##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal \_\_\_\_\_\_[Dr. Elizabeth Cerise
LaForge\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name \_\_\_[Stuart Hall School for Boys]{.underline}

(As it should appear in the official records)

School Mailing Address \_\_[2032 S. Carrollton
Avenue\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_[New Orleans
Louisiana]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_[70118-2949\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_[Orleans]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code
Number\*\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 504 ) 861-1954]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Fax [(504 )
861-5389\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Website/URL [www.stuarthall.org](http://www.stuarthall.org/) E-mail
<claforge@stuarthall.org> \_\_\_\_\_\_\_\_\_\_\_\_\_

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\* \_\_\_\_\_\_\_\_[Reverend William
Maestri]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name [Archdiocese of New Orleans]{.underline} Tel. [(504)
861-6235]{.underline}

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

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

Name of School Board Mr. Stephen Boh

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**

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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or 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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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** (N/A)

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. \_\_[5\_\_\_\_]{.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**    36        0                      **36**       **7**         27        0           **27**

  **K**       36        0                      **36**       **8**                               

  **1**       35        0                      **35**       **9**                               

  **2**       33        0                      **33**       **10**                              

  **3**       26        0                      **26**       **11**                              

  **4**       30        0                      **30**       **12**                              

  **5**       24        0                      **24**       **Nursery**   28                    **28**

  **6**       20        0                      **20**                                           

                                    **TOTAL                                                     **295**
                                    STUDENTS                                                    
                                    IN THE                                                      
                                    APPLYING                                                    
                                    SCHOOL**                                                    
  ----------- --------- ----------- ---------- --------- -- ------------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [\_\_89\_\_]{.underline} % White

the students in the school: \_\_\_[9\_\_]{.underline} % Black or African
American

[\_\_\_1\_\_]{.underline} % Hispanic or Latino

[\_\_ 1\_\_]{.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:
\_\_\_[3]{.underline}\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

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

  **(4)**                   Total number of students in 231
                            the school as of October 1, 
                            2003                        

  **(5)**                   Subtotal in row (3) divided .03
                            by total in row (4)         

  **(6)**                   Amount in row (5)           3%
                            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: \_\_\_\_[4]{.underline}\_\_\_

> \*Stuart Hall does not participate in the federally-supported school
> lunch program, therefore, this figure was determined by the number of
> students whose families applied for financial aid and reported their
> annual income as less that \$20, 000.00. That figure was supported by
> their federal income tax return, as filed the year before.

10\. Students receiving special education services:
\_\_\_[1]{.underline}\_\_\_\_%

\_\_\_[2]{.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.

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

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[2]{.underline}\_\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_\_[15]{.underline}\_\_
\_\_\_[4]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[6]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[5]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

> Support staff \_\_\_[1]{.underline}\_\_\_
> \_\_\_[2]{.underline}\_\_\_\_
>
> Total number \_\_[29]{.underline}\_\_\_ \_\_\_[9]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_\_[14:1]{.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.)

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   96%         96%         97%         97%         96%

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

  Teacher turnover rate      13%         15%         11%         18%         8%

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

  Student drop-off rate      0%          0%          0%          0%          0%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

Turnover due to: Retirement, job promotion, move back home out of state,
and financial constraints.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III- SUMMARY**

Stuart Hall School for Boys was founded in 1984 in response to a growing
need in the metropolitan New Orleans area for the education of young
boys in an independent, preparatory school environment. Our school was
named for Janet Erskine Stuart, a religious of the Sacred Heart who was
an English educator living at the turn of the twentieth century. She
wrote extensively of a philosophy of education espousing faith,
scholarship, honor, and leadership---qualities that form the core values
of a Stuart Hall education.

The mission of the Stuart Hall School community is to live the words of
Catholic educator Janet Erskine Stuart, \"Education is formation, not
just information." The faculty and staff are dedicated to working with
parents to help each child build a foundation for a life centered in a
love for learning, a desire to help others, and a commitment to Gospel
values.

