##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: **Mr. Patrick M. Dickens**, Headmaster

Official School Name: **Ascension Day School**

School Mailing Address: **1030 Johnston St.**

**Lafayette** **LA** **70501-7899**

Tel. **( 337 ) 233-9748** Fax **( 337) 269-9768**

Website/URL: **www.adsgators.org** E-mail: **p_dickens@adsgators.com**

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

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

(Principal's Signature)

Name of Superintendent\* [N/A]{.underline}

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

District Name [N/A]{.underline} Tel. [( )]{.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.

[N/A]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board President**: Mr. Houston Elkins**

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 2003-2004 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 1998.

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.**

**SCHOOL**

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

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

4\. [13]{.underline} Number of years the principal has been in his
position at this school.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school

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

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

  **PK3**     24        15                     **39**                                         

  **PK4**     30        23                     **53**                                         

  **K**       35        32                     **67**       **7**       25        8           **33**

  **1**       29        27                     **56**       **8**       10        18          **28**

  **2**       29        28                     **57**       **9**                             

  **3**       25        20                     **45**       **10**                            

  **4**       31        25                     **56**       **11**                            

  **5**       33        26                     **59**       **12**                            

  **6**       19        18                     **37**       Other                             

                                    **TOTAL                                                   **530**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [86]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

[9]{.underline} % Asian/Pacific Islander

[\_0\_]{.underline}% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_\_\_.6]{.underline}\_\_\_%

(This rate includes the total number of students who transferred to or
from different schools between October 1 and the end of the school year,
divided by the total number of students in the school as of October 1,
multiplied by 100.)

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

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

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

  **(4)**     Total number of students in the    530
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .006
              total in row (4)                   

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

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

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

Number of languages represented: \_\_\_\_[0]{.underline}\_\_\_\_

Specify languages:

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

\_\_\_\_\_[0]{.underline}\_\_Total Number Students Who Qualify

10\. Students receiving special education services:
\_\_\_\_\_[0]{.underline}\_\_\_%

\_\_\_\_\_[0]{.underline}\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

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

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

\_\_\_\_Hearing Impairment \_\_\_\_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) \_\_\_[10\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_39\_\_]{.underline}
\_\_\_[2\_\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_\_\_\_\_
[\_\_\_1\_\_\_\_]{.underline}

Paraprofessionals \_\_\_[11]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[2\_]{.underline}\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[62]{.underline}\_\_ [\_\_\_3 \_\_\_]{.underline}

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

13\. Show the attendance patterns of teachers and students as a
percentage.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

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

  Daily teacher attendance 97%         97%         99%         98%         96%

  Teacher turnover rate    12%         4 %         16%         0           0

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    \-          \-          \-          \-          \-
  ------------------------ ----------- ----------- ----------- ----------- -----------

#### PART III ‑ SUMMARY

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

The Episcopal Church of the Ascension established Ascension Day School
in 1959. It began as a one-classroom kindergarten with 17 students, a
teacher, and an administrator. Ascension Day School became an elementary
school in 1961 with a single first grade class. Grades two through eight
were added as justified by enrollment. The preschool was relocated to
the St. Barnabas Episcopal Church educational facility in 1972; and
grades six, seven, and eight were transferred to form the Episcopal
School of Acadiana in 1979. In 1999, the Vestry of The Church of the
Ascension and the ADS Board of Trustees voted to re-establish a middle
school. The sixth grade began that year with grade seven added in 2000
and grade eight in 2001.

Ascension Day School strives to provide academic excellence in a
Christian environment. Additional emphasis is placed on growth in the
moral, spiritual, physical, emotional, and social domains. The
characteristics that make Ascension Day School special have nurtured a
culture of mutual concern and respect among students, parents, alumni,
faculty, and administrators. The school's goal remains to teach the
whole child, measuring success by asking whether a student has been
guided to achieve his or her full potential, whether each child has been
provided the opportunity to fully develop his or her areas of talent, be
they academic, artistic, social or athletic, whether the student has
enjoyed the journey and learned the process of struggling to improve
areas in which they have more difficulty; and whether each student has
been given the moral guidance to face the pressures of the world with
confidence and self-determination.

