##### *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 [\_x\_]{.underline} Middle \_\_ High \_\_
K-12 \_\_Charter

Name of Principal [Mr. William A.
Farnau\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Official School Name [Saints Peter and Paul Catholic
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

School Mailing Address [133 Barr
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

[Lexington KY 40507-1321\_\_]{.underline}

city State Zip Code+4 (9 digits total)

County [Fayette]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_ State School
Code Number\_\_[564\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(859) 254-9257]{.underline} Fax [( 859) 254-9050]{.underline}

Website/URL
[www.stpeterandpaulschool.catholicweb.com](http://www.stpeterandpaulschool.catholicweb.com/)
E-mail <wafarnau@cdlex.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.

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

(Principal's Signature)

Name of Superintendent\* [Sister Bernadette
McManigal\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

District Name [Diocese of Lexington]{.underline} Tel.[(859)253-1993
(X-219)\_\_\_\_\_\_]{.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.

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

Name of School Board

President/Chairperson Mark Naylor

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 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** Saints Peter and Paul 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\. [5.5]{.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: (2004-05 school year data -
matches assessment data from that year)

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

  **Pre K**   16        16                     **32**       **7**       23        22          **45**

  **K**       27        18                     **45**       **8**       19        22          **41**

  **1**       19        22                     **41**       **9**                             

  **2**       26        21                     **47**       **10**                            

  **3**       26        22                     **48**       **11**                            

  **4**       21        19                     **40**       **12**                            

  **5**       22        24                     **46**       **Other**                         

  **6**       32        18                     **50**                                         

                                    **TOTAL                                                   **435**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 92% White

the students in the school: 5% Black or African American

2% Hispanic or Latino

1% 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:
\_\_\_\_\_\_6%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      12
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      13
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    25
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 435
                            the school as of October 1  

  **(5)**                   Total transferred students  0.06
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: 1%

2 - Total Number Limited English Proficient

Number of languages represented: one (1)

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [5 %]{.underline}

(2005-06 data - most recent)

Total number students who qualify: [17\_\_]{.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%

0 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. (NA)

\_\_\_\_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}
[\_\_\_\_0\_\_\_\_]{.underline}

Classroom teachers [\_\_\_20\_\_\_\_]{.underline}
[\_\_\_\_9\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_0\_\_\_]{.underline}
[\_\_\_\_1\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_0\_\_\_\_]{.underline}
[\_\_\_\_3\_\_\_\_]{.underline}

> Support staff [\_\_\_2\_\_\_\_]{.underline}
> [\_\_\_\_6\_\_\_\_]{.underline}
>
> Total number [\_\_ 23\_\_\_\_]{.underline}
> [\_\_\_\_19\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[\_\_14.8\_\_\_\_\_]{.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   96.5%       95.5%       96%         96%         96%

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

  Teacher turnover rate      7.3%        4.8%        11.1%       1.1%        11.5%

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

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

**PART III ‑ SUMMARY**

**SAINTS PETER AND PAUL SCHOOL**

Saints Peter and Paul School is a Roman Catholic Elementary School
located in downtown Lexington, Kentucky. The school was formed in 1989
as a result of a merger of St. Peter School, founded in 1955, and St.
Paul School, founded in 1865. Our school serves five local parishes, St.
Peter, St. Paul, Holy Spirit (Newman Center at the University of
Kentucky), St. Peter-Claver, and St. Luke. All of the parishes are in
Lexington except St. Luke, which is located in Nicholasville, Kentucky,
about ten miles south of Lexington.

From 1989 until 1996, the school was located at 133 Barr Street. In
1996, growth allowed the middle school to move back to the original St.
Paul building. The two school campuses are five blocks apart in downtown
Lexington, an area where students have access to many historic and
cultural activities. Students have numerous \"walking\" field trips
during the school year to the Lexington Public Library, Living Arts and
Science Center, the Lexington Opera House, the Explorium (a children\'s
museum), Children\'s Theater and the University of Kentucky Singletary
Center for the Arts, in addition to the courthouses and local businesses
in the downtown area.

