##### *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 [Mrs. Sheila Martinez
                                                                                          ]{.underline}

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

Official School Name [Our Lady of Victory
                                                                                           ]{.underline}

(As it should appear in the official records)

School Mailing Address [4755 Whitehaven Parkway,
N.W.                                                                ]{.underline}

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

[Washington, D. C. 20007-1558                ]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 202 ) 337-1421]{.underline} Fax [( 202 )
338-4759]{.underline}

Website/URL [www.olvschooldc.org]{.underline} E-mail
[principal@olvschooldc.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Patricia Weitzel-O'Neill]{.underline}

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

District [Archdiocese of Washington]{.underline} Tel. [( 301 )
853-4518]{.underline}

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

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

Name of School Board

President/Chairperson: [                Father Milton
Jordan                                                                                  ]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

**SCHOOL**

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

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

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

[N/A     ]{.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**    11        18                     29           **7**       05        14          19

  **K**       10        06                     16           **8**       08        10          18

  **1**       06        11                     17           **9**                             

  **2**       07        10                     17           **10**                            

  **3**       05        09                     14           **11**                            

  **4**       07        12                     19           **12**                            

  **5**       07        10                     17           **Other**                         

  **6**       06        10                     16                                             

                                    **TOTAL                                                   182
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 66% White

the students in the school: 18% Black or African American

9% Hispanic or Latino

7% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

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

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

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

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

  **(4)**                   Total number of students in 182
                            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:
[  7  ]{.underline}   %\*

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

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

Specify languages: Spanish, Italian, Amharic, Tagalog

\*This figure, as well as the number of languages, is anticipated to
increase following ELL testing results this year.

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

Total number students who qualify: [     28   ]{.underline}   

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

[   14     ]{.underline}Total Number of Students Served\*

> Number of students with disabilities according to conditions
> designated in the Individuals with Disabilities Education Act:

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [   3    ]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [   8    ]{.underline}Specific Learning
Disability

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

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

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

\*One student who has not been diagnosed with a learning disability also
receives special education services.

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

    **Number of Staff**

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

Administrator(s) [      1        ]{.underline}
[      1          ]{.underline}

Classroom teachers [    11        ]{.underline}
[      9          ]{.underline}

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

Paraprofessionals [      3        ]{.underline}  
[      2          ]{.underline}

> Support staff [      1        ]{.underline}   [     
> 2          ]{.underline}
>
> Total number [    17       ]{.underline} [   
> 14          ]{.underline}

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

13\. Attendance patterns of teachers and students:

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

  Daily student attendance 94%         94%         95%         94%         96%

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

  Teacher turnover rate\*  14%         19%         11%         5%          16%

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

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

\*Turnover can primarily be attributed to changes in family
circumstances. For example, for the most recent school year, the 14%
rate (3 teachers) includes a teacher who elected to remain at home to
care for a newborn, one who relocated to accompany her spouse attending
graduate school, and one who retired.

**PART III ‑ SUMMARY**

***Mission***

Our Lady of Victory School is a dynamic, diverse Catholic school in
Washington, D.C. with students in Nursery through Grade 8. It is
committed to providing a learning environment that promotes scholarly
excellence while fostering students' moral and spiritual growth. OLV
partners with parents in preparing students to "learn today and lead
tomorrow." Small class sizes (average-17 students) allow each child to
develop his unique gifts and talents, while providing individualized
attention. Teaching the Gospel message helps students develop
faith-filled relationships with God and others. Students practice the
"Values Code" consistent with Jesus' teachings. Daily prayer assembly,
monthly Masses, and participation in social justice programs reinforce
the school's mission. As reflected in the Middle States Accreditation
report, OLV "fosters an environment devoted to faith, family, and
education."

