![](media/image1.wmf)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. Charles Pflieger**]{.underline}

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

Official School Name [**Immanuel Lutheran School**]{.underline}

(As it should appear in the official records)

School Mailing Address [**300 Gold SE**]{.underline}

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

[**Albuquerque** **New Mexico** **87102-3537 **]{.underline}

City State Zip Code+4 (9 digits total)

County [**Bernalillo**]{.underline} State School Code
Number\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [**( 505)243-2589**]{.underline} Fax [( ) NA]{.underline}

Website/URL [**www.ilsabq.org**]{.underline} E-mail
[**Immanuel@integrity.com**](mailto:Immanuel@integrity.com)

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

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

(Principal's Signature)

Name of Superintendent\* [**Mr. Paul Albers**]{.underline}

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

District Name [**Rocky Mountain District**]{.underline} Tel.
[**(303)695-8001**]{.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. Jim Nicholas**

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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** (To be completed by all schools)

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\. [**7**]{.underline} Number of years the principal has been in
her/his position at this school.

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

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

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

  **PreK**    **12**    **11**                 **23**       **7**       **12**    **10**      **22**

  **K**       **13**    **6**                  **19**       **8**       **11**    **8**       **19**

  **1**       **10**    **10**                 **20**       **9**                             **0**

  **2**       **12**    **8**                  **20**       **10**                            **0**

  **3**       **14**    **9**                  **23**       **11**                            **0**

  **4**       **6**     **8**                  **14**       **12**                            **0**

  **5**       **9**     **11**                 **20**       **Other**                         **0**

  **6**       **10**    **9**                  **19**                                         

                                    **TOTAL                                                   **199**
                                    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 [**64**]{.underline} % White

the students in the school: [**8**]{.underline} % Black or African
American

[**23**]{.underline} % Hispanic or Latino

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

[\_\_\_**2**]{.underline} % American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
**[\_\_3.5\_]{.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      **2**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    **7**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **199**
                            the school as of October 1  

  **(5)**                   Total transferred students  **0.035**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **3.5**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

**[\_\_\_\_0\_]{.underline}**Total Number Limited English Proficient

Number of languages represented: [\_\_\_**1**\_\_\_\_]{.underline}

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
**[\_\_\_6\_\_]{.underline}** %

Total number students who qualify: **\_\_[12]{.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:
**[\_\_\_0\_\_\_]{.underline}** %

**[\_\_\_0\_\_\_]{.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.

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [\_3\_\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_**[2]{.underline}**\_\_\_
[\_\_\_\_**0**\_\_\_]{.underline}

Classroom teachers **[\_\_11\_\_\_]{.underline}**
\_\_\_\_**[0]{.underline}**\_\_\_

Special resource teachers/specialists [\_\_ **0**]{.underline}\_\_\_
\_\_\_\_**[7]{.underline}**\_\_\_

Paraprofessionals [\_\_\_**2**]{.underline}\_\_\_
\_\_\_\_**[0]{.underline}**\_\_\_

> Support staff \_\_\_**[1]{.underline}**\_\_\_
> \_\_\_\_**[1]{.underline}**\_\_\_
>
> Total number \_\_**[16]{.underline}**\_\_\_
> \_\_\_\_**[8]{.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 **\_\_[18:1]{.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  95%         96%         96%         95%         95%

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

  Teacher turnover rate \*  18%         9%          18%         45%         18%

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

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

**\* Explanation of teacher turnover rate.**

There are nine full-time classroom teachers and two full-time preschool
teachers.

2005 -- 2006 Two teachers decided to stay home with their children.

2004 -- 2005 One teacher retired from teaching.

2003 -- 2004 One teacher retired from teaching.

One preschool teacher made a career change.

2002 -- 2003 One teacher made a career change.

One teacher decided to stay home with her child.

One teacher retired due to health reasons.

Two preschool teachers made career changes.

2001 -- 2002 Two teachers made career changes.

# [PART III - SUMMARY]{.underline} 

# SNAPSHOT OF IMMANUEL LUTHERAN SCHOOL

The mission of Immanuel Lutheran School (ILS) is "Teaching a changeless
Christ to a changing world." The school's core values are the following:

1)  Equip students to be disciples who are growing in their relationship
    with Jesus Christ.

2)  Encourage and promote servanthood to God and community.

