##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Kathy Shieldes Harry]{.underline}

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

Official School Name [St. Gregory Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address [500 S. College]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Tyler]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Texas]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[75702-8117]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

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

Telephone [( 903) 595-4109]{.underline} Fax [(903) 592-8626]{.underline}

Website/URL [www.stgregory.info]{.underline} E-mail
[stgregory@stgregory.info]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Charles LeBlanc]{.underline}

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

District Name [Diocese of Tyler]{.underline} Tel. [( 903 )
534-1077]{.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 Mr. John King

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: \_[N/A]{.underline} Elementary
schools

[\_N/A]{.underline} Middle schools

[\_N/A]{.underline} Junior high schools

\_[N/A]{.underline} High schools

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

\_[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
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [13]{.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                                   
              Males**   Females**              Total**                                   

  **PreK**    16        17                     **33**                                    

  **K**       31        32                     **63**                                    

  **1**       21        26                     **47**                                    

  **2**       20        27                     **47**                                    

  **3**       32        25                     **57**                                    

  **4**       32        25                     **57**                                    

  **5**       26        34                     **60**                                    

                                                                                         

                                    **TOTAL                                              364
                                    STUDENTS                                             
                                    IN THE                                               
                                    APPLYING                                             
                                    SCHOOL**                                             
  ----------- --------- ----------- ---------- --------- -- --------- -------- --------- ---------

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

6\. Racial/ethnic composition of [75]{.underline} % White

the students in the school: [6]{.underline} % Black or African American

[12]{.underline} % Hispanic or Latino

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

[\<1]{.underline} % American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[1.6]{.underline}\_\_\_\_%

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

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

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

  **(3)**                   Total of all transferred    6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 360
                            the school as of October 1  

  **(5)**                   Total transferred students  .016
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1.6
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: [\_\_\_\_N/A\_\_]{.underline}

Specify languages:

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

Total number students who qualify: \_\_\_\_[11]{.underline}\_\_\_\_

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

10\. Students receiving special education services:
\_\_\_[9]{.underline}\_\_\_\_%

\_\_[34\_\_]{.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. Do not add additional categories.

[\_\_2]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_[15]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[14]{.underline}\_Speech or Language
Impairment

\_\_[2\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_[2]{.underline}\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[22]{.underline}\_\_
\_\_\_[4]{.underline}\_\_\_\_

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

Paraprofessionals \_\_\_\_[2]{.underline}\_\_ \_\_\_[1]{.underline} \_

> Support staff \_\_\_\_[3]{.underline}\_\_ \_\_\_[1]{.underline} \_ \_
>
> Total number \_\_\_[30]{.underline} \_ \_\_\_[6]{.underline}\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[14:1]{.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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   96%         96%         96%         97%         96%

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

  Teacher turnover rate      7%          9%          17%         14%         10%

  Student dropout rate       N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                              

  Student drop-off rate      N/A         N/A         N/A         N/A         N/A
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

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

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

**PART III ‑ SUMMARY**

In the heart of Tyler, Texas Azalea District lies St. Gregory Catholic
Elementary School (PreK-5) which is part of the Tyler Catholic School
System in the Diocese of Tyler. At its founding in 1946 the campus
blended well into the neighborhood with its Georgian architecture,
massive white columns and red bricked street. The school was five years
in the making, coming at the end of World War II when delays, shortage
of building materials, workmen and funds were hard to come by. The
pastor, Monsignor Vincent Wolf, inspired a group of students to raise
funds by selling war bonds. In effect, this was the beginning of a long
standing commitment to community service by the youth of St. Gregory
School.

St. Gregory opened its doors with an enrollment of 102 students. Six
nuns from the School Sisters of Notre Dame staffed the school. Growth
and expansion occurred over the next three decades as enrollment
increased. Unfortunately, like many other Catholic schools across the
nation, the rosy picture began to quickly fade. By 1991, the school
system was fraught with administrative instability, declining enrollment
and a spiraling debt of \$500,000. The pastor vowed to keep the schools
open and return to a high standard of excellence. Joining in that
commitment were the School Council and a new administrator who remains
today.

St. Gregory is now flourishing once again with 360 students,
administrative stability, a retired debt, a balanced operating budget
and successful capital campaigns for new construction. A milestone for
the campus will be its 60^th^ anniversary celebration in 2006,
particularly in light of the difficulties that nearly closed the
institution in the early 90's. The anniversary will follow the December
1, 2005 opening of a new 8300 square foot academic wing. The latest
addition is the culmination of a million dollar campaign to provide a
new library, science/art lab, music hall and computer lab for the
campus.