***Diversity***

OLV's location and reputation attract students from a broad variety of
ethnic, religious, and socioeconomic backgrounds, and they come from the
parish as well as the greater metropolitan area. Both ends of the
socioeconomic spectrum are represented, including affluent and
economically disadvantaged families (fifteen percent receive full
tuition assistance). Eighteen students attend OLV through D.C.
Opportunity Scholarships, a government-funded program that provides
scholarships to D.C. residents with significant financial need. Any
socioeconomic differences are transparent in the school as students bond
together as one cohesive community. Most students are Catholic, yet 22%
practice other faiths. Twenty-three students claim English as their
second language, with 16 languages represented. The school includes and
supports students with learning disabilities. This diversity, together
with the school's warm, nurturing environment, makes OLV a special
place.

***Academics***

A rigorous academic curriculum prepares students for the challenges of
high school and beyond. Most graduates attend Catholic high schools
including the area's more competitive institutions. The core curriculum
is complemented by specialized classes exposing students to art,
technology, music, and the benefits of physical education. Instructional
delivery is varied to meet different learning styles, and differentiated
instruction helps accommodate a range of abilities. Enrichment
opportunities are available during and after school, and the D.C. area
offers a multitude of exciting field trip opportunities.

***Extracurricular Activities***

After school activities include a Homework Club, Kaplan reading program,
book club, and physics enrichment program. A morning and afternoon
"Extended Day" program provides quality child care. Gifted students
participate in the Johns Hopkins University Center for Talented Youth.
Students compete in a regional Geography Bee, Spelling Bee, and
Mathematics Contest. Arts are celebrated in dramas, band concerts, and
an annual Art Show. Other activities include Outdoor Education - a
middle school team-building adventure, Girl Scouts, choir, school band,
Chess Club, Yearbook Club, basketball, karate, Student Council Spirit
Group, and Victory in Service to Others, a middle school social services
group.

***Faculty and Staff***

Teachers are highly qualified, dedicated, diverse, and invested in their
students. They typically go above and beyond what is required. The
school is blessed with an enthusiastic, positive, and determined
principal, a school secretary who provides endless support to students,
faculty, and visitors, and ongoing support from the pastor and parish
staff. All faculty members participate in educational seminars, with
many in graduate degree programs.

***Parental Involvement***

Parents are an integral part of OLV's success and serve as both leaders
and supporters on school committees and boards, in classrooms, and in
fundraising and school activities. Their diverse cultural and business
backgrounds bring a variety of experience and perspectives to the table.

***Facilities***

Recent renovations after the school's 50^th^ anniversary include new
heating and air systems and windows, painting, and the addition of a
collection of biblical fine art donated by a parish family. The school
also added several new computers, a wireless network, and grading and
attendance software. The next phase includes a plan to expand the
instructional space.

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

1.  **Assessment Results:**

In March of each year, the Terra Nova Multiple Assessments are
administered to OLV students in grades K-8. For students in grades 2
through 8, a test of cognitive skills is administered, and students in
grades K-8 take tests that measure their performance against a
predetermined set of objectives in reading and language arts,
mathematics, science, and social studies. The tests for students in
grades 4 and 7 are more comprehensive and include a writing section.

Qualifying reading and mathematics test scores are presented using the
Mean Normal Curve Equivalent scores for each student grade. The highest
grade level tested for the past three years was seventh grade, as eighth
grade students were only recently required to participate by the
Archdiocese of Washington. Since the 2004-2005 school year, the
Archdiocese of Washington has required that schools administer the Terra
Nova to all students in grades 2 through 8. Last year, OLV opted to
include grades K and 1 as well to monitor progress for all students and
to have school-wide data available.

Seventh grade NCE reading and mathematics scores for the past three
years fall above the school mean NCE at the 90^th^ percentile of
national school norms. Moreover, nearly 70% of the reading and
mathematics scores for students in grades 3 through 8 in the past three
years fall above the qualifying score level, demonstrating consistent
excellence in student achievement for students across grade levels. The
reading and mathematics scores for the students in grades K through 2
are remarkable as well. After analyzing the data for grades falling
short of the qualifying score level, it was found that these classes
included students with diagnosed and formerly undiagnosed learning
disabilities who typically do not perform at their ability levels on
standardized tests. While the accommodation of extra time was made for
some of these students, this is often not enough to level the playing
field and reflect their true abilities. In other cases, an influx of
students recently transferred from other schools with different
curricula and standards appeared to impact class scores. Nevertheless,
most of OLV's students, including those with learning disabilities and
those who were transferees, exceed what the test publisher defines as
"typical growth" when comparing scores from year to year.

