##### *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. Terry Chapman]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [3180 South Rd.]{.underline}

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

[Cincinnati Ohio 45248-2998]{.underline}

City State Zip Code+4 (9 digits total)

County [Hamilton]{.underline} State School Code Number\*[IRN \#
054585]{.underline}\_

Telephone [(513) 347-2222]{.underline} Fax [(513) 347-2225]{.underline}

Web site/URL [www.olvisitation.org/school.html]{.underline} E-mail
<__chapman_t@olvisitation.net>

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, SM]{.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

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[N/A]{.underline} Elementary
schools

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

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

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

4\. [19]{.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**    N/A       N/A                    **N/A**      **7**       55        55          **110**

  **K**       N/A       N/A                    **N/A**      **8**       65        46          **111**

  **1**       44        59                     **103**      **9**       N/A       N/A         N/A

  **2**       62        49                     **111**      **10**      N/A       N/A         N/A

  **3**       60        52                     **112**      **11**      N/A       N/A         N/A

  **4**       52        51                     **103**      **12**      N/A       N/A         N/A

  **5**       66        40                     **106**      **Other**   N/A       N/A         N/A

  **6**       56        54                     **110**                                        

                                    **TOTAL                                                   **866**
                                    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 [100]{.underline} % White

the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year: .1%

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

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

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

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

  **(4)**                   Total number of students in 853
                            the school as of October 1  

  **(5)**                   Total transferred students  .001
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           .1
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_\_\_[2]{.underline}%

Total number students who qualify: \_\_\_\_\_\_[15]{.underline}

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

10\. Students receiving special education services:
\_\_\_\_[3]{.underline}\_\_\_%

\_\_\_[25]{.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.

\_\_[1]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_[7]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[16]{.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}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[31]{.underline}\_\_\_
\_\_\_\_\_[2]{.underline}\_\_

Special resource teachers/specialists \_\_[\_8]{.underline}\_\_\_
\_\_\_\_\_[8]{.underline}\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[4]{.underline}\_\_\_
> \_\_\_\_\_\_[2]{.underline}\_
>
> Total number \_\_[45]{.underline}\_\_\_ \_\_\_\_\_[12]{.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 \_\_[27:1]{.underline}\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates, and only high schools need to supply drop-off rates. Also
explain a high teacher turnover rate.

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

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

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

  Teacher turnover rate      11%         4%          0%          4%          7%

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

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

**[PART III --
SUMMARY\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Our Lady of the Visitation School is a fully accredited diocesan Roman
Catholic 1-8 elementary school operated by the parish of Our Lady of the
Visitation in Cincinnati, Ohio. Taking as its motto, "Many gifts but the
same Spirit," the school's mission is to provide a well-rounded quality
education in an environment that challenges and empowers children to be
aware of their abilities, goodness, dignity, talents, and spirituality
and to use these gifts to serve God.

Academic excellence is Visitation's commitment to all of its students.
Art, music, and technology are woven into curriculum units. High
expectations are the standard for student learning, and Visitation
students excel within the classroom and outside of the classroom in all
curricular areas. Standardized test scores are in the top 10 percent
nationally. Over the past two years, eighth graders were awarded over
\$149,000 in scholarships to high schools of their choice. Visitation
students placed first and second in the District Science Fair and won
two scholarships to UC's College of Engineering, an honor rarely won by
junior high students. The school's math team received a superior rating
in the GCCTM Math Competition, and the Destination Imagination teams, a
national program focused on teamwork, creativity, and critical thinking,
finished first, second, and third in their respective competitive
categories. Artists and essay contestants won awards in various
competitions including the Scholastic Art Competition.

