##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Ronald G. Gagnon]{.underline}

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

Official School Name [Divine Mercy Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address [1940 North Courtenay Parkway]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Merritt Island
Florida]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[32953-4240]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(321)452-0263]{.underline} Fax [(321)453-7573]{.underline}

Website/URL [www.dmccs.org]{.underline} E-mail
[gagnonr@dmccs.org]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and

certify that to the best of my knowledge all information is accurate.

Date\_\_\_\_[1/23/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Harry V. Purpur]{.underline}

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

District Name [Diocese of Orlando]{.underline} Tel.
[(407)246-4905]{.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\_\_\_[1/23/04]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Elizabeth C. Schmidt]{.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\_\_\_\_[1/23/04]{.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]{.underline}**

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.)

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1.  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 2003-2004 school
    year.

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

3.  The school has been in existence for five full years, that is, from
    at least September 1998.

4.  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.

5.  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.

6.  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.

7.  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]{.underline}**

**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 (Briefly explain)

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

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

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

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

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       18        12                     **30**       **7**       5         9           **14**

  **1**       11        19                     **30**       **8**       16        10          **26**

  **2**       10        15                     **25**       **9**                             

  **3**       12        17                     **29**       **10**                            

  **4**       11        11                     **22**       **11**                            

  **5**       7         8                      **15**       **12**                            

  **6**       15        13                     **28**       Other                             

                                    **TOTAL                                                   **219**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [83.5]{.underline} % White

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

[13]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 4
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 5
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

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

  **(4)**     Total number of students in the    238
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .038
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    3.78%
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_[4]{.underline}\_\_\_\_\_

Specify languages: English, Spanish, Vietnamese, Polish

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[1]{.underline}\_\_%

\_\_\_\_\_[3]{.underline} Total Number of Students Who Qualify

> If this method does not produce a reasonably 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:
\_\_\_\_\_[9]{.underline}\_\_%

\_\_\_\_\_[20]{.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 \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_[6]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[13]{.underline}\_Speech or Language
Impairment

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

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

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}

Classroom teachers [9]{.underline} \_\_\_[1]{.underline}

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[5]{.underline}\_\_\_

Paraprofessionals \_\_\_[4]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[19]{.underline}\_\_ \_\_\_\_[6]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[20:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------ --------------------- --------------------- --------------------- --------------------- ---------------------
                           2002-2003             2001-2002             2000-2001             1999-2000             1998-1999

  Daily student attendance [96.9%]{.underline}   [96.6%]{.underline}   [96.6%]{.underline}   [97.2%]{.underline}   [97.2%]{.underline}

  Daily teacher attendance [97%]{.underline}     [98%]{.underline}     [97%]{.underline}     [97%]{.underline}     [98%]{.underline}

  Teacher turnover rate    [13%]{.underline}     [31%]{.underline}     [31%]{.underline}     [38%]{.underline}     [20%]{.underline}

  Student dropout rate     [0]{.underline}       [0]{.underline}       [0]{.underline}       [0]{.underline}       [0]{.underline}

  Student drop-off rate    N/A                   N/A                   N/A                   N/A                   N/A
  ------------------------ --------------------- --------------------- --------------------- --------------------- ---------------------

14\. Not applicable. Intended for high schools only.

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

Divine Mercy Catholic School, on Merritt Island, Florida, is dedicated
to teaching life long values and to providing a quality education in a
disciplined, Christian environment to students in grades
pre-kindergarten through eight. Founded by the Sisters of Mercy in 1964,
in a warehouse at the Merritt Island Airport, the school has evolved
into a campus which houses:

-   Twelve classrooms

-   Science Laboratory

-   Technology Laboratory

-   Art Studio

-   Library/Media Center

-   Media Production Studio

-   Student Services Laboratory

-   Health Clinic

-   Outdoor Basketball Court

-   Fitness Center

-   Soccer Fields

-   Playground

-   Cafeteria

-   Gymnasium/Auditorium

Excellence in education is the hallmark that has come to be associated
with Divine Mercy School. A strong effort is made to achieve excellence
in the following ways:

-   To foster the development of Catholic principles by encouraging
    service to the community, respect for the environment, and regard
    for cultural diversity

-   To foster a love of learning that leads students to view education
    as a life-long process

-   To instill in students a sense of self-esteem, a love of justice,
    and honesty

-   To create a broad-based curriculum dedicated to excellence that will
    challenge students to think for themselves, to become problem
    solvers, and to develop a sense of personal satisfaction and
    self-worth