The reading test scores student achievement related to objectives in
basic understanding, analyzing text, evaluating and extending meaning,
and identifying and applying reading strategies*.* The mathematics test
objectives include numbers and numerical relations, computation and
estimation, measurement, geometry and spatial sense, data, statistics
and probability, patterns (functions and algebra), problem solving, and
reasoning and communication.

None of OLV's current students are administered alternative assessments.
There are students who would be deemed subgroups (by ethnicity, D.C.
Opportunity Scholarships, Title I, Title III, and/or learning
disabilities); however, there are not 9 or more students in any one
grade to require dissagregation of data.

2.  **Using Assessment Results:**

OLV's philosophy is that all informal and informal assessment data are
invaluable for improving instruction, learning, and student achievement.
When Terra Nova assessment results are received, they are analyzed by
the faculty and compared to students' classroom grades and abilities.
For any student whose scores are inconsistent with classroom
performance, an investigation and recommendations are made in
consultation with parents and/or professionals.

In addition to analyzing individual students' scores, a school
leadership cadre meets in the summer to analyze test data for
professional development decisions, such as engaging educational
consultants for any areas of need. Test data also influence textbook
selection and scheduling of instructional time across content areas.

Before the start of the school year, the faculty spends time reviewing
their upcoming students' test scores, both class results as a whole and
individual scores, and these data are used to plan instruction according
to individual and class strengths and weaknesses. Class mastery scores
for each test area are plotted and displayed on charts. The faculty uses
these scores in conjunction with an instructional analysis tool to look
for trends and discrepancies, then to discuss instructional
implications. Students' growth scores (comparing prior and current year
scores) are tracked on spreadsheets to identify any areas of need.
Finally, teachers review the Terra Nova test objectives and pace
instruction to meet those objectives before March of the following year,
while aligning objectives with both curriculum standards and textbooks
and other instructional materials.

In the middle school, Terra Nova results have also been used, together
with classroom grades and teacher recommendations, for placement of
students in accelerated math and English classes. Additionally, scores
are used to identify students eligible for the John Hopkins University
Center for Talented Youth. In the current year, 34 students or 28% of
students in the applicable grades had qualifying scores making them
eligible for the program.

3.  **Communicating Assessment Results:**

OLV communicates student performance and assessment data in a variety of
ways. At the beginning of the school year, teachers establish criteria
for student evaluation, assessment, and grading, and these criteria are
communicated to parents. During the year, teachers create rubrics and
provide feedback for particular assignments to students and parents.
Parents are occasionally invited to assessment presentations and
included in the assessment process (such as serving as annual science
fair judges).

Report card grades are calculated quarterly, and students in grades 4-8
receive two interim progress reports each quarter, providing ongoing
feedback and opportunities for improvement. Parents are notified if a
student misses two homework assignments, and tests are sent home for
parent review and signature for students in grades 1-8. An Honor Roll
Assembly is held at each quarter end, and parents are invited. In
addition to academic achievement, character and effort awards for each
subject area are also presented. For early childhood students,
portfolios are maintained and quarterly narrative achievement reports
are written by teachers. Moreover, daily communication with parents is
made possible regarding student performance and achievement due to small
class sizes.

Parent/teacher conferences are scheduled at the end of the first quarter
with additional conferences arranged as necessary throughout the year.
Daily homework e-mails to parents including upcoming assessments provide
ongoing information and opportunities for parental support.

Terra Nova results are shared immediately with parents with an
explanation of the data and invitation for conference to improve student
achievement and to remediate non-mastery. School-wide achievement
summaries are shared at Back to School Night, and a more detailed report
of the Terra Nova is discussed at school Advisory Board meetings.