Visitation's academic program gets results because it is focused on
learning! Administration and faculty believe that all students can learn
and are committed to differentiating instruction to achieve that goal.
An extensive auxiliary support staff provides academic enrichment,
remediation, and psychological services. As partners in education,
parents willingly and actively participate in the school's academic
mission. They volunteer to lead programs such as Junior Achievement, the
Everybody Counts Program, and Girls in Science. Teachers collaborate in
Professional Learning Communities based on the model by Rick DuFour,
which is defined as "educators committed to working collaboratively in
ongoing processes of collective inquiry and action research in order to
achieve better results for the students they serve. PLCs operate under
the assumption that the key to improved learning for students is
continuous, job-embedded learning for educators." (DuFour, DuFour,
Eaker, 2006) The school was chosen to participate in a five year
collaborative Initiative for Catholic Schools sponsored by Xavier
University. Teachers have given presentations and won awards such as the
Governor's Award for Excellence in Youth Science Opportunities and the
Great American Insurance Teacher of the Week.

Supporting students' development of a dynamic faith that expresses
itself in love of God and service to others is at the heart of
Visitation's mission. At Visitation, the administration, faculty, and
parents believe that education awakens a sense of a global world wherein
students can experience God actively working in their lives. This belief
is imbedded in the culture of the school. Ninety-one eighth grade
students volunteer after school weekly in area social service agencies,
such as the Ronald McDonald house. Third grade teachers and students
collaborate with the Cooperative for Education to set up a school
sponsorship program with a rural school in Guatemala. The seventh grade
teachers started a school service program and now have a twenty year
history of supporting underprivileged young mothers with layettes for
their newborn babies. Eighth graders lead student "families" consisting
of one student per grade level. These families gather monthly to build
community, share faith, and perform service.

Parents choose to send their children to Visitation. When asked why,
parents consistently praise the school's ability to meet the needs of
their children both spiritually and academically, and many express the
desire to send their children to the school they attended because of the
education they received. Already one of the largest elementary schools
in the archdiocese, the school has waiting lists for some grades.
Educating the whole child, in a mutually respectful compassionate
environment with high academic standards, is what Visitation is about.
Many families have celebrated two and three generations of education at
Visitation, and even with 867 students and over 50 faculty and staff,
Visitation maintains the feeling and reputation of a nurturing parish
family community.

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

# **Part IV -- 1. Assessment Results**

The Terra Nova Achievement Test is administered every October to the
second, fourth, sixth, and eighth grade students at Visitation School.
This nationally normed group achievement test is mandated by the
Archdiocese of Cincinnati. The results are reported using both
percentiles and the mean normal curve equivalent (NCE). Visitation
students' scores are compared with the national percentiles. Using both
of these measures, Visitation students scored in the top 10 percent
nationally in the highest grade tested in the most recent year tested.

The national student percentile equivalent for the 90^th^ school
percentile is 77 for reading and math for students in the eighth grade.
Visitation's percentile scores are 81 in reading and 80 in math, placing
the school in the top 10 percent nationally in both eighth grade
subjects.

In addition to evaluating the assessment results based on percentiles,
scores are also evaluated based on the anticipated score and the
obtained score. Based on a cognitive skills index from the In View test,
each subject area has an anticipated score. Comparing the anticipated
score with the obtained score allows the school to see if the students
are performing at, below, or above their anticipated ability on the
standardized test. Evaluating the school based on this is important
because, at Visitation, the goal is for all students to learn at high
levels. Comparing the anticipated results with the obtained results
allows Visitation to see if it is meeting this goal. For the most recent
year tested, in all grade levels tested, the obtained score was higher
than the anticipated score in reading and math. Many of the scores show
a positive educationally significant difference in these scores. This is
one indicator highlighting that, regardless of ability, Visitation
students are achieving higher than students of similar ability.

Currently 3% of Visitation's students are receiving special education
services. Of these students, 25% are in the current eighth grade. None
of these students received accommodations for, or was excluded from, the
standardized tests. Thus, the school's test scores reflect the
achievement of all students.