Divine Mercy School has a Department of Student Services which utilizes
many unique methods to cultivate the minds of children by increasing
strengths and addressing weaknesses. Student Services employs
brain-based strategies that demonstrate how the body and mind play an
essential role in all learning. Services include:

-   Student Learning Profiles/Advisement

-   Screening/Assessment

-   Physical, Occupational, and Speech Therapy

-   Grief and Crisis Counseling

-   Brain Gym

-   Classroom Guidance & Character Education

-   Peer Tutoring/Mentoring

-   Child Study Team

-   Educational Kinesiology

-   Neurofeedback Training

    -   Play Attention

    -   Interactive Metronome

Through participation in the Home and School Association, Divine Mercy
School has 100% parental involvement. Each family is responsible for a
minimum of fifty service hours per year, and many go well beyond that.
The school's proximity to the Kennedy Space Center and the number of
parents skilled in the aerospace industry bring to the school a unique
body of knowledge and skills which enrich many aspects of the school's
curriculum. A monthly newsletter keeps parents informed of current
school events. On a quarterly basis, the principal hosts an open forum
to assure good communication between parents and school.

True to the pioneering spirit of Merritt Island's early Catholic
Community, Divine Mercy School has always labored diligently with
limited resources to achieve excellence in education. The Life-Long
Learning Program, designed to meet adult needs and interests, has added
a new educational component to the community. The school, staff, and
parents have excitedly entered a new phase of growth.

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

**1)** All students in grades two through eight take the Iowa Test of
Basic Skills (ITBS) which is a nationally normed referenced test,
published by Riverside Publishing. All student scores are included in
the group scores report at the end of this document. The eighth grade
scored above the 90^th^ percentile in the nation in both reading and
math in 2001, 2002 and 2003.

All people are born with a world of potential -- potential that will be
realized only if it is tapped. Students at Divine Mercy are challenged
in a stimulating, enriched environment. The included student scores
illustrate the commitment that both teachers and students have toward
achieving excellence. For the past three years, the students at Divine
Mercy have established a pattern of high academic achievement.

In 2001-02, all grades achieved above the 90^th^ percentile in reading.
In 2002-03, 5 out of 6 grades achieved above the 90^th^ percentile.
Grade 4 was at the 88^th^ percentile. Again, in 2003-04, all grades
achieved above the 90^th^ percentile.

In 2001-02, 3 out of 5 grades scored in the top 10 percent of the nation
in 2001-02 in mathematics. Grade 4 and grade 5 were in the 84^th^ and
85^th^ percentile respectively. In 2002-03, 4 out of 6 grades scored in
the top 10 percent of the nation. Grade 3 scored in top 14 percent and
grade 4, the top 26 percent. In 2003-04, 4 out of 6 grades scored in the
top 10 percent. Grade 5 scored in the top 15 percent and grade 7 in the
top 14 percent. Significant increases were made by grades 3 and 4, with
grade 3 increasing 17 percentage points and grade 4 increasing 15
percentage points.

Worthy of note is that Divine Mercy does not exclude any students from
testing. No attempt is ever made to teach to the test. During test week,
students continue to take their regularly scheduled classes on a
modified basis. Because of Divine Mercy's commitment to teaching the
whole child, special subject areas that are not routinely tested on a
standardized test are highly regarded as an integral part of a child's
education.

**2)** The Iowa Test of Basic Skills is given to every student in grades
three through eight in the fall of each year. Results of the fall
testing are returned early which allows for curriculum adjustments as
necessary. Second grade testing occurs in March when students have
become more proficient readers and are better prepared to take a
standardized test.

The Director of Student Services reviews data and test scores of every
individual student and identifies those working below grade level. That
data is shared with the principal and individual teachers. Standardized
tests such as the Iowa Test of Basic Skills (ITBS) measure only one type
of intelligence. The staff utilizes strategies of multiple intelligences
to promote a positive classroom environment where students' strengths
are emphasized and individual needs addressed. Strategies for
accommodations, remediation and enrichment are designed based on
individual learning styles.

A Child Study Team consisting of the principal, guidance counselor,
Director of Student Services, and a teacher certified in varying
exceptionalities meets weekly. It is the team's responsibility to
monitor individual student progress over the course of the year, to
serve as a resource to the classroom teachers, and to facilitate
staffing with parents and teachers. For students with diagnosed learning
disabilities, the Child Study Team is responsible for creating and
monitoring an Individualized Learning Plan (ILP).