In 2004, a pre-school program for three and four year old children was
begun on the elementary school campus. It has been successful and has
grown from an enrollment of thirty-two children last year to fifty-six
children during the current year.

Saints Peter and Paul School is fortunate to have an experienced school
staff, with little turnover and excellent qualifications. The staff
provides an important strength for the school. Parent involvement and
volunteerism is outstanding, including a very active and supportive
parent-teacher organization that generates in excess of \$50,000 each
year to enrich the educational resources of the school. The Kentucky
Non-Public School Commission accredits Saints Peter and Paul School.
Test scores are well above the national average and are among the
highest in the Diocese of Lexington. Class sizes range from a maximum of
twenty-three in primary to twenty-five in the Middle School.

The Diocese has included Saints Peter and Paul School in a major
municipal bonding measure that could provide as much as five million
dollars for a renovation project. While in the process of developing a
plan for the utilization of some or all of these funds, the Saints Peter
and Paul School Board is leading the community through a process for
developing a vision for the future of the school that involves an
emphasis on academic excellence, the performing arts, and small class
sizes. Also included, as important components of that process, are
committees to address physical plant renovation, development and fund
raising. New goals that are emerging from those committees include:

-   Continuation of an enriched curriculum, with an emphasis on the
    performing arts to take advantage of the school\'s downtown location
    with its current resources.

-   Renovation of current facilities to include the middle school
    auditorium, classrooms and construction of a gymnasium.

-   Development of a plan to finance the improvements while developing
    an on-going outreach program within the community.

The mission statement of Saints Peter and Paul School is revised
periodically and currently reads as follows:

*Saints Peter and Paul School provides students with Catholic values and
high academic standards within a diverse community of lifelong learners
who participate in a shared faith.*

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

1.  **Assessment Results:**

> As a private school in Kentucky, Saints Peter and Paul School does not
> qualify to participate in the state mandated testing program. Saints
> Peter and Paul, along with all other Catholic schools within the
> Diocese of Lexington, administer the Terra Nova, 2nd Edition
> standardized test published by McGraw-Hill. Originally the test was
> administered in only the 3rd, 5th, and 7th grades as required by the
> Diocese of Lexington. However, every grade level first through eighth
> was tested in the 2003-04 school year, and every grade level was
> tested in 2004-05. That was done to provide additional longitudinal
> data for monitoring annual progress. Students in grades three through
> eight take the complete battery including the \"In-view\" section.
> This test provides data regarding each child\'s cognitive index
> (yielding an anticipated score in testing areas) as well as
> achievement in reading, language, mathematics, spelling, science and
> social studies. Results on word usage are provided for the younger
> students. Testing is completed in March of each year, with results
> available in May so teachers can use them to plan instruction for the
> coming year. The information received from these tests provides a
> comparison of SPPS students with students nationally. In addition, the
> superintendent provides us with information about how Saints Peter and
> Paul compares with other schools within the Diocese of Lexington.
>
> Saints Peter and Paul students have improved their test scores over
> the past five
>
> years and score at levels that place their performance within the top
> ten percent
>
> (10%) in the nation. Our data is reflected through the use of the mean
> curve equivalent (MNCE) score. This score is used because the normal
> curve equivalent (NCE) scores are based on an equal interval scale
> that enables legitimate comparisons between different subject based
> achievement tests like mathematics and reading. Our scores are above
> the national average and in 2004-05 a majority of the subtest scores
> were the highest in the diocese of Lexington.
>
> During review of Saints Peter and Paul test results over the past
> several years, it has been evident that the time, energy and teacher
> training that was placed on the area of mathematics several years ago,
> along with our low teacher turnover, has been successful. Recently,
> the mathematics scores at Saints Peter and Paul have generally been
> higher than the reading and language scores. For example, in comparing
> the 3rd grade scores in math and reading during the most recent
> testing period of 2004-05, the reading Mean NCE was 68.8 for all third
> grade students while the Mean NCE in mathematics for third graders was
> 72.8. In order to qualify for Blue Ribbon School status a Mean NCE
> score of 64.1 was required on the *Terra Nova* in reading*,* while a
> score of 64.5 would qualify for Blue Ribbon status in mathematics. The
> Saints Peter and Paul students\' score in reading is 4.7 points above
> the qualifying score. In mathematics, the difference is 8.3,
> indicating that students are performing better in math than in
> reading. This has been a trend for several years in other grades, in
> addition to third. As a result, Saints Peter and Paul is moving to
> place additional emphasis in the areas of language and reading.

