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

*U.S. Department of Education*

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

Name of Principal [Ms. Maria
Orlando\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [St. Charles Borromeo Catholic
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_[431 Decatur
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_[St.
Charles]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[Missouri\_\_\_\_\_\_\_\_\_\_\_63301-2091]{.underline}\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_[St.
Charles]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\*\_\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 636 ) 946-2713]{.underline} Fax [( 636 )
946-3096]{.underline}

Website/URL [www.borromeoschool.com]{.underline} E-mail
[admin@borromeoschool.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\_\_\_\_\_\_\_\_[12-13-04]{.underline}\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [N/A]{.underline}

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

District Name [N/A]{.underline} Tel. [( )]{.underline}

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

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

Name of School Board

President/Chairperson Mr. William "Chip" Crow

(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\_\_\_\_[12-13-04]{.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 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\. [6]{.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**    0         0                      **0**        **7**       9         23          **32**

  **K**       26        23                     **49**       **8**       17        7           **24**

  **1**       19        8                      **27**       **9**       0         0           0

  **2**       21        28                     **49**       **10**      0         0           0

  **3**       21        14                     **35**       **11**      0         0           0

  **4**       20        13                     **33**       **12**      0         0           0

  **5**       21        17                     **38**       **Other**   0         0           0

  **6**       20        17                     **37**                                         

                                    **TOTAL                                                   324
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95]{.underline} % White

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

[2]{.underline} % Hispanic or Latino

[2]{.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:
\_\_\_[1]{.underline}\_\_\_\_%

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

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

  **(4)**                   Total number of students in 324
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 0.0093
                            by total in row (4)         

  **(6)**                   Amount in row (5)           0.93%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[0]{.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: \_\_\_[11]{.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:
\_\_\_[6]{.underline}\_\_\_\_%

\_\_\_[21]{.underline}\_\_\_Total Number of Students Served\*

> ***\*Only 6 of the 21 students receiving special education services
> have a medical diagnosis.***
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_[1\*]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[5\*]{.underline}\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

***\*Only 6 of the 21 students receiving special education services have
a medical diagnosis***.

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[17]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[4]{.underline}\_\_\_ \_\_\_
[1]{.underline}\_ \_\_

Paraprofessionals \_\_\_[0]{.underline}\_\_\_ \_\_\_
[2]{.underline}\_\_\_\_

> Support staff \_\_\_[7]{.underline}\_\_\_ \_\_\_
> [5]{.underline}\_\_\_\_
>
> Total number \_\_[29]{.underline}\_\_\_ \_\_\_ [8]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[19:1]{.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.)

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

  Daily student attendance  98%         98%         96%         95%         97%

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

  Teacher turnover rate     14%         17%         35%         39%         4%

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

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

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

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

***PART III ‑ SUMMARY***

***Provide a brief, coherent narrative snapshot of the school in one
page (approximately 600 words).***

St. Charles Borromeo Catholic School in St. Charles, Missouri
consistently expands on its rich 200-year-tradition by following a
vision that honors the unique needs of every student. With creative
leadership, dedicated faculty, and a progressive curriculum, the school
provides a challenging academic program while also focusing on its
mission to "grow together in the knowledge of Jesus Christ, participate
in Catholic worship, and respond with Christian service to the
community."

The small class sizes at St. Charles Borromeo allow for individualized,
goal-oriented instruction and a first-class education for its 324
kindergarten-through-eighth grade students. With the benefit of team
teaching and conferencing, faculty members can provide well-balanced
support and guidance for each child. With ongoing professional
development, teachers are able to gain insight into new techniques, many
of which are helpful to the school's ever-increasing population of
special needs students.

Through inservice training, both off-campus and on-site, faculty members
at St. Charles Borromeo have become proficient users of the school's
multi-faceted technology. Teachers currently employ a variety of
software programs to track each student's progress and to maintain
computerized grade books. As a result, they can concentrate more fully
on the needs of each child and identify students who may require more
individualized help. Internet access in every classroom, as well as in
the updated computer lab, also serves to enhance the curriculum and
enrich the classroom environment.

