##### *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
\[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Mr. William R.
Kenney]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_[Guardian Angels
Elementary
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_\_\_\_\_\_\_[6539 Beechmont
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Cincinnati]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Ohio]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_[45230-2097]{.underline}\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_\_\_\_\_\_[Hamilton]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*[IRN 54320]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 513 ) 624-3141]{.underline} Fax [( 513 )
624-3150]{.underline}

Website/URL [www.gaschool.org]{.underline} E-mail
[wkenney@gaschool.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\* \_\_\_\_\_\_\_\_\_\_[Brother Joseph
Kamis]{.underline}

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

District Name [Archdiocese of Cincinnati]{.underline} Tel. [( 513 )
421-3131]{.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 N/A

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:

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

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

\_\_[14]{.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**    0         0                      **0**        **7**       34        23          **57**

  **K**       28        33                     **61**       **8**       27        30          **57**

  **1**       28        36                     **64**       **9**                             

  **2**       29        27                     **56**       **10**                            

  **3**       24        30                     **54**       **11**                            

  **4**       31        21                     **52**       **12**                            

  **5**       28        27                     **55**       **Other**                         

  **6**       44        26                     **70**                                         

                                    **TOTAL                                                   **526**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

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

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

\_\_[.2]{.underline}\_\_\_ % Hispanic or Latino

\_\_[.4]{.underline}\_\_\_% Asian/Pacific Islander

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_\_\_[0.9]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      5
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    5
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 544
                            the school as of October 1  

  **(5)**                   Total transferred students  0.009
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           0.9
                            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:
\_\_[5]{.underline}\_%

Total number students who qualify: \_\_\_\_[26]{.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: \_\_\_
[4]{.underline} \_\_\_%

\_\_\_\_[20]{.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 \_[2\_]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[3]{.underline}\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[15]{.underline}\_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 \_\_[25]{.underline}\_\_\_
\_\_\_\_[8]{.underline}\_\_

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

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

> Support staff \_\_\_[1]{.underline}\_\_\_
> \_\_\_\_[4]{.underline}\_\_\_
>
> Total number \_\_\_[29]{.underline}\_\_\_ \_\_\_[17]{.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   96%         96%         92%         95%         97%

  Daily teacher attendance   96%         96%         95%         96%         96%

  Teacher turnover rate      10%         3%          3%          8%          10%

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

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

**PART III ‑ SUMMARY**

Guardian Angels School has been an integral part of the Mt.
Washington/Anderson community in Cincinnati, Ohio since 1895. Guardian
Angels receives full accreditation through the Ohio Catholic School
Accrediting Association. A dynamic blend of traditional curricula and
methods and current educational theories and practices drives the
academic excellence of one of Cincinnati's most reputable Catholic grade
schools. This combination of change and tradition has guided the
development and growth of the school for more than 110 years. **Guardian
Angels mission is to "promote the spiritual, moral, intellectual,
cultural, social, and emotional development of each student in a
value-centered environment."**

In partnership with the students' parents, the goal of Guardian Angels
administration and teaching staff is to establish an educational
environment in which students are able to maximize their spiritual,
academic, social and physical potential. Teachers employ instructional
methods and techniques that are consistent with the learning modalities
of each student. These efforts cause the child to be challenged to
attain academic success; thus, learning become an enjoyable experience
and establishes a cycle of academic achievement. Guardian Angels does
not give credence to the "one size fits all" way of teaching. Students
are accepted with their attributes and deficiencies as instruction is
differentiated to accommodate their learning styles.

Traditional subjects are complemented with cutting-edge technology for
instructional purposes. Every classroom is equipped with new computers.
The school's two computer labs and upper level classrooms have tablet
PCs with ceiling-mounted projectors. The computer labs are equipped with
over 60 computer stations and are used by all students. In 2005 a state
of the art facility was added to the existing school to foster student
growth in the fine arts and physical education.

On average, nearly 90 percent of the graduating eighth grade class
continues on to private parochial high schools with stringent academic
admission criteria. Standardized test scores are consistently above the
national and archdiocesan averages. Students may test out of basic high
school courses and earn the opportunity to take Advanced Placement
classes in high school. Guardian Angels graduates have received full or
partial scholarships to these competitive high schools.