In addition to annual standardized testing, Saints Peter and Paul also
uses

assessments in mathematics and reading through the Star Program
assessments

administered on classroom computers. These assessments help to provide

more immediate results in the classroom, especially for students who may
have

been identified as needing some additional enrichment or remedial
assistance.

Scores in these areas are provided in grade equivalents and percentiles,
but still

allow for comparisons to be made with other assessments.

2.  **Using Assessment Results:**

The faculty at Saints Peter and Paul School will analyze assessment data
on an

annual basis. Teachers meet and discuss the test scores. Each teacher

receives a copy of the scores that apply to students they teach and
scores that reflect grade

level performance in all of the other grades. In that way, the staff is
able to make

individual instruction decisions within the classroom and at the grade
level as well as

set school-wide goals for professional development on a school-wide
basis. The data

are reviewed in several ways as follows:

-   Individual student analysis is done to ensure that growth is taking
    place with each child. Testing requirements have been expanded to
    include all grades. Our teachers always attempt to look at the
    individual scores, from one year to the next, determining whether
    specific students require additional instructional attention. A
    diagonal worksheet is used to track performance of individuals and
    of entire classes, because most children move to the next grade
    level with few exceptions.

-   Class analysis is also done by comparing the performance of the
    class over time, the same manner that individual analysis is done.
    Test reports also provide each teacher with a mastery matrix, so
    specific content may be reviewed. Because individual students are
    included in this report, data is analyzed on an individual basis for
    each student in all of the test areas.

-   Whole school analysis is essential as well, in order to address
    priorities for the entire school and to assist with total staff
    professional development. The school determined two years ago that
    the area of language, including reading, writing and vocabulary
    development would be points of focus for professional development.
    Since writing serves to improve the development of language skills,
    a writing rubric for the entire school, K-8, was developed last
    year. That rubric is currently being used by all teachers. The
    vocabulary development instruction has been adjusted through the use
    of some new approaches and some new materials that integrate skills
    better than before.

3.  **Communicating Assessment Results:**

> Assessment information is communicated to the parents in a report that
> is sent home at the end of the school year. Because assessments
> represent only one of several items of information that parents
> receive about their children, it is important for them to understand
> the data. Teachers and our guidance counselor are available to explain
> the assessment data to those who may have questions. Assessment
> results are published on a grade and school-wide level each year for
> parents and prospective parents to see. Test scores also provide an
> important recruitment tool for the school. \"Trimester Triumphs\", a
> school publication, includes test scores for the entire school
> community to read.
>
> In addition, Saints Peter and Paul also prides itself in the parent -
> school relationships that have been developed. Communications begin
> with a comprehensive packet, mailed to all families in the early
> summer. Included in that material is an invitation to an \"open house
> orientation\" two days before school starts in the fall. With that
> \"open house orientation,\" the process of communication with parents
> about student progress is begun. Grades are assigned on a trimester
> system with a written report being sent home to parents every six
> weeks. All reporting dates are known in advance by the school
> community, because they are a part of the annual school calendar. The
> first six-week report is sent home with an invitation for all parents
> to conference with the teacher. A specific day is set in the school
> calendar to provide time for conferences. Conferences with the
> teachers are encouraged on that day as well as during other times in
> the school year where they may be helpful.
>
> Assessment scores are communicated to parents from high school
> placement tests, the Duke University Talent Search Program, Academic
> Team competitions, Governor\'s Cup competition, and Star math and
> reading scores. The homeroom teacher or the guidance counselor provide
> these scores to parents .