The school also examines the Terra Nova total score by percentile. In
2005-06, 96% of the eighth grade scored above the 50^th^ percentile, 91%
of the sixth grade, 90% of the fourth grade, and 76% of the second
grade. These scores are reflective of trends noted in other years. The
school has a low student mobility rate, indicating that the longer
students remain at Visitation, the more they achieve at higher levels.

At Visitation, the focus is on student learning. Visitation's students
receive a challenging, well-rounded, quality education. The assessment
results on standardized tests are one indicator of the students'
academic success. Other internal measures and external measures are also
used. The Cincinnati Archdiocese collects data on student writing
through an annual writing sample testing process in the third, fifth,
and seventh grades. In all grades tested, the competency rate for
students at Visitation exceeded the competency rate for the archdiocese.
In 2005-2006, in the third grade, 100% of Visitation students' writing
was scored as competent. The archdiocese's competency rate was 78%. In
the fifth grade, the school's competency rate was 88%, while the
archdiocese's was 78%, in the seventh grade, the school's competency
rate was 90%, while the archdiocese's rate was 81%. Looking at the
percentage of students from Visitation that make the honor roll in high
school and the amount of scholarship money students receive is another
external assessment measure used. Two-thirds of the school's students
consistently make the honor roll, no matter what high school they
attend. An above average number of students are placed into higher level
classes. Over the past two years, Visitation students have been offered
over \$149,000 in high school scholarships.

**Part IV -- 2. Using Assessment Results**

The school's decisions about improving student and school performance
are data driven. Standardized test scores are analyzed by the faculty,
staff, and administration to determine trends in student performance
across grade levels and by subject area. The data derived from studying
the scores gives the school valuable information in making decisions
about curriculum, instruction, assessment, resource allocation,
professional development, and school improvement as a whole. Visitation
teachers work in Professional Learning Communities. This allows teachers
with particular strengths to share their successes and instructional
strategies with other teachers.

In examining individual student performance, teachers look for
discrepancies between each student's anticipated score and obtained
score. In addition, teachers compare student scores with their
performance in class. An improvement plan, which may include remediation
or enrichment, is made to address any discrepancies. The reading
specialist, speech pathologist, school psychologist, enrichment teacher,
math tutor, and intervention specialist also examine the scores of
students on their current case load and provide assistance and
recommendations to teachers and administration for improving student
performance.

Visitation scores indicate a significant, positive difference in a
number of areas when comparing the obtained score with the anticipated
score. This is one measure the school uses to determine if all students
are achieving to the best of their ability.

In addition to standardized assessments, student performance is
evaluated for strengths and weaknesses on a daily basis, using a variety
of assessment techniques, to challenge and improve the quality of
education for students at Visitation. The standardized assessments are
just one indicator of student and school performance. Since Visitation's
mission is to provide a quality, well-rounded education for all
students, other types of internal and external assessment data are also
examined to understand and evaluate the broader vision of the school as
it works towards educational excellence in all areas.

## Part IV -- 3. Communicating Assessment Results

Student performance, including assessment results, is communicated to
parents, students, and the community in a variety of ways. Students,
within the classroom setting, receive ongoing feedback about their
performance on a daily basis through direct teacher feedback. Assessment
information and student and school successes are shared in the weekly
school newsletter. The principal communicates school-wide student
performance information to parents and the community through monthly
Parent Teacher Organization Meetings, a column in the parish newsletter,
and monthly Education Commission meetings.

At the school's September Meet the Teacher Night, academic expectations
are outlined for the year. Many teachers send home a weekly newsletter
for parents and students. All teachers send home weekly student work to
inform parents and students of academic progress. Interim reports and
quarterly report cards go home with all students. Parents are invited to
schedule conferences whenever they are needed, each quarterly report
card gives parents an opportunity to request a conference, and a yearly
formal parent conference time is set aside in November. At quarterly
school-wide Recognition Assemblies and a January Open House for the
students, parents, and community, student performance is communicated
and celebrated.

