##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Paul E. DeZarn]{.underline}

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

Official School Name [St. Raphael the Archangel School]{.underline}

(As it should appear in the official records)

School Mailing Address [2131 Lancashire Avenue]{.underline}

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

[Louisville Kentucky 40205-2957]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(502 ) 456-1541]{.underline} Fax [( 502 ) 451-3632]{.underline}

Website/URL [www.straphaelschool.org]{.underline} Email
<raphael@iglou.com>

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

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

(Principal's Signature)

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

Name of Superintendent [Ms. Leisa Speer]{.underline}

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

District Name [Archdiocese of Louisville]{.underline} Tel. [( 502 )
448-8581]{.underline}

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

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

Name of School Board

President/Chairperson [Dr. Anne Raymond]{.underline}

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**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

[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:

> \[ \] 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\. [28]{.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 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**       21        32                     **53**       **7**       38        28          **66**

  **1**       31        23                     **54**       **8**       45        35          **80**

  **2**       27        32                     **59**       **9**                             

  **3**       33        23                     **56**       **10**                            

  **4**       31        17                     **48**       **11**                            

  **5**       38        39                     **77**       **12**                            

  **6**       39        42                     **81**       Other                             

                                    **TOTAL                                                   574
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [96.5]{.underline} % White

the students in the school: [.3]{.underline} % Black or African American

[1.7]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[1]{.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 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 8
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        8
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    574
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .01%
              total in row (4)                   

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

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

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

Number of languages represented [6]{.underline}

Specify languages: German, Spanish, Hungarian, French, Greek, and Korean

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

[18]{.underline} Total Number Students Who Qualify

> If this method is not 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: [6.6]{.underline} %

[38]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [19]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [11]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [7]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [1]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} 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) [2]{.underline} [0]{.underline}

Classroom teachers [26]{.underline} [0]{.underline}

Special resource teachers/specialists [8]{.underline} [1]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [5]{.underline} [2]{.underline}
>
> Total number [41]{.underline} [3]{.underline}

12\. Student-"classroom teacher" ratio: [22:1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96.8 %      97.4 %      96.8%       96.4%       96.9%

  Daily teacher attendance 95.4%       96.4%       96.3%       96.8%       94.3%

  Teacher turnover rate    6%          11%         11%         9%          6%

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

> **Note**: Teacher turnover consisted of maternity leaves, out of town
> moves and a leave for terminal illness.

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

St. Raphael the Archangel in Louisville, Kentucky, is a K-8 school
founded in January 1949 to serve children in the Archdiocese of
Louisville. Its mission is to provide students with quality instruction
in a friendly, caring environment so they can live out their faith and
lead productive lives as self-directed, life-long learners in a global,
technological society.

St. Raphael creates its nurturing environment by encouraging students
and faculty to care for one another and serve not only the school
community but also our society. Students amassed over 2,000 hours of
community service and raised over \$10,000 for charitable organizations
during the 2001-2002 school year. Faculty members gave over 1,000 hours
of their time to provide enrichment classes for students and personally
donated hundreds of dollars to the Kid's Café, providing hot meals to
underprivileged children.

The school's innovative schedule has grade-level teachers collaborating
one day per week while the students learn from special area teachers.
This permits the teachers to closely monitor the development of each
student and to work with parents, administrators, and consultants to
devise strategies that meet each child's needs. It also allows the
school to arrange grade-level specific workshops that help the teachers
develop any special skills needed to improve their own performance.
Surveys of students and parents bear out St. Raphael's success in
creating an environment conducive to learning. The quality that parents
and students overwhelmingly note as a strength of the school is the
level of care St. Raphael's teachers give to the students.

