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

*U.S. Department of Education*

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

Name of Principal [Ms. Barbara J. Wesolowski]{.underline}

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

Official School Name [St. Damian School]{.underline}

(As it should appear in the official records)

School Mailing Address[\_\_\_\_5300 W. 155^th^ St]{.underline}

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

[\_\_\_\_\_Oak Forest, IL 60452-3321]{.underline}

City State Zip Code+4 (9 digits total)

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

Telephone [( 708 ) 687-4230]{.underline} Fax [( 708 )
687-8347]{.underline}

Website/[URL stdamianschool.org]{.underline} E-mail
[stdamian5300@yahoo.com¨]{.underline}

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

Date[\_\_\_\_\_1/19/05]{.underline} \_

(Principal's Signature)

Name of Superintendent\* [Nicholas M. Wolsonovich, Ph.D]{.underline}.

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

District Name [Archdiocese of Chicago]{.underline} Tel. [( 312)
751-5295]{.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[\_\_\_\_\_1/19/05\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Lorri Nagle]{.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[\_\_\_\_\_\_1/19/05]{.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**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [15]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**       46        37          **83**

  **K**       24        22                     **46**       **8**       46        44          **90**

  **1**       37        41                     **78**       **9**                             

  **2**       36        35                     **71**       **10**                            

  **3**       42        37                     **79**       **11**                            

  **4**       37        45                     **82**       **12**                            

  **5**       34        48                     **82**       **Other**                         

  **6**       44        41                     **85**                                         

                                    **TOTAL                                                   696
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [89]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[\_\_0.4\_\_\_%]{.underline}

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

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

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

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

  **(4)**   Total number of students in the school as of 696
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .0043
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          .43
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_\_0\_\_\_%]{.underline}

[\_\_\_\_1\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_1\_\_\_\_\_]{.underline}

Specify languages: Spanish

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

Total number students who qualify: [\_\_\_\_\_0\_\_\_]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
[\_\_\_\_6\_\_\_\_%]{.underline}

[\_\_\_\_41\_\_\_\_]{.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 [\_ 7\_\_]{.underline}Other Health
Impaired

[\_\_0\_\_]{.underline}Deaf-Blindness [\_\_0\_\_]{.underline}Specific
Learning Disability

[0\_\_]{.underline}Emotional Disturbance [26 \_]{.underline} Speech or
Language Impairment

[\_\_1\_]{.underline} Hearing Impairment [\_ 0\_\_]{.underline}
Traumatic Brain Injury

> [\_\_0\_]{.underline} Mental Retardation [\_\_1\_\_]{.underline}Visual
> Impairment Including Blindness

[\_\_6\_]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_\_2\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_27\_\_\_\_]{.underline}
[\_\_\_\_3\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_\_3\_\_\_]{.underline}
[\_\_\_\_1\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_\_1\_\_]{.underline}
[\_\_\_13\_\_\_\_]{.underline}

> Support staff [\_\_\_\_5\_\_\_]{.underline}
> [\_\_\_\_2\_\_\_\_]{.underline}
>
> Total number [\_\_ 38\_\_\_]{.underline}
> [\_\_\_19\_\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_28:1\_\_\_\_\_\_]{.underline}

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

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

  Daily student attendance   98%         98%         98%         98%         98%

  Daily teacher attendance   99%         99%         99%         99%         99%

  Teacher turnover rate      6%          15%         6%          6%          18%

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

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

#  PART III - SUMMARY

St. Damian School is a Christian educational community of the Catholic
Church of the Archdiocese of Chicago located in Oak Forest, Illinois, a
community of approximately 28,000. St. Damian School is a
well-maintained, updated facility currently housing approximately 700
students and a staff of 31 full-time teachers, 14 teacher assistants, a
full-time school nurse, a full-time Special Services coordinator, and a
part-time school counselor. A spirit of collegiality dominates St.
Damian School's educational environment as parents, faculty, staff, and
administration work together. In addition to its strong academic
curriculum grounded in the Catholic tradition, St. Damian School is
unique because all 700 of its students actively engage in Christian
service to others and also because an extraordinary number of the
school's parents model this value of Christian service by volunteering
their time and talent to support students and teachers in fulfilling the
mission of the school.