**3)** Student progress is communicated formally to parents eight times
per school year. Four mid-terms and four report cards are sent home for
grades one through eight. Students in kindergarten and pre-kindergarten
receive four skills assessments annually. In addition, parent-teacher
conferences are scheduled after the first and third marking periods.
Weekly envelopes containing student work are sent home each Friday and
returned on Monday with a parent signature. Communication is ongoing
throughout the year via telephone, e-mail or personal conferences.

ITBS test results are sent home with a cover letter inviting parents
with particular concerns, or those who need interpretation, to meet with
the Director of Student Services for clarification. A detailed report on
ITBS test results is presented to the School Board annually by the
Director of Student Services.

Students are made aware of the multiple intelligences and of their
particular strengths. Because each learner is unique, teachers are
committed to using a variety of assessments that recognize the
individuality of each student. Cooperative learning presentations,
jigsaw activities, hands on projects, weekly quizzes, artistic projects,
journaling, oral presentations and writing assignments foster a true
appreciation of a student's capabilities while empowering students to
recognize their strengths and overcome any weaknesses.

**4)** If chosen as a No Child Left Behind/Blue Ribbon School, Divine
Mercy School will be committed to sharing its successes. Staff members
have served and will continue to serve as members of:

-   Florida Catholic Conference School Visitation and Accreditation
    Teams

-   Florida Catholic Conference Accreditation Standards Revision
    Committee

-   Diocesan Curriculum Revision Committees

-   Diocesan Staff Development Committee

-   Diocesan Technology Coordinators Committee

-   Diocesan Principals' Advisory Committee

-   Presenters in the Parish Life-Long Learning Program

-   Vertical teams for the local catholic high school

The Divine Mercy staff willingly shares with other schools the following
areas of professional development:

-   Integration of technology and education

-   Theories and strategies of brain based education

-   Brain dominance profiling

-   Neurofeedback training

-   Brain Gym techniques

-   Early childhood interventions

-   Developmentally appropriate practices at the elementary level

-   Accommodations for special needs students

-   Media production

Together, faculty and parents form a solid foundation for learning and
growth and would welcome the opportunity to share any successes.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1)** Divine Mercy School provides an environment where every student
can succeed. Students are enabled, not labeled. The curriculum is based
on the standards, benchmarks and strands of the Diocese of Orlando, the
Florida Sunshine State Standards and the national standards espoused by
the Department of Education. Subjects are taught in a variety of ways,
thus addressing the varied learning styles of students. Teachers have
been trained on the brain's development and how this impacts learning
styles.

In addition to following diocesan, state and national standards, the
following are some of the highlights which compliment our school's
curriculum:

**Language Arts Strengths** -- integrated language arts program, middle
school literature program, drama club, Tropicana Speech Contest, Orlando
Sentinel Spelling Bee, essay contests, Pizza Hut Book It Program,
Scholastic Reading Counts Program, and parish reading grannies

**Religion Strengths --** middle school retreat program, community
service activities, community food pantry, toys for migrant workers,
grandparent pen pals, weekly visits to a local nursing home, student
involvement in liturgical celebrations, and Christmas and Spring musical
programs offered to the senior citizens in our community

**Math Strengths** -- all students in grade 7 take Pre-Algebra, all
students in grade 8 take Algebra I, team teaching in the middle school
classrooms, and integration of technology through the use of the
Internet and Smart Board interaction

**Science Strengths** -- strong hands-on component, daily mini-labs in
the middle school, each middle school class participates in a community
project annually, annual participation in the county science fair, and
annual astronaut memorial and space exposition

**Social Studies Strengths** -- focus on cultural diversity: peace,
justice and acceptance, discovery learning, integration of technology,
and global interaction among schools via e-mail and standard mail

**Spanish Strengths** -- students in K through grade 8 take Spanish;
students in grades 7 and 8 take Spanish I; middle school classes are
taught in Spanish; a Hispanic Festival of music, dance, and food is held

bi-annually.