The school's global education program helps students recognize their
connection to the rest of the world. Via the Internet, students learn
about children in countries around the world. Each homeroom flies its
country's flag in the hall, and students learn about daily life in their
chosen country. Aiding in St. Raphael's quest to teach students about
the global village is the diversity in its own student population.
Thirty-six percent of students live outside parish boundaries; twelve
percent are non-Catholic; three percent are African-American, Asian or
Hispanic; three percent receive free or reduced-price lunches; sixty-six
percent receive tuition assistance, either from tuition reduction or
parish subsidy of the school budget. Ten percent of the students have
written strategy plans to address their learning differences.

Despite its successes, such as previously being recognized as a Blue
Ribbon school, having a teacher selected as a National Catholic
Educational Association (NCEA) Distinguished Teacher in 1992 and 2003,
and having its principal elected to the NCEA Executive Committee, St.
Raphael has not grown complacent; it continues to strive for
improvement. In recent years, St. Raphael has restructured its School
Advisory Council and developed a closer connection with the general
parish. The school has also added a day-care and preschool program, a
kindergarten, a new cafeteria and gymnasium, four additional classrooms,
and a new library-media center. It now employs a program called
Discipline With Purpose that assists children in becoming
self-disciplined and self-directed, and has expanded study skills and
Spanish instruction. Another new program is Creating Lasting Family
Connections, an award-winning approach to reducing substance abuse and
violence among youth.

St. Raphael School has moved into the 21^st^ century with passion and
vision. It provides students with the solid roots of faith and then
gives them wings to soar in the world as self-directed, life-long
learners.

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

1.  **Report the school's assessment results in reading (language arts
    or English) and mathematics for at least the last three years for
    all grades tested using either state tests or assessments referenced
    against national norms at a particular grade.**

In the 2001-2002 school year, the Archdiocese of Louisville changed its
standardized testing program from CAT-5 to Terra Nova. In the first year
of using any standardized test, there is often a period of adjustment
and scores drop somewhat. Also, the test was given a month earlier in
the school year than usual. Those factors make it difficult to make
exact comparisons between the results of the two. With those factors in
mind we were excited to find that our seventh-grade school scores in
reading and math were still among the top 10% of the nation and
qualified us to apply for the "No Child Left Behind -- Blue Ribbon
Schools" award.

St. Raphael School has always scored above national averages in all
reported areas. The school has also traditionally scored above the
somewhat higher Archdiocesan school averages. In April 1999, the school
scored above Archdiocesan averages in 28 out of 30 areas reported. To
qualify as having "strength" in a given area, the school must score in
the top 20%. In April 2000, St. Raphael received a designation of
"strength" in every area when compared to national norms, and in 12 out
of 15 areas reported when compared with other Archdiocesan schools. In
the other three areas, relative weaknesses were reported. Those three
scores were well above national averages, but below Archdiocesan
averages. In April 2001, St. Raphael received a designation of
"strength" in every area when compared to national norms, and in 11 out
of 15 reported areas when compared to other Archdiocesan schools. There
were no relative weaknesses.

In March 2002, St. Raphael students took the Terra Nova test for the
first time. School averages were above national average in all areas,
and above Archdiocesan averages on 10 of 12 measures reported. Next year
we will be able to make better comparisons with two years of data from
the same test. However, from the test data provided at the end of this
document, it is evident that St. Raphael students do consistently well
on standardized tests. Among our student population, 6.6% have a
specific learning disability. Those students are not excluded from our
testing results, and we still score above the cut-off mark to be
included in the top 10 percent of the nation.

Our program seeks to address topics in depth. We may not cover the
material in the same order as other schools, and some topics may be left
to a later grade level, but by seventh grade our students have covered
all the same topics as other schools. In addition, our students seem
able to better retain what they have learned. For example: One
eighth-grade student was called the night before the Governor's Cup
academic competition and asked to sub for someone else. He walked in the
next morning and took first place in Social Studies. That student would
not qualify as "gifted." In fact, he has a written plan for a disability
that impacts his learning. We did no special preparation for Governor's
Cup competition, yet eight of our students advanced from district to
regional competition, and three went on to state level.