4.  **Sharing Success:**

> The first line of sharing success begins at the faculty meeting level
> where teachers all share their classroom, personal or other successes
> with the other members of the teaching staff. The school tries to
> ensure that those successes are identified and recognized. Successes
> are noted and documented so they can be reported for printing in other
> publications that are read throughout the community.
>
> Teachers are involved in professional organizations and have presented
> at the Ohio Catholic Education Association convention during past
> years (2004) including topics on reading intervention and kindergarten
> instruction. Saints Peter and Paul is a member of the National
> Catholic Schools Association (NCEA). Teachers are active in attending
> conferences and workshops through this organization and other
> professional organizations in the area. Our teachers are active within
> the Diocese of Lexington, serving on committees dealing with computer
> technology and language arts instruction, among other things. Because
> our teachers have worked for several years on mathematics, especially
> through the Everyday Mathematics program, two staff members are
> certified trainers for Everyday Math and go to other schools as
> consultants and invite teachers from other schools to visit Saints
> Peter and Paul classrooms.
>
> The principal is a member of the Diocesan Principals\' Association and
> participates in their formal quarterly meetings. The principal and
> teachers also welcome visitors into the school including prospective
> families, students doing community service from Lexington Catholic
> High School and student observers from area colleges and universities.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

The Saints Peter and Paul curriculum has been based on the curriculum
framework of the Diocese of Lexington with developmentally appropriate
instruction in reading, language arts, mathematics, science, social
studies, Spanish, religion, music, physical education, library skills
and computer technology. A full-time guidance and counseling program
that features in-class instruction as well as individual and group
counseling is featured. During the past three years, Saints Peter and
Paul has been developing curriculum maps to update and define our
curriculum according to the needs of our school as well as the Kentucky
Learner Goals and Expectations and national standards. Curriculum has
been mapped in the areas of science, social studies, mathematics, and
family life (taught in conjunction with religion). Saints Peter and Paul
teachers are currently participating in a pilot project to map
curriculum using the *Curriculum Mapper* software and a process that
will not only create a standard mapping format, but will allow for the
curriculum to be aligned with state and national standards and
coordinated with appropriate assessments. Accommodations are made for
students with individual learning needs including the modification of
assignments and individual in-class and out-of-class instruction. A
reading intervention program, separate from regular classroom
instruction, is further described in section V, item 2a.

**Language Arts** consists of reading, writing, literature, grammar,
spelling and vocabulary development. These subject areas are taught
through an integrated approach. (More specific information on reading is
found in section V, 2a). Literature is used as a starting point for most
writing activities. A school-wide writing rubric was developed last year
and is being used in all classes, kindergarten through eighth grade.
Grammar is taught in the context of writing, with grammar textbooks
available for specific model and skills practice. Vocabulary is also
taught as a part of the writing experience, along with supplemental
vocabulary textbooks.

**Mathematics** is one of the strongest student performance areas in our
school. The mathematics program is based on the concept of a spiraling
curriculum, where introduction, development and mastery of content are
ongoing processes where concepts and skill sets are frequently
revisited. Our mathematics instruction is heterogeneous until the
seventh grade where students are grouped on their prior performance in
mathematics. In the seventh grade, students may take either Pre-Algebra
or Transition Mathematics. In eighth grade, Algebra and Pre-Algebra are
taught. Students use graphing calculators in the seventh and eighth
grades.

**Science** is taught to all students. It is an activity-based program,
built upon an understanding and application of the scientific method,
with an emphasis on observation and data collection. Hands-on activities
are used often in the classroom. The *Internet* is used to enhance
certain laboratory activities in the middle school classrooms. The
middle school program includes earth and space science in the sixth
grade, life science in the seventh grade and physical science in the
eighth grade.

**Social Studies** includes studies in geography, history, economics,
political science and the diverse political and social structures and
cultures throughout the world. Textbooks are supplemented by the use of
guest speakers, community projects and celebrations from other cultures.
Current events are a major component of the curriculum. Citizenship,
social responsibility and social justice are taught throughout the
social studies curriculum.

**Spanish** is included in the curriculum of the Middle School from
sixth through eighth grade as a full year subject. During the sixth
grade year, students are introduced to Spanish speaking cultures in the
world and the language. The seventh and eighth grade students address a
more formalized program of reading and writing in Spanish. Students
should be able to by-pass Spanish I when they enter high school as ninth
graders.

