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U.S. Department of Education |
Type of School: (Check all that
apply) |
[ ] Elementary |
[] Middle |
[] High |
[] K-12 |
[X] ( K-8) |
|
[] Charter |
[] Title I |
[] Magnet |
[] Choice |
|
Name of Principal: Miss Tina Rolewicz
Official School Name: Mission Parish School
School Mailing Address:
31641 El Camino Real
San Juan Capistrano, CA
92675-2608
County: Orange State School Code Number*: N/A
Telephone: (949) 234-1385 Fax: (949) 234-1397
Web site/URL: www.missionparishschool.org E-mail: trolewicz@missionparishschool.org
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate.
Date
(Principal‘s Signature)
Name of Superintendent*: Reverend Gerald Horan
District Name: Diocese of Orange Tel: (714) 282-3056
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(Superintendent‘s Signature)
Name of School Board President/Chairperson: Mr. George Munz
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), 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.
Original signed cover sheet only should be mailed by expedited
mail or a courier mail service (such as USPS Express Mail, FedEx or UPS) to Aba
Kumi, Director, NCLB-Blue Ribbon Schools Program, Office of Communications and
Outreach, US Department of Education, 400 Maryland Ave., SW, Room 5E103,
Washington, DC 20202-8173.
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 one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as “persistently dangerous” within the last two years.
3. To meet final eligibility, the school must meet the state’s Adequate Yearly Progress (AYP) requirement in the 2008-2009 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award.
4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course.
5. The school has been in existence for five full years, that is, from at least September 2003.
6. The nominated school has not received the No Child Left Behind – Blue Ribbon Schools award in the past five years, 2004, 2005, 2006, 2007, or 2008.
7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
8. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
9. 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.
10. 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)
Does
not apply to private schools |
SCHOOL (To be completed by all schools)
3. Category that best
describes the area where the school is located:
[ ] Urban or
large central city
[ X ] Suburban school with
characteristics typical of an urban area
[ ] Suburban
[ ] Small city
or town in a rural area
[ ] Rural
4. 4 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:
|
|
|
|
|
|
|
|
|
13 |
11 |
24 |
|
|
17 |
16 |
33 |
|
|
12 |
21 |
33 |
|
|
13 |
19 |
32 |
|
12 |
20 |
32 |
|
|
|
|
0 |
|
22 |
12 |
34 |
|
|
|
|
0 |
|
13 |
10 |
23 |
|
|
|
|
0 |
|
9 |
13 |
22 |
|
|
|
|
0 |
|
15 |
15 |
30 |
|
|
|
|
0 |
|
16 |
17 |
33 |
|
|
|||
|
|
296 |
6.
Racial/ethnic composition of the school: |
1 |
%
American Indian or Alaska Native |
|
7 |
%
Asian |
|
0 |
%
Black or African American |
|
19 |
%
Hispanic or Latino |
|
0 |
%
Native Hawaiian or Other Pacific Islander |
|
65 |
%
White |
|
8 |
%
Two or more races |
|
100 |
% Total |
Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories.
7. Student turnover, or mobility rate, during the past year: 2 %
This rate is calculated using the grid below. The answer to (6) is the mobility rate.
(1) |
1 |
|
(2) |
4 |
|
(3) |
5 |
|
(4) |
322 |
|
(5) |
0.016 |
|
(6) |
1.553 |
8. Limited English proficient students in the school: 0 %
Total number limited English proficient 0
Number
of languages represented: 0
Specify languages:
9. Students eligible for free/reduced-priced meals: 0 %
Total number students who qualify: 0
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 free and reduced-price school meals program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
The students of Mission Parish School are not from
low-income families. The school does not participate in the federally
supported lunch program since no students qualify for this program.
10. Students receiving special education services: 0 %
Total Number of Students Served: 0
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
|
0 |
Autism |
0 |
Orthopedic Impairment |
|
0 |
Deafness |
0 |
Other Health Impaired |
|
0 |
Deaf-Blindness |
0 |
Specific Learning Disability |
|
0 |
Emotional Disturbance |
0 |
Speech or Language Impairment |
|
0 |
Hearing Impairment |
0 |
Traumatic Brain Injury |
|
0 |
Mental Retardation |
0 |
Visual Impairment Including Blindness |
|
0 |
Multiple Disabilities |
0 |
Developmentally Delayed |
11. Indicate number of full-time and part-time staff members in each of the categories below:
|
|
Number of Staff |
||
|
|
Full-Time |
|
Part-Time |
|
Administrator(s) |
2 |
|
0 |
|
Classroom teachers |
11 |
|
0 |
|
Special resource teachers/specialists |
4 |
|
3 |
|
Paraprofessionals |
6 |
|
10 |
|
Support staff |
2 |
|
0 |
|
Total number |
25 |
|
13 |
12. Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1 27 :1
13. Show the attendance patterns of teachers and students as a percentage. Only middle and high schools need to supply dropout rates. Briefly explain in the Notes section any attendance rates under 95%, teacher turnover rates over 12%, or student dropout rates over 5%.