Every year several former students are named National Merit finalists.
So far, four of this year's seniors have notified us of that honor.
Between 50 and 58 percent of our graduates are placed in honors or
advanced-level courses as freshmen. Approximately 40 percent are placed
in middle- to high-average classes. The remaining students take
traditional classes designed for students with specific learning
disabilities. From reports received from the high schools that keep data
separated by school of origin, we found that our students' average GPA's
are higher than the high school's overall GPA's at each grade level in
every subject. This gives us confidence that our students are well
prepared for high school and our program is a successful one.

2.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

The school maintains an Instructional Improvement Plan that is reviewed
and revised each year based on the school's most recent standardized
test data, as well as survey information from parents, students, and
teachers. The school data are first reviewed by the administration to
identify overall patterns in strengths and weaknesses, both for the
school as a whole and for each grade level. Assessment data are reviewed
with respect to performance against national norms, Archdiocesan
averages and anticipated performance. A report is then produced
indicating specific areas in which improvement is needed. The report is
provided to the teachers, who determine what specific actions must be
taken to bring about the desired improvement. The school administration
provides for any professional development, instructional materials, or
outside assistance needed to carry out the school and grade-level
improvement plan.

Teachers identify specific needs, build on strengths and provide support
in weak areas based on printouts of individual student performance on
the test objectives. The assistant principal reviews the performance of
individual students to help determine whether individual student
strategy plans need to be written or revised.

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

A summary of standardized test data, including the school's plan for
improvement, is published annually in the school newsletter, which is
available to parents and other parish members. A full report is provided
to the School Advisory Council, and the council's Education Committee
provides support in reaching improvement goals. A report focusing on
results of the previous year's improvement plan is also distributed to
all parents. At the first parent-teacher-student conference of the
school year, the child's individual standardized testing performance
report is provided to the parent and student and discussed. Performance
summaries on in-class assessments, such as publisher- or teacher-made
tests, projects, performance task rubrics, checklists, and other
assessment data are provided to parents and students six times per year:
three times in a computer printout and three times in a conference
setting. In the 2003-2004 school year, parents and students will be able
to access their data, at any time, online. Teachers also report weekly
progress through the use of a Friday folder. The week's work is sent
home in the folder for review by parents, and they are asked to sign and
return these reports. Additional reports are made to parents of those
students with written strategy plans, during special conferences held to
review and revise those plans.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

St. Raphael School is very active in providing professional development
to other schools in the Archdiocese and the nation. Our administrators,
counselors, resource teachers, and other faculty members provide several
workshops for the Archdiocese and educational organizations such as the
National Catholic Educational Association every year. Previous workshops
have included presentations on Organizational Change, Discipline in the
Catholic School, Employing National Math Standards, and many others.
Topics of upcoming workshops include Saving the Drowning Student,
Algebra I in the Middle School, and School Morale.

In bimonthly meetings, St. Raphael's principal regularly shares success
stories with other principals in the Archdiocese. In monthly
support-group meetings of Archdiocesan school counselors and separate
monthly meetings of assistant principals, St. Raphael personnel share
their experiences and successes related to a variety of typical school
issues with their peers.

A recent initiative is pairing our teachers with the teachers of a much
smaller school to provide peer support. This is an effort to assist them
in overcoming the absence of peer sharing in a situation where there is
only one person teaching a given grade level or subject. Our teachers
will visit the smaller school and its teachers will come to our school
to observe. We are planning to assist the teachers in developing
contacts with whom they can discuss methods of instruction that have
been successful for other teachers in the same situation.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

Students in all grades, K-8, receive instruction in Reading, Language
Arts, Math, Science, Social Studies, Religion, Art, Music, Physical
Education, and Spanish. Students in grades 1-8 also receive instruction
in drama and media. Our school participates in the Archdiocesan Honors
Algebra I program in which qualified students take Algebra I as
eighth-graders, allowing them to complete more advanced-level math
classes in high school. Our assistant principal is the Archdiocesan
Field Program Coordinator for that program.