**Religion** is required of all students attending any Catholic school
and is designed to provide a solid spiritual foundation for all of our
students. The teaching of Christian and Catholic doctrine and values is
accomplished in religion classes. Classes are supplemented by liturgical
planning and celebration on a weekly basis. Service projects are a part
of this curriculum and are a graduation requirement for all eighth grade
students.

**Music** instruction is taught to all students, pre-kindergarten
through eighth grade. Students will sing, including songs used in the
weekly liturgy, learn to read music and produce musical programs and
special events. Fourth graders learn to play the recorder, while band is
an elective for all students beginning in the fifth grade. The SPPS band
is outstanding and includes over half of the eligible students, grades
five through eight.

**Physical Education** is taught to all students on a yearly basis,
pre-kindergarten through eighth grade. Developmentally appropriate
activities including dance, cooperative games, team sports, individual
physical fitness and maintenance of personal logs are featured that will
contribute to life-long habits and healthful practice. A health
component featuring content on nutrition, good habits, mental health,
and drug use prevention are featured in grades six through eight.

**Library Skills** are taught in an organized classroom fashion in the
elementary grades, while in the middle school, the librarian / media
specialist works through an integrated program with the language arts
teachers. Students learn how to use the library and other resources to
enhance their learning in many curricular areas. The librarian also
assists teachers in the collection and use of classroom supplemental
materials, reads to the children and encourages reading through the
Accelerated Reader Program.

**Computer Technology** has advanced considerably in the past five years
at Saints Peter and Paul School, though maintaining the modern hardware
is still a challenge. The school has two computer labs with twenty-five
computers in each, along with two student computers in each classroom,
grades one through eight. By the time students reach the eighth grade,
they are expected to have keyboarding skills, understand and use
*Microsoft Office*, do a research paper using the *Internet*, and
present a *Power Point* presentation to the class.

**A guidance program** involves a full-time, certified, guidance
counselor at Saints Peter and Paul School. In addition to classroom
instruction involving issues like personal values and bullying for
kindergarten through sixth grade, the counselor is responsible for
individual and group counseling, assessment and parent conferences. The
counselor also assists teachers in planning for children who have
special needs.

2a. **Elementary** **Reading:**

The present reading program is based upon the *Success in Reading and
Writing Program* developed by Ann Adams and Lisa Lord. It is a
student-centered program utilizing a variety of print matter including
trade books rather than dependency on a basal series. Since we have such
a diverse population, it allows for individualized instruction without
the necessity of placing students in ability groups. Success uses a
whole language approach to instruction, allowing students to make
choices about reading materials. Small and large group instruction plus
individual conferencing are the heart of the program. To insure that
students also have a firm foundation in phonological awareness, teachers
supplement Success with a structured phonics curriculum. Steck-Vaughn
materials are currently being used. Other components of the reading
program also play a large part in student success.

*Accelerated Reader* is utilized throughout the school as an incentive
to reading success. A year-end reward initiative is used to encourage
the students to read. Also, parent volunteers have been trained to work
with students in the *Great Leaps* program. Leaps promotes fluency and
has been quite successful over the years.

The final piece of the program is a Reading Assistance. This is a
program that takes students who may be at risk for reading success and
uses alternative approaches such as the Lindamood Bell LiPS process and
the Maria Carbo Reading Styles Program. No more than six students at a
time work with a reading specialist for one hour a day, three days a
week.

Saints Peter and Paul School has a strong reading program aimed at
meeting the needs of all the student population.

