##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ X \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [\_\_\_\_Mr. John A.
Richards\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [\_\_\_Holy Trinity Parish
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[423 Cherrywood
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_[Louisville]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Kentucky]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[40207-2103]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_[Jefferson]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_\_N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 502 ) 897 - 2785]{.underline} Fax [( 502 ) 896 -
0990]{.underline}

Web site/URL [www.ht-school.org]{.underline} E-mail
[hts@ht-school.org\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Date\_\_\_\_\_[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mrs. Leisa
Speer\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

Name of School Board Mr. John Madalon

President/Chairperson

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[\_\_\_12\_\_]{.underline} 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**       41        38          **79**

  **K**       49        39                     **88**         **8**       40        42          **82**

  **1**       42        44                     **86**         **9**                             

  **2**       52        36                     **88**         **10**                            

  **3**       41        44                     **85**         **11**                            

  **4**       42        34                     **76**         **12**                            

  **5**       37        37                     **74**         **Other**                         

  **6**       37        49                     **86**                                           

                                    **TOTAL                                                     **744**
                                    STUDENTS                                                    
                                    IN THE                                                      
                                    APPLYING                                                    
                                    SCHOOL**                                                    
  ----------- --------- ----------- ---------- ----------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of \_\_[99]{.underline} % White

the school: \_\_\_*[.3 \_]{.underline}*% Black or African American

[\_\_ .5]{.underline} % Hispanic or Latino

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      5
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    13
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 750
                            the school as of October 1  

  **(5)**                   Total transferred students  .02
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: \_\_\_\_[0]{.underline}\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[\_\_.4]{.underline}\_\_\_%

Total number students who qualify: [\_\_\_3\_\_\_\_]{.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:
\_\_\_\_[3]{.underline}\_\_\_%

\_\_\_\_[23]{.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.

\_\_[0\_\_]{.underline}Autism \_\_[2\_]{.underline}Orthopedic Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[9]{.underline}\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[10]{.underline}\_Specific
Learning Disability

\_\_[0]{.underline}\_\_Emotional Disturbance \_\_[1]{.underline}\_Speech
or Language Impairment

\_\_[0]{.underline}\_\_Hearing Impairment \_\_[0]{.underline}\_Traumatic
Brain Injury

> [\_\_0]{.underline}\_\_Mental Retardation \_\_[1]{.underline}\_Visual
> Impairment Including Blindness
>
> \_\_[0]{.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) \_\_\_[4]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_[26]{.underline}\_\_ \_\_\_[5]{.underline}\_\_
\_

Special resource teachers/specialists \_\_\_\_[6]{.underline}\_\_\_
\_\_\_[2\_\_\_\_]{.underline}

Paraprofessionals \_\_\_\_[6]{.underline}\_\_\_
\_\_[13]{.underline}\_\_\_\_

> Support staff \_\_\_\_[3]{.underline}\_\_\_
> \_\_\_[9]{.underline}\_\_\_\_
>
> Total number \_\_\_[45]{.underline}\_\_\_ \_\_[29]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_[26:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

  Daily teacher attendance   96 %        97 %        97 %        98 %        97 %

  Teacher turnover rate      10 %        12 %        3 %         10 %        5 %

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

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

# PART III -- SUMMARY

**Holy Trinity Parish School** is a Catholic School for children in
grades K-8 and is located in Louisville, Kentucky. The school is central
to the educational mission of the parish of which it is a vital part.
The staff of 76 joins with parents and parish resources to provide both
academic and religious instruction for its 744 students with the goal of
empowering these students to become contributing members of their local,
national and global communities both now and in the future.

Founded in 1883, the school has been enlarged many times, adding
additional classrooms, a new gym, combined parish and school offices,
new technology, science and foreign language labs, library/media center,
reading resource center, closed circuit TV studio, and equipment to
initiate a video conferencing program. Holy Trinity Parish School was
awarded *The 2004 Catholic Schools for Tomorrow Innovations in Education
Award* in the area of "Technology Integration" for its success in
weaving technology throughout the curriculum and its use in internal and
external communications. Holy Trinity Parish School strives to
continually improve itself by evaluating student standardized testing
results each year and by being proactive in preparing students to take
their places in the world marketplace as adults.