|
2007-2008 |
2006-2007 |
2005-2006 |
2004-2005 |
2003-2004 |
96% |
96% |
96% |
95% |
95% |
|
99% |
98% |
99% |
99% |
99% |
|
9% |
11% |
8% |
5% |
5% |
|
0% |
0% |
0% |
0% |
0% |
Please provide all explanations below.
14. For schools ending in grade 12 (high schools).
Show what the students who graduated in Spring 2008 are doing as of the Fall 2008.
Graduating class size |
0 |
|
Enrolled in a 4-year college or university |
0 |
% |
Enrolled in a community college |
0 |
% |
Enrolled in vocational training |
0 |
% |
Found employment |
0 |
% |
Military service |
0 |
% |
Other (travel, staying home, etc.) |
0 |
% |
Unknown |
0 |
% |
Total |
100 |
% |
PART III - SUMMARY |
Mission Parish School is nestled between the
sacred grounds of the historic Mission San Juan Capistrano, founded in 1776,
and a National Shrine, Mission Basilica San Juan Capistrano. Since 1928,
this Catholic Parochial school has thrived with 300 students in single-grade
classrooms from pre-kindergarten through eighth grade. Its unique setting,
steeped in a rich heritage dating back 232 years, springs to life as it builds
on its 80 year history and produces students with a strong sense of moral
character and exceptional academic abilities. Mission Parish School students
have the opportunity to be part of a living history past, present, and in the
making.
Mission Parish School is fully accredited through
the Western Catholic Education Association (WCEA) and the Western Association
of Schools and Colleges (WASC). Educators have developed a standard of
excellence by providing a comprehensive and challenging curriculum. The
school’s curricular goals are driven by high-level critical thinking and
problem solving in all areas as students are expected and challenged to reach
their fullest potential. The academic core is aligned to what students must
know, understand, and need to succeed in high school courses and beyond.
Both the Philosophy and Mission Statement clearly
reflect Mission Parish School’s commitment to academic excellence rooted in
Catholic values, parents as primary educators of their children, and teachers
as educators who facilitate and guide learning experiences. We recognize that
each child is a unique individual who needs to develop his or her God-given
talents. Our Philosophy centers on the goal of educating the whole child: mind,
body, and spirit. In doing so, it encompasses our learning expectations and
enables us to assist students to possess these skills upon graduation.
With rigorous academic standards set by the
Diocese of Orange and the State of California, Mission Parish School provides
an environment where children can experience learning while living in the
positive light of their Catholic faith. In addition to core academic coursework
in language arts, math, science and social studies, Mission Parish School offers
a full spectrum of educational experiences, both curricular and
extra-curricular programs, an extensive fine arts program in music and the
arts, sports programs, cheerleading, student government, academic decathlon,
spelling bee competitions, after-school programs, and opportunities for
scouting. Students attend religious retreats at each grade level,
participate in service projects, and attend field trips in the areas
of science and history. Spanish is offered in grades pre-kindergarten through
eighth grade. To support the pursuit of academic excellence, a Resource
Center was developed as an important component to the school's inclusion and
enrichment programs. Students’ needs are reviewed to determine a remediation
and/or enrichment plan to help each child achieve their personal academic
excellence.
Upon studying the depth and quantity of the
school’s curricular and extra-curricular offerings, one may wonder how it is
that this small school succeeds in providing such an unparalleled number of
opportunities and experiences for its students. This is largely due to one of
the school’s biggest strengths: its partnership with its parents. The parental
commitment to the school is paramount in its operation and it provides proof to
the students that their school matters. Thus, the school pride and spirit is
unrivaled. Mission Parish School students love their school and strive to do
their best in all they do in order to be a positive part of the school
community.