Students at St. Charles Borromeo have school-wide access to educational
software, including Accelerated Math, Math Facts in a Flash, and
computerized Accelerated Reader and Perfect Copy English and Grammar
programs. They can use the school's state-of-the-art technology to
create PowerPoint presentations, build web pages, produce claymation
films

using digital video equipment, and perform Internet research in all
subject areas. Believing that technology should not be taught in
isolation, St. Charles Borromeo teachers use every opportunity to
incorporate technology into all subject areas and grade levels. Foreign
language instruction is woven into the core curriculum, as Spanish is
taught from kindergarten through eighth grade.

As outlined in the school's mission statement, the students, faculty,
parents, and parishioners of St. Charles Borromeo share a collaborative
commitment to the Catholic faith. Through the celebration of the
sacraments, as well as opportunities for community involvement, students
learn to embrace diversity and to perform Christian service. During
their time at St. Charles Borromeo, they will participate in canned food
collections, nursing home visits, and senior citizen bingo, and actively
embody the values of the Catholic Church.

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

***1. Describe in one page the meaning of the school's assessment
results in reading (language arts or English) and mathematics in such a
way that someone not intimately familiar with the tests can easily
understand them.***

The purpose for annual standardized testing at St. Charles Borromeo
School is threefold: to define each student's developmental level, to
identify each student's relative strengths and weaknesses, and to
monitor year-to-year growth in basic skills. Assessment results from the
Iowa Tests of Basic Skills (ITBS) in the areas of reading and math are
easily explained with the information guide sent to the school with the
actual hard copy of the results. Percentile ranks, grade equivalents,
and standard scores differ from one another in the precision with which
they can describe achievement and the kind of information they can
provide.

The reading section of the test is broken down into two sub-tests:
vocabulary and comprehension. Language is broken down into four
sub-tests: spelling, capitalization, punctuation, and usage/expression.
Math is broken down into three sub-tests: concepts/estimation, problem
solving/data interpretation, and computation. The individual student's
performance profile report, which stays in his or her cumulative record,
lists four scores: **SS** - standard score, **NS** - national stanine,
**NPR** - national percentile rank, and a graph of the NPR. The report
also provides detailed information about the skills on each test,
including the number of questions per skill, the number attempted, the
percentage correct, and the average percentage correct for students
throughout the nation. Horizontal bands for each skill score can be
compared to identify the strengths and weaknesses of each student.

Scores from each homeroom are given to the respective teachers to
identify weaknesses and strengths for that particular class. After
discussion with the students, parents, and other staff members, each
teacher uses the scores to develop lesson plans and learning activities
for the class and for individual students.

When looking at the results of the national tests, the NPR scores are
most easily understood. Each NPR score lists the percentage of those
nationwide who scored lower than the individual named on the test. The
students in St. Charles Borromeo School's eighth grade class achieved an
average NPR score of 75 in mathematics, which means they fared better
than 75% of test-takers nationwide. The same class also scored in the
80^th^ percentile in reading.

***2. Show in one-half page how the school uses assessment data to
understand and improve student and school performance.***

Students in grades 3-8 at St. Charles Borromeo take the Iowa Test of
Basic Skills each year to assess their performance in all subject areas.
The data obtained from these tests is used to analyze trends in the
school's educational programs, specifically in the areas of language
arts and math. Along with national scores, St. Charles Borromeo compares
its test results with the scores of other schools in the St. Louis
Archdiocese. Looking at achievement levels in relation to a regionally
or nationally representative student group allows the administration and
faculty to get an external look at the performance of students. It also
allows a comparative measure of the school as a whole and helps to gauge
the overall effectiveness of the curriculum.

Using ITBS results in conjunction with other educational assessment
data, the faculty and administration of St. Charles Borromeo School work
together to provide students with the tools necessary to ensure their
success. Having tracked trends in mathematical skill development, the
school has implemented the Accelerated Math Renaissance Program, which
has proven to be an effective addition to the curriculum. The
Accelerated Reading Renaissance Program, another supplemental offering,
helps to reinforce basic language skills.

By working with ITBS assessment results and outlining a clear vision for
the future, St. Charles Borromeo continues to make great strides in
quality education by enriching its core curriculum with a variety of
innovative programs.

***3. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.***

Results of the annual Iowa Tests of Basic Skills are shared with
students, parents, faculty, and other staff members in various ways.
Results for individual classes are given to the homeroom teacher, who
places individual student summaries in the cumulative records. This
serves as an excellent comparison to previous years of testing, allowing
teachers to monitor the year-to-year growth of each student. A copy of
the individual student's results is given to parents at the annual
parent-teacher conference in early fall.