The students benefit from full-time programs in Art, Library/Media,
Technology, Music, Spanish, and Physical Education. 88% of our teachers
have obtained Master's degrees. Nine members of the
faculty/administration have fifteen or more hours beyond the Master's
level. The school has Special Needs/Gifted Coordinators, a Reading
Resource Teacher for students in grades K-3, and a fulltime Counselor.
The school has a Service Learning Program that involves every child in
the school in a community agency. The "No Bullying" program provides a
safe environment for students and calls for zero tolerance for bullying
behaviors. The philosophy of the school encourages differentiation of
curriculum for all students. In addition, the Enrichment Program
involves students in inter-school opportunities such as SEEK (Student
Enrichment and Exploration of Knowledge), the Duke University Talent
Search Program, and the Governor's Cup Competition events. Holy Trinity
has a tradition of moving its students out into the community to take
advantage of learning opportunities.

The staff strives to continually enrich themselves and the curriculum.
As examples, the Junior High science teacher participated in a
partnership with Rice University in Houston, Texas in which she piloted
the use of materials to make teaching concepts related to nanotechnology
"kid friendly." This teacher also received a \$10,000 Amgen Science
Teaching Excellence Award, one of four awarded in the U.S. in 2002. The
junior high social studies teacher traveled to Poland upon the 60^th^
anniversary of the end of World War II to visit sites related to the
Holocaust. This year she is being honored as the outstanding teacher in
the Archdiocese of Louisville. The former principal, who retired last
year, was recognized as a Distinguished Principal by the U.S. Department
of Education. These events and awards are important in that they reflect
the high standards of expectations that are the norm at Holy Trinity
Parish School. Teachers encourage each other to take risks and try
innovative strategies.

At Holy Trinity Parish School we believe in educating the 'whole'
child - academically, emotionally, physically, and spiritually. Children
are treasured and treated as such. The school and parents have joined
hands through the PTA. The mission statement and school philosophy
reflect the belief in the potential of students to be lifelong learners.
The responsibility of educators to prepare these students for the global
community in which they will live is a sacred trust. To this end, Holy
Trinity Parish School fosters respect for God, self, others, education,
diversity, service, integrity, responsibility, and Christian values.

Part IV - Indicators of Academic Success (#1 - Assessment Results)

The standardized testing instrument used by the Archdiocese of
Louisville is *TerraNova, The Second Edition Plus* tests, published by
CTB/McGraw-Hill. Students are tested in grades K-7. By following testing
along this chronological spectrum, one can see an overall profile of the
child's academic achievement.

The InView section of testing, administered in grades 3, 5 and 7, yields
a Cognitive Skill Index, which indicates the student's academic
potential. This testing also generates data projecting anticipated
scores for students. Our students consistently outscore these projected
scores. This reflects strong teaching and high expectations on the part
of both teachers and students. By examining the scores, teachers can see
any discrepancies between a student's potential and performance. The
testing is extremely helpful in formulating differentiated instructional
plans for students along the learning spectrum. Teachers work diligently
to help parents understand the feedback from the testing so that,
together with all support personnel available, each child will reach
his/her full potential.

The Archdiocese of Louisville uses the Mean Normal Curve Equivalent
Score to give a profile of how all of the elementary schools in the
Archdiocese perform in grades 3, 5 and 7 each year. By comparing an
individual school's MNCE scores to the overall scores obtained
throughout the Archdiocese, a school can tell if it is above, on, or
below track with other comparable schools.

In regard to the reading and math programs, in the years 2002 -- 2006,
Holy Trinity's scores exceeded Archdiocesan scores in every test in the
categories of both reading and mathematics. Looking at 2005-06, in
grades 3, 5 and 7, the reading composite score was 8 or 9 points above
the Archdiocesan score in every instance, while in the case of the math
composite scores, these ranged from 4 to 11 points above those of the
Archdiocese.