Beginning our 21^st^ year in education, Stuart Hall offers a unique,
values-based, one-of-a-kind experience for boys in grades nursery
through seven. It is distinctive to the New Orleans area in offering the
only Catholic, independent, all-boy education in a traditional,
elementary school configuration. Located in the University section of
New Orleans, Stuart Hall is governed by a Board of Trustees, which is
responsible for setting school policy. Membership in the Independent
Schools Association of the Southwest (ISAS) guides the Board and
Headmaster as they set the course for the future of our school.
Additionally, as a member of the Archdiocese of New Orleans, the
standards for the spiritual life of our school and application of the
Gospel values to everyday life are a daily reminder for our boys to
"leave the world better than they found it."

The "Quality of the Month" program teaches our boys to be contributors
to and active participants in a caring, democratic society. Each class
is responsible for sponsoring a monthly theme to the learning community
stressing qualities such as courage, responsibility, peacemaker,
perseverance, or compassion\-- and challenging us to integrate these
character traits and live them out daily. Monthly programs (First
Friday) recognize students in every grade for growth in the quality of
that month. Additionally, each class has a service-learning project that
relates and applies to their quality. As a member of the ISAS community,
our students also build a house for a family in the New Orleans area
through the Habitat for Humanity Foundation. This is a powerful
experience for our students, as all aspects of the program are carried
out by the students at the various ISAS schools.

Presently, Stuart Hall is in the midst of an expansion plan which
includes growth in the student population and major additions and
improvements to the physical plant. In response to the volume of
qualified applicants for a limited number of openings, and after a
thorough review of the literature on small learning communities, the
administration proposed a reduction in class size, while increasing the
number of sections of each grade. Consequently, the student population
is increasing incrementally, while the quality of the boys' educational
experiences is being enhanced at the classroom level. The Board is well
into a capital campaign to raise funds for two significant construction
projects: an Early Childhood Center, which opened in August, 2004; and a
multi-purpose gymnasium, projected to be completed in October, 2005.

Stuart Hall is defined by the literature as a small school, with a
current enrollment of 295 boys, and a projected growth to 345 at full
capacity. The organizational structure is a pre-school, consisting of
grades nursery through kindergarten; a lower school, of grades one
through four; and a middle school, of grades five through seven. Our
learning community offers an intimate environment where parents are
welcomed and involved in almost daily activities. Students, faculty, and
parents know each other by name; and each boy is valued as a unique,
individual member of the community.

**PART IV- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results**

Typically, student test scores are strong at Stuart Hall, with all
grades tested scoring in the top 10% of schools in the nation in reading
and math. All students in grades one through six take the Stanford
Achievement Test in the spring to gather data on academic achievement on
an individual basis, as a class, and as a school. Students in grade
seven must take a high-school placement test in January, and many of our
seventh grade boys qualify to take the SAT or ACT for the Duke TIP
program in the spring, so they do not take the Stanford Achievement
Test.

Test scores in reading and math over a three-year period from 2002-2004
are used for this analysis (these are included in the attached
appendix). All scores are reported as national percentiles, thereby
providing a gauge of how our boys rank nationally among their peers.
Each class is reported as a total group, because prior to the 2004-2005
school year, there was only one section of each grade. Consequently,
there are no subgroups. Also, because Stuart Hall does not have a
significant number of minority students or students qualifying for free
and reduced lunch, none of the data is disaggregated for this reporting.
Because our class sizes are small (N\<28), one or two low scores can
dramatically affect the class mean. Therefore, it is important that we
analyze all scores on an individual basis in order clearly to understand
how effective the teaching is in each class. When individual scores are
analyzed, students who have been attending Stuart Hall for more than two
years score higher than students who have just entered the program.

School-wide, math is our strength. On an average, class means are
consistently in the low to mid- 90^th^ percentile. The math program
focuses on problem-solving and thinking skills. Consequently, our
faculty studies the "thinking skills" results on SAT tests. This
provides useful information as we develop our curriculum. The scores for
all grade levels are improving over time.