St. Damian School takes pride in its high enrollment, the commitment of
school families to Catholic education, excellent parent involvement,
high ratio of parent volunteers, and evidence of generational school
families. The school has experienced many building upgrades in the past
five years to improve space utilization including the reconfiguration of
the Library and Computer Lab to create a Media/Information Technology
Center. In addition, there is Internet access in all classrooms and
offices. Wireless networking has also been installed for the classroom
laptop computers purchased in the summer of 2004. The faculty of St.
Damian School is a committed and dedicated group of individuals who work
hard to ensure all students are learning. Teachers keep abreast of new
and innovative teaching trends to continuously improve upon their
teaching skills and methods. Each teacher takes advantage of the
numerous opportunities offered through staff development, off campus
workshops and inservices, and Internet learning modules. Creativity and
teaching/learning strategies are further developed in sharing sessions
during curriculum, grade level, unit, and general faculty meetings. All
faculty members actively serve on a number of committees collaboratively
working to improve the school. Teachers continuously incorporate new
technology into their lesson plans. Teachers strive to offer different
types of learning experiences for the differentiated abilities of the
students. Working with small groups or individual students, re-teaching
concepts, encouraging abstract thinking and problem solving strategies,
and offering enrichment activities for advanced learners are some of the
many ways teachers address the different needs of their students and
promote lifelong learning.

Through the leadership and example of the administration, teachers are
encouraged to promote their individuality and Catholicism. Communication
among teachers, administration, and school community members is a
priority. The results of the National Study of School Evaluation survey
undertaken in the spring of 2004 indicate a high degree of satisfaction
with the quality of the school and its educational program. There is
strong agreement among the cohorts surveyed that St. Damian provides a
safe and orderly environment and that teachers hold high expectations
for student learning. The community strongly agrees that the school
contributes to the well being of the parish and that it has a strong,
vital future.

All at St. Damian School are aware of each child as a total human person
with unique physical, spiritual, intellectual, moral, and social needs.
Through a formative curriculum and a belief in the continuous progress
of students, all are committed to a superior standard of academic
quality and achievement, taking into account the unique potential of
each student. Engaged learning and project-based learning are practiced
throughout the curriculum. Older students are paired with younger ones
to work on reading and writing activities and learn valuable lessons
from one another. Instructional modifications and a strong peer-tutoring
program assist in meeting the needs of our academically diverse
population. Together we strive to achieve the ultimate goal of providing
an excellent experience for the students. All the various constituencies
of the school community work together in making St. Damian School the
Catholic, nurturing, excellent school that it is.

[PART IV - INDICATORS OF ACADEMIC SUCCESS #1]{.underline}

At St. Damian School, we believe assessment is the first step toward
improving student achievement. We need to know where we are before we
can determine how far we need to go. The TerraNova Multiple Assessment
is administered annually in early March to all students in Grades 3, 5
and 7. This assessment measures important higher-order thinking skills
as well as basic and applied skills. TerraNova includes an integrated
Reading/Language Arts test (Reading and Language Arts scores are
reported separately), and Mathematics, Science, and Social Studies
tests. These tests combine selected-response items with
constructed-response items that ask students to produce their own
responses. Constructed-response items let students demonstrate their
skills in contexts related to classroom and real-world situations and
present opportunities to apply learning.

Since St. Damian School does not have any subgroups, the reported scores
reflect the achievement of all the school's students at each grade level
tested. Students with special learning needs are included in the data.