Mission Parish School’s commitment to academic excellence
is a recurring theme woven throughout its educational programs. Of primary
importance to the school is that students engender a love for learning and
become life-long learners prepared for higher education and future life
successes. By instilling an appreciation, understanding, and compassion for all
people, Mission Parish School develops students who have been made aware of
their ability to make a difference in the world.
PART IV - INDICATORS OF ACADEMIC SUCCESS |
1. Assessment Results:
Mission Parish School students generally have
increased standardized test scores associated with their longevity at the
school. The general student population typically scores in the top 10 percent
of the nation using the student percentile equivalent. Through an
on-going analysis of student assessment data, the curriculum is developed and
designed to meet the needs of the Mission Parish School student population.
Mission Parish School adminsters the Iowa Test of
Basic Skills (ITBS) Form A and the Cognitive Abilities Test (CogAT) published
by Riverside Publishing and mandated by the Diocese of Orange. The ITBS
is a norm-referenced test that is administered in the fall to students in
grades two through eight. Results are then used as a diagnostic
guideline to adapt curriculum to the specific needs and abilities of each
class.
Students in grades three, five, and
seven also take the CogAt. This test appraises the level and pattern
of cognitive development of students. The test measures both general and
specific reasoning abilities in the verbal, quantitative, and nonverbal
domains. The primary uses of the CogAt scores are (1) to guide efforts to
adapt instruction to the needs and abilities of students, (2) to provide an
alternative measure of cognitive development, and (3) to identify students
whose predicted levels of achievement are markedly discrepant from their
observed levels of achievement. Based on the CogAt scores reported in
2008, students in grade three received a predicted national percentile rank
(PNPR) of 71 in Reading and 69 in Math. However, third grade
students' actual ITBS scores, reported in national percentile rank (NPR), were
much higher with an 81 NPR for Reading and a 78 NPR for math.
The seventh grade students also performed higher than their predicted
scores. The PNPR for Reading was 59 and for math was 58. Actual NPR
scores placed the seventh grade class in the 73rd NPR for Reading and the
71st NPR for Math. This data verifies the affirmation that Mission Parish
School students perform at higher levels than predicted by national norms or
tendencies.
Since the fall of 2004, the overall mathematics
score for students in grades two through eight have increased from the 62nd
percentile to the 72nd percentile. Currently, the most prevalent
discrepancy is in relation to the computational subtest score in the 67th
percentile. However, over the past few years, this score has increased
by 19 percentile points. Prior to 2005, mathematics attention had been
focused on critical thinking and problem solving and not necessarily on
computational skills. When the administration and faculty were faced with less
than satisfactory computation test results, a concerted effort was made for
improvement. School-wide attention focused on computational skills with an
emphasis on speed and accuracy. Teachers at all grade levels began daily
computational drills and attended math workshops. The technology lab was
expanded to incorporate a math lab where students work on individualized math
programs. Lunch time and after school tutoring was made available to
students. Parents were provided with packets of materials and websites for
additional practice outside of school and during the summer months.
Furthermore, a new textbook series was implemented that had a more in-depth
approach to the understanding, meaning, and application of mathematical
concepts. These strategies have helped the school to significantly improve
computational as well as overall math test scores.
During this same time period, overall scores in
reading have increased from the 77th percentile to the 79th percentile and the
total language scores increased from the 71st percentile to the 79th
percentile. This reading increase is a result of more challenging practice in
the areas of comprehension and vocabulary. The total language improvement is
directly related to the daily application of formal English usage throughout
all areas of the curriculum. This school-wide standard has helped students to
understand the relevance of proper usage, thus not only increasing test scores
but also the students’ ability to express ideas with clarity and precision.
It is interesting to note that the Spanish/Latino
subgroup scores for second grade math in 2003-04 were at a level lower
than our student body. However, as these same students move through the
years and the school's educational system, the scores increase. When this
group of students was tested in fifth grade during the 2006-07 school
year, their scores were even higher than the general school population.
This signifies that the subgroups within the school's environment are
participating in an educational system that meets their needs as it does the
entire student body.
Assessment is an ongoing process. Mission Parish
School will continue to concentrate on improving student learning, and thus
test scores, by utilizing all available resources.