Reading score data reveals class means range from the 80^th^ to the
90^th^ percentile. We analyze the individual scores to identify all
students who are having difficulty in reading. Then a plan is made to
address those difficulties.

We also analyze SAT scores by following each class as they progress
through grade levels. For example, the present sixth grade class has
posted a slight, but steady increase in most sub tests, with reading and
math showing the greatest improvement. This gives us an overall picture
of the strengths and weaknesses of the curriculum. It also shows areas
for curriculum review within each class.

The variation in all class means is greater in our lower school than in
the middle school. This is because we identify students with learning
difficulties in their early grades and immediately begin to remediate.
For instance, many of our boys who experience difficulties in language
score low in reading, yet high in math. Because we encourage them to
work with language therapists during these early years, their scores
improve by middle school and do not affect the class means as
significantly as in lower school.

Because we make a conscious effort to coordinate what we test and the
skills we emphasize in the curriculum, the SAT is a good indicator of
our academic program's strength. We prepare the boys effectively so
their tests are a positive experience that makes them feel good about
themselves and about school in general.

\[*As a private school, Stuart Hall does not participate in the
Louisiana Educational Assessment Program. Participation is required only
for public schools*. *Also, no students were tested by alternative
methods.*\]

**2. Use of Data for Student and School Improvement\
**When the test results come back to the school, teachers study the data
individually, as divisions (such as lower school and middle school), and
from a total school perspective. A chart displaying the class means in
each subtest is created to map trends in grades and individual classes.
Teachers are asked to monitor carefully those students who are not
consistently scoring above the 50^th^ percentile, as well as those
students showing a wide range in scores on subtests. Additionally,
trends are drawn by the administration and reported to the faculty for
their observations.

Individual data is compiled for each student. Teachers review each
student's report for gaps in skills or a decline in test scores. If
scores remain steady over time, showing one year's growth by the
percentile score remaining consistent, teachers then look to raw scores.
For students such as ours, where the typical student posts consistently
high test scores, teachers need to look at value added, or how we have
given more to the student than can be measured by the SAT. As students
move from grade to grade, there must be some indication that we are
adding value to their educations. When students score below the 50^th^
percentile, especially in reading, a learning specialist works
individually with those students, offering strategies for improvement.
These strategies are incorporated into the classroom instruction and the
students are carefully monitored.

To assess class needs, teachers review the skills listed in each subtest
for trends within the class. For instance, if many middle school
students missed questions on reading for inferences, the curriculum at
that level is altered to include more experiences in that area, or
teaching methodologies are critically analyzed for effectiveness.
Additionally, those students who have not mastered the skill need to be
re-taught and re-tested on that skill. The teachers constantly use data,
collection and analysis, to drive curricular decisions at the student
level, the classroom level, grade level, and school level.

**3. Communication of Student Performance to Stakeholders**

Once the test scores are received by the school, the Administration
studies the class and individual scores. A report is compiled for the
Headmaster to share with the Board of Trustees.

Parents are provided an individual report on their child's performance
on the SAT, which includes the following information: national norms and
private school norms, in order for the parents to see how their child
performs within these two groups; an explanation of the levels and
stanines; and a description of the test. The class means are published
in the weekly newsletter and parents can compare how their child
performed in relation to his class. The Administration typically sends a
letter with the test scores inviting parents to call the homeroom
teacher or the principal if further explanation is needed or if the
parents would like to discuss their child's performance one-on-one.
Parents are reminded that, because test scores are high in a learning
community such as ours, we also are striving for value-added education.

Homeroom teachers share generalizations about group scores with the
students, such as specific skills that may need attention or that seemed
difficult for all students. Teachers discuss with each student his
scores and areas he needs to work on, and then discuss a plan for
remediation of skills with the next year's teacher so that gaps in
learning can be eliminated.

The Archdiocese of New Orleans does not publish test scores. However,
they compile a mean for the Diocese, and break the scores down for each
area of the city. Stuart Hall's scores are a part of that analysis.
Principals are given the Archdiocesan mean and the Region mean. Our
class mean scores are significantly higher than both of these sub
groups.