St. Damian School students performed well above the national average in
every subject on the March 2004 TerraNova Multiple Assessment
administered to every student in Grades 3, 5 and 7. All scores were
several percentage points above the national norm of 50. Seventh graders
scored 33 percentage points above the national norm in math and 30
percentage points above the norm in reading. Fifth graders scored 17
percentage points above the national norm in math and 29 points above
the norm in reading. Third graders scored 22 percentage points above the
national norm in math and 28 percentage points above the norm in
reading.

While fifth graders scored above the norm, teachers were concerned about
the inconsistency of the TerraNova math score when compared with the
fifth graders' classroom assessment and daily student performance.
Throughout the school year, math teachers attend professional
development days in math to learn from what research states to be the
most effective way to teach math to middle grade students.

Each school year math improvement has been part of St. Damian School's
annual goals. A weekly Friday morning Math Mad Minute, a timed
one-minute assessment prepared by the classroom teachers and appropriate
for the grade level, is held at the same time each week at the start of
the school day. Problems are posted on the board as students enter the
room and serve as a warm-up to math class. In order to raise math test
scores to a level on part with the other content and skill areas tested,
school-wide math projects have been organized, e.g., a Geometry Hunt,
the using digital cameras to capture geometric shapes in and around the
school and M & M math projects and displays.

St. Damian School's reading scores have always been in the top quartile.
Efforts in creating lifelong readers have been most successful. In
addition to the national percentile scores, the school receives reports
from CTB/McGraw Hill through the Office of Catholic Schools in
Archdiocese of Chicago, which report both obtained and anticipated
scores based on the administration of InView. [InView]{.underline}
consists of five subtests that measure cognitive ability. The Cognitive
Skills Index (CSI) is a standardized score based on a student's
performance on [InView]{.underline} and indicates a student's overall
cognitive ability relative to other students of the same age without
regard to grade. These obtained vs. anticipated scores are extremely
useful in identifying whether students are performing to their potential
and are helpful to both teachers and parents when considered together
with classroom assessments and daily class work. These scores can also
be used to identify potential strengths and needs in the content areas
tested as well as individual student growth.

[PART IV - USE OF ASSESSMENT DATA #2]{.underline}

St. Damian School uses the results of its annual standardized assessment
to understand and improve student and school performance in several
ways. Every effort to meet the educational needs of the school's diverse
learning population begins with a faculty review of spring assessment
data in mid-May. An entire afternoon of planning is set aside to analyze
the data. Strengths and weaknesses are identified and test item
objectives are analyzed utilizing the resources provided by the testing
publisher, CTB/McGraw-Hill. While these assessment results are not the
only indicators of student success, they play a significant role in
curriculum development. Curriculum committees comprised of teachers
representing all grade levels meet monthly to work on curriculum mapping
and articulation. After assessment data is studied, efforts are made to
"plug in the gaps". Working in tandem with the school administration,
the faculty establishes annual goals to improve student skills and
targets specific areas for improvement. In order to accomplish some of
the established goals, school - wide enrichment projects (e.g., in the
area of mathematics: Math Mad Minute every Friday via the public address
system, M & M math, geometry and measurement activities) are developed
appropriate for each grade level. The school's professional development
plan is determined by the need for school improvement. A five-year
Curriculum Cycle allows for the review and adoption of new texts and
supplementary resources by those teachers directly involved in the
teaching of the specific subject area always keeping the students in
mind. Getting parents involved in the process is another key factor.
Keeping parents abreast of changes in the curriculum and the curriculum
goals for the year, along with suggesting home resources for reviewing
content and skills are shared through the school's monthly newsletter.
In a recent St. Damian survey of teachers, the majority of teachers use
test results to individualize instruction and to improve and strengthen
their teaching strategies along with addressing student weaknesses.