3)  Encourage and promote intellectual growth of students in a
    Christ-centered environment.

4)  Promote respectful and caring attitudes among students, parents, and
    faculty.

5)  Encourage responsibility and accountability.

ILS was started in 1924 by Immanuel Lutheran Church as an educational
ministry of the congregation. The school, located near downtown
Albuquerque, has served the community for 82 consecutive years. The
first school building was built in 1934, during the height of the
Depression Era. In the late 1950's and in the 1960's, a new two-story
school building was built for the growing enrollment of the school.
Renovations have been made to these buildings over the years. The
church's strong commitment to Christian education was again evident in
2005, when a new early education building was constructed for the
Preschool and Kindergarten classes. The school has been accredited by
the State of New Mexico since 1962. Additionally, ILS has been
accredited with the Association of Christian Schools International from
2001 to 2006 and the National Lutheran School's Accreditation since
2006.

The caring, inspiring faculty and staff of ILS are committed to the
mission and core values of the school. They know they are working as a
team with the parents of their students to provide the best education
possible. Teachers effectively communicate with parents through home
visits, telephone calls, parent­teacher conferences, newsletters, and
electronic media. The teachers strive to develop a "family" atmosphere
within their classrooms. Everyone is learning, growing, and working
together, from the smallest kindergartner to the tallest eighth grader.
Activities such as reading buddies, prayer partners, cooperative
learning, and joint-worship provide students from various grades the
opportunities to interact.

ILS believes in a traditional approach to education; therefore,
academics are a strength of ILS. The core curriculum consists of Bible
study, language arts, mathematics, social studies, and science. In
addition, all students receive instruction in art, music, physical
education, and technology. Spanish is taught at the seventh and eighth
grade levels. ILS prepares students to succeed at the high school level.
Additional educational opportunities include field trips, career
education, service projects, and mission activities.

ILS offers sports to grades fifth through eighth as a participating
member of the Albuquerque Parochial and Independent Athletic League. The
sports that both boys and girls can participate in are volleyball,
basketball, cross-country, track, golf, and tennis. Academic
extra-curricular activities include MathCounts, Science Bowl, Geography
Bee, Science Fair, Word Power Challenge, Art Fair, and Spelling Bee.
These additional opportunities are provided for ILS students so that
they might excel in and out of the classroom.

The pastor of Immanuel Lutheran Church and School has a strong heart for
the ministry and academics of ILS, and he is supportive and involved
with school staff and school families. While the congregation has
ultimate authority over the school, they have designated the School
Board to oversee the school. The School Board, consisting of elected
congregation members who have a heart for Christian education, works
closely with the principal. The principal oversees the day-to-day
operations of the school.

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

1.  **Describe the meaning of the school's assessment.**

Immanuel Lutheran School (ILS) administers the Iowa Test of Basic Skills
(ITBS), Form A, to students in Kindergarten through eighth grade in the
spring of each year. Prior to 2003, ILS used the ITBS, Form J. The Iowa
Test is used widely throughout the nation as a means of measuring the
progress of individual students and groups of students by grade level.
The ITBS also compares the students of ILS with all other students at
the same grade level nationally. An additional feature of the ITBS is
the comparison of the complete results of an individual school to the
complete results of other schools across the nation. The overall average
for ILS for the last six years has ranged from the upper eightieth
percentile to the ninety-first percentile.

The ITBS is a norm-referenced achievement test. The test was developed
to account for the broad-range of skills and achievement of children
represented in each grade level. Each of the tests in reading, language
arts, mathematics, social studies, science, and information sources
provides reliable and comprehensive information, both about the
students' skills and about their ability to think critically.

Teachers receive reports for individual and class performance. Parents
receive individual performance reports. These reports provide feedback
to teachers and parents, indicating strengths and weaknesses of each
student, each classroom, and ILS as a whole. Teachers and parents review
this information to determine individual student adjustments. Teachers
and School Board members use this information to determine the need for
curriculum revisions.

The enclosed 2006 System Summary reports the results of each grade level
with the following information:

*Number of Students Included* -- This is the number of students who took
the test. This is also the class size at ILS.

*Average Standard Score (SS)* -- This number is a statistical number
determined by the number of correct responses on the test.