**4. Sharing Success Story**

Stuart Hall shares its successes with the ISAS schools through the
Headmasters' meetings and the association's reporting process. At
specific times, Stuart Hall is required to submit data, which includes
standardized test scores, to the association. This information is made
available to the members of the Elementary Commission for their review.

The high schools where our students are accepted are well aware of the
academic program at Stuart Hall. Our students consistently score well on
the SAT and on the High School Placement Test, and

then go on to perform well in the high schools. The high schools in the
area actively recruit our students into their programs.

A large percentage of our students qualify for the Duke Talent Search
each year. In some years, all students in the seventh grade qualified;
and in most years, more than the majority of students qualify. This
information is published in our recruiting materials for prospective
parents to review.

Finally, because the principal is a member of the School Leadership
Center of New Orleans, an organization dedicated to leadership training
and school improvement in the Greater New Orleans area, our scores are a
part of their external evaluation. This data is compiled under the
direction of Dr. Kenneth Leithwood, and recommendations are made to the
principal for school improvement. When the Center advertises its
successes, Stuart Hall is a part of that story.

In the New Orleans community, Stuart Hall has a reputation for providing
a fine education for boys. Part of the reason for this is that our
teachers share their expertise with other teachers, give workshops for
other schools, perform well in their graduate studies, share the good
teaching and learning that takes place at our school, and make teaching
presentations at local, regional, and national conferences. For example,
Stuart Hall was chosen by Microsoft to participate in a technology study
with five schools throughout North America. The results were presented
at the ISTE conference in June, 2004, sharing Stuart Hall's success with
educators from around the globe.

**PART V- CURRICULUM AND INSTRUCTION**

**1. Description of Core Curriculum**

Stuart Hall offers a values-based education in a Catholic environment,
fostering academic and personal growth. Attention is given to the
spiritual, intellectual, emotional, social, and physical development of
individual students. Most importantly, Stuart Hall challenges all
members of the community to be people of service and leaders.

The core curriculum at Stuart Hall is religion, reading, writing,
mathematics, science, and social studies. This core curriculum is
enriched with instruction in foreign language, art, music, physical
education, computer, and library. The curriculum builds on the strengths
of boys, such as exploring, movement, building, teamwork, and hands-on
experiences, while giving special attention to language arts, an area
where boys traditionally struggle.

In pre-school, the curriculum is centered on the child's innate desire
to explore his world, and begins to build a love of learning.
Opportunities to develop in all areas are provided through discovery
learning and play. In the pre-school, thematic units integrate all
aspects of the curriculum, and provide concrete learning tools and
opportunities to explore the boys' interests. Learning centers, hands-on
manipulatives, small reading groups, exploration of numerical concepts,
opportunities to observe and make predictions, writing, and conferencing
are all part of the pre-school program of studies.

The lower-school program focuses on creativity and intellectual
curiosity within a strong academic framework. The middle-school program
supports the boys as they transition from self-contained learning
communities to departmentalized teaching, and as they move from concrete
to more abstract learning. Developing thinking skills, accessing
information, and critical analysis of information are emphasized in
middle school.

In religion, the formation of a spiritual relationship with God is
founded on love\-- for God, for self, and for others\-- and personal
responsibility. The building of our faith community is a primary focus
at Stuart Hall.

"Good readers make good writers, and good writers make good readers" is
the philosophy of the language arts program. The goal of the language
arts curriculum is to develop good readers, writers, listeners, and
speakers. Teachers use trade books and texts to develop skills in
reading, phonics, spelling, grammar, handwriting, listening, and
speaking. The students move from learning sounds and letters to building
sight vocabularies, to reading fluently, to learning to understand what
is read, to making judgments about that information.

In writing, students move from writing simple sentences to understanding
sentence structure, language usage, grammar, and types of writing.
Classroom activities, rubrics, peer editing, teacher conferencing, and
the publishing of student work all provide daily opportunities to
develop writing skills. Portfolios and work sampling track students'
growth in writing. Class and individual works that are "published" in
class books and regional anthologies also give evidence to student
growth in writing skills.