When the standardized test results are returned, student scores are sent
home to parents with a letter explaining the results. Parents are
encouraged to contact the teachers and/or administration with any
questions. The principal presents the standardized test results to the
Education Commission and to the faculty and staff.

**Part IV -- 4. Sharing Success**

Visitation teachers and administrators welcome opportunities to share
success with other schools, formally and informally. Teachers have made
presentations at the Greater Cincinnati Council of Teachers of
Mathematics Conference, the SOITA Convention, and the Ohio Catholic
Educator's Conference. Administration and teachers were chosen to
participate in Xavier University's Initiative for Catholic Schools. At
the heart of the Initiative for Catholic Schools is collaboration with
other schools. The administration and teachers have made annual
presentations for this program in the area of mathematics.

Visitation teachers and administration are piloting a professional
learning community with grade four science teachers from surrounding
grade schools, giving the teachers a forum to share successes based on
data and common curricular expectations. The auxiliary team was
recognized by Hamilton County Educational Service Center as a model for
other schools and presented their model for intervention and meeting
student needs for other teachers and specialists.

The school's principal has served on accreditation teams for other
schools and participates in a monthly cluster meeting to share successes
with other principals.

The school's teachers have published articles in educational magazines.
Visitation's third grade teachers started a school sponsorship program
with an impoverished rural school in Guatemala providing first-time
textbooks for the school. Their program is highlighted on the front page
of one of the newsletters sent out by the Cooperative for Education, and
their ideas are published in a packet that goes out to other schools
wanting to start a similar program.

The annual History Fair, Science Fair, Art Show, school performances,
Open House, and other events are open to the public. The school website
celebrates successes. The Superintendent for Public Instruction for the
State of Ohio recognized Visitation by displaying 90 works of art by
Visitation junior high students at the Ohio Department of Education, and
by publishing lesson plans from the school's art teachers. These lesson
plans were posted on the internet and then distributed to art teachers
across the state on a CD, as a resource tool for designing exemplary
lessons.

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

**Part V. 1. Curriculum**

Student learning is the focus of Visitation's curriculum, which is
outlined in the Graded Course of Study for the Archdiocese of
Cincinnati. Last year, in response to an in-depth school study for state
accreditation, Professional Learning Communities (PLCs), based on the
research and model of Rick DuFour, were formed. These PLCs, which
provide the curricular foundation for Visitation, are seeing results!
Last year, Visitation's PLCs started with a schoolwide goal to improve
everyday writing skills. The result was a 30% gain in the first year,
based on a common rubric assessment score.

In mathematics the school recognizes the importance of blending the
acquisition of basic skills and number sense with synthesis, data
analysis, estimation, geometry, and problem solving. There is an
emphasis on higher level thinking, especially algebraic reasoning, in
all grades. Examples of this emphasis include a Hands-on-Algebra program
beginning in the fourth grade, and the use of graphing calculators and
technology as tools for students to analyze data. Students put these
problem solving skills into action in math competitions such as Math
Counts, the Stock Market Game, and the Math Olympiad. Math and art are
intertwined through lessons involving grid, scale, and tessellations.

In science, the curriculum is topic-based with emphasis on knowledge and
inquiry. Having students actively involved in the learning leads to
higher levels of understanding. Students explore the scientific method,
designing and implementing experiments to show scientific knowledge. The
school's campus has land labs which include wetlands, a nature trail,
and an animal inhabited courtyard that provide students with real-life
experiences with science. A yearly Science Fair and programs such as
COSI, Cell World, and Girls in Science broaden the students' scientific
experiences.

Social Studies, like science, is topic based. Simulations and
interactive activities, which challenge students to think at higher
levels, allow students to apply what they are learning in geography,
history, and current events. During the annual seventh grade trip to Joy
Educational Center, students participate in a night-time simulation of
the Underground Railroad. Third graders are immersed into cultures of
various continents as they "travel", and sixth grade students simulate
the economics of the feudal system.