2. Using Assessment Results:
There is a close, interwoven relationship between
assessment and teaching. The teaching-assessment cycle establishes a learning atmosphere
for students throughout the school year in all areas of the curriculum. Formal
and informal assessments are critical to determine if students are fulfilling
the curriculum requirements and reaching their potential. Faculty members meet
each year to review ITBS and CogAT results and through longitudinal data
are able to analyze scores for their current class, previous classes, and the
school. Test results are analyzed for the whole school, for each grade,
and for individual students.
Fully understanding our assessment data assists us
in meeting the high expectations of our school community and its standard of
excellence. Standardized testing takes place each fall; therefore, our data can
be used both as a measurement of performance and as a diagnostic tool. Faculty
members are trained to analyze assessment data and then use a variety of
teaching methodologies to implement strategies that will work best with their
current group of students. Identification of the strengths and growth
areas within each class allows teachers and support staff to meet with small
groups and individual students for reinforcement, enrichment, or clarification
purposes.
Students are also included in the evaluation of
assessment data. They are encouraged to note their progress and set goals based
on their performance. Implementation of a plan for individual improvement is
then established.
3. Communicating Assessment Results:
Assessment data and student performance is
communicated in various forms. Assessment data is first reviewed by the
principal. Test results and various graphical representations are then
presented to the faculty. A letter from the principal, which
includes information on how to use and interpret scores, is included in the
parent newsletter. Individual student reports are sent home with the
first trimester report cards.
Back-to-School Night, held during the first
weeks of school, gives parents an informative presentation that includes
expectations for student achievement along with an overview of our previous
standardized assessment results and goals. Throughout the academic year,
students are kept appraised of their progress. Students set goals for personal
and academic achievement and are taught the necessary tools for self-knowledge
and assessment. An online assessment program is used for grades
five through eight. This program allows students and parents to have
continual access to the student's progress. Scheduled conferences are
held with parents and students, and additional conferences are held as
requested. During the first trimester conferences, standardized assessment data
is discussed with the parents. In addition, general analysis of all student
performance is reported in the weekly parent newsletter. Implementation of
necessary modifications to the curricular program to continue growth is also
reported in this manner. As an outreach to our parish and city community, the
parent newsletter is posted on the school website for viewing. Individual
teachers communicate weekly progress to the parents through newsletters, web
pages, folders, agendas, telephone calls, and emails.
Student achievement is assessed continually
throughout the school year. Each trimester, a progress report (grades
3-8) and report card (grades pre-k - 8) are sent home for all
students. These reports evaluate academic achievements, study habits, and
responsible behavior. Excellence and growth in student performance are
highlighted in school assemblies, the parent newsletter, the school website,
and the local press.
Curriculum in-depth studies are conducted on a
continual basis as directed by the Diocese of Orange. In these studies,
the effectiveness of curriculum and how it is presented is assessed and action
plans are developed. An in-depth study is conducted each year to assess a
particular curriculum area. The information gained in these studies helps
to form curriculum and guide the purchase of new textbooks.
4. Sharing Success:
All achievements of Mission Parish School students
are celebrated throughout the community. Awards and honors, both locally
and nationally, are widely publicized through local media, the parish bulletin,
and the school website. Local Catholic high schools that are attended by
Mission Parish School graduates share information with the elementary schools,
which in turn publicize successes of alumni. Regional faculty in-services allow
time for teachers to meet with fellow professionals in their subject areas.
They model, share, and discuss methodologies that have brought success to their
students. Monthly principal meetings allow school leadership to stay abreast of
trends and new research in education. This information is then brought back to
individual school sites to share and discuss. The effectiveness of
trends is analyzed and the faculty confers on what works for the
students at Mission Parish School in order to maintain a viable, meaningful
instructional program for further success.
Mission Parish School is very proud of our ability to weave 80 years of
traditions and history into a program that constantly strives for academic
excellence. A rich culture is the cornerstone for Catholic education
in San Juan Capistrano and the surrounding area. Students receive an
education in an environment that has been enriching lives for over 80
years. It would be a great honor for our school to be awarded Blue Ribbon
School status. This success would be happily shared among the school and
greater community through media announcements, assemblies, a banner, and direct
mailings.
PART V - CURRICULUM AND INSTRUCTION |
1. Curriculum:
Mission Parish School provides a diverse and rich
curriculum that exemplifies our philosophy. We strive to provide
our students with an environment rich in heritage and tradition rooted in a strong
faith community while placing emphasis on our commitment to academic
excellence. We believe in a holistic approach to education that allows us to
integrate our Catholic faith into all aspects of our educational
programs. It is evident that our curricular goals closely follow the
school’s mission and are taken into consideration as we plan the curriculum.