Everything Ascension strives to be is expressed in its mission
statement - providing academic excellence in a Christian environment -
with the goal of developing in each student the qualities in the school
prayer - gentleness, generosity, truthfulness, kindness, and bravery.
When students leave Ascension Day School, they will take with them not
only an excellent education, but also a love of learning, the
self-confidence necessary for further achievement and a treasure of
happy memories.

The driving force in the development of the academic program of
Ascension Day School are the principles set forth in our mission
statement: ASCENSION DAY SCHOOL IS COMMITTED TO ACADEMIC EXCELLENCE IN A
CHRISTIAN ENVIRONMENT. OUR GOALS ARE TO PROVIDE EACH STUDENT WITH THE
OPPORTUNITY TO ACHIEVE HIGH ACADEMIC STANDARDS, TO GAIN APPRECIATION FOR
THE FINE ARTS, AND TO GROW SPIRITUALLY, EMOTIONALLY, SOCIALLY, AND
PHYSICALLY.

The goal of the curriculum is to teach lifelong learning skills. At each
grade level developmentally appropriate goals are maintained, while
recognizing the need to adapt the curriculum to meet the varying
developmental stages present in a class. From the nurturing faculty to
small class sizes, Ascension Day School strives to honor each student's
learning style, provide support and assistance as needed, and actively
seek parental support in all endeavors. The Student Development Program
is one means of striving to meet the needs of students at both ends of
the developmental spectrum. Teachers strive to provide differentiated
instruction on a daily basis and adapt the curriculum to meet individual
needs. Students thrive in an environment that allows authentic learning.
This theory is implemented through the use of technology to support
classroom instruction and extend student learning through the creation
of meaningful projects.

###### PART IV -- INDICATORS OF ACADEMIC SUCCESS

1\. Describe in one page the meaning of the school's assessment results
in reading and mathematics in such a way that someone not intimately
familiar with the tests can easily understand them.

For the last five years the school has selected the Stanford Achievement
Test- Ninth Edition. The administration, faculty, and school board
carefully review the results of standardized test performance annually
in the spring. The school's performance as a whole allows a snapshot of
academic achievement, while grade level analysis of individual subtests
allows analysis of positive or negative trends in content areas. The
report provided annually to the school board records the performance of
each grade level as a National Individual Percentile Rank. This score
represents performance of a typical student for that grade. For all
scores reported as percentiles, the average is the fiftieth (50%)
percentile, and the range of average is from the twenty-fifth (25%) to
the seventy-fifth (75%) percentile.

In the areas of reading and math, students at Ascension Day School in
all grade levels have scored significantly above average for at least
five consecutive years. For example, the first grade class of 2000 had a
class median of 88% in Total Reading and 83% in Total Math on the SAT-9.
Continuing to follow the same group of students, they had a class median
of 87% in Total Reading and 92% in Total Math as second grade students
in 2001. As third grade students in 2002, the class median was 88% and
93% in the respective subjects. As fourth grade students in 2003, they
earned an 86% class median in Total Reading and 90% in Total Math. As
documented, specific groups of students have performed with consistency
as they progress through our curriculum. Similar statistics are
available on all other grades at Ascension Day School.

Using another analysis method, not only do specific groups of students
excel as they move through the grade levels, student performance remains
consistently above average for grades one through eight on standardized
testing measures.

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

One measure of students' academic achievements is through annual
administration of standardized assessments. While these tools can
provide valuable information on individual student progress, they also
provide a window for viewing strengths and weaknesses in academic
programming. Following the administration of the SAT-9, the results are
shared with parents to assess individual student growth and make
suggestions for academic programming.

One example of the use of assessment data is the review of student
achievement data for referral for academic enrichment programs. Students
have the opportunity to participate in programming for academic
excellence including the public school district's identification of
gifted criteria. Those students who qualify are given additional
opportunities for quality instruction in an enriched environment. Also,
programming for students exhibiting academic excellence is available at
the University of Louisiana at Lafayette. The school refers eligible
students for participation. Additionally, middle school students may
qualify for participation in Duke University's Talent Identification
Program (TIP). Slightly over sixty percent of current seventh graders
met the qualifications for nomination for TIP.