The religion curriculum, the heart of our educational experience,
provides students with a blend of tradition, self-expression, prayer,
faith, doctrine, and service rooted in the gospel message. Student
involvement in service projects is inspiring. Eighty three percent of
the eighth grade class is involved in ACTS, a volunteer service group
that provides service in different community areas after school. All
grade levels participate in service and mission projects throughout the
school year.

In language arts, the curricular focus is on the writing process, with
the mechanics of grammar and spelling providing a solid foundation.
Students achieve high levels of learning in this area based on internal
and external measures of success. With an emphasis on cultural
awareness, basic conversation, and vocabulary, 25% of the seventh grade
and 24% of the eighth grade students participate in a full-year Spanish
class which meets 50 minutes per week during the school day.
Additionally, all grades may participate in an after-school Spanish
program.

Technology and the arts are integral to the school's mission of
providing a well-rounded curriculum.

Choral Adjudication, Art Club, school musicals, Architecture by
Children, junior high electives, and performances for special occasions
allow for creative self-expression. Divergent thinking explodes through
the visual arts as painting, sculpture, drawing, and print-making reveal
deeper levels of self-reflection, imagination, and critical thinking.
Technology is woven into every subject across grade levels, challenging
students to use tools such as databases, word processing, internet
research, spreadsheets, and movie-making software to explore, explain,
and present their diverse thinking and research.

**Part V - 2a. Reading Curriculum**

Visitation is committed to providing a multi-sensory reading program,
where reading, writing, and technology are intertwined, giving students
a solid foundation in basic skills, setting the students up for success
as they learn to think creatively and to analyze, synthesize, and
critique literature. Students across all grade levels are exposed to
high quality literature from a variety of genres.

Balanced literacy defines the reading program in the primary grades.
Students engage daily in instruction on vocabulary, comprehension,
fluency, phonics, and phonemic awareness. Throughout the week students
have opportunities to read books that are on their level and books that
relate to their interests. Through exposure to many different types of
texts, students grow in their abilities to apply reading strategies when
reading independently. All primary classrooms have learning centers and
laptop labs, which allow for enrichment and remediation within the
classroom setting.

Early intervention is key to future success in reading. A full-time
intervention specialist and a full time reading specialist are available
resources for teachers and students. An intensive assessment system used
throughout the primary grades allows teachers to collect quarterly data
on fluency, comprehension, reading strategies, decoding, and reading
levels. This data informs instruction.

As students move into the middle grades, they study a variety of genres
and authors. Literature is often integrated with the content areas and
the use of technology. Students actively participate in projects,
discussions, and writing activities related to their reading to promote
critical thinking skills. In the eighth grade, a study of Mark Twain
included a boat ride down the Ohio River during the Tall Stacks
Festival, as students performed skits that they wrote based on [Tom
Sawyer.]{.underline}

This reading program was chosen based on assessment data and on research
as the best way to meet the school goal of providing a high quality
education that meets the needs of all students.

# **Part V -- 3. Additional Curricular Area: The Arts**

Without the arts, Visitation's mission of providing a high quality
education while developing the "many gifts" of the whole child would be
incomplete. Emphasis on critical thinking with analysis, problem
solving, synthesis, and evaluation comes full circle when the creative
process is included. The essential skills and knowledge that students
attain as they explore creative self-expression through art, music, and
the imaginative use of technology opens their minds to understand the
world from another dimension, while allowing students to further
discover their artistic and musical strengths.

Art and music are integrated into curricular areas whenever possible.
When learning about geography, students learn to sing the states or
create South American arpilleras. Claymation and movie-making make their
way into the study of literature, technology, and sculpture in the
middle grades. As they study different periods in history, students
learn music from that time period. Students have many opportunities to
perform each year, and every other year, students have the opportunity
to participate in a musical.