St. Charles Borromeo School believes that a parent-teacher or
parent-student-teacher conference offers an ideal occasion for teachers
to provide and interpret test results for parents. Not only do teachers
tend to be more knowledgeable than parents about the tests and the types
of scores being reported, but they've also made numerous observations of
the student and his or her work and, consequently, can substantiate the
results.

Teachers at St. Charles Borromeo are able to produce samples of
classroom assignments to illustrate what students have been working on.
In some grade levels, they also maintain portfolios to identify
students' strengths and to explain where improvements are needed. The
sharing of this information with parents and students is a strategy that
our teachers use to help students become independent learners who take
increasing responsibility for their own school progress. Self-assessment
is a significant aspect of self-guided learning, and the reporting of
test results can be an integral part of promoting self-assessment.

Scores from these tests also help in the placement of students in
various classes. And high schools regularly examine test scores to
assess the abilities of incoming freshmen, using the results as a basis
for awarding academic scholarships and for placing students in
advanced/honors classes.

At St. Charles Borromeo, the principal presents the Iowa Test of Basic
Skills results to the Home & School Association and to the school board.
These results are also sent to parents in the principal's biweekly
newsletter. Prospective students and parents are welcome to view
performance results while visiting the school. Not only does the faculty
of St. Charles Borromeo take great pride in its students' testing
performance, but it also welcomes the challenge of continually improving
instructional methods.

***4. Describe in one-half page how the school has shared and will
continue to share its successes with other schools.***

St. Charles Borromeo School has always been eager to share its successes
with others. The school has opened its doors and classrooms to teachers
and administrators throughout the community, sharing with them the
school's innovative program offerings and holding formal workshops.
Several members of the St. Charles Borromeo faculty have held inservice
training sessions that highlight the school's progressive reading and
math programs. Three teachers have attained the *Champion Teacher*
certification through Renaissance Learning, which allows them to present
the Accelerated Reader and Accelerated Math Programs to area schools.
Other faculty members have presented conference workshops on a larger
scale, addressing regional and statewide educational conferences on the
creative use of technology within a curriculum. The school's computer
teacher and technology administrator offer technology integration
workshops throughout the school year for area teachers. These workshops
are well-attended by both private and public school educators.

As St. Charles Borromeo continues to thrive, its commitment to sharing
ideas and successful strategies with other schools grows. As educators,
we all work toward the common goal of unlocking the doors of success for
every child.

***PART V -- CURRICULUM AND INSTRUCTION***

***1. Describe in one page the school's curriculum.***

The mission statement and philosophy of St. Charles Borromeo School are
at the core of its progressive curriculum. While providing a challenging
academic program for students, the school strives to maintain its goal
of reaching the whole child: the intellectual, moral, spiritual,
physical, psychological, and aesthetic self. In addition to a focus on
Catholic values through daily **religion** classes, students participate
in the Eucharist, attend prayer services, and prepare for sacramental
celebrations. Beginning with kindergarten, the St. Charles Borromeo
**mathematics** program applies math concepts to real-world situations.
Through the use of manipulatives and other hands-on activities, students
are actively engaged in their learning. Middle school math includes
pre-algebra and algebra courses to prepare students for high school
mathematics. Along with math textbooks for each grade level, the math
curriculum is further enhanced by a variety of network-based computer
programs that provide teachers with a convenient, computer-based method
of monitoring and evaluating students' progress.

Likewise, the computerized Accelerated Reader Program is an integral
part of the St. Charles Borromeo **reading** curriculum. With this
program, both the student and the teacher get immediate, constructive
feedback to direct ongoing reading practice. The reading curriculum is
supported, too, by the use of reading textbooks in all grade levels.
Students develop and refine reading skills, enhance vocabulary, and
learn to appreciate the various genres of literature through this
multi-faceted approach.

The goal of the **English** program at St. Charles Borromeo is to
develop proficiency in all language areas: reading, writing, listening,
thinking, and speaking. **Spelling** is taught in all grades, and it
goes hand-in-hand with the reading and English programs in that students
acquire knowledge of spelling strategies and are able to apply these
strategies as they develop writing skills. The schoolwide foreign
language program gives students the foundation necessary for them to
become proficient speakers of the **Spanish** language. Student in
kindergarten through grade six receive Spanish 60 minutes of Spanish
instruction each week. Spanish becomes part of the core curriculum in
grades seven and eight, with Spanish instruction given during one 60
minute and two 40 minute class periods each week. Along with formal
instruction, lessons are reinforced using technology and small group
settings. Students learn to appreciate not only another language, but
another culture as well.