Students who exhibit difficulty maintaining their classroom performance
are referred to the Student Development Program. A review of a student's
assessment data is one component of the referral process. In the
analysis of assessment data specific attention is placed on student
performance trends, areas of strength and weakness, and data provided in
grades two and four on the Otis-Lennon School Ability Test.

A final use of assessment data is the review of all academic areas
across grade levels. The school determines if a specific performance gap
may correlate to curriculum or instruction. One such finding included a
relative weakness in spelling as students moved to upper elementary. The
school then made significant curriculum adjustments to strengthen
programming in this area throughout the elementary program. Since that
time a positive improvement was noted on group performance in this area.

3.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

Academically, students are measured for growth in weekly classroom
assessments. Some are by tests, but many are by teacher observations
that are shared with the student as well as parents. In the elementary
grades, student papers are sent home weekly for parent review. In grades
one and two, which are non-graded, the teacher will alert the parent if
areas of concern arise, and efforts are made to handle areas of
difficulty in a timely manner. In grades three through eight, interim
reports notify parents of students in danger of making a grade of \"C\"
or below.

Following the administration of the SAT-9, the results are shared with
parents at the year end conference to assess individual student growth.
Sometimes the results are used to suggest academic programming. Results
of the SAT-9 are also shared with parents of prospective applicants.
These parents are shown the class medians in Total Reading, Total Math,
and the Complete Battery.

4.  Describe in one-half page how the school will share its successes
    with other schools.

Ascension Day School is accredited by two agencies, the Independent
School Association of the Southwest and the Southwestern Association of
Episcopal Schools. The school received reaccredidation by both agencies
in 2003. The procedures involved in the accreditation process require
careful introspection and analysis of the school's philosophy, policies,
and curriculum. Furthermore, it allows peers to make observations,
commendations, and recommendations. This process is beneficial to both
the participating team of accreditors and the faculty and staff who must
analyze current practices. Through this process Ascension Day School has
shared its success with schools of a similar mission. This information,
along with all other exciting events happening at Ascension Day School,
is published four times a year in the school's publication, *Class
Notes*.

Many teachers of Ascension Day School have been called upon by the
community to share the school's success in reading and math. These
teachers have shared instructional methodology in an effort to assist
students throughout the community. Student teachers from the University
of Louisiana at Lafayette frequently observe classroom instruction and
fulfill student teaching requirements under the supervision of Ascension
Day School faculty. Many faculty members have presented teaching
methodologies at local and regional conferences, reaching teachers and
students far beyond our immediate geographic vicinity. These
opportunities enhance the teaching experience of our faculty and serve a
greater purpose in the education of future teachers.

Ascension Day School is fortunate to be in a community rich in the arts
and cultural diversity. Ascension Day School has paired with Immaculate
Heart of Mary School, a private Catholic school with a predominantly
black population, and received an Acadiana Arts Council grant through
the Louisiana Division of the Arts. The grant sponsors special programs
celebrating and promoting diversity and increases the students'
awareness of cultural diversity on a broader scale. ADS and IHM students
have jointly attended and participated in various art projects,
including theater, music, literature, and dance. Through this
opportunity, Ascension Day School students and faculty share the
experience of cultural enrichment with students of different
backgrounds.

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

1\. Describe in one page the school's curriculum.

A significant part of education revolves around developing an
understanding of the practical application of skills and information.
The faculty of Ascension Day School recognizes and values the
instruction of basic skills as a foundation for educational excellence.
Once mastery of skills is established, it is critical to guide students
to the next level of learning. This basic premise is set forth in
*Bloom's Taxonomy of Learning* and is embraced by our faculty as
necessary for true learning to occur. Once students move beyond the
levels of knowledge and comprehension, they must be guided to apply
skills, analyze information, and synthesize data. Following the
instruction of a unit of study, projects and activities are designed to
promote the application of skills and understanding as well as
opportunities for peer group interaction.