Religious education fosters knowledge of God and the Church and students
live the Catholic faith with service hours and sacramental preparation.
By following the Golden Rule Code, "Do unto others as you would have
them do unto you," students learn to treat each other with respect. The
responsibility then branches out into the community. School-wide service
includes canned good and clothing drives, a weekly cookie ministry to
supplement a local soup kitchen, and events to raise money for
charities. As an outreach to the community, students are actively
engaged in providing over 6,000 total hours of service per year beyond
school time to aid the elderly and needy in the community.

To extend the core curricular area, students are exposed to travel
opportunities and discovery of local museums and cultural events outside
of school. School sponsored events have brought local writers, artists
and musicians into the school. From sixth through eighth grade, students
are given the option of selecting from chorus, band and general music.
Extra-curricular activities include the Drama Club, Student Council,
Destination Imagination and a choice of eight sports.

Guardian Angels maintains a strong tradition while meeting changing
needs. Since 2003 Guardian Angels added two full day kindergarten
classes to its half day program and an after school care program.
Parents are encouraged to be a part of their children's school life by
volunteering in a variety of ways. In addition to the PTA, Athletic
Boosters, Music Boosters and Scout programs, many other organizations
are directed by parents in conjunction with the school. "Angel Aides," a
program which uses a large data base to coordinate both school parent
and parish member volunteers, fulfills school volunteer needs.

Excellent teachers and administrators, tradition, technology, parental
involvement, high academic standards, and spiritual development together
accomplish the school motto, **"Guardian Angels School -- A Place Where
Angels Grow."**

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

**1. Assessment Results**

Guardian Angels School administers TerraNova achievement tests to
students in grades two, four, six and eight every October as mandated by
the Archdiocese of Cincinnati. These are standardized tests which
compare individual student's performance with that of all students in
the nation taking the same test. When comparing the average percentile
scores of Guardian Angels students at each grade level with the Student
Percentile Equivalent for the 90^th^ School Percentile chart prepared by
CTB McGraw-Hill, it is obvious that Guardian Angels students score in
the top 10% of the nation in both Reading and Math.

Along with the TerraNova tests, InView tests are also administered to
students in grades two, four, six, and eight. These tests measure
students' cognitive abilities. Based on how students perform on the
InView tests, they are given an anticipated score on each of the
TerraNova tests which represents the average score of students of the
same age at the same ability level. When comparing the anticipated
reading scores with the actual obtained scores, Guardian Angels students
consistently performed higher than their anticipated scores. Guardian
Angels median national obtained score was seven points above the
anticipated score in grade two, 14 points above the anticipated score in
grade four, five points above the anticipated score in grade six, and
eight points above their anticipated score in grade eight. The Math
results also indicate that Guardian Angels students are performing above
their anticipated percentile scores. The obtained score was 22 points
above the anticipated score in grade two, six points above the
anticipated score in grade four, ten points above the anticipated score
in grade six, and six points above the anticipated score in grade eight.
This demonstrates that Guardian Angels School is challenging students to
perform to their potential.

When analyzing the October, 2005, Reading and Math scores of the highest
ten percent in each grade level, the results indicate that these
students are performing above the national norm group. If they were
performing at the same level as the national norm group they would score
at the 90^th^ percentile. In Reading, the highest 10% of Guardian Angels
students received an average percentile score of 94 in grade two, 97 in
grade four, 93 in grade six, and 95 in grade eight. In Math, the highest
10% of Guardian Angels students received an average percentile score of
97 in grade two, 92 in grade four, 96 in grade six, and 97 in grade
eight. Therefore, the educational programs offered to these students are
challenging and meet their needs.

The median national percentile scores of each grade level at Guardian
Angels School in 2005 in Reading and Math were also well above the
national norm group which would be at the 50^th^ percentile. The median
national percentiles of the students at Guardian Angels School in
Reading were 77 in grade two, 85 in grade four, 80 in grade six, and 80
in grade eight. In Math, the median national percentiles of the students
at Guardian Angels School were 90 in grade two, 81 in grade four, 85 in
grade six, and 85 in grade eight. These scores show that academic
success is a priority at Guardian Angels School.