The mathematics curriculum encourages divergent thinking, mental math,
problem-solving strategies, real-life application of mathematical
concepts, cooperative learning groups, and technology support. The
program develops computational skills, critical thinking, and an
understanding of basic algebra and geometry. Activities using
manipulatives, data collection techniques (such as surveys), computer
programs, and thematic units help make math relevant for the boys.

The science program incorporates hands-on experiments, scientific
research, projects, cooperative learning groups, technology integration,
and field trips. Connections to mathematics are made using data
collection and graphing. Students gain an understanding of the
environment and the universe by investigations in environmental, life,
physical, and earth science. The use of a laptop lab, science lab,
computer lab, data projectors, and SMART Boards integrate technology
into the curriculum.

The social studies curriculum makes students aware of their
responsibility to their community, country, and world. Critical thinking
skills, cooperative learning, technology activities (such as Web Quest
and Marco Polo), and thematic projects are all hallmarks of the social
studies curriculum.

All students in grades one through seven have foreign language
instruction in French emphasizing comprehension of written and spoken
French, oral expression, and pronunciation, with a formal approach to
grammar. Computers, individual and group projects, role playing,
dramatic play, videotapes, and field trips enhance the student's
language acquisition.

The fine arts curriculum develops an appreciation for art and music. An
introduction to art history and the creation of original student work
form the basis of the visual arts program. Vocal and bell choir
performances, an introduction to music theory and great composers, and
music-reading skills are all trademarks of the music program.

The curriculum is enhanced with instruction in physical education,
computer, and library. This allows for us to meet the intellectual,
emotional, social, and physical needs of our students.

**2. Reading Curriculum and Rationale**

We review the reading curriculum annually. Conversations among teachers
at team meetings ensure that the grade level expectations are being met,
while conversations across grades and schools (lower, pre, and middle),
ensure that the reading program progresses without gaps in the
curriculum. At least one teacher at each grade level is a reading
specialist, and this ensures quality instruction and an expert to guide
the program.

Because not all students learn to read at the same rate or the same way,
Stuart Hall uses an eclectic approach to teaching reading, and does not
rely on a basal text for instruction. Teachers use a combination of both
phonics and whole language instruction to ensure that needs of all
learners are met.

In the early grades, teachers daily collect data to assess student
growth and reading level. Direct Reading Assessment (DRA) is
administered in the pre-school in fall and spring to determine each
child's reading level and to measure growth. The data is then passed on
to the next grade-level teacher so that she may meet the students'
individual levels as soon as the new school year begins. The lower
school emphasizes reading fluency, comprehension, and reading for
meaning. The program is still developmental in nature, with students in
the same class on a variety of reading levels. In the middle school, the
focus moves from the mechanics of reading to a study of contemporary
young-adult novels and selections from anthologies. The selections
acquaint students with values and situations they can relate to and grow
from, and teach them about good, contemporary writing. Activities
include the use of literature packs, "baggie books," reading challenges
(where students meet long range goals), discussion groups, oral reports,
Accelerated Reader program, read alouds, individual-leveled novels,
group novels, guided reading, SRA, Reading Workshop (strategies in
reading), non-fiction tied to other subject areas, book analysis, and
book talks. Students also get acquainted with various genres of
literature, develop a lifelong appreciation for reading, and expand
their working vocabulary.

Our ever-growing 8,000-volume library provides opportunities for
research as well as a broad choice of on-level reading for pleasure. The
librarian works collaboratively with the reading and classroom teachers
to ensure a broad and effective reading list.

**3. Math Curriculum**

Four years ago, Stuart Hall underwent a year-long study of the math
curriculum. Although this was one of the areas of strength on our SAT,
our graduates were finding high school math to be their most challenging
subject. The faculty collected data, conversed with experts in the field
of math education, studied the NCTM standards and recommendations,
conducted a textbook adoption study, and surveyed other ISAS schools to
learn about their math programs.