The mission statement establishes the school's primary goal as the
on-going faith formation of the Christian person. The school believes
that moral formation and academic education are the cooperative
responsibility of the parents and the school. The school climate
promotes learning, emotional growth, psychological development and
religious formation. Importance is placed upon recognizing the rich
diversity of the God-given talents that each student brings to the
school community. The uniqueness of each student is nurtured in a loving
atmosphere regardless of race, color or creed. St. Gregory places a high
value on faith development, academic excellence, self-direction,
personal responsibility and self-discipline as means for developing the
total student.

The mission and philosophy of the school form the framework for the
School Instructional Plan for curriculum, instruction and program
development at the school. The plan includes Transcending goals, Five
Year goals, Annual goals and Envision Statements that provide for a
systematic development of varied teaching practices. These includes
teacher in-service, master teacher mentoring to new faculty members,
teacher evaluations and administrative guidance to individual teachers.
The collaboration of the pastor, administration, faculty, parents and
school council create a solid working partnership for the school.

The students travel to the campus from a wide geographical area, an
approximate 40 mile radius from the city. The current student body
represents a culturally diverse population and wide cross section of
socio-economic levels; yet every grade, 1-5, scored in the top ten
percent of the country on its latest national standardized achievement
test.

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

1.  **Assessment Results:**

The Tenth edition of the Stanford Achievement Test (SAT) is administered
to students in grades one through five. The SAT offers a snapshot of the
school's achievement highlighting areas of strength and areas for
growth. These tests are mandated by the Diocese of Tyler to measure
individual and school wide achievement. All students are tested,
irrespective of any special learning needs and there are no apparent
disparities among the subgroups.

The SAT is a norm-referenced test. Thus, the scores derived from this
assessment can be compared to groups of students across the nation. St.
Gregory uses this data to measure growth from one year to the next, to
identify students with possible learning differences, and to examine the
strength and areas for growth in content areas so that meaningful
instruction can occur in a systematic process. St. Gregory primarily
uses two forms of data received from the SAT, the National Percentile
Rank (NPR) and Scaled Scores (SS).

National Percentile Rank ranges from a low of 1 to a high of 99, with 50
denoting average performance for the grade. The NPR indicates the
relative standing of students in the same grade who obtained scores
equal to or less than the given rank. These scores are useful for
comparing a student's performance on a particular subtest relative to
the performance of other students. Percentile ranks are also useful for
comparing a student's performance across content areas.

In the area of Reading, St. Gregory's overall NPR scores in grades 1-5
ranged from 70-86. These scores are in the top ten percent of the
nation, well above the average NPR of 50. First and second graders
demonstrated exceptional mastery as emergent readers with NP scores of
70 and 75 respectively. Areas of developmental growth include phonetic
analysis of vowels and critical analysis of short passage comprehension.
Third through fifth grade NPR scores were in the mid 80's range,
indicating strong and consistent mastery of the content as students
progressed through the school curriculum. One area of particular
strength is Reading Comprehension with only 2 of the 165 students in
grades 3-5 scoring in the below average range.

In the area of Mathematics, the overall NPR scores in grades 1-5 range
from 78-88. These scores are in the top ten percent of the nation, well
above the national average in all areas. Areas of strength in grades 1-2
are number facts and computation in context. Areas of growth include
number sense, estimation, data and statistics. Grades 3-5 demonstrated
exceptional performance with scores of 85, 88, and 82 respectively. Of
the 165 students tested, less than 2% scored in the below average range
on the problem solving component.

Scaled scores represent approximately equal units on a continuous scale.
The SS facilitates conversions to other score types and is valid for
studying change in performance over a period of time. St. Gregory charts
the SS for students by grade levels from the time they begin testing in
grade one until the students exit in grade 5. The longitudinal data
indicates significant annual growth for all grade levels in the areas of
Reading, Mathematics and Language.

The Otis-Lennon School Ability Test (OLSAT) is administered in grades
two and five. This measure is used to assess an individual's potential
for academic success. Discrepancies in the OLSAT and SAT scores may
indicate possible learning differences so the school pays careful
attention to this data.