The following are Holy Trinity's composite scores from 2005-06 showing
overall school strength in Reading/Math:

2005 Grades 3, 5, 7 Reading respective MNCE scores: 68, 72, 70

2006 Grades 3, 5, 7 Reading respective MNCE scores: 72, 74, 75

2005 Grades 3, 5, 7 Math respective MNCE scores: 71, 66, 75

2006 Grades 3, 5, 7 Math respective MNCE scores: 72, 67, 75

Looking at the subgroups within the Cognitive skills Index (CSI's of 115
and above, 86-114, and 85 and below) in grades 3, 5 and 7, there was no
statistical disparity among these subgroups in terms of the mean
anticipated scores and the mean obtained scores. The achieved scores
consistently outscored the anticipated scores. There were no other
significant subgroups.

In each year from 2002 to 2006, Holy Trinity Parish School has had
scores that would have qualified it to apply for the Blue Ribbon Award.

Individual student scores are reported in National Percentile Scores,
with the 50^th^ Percentile being the median. The bell curve of our
scores is consistently skewed to the right. This community holds the
educational bar very high. Teachers, students and parents stretch to
meet high expectations. Teachers continue to meet the challenge of
providing for the differentiated needs of a significant group of
students who consistently perform in the 90^th^ plus percentile
rankings. While the faculty and staff are proud of these statistics,
(the students' progress and their scores), the staff realizes that it
takes continued daily effort to have a successful school. "It takes a
village" to maintain such a strong track record. Each day is a new day
with ever-changing students who need new challenges. Personnel are eager
to meet that challenge!

Part IV Indicators of Academic Success (#2 -- Using Assessment Results)

The *TerraNova* test results are a key tool in strategic planning both
for the school and for the individual. A student's profile is a factor
in determining group placement as well as developing both
differentiation and intervention strategies.

Administrators have looked at the school profile since 2002 for any
significant increases or decreases in scores. A spreadsheet of scores is
tracked "vertically" to see how a subject area scores year after year.
Each class is tracked through the years in each subject area diagonally
on that same spreadsheet. Given that the class median Cognitive Score
Index remains nearly or absolutely constant in a given class, and the
vast majority of the class is composed of the same students, this is one
valuable method of viewing teaching performance. Since the Archdiocese
provides each school with the MNCE combined score for all of its
schools, it is possible for a school to compare itself to that norm
yearly. Thus this testing instrument provides continual feedback for the
school, looking at individual students, grade levels, and the school as
a whole educational unit.

Some standardized scores are used as criteria for participation in
various programs such as Duke University's Talent Identification Program
and a locally managed enrichment program. The scores help to identify
students for academic competitions such as the Governor's Cup. As
differentiated instruction is integrated in classes, testing results are
a valuable tool in assessing strengths and weaknesses in student
profiles, and therefore the school is better able to meet student needs.
Data is also utilized when planning budgets and making personnel
decisions.

Holy Trinity is thus able to look at students individually and as
grades. It is also able to assess itself by looking at individual
teachers, subject areas, grade levels, and overall school performance. A
combination of all of these perspectives drives continual
self-improvement.

Part IV Indicators of Academic Success (#3 -- Communicating Assessment
Results)

Communication is the key to success. The school uses Internet technology
software (Edline) to provide a student's current grades and daily
homework assignments along with feedback from teachers on a daily basis.
A weekly school newsletter is sent to parents via the Internet. Teachers
also send home their own homeroom/grade newsletters. Twice a year,
mandatory formal conference times are scheduled. Teachers as well as
parents frequently ask for extra conferences.

Students share their accomplishments in Science, Art and History Fairs
along with Poetry Readings and Musical Presentations to which the public
is invited. Students are avid participants in the Governor's Cup, the
Kentucky Colonels 6^th^ Grade Academic Showcase, and the Catholic School
Academic League competitions. A Pupil Enrichment Program (PEP) offers
after school activities such as chess, quick recall, golf, art, and
cooking classes.