The school follows Archdiocesan curriculum guidelines for all subjects.
In fact, many of our teachers were on the Archdiocesan committees that
produced those guidelines. The guidelines are based on the national
standards documents in each area as well as state curriculum guidelines.
All students are engaged in instruction, at or above grade level, based
on those curriculum guides. There are a few students who are on a
reduced workload, which still meets minimum grade-level standards,
because of specific learning disabilities. Those students are
participating in specialized tutoring to remediate their learning
difficulties. No students are presently on an adjusted program below
minimum standard for their grade placement, but that program is in place
to help us meet the needs of new students who come to us with
significant deficiencies.

In upper grades, where learning differences in Math become more evident,
standardized test results, classroom data, and teacher recommendations
are reviewed to determine the exact program of math studies to be
employed with each class. Members of the graduating class of 2002 all
took eighth-grade Math in their seventh-grade year and were split into
Algebra I and Pre-Algebra groups in grade 8. The class that will
graduate this year was split into two groups during their seventh-grade
year, one group taking seventh-grade math with an emphasis on
Pre-Algebra skills and the other group taking eighth-grade Math with a
group of eighth-graders. This year, some are taking eighth-grade Math
and others are taking Algebra I.

Standardized test scores place our students' performance in the
high-average to well-above-average range in all areas. No students are
excluded from standardized testing results. Students coming to us from
advanced programs in other schools most often are slotted into our
standard program, because their "advanced" status in other schools does
not qualify them for advanced status in our school's program of studies.
Those students who do qualify as gifted or advanced, according to our
standards, are provided with written strategy plans to guide the
teachers in meeting their academic needs.

2.  **(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.**

In any area, we learn better if we have the desire to learn. A love of
reading is fostered through the use of several programs: (1) Accelerated
Reader, an incentive program designed to encourage reading, (2) Mystery
Readers, in which adults from the community read to students and share
their love of reading, (3) sustained individual reading during the year
and in the Summer Reading Program, and (4) book fairs held twice each
year.

Reading instruction involves a combination of skill-building activities
and literature-based instruction. Recent research in reading instruction
has pointed to this as the most effective means of teaching reading, and
we have found that to be true through our own experience with various
reading programs. The process of learning to read begins in Kindergarten
with learning letters and their sounds, and combining those sounds into
words. In primary grades, the reading program links reading, writing,
and phonics. In middle grades, the focus is on character and plot
development, comprehension, and writer's craft. In junior high, novels
related to topics being studied in other subject areas are read and
reviewed, and research skills are more fully developed.

Students participate in group work, whole class instruction, and
individual, computer-assisted instruction. Reading is also integrated
into other content areas by the use of thematic units. Social Studies
and Science classes reinforce research skills and reading for content.
Students develop comprehension skills while working word problems in
Math, and research skills are strengthened through participation in the
school's Math Fair. In technology, the SuccessMaker program
individualizes instruction of reading for all grade levels. Students act
out or narrate stories in Drama, use poetry for learning rhythm in
Music, and research topics related to art processes, artists, and
cultures in Art.

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. Raphael School's social studies program is closely tied to the
school's mission to prepare students to live in a global society. It
begins in the primary grades with a study of communities, people and
occupations. The intermediate grades emphasize regional development and
a survey of United States history. In the upper grades, world geography,
world history, and an in-depth study of United States history from the
pre-Columbian to the reconstruction periods are taught. Sociology,
political science, economics, and anthropology permeate the curriculum.

The goal of the Social Studies curriculum is to help our students become
well-informed citizens who can make good decisions about issues that
touch their lives and impact their world. Our Global Awareness program,
a yearlong study of a particular nation involving all subject areas,
leads students to an understanding of global connectedness. Simulations
on the Civil Rights Movement, the Bill of Rights, the Holocaust, Native
Americans, and the Continental Congress give students a more complete
understanding of historical events than can be achieved by simply
reading about them. The simulations also involve relating the historical
events with current events. Discussions develop essential
critical-thinking and communication skills. Projects enhance research
and presentation skills. The entire program helps students envision
their role in making history.