An overall review of test data indicates that St. Gregory students
achieve the academic success necessary to meet the challenges of
middle/high school, college and eventually life.

2.  **Using Assessment Results:**

The Stanford Achievement test data is first analyzed by the
administration. Scaled scores for Reading, Mathematics and Language are
placed on a longitudinal chart to determine growth by a given grade
level from year to year and a global picture of the school as a whole.

The data from the content clusters report is then disaggregated by grade
level, by homeroom class, and by individual student performance. The
results are disseminated with the faculty during the June in-service
meeting, so that during the summer teachers may begin preliminary lesson
planning with the test results in mind. Each content cluster is broken
into major subject areas and sub-topics within each subject. Clusters
may be content specific or process specific. The summary of a group or
individual's performance is reported in terms of percent scoring in the
Below Average, Average or Above Average categories. This reporting
method enables teachers and administrators to identify relative
strengths and weaknesses within a content area for grade levels,
homeroom classes and individual students.

After a review and discussion of the results, areas of instructional
growth are determined. Staff development for the following year is also
planned to correlate with any instructional areas spotlighted for focus.
As a final analysis, the administration studies each individual
student's score. Special notice is given when there is a discrepancy
between the academic achievement level and the student's ability level
at grades 2 and 5. A significant discrepancy may be a strong indicator
of a learning difference such as dyslexia. In that event, additional
data is collected from the teacher and parent to determine if further
assessment or a special needs referral is warranted.

In August, the annual goals are revised based on the results of the
standardized achievement test data and other teacher assessments of
student performances.

3.  **Communicating Assessment Results:**

All stakeholders receive relevant communication regarding assessment as
the school strives to fulfill its educational ministry. Parents receive
regular communication regarding assessment of their child's work through
the following:

*Daily communication log Weekly take-home folders Parent/teacher
conferences*

*Three-week progress report Homework (assessed but not graded) Six-week
report card*

Standardized test data is compiled for both school and parental use.
Following the annual achievement testing, parents receive a copy of the
Stanford Achievement Test Home Report, which contains personalized test
results. The report presents general strengths and needs in major
subject areas. The student profile provides information for individual
performance and may offer specific recommendations. Scores are given in
terms of National Percentiles and are graphed for comparison.

An educational seminar is conducted for the Parent Teacher Organization
to provide a similar of review test scores and outline their use in
instructional improvement. The administration is available to meet
personally with parents for further in-depth review of the data.

The principal annually reviews standardized test scores with the school
council delineating the different types of data received and how it
impacts curriculum planning and instruction. A longitudinal study is
shared with the council tracking scaled scores in Reading, Language and
Mathematics for each class of students from the time they are tested in
first grade until they complete their educational tenure at St. Gregory.

Student performance is also shared through public relations and
marketing brochures, in local and Diocesan newspapers and in the church
bulletin. Assessment data is also shared with the feeder middle school
and high school where 98% of the students will attend.

4.  **Sharing Success:**

The administrative team shares successes by:

-   Networking with administrators from the Diocese of Tyler, the
    Diocese of Dallas and the local private schools association

-   Serving as chairs on accreditation teams for Catholic schools
    throughout the state

-   Developing relationships with local public school districts to serve
    special needs students

-   Serving on civic boards such as the Tyler Economic Development
    Council

-   Making presentations to local agencies such as Rotary Clubs and
    Young Mothers Club

-   Serving as a resource to schools on the use of test data to improve
    instruction

-   Collaborating with the East Texas Symphony Orchestra to develop a
    Strings program for area schools

Teachers share successful instructional strategies and curricular
programs by:

-   Welcoming university students to observe in the classroom as a part
    of the teacher education program

-   Modeling effective teaching practices for visiting teachers

-   Collaborating with other educators in the development of curriculum
    and skills continuums

-   Receiving professional honors such as WalMart's Teacher of the Year

-   Collaborating on special events such as the East Texas Symphony
    Youth Concert

Students are visible examples of the school's success by:

-   Participating in academic competitions, such as the National
    Mythology Exam

-   Receiving awards for community service efforts such as the Stone
    Soup Award, Tyler Youth Volunteer Award, and Philanthropic
    Organization of the Year nominee

-   Participating in live Internet research projects with other schools

-   Performing music at civic events

St. Gregory shares the school's success through a variety of public
relations and marketing activities. These include:

-   School tours

-   Invitation to school events, including open house and the all school
    musical review

-   School publications such as the *Visions* newsletter

-   School website, local and Diocesan newspaper articles

-   The St. Gregory Fun Run, the second largest sanctioned race in the
    city

    **PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

St. Gregory uses curriculum provided by the Diocese of Dallas as the
framework for classroom instruction. There is a traditional emphasis on
basic skills but teaching practices are thought provoking and encourage
critical thinking.