**Art Strengths** -- integration of history, theory, and practice; grant
from Artsonia to exhibit student work on the internet; annual art
exhibit; and display of student artwork throughout the school

**Music Strengths** -- integration of history, theory, and practice;
English hand bell choir, cherub and youth choirs; middle school Midi
elective; annual Christmas and Spring school concerts

**Physical Education Strengths** -- wide range of team sports,
incorporation of cardiovascular and fitness training promotes life-long
fitness skills, participation in Presidential Physical Fitness Program,
and physical education teacher also serves as the school athletic
director

**Computer Strengths** -- formal lab classes for pre-kindergarten
through grade 6, quarterly projects integrated into the curriculum areas
by each teacher from pre-kindergarten through grade 8, student produced
school web page, student produced morning news program, middle school
media production elective, and middle school Midi elective

**2)** The reading program at Divine Mercy is an integral part of a
"cognitive apprenticeship approach to literacy" which is integrated
throughout the curriculum and is based on the results of recent literacy
studies. This approach relies on continual assessment, observation, and
responsive teaching; flexible plans, modeling, coaching, structured
routines, and opportunities for assisted and independent work. Early
childhood education focuses on helping children develop the essential
skills, knowledge (including phonemic awareness), and enthusiasm that
are essential for beginning readers to succeed. Elementary grades focus
on strengthening these skills and abilities to help each student grow as
a reader. The Scott Foresman Program is the elementary school's basic
text, although all teachers supplement the text with classroom libraries
to enhance the reading experience in each grade.

The focus in middle school is on reading and analyzing all types of
great literature. Prentice-Hall is used as a basic text, it too is
supplemented with age-appropriate literature of various genres. Students
work independently and in groups with teachers (including guided reading
in the younger grades). Students also work in groups with other
students. These reading response activities include age-appropriate
research using the Internet and regularly scheduled sessions in the
school library. Students develop plays based on books they've read,
participate in student-led reading discussions in story circles, and
develop individual or group presentations.

Scholastic Reading Counts, a computerized reading incentive program, is
being implemented school-wide. Teachers have been trained and the
software is being installed in the classrooms.

In summary, teachers assess and plan a curriculum or method of teaching
where each child meets with success and can reach the highest level of
reading achievement possible. The entire program, from Pre-K through
grade 8, builds on the strengths of the learners -- building from what
children know, then scaffolding to the next level.

**3)** At Divine Mercy Catholic School, students are introduced to
science in the elementary grades. The teachers involve the students
through a hands on approach. Students explore and learn science through
exciting and stimulating experiments, which include butterfly gardens,
pumpkin science, tadpole life cycles, plant life cycles, and solar
system exploration. Science is integrated into all daily curricula. This
is supported by work in the computer lab, field trips, Weekly Readers,
and their science link in the reading text books.

As students enter middle school, they expand their knowledge of science
and group work. In the science laboratory, students are taught the
importance of lab partners, safety, and proper techniques. After each
session, students are required to complete a write-up.

Sixth grade students study a brief overview of earth science curriculum.
Labs and activities designed to help students understand scientific
method include the areas of geology, weather, ecology, physics, and life
cycles. Seventh grade students are introduced to life science, which
begins to build their basic knowledge of biology. Students study cell,
plant, and animal systems through the use of microscopes and dissections
in the lab. Eighth grade students study physical science, which
introduces them to the non-living areas of science. This includes
chemistry and physics, and the development of technological and
mathematical connections with the real world.

Divine Mercy offers the following extra-curricula programs, which
support science and encourage each child to share their individual
skills:

-   Divine Mercy Science Fair (grades 3-6)

-   Brevard Intracoastal Science Fair (grades 7 and 8)

-   Young Astronaut Club

-   Annual Space Exposition

-   Water Watch (grade 7 water study)

-   Extreme 2003 (grade 6)

-   Craftsman/NSTA Young Inventors Award Program

-   Bayer/NSF award (community grant proposals)

-   NASA: Mission to Mars contest, Partnership for America's Young
    Inventors

-   Odyssey of the Mind, World Champions 2000

**4)** The application of the latest discoveries in brain research and
the need for differentiated instruction is a top priority at Divine
Mercy. Recognizing there are multi learning modalities, the teachers at
Divine Mercy strive to utilize as many instructional strategies as
possible to enable students to meet with success. The following
strategies are utilized in the classroom:

-   Brain Gym activities which help students stay focused

-   Use of music in classrooms to aid focus and memory

-   Cooperative learning groups

-   Think-Pair-Share teams

-   Peer Tutoring and Mentoring Program

-   Interactive lessons using the Internet and Smart Board technology

-   Accommodations for students with special needs

-   Alternative assessment strategies

-   Direct discovery and active learning strategies

-   Homework buddies

-   Daily standard planner

-   Interdisciplinary approaches (vertical and horizontal faculty teams)

-   Closure techniques (exit cards and 3-2-1 summaries)

-   Visual aids

**5)** At Divine Mercy, each year begins with a Day of Reflection, which
focuses on the call to the ministry of teaching. The main thrust is to
recognize that children, not subjects, are taught. Positive
relationships between students and teachers are essential if learning is
to take place. The classroom atmosphere is such that students feel safe
and free to speak with teachers about any concerns, whether they be
academic, social or personal.