4.  **Sharing Success:**

OLV has an excellent reputation in the Archdiocese of Washington and
among the independent and public schools in the neighborhood. The
principal and faculty members have served and will continue to serve on
Middle States Accreditation teams. Successes are shared with the other
schools in the archdiocese through the principal's participation in
bi-monthly Elementary Schools Principals Association meetings.
Additionally, an archdiocesan representative makes an annual visit to
the school.

The principal attends a principal's institute provided by the
archdiocese in collaboration with the Catholic University of America.
She is also a member of the Archdiocesan Standards Initiative
implementation team. The assistant principal and teachers also share
successes of the school by participation in professional development
opportunities with other archdiocesan schools. Additionally, OLV's
resource teacher, technology teacher, and counselor all serve on
archdiocesan committees in educational and policy-making decisions.

OLV has hosted professional development opportunities for other teachers
and principals related to classroom observation/supervision and
improving math instruction. Teachers attending George Washington
University, Trinity College, and other local universities pursue their
practicum courses at OLV, with members of the OLV faculty serving as
their mentors. OLV serves as one of the pilot schools for the "Values
First" program, a school-wide values education program. The school's
middle school science teacher is piloting and reviewing new
standards-based resources and textbooks for the Scott Foresman
publishing company.

OLV celebrates it successes with the school community through a weekly
newsletter and parish bulletin, as well as on the parish website.
Students share the school's successes with other schools by contributing
weekly articles to a community newspaper.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** The curriculum and instruction at OLV are based on
    guidelines and standards of the Archdiocese of Washington. While the
    student population includes a wide range of learning abilities, the
    school strives to meet the needs of each individual.

**Language Arts:** Reading instruction is focused on phonemic awareness,
phonics, fluency, vocabulary, comprehension, and literature response and
analysis. English classes focus on language conventions, listening and
speaking skills, and the writing process. Weekly library skills classes
support classroom instruction for all grades.

**Mathematics:** Number sense, computation, measurement, algebraic
problem solving, geometry, data analysis, and probability are taught at
each developmental level. Both manipulatives and real life applications
are used to make abstract concepts concrete. An accelerated math program
is provided to allow students to complete Algebra I by graduation. Many
graduates test out of introductory high school algebra. In an
archdiocesan math competition this year, OLV placed 10^th^ among
schools, and one OLV student tied for 8^th^ place among students.

**Science:** The science curriculum includes life, physical, and earth
sciences, as well as a focus on critical thinking skills. Students take
part in school-wide science activities such as the recycling program,
"Earth Day" projects, science-based assemblies, and field trips.
Students in grades 5-8 conduct and share research experiments for an
annual Science Fair for the school community. A school parent offers
weekly enrichment physics classes for upper grade students maintaining
an A/B average.

**Social Studies:** Standards involving history, geography, economics,
government, and civics are met in daily lessons. Teachers help make
history come alive through dramatic recreations and cultural
celebrations. "International Day" is held in the spring and students
research and display traditions from countries around the world. Grade
4-8 students compete in a regional geography bee.

**Spanish:** Classes are held twice weekly for students in grades K-8.
Primary students learn vocabulary, develop insight into language
mechanics, and learn to value other cultures. Older students learn
conversation, provide and obtain information, and express opinions
involving feelings and emotions. Miniature dramas are performed by
students in the middle school classes.

**Physical Education:** Bi-weekly classes include activities to develop
strong motor skills that are progressively applied to sports and
rules-based games. Healthy, active lifestyles are encouraged, and
students take the Presidential Fitness Challenge. Swimming is included
for middle school students using facilities at a neighboring school.

**Technology:** Weekly computer classes support learning in the other
curriculum areas. Students use both the computer lab and portable
laptops to research and complete assignments. Specific skills such as
keyboarding and software applications are introduced as appropriate to
facilitate the use of technology.

**Music:** The music curriculum includes development of music reading:
rhythm, note recognition, sight-singing, ear training, structure, and
style. The four main periods of music history are covered as well as
instruction involving rhythm instruments and recorders. Students provide
music at both school and parish Masses. The ultimate goal of music class
is for the students to appreciate music and be willing to "make joyful
noises unto the Lord."