Religion is taught as an academic subject which is
only one aspect of the faith formation of the student. Students are guided to
model Christ-like behavior and curricular areas are explored in the light of
Catholic values. The spirituality of the student is further developed by
opportunities to participate in liturgies, formal and spontaneous prayer
experiences, and daily religion lessons. Service and community outreach
projects evolve out of a need to put this learned faith into action. In this
way, faith becomes a living experience.
The Science curriculum focuses on Earth, Life,
and Physical Science as stated in the curriculum standards.
Earth science includes the study of plate tectonics and structure, thermal
energy and ecology. Life Science includes cell biology, genetics and evolution.
Physical Science consists of motion, forces, structure of matter, chemical
reactions, chemistry of the living systems, periodic table, density and
buoyancy, and investigation and experimentation. All lessons are supported by
hands-on lab activities at every grade level with students in grades three
through eight in a fully equipped science lab. Science learning
is extended with various presentations by the Discovery Science Center and
fieldtrips to the local zoo and harbor. Most classrooms (1st-8th
grade plus the science lab, computer lab, and library) are equipped with LCD
projectors and screens for lessons using Discovery Science streaming. The
6th grade students also attend four days of Outdoor Science School.
Social Studies includes the exploration of
historical figures, continuity and change in the world, geography, California
history, and United States history. Curriculum standards include the
understanding of world history and geography focusing on the Ancient
Civilizations, Medieval Times, Early Modern Times, and United States
history. The textbooks merely provide a foundation for deeper exploration
of the topic. Study skills such as note-taking, making inferences, study
techniques, and test taking tips are developed across the curriculum.
Other activities that further this learning include the 4th grade overnight
experience on the Tall Ship Pilgrim, the 5th grade overnight experience of the
American Revolution Adventure, the 8th grade week in Washington D.C., featured
speakers, projects, technology software, and various assemblies on campus.
The Spanish curriculum offers extensive studies of
language, culture, geography, history, and music of Spain and Latin America.
Beginning in pre-kindergarten, children are exposed to Spanish books, songs,
and games. Older students are immersed in the culture and vocabulary is
expanded through grammatically correct writing. Lessons focus on conversational
Spanish and proper pronunciation. Junior high students complete a
course of study that reviews complex grammatical structures thus preparing
students for accelerated Spanish in high school. Spanish is available to
all Mission Parish School students.
Computer Technology enhances student learning.
Pre-Kindergarten through second grade students learn keyboarding skills
and use software to support classroom curriculum. In grades three through
eight, experiences in keyboarding, publishing, word processing, drawing,
research techniques, and the responsible use of the internet are taught.
Graduates are proficient in Word, Excel, and Power Point. Reports and
presentation skills are mastered in preparation for high school and college.
The A+ Anywhere Learning System strengthens the extensive core curriculum by
providing the students with additional practice in basic skills.
Individualized, self-paced learning maximizes student progress. This
opportunity for active learning helps students master skills and strategies
important for their success.
Physical Education and Health incorporate lessons in physical fitness, athletic
skills, coordination, good sportsmanship, and health related topics. Each year,
students participate in the Presidential Physical Fitness Program. There
is also a strong extra-curricular sports program for students in fifth through
eighth grades.
In addition to a strong academic core, the
students are given numerous opportunities in the Fine Arts to develop and nurture
their unique talents and capabilities. All Mission Parish School students
participate in the various activities. Programs offered include Art Masters (an
interactive, multi-media art education program based on the lives and works of
Master Artists), Class Act (a program sponsored by the Pacific Symphony
Orchestra that enhances and supports music education in elementary schools),
and annual celebrations like United Nations Day and St. Joseph's Day in
which all students sing and dance. Participation in the arts
greatly enhances a child’s confidence, self esteem, and artistic ability. In
turn, the school community is brought together by the collective shared
experiences that these Fine Arts programs provide. This added dimension
branches out into all areas of their life and benefits the student by creating
greater enthusiasm and interest in all areas of learning. The goal of the
school’s comprehensive approach to Fine Arts is not only to expose but also to
immerse each and every child in a variety of artistic experiences. The holistic
approach of the Fine Arts program is designed to encourage each student to
achieve the most of their spiritual, academic, and creative potential.