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

School policy requires all teachers to keep current on "best practices"
involved in teaching their subject matter. Teachers are encouraged to
attend workshops to develop instructional methods to better serve their
students, and workshops are often presented at the school to assist in
that endeavor. We employ a combination of individual instruction, peer
tutoring, cooperative learning, and small group and whole class
instruction. Strategies address visual, auditory, and kinesthetic
learning styles. Visual students benefit from information presented in
charts, graphs, posters, pictures, art, reading material, videotapes,
demonstrations, and overhead transparencies. Auditory students gather
information from lecture, audiotapes, discussions, oral drill, and
reading aloud. Kinesthetic students use computers, manipulatives, white
boards, chalkboards, models, role-play and other means of experiential
learning. Some classrooms now have, and all classrooms eventually will
have, an infrared classroom soundfield system to assist students with
auditory instruction. The system has already helped improve the delivery
of instruction to students with central auditory processing disorder.
Cooperation between core-subject and special-area teachers brings
multiple intelligence theory into the classroom. Music, Art, Drama,
Physical Education, Media, and Spanish instruction are related to
core-subject instruction. This approach helps extend and reinforce
core-subject instruction more effectively than separating student
learning into discrete subject areas. Pre-testing, post-testing, and
flexible grouping help teachers tailor instruction to student needs.
Reading-resource personnel provide support to students in need of
additional assistance. Any proven instructional method is considered
when seeking the best way to help students learn.

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

At the end of each school year, standardized test data and results of
teacher, parent, and student surveys are reviewed to develop curriculum
goals for the following school year. When the curriculum goals are set,
a professional development plan is drawn up for the following school
year. A previous initiative involved improving our skills at meeting the
needs of students with learning differences. Test data indicated that
many students with learning differences were not performing up to their
potential. Several teachers were sent to a learning-differences workshop
given by the Archdiocese. They shared what they learned with the rest of
the faculty at a professional development session before the start of
school. In the first month of school, each teacher chose at least one or
more new strategies to begin using in his/her instruction. At grade-
level meetings, teachers discussed both implementation of the strategies
and journal articles provided to them regarding specific learning
differences. At monthly professional development sessions speakers with
special expertise presented strategies for addressing specific learning
needs related to ADD/ADHD, reading disabilities, central auditory
processing disorder, oppositional defiant disorder and visual, auditory,
and kinesthetic learning styles. This program remained in place for two
years. At the end of two years, the standardized test scores of students
with learning differences were again examined. In every case, the
obtained score was higher than the student's anticipated score.

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

*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.*

Private school association(s): [National Catholic Educational
Association/]{.underline}

> [Council for American Private Education]{.underline}

(Give primary religious or independent association only)

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

No \_\_\_\_\_\_

**Part II ‑ Demographics**

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

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

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

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

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

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

12^th^ Other

\* Parishioner: 1 child \$3,483

2 children \$4,968

3 children \$5,108

4+ children \$5,214

Non-Parishioner \$4,428 per child

2\. What is the educational cost per student? \$ [3,493]{.underline}

(School budget divided by enrollment)

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

4\. What percentage of the annual budget is devoted to [15]{.underline}
%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [66]{.underline} %

**Mean Scale Scores Corresponding to the 90^th^ Percentile**

**in National School Norms**

For the test identified under "Test Name," the tables below provide

-   the average (mean) scale score that corresponds to the 90^th^
    percentile in national **school** norms (Column 1), and

-   the percentile equivalent of that average scale score in national
    **student** norms (Column 2)

for each grade in which the test can be administered. Note that the
Terra Nova scores are given in NCEs, not scale scores.

The "cutoff scores" provided in Column 1 are provided for only one
specific total or composite score in reading (in this document, the term
"reading" includes language arts and English) and one specific total or
composite score in mathematics (look under "Score Name"). These total or
composite scores were identified by the publisher as providing the most
comprehensive coverage of reading that includes reading comprehension
and the most comprehensive coverage of mathematics.