Envision statements are developed by all professional staff and
encapsulate the focus of a curricular area. Statements for Curriculum
are:

-   *Proclaim the fullness of the Gospel through the Diocesan
    curriculum*

-   *Maintain a total reading curriculum balancing structure and
    comprehension*

-   *Maintain a total language arts curriculum that encompasses all
    facets of communication including listening, speaking, spelling
    writing and usage*

-   *Enhance our manipulative based mathematics curriculum with
    technology and application*

-   *Expand our experimental and discovery approach to science with
    technology and application*

-   *Promote responsible citizenship through a comprehensive social
    studies curriculum*

-   *Develop an appreciation for and an introduction to the Spanish
    language and culture*

-   *Develop an appreciation for and an introduction to music*

-   *Integrate and apply technology into learning*

-   *Develop physical skills based on personal growth and development
    through a manipulative based and multi-sensory curriculum*

-   *Engage all learners in problem solving, higher level thinking and
    research skills*

-   *Differentiate curriculum for the learning different, accelerated
    and/or gifted students*

The **Religion program** addresses one of the school's primary goals, to
fulfill the educational ministry of the Catholic Church. The religion
curriculum is built upon an authentic Catholic vision of life and is
reflective of the Second Vatican Council. Faith development extends to
the students through classroom prayer, silent reflection, and weekly
liturgy.

The **Language Arts** program is an integrated approach to Reading,
Writing and English. Key concepts are derived from the National
Standards. These include Higher Order Thinking, Print Awareness,
Phonological Awareness, Decoding, Vocabulary, Comprehension, Reading
Fluency, Literary Concepts, Readers Theatre, Poetry, and Written
Expression. Spalding Phonics is taught in grades K-2 and Alphabetic
Phonics is employed for remediation in the Reading Resource program.

The **Mathematics** curriculum is manipulative based and correlates to
the National Standards for Mathematics. The basal series focuses on
numbers and operations, algebra, geometry, measurement, data analysis,
probability and problem solving. A sixth grade curriculum and textbook
is used to successfully challenge all fifth grade students and prepare
them for Algebra I in middle school. Students have been consistent award
winners in Math competitions.

**Science** uses the inquiry method of instruction based on the National
Science Education Standards. At least 40% of the instruction is devoted
to demonstration and experimental activities. Students use the
scientific method at all grade levels.

**Social Studies** provides a link between the past, present and future.
The curriculum prepares students to obtain a geographical understanding
of our world, to become productive citizens in a changing society and to
explore a variety of customs and cultures. For global outreach students
supported the Team Everest Project, an adventure developed to send 14
people with disabilities on a climb of Mt. Everest.

The **Spanish language** is taught weekly in grades Pre-K through Five
and is designed to encourage all students to become bilingual. A
motivational environment enhances the study through reading, writing,
listening to, and speaking the Spanish language.

St. Gregory's **Fine Arts** objectives mesh Harcourt's Art Express
curriculum and McMillan's Spotlight on Music text. The
Artist-in-Residence program provides opportunities for collaboration
between the professional artist and classroom teachers. Students
experience live performance through the vocal choir, hand bell choir,
All School Musical Review, and East Texas Symphony Orchestra.

**Technology** is a powerful instructional tool that is integrated
throughout the curriculum. Students learn basic productivity such as
word processing, drawing, spreadsheet, and graphics through presentation
type software. The Internet is used for communication, online research,
and curricular applications.

Daily **Physical Education** classes enable students to demonstrate
competency in locomotor, non-locomotor, and manipulative based movement
skills.