*Grade Equivalent of Average SS* -- This number uses the Standard Score
and converts it to a grade equivalent of that score. Grade equivalent is
the way the average student nationally in the stated grade would have
scored on the test. Grade Equivalent is reported as a decimal. The whole
number represents the grade level and the tenths represents the month. A
student with a grade equivalent of 7.7 scored as a seventh grader in the
seventh month of school.

*National Stanine of Average SS* -- This number ranks the Standard Score
on a scale from 1 to 9 with 1 being low and 9 being high.

*Percentile Rank of Average SS: National Student Norms* - This number
uses the Standard Score and converts it statistically to a percentile.
This percentile represents the performance of students at each grade
level in relation to performance of students in the national sample.

*Percentile Rank of Average SS: National School Norms* -- This number
uses the Standard Score and compares the scores of ILS to all other
schools in the nation. The 8^th^ grade class composite score in 2006 was
at the 95^th^ percentile. This means that this group scored better than
95 percent of all other 8^th^ graders in the nation.

2.  **Show how the school uses assessment data.**

The teachers of Immanuel Lutheran School (ILS) use the assessment data
in two ways. First, the assessment data are used to select curriculum
and textbooks to support the curriculum. The staff reviews the results
grade-by-grade and subject-by-subject. After this review, minor changes
and suggestions are made to improve the curriculum and to supplement the
textbooks. Additionally, each year the staff reviews the curricular area
to coincide with the seven-year cycle of state mandated adoptions of
curriculum.

Second, the assessment data are used to evaluate individual student
performance. While achievement testing is only one tool to assess a
student's performance, it does provide some insights to student
achievement. This data, along with daily class work, tests, and report
cards, identify areas of strength and areas needing improvement for
individual students and the class as a whole.

3.  **Describe how the school communicates student performance.**

ILS communicates student performance in many ways with students and
parents. Teachers provide feedback to students in the classroom on
graded homework assignments and through communication and interaction
throughout the day. All graded assignments are sent home with students
to provide feedback to parents. The graded work, along with teachers'
written comments, gives parents an opportunity to review performance on
classroom activities.

Parents and teachers are encouraged to keep in touch with one another.
They communicate both the joys and concerns about the student with one
another. Report cards are sent out quarterly, and students in grades
four through eight receive mid-term reports. Additionally,
parent-teacher conferences are held twice a year to discuss student
performance.

The results of the Iowa Test of Basic Skills (ITBS) are given to all
parents. The ITBS provides an individual item analysis report for each
student. These, along with a written explanation, help parents
understand their child's test results. In addition, the principal and
teachers prepare a written report of the year's ITBS scores. This report
is given to parents, the ILS School Board, the members of the church,
and those in the community who inquire about the school.

**4. Describe how the school will share its successes with other
schools.**

ILS shares its successes with other Lutheran schools, as well as with
other private, parochial, and public schools. The principal regularly
consults with other Lutheran school principals on curriculum and best
practice policy and procedures. He also gives tours of ILS to other
principals so they can observe the school during a regular school day.
The principal attends monthly meetings with other private and parochial
school principals. Information about curriculum and other best practice
policy and procedures are shared at these meetings. The principal is a
member of the Schools' Committee for the Rocky Mountain District. He is
a resource to the principals on the committee and to other principals in
the district. The principal communicates the successes of the school's
curriculum and programs, staff development activities, parental
involvement, accreditation, and school policies. The teachers of ILS
occasionally meet with teachers from the other area Lutheran schools to
collaborate on grade level ideas, projects, curriculum, and challenges.

The school provides information about its successes through an annual
community open house. The Albuquerque community is invited to tour the
school and visit with faculty, staff, parents, students, and alumni of
the school. The principal also gives tours of the school throughout the
year to families who are interested in attending. Parents of current
students, as well as parents of alumni, frequently tell others about
ILS.

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

**1. Describe the school's curriculum.**

Immanuel Lutheran School (ILS) is accredited by National Lutheran School
Accreditation Agency, and the curriculum meets and exceeds New Mexico
State Standards. The faculty and administration set the curriculum
around challenging academic standards that equip the students to live as
mature loving Christians that confidently strive to proclaim the
school's mission statement: "Teaching a changeless Christ to a changing
world."

[Religion]{.underline}. Religious instruction is based on the Bible and
centers around Jesus and His gift of forgiveness, life, and salvation.
As children grow in their faith, they are encouraged and taught to
express that faith through education, worship, evangelism, fellowship,
and service.