**Art:** OLV provides a base for students to acquire knowledge in art
history, appreciation, and applications. Students design and produce
artwork using a variety of media. Each spring, students create art for
an art show with proceeds benefiting an African charity. A connection to
art in the larger community is made through field trips and explorations
of artists.

2a. **Reading:**

A combination of tools and methods is used to teach reading pursuant to
best practices research including textbooks, leveled readers, novels,
small group instruction, drama, technology, multi-sensory activities,
and puppets. A "Drop Everything and Read" (D.E.A.R.) program is
practiced daily, and weekly library classes support reading instruction.
Parents act as partners in OLV's home reading program.

Analysis of the recent Terra Nova scores resulted in a focus on
instructional strategies, and professional development was held to
promote the idea that all teachers are literacy teachers. Class
schedules were adjusted to allow 90 minutes daily for language arts
instruction, and reading and English classes were combined into a double
period.

Early childhood teachers use a multi-sensory approach to teach reading
and writing using Alphabet Puppets and Wilson Reading materials. Each
week, students take home age-appropriate readers, and parents provide
feedback after listening to their children read.

Basal readers (Houghton Mifflin) and leveled readers are used in grades
1-4, and technology is incorporated using a listening center. Small
group instruction is used in reading centers. High school interns and
parent volunteers assist weekly modeling fluency and listening to
children read. Teachers read aloud to students daily.

The librarian and reading teachers hold an informational session at the
beginning of the year for parents to support reading instruction.
Parents are asked to read daily with their children using appropriate
leveled books chosen by students, and to sign off on home reading logs.
Students maintain reading response journals at school.

A variety of literature genres is used in grades 5-8 to develop
comprehension, critical and creative thinking, and writing skills.
Students study essential vocabulary and vocabulary in the literature.

An intensive reading remediation program is held weekly and in the
summer for eligible Title I students. Second language students receive
support from the resource teacher. An after school book club is led by a
middle school teacher.

2b. **English: N/A**

3.  **Additional Curriculum Area: Religion**

Religion is the heart of OLV, and instruction is fully integrated across
the curriculum throughout the school day. Each day begins with a
religious assembly in the Church to which parents are invited. A student
reads from scripture, and the principal provides a reflection on
applying the Gospel message to students' lives. Students make prayer
requests and recite the Values Code. A class project, song, or poem is
shared, as well as student achievements and exemplary Christian
behavior. Occasionally, a guest speaker is invited to discuss
faith-related matters. For example, an OLV graduate recently discussed
his volunteer year overseas teaching English in an orphanage. He
inspired students who then raised \$1,000 for the orphanage. Each week
students bring in bag lunches to be delivered to a homeless shelter.

Daily religion classes are held for all students and the curriculum
includes biblical study, applying beliefs to student lives, and the
sacraments. Religion is inherent in all other classes. The principal
teaches 8^th^ grade religion as an instructional leader teaching the
school's most important subject. High school students lead a weekly
religion class in grades K-4 one quarter each year. The school day ends
with a student leading the closing prayer. The Values Code is visible in
every classroom and infused into the school day, and specific values are
taught during religion classes. Students are recognized for practicing
values and are reminded of the code during disciplinary interventions.
Older students are encouraged to serve as role models for younger
students.

Catholic traditions include monthly student Masses, sacrament
preparation, and seasonal prayers such as the rosary and Stations of the
Cross. Catholic Schools' Week is a celebration of the school's identity.
Student-led groups organize charity fundraisers and work on social
justice service projects. An annual dramatization of the Stations of the
Cross is performed by middle school students.

4.  **Instructional Methods:**

Teachers employ a variety of strategies and resources to reach all
students. Lessons are planned using grade-level standards, Bloom's
taxonomy, and Terra Nova test objectives. Each week, lesson plans are
reviewed and classroom observations are made by the principal to ensure
effective instructional practices. Objectives are written on the board.
Curriculum mapping software is used by teachers to assist with lesson
pacing and assessments, and to share ideas with teachers inside and
outside of the school.