[PART IV - COMMUNICATING STUDENT PERFORMANCE #3]{.underline}

Grading criteria guidelines are communicated between school
administration and teaching staff. Parents are notified of grading
policies at the start of each school year. Quarterly report cards are
issued in Grades 1-8; semester reports in Kindergarten. In the primary
grades, daily classroom work and tests are sent home to parents
periodically for review and/or signature and returned to school.
Kindergarten teachers send work home weekly. Academic progress reports
are issued mid-quarter. Parents are contacted by teachers when
necessary. A formal parent-teacher-student conference is held in
November, but parents are encouraged to meet with teachers whenever
needed. Each teacher completes a parent contact form when any
communication with a parent takes place. These forms are reviewed by the
principal and filed for future reference. Some grade levels utilize
"Plan of Action" forms after conferencing with parents and students in
order to highlight important points and summarize the conference. These
forms indicate what the student, the parent, and the teacher will do to
solve the problem at hand. Alternative assessments are encouraged at St.
Damian School. Writing portfolios, the use of rubrics in establishing
grading criteria for student evaluation, student demonstrations,
take-home tests, graphs, models, group projects, etc. are utilized by
many of the school's faculty to assess the depth of understanding and
degree of effort exhibited by the students. When the TerraNova Multiple
Assessment reports arrive in late April/early May, individual student
test results are sent home to the parents of each student tested. A
letter summarizing the results of the entire testing program accompanies
the data with explanatory notes for test interpretation. In addition,
individual profiles are sent home describing achievement in terms of
performance on objectives. For the parents of the non-tested grades, a
summary chart of the assessment data is "Best practices" and monthly
parent newsletter, [The Familygram]{.underline} and also in the parish
bulletin, which serves 4000 families.

[PART IV - SHARING SUCCESSES #4]{.underline}

St. Damian School maintains an excellent reputation in the Archdiocese
of Chicago and with our surrounding public school districts. Because of
the instructional accomplishments and innovations of our faculty,
teachers and principals from other schools in the Archdiocese often
visit our campus and observe classes. Of special interest are the
reading centers, the library/computer media center and the junior high
science lab. Considered an innovative school, St. Damian has served as a
host school for many students completing observation hours from several
colleges and universities. Recently, seven students from St. Xavier
University in Chicago completed their pre-student teaching observations
during a two-week period. Oak Forest High School annually sends members
of their aspiring Teacher Corps Program to St. Damian. These students
spend a few hours each week for one semester in a designated classroom
providing instructional assistance, and culminating with a formal lesson
presentation. Communication between the teacher and Corps supervisor is
ongoing.

The Catholic Principals' Council V-10-B comprised of seventeen schools
annually organizes an inservice day for all teachers in the Council's
schools. In addition to keynoters and publishing consultants,
outstanding teachers from within serve as presenters. Twelve teachers
from St. Damian School have presented innovative instructional programs
and "best practices". 350-400 teachers attended the sessions. Utilizing
distance learning via satellite, St. Damian School was invited to
participate in a MASS project grant (Math and Science Solutions) with
Western Illinois University in Macomb, Illinois for three years. St.
Damian was part of a consortium of twelve public and private schools
across Illinois. Four of our 6-8th grade math and science teachers
collaborated via the Internet and at summer workshops with other members
of the consortium in designing math and science projects using the
principles of engaged learning. Students and teachers were interviewed
and class activities and outcome projects were filmed for use in Teacher
Education classes. The principal and several teachers of St. Damian have
been invited to serve on a number of Office of Catholic Education
curriculum and technology committees.

[PART V - CURRICULUM AND INSTRUCTION #1]{.underline}

The primary goal of the [Religion]{.underline} curriculum at St. Damian
School is to develop in students a sound foundation in the Catholic
faith and to develop personal strategies to live and practice that
faith. Students are challenged to work to the best of their ability, to
examine their personal role in the call for peace and justice, and to
demonstrate concern for family, local community, and global society.
Religion is at the heart of St. Damian School and the values and beliefs
of the Catholic tradition are incorporated throughout the curriculum.