The school's professional development program focuses on understanding
the different learning styles of students and adopting teaching methods
to address student needs and interests.

This includes the following:

-   Harry Wong's "The Effective Teacher" Video Series

-   Cooperative learning strategies: "Excellence in Education" Video
    series

-   Integration of technology across the curriculum -- guest presenter

-   Horizontal and vertical teaming -- guest presenters

-   Multiple Intelligences: Learning styles/teaching methods -- guest
    presenter

-   Annual participation in Diocesan teacher in-service days

-   Brain Research/Brain Gym activities -- guest presenter

-   Strategies for dealing with special needs students: "F.A.T City"
    video

-   "The First Days of School" by Harry Wong provided to all new faculty
    members

-   Ongoing teacher support and resource by the Director of Student
    Services and the Child Study Team

-   All teachers belong to at least one professional association, and
    are encouraged to attend inservices

outside of school and to visit other schools.

**[PART VI -- PRIVATE SCHOOL ADDENDUM]{.underline}**

Private school association(s): [National Catholic Education Association
and Florida Catholic Conference]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_[X]{.underline}\_\_\_ No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$\_\_[2350]{.underline}\_ \$\_[2350]{.underline}\_
\$\_[2350]{.underline}\_ \$\_[2350]{.underline}\_
\$\_[2350]{.underline}\_ \$\_[2350]{.underline}\_

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

\$\_\_[2350]{.underline}\_ \$\_[2350]{.underline}\_
\$\_[2350]{.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

2\. What is the educational cost per student?
\$\_[2350.00]{.underline}\_

(School budget divided by enrollment)

3\. What is the average financial aid per student?
\$\_[1000.00]{.underline}\_

4\. What percentage of the annual budget is devoted to \_\_[1.6
%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

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

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**Divine Mercy Catholic School**

**2003-2004, 2002-2003 and 2001-2002 ITBS Form A Testing Results**

**Grade:** 3 **Test:** ITBS Reading and Math Totals

**Edition/Publication Year:** Fall 2000 **Publisher:** Riverside
Publishing

**What groups were excluded from testing? Why, and how were they
assessed?**

All students were assessed throughout ITBS testing. No students were
omitted from the summary report.

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

  -------------------------- ---------------------- ----------------------
                             **2003-2004**          **2002-2003**

                             **ITBS A**             **ITBS A**

  **Testing Month**          October                March

  **SCHOOL SCORES**                                 

  **Reading Total Score**    81%                    78%

  **Math Total Score**       86%                    69%

  **Number of Students       29                     26
  Tested**                                          

  **Percent of Total         100%                   100%
  Students Tested**                                 

  **Number of Students       0                      0
  Excluded**                                        

  **Percent of Students      0%                     0%
  Excluded**                                        
  -------------------------- ---------------------- ----------------------

**Divine Mercy Catholic School**

**2003-2004, 2002-2003 and 2001-2002 ITBS Form A Testing Results**

**Grade:** 4 **Test:** ITBS Reading and Math Totals

**Edition/Publication Year:** Fall 2000 **Publisher:** Riverside
Publishing

**What groups were excluded from testing? Why, and how were they
assessed?**

All students were assessed throughout ITBS testing. No students were
omitted from the summary report.

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

  ----------------------- ---------------- ---------------- ---------------
                          **2003-2004**    **2002-2003**    **2001-2002**

                          **ITBS A**       **ITBS A**       **ITBS A**

  **Testing Month**       October          October          October

  **SCHOOL SCORES**                                         

  **Reading Total Score** 75%              72%              78%

  **Math Total Score**    76%              61%              69%

  **Number of Students    22               19               26
  Tested**                                                  

  **Percent of Total      100%             100%             100%
  Students Tested**                                         

  **Number of Students    0                0                0
  Excluded**                                                

  **Percent of Students   0%               0%               0%
  Excluded**                                                
  ----------------------- ---------------- ---------------- ---------------

**Divine Mercy Catholic School**

**2003-2004, 2002-2003 and 2001-2002 ITBS Form A Testing Results**

**Grade:** 5 **Test:** ITBS Reading and Math Totals

**Edition/Publication Year:** Fall 2000 **Publisher:** Riverside
Publishing

**What groups were excluded from testing? Why, and how were they
assessed?**

All students were assessed throughout ITBS testing. No students were
omitted from the summary report.