2a. (Elementary Schools) Reading:
Given the ever changing swing of the education
pendulum, Mission Parish School has always maintained a well-balanced reading
curriculum that meets the needs of individual students as well as our
collective student body. In the primary and intermediate grades, we use basal
readers that integrate reading, writing, and grammar. All genres of literature
are represented with the development of challenging vocabulary woven throughout
the series. The literature encourages the application to the everyday
life experiences of the students. Comprehension skills which include
identifying main ideas, recognizing characters, sequencing, making predictions
and inferences, and drawing conclusions are taught. Grammar and writing skills
are modeled and reinforced throughout the literature. Spelling proficiency is
maintained through a supplementary text throughout the grade levels.
In the Middle Grade Program, a classic and
contemporary literature-based curriculum is implemented. Again, real life
connections that engage and motivate the students are a prime reason for using
this material. As life-long learners, students need excellent communication
skills which are taught daily through the literature to which they are exposed.
They receive comprehensive instruction in reading and vocabulary, writing and
applying language skills, grammar and spelling. Because of this integrated
approach to reading, students better understand the connection among all
components of the language arts program therefore resulting in higher
achievement.
Students in grades kindergarten through eighth are
also involved in the Accelerated Reading program. This program builds
enthusiasm for reading and motivates students to read more often and to read
books of better content. As a result, test scores increase and attitudes
about school improve.
2b. (Secondary Schools) English:
3. Additional Curriculum Area:
Mathematics has been the focus for Mission Parish
School for the past few years. Strengthening the program and providing a
curriculum suitable for all students is the goal. Mathematics standards
are set at each grade level and include number sense; algebra and functions;
measurements and geometry; statistics, data analysis, and probability; and
mathematical reasoning. Eighth grade students complete their elementary studies
with extensive Algebra where they learn to understand and perform 25
mathematical standards.
Students in Kindergarten through fourth grade are
taught in a whole group setting with the assistance of classroom aides for
grouping. Students in grades five through eight are offered math
instruction in a grade level program and an advanced level program. This
allows for differentiated instructional lessons to address various learning
styles.
All classes, grades Kindergarten through eighth,
participate in a daily math drill activity to strengthen their basic
skills. According to The National Mathematics Advisory Panel (a panel of
experts convened by the President to assess math education nationally),
students perform better in higher level math when they have basic facts as
automatic recall. The panel also confirms that students need to both
understand the concepts and memorize facts.
Students in grades three through
eight attend a weekly math lab where they work on individualized math
programs supported by the A+ Learning software. A+ consists of an
extensive core curriculum based on state and national standards. Lessons
include study guides, practice tests, and mastery tests.
Faculty members attend conferences and seminars in
the areas of math to increase their math knowledge, add to their repertoire of
teaching strategies, and remain updated with current trends. The
information gained at these conferences is shared with the whole faculty.
4. Instructional Methods:
Because each student has a different capacity and
method of learning, the school employs a comprehensive and holistic approach
that encourages each child to achieve success according to their potential and
individual style of mastering the skill, material, or experience being
presented.
Educators and administrators work together in the
selection of textbooks and instructional materials. They also have been trained
in various learning and teaching modalities. An exchange of information and
ideas from the administration and faculty assists in adopting a diverse manner
of teaching techniques. This involvement provides a bigger resource base for multiple
experiences tailor-made for each situation.
Student learning is enhanced through many
instructional and learning methodologies. Included are: lecture, large and
small group instruction and interaction, teacher aide and volunteer tutoring,
group and individual projects, drills for review and reinforcement, oral
discussion and questioning, computers and visual media, manipulatives, hands-on
activities, games, and integration of subjects throughout the curriculum.
Lessons presented provide a multi-sensory approach using visual, auditory,
tactile and spatial awareness. Given this wide range of learning experiences,
the student's learning potential is maximized. Additionally, through
their exposure to different ways of studying and learning, the students are
taught to identify, and are encouraged to take best advantage of, the personal
learning mode that will produce the most effective result for them.
The A+ software program is a powerful assessment
tool for both student and teacher to discover areas of academic strengths and
weaknesses. Using these results, students can review and further understand
their best learning mode and apply this information to advance to the next
level of learning. In turn, this reinforces their own personal understanding of
what works best for them; hence, setting into practice a life-long advantage in
their journey of learning.
Teachers are actively involved in planning, directing, and facilitating student
learning by using the knowledge base gathered in the classroom experience. To
continue updating best practices in the classroom, teachers attend in-services,
workshops, college courses and other forms of continuing education which
improves the overall learning environment for the students.