The [Language Arts]{.underline} program integrates Spelling, Reading,
English, Phonics and Creative Writing. Goals of the Language Arts
program include student ability: to comprehend grade appropriate text;
to write well-organized, grammatically correct text for a variety of
purposes; to listen critically and speak effectively in formal and
informal situations; to appreciate a variety of literary genres,
representative of different cultures and eras; to understand the
importance and evolution of standard English.

Following the guidelines set forth by NCTM and the Illinois Learning
Standards, the [Mathematics]{.underline} Curriculum enables students at
all levels to value and apply mathematics. The program emphasizes basic
math operations, problem solving, spatial awareness and the application
of these skills to real life situations. Skills are introduced and
reinforced through the use of textbooks, manipulatives and technology
supported materials. Students with varying levels of ability and
learning styles are challenged to verify and interpret results, to work
cooperatively to generalize solutions for new problem situations, to
recognize and apply deductive and inductive reasoning and to validate
their own thinking.

The goal of the St. Damian School [Science]{.underline} program is to
foster students' ability to apply scientific principles to their real
world experiences and to understand the consequences of human action on
nature and the global community. Earth, life, physical and environmental
sciences are offered to students in grades K-6; life and physical
sciences in 7-8. Higher level thinking skills are developed at all
levels as students pursue hands-on and inquiry type activities to gather
information and solve problems. A junior high science lab facilitates
demonstrations and hands-on student activities. Classroom computers
allow for database and spreadsheet activities and graphical
presentations.

Through the St. Damian School [Social Studies]{.underline} program,
students learn: to understand the structure of communities from families
to nations, to demonstrate knowledge of United States and World History,
to compare the democratic system with other forms of government, to
identify and compare geographical regions, to understand how the social
sciences (e.g., sociology, anthropology) interpret human behavior. Among
the many resources available to supplement instruction are videos,
CD-ROMs, maps and globes, audiotapes, as well as an extensive library
collection of biography, historical fiction, and other social
studies-related materials.

The purpose of [Fine Arts]{.underline} education is to nurture in each
student the ability to express ideas through the arts and to bring
creativity to all forms of learning. A variety of media are introduced
throughout the [Art]{.underline} program. Student artwork enhances the
building walls and the local public library. The [Music]{.underline}
program teaches music theory, develops gross and fine motor skills and
hand/eye coordination, stimulates creativity and broadens the
imagination. Instruction is activity/movement based. Students learn to
play recorders and xylopipes, practice drumming techniques, and compose
chants, rhymes and songs. Grade level choral concerts are performed
annually. Three different school bands also perform.

At the junior high-level [Spanish]{.underline} is taught to
[all]{.underline} students. By following a competency based instruction
sequence: Setting the Stage-anticipating and critical thinking;
Comprehensible input - listening to authentic language and early speech
production; Guide Practice - speech production and developing accuracy;
Application and Extension - creating with language; Evaluation -
measuring competency.

[PART V - READING CURRICULUM #2a]{.underline}

After consultation with all teachers of reading, the Language Arts
Committee selected [Scott Foresman Reading, 2000]{.underline} as St.
Damian's basic reading program. A comprehensive program with its scope
and sequence of skills guarantees that reading instruction is fully
aligned with state and national standards and assessment. Target skills
and strategies are taught in each lesson for mastery. The reading
curriculum includes an "Ongoing Assessment" component, which aids
teachers in making decisions about the needs of each student using
guidelines to diagnose student progress and to respond accordingly.
Flexible grouping opportunities address the needs of all students.
Leveled readers in grades 1-6 follow the theme of the whole class
reading instruction. Each leveled reader component focuses on the same
target skill, vocabulary, and theme in each unit and is geared to the
above average, average, and struggling reader. Students move along the
path of proficiency at their own pace. An [Intensive
Phonics]{.underline} Program is taught in grades 1 and 2; and is
reviewed and reinforced in grade 3. First grade teachers conduct a
workshop for parents which bridges the home and school connection as
parents learn the markings and philosophy of the program.