[Language Arts]{.underline}. Students are stimulated to become fluent
readers, writers, and speakers. Students are encouraged in these areas
to communicate effectively, concisely, coherently, and creatively in a
variety of settings. Analytical thinking skills are taught enabling
students to enjoy and express themselves in an informative and
insightful manner.

[Mathematics]{.underline}. Students develop an understanding of
mathematics through experiences that enable them to become active,
flexible thinkers and problem solvers adept at the use of mathematics.
Students are taught essential math concepts and computational skills
appropriate for their level.

[Science]{.underline}. Students are taught that science is the study of
the universe God has created for us to use, care for, and enjoy. It is
the study of natural laws God has put into existence to give the
universe order and to benefit those He loves. Students are challenged to
study and apply the scientific method to physical science, life science,
and earth science and their interrelationship with one another.

[Social Studies]{.underline}. Students learn to appreciate themselves as
children of God, the world as God's creation, and their roles as
Christian citizens. Students examine relationships between themselves,
their family, state, community, region, nation, and world. Students
develop an appreciation of historic and geographic factors identifying
economic and political relationships that have shaped and continue to
shape their world.

[Spanish]{.underline}. Spanish is a core subject for seventh and eighth
grade students. Instruction includes speaking, reading, and writing the
language.

[Art]{.underline}. Art is an expression of God's beauty in His creation.
All students receive instruction and experience in the visual arts.
Students creatively express themselves using a variety of media. The
elements of art and principles of design are taught. Teachers
incorporate a strong emphasis of art in their cross-curricular
instruction.

[Music]{.underline}. All students receive instruction in music and
participate in major musical productions each year. Band is offered in
grades four through eight. Students in middle school choose between
choir, music appreciation, hand bell choir, or band. Individual classes
lead chapel services and special music in chapel during the year.

[Technology]{.underline}. Students receive instruction in the use of
computer technology. The computer curriculum allows students to explore
the computer, use educational software, learn proper keyboarding
techniques, explore the Internet, and effectively use word processing
programs.

[Physical Education]{.underline}. Each class has scheduled physical
education times during the week. The physical education curriculum
contributes to the physical, psychological, and social development of
children as they realize and develop the physical talents that God has
given them. Students participate in recreational sports, games, and
activities that prepare them for lifelong, healthy, God pleasing
lifestyles.

**2. Describe the school's reading program.**

Immanuel Lutheran School (ILS) has adopted the Macmillan/McGraw-Hill
Reading series for Kindergarten, the Houghton Mifflin *Reading New
Mexico* for grades one through five, and McDougal Littell for grades six
through eight. These curricula are multi-faceted and provide teachers
effective strategies for teaching all the components of reading.

The primary grades selected curricula that provide a developmentally
appropriate phonetic approach to reading. Students learn letter
recognition and sounds, blending sounds into words, sight words, and
reading simple stories appropriate for individual instructional levels.
Differentiated instruction, small group work, and guided practice
reinforce reading skills and strategies. Practice workbooks for reading
and phonics provide instruction and evaluation in phonics, reading
comprehension, speaking, listening, vocabulary, and writing skills.
Teachers in the elementary and middle grades use anthologies, skills
workbooks, developmentally appropriate novels, book responses, and
classroom instruction to further develop students' reading skills. In
addition, students in the middle grades are taught the literary elements
and are encouraged to use higher level thinking skills to analyze and
engage themselves with what they read. The curriculum is enriched with
projects and rigorous novel studies.

Book buddies, author studies, journals, reading and phonics software
programs, reading aloud to students, and classroom libraries are
additional tools that provide a rich literacy environment for students.
Grades Kindergarten through four participate in the Pizza Hut Book It
Reading Program. Select students in grades four through eight
participate in the Battle of the Books and the Reader's Digest Word
Power Challenge. Handwriting, spelling, and language skills are taught
as separate subjects and as an integrated part of the entire curriculum.
All aspects of the reading instruction that students receive at ILS
create lifelong readers that find enjoyment, information, insight, and
inspiration through the written word.

**3. Describe one other curriculum area of the school's choice.**

Immanuel Lutheran School (ILS) had adopted the Saxon mathematics series
for use by students in Kindergarten through eighth grade. This series
was chosen for two reasons. It strongly emphasizes the basics and
fundamentals of math and it challenges students. The scores of the
students from the Iowa Test of Basic Skills confirm the effectiveness of
this curriculum.