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

  ----------------------- ---------------- ---------------- ---------------
                          **2003-2004**    **2002-2003**    **2001-2002**

                          **ITBS A**       **ITBS A**       **ITBS A**

  **Testing Month**       October          October          October

  **SCHOOL SCORES**                                         

  **Reading Total Score** 79%              84%              75%

  **Math Total Score**    73%              78%              73%

  **Number of Students    15               17               26
  Tested**                                                  

  **Percent of Total      100%             100%             100%
  Students Tested**                                         

  **Number of Students    0                0                0
  Excluded**                                                

  **Percent of Students   0%               0%               0%
  Excluded**                                                
  ----------------------- ---------------- ---------------- ---------------

**Divine Mercy Catholic School**

**2003-2004, 2002-2003 and 2001-2002 ITBS Form A Testing Results**

**Grade:** 6 **Test:** ITBS Reading and Math Totals

**Edition/Publication Year:** Fall 2000 **Publisher:** Riverside
Publishing

**What groups were excluded from testing? Why, and how were they
assessed?**

All students were assessed throughout ITBS testing. No students were
omitted from the summary report.

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

  ----------------------- ---------------- ---------------- ---------------
                          **2003-2004**    **2002-2003**    **2001-2002**

                          **ITBS A**       **ITBS A**       **ITBS A**

  **Testing Month**       October          October          October

  **SCHOOL SCORES**                                         

  **Reading Total Score** 76%              84%              82%

  **Math Total Score**    76%              77%              80%

  **Number of Students    28               27               24
  Tested**                                                  

  **Percent of Total      100%             100%             100%
  Students Tested**                                         

  **Number of Students    0                0                0
  Excluded**                                                

  **Percent of Students   0%               0%               0%
  Excluded**                                                
  ----------------------- ---------------- ---------------- ---------------

**Divine Mercy Catholic School**

**2003-2004, 2002-2003 and 2001-2002 ITBS Form A Testing Results**

**Grade:** 7 **Test:** ITBS Reading and Math Totals

**Edition/Publication Year:** Fall 2000 **Publisher:** Riverside
Publishing

**What groups were excluded from testing? Why, and how were they
assessed?**

All students were assessed throughout ITBS testing. No students were
omitted from the summary report.

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

  ----------------------- ---------------- ---------------- ---------------
                          **2003-2004**    **2002-2003**    **2001-2002**

                          **ITBS A**       **ITBS A**       **ITBS A**

  **Testing Month**       October          October          October

  **SCHOOL SCORES**                                         

  **Reading Total Score** 77%              79%              80%

  **Math Total Score**    70%              74%              74%

  **Number of Students    14               15               17
  Tested**                                                  

  **Percent of Total      100%             100%             100%
  Students Tested**                                         

  **Number of Students    0                0                0
  Excluded**                                                

  **Percent of Students   0%               0%               0%
  Excluded**                                                
  ----------------------- ---------------- ---------------- ---------------

**Divine Mercy Catholic School**

**2003-2004, 2002-2003 and 2001-2002 ITBS Form A Testing Results**

**Grade:** 8 **Test:** ITBS Reading and Math Totals

**Edition/Publication Year:** Fall 2000 **Publisher:** Riverside
Publishing

**What groups were excluded from testing? Why, and how were they
assessed?**

All students were assessed throughout ITBS testing. No students were
omitted from the summary report.

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

  ----------------------- ---------------- ---------------- ---------------
                          **2003-2004**    **2002-2003**    **2001-2002**

                          **ITBS A**       **ITBS A**       **ITBS A**

  **Testing Month**       October          October          October

  **SCHOOL SCORES**                                         

  **Reading Total Score** 86%              84%              84%

  **Math Total Score**    90%              87%              81%

  **Number of Students    26               28               27
  Tested**                                                  

  **Percent of Total      100%             100%             100%
  Students Tested**                                         

  **Number of Students    0                0                0
  Excluded**                                                

  **Percent of Students   0%               0%               0%
  Excluded**                                                
  ----------------------- ---------------- ---------------- ---------------

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