**2a.** **Reading:**

The Reading curriculum and scope and sequence bring together the
National Standards for Reading and the components of the School
Instructional Plan. Reading Envision Statements for the campus are:

-   *A total reading curriculum balances structure and comprehension*

-   *A total language arts curriculum encompasses all facets of
    communication including reading, listening, speaking, spelling,
    writing, and usage*

-   *The approach to Reading instruction should be within the context of
    quality children's literature*

-   *Decoding tools such as phonics, context clues, and structural
    analysis are essential aspects of instruction*

-   *Instruction should encourage students to develop a lifelong love of
    reading*

*Alphabetic Phonics* and *Spalding: The Writing Road to Reading* are
curricular components that provides a foundation for reading. Completing
the curriculum is a systematic word study which includes phonemic
awareness, phonics instruction, vocabulary, comprehension, fluency,
reading response, and literature.

Literacy stations enhance learning in the lower grades. A thematic
approach, such as fairy tales, provides the focus for literature
infusion. Various reading methods provide ample opportunities for guided
and independent practice, oral reading, shared reading, and interactive
reading. Teaching strategies give students opportunities to excel in
oral language and to see the relationships between sounds and written
language.

State adopted basal textbooks, novels, and classic literature provide
incentives for children to read. Students in grades 3-5 have required
summer reading. These grade levels also complete independent studies on
at least four books of differing genres over the course of the school
year. The lower grade levels have recommended summer reading. Special
units of study, such as Greek Mythology in grade four and Shakespeare in
grade 5, further enrich the curriculum. Grades 3-5 annually participate
in the Texas Blue Bonnet Award by reading and voting on state nominated
books.

**2b.** **Mathematics:**

The framework for the Mathematics curriculum is outlined in the School
Instructional Plan and correlates to the National Standards of
Mathematics. The envision statements developed by the professional staff
include:

-   *A curriculum that is manipulative based and includes distributive
    practice*

-   *Mathematical learning should move from concrete to abstract levels
    of understanding*

-   *Mathematics should be related to real life learning experiences*

-   *Mathematics learning should be integrated into other curricula*

-   *Computational skills should be applied to relevant and meaningful
    problem solving*

-   *Logical thinking should be incorporated into mathematical teaching*

-   *Technology should be applied to the mathematics curriculum*

-   *Mathematics teaching should encourage career opportunities that
    utilize mathematical skills*

The basal series from Harcourt publishers has been adopted for the
campus. Components of *Math Their Way, Mathland, and Calendar Math* are
incorporated into the Pre-Kindergarten through first grade curriculum.
Key concepts include graphing, number concepts, place value, time,
money, and measurement*. Mountain Math*, a system to introduce new
concepts and review skills previously taught, is added to the curriculum
in grades 2-3. The 4th grade scope and sequence includes a compacted
curriculum of fifth grade skills. A sixth grade curriculum and textbook
is then used to successfully challenge all fifth grade students and
prepare them for Algebra I in middle school. In addition, fifth grade
students increase their problem solving skills using Jasper Woodbury,
Vanderbilt University's interactive laser disc program, in which real
life situations with more than one viable solution are presented. Fourth
and fifth grade students annually compete in local and regional math
competitions. With an emphasis on problem solving and real life
application, the mathematics curriculum clearly addresses the mission of
the school to educate the total child in all aspects of human growth and
development.

**3. Instructional Methods:**

Teachers employ a variety of teaching methods guided by the in-service
model of the School Instructional Plan. Teachers use their individual
style and various techniques to convey their lessons to students.
Engaging students in learning is achieved by student-teacher
interaction. Within one class period it is not unusual to see a variety
of methods of instruction such as whole-class instruction, small group
instruction, individual instruction, lecture, discussion, discovery
learning, cooperative learning, independent learning, centers, and lab
or manipulative work.

Participatory decision-making at St. Gregory ensures provisions for
differing student academic needs. The administration and teaching staff
work together to assure that student placement from one grade level to
the next is best for the student based on formal and informal
assessments. Classes are heterogeneously grouped but efforts are made to
match teaching and learning styles particularly for students with
special learning needs. The *Instructional Envision Statements* set
forth in the School Instructional Plan provide an overview of the
philosophical practices that translate into classroom methodology.