In examining the success of the arts in carrying out the school's
mission, the accomplishments of the students speak for themselves. Last
year alone, ninety works of art by seventh and eighth graders were
displayed at the Ohio Department of Education, twenty middle grade
students were invited to sing at Xavier University's Initiative for
Catholic Schools celebration, students presented their Claymation
project at the annual SOITA Convention, student art was displayed at the
Young People's Art Exhibition in Columbus, and Visitation had 12
Scholastic Art winners, three of whom were gold winners, with one
student winning a silver medal nationally. Although the students have
earned recognition in the arts, the creative self-expression, individual
self-reflection, appreciation for diverse thinking, and critical problem
solving skills they learn throughout the process are the reason
Visitation places high value on the arts.

# **Part V -- 4. Instructional Methods**

Providing a high quality education for all students is our mission. To
do that, Visitation teachers are dedicated to using a variety of
instructional methods to meet the needs of all students. The methods
selected are based on what works! Professional development and
experience enables teachers to select the best method.

As you walk through the halls, you see collaborative groups, whole and
small group instruction, creative expression, technology in use by
students and teachers, hands on exploration, demonstration, the writing
process, learning centers, prayer, singing, laptop centers, discussions,
lecture, research, power point presentations, movie-making, science
experiments, reading, inquiry, students in the courtyard land lab,
students acting out scenes from plays or modeling rotation, and
integration of subjects.

Systems are in place to support struggling learners. The intervention
team, comprised of the speech pathologist, intervention specialist,
reading specialist, school psychologist, and math tutor, helps teachers
select instructional methods, adjust the curriculum, evaluate
modifications, and provide support for students. Likewise, the
enrichment teacher meets weekly with groups of third through eighth
grade students to expand their educational experience. The intervention
team and an administrator meet weekly to discuss students' learning
needs and instructional strategies. The team meets as needed with
teachers, administration, and parents.

Teaching students to think critically, to analyze, to synthesize, and to
evaluate what they are learning underlies Visitation's mission to
provide a high quality, challenging education for all students. In all
areas of the curriculum, probing students to think critically and
creatively, while taking responsibility for their own learning, allows
the school to realize its mission. Visitation teachers want students
engaged and will use whatever instructional methods are necessary to
achieve the highest level of thinking and learning.

**Part V -- 5. Professional Development**

All Archdiocese of Cincinnati teachers are required to have an
Individual Professional Development Plan that corresponds to the School
Continuous Improvement Plan (SCIP). Visitation's SCIP goals are to
improve students' everyday writing skills, and to foster community and
respect within the school through the creation of school families.

At Visitation, professional development is tied to the school's goals.
In creating Professional Learning Communities, a professor from Xavier
University provided the foundational training in communication, and a
cohort of teachers attended Rick DuFour's Workshop on Professional
Learning Communities(PLC). At the heart of the PLC model is improving
student learning through teacher collaboration. Working within PLCs,
teachers share strategies for improving everyday writing skills and
fostering community.

Partnerships with local universities help teachers to improve
instruction in specific subject areas. Through the University of
Cincinnati's Project Astro, an astronomer works with the sixth grade
science teacher. Xavier University's Initiative for Catholic Schools
(ICS) provides selected science and math teachers with extensive
training on the constructivist theory, best practices for instruction,
and specific knowledge relevant to their curricular topics over a
five-year period. Participation in the ICS requires the school to set a
leadership challenge goal to improve student achievement. A Xavier
University Professor provided targeted professional development for math
teachers, aimed at improving student's algebraic thinking skills.
Teachers take advantage of workshops and meetings sponsored by numerous
local and regional professional organizations such as the Ohio Catholic
Education Association and the Greater Cincinnati Council of Teachers of
Mathematics to improve their abilities to meet the needs of all
learners.