-   **Reading/Language Arts**: In grades kindergarten through five, the
    reading/language arts curriculum is fully integrated with its goal
    being the creation of independent, strategic readers and writers.
    Students are taught to read for a variety of purposes, allowing them
    to utilize the tools they gain across the curriculum. As students
    progress to middle school, the development of critical thinking,
    fluent written expression, and creativity are emphasized.

-   **Mathematics**: In the elementary mathematics classrooms each
    student actively participates in a dynamic hands-on environment. The
    basic skills are embraced as the foundation; however, students
    concentrate on understanding ideas, reasoning, problem solving,
    communicating, and connecting mathematic principles for practical
    applications. Mathematical skills are real world skills at the
    middle school level and are taught in a manner congruent with this
    premise. The students use mathematical problem solving for
    meaningful tasks.

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-   **Social Studies/History**: The elementary social studies curriculum
    emphasizes the students' interactions in their families, classrooms,
    communities, and world. Students study the world through literature
    and view themselves as individuals in a large, diverse world. During
    middle school, students explore the history of our world, state, and
    country. Continuous connections are made between the past and the
    present using current events in each course.

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-   **Science**: The elementary science curriculum involves the
    discovery method through hands-on learning. The teachers strive to
    develop an interest in science through exploration and observation
    using an integrated approach to content standards. Middle school
    science is a period for developing and nurturing scientific
    curiosity. The complexity of topics introduced makes experiments and
    projects necessary for student learning. Beyond the content and
    course requirements, the science program promotes critical thinking,
    problem solving, and cooperative work ethics.

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-   **Physical Education**: The physical education program strives to
    develop an appreciation of physical activities and fitness in
    general. Physical education facilitates the transfer of concepts
    learned in physical activities, games, and sports into everyday life
    while developing a positive self-image.

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-   **Technology**: At all levels, technology is used as a tool, by both
    students and teachers, for processing information, increasing
    productivity, solving problems, communicating with clarity,
    accomplishing tasks, and enhancing the quality of life. Students
    learn to utilize technology as an important resource for locating,
    analyzing, and synthesizing information for the problem solving
    process. Instructional technology allows for students with different
    learning styles and abilities to be motivated and challenged to link
    and generate knowledge across the subjects areas and in different
    contexts.

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-   **Foreign Language**: All elementary students are provided with a
    French enrichment period, while middle school students select French
    or Spanish as a core course. The acquisition of a foreign language
    requires immersion and practical usage for permanent learning to
    occur. As students progress through middle school French or Spanish,
    many opportunities are provided which incorporate real life
    situations.

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-   **Fine Arts**: The fine arts program includes offerings of music,
    art, and drama. The music program emphasizes music appreciation,
    basic music theory, and the development of self-esteem through small
    and large group performances. The creative needs of students are
    served through the art program, where students are given the
    opportunity to experiment with materials, appreciate the artistic
    process, and are taught to follow basic principles of design. The
    drama program involves students in all aspects of theatre
    production, including creation of props, scenery and costumes. The
    goal of the drama program is to develop confidence and good work
    ethics while participating in a performance.

2.  Describe in one-half page the school's reading curriculum, including
    a description of why the school chose this particular approach to
    reading.

The reading/language arts curriculum is designed in such a way that it
takes a child from the earliest years of language acquisition and
understanding to a level beyond what is expected of an average eighth
grade student. The goal of the Ascension Day School reading/language
arts teachers is to provide a developmentally appropriate curriculum so
that each student has a smooth progression from one grade level to
another and, upon completion of the eighth grade, is capable of oral and
written communication according to the rules of standard English.

The faculty committee recommended the current reading/language arts
curriculum for adoption based on the principles described by the
National Reading Panel on teaching children to read. The faculty
committee reviewed the literature on current reading practices to ensure
that the school's methods of instruction were congruent with best
practices recommended. Ascension Day School's approach to reading
incorporates structured and sequential phonemic awareness and phonics
instruction at the preschool and early elementary level. Reading fluency
is emphasized at the earliest stages of reading to foster improved
comprehension. Finally, the direct instruction of comprehension
strategies includes vocabulary development and text comprehension
strategies.