When analyzing the Reading and Math scores of the lowest ten percent in
each grade level, Guardian Angels students in this group had average
scores between the 36^th^ percentile and the 63^rd^ percentile. These
results indicate that these students are also performing well above the
national norm group which would be at the 10^th^ percentile.

There were no subgroups of 10 students or higher to report.

**2. Using Assessment Results**

Administrators and teachers review the results of the TerraNova and
InView tests, required by the Archdiocese of Cincinnati for grades two,
four, six, and eight. The data indicates the areas for improvement in
the school as a whole, guiding school goals and objectives for
continuous improvement. A weakness in school or grade level achievement
indicates the need for changes in approach, different material, or
additional professional development.

These test reports compare what achievement a student or group actually
have shown (on TerraNova) compared to what they should have shown as
predicted by the ability test (InView). If there is a significant
difference between expectation and achievement, intervention is needed.
Administrators and teachers meet and see what can be done for the
individual or the group involved. Thus the challenge of acting on the
test results is met in a timely and responsible manner.

Not only are the test results used as tools to determine the academic
acumen of each student, they are used as a means to develop base line
data on each student and to determine the effectiveness of teaching
techniques and methodology. They are also used as a means of self
evaluation as the teachers strive to hone their teaching skills to meet
the individual needs of their students. As teachers differentiate their
instruction, the data acquired gives direction to the development and
implementation of each student\'s academic plan for growth and success.

Objective decisions are made to challenge students according to their
respective capacity so that success becomes a result of learning. When
this occurs, the cycle of learning and achievement becomes innate
causing the child to enjoy the educational process.

**3. Communicating Assessment Results**

At Guardian Angels assessment results are communicated to different
groups appropriately. School-wide TerraNova and InView results are
published in the parish newspaper and reported to the School Council,
the Parish Council and the PTA board. Individual TerraNova and InView
results are mailed to the parents and students along with an explanation
of the results. This information is clarified through personal
conferences if needed.

Guardian Angels administration and faculty work as partners with parents
in educating their children. Edline, an Internet web hosting program, is
the primary tool of communication for Guardian Angels School. Through
Edline parents have access to general school information, class-specific
content, and private student-specific reports, including individual
student grades in grades 4-8. In these grades progress is updated
bi-weekly and parents or teachers may request a conference at any time.
In grades

K-3, classroom and textbook test results are shown to the students and
sent home in hard copy to the parents. Eight times a year, parents are
given formal reports on their child in the form of interim reports and
quarter end reports.

Achievements and recognition in co-curricular activities and
competitions are given to the public through the parish, local, and
archdiocesan publications.

Good communication of student progress to the parents, the parish, and
the community at large ensure that they know Guardian Angels School's
pride in student accomplishment.

**4. Sharing Success**

Guardian Angels School is a member of the Eastern Cluster, a group of
parochial schools in the eastern suburbs of Cincinnati. This group
enables Guardian Angels to share resources, knowledge and school
successes with other schools with similar strengths and challenges.
Articles about Guardian Angels achievements are published in local
newspapers and on the school and parish websites.

Guardian Angels annual Art Show and Science Fair are open to the public.
A school Open House is held during Catholic Schools Week to invite
others to see the accomplishments of Guardian Angels students.

A member of Guardian Angels faculty is on the music curriculum
development committee for the archdiocese of Cincinnati, sharing his
expertise in the area of music and the successes of the music department
to develop curriculum for the archdiocese. As a member of the Cincinnati
chapter of the Catholic Library Association, the school librarian shares
ideas that have been proven effective at Guardian Angels with other
educators. The technology coordinator attends Hamilton County
Cooperative Association meetings, InfOhio conferences and Archdiocesan
Technology Coordinators meetings to share technology information that
has been successful at Guardian Angels School.