The St. Charles Borromeo **computer** curriculum adheres to the National
Educational Technology Standards, and follows a scope and sequence that
allows students to build on previous learning. By using computer
applications and productivity tools, and gaining insight into the
ethical uses of technology, students can apply the computer curriculum
to all subject areas. Students begin learning about the ten themes of
**social studies** beginning at the kindergarten level. With many
hands-on activities, field trips, and guest speakers, they are able to
readily grasp the concepts presented and then further their learning
through Internet research, virtual field trips, and web quests. To
encourage students to use higher-order thinking skills, the social
studies curriculum also requires multimedia projects, oral
presentations, and the reenactment of historical events.

St. Charles Borromeo School's inquiry-based **science** program allows
students to become active learners as they investigate, explore,
experiment, and observe. School-wide Internet access supplements
research and investigation within the science program. The school's
**music** program operates not only in the regular classroom setting,
with student instruction in music theory and musical styles, but also at
twice-yearly concerts, which are school- and community-wide events.
Students are given opportunities to share their musical talent by
participating in liturgical choir and band.

Students learn elements of design and composition within the **art**
class setting, and apply these techniques to a variety of projects that
incorporate all areas of the curriculum. Student artwork is displayed at
the school's annual Fine Arts Shows. Within the highly structured
**physical education** program, the importance of health and fitness is
strongly emphasized. Students take part in a variety of program
activities, including community-wide track events, the D.A.R.E Hoops
Challenge, and an annual dance assembly during Catholic Schools Week.

***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.***

With reading being key to every subject in the curriculum, St. Charles
Borromeo School implements a multi-faceted approach to address and
promote skills necessary for reading proficiency. Our reading program
combines the power of computer technology with a sound set of teaching
and motivational strategies. Students in kindergarten through grade five
use the 2005 edition of the *[Reading]{.underline}* textbook published
by Macmillan McGraw-Hill, for the acquisition of skills and concepts
that provide the framework for progress through every grade level. The
reading curriculum in grades six through eight is supported by the 2002
edition of *[Literature]{.underline}*, published by Prentice Hall.

The reading curriculum is additionally supported by the Accelerated
Reading Program, a program based on the fundamental principle that
practice improves reading. The program's software provides teachers with
a convenient computer-based method of monitoring and evaluating
students' reading progress, while the use of the Accelerated Reader
Program in the middle school provides students with the guidance they
need to succeed and take ownership of their learning. The result is the
continuous growth of students' reading skills, an intrinsic love of
reading, and ultimately a community of active, highly motivated readers.
This approach has proven to be quite effective for St. Charles Borromeo
School, as evidenced by the annual reading assessment results on the
Iowa Test of Basic Skills.

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.***

St. Charles Borromeo's mission statement is reflected in the school's
technology curriculum, as teachers strive to "provide a challenging
academic curriculum to meet the needs of all students." Under the
visionary leadership of a dedicated principal and pastor, the faculty
has embraced the use of technologies that aid in classroom management
and enable students to develop skills that support learning, personal
productivity, decision-making, and daily life.

The use of technology throughout the school allows teachers to provide a
learning environment that combines both new and traditional approaches
to facilitate the learning of relevant content, while also addressing
individual needs. A full-time, on-site technology administrator allows
for quick troubleshooting of equipment and software programs, virtually
eliminating computer downtime. The technology team, consisting of the
school's K-8 computer teacher, the technology administrator, and the
principal, orchestrates ongoing technology upgrades and purchases. The
technology administrator oversees technology-related staff training,
based partly on a beginning-of-the-year technology assessment survey.

This ongoing faculty training, as well as the daily support teachers
receive from the technology team, has given all staff members the
confidence needed to incorporate technology into their teaching. In
addition to the school's web site, which offers e-mail access to all
faculty members, St. Charles Borromeo students and parents can now visit
many teacher-created classroom web sites. This infusion of technology
into all curricular areas prepares students to be lifelong learners who
make informed decisions about the role of technology in their lives.