The school forwards home individual *TerraNova* reports showing student
level of mastery for concepts in the various subtests as well as
percentile levels. The Archdiocese sends each school the composite Mean
Normal Curve Equivalent (MNCE) Scores for grades 3, 5, 7 of the K -- 8
schools in its boundaries. For the past twelve years, Holy Trinity
Parish School has compiled a spreadsheet for parents comparing the
Archdiocesan scores to its own. In every instance, the scores of Holy
Trinity students have been significantly higher.

The community also learns of our students' academic reputation through
the many scholarships our students receive upon graduation. Currently in
one of the large boys' high schools, eight of the forty-five freshmen
"Xavierian Scholars" are from Holy Trinity Parish School. Twenty-five of
the thirty freshman girls from Holy Trinity attending a nearby academy
are on the Honor Roll/Principal's List this first quarter. The President
of Saint Xavier High School (a four time Blue Ribbon winning School)
wrote, "All Holy Trinity students, including those with average ability,
are well-prepared for serious high school work. Holy Trinity's
structured approach builds self-disciplined, confident and capable
students."

Part IV Indicators of Academic Success (#4 - Sharing Success)

Collaboration with others is often the key to success. The school has
been a forerunner in technology due to the dynamic influence for twelve
years of the former principal. She provided expertise and leadership to
many other schools as they began to integrate technology into their
schools.

The technology teacher and sixth and eighth grade language arts teachers
plan to teach a collaborative workshop on digital storytelling for the
Archdiocese next summer. The school is integrating the Spanish language
into our weekly liturgy, and a sister school with a strong Hispanic
population base will join us in celebrating a bilingual liturgy during
Catholic Schools Week.

When the junior high social studies teacher received a grant to retrace
the steps of the Holocaust in Poland, she developed a workshop for other
teachers upon her return. When the science teacher had the opportunity
to partner with Rice University to pilot and critique materials for
junior high students on making nanotechnology "kid friendly," the
results were felt far beyond the borders of Kentucky. The school
recently hosted a meeting for science teachers at which the
vice-principal discussed grant writing strategies. After the
Kindergarten teachers attended a "Building Blocks" seminar, they led a
local conference in which they instructed other Archdiocesan teachers in
the concepts/strategies they had learned. All teachers participated in
regional Exchange Groups in September of this year to discuss "best
practices" with other teachers in their particular fields. One teacher
taught a class in a regional student enrichment program this fall, while
another will teach in the spring.

It is evident that the formation of Professional Learning Communities
within the school has greatly fostered a sense of professionalism. As
the school continues to partner with those in the broader community, the
educational horizon is enhanced for all of the students.

Part V -- Curriculum and Instruction (#1 -- Curriculum)

The curriculum of Holy Trinity Parish School is based on an Archdiocesan
Curriculum Framework, which is, in turn, based on State and National
Standards. The school is accredited by the Kentucky Department of
Education. The school believes in, teaches and practices a strong value
system with respect for diversity. This paradigm is reinforced in every
class, especially in the core content class of [Religion]{.underline}.

The [Reading Program]{.underline} is based on a strong phonetic and
phonemic awareness foundation. The program stresses culturally diverse
literature of multiple genres. Holy Trinity Parish School is
implementing the Archdiocesan "Reading First" Program, adapted from
Kentucky Reading First. There is support and extension built into the
program on every level. A Reading Resource Teacher works with children
with diagnosed learning disabilities in K-3. Comprehension and fluency
are seen as keys to success. The [Language Arts Program]{.underline}
works intimately with Reading, stressing the skills necessary to express
thoughts coherently and fluently. The ability to form coherent and
descriptive sentences and paragraphs, the development of vocabulary and
grammatical skills, and the ability to organize and synthesize thoughts
are all points critical to the language arts Program. Two leveled
in-house workshops were held this August to familiarize teachers with
the Lucy Calkin's Writing Program so that teachers could better
integrate writing throughout the curriculum.