Student Council participates in an annual Mass held at St. Peter in
Chains Cathedral. At the Archdiocese Choral Festival, students perform
for other Catholic elementary and high schools, showcasing the chorus
group and sharing their improvement each year. The Guardian Angels Band
joins other local grade schools to perform in an annual concert given at
a local high school. Upper level musicians participate in OMEA (Ohio
Music Education Association) choir, band and orchestra competitions.
Guardian Angels often hosts the OMEA Jr. High Honor Band Auditions.

This year the Dance Ensemble from the Cincinnati School for the Creative
and Performing Arts will be presenting the ballet, [The
Nutcracker]{.underline}, to Guardian Angels School. These two schools
will be working collaboratively to share and discuss interdisciplinary
ideas related to the arts.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

Students at Guardian Angels School are taught the subjects mandated by
the Graded Course of Study for the Archdiocese of Cincinnati. They
receive instruction in language arts, math, social studies, science,
religion, music, physical education, and art. Beyond the mandated
classes, Spanish and computer technology are included in the curriculum
for all students in grades K-8. Traditional instructional methods are
enhanced by creative and alternative techniques to address individual
learning styles.

Through daily religion classes, the core **Religion** curriculum
provides systematic comprehensive religious instruction, promotes
participation in Christian Service, and incorporates liturgical
catechesis and practice. The curriculum guarantees that all students
receive a well rounded foundation in Catholic doctrine, history, values,
tradition and social justice.

Classroom newspapers, spelling bees, and handmade books are just a few
of the ways that teachers add to the literature based **Language Arts**
curriculum. Classes incorporate oral reading for fluency, comprehension
and written expression. From the letter books in kindergarten to the
advanced novels in 8^th^ grade, students acquire listening, reading, and
speaking skills for life.

**Math** classes go beyond the traditional textbooks by using
manipulatives, math enrichment groups, and the latest in computer
software programs, such as STAR Math to teach and assess. Teachers
provide after school tutoring sessions prior to tests and a math
specialist works with small groups for remediation. Students in junior
high are placed in high school level algebra if they meet specific
criteria.

**Social studies** curriculum incorporates geography, history,
government, current events, and culture. Through map skills books,
periodicals, hands-on projects, and speakers, students experience the
world outside the community. Students teach other students by inviting
them to a World Fair, a living wax museum of American heroes, and
hallways filled with presidents. The 8^th^ grade class visits
Washington, D.C. and Williamsburg as a culmination of American Studies.

**Science** at Guardian Angels actively engages students through the
integration of technology and hands-on lab activities that are tailored
to the needs of students. K-5 teachers encourage exploration of the
world around us with science experiments and problem-solving.
Performance based assessment with problem based learning units and
inquiry based activities are used in order to provide students with more
authentic science experiments in the upper grades. A new school-wide
science lab is being designed and will be available for all classes to
use. An annual Science Fair promotes further exploration of the world of
science.

**Spanish** classes are taught to every child from Kindergarten through
8^th^ grade. Students in K-6 are exposed to the Spanish cultures and
language. In junior high, Spanish becomes part of the core curriculum;
the students meet three times per week, for a total of 135 minutes each
week for the entire school year. Language recognition and pronunciation,
along with cultural awareness, are emphasized.

**Computer** literacy classes complement all curricular areas of
instruction. Technology is incorporated into the curriculum by
developing skills such as keyboarding, word processing, chart graphing,
spreadsheets and power point.

The Guardian Angels arts program challenges students with
self-expression and an appreciation for music and visual arts. Along
with weekly classes in **Art**, students participate in field trips to
museums, the Picture Person program emphasizing the lives and works of
artists, and an annual school-wide art exhibit. General **Music**
classes are provided weekly to K-8 and three different bands and a
chorus compete and entertain at local and regional competitions, a
Christmas concert, and spring concert. Students are kept active through
the **Physical Education** program which centers on fitness,
sportsmanship, the spirit of competition, basic sports skills, and
healthy living.

**2a.** **(Elementary Schools) Reading**

In Kindergarten students are introduced to phonics using the
MacMillan/McGraw Hill's [Beginning to Read, Write & Learn]{.underline}.
Basic reading skills and good reading habits are introduced and
developed.

