##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Sr. Theresa Maugle, SSJ]{.underline}

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

Official School Name [Saint Genevieve School]{.underline}

(As it should appear in the official records)

School

Mailing Address [1237 Bethlehem
Pike\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

## Flourtown PA 19031-1902\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Montgomery\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} State
School Code Number\* [N/A\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 215 ) 836-5644]{.underline} Fax [( 215 )
836-5644]{.underline}

Website/URL [www.stgens.com](http://www.stgens.com/) E-mail
<srtheresa@stgens.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.

Name of Superintendent\* [Dr. Thomas F.
O'Brien]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name [Archdiocese of Philadelphia]{.underline} Tel[.(215 )
587-3700]{.underline}

Name of School Board

President/Chairperson N/A

(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.

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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** (Questions 1‑2 not applicable to private schools)

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [6]{.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**                                                  **7**       15        14          29

  **K**       12        13                     **25**       **8**       14        10          24

  **1**       11        18                     **29**       **9**                             

  **2**       18        10                     **28**       **10**                            

  **3**       16        3                      **19**       **11**                            

  **4**       14        14                     **28**       **12**                            

  **5**       18        11                     **29**       **Other**                         

  **6**       11        15                     26                                             

                                    **TOTAL                                                   237
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [98]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[2%]{.underline}

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

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

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

  **(3)**                   Total of all transferred    4
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 244
                            the school as of October 1  

  **(5)**                   Total transferred students  0
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           0
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

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

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

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

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

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

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

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

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

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

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

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_[9\_\_\_]{.underline}
\_\_\_\_[1]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_[2]{.underline}\_\_\_
\_\_\_\_[4]{.underline}\_\_\_

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

> Support staff \_\_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[14]{.underline}\_\_\_\_
> \_\_\_\_[6]{.underline}\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_\_[1:26]{.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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

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

  Teacher turnover rate      1%          0%          0%          2%          0%

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

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

**PART III -- SUMMARY**

The doors of Saint Genevieve School are opening. Children enter with
books in their hands and smiles on their faces. Classrooms are inviting,
with learning prompts filling the rooms and reference materials aplenty.
Teachers greet the children and lessons begin with a prayer. Students
are attentive and engaged. The youngsters read, write, calculate,
respond, question and, every once in a while, exclaim, "Awesome!" They
eat and socialize in the school's "restaurant" and play in a safe,
well-supervised playground. The principal moves quietly among the
teachers and students, listening and encouraging.

Encouragement is a hallmark of Saint Genevieve School. It emanates from
a rich history of dedication to learning. Saint Genevieve School in
Flourtown, Pennsylvania, a suburb of Philadelphia, is celebrating fifty
years of vibrant spiritual life and academic growth as it looks forward
to a promising future.  The Sisters of Saint Joseph opened the school on
September 9, 1955.  Four Sisters began the auspicious undertaking of
forging a school dedicated to building a faith community, cherishing the
uniqueness of each child, and delivering a comprehensive academic
program to the students. Today, two hundred thirty-seven students are
enrolled in kindergarten through eighth grade in this equal opportunity
school of the Archdiocese of Philadelphia. 

Saint Genevieve School is filled with opportunities for growth. It
cultivates and celebrates character, compassion, and commitment to
excellence, values, community, and country. Picture Saint Genevieve
School as a microcosm of learning where students, teachers, parents, and
the community join to nurture the fledglings, strengthen the experts,
and encourage one another to take initiative, work with diligence, and
live with integrity. Students gather in groups large and small, use
textbooks and technology, interact with teachers, mentors, librarians,
and administrator to garner information, synthesize ideas, evaluate
opinions, generate viable, educational products, solve problems, and
create a life-long love of learning.

Character begins with a positive attitude, and an optimistic spirit is a
part of every classroom and every member of the community. Students
learn and grow in an atmosphere of respect, high expectations,
responsibility, and trust.

Compassion flows from respect for others. Saint Genevieve students show
their compassion frequently. A cheerful word and a kind deed are part of
daily interactions. Service to others is evident in cards made for local
shut-ins, the collection of books for partner schools, and the food and
clothing drives for the needy across town and across the country.
Students, teachers, parents, and friends collaborate not only to help
others but to ensure that those they help retain their sense of dignity.