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

St. Charles Borromeo uses various instructional methods to enhance the
learning environment. In keeping with the school's philosophy of
teaching to meet each child's abilities, teachers employ techniques that
address multiple intelligence areas and promote higher order thinking
skills. Some of these include small group learning activities,
cooperative learning groups, team teaching, role playing, listening and
learning centers, manipulatives, listening games, experiments, guest
speakers, lecturing and note taking, story tapes, educational games,
relax and read spots, family projects, direct instruction, and divergent
problem-solving activities. Technology also plays a vital role in the
curriculum. In addition to school-wide Internet access, Accelerated
Reading, Accelerated Math, and Math Facts in a Flash, student learning
is reinforced through software programs that enhance all areas of the
curriculum. The school's consistent use of Cable in the Classroom
programming, as well as videos for all subject areas and grade levels,
allows teachers to present material to students in yet another way.

St. Charles Borromeo is fortunate to have a learning consultant who
assists the classroom teachers in meeting the needs of all students.
Working as a team, together they develop plans to meet educational
needs, thus ensuring the success of every student. With the school's
enrichment program, students who meet the program criteria are able to
extend their learning beyond the regular classroom setting. The
enrichment program teacher works cooperatively with the staff to develop
ongoing lessons, field trips, and organize guest speakers.

Through each of these instructional methods, curricular enhancements,
and learning opportunities, the faculty and administration of St.
Charles Borromeo can offer a multi-faceted approach that fosters the
formation and growth of the whole child.

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

The faculty of St. Charles Borromeo School is committed, as a team, to
providing the

best education possible for every student. Teachers work hand-in-hand
with the administration to focus on the ultimate goal---improving
student achievement. With faculty inservice training scheduled prior to
the start of each school year, as well as throughout the course of the
year, teachers and staff are given a wealth of information to serve
their students effectively. Speakers from a variety of professions are
scheduled on these days to educate the faculty and staff on issues
critical to education.

Under the direction of the administration, members of the faculty with
advanced degrees or training often prepare and lead staff workshops on
topics ranging from special education to technology. Faculty members are
also encouraged to participate in off-site professional growth
opportunities, including workshops held throughout the archdiocese and
at various public schools. St. Charles Borromeo is additionally
fortunate to be near several colleges and universities that provide a
wide range of advanced degree offerings.

Team meetings at each grade level, as well as monthly faculty meetings,
allow teachers to share resources and techniques with their colleagues,
providing vital benefit to students. Financial support from the St.
Louis Archdiocese and the St. Charles Borromeo School and Parish helps
to reinforce the importance of lifelong learning for the school's
faculty. Continued professional growth and development allows the
faculty of St. Charles Borromeo to maintain a vision of success for
every student.

***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
    \_[XX]{.underline}\_\_ No \_\_\_\_\_\_

3.  What are the 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_[2800]{.underline}\_ \$\_[2800]{.underline}\_
\$\_[2800]{.underline}\_ \$\_[2800]{.underline}\_ \$
[2800]{.underline}\_ \$\_[2800]{.underline}\_

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

\$\_[2800]{.underline}\_ \$\_[2800]{.underline}\_
\$\_[2800]{.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? \$\_[4892]{.underline}\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[2092]{.underline}\_\_

6.  What percentage of the annual budget is devoted to
    \_\_\_[2]{.underline}\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[5]{.underline}\_\_%

***PART VII - ASSESSMENT RESULTS\--*Mathematics**

Test [Iowa Test of Basic Skills]{.underline} Publisher [The Riverside
Publishing Co.]{.underline}

Scores are Reported here as: NCEs\_\_\_\_ Scaled Scores\_\_\_\_\_
Percentiles\_\_[X]{.underline}\_\_

+------------------+---------+---------+---------+---------+---------+
| Edi              | 2000    | 2000    | 1995    | 1995    | 1995    |
| tion/Publication |         |         |         |         |         |
|                  |         |         |         |         |         |
| Year of ITBS     |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **School Year**  | **2003  | **2002  | **2001  | **2000  | **1999  |
|                  | -2004** | -2003** | -2002** | -2001** | -2000** |
+------------------+---------+---------+---------+---------+---------+
| Testing Month    | Se      | Se      | Se      | Se      | Se      |
|                  | ptember | ptember | ptember | ptember | ptember |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 8**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 75      | 80      | 75      | 75      | 80      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 34      | 37      | 35      | 40      | 29      |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 7**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 62      | 71      | 72      | 71      | 72      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 20      | 38      | 36      | 42      | 30      |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Tested           |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 6**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 50      | 60      | 65      | 71      | 71      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 31      | 23      | 40      | 42      | 38      |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Tested           |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+