The [Mathematics Program]{.underline} sequentially prepares all students
for algebra by the 8^th^ grade. A significant number of 8^th^ graders
obtain high school credit in Algebra I. Emphasis is placed on helping
students see the practical applications of math. The school received a
grant to implement the Pentathlon Program, math enrichment games based
on predictive reasoning (as in chess). The top math students are
differentiated from 4^th^ -- 8^th^ grades by increasingly being
encouraged to move at a faster pace.

The [Social Studies curriculum]{.underline} is designed to help students
understand democratic principles, our country's historical heritage, and
social/political systems. Emphasis is placed on an understanding of
geography, an appreciation for cultural diversity, and an understanding
of economics in society. Our 5^th^ grade participates in a Junior
Achievement "Exchange City" program in which students assume the
ownership and operation of a town for a day. This program integrates
learning from many disciplines.

The [Science Program]{.underline} stresses content and process as
students explore, hypothesize, experiment and make conclusions. Whether
watching tadpoles turn into frogs, flying handmade kites, dissecting
sheep hearts, typing blood, swabbing their cheeks to isolate their own
DNA, or piloting materials on nanotechology, our students are learning
more of the "why" about this world. Grades 3-6 have "mini labs" equipped
with tables and sinks to facilitate lab work. The junior high lab is
truly state-of-the-art, and students typically conduct labs twice a
week.

Students learn vocabulary and sentence structure in
[Spanish]{.underline} along with an emphasis on Hispanic culture. The
6^th^-8^th^ grades use a textbook/video series, and all students use the
interactive Rosetta Stone software program in a language lab. The
creative experiences in the [Art program]{.underline} spring from art
history and/or cultural perspectives interwoven with the curriculum.
Egyptian canoptic jars, Indonesian shadow puppets, paper-maché tribal
masks, wire sculpture, clay, print making, weaving, etc. contribute to
students' appreciation of artists and their own creative gifts. The [PE
program]{.underline} is structured and integrates exercise and fitness
at all levels. Students learn physiology and the rules of games along
with having fun. The [Music Curriculum]{.underline} emphasizes knowledge
of music genres, notation, rhythms, composers, and instruments. Students
participate in several performances. The [Technology
program]{.underline} teaches students to navigate the computer
programs - PowerPoint, Excel, Word, MovieMaker, etc., while working with
core content material. [Library/Media]{.underline} classes teach
research skills and are closely integrated with core classroom
curriculum.

**Part V Curriculum and Instruction (#2a - Reading)**

The Reading curriculum at Holy Trinity Parish School is based on an
integration of phonemic and phonetic awareness with auditory and visual
discrimination skills. Decoding is a fundamental skill practiced to
unlock the treasure chest of words. These basic foundational skills lead
to an awareness of vocabulary and text understanding. The student
develops the all-important skills of comprehension and fluency as he/she
progresses, and as competency builds, the finer skills such as
predicting outcomes, selecting the main idea and supporting details,
identifying context clues, etc. are refined.

Teachers in the Archdiocese are using the "Reading First" program
through the fifth grade. Primary reading classes begin with whole class
instruction followed by work in centers. A reading resource teacher,
skilled in providing intervention and remediation, is available through
the third grade level. (Students in any grade level may be supported by
technology such as alphasmarts, reading pens, etc.) By the middle
grades, the students are exposed to a wide genre of reading styles. In
the upper grades, the approach to reading is literature-based. All
students have a weekly library period with exposure to multiple
resources. Teachers believe that reading is a fundamental skill basic to
the comprehension of material in all subject areas; thus, all teachers
consider themselves to be "reading teachers."

In the same sense, all teachers are "writing teachers" because the
reading and language arts curriculum go hand-in-hand at Holy Trinity
Parish School. The ability to write fluently and correctly is a top
priority. Students are shown many ways of organizing their thoughts in
preplanning; creativity is encouraged in spontaneous "free write"
sessions. A "Daily Oral Language" program of editing incorrectly written
sentences has been successful. Ample opportunities are given to refine
the skill of giving oral presentations. Thus the students are given the
tools to be strong communicators in both written and verbal styles.