In Kindergarten through third grade, the students start each math class
with a math meeting where they learn and practice concepts based on
patterns, time, money, and problem solving. During the lesson
instruction, students are taught the mathematical concept and skill for
the day. After the instruction, the students complete a worksheet as
homework. Teachers give periodic assessments to track student progress.

In fourth through eighth grade, the students start each math class by
learning the concept for the day. Review of previously learned math
concepts also takes place. The newly introduced concept becomes part of
the daily homework for the day and for the rest of the year. The
constant repetition of the concepts as part of the homework assignment
helps the students retain the concept and deepens the learning to
prepare students for future concepts. Teachers give periodic assessments
to track student progress.

Starting in sixth grade the students are divided into two math groups, a
grade level group and a challenge group. This is done so that students
who excel at math are given the opportunity to be challenged. The groups
are determined by placement test results and parental input. For
example, the eighth graders take Algebra ½ or Algebra 1.

**4. Describe the different instructional methods the school uses to
improve student learning.**

The teachers of Immanuel Lutheran School (ILS) who average fifteen years
of professional education experience, effectively use a wide variety of
teaching methods to help students achieve the planned learner outcomes
in the school's curriculum, taking into account the three major learning
styles. Teachers use various instructional methods including learning
centers, discussions, hands-on experiences, cooperative learning, role
playing, questioning, discovery, lecture, poems, songs, dance, drama,
listening, performance, mapping, field trips, and individual, small, and
large group instruction. Teachers use laptops, overhead projectors,
videos, and other forms of technology to enhance their instruction.

The textbooks serve as the most significant instructional resource in
the school. Textbooks are selected carefully to meet the curricular
objectives of the school in harmony with its mission. Teachers design
their instruction foremost by considering the needs and the interests of
the students. All classes use the school's computer lab, and each
classroom is equipped with computers. Students use the Internet to
acquire information and gain experiences in learning. All children visit
the school library at least weekly.

Achievement test scores and other forms of formal and informal
assessments help to indicate where students are in their academic
progress. Regular homework and tests also give teachers an idea of how
well students are performing and provide constant feedback. Teachers
contact parents when special needs develop and diagnostic tests are
recommended when appropriate. The faculty accommodates Individual
Educational Plan (IEP) recommendations as completely as possible.
Teachers use volunteer tutors throughout the day to help students who
may need extra help, and students who are excelling and need enrichment
are appropriately challenged.

**5. Describe the school's professional development program and its
impact on improving student achievement.**

The faculty and staff of Immanuel Lutheran School take their
professional responsibilities very seriously. Educational requirements
are outlined for professional personnel in the Faculty Handbook, and
teachers are responsible for creating a Christian atmosphere in their
classroom characterized by warm, loving concern for each individual.
Relationships with pastor, principal, faculty, parents, and pupils, are
characterized by the cooperation, kindness, concern and courtesy that is
necessary in order for a personalized learning community to exist. All
professional development is seen as an opportunity to improve and impact
student achievement in a positive and productive manner.

In order to continually review and develop, the teachers begin and end
each school year with several days of staff development meetings. During
the school year, the faculty meets once a week for devotions in the
morning, and faculty meetings are held monthly for 1½ hours after
school. These meetings always include a Bible study, review of past
events, upcoming events and schedules, curriculum planning and review,
concerns or questions, family involvement, and any business or policy
issues. Each year the principal conducts formal evaluations of each
teacher, and teachers establish a personal development plan (PDP) each
year.

Immanuel Lutheran Church Congregation provides funding for course work
toward advanced degrees and for seminars and conferences. Each year the
teachers attend a Professional Church Workers' Conference for three days
in the fall and a Nurturing the Faith Conference for one day in the
spring. Both conferences provide opportunities for professional
development and spiritual growth. Teachers also attend conferences and
workshops throughout the year that are tailored for their specific
interest and classroom needs. The primary and elementary teachers meet
semi-monthly with an instructional coach from the Albuquerque Public
School System to discuss and implement best practices in methodology to
heighten student performance.

**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): **[Lutheran Church -- Missouri
    Synod]{.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.)