Creative lessons are designed using multiple delivery modalities in
accordance with the theory of multiple intelligences. Teachers are
encouraged to conduct pre-assessments before beginning a unit of
instruction, using data to inform instructional design. Reteaching
occurs if necessary, and extensions of lessons are practiced to promote
mastery. Many relevant, exciting field trip opportunities are available
to provide authentic, hands-on lessons. Technology is integrated into
the middle school using the computer lab for content area lessons,
wireless student laptops, Power Point presentations, and video
productions.

In grades Pre-Kindergarten-4, teachers utilize instructional assistants
and learning centers to ensure small and flexible group instruction in
language arts and math to help each child reach his potential. In grades
5-8, teachers differentiate instruction to meet the variety of learning
differences. Recommended student accommodations are provided to special
needs students as much as possible. The school's resource teacher holds
biweekly support classes providing explicit lessons and reteaching, as
well as alternative presentation methods.

Homework is assigned to reinforce skills being taught in the classroom
and is limited to ten minutes per grade per night, plus fifteen minutes
of reading. On half days or days with special events, schedule changes
are made to ensure that language arts and math instruction are not
missed.

The counselor at OLV works with students to ensure that they are
available for learning and to enable the teacher focus on instruction.

5.  **Professional Development:**

OLV teachers view themselves as life-long learners. Professional
development goals are aligned with research-based practices, analysis of
Terra Nova and other assessment results, and the goal of having highly
qualified teachers. Most of the faculty have or are pursuing a Master's
Degree or take graduate courses. A university partnership technology
program provided teachers with software and internet training. Software
programs for curriculum, grading, and classroom management were
installed to streamline administrative responsibilities. Teachers have
participated in Archdiocesan programs such as Early Childhood
Certification, Training of Literacy Co-Coordinator, Technology
Integration Leadership Team, Principal's Institute and other
diocesan-wide teaching training in standards-based instruction and
differentiated instruction. Teachers share practices they have learned
at faculty meetings.

Based upon the results of an analysis of the school's Terra Nova scores,
educational consultants have been engaged to work with teachers on
instructional methods in reading and math, and on all teachers serving
as literacy teachers. A focus this year is on strategies to serve Title
I students. Teachers will be mentored by an educational consultant in
serving the needs of the students within the classroom setting.

Monthly faculty meetings include professional development. This year
teachers read assigned chapters of *Research-Based Instructional
Strategies*, and then share notes with the faculty for use in the
classrooms.

In order to accomplish the technology integration goal set in OLV's
Middle States Accreditation, OLV embarked upon a three year partnership
with Boston and Richmond Universities including monthly workshops to
integrate technology using a variety of software programs. This enabled
teachers to become more efficient and professional maximizing the use of
e-mail, spreadsheets, presentations, and student grading and records
software.

Three main sources of funding are available and account for between
50-100% of professional development at OLV: Title funds through *No
Child Left Behind*, funds allocated in the school's budget, and a parish
endowment fund.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): [Archdiocese of Washington, National
    Catholic Education Association, Middle Atlantic States Association
    of Universities, Colleges, High Schools, and Elementary Schools,
    Association of Supervision and Curriculum Development, and
    International Reading Association.]{.underline}

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?

\$[7450]{.underline} \$[7450]{.underline} \$[7450]{.underline}
\$[7450]{.underline} \$[7450]{.underline} \$[7450]{.underline}

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

\$[7450]{.underline} \$[7450]{.underline} \$[7450]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$[7,577\*]{.underline}

(School budget divided by enrollment)

\*Figure does not include capital expenses

5.  What is the average financial aid per student? \$[2,568]{.underline}

6.  What percentage of the annual budget is devoted to
    [  22%]{.underline}

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [  59%]{.underline}

**PART VII - ASSESSMENT RESULTS**

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [  Reading & Math]{.underline} Grade [8  ]{.underline} Test
[  Terra Nova Multiple Assessments                       ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    67.1        66.4        N/A

  Number of students tested                  15          13          

  Percent of total students tested           100%        100%        

  Number of students alternatively assessed  0           0           

  Percent of students alternatively assessed 0           0           

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    66.9        63.4        N/A