**Part V Curriculum and Instruction (#3 - Science & Its Relationship to
Skills and Knowledge)**

An essential theme of the educational mission at Holy Trinity Parish
School is to instill a love of learning so that students become engaged
in the learning process and thus become lifelong learners. To see "the
light come on," teachers let students become involved in the learning
process. Science is an area in which this routinely happens at Holy
Trinity. Watching duckling eggs hatch, amaryllis bulbs bloom, tadpoles
turn into frogs, nursing a "runt" puppy, learning to handle a snake -
these are a few experiences our primary-age scientists have.

Teachers make great effort to cross curriculum lines. As an example,
last year's 3^rd^ grade received a grant to study birds. The science
classes focused on habitats, physical properties and feeding habits. A
guest speaker from the Raptor Rehabilitation program brought birds of
prey into the language arts classes to spark writing projects. In art
class, the students constructed paper maché birds. A stone sculptor
helped the students create a birdbath, which was placed in a memorial
garden. The project appealed to visual, auditory and kinesthetic
learners.

In the middle grades, some examples of hands-on activities include:
constructing kites, an egg drop contest, designs of earth's layers and
volcanic eruptions. On the junior high level, students type their blood,
isolate their own DNA, dissect sheep hearts, frogs and shark skeletons,
construct silly putty out of polymers, make Styrofoam hands, and recite
a "Pledge of Allegiance to the Periodic Table" daily when studying
chemistry!

Students receive a firm foundation in science; they experience many "aha
moments" and gain a true sense of awe for the universe through the
science program. It is this sense of fascination with learning that
instills a lifelong quest for further knowledge in the minds and hearts
of students.

Part V -- Curriculum and Instruction (#4 - Instructional Methods)

The faculty at Holy Trinity Parish School continually strives to update
curriculum and instructional techniques so that student learning is
continually improved.

The reading resource teacher uses Earobics software as well as other
technology to assist students with auditory and visual discrimination
issues. The focus is on building comprehension and fluency. Spanish
students use "The Rosetta Stone" interactive software. The school has
two carts of wireless laptops, enabling students to tap research and
processing tools. Teacher assistants make small-group learning feasible
in breakout rooms and in "center" activities.

Digital storytelling encourages even the reluctant writer to express
his/her thoughts. Students create brochures, spreadsheets and PowerPoint
presentations. Science classes include hands-on labs, while art classes
are filled with multiple media of expression. A closed circuit
television system allows students to experience before/behind camera
roles to execute daily broadcasts. "Read, Write and Gold" technology
allows our sight-impaired student (and others) to have the
computer-assisted learning. Classroom speaker systems have greatly
benefited students with auditory processing and/or attention issues.

Teachers utilize "best practices" as they stimulate creative and
critical thinking skills in students. Bloom's taxonomy is a guiding
force in leading teachers to develop challenging and engaging
differentiated lessons.

The Service-Learning Program matches each grade with an agency in the
city so that every student is involved in a social justice outreach
opportunity. Teachers become partners with the local police department,
the Kentucky Fish and Wildlife Department, and Junior Achievement of
Kentuckiana Inc. to increase learning options. 6^th^ graders learn
team-building skills in a 3-day/2-night camping experience. 7^th^
graders visit Cincinnati while 8^th^ graders take a 3-day trip to
Washington, D.C. The weeklong "Everybody Counts" Program allows students
to simulate various disabilities to learn about and increase their
respect for differences.

A fundamental teaching paradigm at Holy Trinity is that of a mentoring
relationship between teacher and student. The school has a long-standing
tradition of nurturing and exciting students on their educational
journey.

**Part V -- Curriculum and Instruction (#5 - Professional Development)**

The goal of Holy Trinity's professional development program is the
continual advancement of the quality of both the academic level and
environment of the school. Teachers choose professional development
classes that will upgrade their level of expertise as well as technology
skills. Teachers have always taken more professional development hours
than required by Archdiocesan standards.