Commitment culminates in action and achievement. Saint Genevieve School
fosters a commitment to values that goes beyond the confines of the
school. Integrity, trustworthiness, cooperation, and persistence go with
graduates as they continue studies, enter the work force, and contribute
to the community.

The bell for dismissal rings. A subdued atmosphere is punctuated with
exclamations of "Have a good day." and "See you tomorrow." Some students
are homeward bound. Others move to the after-school program, CARES, or
join with teachers for band practice, after-school clubs, or extra help.
Teachers assess the day's activities and prepare for tomorrow's lessons.

As dusk falls and the doors of the school close, a sense of
accomplishment pervades the atmosphere. Saint Genevieve School has spent
another day working to fulfill its mission to enrich lives. It has taken
another step to instill values and build skills for its students and to
realize its vision of enabling every child to move forward and meet the
challenges of the future.

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

1.  **Assessment Results**

> Saint Genevieve School administers *Terra Nova*, *The Second Edition*
> Complete Battery Plus and *In View* standardized test to students in
> grades four through eight in the fall.
>
> Students in grade two are tested in the spring using *Terra Nova, the
> Second Edition* Complete Battery Plus. Grade three students use *Terra
> Nova, the Second Edition* Complete Battery Plus and *In View.* Terra
> Nova is a national norm-referenced test. It was a decision by the
> faculty to test all students to track their progress from year to
> year. This allows for awareness and recognition of strengths and
> deficiencies of individual students and how it relates to classroom
> performance.
>
> The reading test measures various objectives including basic
> understanding, analyzing text, word meaning, identifying reading
> strategies, evaluating, and extending meaning. The math segment
> measures sixteen objectives. The following is a brief list of some
> objectives: number and numerical relations, computation and
> estimation, geometry and spatial sense, patterns, functions, and
> algebra. Test results indicate that the students generally score above
> the average range in the areas of math and reading. The students'
> scores were above the school mean of NCE at 90%ile of National School
> norms as listed in the guidelines provided by the Council of American
> Private Education (CAPE). When reviewing the test scores it is
> indicative that student ability increases as progression is made from
> grade to grade.
>
> Comparison scores across the diocese and in the county where the
> school is located, support the finding of significant progress, which
> means that obtained scores exceed the anticipated scores.
>
> For additional information please refer to test data attachments.

2.  **Using Assessment Results**

Saint Genevieve School uses assessment data to understand and improve
student and school performance in a variety of ways. The students in
grades two through eight are tested each year. The assessments are
administered in the fall for grades four to eight, and in the spring for
grades two and three. After assessment results are returned, curriculum
coordinators and individual teachers work together to assess the
specific areas for improvement. Curriculum coordinators then utilize
results for purchasing materials that may support the learning process.
Individual teachers use results to tailor their own strategic plan to
address student needs. The teachers pride themselves on using the
assessments to focus on areas of growth, rather than teaching to the
test.

Results are also used to address patterns, which may occur from grade to
grade or over many years. An example of this occurred during the 2005
school year. After reviewing Terra Nova results from the past five
years, math curriculum coordinators noticed a pattern developing. After
much discussion and thorough analysis, the committee decided that
certain areas in the math curriculum needed reworking. The particular
focus was on strengthening math computation in the early grades, to lay
a more solid foundation in the middle grades. Teachers could then use
materials more effectively and adjust lesson plans in accordance with
findings.

Assessment results are also used on an individual basis. Saint Genevieve
School provides students from grades four to eight to take part in an
Honors Math program. The criteria for admission are quite challenging.
One of the various components for acceptance is specific scores in
certain areas from the Terra Nova testing results.

Administration and faculty work tirelessly to fine tune all areas of the
curriculum. Using the wealth of insights from the assessment results
gives both teachers and students an advantage.

3.  **Communicating Assessment Results**

Saint Genevieve School communicates student performance and assessment
data to parents, students, and the community in a variety of proactive
ways. Communication of these results is specific and sensitive to its
targeted audiences and is the responsibility of the principal, teachers,
and students.