**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): [National Catholic Education
    Association]{.underline}

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

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

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

\$[N/A]{.underline}\_\_\_\_ \$[2180]{.underline}\_\_
\$[2180]{.underline}\_\_ \$[2180]{.underline}\_\_
\$[2180]{.underline}\_\_ \$[2180]{.underline}\_\_

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

\$[2180]{.underline}\_\_ \$[2180]{.underline}\_\_
\$[2180]{.underline}\_\_ \$[N/A]{.underline}\_\_\_
\$[N/A]{.underline}\_\_\_ \$[N/A]{.underline}\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$[3300]{.underline}\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$[1120]{.underline}\_\_\*parish reduction

6.  What percentage of the annual budget is devoted to
    \_\_\_\_[49]{.underline}% of parish budget

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[100]{.underline}%\*parish reduction

**[PART VII - ASSESSMENT
RESULTS\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

OUR LADY OF THE VISITATION SCHOOL

#### Subject: Reading Grade: 2 Test: Terra Nova

Edition/Publication Year: Second Edition/2001 Publisher: CTB/McGraw-Hill

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

+--------------------------------------+---------+---------+---------+
|                                      | 2006-07 | 2005-06 | 2004-05 |
+--------------------------------------+---------+---------+---------+
| # Testing Month                      | ######  | ######  | ######  |
|                                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| ## SCHOOL SCORES                     |         |         |         |
+--------------------------------------+---------+---------+---------+
| Total Score                          | 73      | 72      | 73      |
+--------------------------------------+---------+---------+---------+
| Number of students tested            | 111     | 112     | 103     |
+--------------------------------------+---------+---------+---------+
| Percent of total students tested     | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| Number of students alternatively     | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+
| Percent of students alternatively    | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

OUR LADY OF THE VISITATION SCHOOL

#### Subject: Math Grade: 2 Test: Terra Nova

Edition/Publication Year: Second Edition/2001 Publisher: CTB/McGraw-Hill

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

+--------------------------------------+---------+---------+---------+
|                                      | 2006-07 | 2005-06 | 2004-05 |
+--------------------------------------+---------+---------+---------+
| # Testing Month                      | ######  | ######  | ######  |
|                                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| ## SCHOOL SCORES                     |         |         |         |
+--------------------------------------+---------+---------+---------+
| Total Score                          | 70      | 74      | 76      |
+--------------------------------------+---------+---------+---------+
| Number of students tested            | 111     | 112     | 103     |
+--------------------------------------+---------+---------+---------+
| Percent of total students tested     | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| Number of students alternatively     | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+
| Percent of students alternatively    | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

OUR LADY OF THE VISITATION SCHOOL

#### Subject: Reading Grade: 4 Test: Terra Nova

Edition/Publication Year: Second Edition/2001 Publisher: CTB/McGraw-Hill

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

+--------------------------------------+---------+---------+---------+
|                                      | 2006-07 | 2005-06 | 2004-05 |
+--------------------------------------+---------+---------+---------+
| # Testing Month                      | ######  | ######  | ######  |
|                                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| ## SCHOOL SCORES                     |         |         |         |
+--------------------------------------+---------+---------+---------+
| Total Score                          | 76      | 74      | 79      |
+--------------------------------------+---------+---------+---------+
| Number of students tested            | 103     | 92      | 113     |
+--------------------------------------+---------+---------+---------+
| Percent of total students tested     | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| Number of students alternatively     | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+
| Percent of students alternatively    | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

OUR LADY OF THE VISITATION SCHOOL

#### Subject: Math Grade: 4 Test: Terra Nova

Edition/Publication Year: Second Edition/2001 Publisher: CTB/McGraw-Hill

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

+--------------------------------------+---------+---------+---------+
|                                      | 2006-07 | 2005-06 | 2004-05 |
+--------------------------------------+---------+---------+---------+
| # Testing Month                      | ######  | ######  | ######  |
|                                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| ## SCHOOL SCORES                     |         |         |         |
+--------------------------------------+---------+---------+---------+
| Total Score                          | 77      | 78      | 78      |
+--------------------------------------+---------+---------+---------+
| Number of students tested            | 103     | 92      | 113     |
+--------------------------------------+---------+---------+---------+
| Percent of total students tested     | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| Number of students alternatively     | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+
| Percent of students alternatively    | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