St. Damian School implements an integrated language arts curriculum
which includes reading, creative writing, grammar skills, and related
hands-on projects following a "learning center" approach in the
classroom. With the assistance of teacher aides and parent volunteers,
students rotate among different centers for individual and group
instruction. Varied learning styles are addressed through this format
consistent with our adherence to the Multiple Intelligence Theory, which
is reflected throughout our curriculum. At the Jr. High level, an
integrated instructional program consisting of Daily Oral Language,
quality literature and novel selections, vocabulary development, grammar
skills, and creative writing are taught in a holistic format following a
central theme. Writing portfolios featuring selections from many genres
develop skills and confidence in writing. The school's library program
also supports the reading curriculum. Reading for enjoyment is provided
during the school day. TerraNova test data in both reading and language
arts annually exceeds the national norm.

[PART V - FOREIGN LANGUAGE CURRICULUM #3]{.underline}

St. Damian School believes that students who study a foreign language
will learn about other cultures and have a better understanding of the
world that he/she lives in today. [Spanish]{.underline} was introduced
into grades 7 and 8 in 1990 for [all]{.underline} students and is taught
for 42 minutes a day, five days a week. Students are presented with many
activities that emphasize different skills, (listening, speaking,
reading, writing), which allow them to practice their newly learned
language. Adhering to the Multiple Intelligence Theory, flexibility has
been the basic characteristic of the Spanish curriculum. A cassette
program introduces the students to spoken Spanish through the voices of
several Spanish speakers recorded at natural conversational speed to
foster authentic listening comprehension. Role playing, answering
questions, dialogue, skits, illustrations, games, engaged learning
groups, overhead transparencies, poems and songs, Internet searches, are
all used as springboards to enhance the students' own individual
creativity. The grammatical focus is on the Present Tense and the basic
elements of the simple sentence. Students are introduced to Mexico,
Spain and other Hispanic countries via video and Internet activities. In
2002 an [Introduction to Elementary Spanish]{.underline} enrichment
program was introduced to all students in Grades 1 and 2. Teachers learn
along with the students. In Grade 3 the program continues with
[Beginning Elementary Spanish]{.underline}. These programs consist of
pre-taped 25-minute video lessons. Students participate in classes once
each week and students develop very basic communication skills and learn
vocabulary through music, games and a variety of activities. Different
characters and puppets allow the students to acquire the language in a
fun, yet structured way. Students enjoy learning Spanish! Parents are
thrilled and learning along with the students! Plans to expand the
program to the middle grades are in the works. In time, Jr. High
students will be able to move forward with a curriculum requiring higher
cognitive skills and register for advanced classes in high school.

[PART V - INSTRUCTIONAL METHODS #4]{.underline}

St. Damian School's Mission Statement states that the school strives to
provide the best possible education for its students. To that end, the
school strives to meet the needs of all students by incorporating varied
teaching strategies and instructional methodologies. Following the
principles of Howard Gardner's Multiple Intelligence Theory, teachers
implement a menu of options and projects for student learning and
assessment. Differentiated instruction challenges teachers to provide a
rich variety of resources: technology, media, library and other printed
materials. Student projects may include creating posters, dioramas, oral
presentations, group presentations, use of multimedia technologies, and
creative hands-on demonstrations across the curriculum. All grade levels
consistently utilize technology in the learning process. Available
Internet access, scanners, digital cameras, LCD projectors and wireless
laptops, allows for classroom teachers to serve as facilitators in
student learning. The Library/Computer Media Center teachers collaborate
with classroom teachers to plan and coordinate engaged learning
projects. Integrated instruction allows students to establish and
understand links in learning and real world applications. The use of
advance organizers and study guides assist students in organizing
learning and focusing on the main concepts. Continued research and
application in the methods of differentiated instruction in order to
motivate and challenge students is ongoing. Reading centers surrounding
one specific theme may include, but not limited to, using headphones for
listening to a story, group discussion, arts and crafts activities,
science activities (e.g. planting seeds), music activities, and creative
writing. Small groups rotate among the centers so that every student has
an opportunity to experience each activity. Rubrics are often used in
grades K-8 learning and serve to help students understand the results of
their learning outcomes at a deeper level than use of a single letter
grade. Teachers often use peer evaluation and self-evaluation for
assessment purposes. By encouraging students to be pro-active in their
education and by trying to meet the needs of all learners, St. Damian
School is making excellent progress in daily motivating and challenging
students for success.