Communicating student progress and assessment results to parents is a
school priority that is effectively accomplished through progress
reports, conferences, report cards, Terra Nova results, and the school's
website. The teachers at Saint Genevieve School write individual student
progress reports and then conference with parents to discuss the
students' strengths and weaknesses, as well as suggestions for
improvement or continued success. At the junior high level, seventh and
eighth graders are present for their parent-teacher conferences. Parents
are also made aware of students' general classroom progress through
Saint Genevieve's website. Parents and students can view classroom
happenings, photographs, curriculum, and schedules for tests, projects,
and reports. Teachers use *SchoolNotes* to post their grade levels'
academic, social, and community outreach achievements.

Communicating success to the student is another priority at Saint
Genevieve School. Student work is constantly updated and displayed in
the hallways and classrooms. Written reports, projects, art work, and
photographs are a daily reminder of the constant learning that students
enjoy. Saint Genevieve School is also fortunate to have closed circuit
television where students host a weekly school news program. Students
use this forum as an opportunity to share prayer, class work, and
accomplishments.

Saint Genevieve School communicates student progress and assessment
results to the community by hosting Open Houses during the school year.
The alumni and other members of the community can visit the school and
see displays of student work past and present. The school's comparative
study sheet is available for viewing through the Archdiocese of
Philadelphia's Office of Catholic Education.

4.  **Sharing Success**

Saint Genevieve School realizes the importance of sharing its successes
with other schools and achieves this tenant through various ways.

The administrator attends monthly principal meetings where updates and
information are shared among principals from other schools. Faculty
members along with the principal are currently participating in the
STACEE forum, Springfield Township Advisory Committee for Educational
Excellence. This forum consists of representatives from public, private,
and parochial schools.

Furthermore, the diligent faculty of Saint Genevieve School makes
classroom happenings available online through the use of the
*SchoolNotes* website. Here anyone can access daily and weekly
happenings in each Saint Genevieve School classroom. The faculty
webpages on *SchoolNotes* have received 27,450 hits as of December 9,
2005.

Faculty members share their successes in the community by assisting and
guiding student teachers from local colleges and universities. Teachers
also share their experiences by serving on the Archdiocese of
Philadelphia's Curriculum Committees. Another way Saint Genevieve School
shares its success is by the principal and faculty members serving on
other schools' Middle States Re-Accreditation Committees.

Saint Genevieve School's technology coordinator/teacher shares the
success of this school by facilitating technology workshops for teachers
throughout Montgomery County. In addition, workshops are offered to
teachers who work in the schools Archdiocese of Philadelphia. These
workshops cover an array of topics such as *How to Use a Smartboard*,
*Utilizing Inspiration and Kidspiration in the Classroom*, *Thematic
Integration and Lesson Planning,* and *Electronic Gradebooks*. Faculty
members give teacher and parent presentations and serve as guest
speakers to various groups including the annual National Catholic
Education Association (NCEA) Conference.

**PART V -- CURRICULUM AND INSTRUCTION**

Saint Genevieve School's curriculum is based on the guidelines of the
Archdiocese of Philadelphia and the Pennsylvania State Standards. As a
school, which espouses an integrated curriculum and thematic approach,
art, music, physical education, library, and technology augment and
support the core curriculum areas.

The religion curriculum is centered on the Catholic faith formation of
the child, beginning with Baptism and developing into adulthood as a
life-long process. Through participation in prayer, liturgy, sacraments,
and scripture study, students are taught to proclaim and live the Gospel
of Jesus Christ. Christian values and social justice are developed in
the student by mentoring, encouraging, and supporting the student
through spiritual, intellectual, and social service programs.

The math curriculum focuses on the mastery of skills, which include, but
are not limited to, geometry, measurement, algebra, basic computation,
number and spatial sense, and problem solving. Teachers emphasize
"hands-on" math by using a variety of manipulatives at all grade levels.
Math application, as it relates to the real world, is also a focus as
students learn to apply math skills to real life situations in and out
of the classroom. Saint Genevieve School meets the needs of its
accelerated learners by offering an Honors Math course for students in
grades four through eight. There are specific entrance qualifications
for this program.

A "hands-on" approach is also used with the science curriculum so that
students can discover and study life, earth, and physical science. With
a fully operational science lab filled with grade leveled science kits,
the students enjoy experimenting and applying scientific principles.
Students can also tie in technology through innovative computer
microscope software and through visual interactive laser discs, *Windows
on Science*. Offered as a new after school program this year, the
Robotics Club designed, built, and programmed a robot for which the
students earned a second place trophy for research in a local
competition.