OUR LADY OF THE VISITATION SCHOOL

#### Subject: Reading Grade: 6 Test: Terra Nova

Edition/Publication Year: Second Edition/2001 Publisher: CTB/McGraw-Hill

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

+--------------------------------------+---------+---------+---------+
|                                      | 2006-07 | 2005-06 | 2004-05 |
+--------------------------------------+---------+---------+---------+
| # Testing Month                      | ######  | ######  | ######  |
|                                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| ## SCHOOL SCORES                     |         |         |         |
+--------------------------------------+---------+---------+---------+
| Total Score                          | 75      | 73      | 74      |
+--------------------------------------+---------+---------+---------+
| Number of students tested            | 108     | 108     | 103     |
+--------------------------------------+---------+---------+---------+
| Percent of total students tested     | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| Number of students alternatively     | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+
| Percent of students alternatively    | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

OUR LADY OF THE VISITATION SCHOOL

#### Subject: Math Grade: 6 Test: Terra Nova

Edition/Publication Year: Second Edition/2001 Publisher: CTB/McGraw-Hill

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

+--------------------------------------+---------+---------+---------+
|                                      | 2006-07 | 2005-06 | 2004-05 |
+--------------------------------------+---------+---------+---------+
| # Testing Month                      | ######  | ######  | ######  |
|                                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| ## SCHOOL SCORES                     |         |         |         |
+--------------------------------------+---------+---------+---------+
| Total Score                          | 84      | 86      | 77      |
+--------------------------------------+---------+---------+---------+
| Number of students tested            | 108     | 108     | 103     |
+--------------------------------------+---------+---------+---------+
| Percent of total students tested     | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| Number of students alternatively     | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+
| Percent of students alternatively    | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

OUR LADY OF THE VISITATION SCHOOL

#### Subject: Reading Grade: 8 Test: Terra Nova

Edition/Publication Year: Second Edition/2001 Publisher: CTB/McGraw-Hill

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

+--------------------------------------+---------+---------+---------+
|                                      | 2006-07 | 2005-06 | 2004-05 |
+--------------------------------------+---------+---------+---------+
| # Testing Month                      | ######  | ######  | ######  |
|                                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| ## SCHOOL SCORES                     |         |         |         |
+--------------------------------------+---------+---------+---------+
| Total Score                          | 81      | 83      | 81      |
+--------------------------------------+---------+---------+---------+
| Number of students tested            | 110     | 98      | 114     |
+--------------------------------------+---------+---------+---------+
| Percent of total students tested     | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| Number of students alternatively     | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+
| Percent of students alternatively    | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

OUR LADY OF THE VISITATION SCHOOL

#### Subject: Math Grade: 8 Test: Terra Nova

Edition/Publication Year: Second Edition/2001 Publisher: CTB/McGraw-Hill

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

+--------------------------------------+---------+---------+---------+
|                                      | 2006-07 | 2005-06 | 2004-05 |
+--------------------------------------+---------+---------+---------+
| # Testing Month                      | ######  | ######  | ######  |
|                                      | October | October | October |
+--------------------------------------+---------+---------+---------+
| ## SCHOOL SCORES                     |         |         |         |
+--------------------------------------+---------+---------+---------+
| Total Score                          | 80      | 83      | 86      |
+--------------------------------------+---------+---------+---------+
| Number of students tested            | 110     | 98      | 114     |
+--------------------------------------+---------+---------+---------+
| Percent of total students tested     | 100     | 100     | 100     |
+--------------------------------------+---------+---------+---------+
| Number of students alternatively     | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+
| Percent of students alternatively    | 0       | 0       | 0       |
| assessed                             |         |         |         |
+--------------------------------------+---------+---------+---------+