\$\_[**3145**\_]{.underline} \$\_**[3145]{.underline}**\_
\$\_**[3145]{.underline}**\_ \$\_**[3145]{.underline}**\_
[\$\_**3145**]{.underline}\_ \$\_[**3145**\_]{.underline}

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

\$\_**[3325]{.underline}**\_ \$\_**[3325]{.underline}**\_
\$\_**[3325]{.underline}**\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? **\$4150**

(School budget divided by enrollment)

5.  What is the average financial aid per student? **\$945**

6.  What percentage of the annual budget is devoted to **13%**

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? **20%**

#  [Part VII -- ASSESSMENT RESULTS]{.underline} 

## Immanuel Lutheran School

### 300 Gold SE

**Albuquerque, NM 87102**

Iowa Test of Basic Skills

Form A, 2000

Riverside Publishing Company

**National student norms** are reported as percentiles.

No students are excluded from the test.

+--------------------------------+-----------+-----------+-----------+
|                                | 2005-2006 | 2004-2005 | 2003-2004 |
+--------------------------------+-----------+-----------+-----------+
| > Testing month                | March     | April     | March     |
+--------------------------------+-----------+-----------+-----------+
| > **Grade 8**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 81        | 72        | 72        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 77        | 73        | 73        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 15        | 21        | 14        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 5         | 9         | 3         |
+--------------------------------+-----------+-----------+-----------+
| > **Grade 7**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 77        | 75        | 67        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 71        | 72        | 69        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 18        | 15        | 17        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 3         | 8         | 7         |
+--------------------------------+-----------+-----------+-----------+

\* Scores are not reported because there are 9 or less Hispanic students
in the class.

+--------------------------------+-----------+-----------+-----------+
|                                | 2005-2006 | 2004-2005 | 2003-2004 |
+--------------------------------+-----------+-----------+-----------+
| > Testing month                | March     | April     | March     |
+--------------------------------+-----------+-----------+-----------+
| > **Grade 6**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 64        | 73        | 73        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 70        | 79        | 68        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 24        | 20        | 17        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 3         | 6         | 8         |
+--------------------------------+-----------+-----------+-----------+
| > **Grade 5**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 78        | 77        | 86        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 71        | 72        | 81        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 18        | 18        | 23        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 5         | 1         | 3         |
+--------------------------------+-----------+-----------+-----------+
| > **Grade 4**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 79        | 84        | 81        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 65        | 77        | 73        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 19        | 15        | 20        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 3         | 3         | 1         |
+--------------------------------+-----------+-----------+-----------+

\* Scores are not reported because there are 9 or less Hispanic students
in the class.

+--------------------------------+-----------+-----------+-----------+
|                                | 2005-2006 | 2004-2005 | 2003-2004 |
+--------------------------------+-----------+-----------+-----------+
| > Testing month                | March     | April     | March     |
+--------------------------------+-----------+-----------+-----------+
| > **Grade 3**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 68        | 77        | 83        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 59        | 45        | 72        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 15        | 20        | 22        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 4         | 4         | 4         |
+--------------------------------+-----------+-----------+-----------+
| > **Grade 2**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 57        | 83        | 74        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 57        | 76        | 55        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 21        | 13        | 22        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 3         | 5         | 4         |
+--------------------------------+-----------+-----------+-----------+
| > **Grade 1**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 67        | 56        | 56        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 81        | 66        | 85        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 18        | 19        | 14        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 6         | 4         | 6         |
+--------------------------------+-----------+-----------+-----------+

\* Scores are not reported because there are 9 or less Hispanic students
in the class.

+--------------------------------+-----------+-----------+-----------+
|                                | 2005-2006 | 2004-2005 | 2003-2004 |
+--------------------------------+-----------+-----------+-----------+
| > Testing month                | March     | April     | March     |
+--------------------------------+-----------+-----------+-----------+
| > **Grade K**                  |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | 74        | 80        | 54        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | 59        | 85        | 65        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 19        | 16        | 18        |
+--------------------------------+-----------+-----------+-----------+
| > Percent of total students    | 100       | 100       | 100       |
| > tested                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Subgroup Scores              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Hispanic Students            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| > Reading                      | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Math                         | \*        | \*        | \*        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 5         | 4         | 3         |
+--------------------------------+-----------+-----------+-----------+

\* Scores are not reported because there are 9 or less Hispanic students
in the class.