-   *Utilize the principles of learning and effective teaching practices
    which increase the probability of successful learning*

-   *Use a variety of instructional techniques including lesson cycle,
    cooperative learning and inquiry approaches*

-   *Employ a multi-sensory approach during instruction to provide for
    different learning styles among students*

-   *Provide instruction at the appropriate level of difficulty to
    increase student success*

-   *Create a motivational environment in the classroom by using the
    factors of success, interest, feeling tone, level of concern,
    knowledge of results and rewards*

-   *Exercise reinforcement theory to strengthen productive behaviors in
    the areas of content, behavior, work habits, thinking and effort*

-   *Integrate higher level thinking skills throughout all grade levels
    and content areas*

-   *Provide practice sessions that are short, intense and highly
    motivating*

-   *Make learning real, relevant and meaningful to students*

-   *Create positive self-concepts among students*

3.  **Professional Development:**

Professional development for new and experienced teachers is one key to
student success. After careful review of standardized test data, staff
development is correlated to the annual goals set by the faculty. This
provides a direct link to help teachers impact content areas targeted
for improvement. Ten staff development days are provided for the faculty
on an annual basis. In addition, each teacher is required to obtain a
minimum of 8 hours of professional development each year.

After reviewing targeted goals, national consultants are invited to the
campus for total faculty in-service. Funds are available through the
general operating budget, the school's foundation, private donors and
federal funding. St. Gregory may also partner with other schools in the
area to share expenses to bring a consultant of high caliber to the
local campus. Significant funds are allocated to send administrators,
faculty and staff to a variety of national, state and local conferences
such as the National Catholic Educational Association, National Dyslexia
Conference, Texas Conferences for Math, Reading and Science, Texas
Physical Education Conference, and the Southwest Liturgical Conference.
Stipends are also available for advanced college course credit.

Professional Development for new teachers is critical. The school
recognizes the overwhelming responsibilities that first year teachers
may encounter. Every attempt is made to hire new teachers before June to
enable them to spend most of their summer preparing for the coming year.
The administrative team meets with all new teachers for orientation and
to review effective teaching practices. A mentor teacher, often the
grade level chair, is assigned to the new hire. The pair meets to
discuss curriculum, pacing calendars and campus instructional
strategies. During the school year, peer observation is available in
addition to the professional development opportunities previously noted.

This comprehensive approach to professional development, tied to
instructional goals, ultimately results in higher student achievement
and success.

**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}

[Texas Catholic Conference Education Department]{.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 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

Parishioner rate All grades Pre-K-5 \$4,686

Non-Parishioner rate All grades Pre-K-5 \$5,753

4.  What is the educational cost per student? \$\_[5,212]{.underline}\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[1,874]{.underline}\_

6.  What percentage of the annual budget is devoted to
    \_[5]{.underline}\_\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[22]{.underline}\_\_%

**PART VII - ASSESSMENT RESULTS**

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Reading: Grade 5 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 84     | 82     | 84     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 57     | 55     | 44     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | 90     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| Number of students tested                | 10     | \<10   | \<10   |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Reading: Grade 4 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 85     | 82     | 80     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 58     | 58     | 55     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | NA     | 77     | NA     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | \<10   | 11     | \<10   |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Reading: Grade 3 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 86     | 80     | 77     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 51     | 56     | 63     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | NA     | NA     | 77     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | \<10   | \<10   | 10     |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Reading: Grade 2 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 75     | 82     | 78     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 52     | 50     | 55     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | \<10   | \<10   | \<10   |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Reading: Grade 1 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 70     | 72     | 85     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 50     | 51     | 52     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | \<10   | \<10   | \<10   |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Mathematics: Grade 5 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 82     | 81     | 90     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 57     | 54     | 44     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | 86     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 10     | \<10   | \<10   |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Mathematics: Grade 4 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 88     | 86     | 83     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 58     | 58     | 55     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | NA     | 81     | NA     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | \<10   | 11     | \<10   |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Mathematics: Grade 3 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 85     | 86     | 81     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 50     | 56     | 63     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | NA     | NA     | 80     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | \<10   | \<10   | 10     |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Mathematics: Grade 2 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 78     | 85     | 85     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 52     | 50     | 56     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | \<10   | \<10   | \<10   |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+

**St. Gregory Catholic School**

**500 S. College**

**Tyler TX 75702**

**Phone (903) 595-4109 Fax ( 903) 592-8626**

**stgregory@stgregory.info**

**Mathematics: Grade 1 Stanford Achievement Test**

**Edition/Publication Year: 10^th^/2002 9^th^ /1995 Publisher:
Harcourt**

**Scores are reported here as Percentiles**

> Edition 10^th^ 10^th^ 9^th^

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 80     | 81     | 86     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 50     | 51     | 53     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Hispanic                               | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | \<10   | \<10   | \<10   |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+