**3. Description of the Mathematics Program:**

All curricular areas are important, but the mathematics program has
received a great deal of attention at Saints Peter and Paul School over
the past several years. Our math program is advanced in content, but
defined for students in ways that help them have a confidence and
understanding of math operations. Algebraic expressions are introduced
to students in kindergarten and by the first grade, students are using
number lines that include both positive and negative numbers. Our
teachers have a great deal of experience and prior training in the
*Everyday Math* program. Two current staff members are certified
trainers and continue to be involved in further professional development
in this area. When new teachers are employed, they are trained in the
same methods, helping to create a seamless math program for children in
kindergarten through sixth grade. The curriculum is a spiraling model
and addresses effectively the common complaint that teachers have when
students appear to have \"forgotten\" specific skills or concepts from
the beginning of the year to the end or from one year to the next. In
the seventh grade, students are assigned classes based on their math
performance, an assignment that can be adjusted as mathematics
performance changes. The goal in mathematics is for students to
understand math concepts and be successful. The standardized test scores
reaffirm our success.

**4. Instructional Methods:**

Saints Peter and Paul School is a diverse community and we recognize
that the learners in our school are diverse as well. Teachers make
significant efforts to address individual needs, in addition to meeting
the accepted curriculum standards that have been established in Kentucky
and with national standards. An observer at our school on any particular
day might see large or small group instruction, project work,
cooperative learning groups, hands-on laboratory activities, use of math
manipulatives, computer-based learning, journal writing, student
presentations, field trips or other activities. Field trips are an
important part of the program and every child has a walking permission
slip to make the utilization of the downtown Lexington area provide a
ready resource for Saints Peter and Paul children.

Class sizes at Saints Peter and Paul School are small. The cap size in
primary is twenty-three, intermediate is twenty-four and middle school
is twenty-five. Actual numbers are usually somewhat smaller than
capacity.

Saints Peter and Paul School is involved in a number of other activities
that stretch students in various ways and augment our curriculum. Some
of those activities include the Kentucky Youth Assembly, a mock
government assembly where children write and present legislation in the
state capitol in Frankfort, meet in committee and speak for or against
specific proposals. Saints Peter and Paul has had the successful
gubernatorial candidate in three of the past six years. This represents
quite a feat for a relatively small school. Both the academic and math
teams compete locally, regionally and on a state level. The future
problem solver team has been successful as well in local competition.
International issues are studied through the Kentucky United Nations
Assembly where we are recognized for outstanding accomplishments each
year. Spelling competitions on a school level, with school winners in
the area competing for local, regional and state honors. There are
fifteen to twenty students who qualify and take the Duke Talent Search
Assessment each year. Last year, one student was invited to the Duke
campus and two were invited to a state recognition ceremony.

Numerous parent volunteers work with teachers to assist with the reading
program, construct classroom-learning materials and work with small
instructional groups.

**5. Professional Development:**

Professional development at Saints Peter and Paul School takes on
several different faces as everyone has the goal of being a life-long
learner, realizing that advancements in instruction are associated with
adding best practices that will fill our \"instructional toolbox\".

Faculty members are required to have twelve hours of professional
development per year at the school level and an additional six hours of
professional development through diocesan- mandated professional
development. Teachers have some choice in the professional activities
chosen, but the staff also determines specific professional development
goals annually that later are transformed into specific professional
development activities. For example, during the 2004-05 school year two
consultants were employed to work with the staff on writing. The final
product of that training was the production of a writing rubric to be
used kindergarten through eighth grade. That rubric is being used this
year in each classroom.

In addition, specific area teachers are encouraged to attend
subject-centered in-service training and conferences such as KAPEHRD
(physical education), KMEA (Kentucky Music Educators Association),
specific training for technology application (any teacher) or specific
training for needs that may develop over time. There is a specific
school budget of \$5,000 per year to promote professional development,
not including funds from federal Title programs that can be used as
well. Saints Peter and Paul usually realizes about \$2,000 per year in
Title II funds that are earmarked for professional development. An
example of our current-year professional development can be demonstrated
by our work with curriculum mapping. Four staff members recently
attended a *Curriculum Mapper* program where they were trained to use
curriculum-mapping software. Those four will teach the remainder of the
staff how to use the program to better map our curriculum, develop
meaningful assessments and prevent omissions, duplications or overlaps
that are unintended. This program is endorsed by Heidi Hayes-Jacobs and
has great potential as an aid in curriculum development at Saints Peter
and Paul School.