Instead of being satisfied with standardized tests scores in the 8^th^
and 9^th^ stanines, the faculty asked, "Are our students thinking
mathematically, and can they apply the concepts to real-world problems?"
Because we want our students to love math as well as to be proficient in
the content areas, we chose a program that encourages our boys to think
like mathematicians, reflect on their learning, and apply that knowledge
to real-life situations. We challenged them to find "math" in their
world.

Boys are innately strong in math, and we capitalized on that strength by
choosing a program (Scott Foresman/Addison Wesley, 2004) that is
challenging for them, and that provides extensions of the lessons. The
program is individualized in many areas, such as the acquisition of
basic math facts. The "Rocket Math" program allows students to set goals
and achieve those goals in computational skills. The "Problem of the
Day" and Morning Math Meeting also allow for individualization of
instruction. Cooperative learning groups, mental math, math journals,
manipulatives, computer applications, and word problems are hallmarks of
our revised math program.

**4. Instructional Methods**

Stuart Hall employs a variety of developmentally appropriate
instructional methods at different levels. Instruction takes place in
large classroom groups, small skills-based groups, groups for
cooperative learning, teams, and one-on-one. Instruction at Stuart Hall
is more student-directed than teacher-directed, and technology is
utilized whenever appropriate. Additionally, we provide opportunities
for movement and manipulation of learning tools and materials, building
on the strengths of male learners. Action research helps the faculty
continuously monitor student learning and the curriculum. Finally, our
teachers make connections between disciplines at every possible juncture
to integrate learning and give meaning to the students.

Some pre-school instruction takes place in large groups, but primarily
it happens in small groups or a one-on-one setting. Because the
pre-school philosophy is to meet students on their developmental level,
the boys are divided into skills groups for core-curriculum subjects.
The groups change regularly as students' needs and abilities change. An
average classroom of 18 students usually has four or five skills groups
at a time. Additionally, content areas such as the literacy block
(reading and writing) utilize one-on-one time with reading specialists
or teachers for conferencing with individual students. Technology is
used for individual skill development, reinforcement of skills learned,
or practice of skills in context. Learning centers help extend concepts
and provide opportunities for creative approaches to learning.

In the lower school, students learn to work cooperatively in small
teams, seeking knowledge, teaching each other, thinking about
alternative solutions, and making presentations. Technology becomes a
tool for learning, and multi-media combinations are commonplace in many
classrooms. For example, students may create a book report by writing
and producing a video presentation instead of the traditional pen and
paper composition. Teachers integrate technology into teaching episodes
using such tools as Marco Polo, Kidspiration, and Web Quests. One-on-one
teacher interactions also are commonplace in the literacy block.
Teachers use manipulatives and experimentation to build concepts in
math, science, and social studies.

Middle school instruction is departmentalized, with a specialist in each
discipline. Small class size (10-15 students per class) allows for
individualization of instruction and opportunities to expand the
curriculum, and make it relevant for students. Along with the
aforementioned instructional methods, practicums in science, the use of
technology (SMARTBoards, Office applications, etc.) and service learning
projects help make connections for students.

**5. Professional Development Program and Impact on Student
Achievement**

At Stuart Hall, professional development is personal. Faculty complete
an individual yearly plan, set goals (which are reviewed in December and
April), and choose an area(s) of focus based on their own needs
assessment. Teachers then attend workshops and conferences, join study
groups, read literature, join mentor teams, make presentations at
conferences, attend university classes, or teach at local colleges and
universities to meet their learning goals. Faculty members have
opportunities throughout the school year to lead programs, teams, and
projects. The goal of our professional development program is to build a
community of leaders and learners at Stuart Hall, allowing many
opportunities for faculty to collaborate, learn together, and assume
leadership roles in a variety of contexts.

Faculty meetings are a time for professional growth and community
building. At every faculty meeting there is a period of reflective
writing in response to a quote or story about teaching and learning, a
period of sharing our writing, and a time to share our craft knowledge.

