Application: 2005-2006, No Child Left Behind - Blue Ribbon Schools Program (Msword) s2

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__ Elementary _X_ Middle __ High __ K-12 __Charter

Name of Principal Mrs. Kathleen M. Walsh

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

Official School Name St. Margaret Mary Catholic School

(As it should appear in the official records)

School Mailing Address _142 E. Swoope Avenue ______

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

Winter Park______Florida______32789-3298______

City State Zip Code+4 (9 digits total)

County __Orange______State School Code Number*____na______

Telephone (407 )644-7537 Fax (407 )644-7357

Website/URL www.smmknight.org E-mail

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

Date December7,2005______

(Principal’s Signature)

Name of Superintendent* Dr. Harry Purpur

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

District Name Diocese of Orlando Tel. (407) 246-4900

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

Date______(Superintendent’s Signature)

Name of School Board Mr. Jeff Branham

President/Chairperson

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

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

Date______

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

PART I ELIGIBILITY CERTIFICATION

[Include this page in the school’s application as page 2.]

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

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

2.  The school has not been in school improvement status or been identified by the state as "persistently dangerous" within the last two years. To meet final eligibility, the school must meet the state’s adequate yearly progress requirement in the 2005-2006 school year.

3.  If the school includes grades 7 or higher, it has foreign language as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from at least September 2000 and has not received the 2003, 2004, or 2005 No Child Left Behind – Blue Ribbon Schools Award.

5.  The nominated school or district is not refusing the OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide 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 12 not applicable to private schools)

1. Number of schools in the district: _____ Elementary schools

_____ Middle schools

_____ Junior high schools

_____ High schools

_____ Other

_____ TOTAL

2. District Per Pupil Expenditure: ______

Average State Per Pupil Expenditure: ______

SCHOOL (To be completed by all schools)

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

[ ] Urban or large central city

[ ] Suburban school with characteristics typical of an urban area

[ X] Suburban

[ ] Small city or town in a rural area

[ ] Rural

4. 2 Number of years the principal has been in her/his position at this school.

36 yrs. 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:

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

6. Racial/ethnic composition of 90 % White

the students in the school: 2 % Black or African American

7 % Hispanic or Latino

1 % Asian/Pacific Islander

0 % 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: ______1_%

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

8. Limited English Proficient students in the school: _____0__%

______0_Total Number Limited English Proficient

Number of languages represented: ___na__

Specify languages:

9. Students eligible for free/reduced-priced meals: ___ 4_%

Total number students who qualify: ___ 21_____

If this method does not produce an accurate estimate of the percentage of students from lowincome families or the school does not participate in the federallysupported 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: ______5__%

_____30__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.

__0__Autism _1___Orthopedic Impairment

__0_Deafness _2___Other Health Impaired

__0__Deaf-Blindness _10___Specific Learning Disability

__0__Emotional Disturbance _20__Speech or Language Impairment

__0_Hearing Impairment __0__Traumatic Brain Injury

__0_Mental Retardation __0_Visual Impairment Including Blindness

__0__Multiple Disabilities

11.  Indicate number of fulltime and parttime staff members in each of the categories below:

Number of Staff

Full-time Part-Time

Administrator(s) __2______0_____

Classroom teachers __30______3_____

Special resource teachers/specialists ___2______0_____

Paraprofessionals ___0______14____

Support staff ___3______0_____

Total number __37______17____

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

students in the school divided by the FTE of classroom teachers: _18:1______

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.

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

PART III SUMMARY

Provide a brief, coherent narrative snapshot of the school in one page (approximately 600 words). Include at least a summary of the school’s mission or vision in the statement.

PART IV – INDICATORS OF ACADEMIC SUCCESS

1.  Assessment Results: Describe in one page the meaning of the school’s assessment results in reading (language arts or English) and mathematics in such a way that someone not intimately familiar with the tests can easily understand them. Explain disparities among subgroups. If the school participates in the state assessment system, briefly explain the state performance levels and the performance level that demonstrates meeting the standard. Provide the website where information on the state assessment system may be found.

2.  Using Assessment Results: Show in one-half page (approximately 300 words) how the school uses assessment data to understand and improve student and school performance.

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

4.  Sharing Success: Describe in one-half page how the school has shared and will continue to share its successes with other schools.

PART V – CURRICULUM AND INSTRUCTION

1.  Curriculum: Describe in one page the school’s curriculum. Outline in several sentences the core of each curriculum area and show how all students are engaged with significant content based on high standards. Include art and foreign languages in the descriptions. (Foreign language instruction as a part of the core curriculum is an eligibility requirement in grades 7 and higher and must be taught as a whole-year subject.)

2a. (Elementary Schools) Reading: Describe in one-half page the school’s reading curriculum, including a description of why the school chose this particular approach to reading.

2b. (Secondary Schools) English: Describe in one-half page the school’s English language curriculum, including efforts the school makes to improve the reading skills of students who read below grade level.

3.  Mathematics, Science, Art, Etc.: Describe in one-half page one other curriculum area of the school’s choice and show how it relates to essential skills and knowledge based on the school’s mission.

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

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

PART VI - PRIVATE SCHOOL ADDENDUM

The purpose of this addendum is to obtain additional information from private schools as noted below. Attach the completed addendum to the end of the application, before the assessment data tables.

1.  Private school association(s): National Catholic Education Assoc., Florida Catholic Conference

(Identify the religious or independent associations, if any, to which the school belongs. List the primary association first.)

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes ___X__ No ______

3.  What are the 2005-2006 tuition rates, by grade? (Do not include room, board, or fees.)

$_4368 $_4368 $_4368 $_4368 $_4368 $ 4368

K 1st 2nd 3rd 4th 5th

$_4368 $_4368 $__4368 $______$______$______

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

$______$_2900

12th Other: (Pre-K)

4.  What is the educational cost per student? $_4840

(School budget divided by enrollment)

5.  What is the average financial aid per student? $_1735

6.  What percentage of the annual budget is devoted to ___8_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? ___13_%

PART VII - ASSESSMENT RESULTS

Public Schools

Each nominated school must show comparable results in reading (language arts or English) and mathematics for at least the last three years according to the criteria used by the CSSO to nominate the school. The school must show results beyond the first grade in the school. For example, ninth grade test results are not sufficient for 9-12 high schools. For formatting, if possible use or adapt the sample tables (no charts or graphs) at the end of this application.

If the state allows the use of the PSAT, PLAN, SAT, or ACT as part of its accountability system and at least 90 percent of the students in the appropriate classes must take the tests, schools must report the results. For these tests, schools must use national norms. The national school norms for the 90th and 60th percentiles can be found on the Department’s website. If fewer than 90 percent of the students take a combination of the tests, that is, the ACT and the SAT or the PLAN and the PSAT, do not report the data.