The school should examine its testing results and find the average
(mean) scale score in reading and mathematics in each grade tested. If
these results **equal or exceed** the average scale score that
corresponds to the 90^th^ percentile in national school norms in Column
1 **for both reading and mathematics** in the **highest grade** tested
in the **most recent year administered**, this will be considered
sufficient evidence that the school is in the top 10 percent of all
schools nationally.

If the school's testing results do not include average scale scores, but
they do include the national percentile equivalent of the average scale
score **based on student norms**, compare these results to the national
student percentile equivalent for the 90^th^ school percentile in Column
2. If these results **equal or exceed** the national student percentile
equivalent in Column 2 **for both reading and mathematics** in the
**highest grade** tested in the **most recent year administered**, this
will be considered sufficient evidence that the school is in the top 10
percent of all schools nationally.

Note that these "cutoff scores" are based on **spring norms only**. If
the school administered this test during the fall or winter, the school
may either use the Column 2 comparison based on the spring norms or
contact the publisher for comparable information in Column 1 based on
norms for the appropriate time of year.

Terra Nova Cutoff Scores for NCLF-BRS

READING

  --------- ------------------------------- ------------------------------
  **Test                                    **Score Name**
  Name**                                    

  **Terra                                   READING
  Nova**                                    

  Grade     School Mean NCE at 90^th^       Student Percentile Equivalent
            Percentile of National School   for the 90^th^ School
            Norms                           Percentile

  K                                         

  1                                         

  2                                         

  3         64.1                            75

  4         63.8                            74

  5         64.1                            75

  6         64.8                            76

  7         65.8                            77

  8         65.8                            77

  9                                         

  10                                        

  11                                        

  12                                        
  --------- ------------------------------- ------------------------------

#  

MATHEMATICS

  --------- ------------------------------- ------------------------------
  **Test                                    **Score Name**
  Name**                                    

  **Terra                                   MATHEMATICS
  Nova**                                    

  Grade     School Mean NCE at 90^th^       Student Percentile Equivalent
            Percentile of National School   for the 90^th^ School
            Norms                           Percentile

  K                                         

  1                                         

  2                                         

  3         64.5                            75

  4         64.1                            75

  5         63.8                            74

  6         64.5                            75

  7         64.1                            75

  8         65.5                            77

  9                                         

  10                                        

  11                                        

  12                                        
  --------- ------------------------------- ------------------------------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [7]{.underline} Test [CAT-5, Terra Nova]{.underline}

Edition/publication year [CAT 1990, Terra 2000]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups excluded.]{.underline}

Scores are reported here as (check one): NCEs Scaled scores \_\_\_\_
Percentiles\_\_\_\_

**MATH** Terra Nova CAT-5 CAT-5

  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                   2001-2002         2000-2001         1999-2000      1998-1999      1997-1998

  Testing month                                    March             April             April                         

  **SCHOOL SCORES**                                                                                                  

  Total Score                                      67.8              67.5              66.3                          

  Number of students tested                        81                75                54                            

  Percent of total students tested                 100               100               100                           

  Number of students excluded                      0                 0                 0                             

  Percent of students excluded                     0                 0                 0                             

  SUBGROUP SCORES                            N/A               N/A               N/A                                 

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 
  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [7]{.underline} Test [CAT-5, Terra Nova]{.underline}

Edition/publication year [CAT 1990, Terra 2000]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups excluded.]{.underline}

Scores are reported here as (check one): NCEs Scaled scores \_\_\_\_
Percentiles\_\_\_\_

**READING** Terra Nova CAT-5 CAT-5

  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                   2001-2002         2000-2001         1999-2000      1998-1999      1997-1998

  Testing month                                    March             April             April                         

  **SCHOOL SCORES**                                                                                                  

  Total Score                                      69.0              65.5              63.9                          