Through a comprehensive social studies curriculum, students develop
social skills and knowledge for today's multicultural, interdependent
world. Students develop citizenship skills and social consciousness by
learning about history, geography, government, and world cultures. They
use these skills to make connections to their surrounding communities,
the world, and its people. Students have always taken an active role in
community and world affairs. Examples of this include visits to area
retirement homes, organization and collection efforts for the Tsunami
and Katrina victims, and donations to local needy families.

The language arts program is integrated to include reading, listening,
speaking, spelling, phonics, and grammar, while emphasizing the writing
process. The carefully chosen reading series contains high interest
stories and novels by awarding winning authors that allow the student to
make connections to self, text, and the real world. The various reading
genres offer a springboard for writing about literature across the
curriculum. The school library is a place where students cultivate
library skills that lend themselves to the enjoyment of reading,
researching, and learning. The school also offers a Reading Olympics
Club where students read various types of literature and then
participate in competitions with area schools.

The art and Spanish classes compliment the school's basic core
curriculum. The art program allows the students to express themselves
through a variety of mediums, while still instructing the students on
specific concepts and skills as developed by the true masters. Students
go to the art room to paint, sculpt, and create pieces of work that are
integrated with the school's thematic curriculum. The Spanish program,
progressing from kindergarten through eighth grade, focuses on
vocabulary, pronunciation, basic conversational skills, and an
appreciation for the Spanish culture.

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

Reading is of prime importance at Saint Genevieve School. The
reading/writing curriculum corresponds to the vision of the Archdiocesan
Language Arts Committee by being an integrated program which focuses on
students becoming independent, comprehensive readers, writers,
listeners, speakers, and thinkers. The structure of the reading/writing
curriculum is based upon the premise that children learn best when they
are able to make connections and see relationships. Using the
integration of reading, writing, listening, speaking, and thinking,
students are engaged in a comprehensive literacy program that
consistently explores the relationship between language, learning, and
thought. In kindergarten through fourth grade classrooms are
self-contained, creating a natural setting for language integration. A
reading series is used to develop phonetic skills, vocabulary, language
mechanics, sentence structure, and spelling while exposing students to a
variety of genre. Although departmentalization begins in grade five and
continues through grade eight, block scheduling as prescribed by the
Archdiocese of Philadelphia is used for Integrated Language Arts and
each Integrated Language Arts class is taught by the homeroom teacher,
ensuring that the components of the reading/writing curriculum are not
taught in isolation. In addition to a reading series, students in grades
five through eight develop their reading and writing skills by delving
into novels and trade books. This serves as a springboard for writing in
response to literature as well as writing across the curriculum. The
writing process is used throughout the grade levels and students use the
computer as a word processor in the writing of original creative pieces.
In addition to the school library and the technology center, each
classroom has a library, reference books, and several computers to
foster the development of library, research, and reference skills. While
walking through the hallways of Saint Genevieve School, the work proudly
displayed is indicative of the fact that there is a great emphasis on
the reading/writing connection.

3\. **Mathematics, Science, Art, Etc.**

Saint Genevieve School's math curriculum is taught in accordance with
Pennsylvania State Standards and the Archdiocese of Philadelphia
Guidelines. Teachers expound upon and develop mathematical subtopics as
students progress through the curriculum. Students are taught to see in
their own world the real-life applications of numbers, estimation,
measurement, algebra, and geometry to name a few. Math does not only
occur within the confines of a classroom. Students are taught to see
mathematics everywhere. Saint Genevieve students are taught that numbers
affect people's lives including their own.

Teachers design instruction under the premise that each student will
realize his/her potential in math given sound instruction and the desire
to learn. Hands-on manipulatives, technology programs, visuals,
cooperative learning, journal writing are some strategies teachers use
to meet the multiple intelligence needs of its students. Another way
Saint Genevieve meets the mathematical needs of its students is through
the Honors Math program. Upon meeting specific criteria, students with
advanced mathematical capability are placed in this program. The Honors
Math program is designed to engage and enrich students further in the
study of mathematics.