***PART VII - ASSESSMENT RESULTS*\--Mathematics**

Test [Iowa Test of Basic Skills]{.underline} Publisher [The Riverside
Publishing Co.]{.underline}

Scores are Reported here as: NCEs\_\_\_\_ Scaled Scores\_\_\_\_\_
Percentiles\_\_[X]{.underline}\_\_

+------------------+---------+---------+---------+---------+---------+
| Edi              | 2000    | 2000    | 1995    | 1995    | 1995    |
| tion/Publication |         |         |         |         |         |
| Year of ITBS     |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **School Year**  | **2003  | **2002  | **2001  | **2000  | **1999  |
|                  | -2004** | -2003** | -2002** | -2001** | -2000** |
+------------------+---------+---------+---------+---------+---------+
| Testing Month    | Se      | Se      | Se      | Se      | Se      |
|                  | ptember | ptember | ptember | ptember | ptember |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 5**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 66      | 58      | 74      | 64      | 71      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 34      | 33      | 29      | 36      | 41      |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 4**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 72      | 66      | 50      | 81      | 75      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 33      | 37      | 38      | 29      | 37      |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Tested           |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 3**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 67      | 69      | 68      | 57      | 74      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 31      | 38      | 38      | 39      | 33      |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Tested           |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+

***PART VII - ASSESSMENT RESULTS*---Reading**

Test [Iowa Test of Basic Skills]{.underline} Publisher [The Riverside
Publishing Co.]{.underline}

Scores are Reported here as: NCEs\_\_\_\_ Scaled Scores\_\_\_\_\_
Percentiles\_\_[X]{.underline}\_\_

+------------------+---------+---------+---------+---------+---------+
| Edition          | 2000    | 2000    | 1995    | 1995    | 1995    |
| /PublicationYear |         |         |         |         |         |
|                  |         |         |         |         |         |
| of ITBS          |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **School Year**  | **2003  | **2002  | **2001  | **2000  | **1999  |
|                  | -2004** | -2003** | -2002** | -2001** | -2000** |
+------------------+---------+---------+---------+---------+---------+
| Testing Month    | Se      | Se      | Se      | Se      | Se      |
|                  | ptember | ptember | ptember | ptember | ptember |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 8**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 80      | 80      | 76      | 74      | 84      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 34      | 37      | 35      | 40      | 29      |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 7**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 75      | 78      | 84      | 78      | 75      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 20      | 38      | 39      | 36      | 42      |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Tested           |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 6**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 65      | 64      | 72      | 75      | 71      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 31      | 23      | 40      | 42      | 38      |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Tested           |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+

**PA*RT VII - ASSESSMENT RESULTS*---Reading**

Test [Iowa Test of Basic Skills]{.underline} Publisher [The Riverside
Publishing Co.]{.underline}

Scores are Reported here as: NCEs\_\_\_\_ Scaled Scores\_\_\_\_\_
Percentiles\_\_[X]{.underline}\_\_

+------------------+---------+---------+---------+---------+---------+
| Edi              | 2000    | 2000    | 1995    | 1995    | 1995    |
| tion/Publication |         |         |         |         |         |
| Year of ITBS     |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **School Year**  | **2003  | **2002  | **2001  | **2000  | **1999  |
|                  | -2004** | -2003** | -2002** | -2001** | -2000** |
+------------------+---------+---------+---------+---------+---------+
| Testing Month    | Se      | Se      | Se      | Se      | Se      |
|                  | ptember | ptember | ptember | ptember | ptember |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 5**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 72      | 71      | 70      | 71      | 86      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 34      | 33      | 29      | 36      | 41      |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 4**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 85      | 70      | 71      | 79      | 77      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 33      | 37      | 38      | 29      | 37      |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Tested           |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
|                  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| **Grade 3**      |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Total Score      | 72      | 77      | 66      | 64      | 86      |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 31      | 38      | 38      | 39      | 33      |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Tested           |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of Total | 100%    | 100%    | 100%    | 100%    | 100%    |
| Students Tested  |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Number of        | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
|                  |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+
| Percent of       | 0       | 0       | 0       | 0       | 0       |
| Students         |         |         |         |         |         |
| Excluded         |         |         |         |         |         |
+------------------+---------+---------+---------+---------+---------+