  Number of students tested                        81                75                54                            

  Percent of total students tested                 100               100               100                           

  Number of students excluded                      0                 0                 0                             

  Percent of students excluded                     0                 0                 0                             

  SUBGROUP SCORES                            N/A               N/A               N/A                                 

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 
  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [5]{.underline} Test [CAT-5, Terra Nova]{.underline}

Edition/publication year [CAT --5, 1990; Terra 2000]{.underline}
Publisher [CTB McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups excluded.]{.underline}

Scores are reported here as (check one): NCEs Scaled scores \_\_\_\_
Percentiles\_\_\_\_

**MATH** Terra Nova CAT-5 CAT-5

  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                   2001-2002         2000-2001         1999-2000      1998-1999      1997-1998

  Testing month                                    March             April             April                         

  **SCHOOL SCORES**                                                                                                  

  Total Score                                      62.7              71.5              67.4                          

  Number of students tested                        83                75                74                            

  Percent of total students tested                 100               100               100                           

  Number of students excluded                      0                 0                 0                             

  Percent of students excluded                     0                 0                 0                             

  SUBGROUP SCORES                            N/A               N/A               N/A                                 

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 
  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [5]{.underline} Test [CAT-5, Terra Nova]{.underline}

Edition/publication year [CAT 1990, Terra 2000]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups excluded]{.underline}

Scores are reported here as (check one): NCEs Scaled scores \_\_\_\_
Percentiles\_\_\_\_

**READING** Terra Nova CAT-5 CAT-5

  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                   2001-2002         2000-2001         1999-2000      1998-1999      1997-1998

  Testing month                                    March             April             April                         

  **SCHOOL SCORES**                                                                                                  

  Total Score                                      66.8              63.7              63.5                          

  Number of students tested                        83                75                74                            

  Percent of total students tested                 100               100               100                           

  Number of students excluded                      0                 0                 0                             

  Percent of students excluded                     0                 0                 0                             

  SUBGROUP SCORES                            N/A               N/A               N/A                                 

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 
  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3]{.underline} Test [CAT-5, Terra Nova]{.underline}

Edition/publication year [CAT 1990, Terra Nova, 2000]{.underline}
Publisher [CTB McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups excluded]{.underline}

Scores are reported here as (check one): NCEs Scaled scores \_\_\_\_
Percentiles\_\_\_\_

**MATH** Terra Nova CAT-5 CAT-5

  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                   2001-2002         2000-2001         1999-2000      1998-1999      1997-1998

  Testing month                                    March             April             April                         

  **SCHOOL SCORES**                                                                                                  

  Total Score                                      63.3              68.8              68.1                          

  Number of students tested                        54                77                76                            

  Percent of total students tested                 100               100               100                           

  Number of students excluded                      0                 0                 0                             

  Percent of students excluded                     0                 0                 0                             

  SUBGROUP SCORES                            N/A               N/A               N/A                                 

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 
  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3]{.underline} Test [CAT-5, Terra Nova]{.underline}

Edition/publication year [CAT -- 1990, Terra - 2000]{.underline}
Publisher [CTB McGraw- Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups excluded.]{.underline}

Scores are reported here as (check one): NCEs Scaled scores \_\_\_\_
Percentiles\_\_\_\_

**READING** Terra Nova CAT-5 CAT-5

  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                   2001-2002         2000-2001         1999-2000      1998-1999      1997-1998

  Testing month                                    March             April             April                         

  **SCHOOL SCORES**                                                                                                  

  Total Score                                      59.2              71.3              70.9                          

  Number of students tested                        54                77                76                            

  Percent of total students tested                 100               100               100                           

  Number of students excluded                      0                 0                 0                             

  Percent of students excluded                     0                 0                 0                             

  SUBGROUP SCORES                            N/A               N/A               N/A                                 

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                           
  (specify subgroup)                                                                                                 
  ------------------------------------------ ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------