5. Professional Development:
The administrative approach to professional
development is to provide the faculty with opportunities to grow as a group and
individually. This will offer the students the best learning environment
to meet unique and individual needs.
In recent years, training has been provided in
interpretation and utilization of test results to improve student achievement
both as a whole class and individually. Administering standardized tests in the
fall allows the results to be used as a diagnostic tool. The entire faculty
looks at strengths and areas of growth school wide, in each grade, and for
individual student performance. After interpretation, discussion, and analysis
of result data, a program is implemented that is appropriate for improvement
and acceleration to meet the needs of our student population.
Training has been provided for faculty to
understand and apply technology in the classroom. Professional training has
helped the faculty to become increasingly comfortable with technology and model
to students the continual use and importance of technology in life.
The faculty was involved with monthly training in
teaching best practices through the use of the research-based book “Classroom
Instruction That Works” by Marzano, Pickering, and Pollock. Also,
literature on differentiating instruction has been studied. After
discussion and sharing of ideas, application in the classroom was
monitored by the administration with feedback on successes and areas of
improvement.
Teachers attend classes, workshops, and in-services
in areas best suited to meeting their needs for further educational
development. Furthermore, teachers assess their student population and attend
classes to enhance their ability to better meet the needs of their current
student group.
6. School Leadership:
At Mission Parish School, the leaders
encourage the cultivation of Catholic values and the spiritual formation of the
school community through worship, prayer and service. The spiritual
leaders, the Pastor and Principal, actively take part in fulfilling the
mission, and are dedicated to the philosophy. Policies and
procedures reflect this commitment. School leadership provides an
environment where children can experience learning and living, fully integrated
in the light of our Catholic faith. This is reflected in the Student Learning
Expectations, which are consistently refined and updated.
School leadership also focuses on the importance
of academic development for faculty and staff. The staff is
empowered to lead and serve through opportunities provided by the Pastor and
Principal for spiritual growth and academic renewal. The staff is
encouraged to attend the National Catholic Education Association Convention,
workshops, seminars, in-services, Religious Education Congress, catechetical
certification/recertification classes, and other programs. Funding is provided
for many of these opportunities. All of the above is directly linked to the
achievement of the Student Learning Expectations and the support of our
philosophy.
Solid communication from the leadership is evident
through weekly newsletters, emails, faculty bulletins, informal and formal
meetings, and individual teacher/parent interactions. Through monthly faculty
meetings and frequent departmental meetings, the administration fosters
communication between faculty and administration so that shared responsibility
and actions are established or reinforced to support student learning and faith
development. Formal and informal observations of teachers by the Principal
allow for dialogue and encouragement, as well as motivation for
growth.
PART VI - PRIVATE SCHOOL ADDENDUM |
1. Private school association: Catholic
2. Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes X No
3. What are the 2007-2008 tuition rates, by grade? (Do not include room, board, or fees.)
|
$6141 |
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$5968 |
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$5968 |
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$5968 |
|
$5968 |
|
$5968 |
|
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||||||||||
|
$6141 |
|
$6141 |
|
$6141 |
|
$0 |
|
$0 |
|
$0 |
|
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|
$0 |
|
$0 |
|
|
|
|
|
|
|
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4. What is the educational cost per student? $ 6000 (School budget divided by enrollment)
5. What is the average financial aid per student? $ 1473
6. What percentage of the annual budget is devoted to scholarship assistance and/or tuition reduction? 1 %
7. What percentage of the student body receives scholarship assistance, including tuition reduction? 11 %
PART VII - ASSESSMENT RESULTS |
ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS
Subject: Mathematics |
Grade: 2 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Reading |
Grade: 2 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Mathematics |
Grade: 3 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Reading |
Grade: 3 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Mathematics |
Grade: 4 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Reading |
Grade: 4 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Mathematics |
Grade: 5 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Reading |
Grade: 5 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Mathematics |
Grade: 6 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Reading |
Grade: 6 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Mathematics |
Grade: 7 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Reading |
Grade: 7 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Mathematics |
Grade: 8 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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Subject: Reading |
Grade: 8 |
Iowa Test of Basic Skills |
Form A, 2001 |
Riverside Publishing | |
Percentiles |
|
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If
the reports use scaled scores, provide the national mean score and standard
deviation for the test. |
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