A school-wide workshop on "Advancing the Writing Initiative" was held
this August. Other examples of recent in-house Professional Development
workshops include ones on the use of wireless carts, remote answering
device software (Jeopardy type game generating graphs depicting answers
for the class), and use of the daily newspaper (both print and online)
throughout the curriculum. Two Science teachers, the Spanish teacher and
the four Kindergarten teachers attended national conferences in their
respective fields. Grant applications have been submitted to the
Archdiocese for six teachers to attend other regional conferences in the
upcoming months. The technology coordinator attended a local workshop on
digital storytelling, and language arts teachers are collaborating on
digital storytelling projects, which the children love! Twenty-two
additional SmartBoards are being installed in classrooms, and teachers
are currently receiving instruction on classroom usage.

Many professionals are among our parent ranks. These experts are
generous with their expertise and offer assistance as speakers at
faculty meetings and in the classrooms. Whether it is information about
surgical techniques, x-raying mummies, or collecting primary source
materials from the Revolutionary War era (some examples), these experts
offer a wealth of "in-service" training for teachers and students alike.

Currently The Center for Gifted Studies from Western Kentucky University
is developing a proposal for Holy Trinity regarding the implementation
of differentiation of instruction, especially as it relates to gifted
students, in the regular classroom setting. Such workshops and mentoring
onsite provide guidance and refinement from specialists in the field.

**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. Delete if not
used.*

1.  Private school association(s): [Archdiocese of Louisville, Kentucky
    Non-Public School Commission, Inc., National Catholic Education
    Association]{.underline}

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

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

3.  What are the 2006-2007 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_[3,922]{.underline}\_\_ \$\_[3,922]{.underline}\_
\$\_[3,922]{.underline}\_ \$\_[3,922]{.underline}\_
\$\_[3,922]{.underline}\_ \$\_[3,922]{.underline}\_

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

\$\_[3,922]{.underline}\_ \$\_[3,922]{.underline}\_
\$\_[3,922]{.underline}\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ 1 Student - \$3922.00

12^th^ Other 2 Students - \$6275.00

3 Students - \$7060.00

4 Students - \$7844.00

4.  What is the educational cost per student?
    \$\_[3,606]{.underline}\_\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[100\_\_\_\_]{.underline}

6.  What percentage of the annual budget is devoted to
    \_\_\_[3]{.underline}\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[4]{.underline}\_\_\_%

  ----------------------------------- ----------- ----------- -----------
  Holy Trinity Parish School                                  

                                                              

                                                              

  Terra Nova                                                  

  2nd Edition 2001                                            

  CTB McGraw-Hill                                             

                                                              

  Scored are reported as Mean Normal                          
  Curve Equivalent                                            

  No students are excluded from the                           
  test.                                                       

                                                              

                                      2005-2006   2004-2005   2003-2004

  Testing month                       April       April       April

  **Grade 7**                                                  

  Reading                             70          70          69

  Mathematics                         75          75          70

  Number of students tested           84          87          58

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 6**                                                  

  Reading                             68          69          68

  Mathematics                         66          71          73

  Number of students tested           83          85          84

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 5**                                                  

  Reading                             73          72          70

  Mathematics                         67          66          66

  Number of students tested           86          78          80

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 4**                                                  

  Reading                             69          67          66

  Mathematics                         74          66          66

  Number of students tested           76          82          76

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 3**                                                  

  Reading                             69          68          62

  Mathematics                         72          71          67

  Number of students tested           74          75          81

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

                                      2005-2006   2004-2005   2003-2004

  Testing month                       April       April       April

  **Grade 2**                                                  

  Reading                             70          69          70

  Mathematics                         70          71          73

  Number of students tested           85          74          74

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 1**                                                  

  Reading                             66          73          N/A

  Mathematics                         66          78          N/A

  Number of students tested           85          86          N/A

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Kindergarten**                                             

  Reading                             70          66          66

  Mathematics                         69          69          69

  Number of students tested           87          97          90

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

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