd* series. Reading instruction is
supplemented with chapter books for advanced readers. Students are
encouraged to bring books that they are able to read to school and share
them with the class. Beginning in the first grade and continuing through
the third grade, the reading program centers on the *Open Court* series
and its alignment of reading with writing. The series is founded on the
belief that "the ability to write with clarity and coherence is
essential to success in school as well as in life," a belief that
permeates Stella Maris' programs. The fourth through eighth grade
reading curriculum is literature based. In those grades, the *Literary
Source* series from Scholastic and the Prentice Hall *Literature* series
are utilized. The classes read a variety of fiction (short stories and
novels) and non-fiction prose, poetry and drama for incrementally
increasing critical analysis and comprehension. The students study
literary elements, techniques, form and style in the various genres as
well as poetic devices and elements, including rhyme, rhythm, meter,
verse, stanza, alliteration, onomatopoeia and the three poetic voices:
lyrical, dramatic and narrative. The seventh and eighth grade students
read classic British and American literature which they explore through
the writing of thesis statement based expository essays.

The school has chosen the phonetic approach to reading because it
provides a good, strong background for spelling, sentence construction
and writing. Research has proven that a phonetic based approach to
reading promotes a strong foundation for both reading and writing
skills. While literature based reading series form the foundation of the
reading curriculum at Stella Maris, they are supplemented by chapter
books and novels as the program evolves to a more novel based program in
which the students apply their reading and writing proficiency to entire
works of literature.

**Item 3. [Technology Curriculum]{.underline}** Fully cognizant of the
importance of preparing students to meet the challenges of a society
that is increasingly dependent upon technology and to enable them to
take advantage of the research and educational resources accessible on
the computer, Stella Maris begins computer instruction in Kindergarten.
The school's technology curriculum works toward fulfilling the belief
stated in the school's philosophy that its academic programs prepare
students for an ever-changing technological world. Computer instruction
at Stella Maris incorporates computer operations, computer applications,
hands on experience and ethics. Kindergarten students begin by learning
the names and functions of various computer components and gain
experience in operating a keyboard and a mouse. Those skills are further
honed and keyboarding skills are integrated in classroom learning in
grades 1 through 3. In grades 4 through 8, students approach proficiency
and mastery in keyboarding skills, word processing, the use of
spreadsheet and presentation programs, including Power Point, and file
servers. Students explore various aspects of the ethical operation of
computers and the effects of technology on society. Students in the
upper grades and their parents receive a copy of the school's Computer
Acceptable Use Policy and sign the Computer Responsibility Contract. By
the eighth grade, students achieve touch type proficiency and present
individual projects demonstrating competency in the manipulation of
spreadsheet and database information, the use of presentation programs
and the use of internet research.

The computer programs the school has and teaches are meant to support
student learning in other areas. Teachers across the curriculum give
assignments which require students to use programs taught in computer
class and the computer curriculum expectations lead students to
integrate knowledge and skills gained in computer class with other
disciplines. Progress continues in the integration of technology into
the school-wide curriculum.

**Item 4.** **[Instructional Methods]{.underline}** The Stella Maris
Academy faculty employs myriad teaching methods to facilitate student
leaning. The use of different methodologies stems, in part, from an
understanding that students learn at different rates and in different
ways and is aimed at equipping [all]{.underline} Stella Maris students
with the skills necessary to realize the school's learning expectations.
The wide variety of teaching strategies is tailored to the grade level
and subject matter being taught. These strategies include, among others,
demonstrations, experiments, lecture, the use of audio-visual materials,
overhead presentations, projects, written and oral work, the use of
Daily Orals and Daily Analogies, math manipulatives, games, bees,
competitions, student role playing, music presentations, art projects,
technologically based activities, student presentations (including power
point presentations), group discussions, collaborative learning
experiences that allow students to help and teach each other while they
learn, and physical education/athletic activities.

Not all of the school's instructional activities occur in the classroom
or even at school. Activities that fall within this category include
sixth grade camp, community service activities, including service hour
projects performed for the Food Resource Center, preparation of the Year
Book, participation in the diocesan Academic Decathlon, participation in
the Greater San Diego Science and Engineering Fair, exposure to opera,
and field trips, including the Getty Museum, the Star of India, and a
hands-on oceanographic study cruise in San Diego Bay aboard the marine
science floating lab.

**Item 5. [Professional Development Program]{.underline}** The faculty
of Stella Maris Academy participates in a variety of conferences,
seminars and classes geared toward their continued professional growth.
The program has many aspects and includes on-site training, peer
training, diocesan sponsored training, conferences, conventions and
workshops.

**[On-site training]{.underline}:** Training offered at school has
school-wide applicability. Recent on-site training dealt with
simultaneous conferencing with parents and students, the use of
technology, including the Curriculum Designer and web sites, CPR
training and school-wide strategic planning.

**[Diocesan Sponsored Training]{.underline}**: The Diocese sponsors an
annual conference for church ministers and diocesan institutes on
various church related topics including Documents of Vatican II, the
Local Church and cross border experiences.

**[Conferences, Workshops and Conventions]{.underline}**: Stella Maris
provides funding for teachers to attend conferences and training such as
*Sadlier* workshops pertaining to religion and literacy, training for
the Schools Attuned program and Foundations of Literacy instruction.
Funding made available through Title programs for those interested in
pursuing graduate degrees is also offered to faculty members.

**[Peer Training]{.underline}:** Teachers who have expertise in an area
or subject train other teachers in that area. For instance, teachers who
participated in the Schools Attuned program have shared their knowledge
with their peers. Likewise, the Physical Education teacher who is
certified to conduct CPR training offers training on site for the
teachers. Mentoring programs for new teachers are available locally as
well as at the diocesan level.

2a. **(Elementary Schools)** Describe in one-half page the school's
reading curriculum, including a description of why the school chose this
particular approach to reading.

2b. **(Secondary Schools)** Describe in one-half page the school's
English language curriculum, including efforts the school makes to
improve the reading skills of students who read below grade level.

3.  Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

1.  Private school association(s): **[National Catholic Educational
    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 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$**[3766]{.underline}** \$**[3766]{.underline}**
\$**[3766]{.underline}** \$**[3766]{.underline}**
\$**[3766]{.underline}** \$**[3766]{.underline}**

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

\$**[3766]{.underline}** \$**[3766]{.underline}**
\$**[3766]{.underline}** \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$**[5026]{.underline}**

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$**[1144.38]{.underline}**

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

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