Ascension Day School reading/language arts teachers recognize that
children learn in a variety of ways, and make every effort to address
those learning styles. The language arts curriculum is flexible and can
be modified so that learning does not become a daunting task for any
child. Ascension Day School reading/language arts teachers are dedicated
to the development of the total, well-rounded child. Students apply a
wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. Students are taught to adjust their use of spoken,
written, and visual language as the audience and purpose varies.
Students apply knowledge of language structure, language conventions,
media techniques, figurative language and genre to create, critique, and
discuss print and non-print resources. Research is conducted on issues
and interests by generating ideas and questions and by posing problems.
Students gather, evaluate, and synthesize data from a variety of sources
to communicate their discoveries in ways that suit their purposes and
audiences. A variety of technological and informational resources are
used to gather and synthesize information and to communicate knowledge.
An understanding of, and respect for, diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic
regions, and social roles are developed.

3\. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.

The school's primary goal in mathematics instruction is to give every
child the skills to face the challenges and opportunities ahead.
Classroom instruction throughout the grade levels is designed to provide
numerous opportunities for maximizing student potential. Teachers
integrate math into the ongoing daily routines of the classroom as well
as other subject areas. Math instruction is designed to develop math
abilities in computation, problem-solving strategies, mental math,
estimation, measurement, geometry, and probability in sequential
developmental stages.

The objective for preschool students is to develop an understanding of
the patterns of mathematics through the use of concrete manipulatives.
Computation skills are introduced in kindergarten and are maintained and
extended throughout all grade levels. The mathematics program is
enhanced by the 2001 McGraw-Hill Mathematics series, which is correlated
and designed to parallel the NCTM standards. In addition, fifth grade
math is departmentalized and includes enrichment programs such as Math
Superstars, Hands-on Equations, and Accelerated Math. Math instruction
in the elementary program develops the higher level thinking skills
necessary for success in middle school. The middle school mathematics
program consists of general math in sixth grade, pre-algebra in seventh
grade and Algebra I in eighth grade. The classes are ability grouped
according to their SAT scores and teacher recommendation. At each grade
level, the students complete the Glencoe series of Courses 1, 2, 3 and
Algebra I. The Accelerated Math program encourages students to review
learned concepts and accelerates students who need the challenge.

This school has a history of high academic standards which are upheld in
our mathematics program. Mathematics is taught at a level which
challenges and addresses the learning styles of each student. In order
to address the individual learning styles of each student, mathematics
lessons include a variety of teaching methods such as cooperative groups
and peer tutoring. Essential to the math program is creative problem
solving and critical thinking needed to solve higher level math
problems.

The strength of our mathematics program lies within the knowledge and
professionalism of teachers as well as the intrinsic motivation and
abilities of all students. Parents support the mathematics curriculum by
valuing mathematics in their lives and in the school setting. The school
has extensive resources of materials and manipulatives that enhance the
curriculum. Teachers encourage hands-on learning, a critical factor in a
student's formative years when they are learning the complex concepts of
mathematics.

4\. Describe in one-half page the different instructional methods the
school uses to improve student learning.

Teachers at Ascension Day School embrace all learners and recognize the
intrinsic strengths in all students. Teachers strive to provide
differentiated instruction on a daily basis and adapt the curriculum to
meet individual needs. Information regarding learning styles and
multiple intelligences have been offered to diversify classroom
instructional methods. At all grade levels, students are given the
opportunity to demonstrate their knowledge using individual and group
projects.

The classroom teacher has the primary responsibility for recognizing a
student who is exhibiting difficulty in the curriculum or who may need
supplemental instruction to enhance the curriculum. The school has
designated procedures for evaluating the needs of these students. For a
student exhibiting difficulty with the academic curriculum, the Director
of Student Development works with the classroom teacher to determine
individual strengths and weakness, conducts an academic screening or
behavioral screening if needed, and makes recommendations on appropriate
modifications of classroom work. Following an academic screening,
several options are considered: continue regular classroom instruction
with support services delivered through the Student Development Program;
seek a private comprehensive assessment to determine specific strengths
and weaknesses and evaluate if a specific learning disorder is present;
or refer to the Lafayette Parish Pupil Appraisal System for evaluation
and services if qualified. Students who appear to be working beyond
grade level placement are provided opportunities by the classroom
teacher to extend their knowledge through individual assignments and
projects. If eligible, the student will be referred to the Lafayette
Parish Pupil Appraisal team to determine eligibility for Gifted criteria
and related programming.