The math curriculum is aligned with the school's mission in several
ways. First, the math curriculum along with the mission of the school
requires the pursuit of excellence. The school encourages and challenges
its students to discover and learn. Secondly, as a Catholic school, part
of our identity is a call to be of service. A way this can be
accomplished is realizing that the world needs problem solvers. Problem
solving is not just answering word problems in a textbook; it is a way
of mathematical thinking. By acknowledging this, math can and does take
on more significant meaning not only for students but for teachers as
well. The mathematics curriculum strives to instill in its students the
desire for the pursuit of excellence and the aptitude to emerge as
problem solvers.

5.  **Instructional Methods:**

In Saint Genevieve School, student involvement is at the center of
instructional methods. Learning theory, an understanding of multiple
intelligences, and a realization of the need for social interaction are
the underpinnings of the faculty's instructional techniques. Saint
Genevieve School integrates and connects learning under the umbrella of
a thematic approach. Teachers combine direct instruction, demonstration,
questioning, and class discussion with brainstorming, inquiry,
discovery, simulation, role- playing, learning center activities, and
cooperative pursuits. Guest speakers, videos, interaction among grades,
and field trips sprinkle instruction with a savory spice. Students
create journals, logs, surveys, and concept maps to deepen understanding
and solidify recall. They read and research in the library, sing, clap,
and sway to rhythms in music class, develop agility and precision in
gym, and create with a multitude of artistic media. With ubiquitous
technology, students become engaged learners using computer applications
to produce documents, generate graphs, and create presentations.
Kindergartners through eighth graders use the Internet to explore
current events, seek information, join a virtual excursion, collaborate
in online projects such as "EarthKAM," read stories for and by children,
and engage in interactive games. Teachers and students share information
using laptops, projectors, and whiteboards. Classrooms are filled with
books, manipulatives, calculators, and student created dioramas,
posters, puppets, and models. Learning permeates the school as students
participate in the SGTV television station, newspaper, yearbook, band,
and robotics club, where they write scripts, news articles, and
commentaries. Student Links on the school website
([http://www.stgens.com](http://www.stgens.com/)) and information posted
on teachers' *SchoolNotes* extends learning beyond the Saint Genevieve
School walls. Like the gleaners in Jean-François Millet\'s painting,
Saint Genevieve School strives to gather and use a variety of
instructional methods that encourage students to become involved in
their own learning as analytical thinkers, critical readers, effective
writers, creative problem solvers, and informed decision-makers.

6.  **Professional Development**

The faculty at Saint Genevieve School avail themselves of numerous
opportunities for professional development. Locally, statewide and
nationally faculty attend workshops, seminars, graduate classes, and
participate in a number of professional engagements for further
development. Some of the workshop topics include: technology in the
classroom, reading and writing, curriculum methods, differentiated
teaching styles, attention deficit disorder, and other educational
issues. The Archdiocese of Philadelphia's Office of Catholic Education
provides an in-service day with a national speaker each academic year.
This year the speaker and topic were Charlotte Danielson and her
*Frameworks for Teaching*. The state of Pennsylvania has enacted Act 48
Professional Development for all teachers, where teachers are required
to accrue 180 hours in professional development topics that will support
classroom teaching and student learning. The Montgomery County
Intermediate Unit also provides a menu of workshops in a variety of
areas for teachers. Nationally, teachers attend curriculum conferences
that will enhance student growth and development. Faculty serve as
members on visiting teams for the Middle States Accreditation for
Elementary Schools while others attend colloquiums offered by schools
which provide materials that will enhance their class work. Professional
reading is key to current topics in education such as social justice,
multicultural education, differentiated instruction, and multiple
intelligences. Each faculty member is part of a curriculum team for a
curriculum area and meets with other teachers of the same subject area
and the principal. New ideas, concepts and techniques are shared at
faculty meetings. Funding for professional development is secured
through state provisional funding, grants, and Saint Genevieve Home and
School Association.

**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): [NCEA,
    ASCD\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

> [Grades K through 8 (Parish)]{.underline} [Grades K-8
> (non-parish]{.underline}) \$3650.00 per child
>
> 1 child \$2330.00

2 children \$4340.00

3 children \$5800.00

4 children \$7585.00

4.  What is the educational cost per student? \$\_[3650.00]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[1200.00]{.underline}

6.  What percentage of the annual budget is devoted to
    \_\_\_[2]{.underline}\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[2]{.underline}\_\_\_%

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