Teachers have schedules that are designed so teachers within grade
levels and subject areas have time each week to meet for discussion and
planning. The middle school faculty has dedicated one afternoon per
month this year to begin the process of working as a professional
learning team, addressing areas that collectively will serve to improve
the teaching-learning process.

The faculty is dedicated to the task of continuing the learning process
in order to better serve the students at Saints Peter and Paul.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): National Catholic Education
    Association, NCEA

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

3.  What are the 2005-2006 tuition rates, by grade?

> Kindergarten: In-parish families; \$ 3,220 / yr. Catholic rate
> (non-parish) \$4,384 / yr.
>
> Non-Catholic rate - \$5,020 / yr.
>
> All Other Grades: In-parish families; \$3,064 / yr. Catholic
> rate(non-parish)\$4,060 Non-Catholic rate; \$ 4,900 / yr.
>
> We provide a multi-child discount to parish families of \$494.00 /
> child and a \$252.00 / child discount to Catholic, non-parish families

4\. What is the educational cost per student? \$ 4,343.00

(School budget divided by enrollment)

5\. What is the average financial aid per student? \$ 1,816.00

6\. What percentage of the annual budget is devoted to
[\_3.8\_%]{.underline}

scholarship assistance and/or tuition reduction?

7\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
[\_\_\_11\_\_%]{.underline}

**PART VII - ASSESSMENT RESULTS**

**Private Schools**

**Note:**

**Saints Peter and Paul School has tested all students in grades 3, 5,
and 7 as mandated by the diocese of Lexington. In 2003-04 we also tested
students in grade 8. In an effort to provide better longitudinal data we
tested all students, grades K-8 in 2004-05. We will discontinue the
testing of K-2 this year due to research evidence that indicated our
resources would be better spent by using some other type of diagnostic
instrument for those age groups.**

SAINTS PETER AND PAUL SCHOOL ASSESSMENT DATA

[ASSESSMENT: TERRA NOVA]{.underline} [ALL SCORES REPORTED AS
NCE\'S]{.underline}

[CTB McGRAW HILL, PUBLISHER, 2001]{.underline} [TESTING MONTH:
MARCH]{.underline}

[No students were excluded from testing in these years]{.underline}

  --------------------------------------- ----------- ---------- -----------
                                          2004-2005   2003-204   2002-2003

  **SCHOOL SCORES**                                              

  Grade 8                                                        

  Reading                                 71.9        67.0       63.2

  Math                                    75.9        73.8       68.3

  Number of students tested               41          52         43

  Percentage tested                       100         100        100

                                                                 

  Grade 7                                                        

  Reading                                 64.5        68.7       68.8

  Math                                    69.7        73.3       70.8

  Number of students tested               44          44         51

  Percentage tested                       100         100        100

                                                                 

  Grade 6                                                        

  Reading                                 69.4        62.3       NA

  Math                                    76.0        69.9       NA

  Number of students tested               50          45         

  Percentage tested                       100         100        

                                                                 

  Grade 5                                                        

  Reading                                 72.1        74.0       67.3

  Math                                    69.0        74.7       65.0

  Number of students tested               42          46         43

  Percentage tested                       100         100        100

                                                                 

  Grade 4                                                        

  Reading                                 76.8        70.4       NA

  Math                                    77.3        67.2       NA

  Number of students tested               39          41         

  Percentage tested                       100         100        

                                                                 

  Grade 3                                                        

  Reading                                 68.8        70.6       70.0

  Math                                    72.8        75.2       70.3

  Number of students tested               45          45         43

  Percentage tested                       100         100        100

                                                                 

  Grade 2                                                        

  Reading                                 68.5        71.0       NA

  Math                                    68.5        67.1       NA

  Number of students tested               46          41         

  Percentage tested                       100         100        

                                                                 

  Grade 1                                                        

  Reading                                 80.3        72.2       NA

  Math                                    84.4        76.0       NA

  Number of students tested               39          46         

  Percentage tested                       100         100        

                                                                 

  Grade K                                                        

  Reading                                 70.9        NA         NA

  Math                                    68.3        NA         NA

  Number of students tested               46                     

  Percentage tested                       100                    
  --------------------------------------- ----------- ---------- -----------