Additional procedures are in place for first grade students. As it is
recognized that students enter the first grade curriculum with varying
degrees of readiness and may differ greatly in their development, the
Director of Student Development works closely with the first grade
teachers to maximize the potential of all students. Based on a review of
entrance testing results and classroom teacher recommendations, students
are selected for a screening process to determine the need for support
or enrichment services that are conducted in a small group setting.

The goal of all teachers is to teach life-long learning skills. At each
grade level, developmentally appropriate goals are maintained, while
recognizing the need to adapt the curriculum to meet the varying
developmental stages present in one class. From the nurturing faculty to
small class sizes, the school strives to honor each student's learning
style, provides support and assistance as needed, and actively seeks
parental support in all endeavors.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

Ascension Day School places a high priority on professional development
and carefully monitors current trends in education. The administration
recognizes that providing teachers opportunities to extend their
knowledge in an area of expertise, develop new skills in technology,
network with experts in a chosen area, and bring back dynamic
instructional techniques benefits all teachers and students.

A Professional Development Committee, consisting of faculty and staff,
promotes awareness of many diverse professional development
opportunities. The committee approves the usage of the professional
development money allocated in the operating budget. It is the goal of
the school to send one representative from each grade level to at least
one conference per year. When anyone attends a conference, paid expenses
include travel, lodging, conference fees, and a food allowance. Most
conference attendance requests are given consideration and fulfilled.

Connected University, an online university offering a wide variety of
courses, has been a successful professional development opportunity for
several years. The teachers who have taken advantage of the opportunity
express that they have gained a great deal of motivation and information
from the content and the forums in these classes. The courses are free
to the teacher as it is supported by grant money. Teachers are also
given the opportunity to apply these courses to college credit toward a
higher degree. Through the grant, the school has also been able to award
stipends for participation.

Students benefit from the school's professional development program by
the variety of topics selected by individual teachers to enhance
classroom instruction. The Professional Development Committee carefully
reviews teacher opportunities for professional development. The
committee considers factors such as curriculum needs, technology
training, current reading and math practices, and opportunities.
Additionally, all enrichment teachers in areas such as fine arts,
foreign language, and physical education are equally encouraged to
expand their program knowledge through professional development.

# [PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}

**Private school associations:** Independent School Association of the
Southwest, Southeastern Association of Episcopal Schools, National
Association of Episcopal Schools

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

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$1815 \$2525 \$3470 \$3470

PK3 (2 days) PK3 (3 days) PK3 (5 days) PK4

\$4120 \$5300 \$5300 \$5300 \$5300 \$5300

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

\$7130 \$7130 \$7130

6^th^ 7^th^ 8^th^

2\. What is the educational cost per student? \$6286

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$127

4\. What percentage of the annual budget is devoted to
[\_\_\_2\_]{.underline}%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[5]{.underline}\_%