[PART V - PROFESSIONAL DEVELOPMENT #5]{.underline}

Professional development activities are reflective of school improvement
needs and are designed to focus on achieving the annual school goals.
Every faculty member serves on two Curriculum Committees, which meets
monthly. Curriculum mapping and grade level articulation are the focus
of these groups. Before school begins in midsummer, teachers participate
in a variety of workshops/seminars. During the summer months, many
teachers attend pursue advanced degrees and participate in content/skill
workshops. St. Damian avails itself of Title II Eisenhower Grant funds
available through the local school district. On-line Internet
opportunities are utilized, e.g. Star-On-Line - offering individual
modules for individualized technology instruction or the USDLC Distance
Learning satellite offering programs in staff development. Teachers have
been engaged in designing web pages on the school's web site:
www.stdamianschool.org and post daily homework assignments, other
newsworthy items and instructional links. St. Damian School has been the
fortunate recipient of a number of grants in technology over the past
several years partnering with our local school districts. Many
opportunities for professional growth, especially in the area of engaged
learning, supported our growth in technology. New software applications,
digital cameras, scanners, grade reporting and record keeping have been
the recent focus. Informal professional development occurs during
monthly faculty meetings through discussion of research articles and
"best practices." Teachers attend national conferences, e.g., National
Catholic Education Association, National Science Teachers Association,
National Council Teachers of English, National Council for Teachers of
Mathematics and the American Library Association. All faculty members
benefit from the knowledge gained by conference attendees. State and
local conferences are also attended. Teachers' contracts include \$1,100
for professional growth. Faculty discussions, modeling, action research,
and the implementation of "best practices" challenge all faculty/staff
to offer the best education possible to St. Damian School's students.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

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

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

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

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

[\$\_2445\_\_]{.underline} \$\_[2445]{.underline}\_\_
\$\_[2445]{.underline}\_\_ \$\_[2445]{.underline}\_
\$\_[2445]{.underline}\_ \$\_[2445]{.underline}\_

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

\$\_[2445]{.underline}\_ \$\_[2445]{.underline}\_
\$\_[2445]{.underline}\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student?
    \$\_\_[2750]{.underline}\_\_\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_\_[305]{.underline}\_\_\_\_

6.  What percentage of the annual budget is devoted to
    \_\_\_[20]{.underline}\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

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

**ST. DAMIAN CATHOLIC SCHOOL**

**Oak Forest, Illinois**

TerraNova Multiple Assessment

The Second Edition, 2001

CTB/McGraw Hill

Scores are reported here as national percentiles of the mean NCE.

No students are excluded from the test.

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

  Month tested                  **March**       **March**       **March**

  **Grade 7**                                                    

  Reading                       80              75              77

  Mathematics                   83              81              79

  Number of students tested     88              81              93

  Percent of total students     100             100             100
  tested                                                        

  Number of students excluded   0               0               0

  Percent of students excluded  0               0               0

  **Grade 5**                                                    

  Reading                       79              78              86

  Mathematics                   67              71              76

  Number of students tested     87              85              96

  Percent of total students     100             100             100
  tested                                                        

  Number of students excluded   0               0               0

  Percent of students excluded  0               0               0

  **Grade 3**                                                    

  Reading                       78              76              75

  Mathematics                   72              76              76

  Number of students tested     84              92              91

  Percent of total students     100             100             100
  tested                                                        

  Number of students excluded   0               0               0

  Percent of students excluded  0               0               0
  ----------------------------- --------------- --------------- ---------------