Primary and intermediate classrooms use Houghton-Mifflin's [Invitations
to Literacy]{.underline} reading series along with classroom novels.
Students are taught in heterogeneous groups using the reading book and
break out into smaller homogenous groups to read novels to meet
individual needs. To meet the needs of all students, games, art
projects, discussions, and traditional worksheets are used to assess
reading comprehension. Phonemic awareness is reinforced by methods such
as Orton-Gillingham, Spaulding, and Sitton Spelling to strengthen
decoding and spelling skills.

Junior High uses Holt, Rinehart and Winston's [Elements of
Literature]{.underline} and supplements with classroom novels. This
traditional approach of using a rich variety of works and genres builds
enthusiasm and an appreciation for reading. Individual and group work,
including technology, oral work, and projects, are used to assess
comprehension and teach fundamental skills.

All students are expected to read both inside and outside of the
classroom setting. The Accelerated Reading program is used school-wide
as a motivational tool to enable students to have success at their
individual reading level. In addition, this program challenges students
in accordance to their own capacity and provides assessment of their
reading comprehension. The school library is used to reinforce reading
skills and to allow exploration of individual interests while developing
the habit of reading for enjoyment.

From its introductory level this reading approach creates a spiraling
effect upward to its highest level. This approach builds a foundation of
skills, concepts and reading strategies, including creative and logical
thinking, inferencing and prediction. These skills become an innate part
of the student and enable them to attack with success the challenges of
all curricular areas in high school.

**3. Additional Curriculum Area**

Guardian Angels School recognizes, studies, and incorporates the
research that demonstrates the benefits of music and the arts in mind
mapping, reading skills and spatial mathematic skills. Guardian Angels
educators have researched the assessments that show the study of music
by children has been linked to higher scores on the SAT and other
learning aptitude tests. This belief that music education can be a
positive force in all aspects of a child\'s life has made music a
dynamic part of the Guardian Angels curriculum and fulfills a major
component of the school\'s mission to promote the intellectual,
cultural, social and emotional development of each student.

Students are involved in music classes taught by music educators trained
in the methodologies developed by Carl Orff and Zoltan Kodaly. Primary
grade students demonstrate their musicianship through major motor
movement, singing, performing on Orff instruments and reading Kodaly
stick notation. In fourth grade students combine their musical knowledge
and further express themselves through the fine motor skills and music
notation reading skills used in playing a recorder.

In fifth grade students are given the option to join band and in sixth
grade Chorus is added as an additional option. Guardian Angels
performing ensembles include Liturgy Cantors, Chorus, Beginning Band,
Sixth Grade Band, Guardian Angels Concert Band and Jazz Group. The band
program has grown from 12 students in one band in 1986 to the recent
averages of 48 students in Beginning Band, 40 students in 6^th^ Grade
Band, and 50 students in the Concert Band. Guardian Angels new facility
is equipped with acoustic treatment, a sound system that includes a
FireWire connection to a computer based digital recording system that
includes a CD/DVD disc publisher. Four additional computers, a large
inventory of band and percussion instruments, and a respectable library
of band, chorus and chamber music are available for student use.

Upper level musicians often participate in OMEA (Ohio Music Education
Association) choir, band and orchestra competitions. Guardian Angels
junior high vocalists and instrumentalists annually earn the highest
ratings of Excellent and Superior at OMEA sanctioned events and many
graduating eighth grade musicians earn music scholarships to their
chosen high schools.

The Guardian Angels music program extends the reputation of the school
past the school setting into the parish, the community and beyond.

**4. Instructional Methods**

The teaching staff at Guardian Angels integrates differentiated
instructional teaching methods as needed by individual students. Howard
Gardner\'s theories of Multiple Intelligence and Bloom's Taxonomy of
Higher Level Thinking Skills are embedded in the instructional processes
so that the learning styles of each student are complemented by the
manner of instruction and assessment.