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

Stanford Achievement Test- Ninth Edition

Harcourt Brace and Company

National Student Percentile Rank reported

+-----------------------------+-------+-------+-------+-------+-------+
|                             | *     | *     | *     | *     | *     |
|                             | *2002 | *2001 | *2000 | *1999 | *1998 |
|                             | -03** | -02** | -01** | -00** | -99** |
+-----------------------------+-------+-------+-------+-------+-------+
| Testing month               | April | April | April | April | April |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Grade 1                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Reading                     | 84    | 87    | 83    | 88    | 85    |
+-----------------------------+-------+-------+-------+-------+-------+
| Mathematics                 | 85    | 83    | 84    | 83    | 85    |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students tested   | 54    | 49    | 45    | 56    | 54    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of total students   | 100   | 100   | 100   | 100   | 100   |
| tested                      |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students excluded | 0     | 0     | 0     | 0     | 0     |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of students         | 0     | 0     | 0     | 0     | 0     |
| excluded                    |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Grade 2                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Reading                     | 88    | 91    | 87    | 86    | 86    |
+-----------------------------+-------+-------+-------+-------+-------+
| Mathematics                 | 90    | 93    | 92    | 91    | 88    |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students tested   | 54    | 46    | 54    | 57    | 54    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of total students   | 100   | 100   | 100   | 100   | 100   |
| tested                      |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students excluded | 0     | 0     | 0     | 0     | 0     |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of students         | 0     | 0     | 0     | 0     | 0     |
| excluded                    |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Grade 3                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Reading                     | 88    | 88    | 86    | 84    | 84    |
+-----------------------------+-------+-------+-------+-------+-------+
| Mathematics                 | 93    | 93    | 91    | 88    | 90    |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students tested   | 46    | 54    | 58    | 58    | 54    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of total students   | 100   | 100   | 100   | 100   | 100   |
| tested                      |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students excluded | 0     | 0     | 0     | 0     | 0     |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of students         | 0     | 0     | 0     | 0     | 0     |
| excluded                    |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Grade 4                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Reading                     | 86    | 87    | 85    | 87    | 86    |
+-----------------------------+-------+-------+-------+-------+-------+
| Mathematics                 | 90    | 85    | 85    | 86    | 90    |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students tested   | 53    | 56    | 65    | 53    | 56    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of total students   | 100   | 100   | 100   | 100   | 100   |
| tested                      |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students excluded | 0     | 0     | 0     | 0     | 0     |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of students         | 0     | 0     | 0     | 0     | 0     |
| excluded                    |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+

+-----------------------------+-------+-------+-------+-------+-------+
| ##                          | *     | *     | *     | *     | *     |
|                             | *2002 | *2001 | *2000 | *1999 | *1998 |
|                             | -03** | -02** | -01** | -00** | -99** |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Testing Month            | April | April | April | April | April |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Grade 5                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Reading                     | 90    | 88    | 87    | 88    | 86    |
+-----------------------------+-------+-------+-------+-------+-------+
| Mathematics                 | 93    | 91    | 93    | 91    | 93    |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students tested   | 59    | 65    | 54    | 54    | 52    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of total students   | 100   | 100   | 100   | 100   | 100   |
| tested                      |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students excluded | 0     | 0     | 0     | 0     | 0     |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of students         | 0     | 0     | 0     | 0     | 0     |
| excluded                    |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Grade 6                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Reading                     | 85    | 82    | 86    | 85    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Mathematics                 | 89    | 92    | 89    | 89    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students tested   | 36    | 36    | 33    | 11    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of total students   | 100   | 100   | 100   | 100   | \*    |
| tested                      |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students excluded | 0     | 0     | 0     | 0     | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of students         | 0     | 0     | 0     | 0     | \*    |
| excluded                    |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Grade 7                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Reading                     | 80    | 85    | 81    | \*    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Mathematics                 | 88    | 90    | 79    | \*    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students tested   | 33    | 29    | 14    | \*    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of total students   | 100   | 100   | 100   | \*    | \*    |
| tested                      |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students excluded | 0     | 0     | 0     | \*    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of students         | 0     | 0     | 0     | \*    | \*    |
| excluded                    |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ## Grade 8                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Reading                     | 88    | 78    | \*    | \*    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Mathematics                 | 90    | 81    | \*    | \*    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students tested   | 25    | 14    | \*    | \*    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of total students   | 100   | 100   | \*    | \*    | \*    |
| tested                      |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| Number of students excluded | 0     | 0     | \*    | \*    | \*    |
+-----------------------------+-------+-------+-------+-------+-------+
| Percent of students         | 0     | 0     | \*    | \*    | \*    |
| excluded                    |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+

\* Ascension Day School re-established a middle school program in 1999,
at which time sixth grade was added, followed by seventh grade in 2000,
and eighth grade in 2001.