  Number of students tested                  15          13          

  Percent of total students tested           100%        100%        

  Number of students alternatively assessed  0           0           

  Percent of students alternatively assessed 0           0           
  ------------------------------------------ ----------- ----------- -----------

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [  Reading & Math]{.underline} Grade [7  ]{.underline} Test
[  Terra Nova Multiple Assessments                       ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    67.0        69.4        67.3

  Number of students tested                  18          15          13

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    64.5        70.7        65.8

  Number of students tested                  18          15          13

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0
  ------------------------------------------ ----------- ----------- -----------

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [  Reading & Math]{.underline} Grade [6  ]{.underline} Test
[   Terra Nova Multiple Assessments                   ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    67.1        67.4        68.6

  Number of students tested                  16          19          15

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    60.6        65.8        68.3

  Number of students tested                  16          19          15

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0
  ------------------------------------------ ----------- ----------- -----------

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [ Reading & Math]{.underline} Grade [5  ]{.underline} Test
[  Terra Nova Multiple Assessments                        ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    65.1        72.6        57.9

  Number of students tested                  15          14          13

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    59.2        67.2        54.9

  Number of students tested                  15          14          13

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0
  ------------------------------------------ ----------- ----------- -----------

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [Reading & Math]{.underline} Grade [4   ]{.underline} Test
[   Terra Nova Multiple Assessments                       ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    67.3        70.7        72.2

  Number of students tested                  18          17          16

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    62.6        68.6        64.1

  Number of students tested                  18          17          16

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0
  ------------------------------------------ ----------- ----------- -----------

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [  Reading & Math]{.underline} Grade [3   ]{.underline} Test
[  Terra Nova Multiple Assessments                  ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    60.4        67.9        61.9

  Number of students tested                  18\*        18          18

  Percent of total students tested           95%         100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    59.9        64.2        66.8

  Number of students tested                  19          18          18

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0
  ------------------------------------------ ----------- ----------- -----------

> \*One student became ill on the day the reading test was administered
> and was unable to complete it.

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [ Reading & Math]{.underline} Grade [2   ]{.underline} Test
[  Terra Nova Multiple
Assessments                              ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    73.1        66.3        66.7

  Number of students tested                  14          19          16

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    68.2        55.6        61.0

  Number of students tested                  14          19          16

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  0           0           0

  Percent of students alternatively assessed 0           0           0
  ------------------------------------------ ----------- ----------- -----------

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [ Reading & Math]{.underline} Grade [1   ]{.underline} Test
[   Terra Nova Multiple
Assessments                            ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    68.7        N/A         N/A

  Number of students tested                  15                      

  Percent of total students tested           100%                    

  Number of students alternatively assessed  0                       

  Percent of students alternatively assessed 0                       

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    70.3        N/A         N/A

  Number of students tested                  15                      

  Percent of total students tested           100%                    

  Number of students alternatively assessed  0                       

  Percent of students alternatively assessed 0                       
  ------------------------------------------ ----------- ----------- -----------

**[Table 1]{.underline}**

**[Our Lady of Victory]{.underline}**

**[Terra Nova Assessments]{.underline}**

Subject [  Reading & Math]{.underline} Grade [K   ]{.underline} Test
[   Terra Nova Multiple Assessments                    ]{.underline}

Edition/Publication Year [    Second/2001     ]{.underline} Publisher
[CTB McGraw-Hill]{.underline}

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

  ------------------------------------------ ----------- ----------- -----------
                                             2005-2006   2004-2005   2003-2004

  Testing month                              March       March       March

  **READING SCORES**                                                 

  National Mean Score NCE                    62.7        N/A         N/A

  Number of students tested                  16                      

  Percent of total students tested           100%                    

  Number of students alternatively assessed  0                       

  Percent of students alternatively assessed 0                       

                                                                     

  **MATHEMATICS SCORES**                                             

  National Mean Score NCE                    62.4        N/A         N/A

  Number of students tested                  16                      

  Percent of total students tested           100%                    

  Number of students alternatively assessed  0                       

  Percent of students alternatively assessed 0                       
  ------------------------------------------ ----------- ----------- -----------