Assessment of student achievement or deficiencies is initiated by
developing baseline data and is continuous so that a student\'s progress
is measured by objective means. The same baseline data enables the
teacher to determine and measure his or her effectiveness as compared to
the progress of the student. Direct instruction, individual remediation
and enrichment through small group work directly bring about productive
results in student learning. Peer tutoring, reading partners across
grade levels, cooperative learning, instructional centers and stations
all result in positive academic achievement respective of the learner\'s
receptivity.

> These teaching practices address the learning styles of the students
> and correspond to the teachings of Gardner. The practices allow
> students to process given information and gives direction to student's
> thinking as they implement their learning to apply it to real world
> concepts.

**5. Professional Development**

All-school teacher in-services are held throughout the year. Each year,
one area of study is chosen for concentration. The focus of the studies
for the current year emphasizes differentiated teaching methodologies
and techniques. Robert Johnson, a nationally acclaimed author and
presenter, will hold a seminar to address the entire teaching staff on
"Differentiated Instruction; Different Strategies for Different
Learners."

Teachers are given release time for vertical articulation meetings to
give them the opportunity to discuss expectations, objectives, and
strengths and weaknesses between grade levels. The Guardian Angels
technology team provides staff in-services and one-on-one teacher
support about the latest software, communication tools and internet
resources to supplement instruction.

By choosing to participate in workshops, university courses and seminars
teachers expand their knowledge base. Teachers annually develop an
Individual Professional Development Plan aligned with the School's
Professional Development Plan. Each teacher sets a goal for improvement
in technology, religious instruction and a content area to improve
student learning.

As a teaching community, Guardian Angels is committed to professional
development that optimizes the individual effectiveness of each teacher,
the cohesive growth of the instructional team, and consequently the
achievement of each student.

**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.*

National Catholic Education Association

1.  Private school association(s): [Ohio Catholic School Accrediting
    Association]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

\$\_[3090]{.underline} \$\_[2875]{.underline}\_ \$\_[2875]{.underline}\_
\$\_[2875]{.underline}\_ \$\_[2875]{.underline}\_
\$\_[2875]{.underline}\_

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

\$\_[2875]{.underline}\_ \$ \_[2875]{.underline}\_
\$\_[2875]{.underline}\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

\$\_\_\_\_\_\_ \$[2495]{.underline} [\$3100]{.underline}
[\$4500]{.underline}

12^th^ Other (½ Day K) Out of Parish (½ Day K) Out of Parish (all
grades)

4.  What is the educational cost per student? \$[4786.13]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[1084.20]{.underline}

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[34]{.underline} %

**PART VII -- ASSESSMENT RESULTS**

**GUARDIAN ANGELS SCHOOL, CINCINNATI, OHIO**

**TerraNova**

**Form C, 2^nd^ Edition, 2001**

**CTB McGraw-Hill Publishing**

**Scores are reported as percentiles**

**No students are excluded from the test**

  ----------------- ----------------- ----------------- -----------------
                    **2005**          **2004**          **2003**

  **Testing Month** **October**       **October**       **October**

  **Grade 8**                                           

  Reading           **83**            **83**            **83**

  Mathematics       **85**            **87**            **81**

  Number of         **73**            **65**            **98**
  students tested                                       

  Percent tested    **100%**          **100%**          **100%**

  Number of         **0**             **0**             **0**
  students excluded                                     

                                                        

  **Grade 6**                                           

  Reading           **79**            **72**            **74**

  Mathematics       **85**            **81**            **82**

  Number tested     **61**            **70**            **96**

  Percent tested    **100%**          **100%**          **100%**

  Number excluded   **0**             **0**             **0**

                                                        

  **Grade 4**                                           

  Reading           **84**            **78**            **82**

  Mathematics       **79**            **74**            **80**

  Number tested     **61**            **77**            **68**

  Percent tested    **100%**          **100%**          **100%**

  Number excluded   **0**             **0**             **0**

                                                        

  **Grade 2**                                           

  Reading           **74**            **80**            **78**

  Mathematics       **88**            **86**            **85**

  Number tested     **53**            **53**            **71**

  Percent tested    **100%**          **100%**          **100%**

  Number excluded   **0**             **0**             **0**

                                                        
  ----------------- ----------------- ----------------- -----------------