Conversations about teaching and learning are encouraged and supported,
because the craft knowledge within our school walls is tremendous. We
set aside time in the school day for teachers to meet by grade level,
subject area, and division. At the weekly faculty meeting, teachers
often share an experience from workshops they attended. Additionally,
one or two members of the faculty are the "hosts." We meet in their
classrooms and they share a teaching practice with the group. We have
also had seminars at our faculty meetings, which are led by outside
professionals or members of our local learning community.

Stuart Hall supports all reasonable requests for professional
development. Our latest program pays university tuition for teachers
pursuing a degree beyond the Bachelor's. Presently, 60% of our teachers
have advanced degrees, and three teachers are pursuing a Master's
Degree. We have funded workshop and convention attendance in New Orleans
and throughout the country. Additionally, faculty members present papers
at local and regional conferences, conduct workshops as consultants,
conduct small action research projects, and observe teachers at other
schools.

An environment where learning by adults *and* students is celebrated and
valued positively affects student achievement. The correlation between
faculty learning and student achievement has been well substantiated in
the literature. Continuous learning for all is an integral part of our
school's culture, and when the teachers model learning, have open and
honest conversations about good teaching and learning with each other,
and make decisions based on data, our student achievement improves.

**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.*

1.  Private school association(s): [ISAS ; NCEA; National Coalition of
    Boys' Schools\_\_\_\_\_\_\_\_\_\_\_]{.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 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_[6,362]{.underline}\_ \$\_[7,053]{.underline}\_
\$\_[7,053]{.underline}\_ \$\_[7,280]{.underline}\_
\$\_[7,280]{.underline}\_ \$\_[7,643]{.underline}

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

\$\_[7,643]{.underline}\_ \$\_[7,643]{.underline}\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$\_\_[7,627]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_\_[3,000]{.underline}

6.  What percentage of the annual budget is devoted to
    \_\_\_\_[4]{.underline}\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_\_[8]{.underline}\_%

**PART VII - ASSESSMENT RESULTS**

***\[NOTE: No students in any grades were tested by alternative
methods\]***

**[REPORTING ASSESSMENT DATA]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**STUART HALL SCHOOL FOR BOYS**

Stanford Achievement Test (SAT-9)

Form S, 1995

Harcourt Educational Measurement

Scores are reported as percentiles.

No students are excluded from the test.

There are no subgroups to report.

  -------------------------------- ------------ ------------- ------------
                                   2003-2004    2002-2003     2001-2002

  Testing Month                    March        April         April

  **Grade 6**                                                 

  Reading                          88           90            95

  Mathematics                      94           91            97

  Number of students tested        27           17            24

  Percent of students tested       100          100           100

  Number of students excluded      0            0             0

  Percent of students excluded     0            0             0

  **Grade 5**                                                 

  Reading                          83           82            86

  Mathematics                      94           90            95

  Number of students tested        19           28            20

  Percent of students tested       100          100           100

  Number of students excluded      0            0             0

  Percent of students excluded     0            0             0

  **Grade 4**                                                 

  Reading                          85           85            85

  Mathematics                      89           88            88

  Number of students tested        24           19            26

  Percent of students tested       100          100           100

  Number of students excluded      0            0             0

  Percent of students excluded     0            0             0

  **Grade 3**                                                 

  Reading                          89           85            88

  Mathematics                      95           92            91

  Number of students tested        25           21            21

  Percent of students tested       100          100           100

  Number of students excluded      0            0             0

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

  -------------------------------- ------------ ------------- ------------
  **Grade 2**                                                 

  Reading                          85           93            78

  Mathematics                      91           97            81

  Number of students tested        25           26            24

  Percent of students tested       100          100           100

  Number of students excluded      0            0             0

  Percent of students excluded     0            0             0

  **Grade 1**                                                 

  Reading                          87           90            90

  Mathematics                      94           93            94

  Number of students tested        28           25            26

  Percent of students tested       100          100           100

  Number of students excluded      0            0             0

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