Blue Ribbon Application

St. Albert the Great School is a Roman Catholic K-8 elementary school in North Royalton, Ohio. One of the largest elementary schools in the Cleveland Catholic Diocese, the school exists to develop the entire child: spiritually, morally, intellectually, socially, and physically. Our mission is to educate each child to become a knowledgeable Catholic, to strive for academic excellence, within a supportive school environment permeated with Gospel values. We are committed to work in a spirit of cooperation with parents or guardians, as copartners, to: provide each child the opportunity to grow according to his/her needs; build the value of service to others; and enhance the development of responsible members of the parish community.

We consider the school community to be an integral part of the parish, whose people it serves, and a vital force for preparing Church and civic leaders. In fulfilling our obligation to our Christian doctrine, we are called to promote the peace of Christ in the world, to cooperate in the continued building of parish life and spirit, to develop student potential for constructive Christian leadership within our democracy and to contribute to the well-being of the community.

We believe that learning is a continuous process that develops throughout life. We strive to provide each child the opportunity for growth according to his/her needs and ability. We work to stimulate in our students the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful application of Catholic doctrine.

Inherent in our function of educating each child and necessary to the realization of its unique purpose, we seek to guide the child to: (1) internalize Christian values which will be reflected in attitudes that will enable the child to cope with his/her environment and develop internally a dynamic Christian life; (2) to gain and use knowledge, to think logically, independently, and critically, attaining the greatest possible development according to his/her needs and potential; (3) enable students to grow in a sense of self-worth by providing educational experiences which promote a positive self-concept; (4) recognize the personal worth and dignity of every person and to realize the obligation to serve others; (5) understand the necessary balance between rights and responsibilities and realize that we are accountable for our actions or inaction; (6) develop habits of healthful living and awareness of the need for cooperative solutions to common problems; (7) appreciate beauty in music, art, literature, and nature. It is our aim to so integrate these objectives that each child may attain built-in habits of responsible freedom and intellectual virtue.

The school population is generally comprised of students whose families are members of the Saint Albert the Great Parish. The students attending the school represent over 20% of the K-8 population in the suburban community of North Royalton, Ohio. First opening in 1961 with an initial enrollment of 360 students, the school has grown to its present size of 816 students. This growth is a testimony to the strong parish commitment to Catholic education, as is the fact that the parish's founding pastor, Fr. Anthony Winters, elected to build the school before building a church or rectory. For the past 24 years, our current pastor, Fr. John Viall, has continued this tradition by increasing the school's facilities by over 50% of their original size. Fr. Viall has overseen the addition of a school gymnasium in 1977; four classrooms, a small kitchen, and lobby in 1992; athletic fields for baseball, football, and soccer in 1993, and a 1998 addition of nine new classrooms, a spacious library, state-of-the art computer lab, and cafeteria. A gymnasium renovation was completed in 1999.

Key to the success of the school is the dedication of the administration, faculty, and staff to meeting the needs of each child. Parents are co-partners in this process, and the school enjoys a strong parent volunteer base. The school community works together to provide for all student needs: a focus on spiritual and religious education, a strong academic program reflected in high levels of student and faculty achievement, one of the largest athletics programs in the Diocese, and opportunities for co-curricular experiences in a wide variety of endeavors. Efforts are made to meet the educational needs of all children, including those requiring remedial or enrichment experiences.

In 1998, the school received full accreditation from the Ohio Catholic School Accrediting Association. This accreditation came as the result of a lengthy and in-depth self-assessment that included all stakeholders of the school. The self-assessment resulted in development of a School Improvement Plan, with goals stated as follows: (1) To facilitate and nurture the growth of our Catholic Identity at St. Albert the Great School, enabling students to live the Gospel message of Jesus in today's world; (2) To effectively integrate technology into the teaching/learning process by utilizing technology as a tool to collect, analyze, manage, and present information; and (3) To meet the diverse needs of a growing student body through expanded facilities, increased resources, and differentiated instructional programs/strategies. These goals were translated into objectives and action plans that provide a road map for changes and improvements in the school. A team of administration, faculty, staff, and parents all work to achieve the vision outlined in the School Improvement Plan.

Students are challenged with educational experiences in religion, language arts, mathematics, science, social studies, arts, foreign language, and technology, among others. Standardized test scores reflect high levels of student achievement, as do a number of student and faculty awards. The curriculum offered at St. Albert the Great follows the Diocese of Cleveland Graded Course of Study. A rich variety of educational experiences are offered to each student, with the goal of challenging each child to grow to his/her ultimate potential. It is a tribute to the school that many students have parents who graduated from St. Albert's. Some of our faculty also received their elementary education at the school. One graduate, a Pulitzer Prize Winner, states that "I didn't know it then, but the school provided an excellent education. I trust this quality continues. I had teachers who were teaching things I was later presented in college. I always knew I wanted to be a writer. The seed was planted at St. Albert."

New teaching techniques and strategies are implemented to support student learning, and teachers are provided with regular opportunities for professional growth. The school's mission and vision drive the school's goals and objectives, and in response to the directive to provide for the implementation of technology, the school is now fully computerized. Each classroom has Internet connected computers with television screen viewing capability, thus allowing for classroom Internet lessons. A state-of-the-art computer lab houses 36 Internet connected computers. Far more importantly, careful planning has laid the foundation for integration of technology across the curriculum. All students have both Internet and software experiences in a variety of subject areas. Technology based professional development ensures that students will have continually enriching computer experiences.

The school provides for support of the family, recognizing that school and family work hand-in-hand to mold and develop the next generation. Strong community partnerships provide for extended educational resources for our students, and the school works to support the community as well.

St. Albert the Great School is a product of the talents and labors of dedicated faculty, loving parents, strong leadership, a supportive parish and community, and valued children. All are seeking to worship and serve God by being the best that we can be. The combined efforts of all, directed and guided by the loving hands of our Father, result in the supportive, nurturing environment of excellence known as St. Albert the Great School. It is here that St. Albert parents entrust their most precious gifts...the focus of the school...God's most valued creation...His children. It is because of these children that St. Albert's exists. That is what our school is all about.

The philosophy of St. Albert the Great School is rooted in the conviction that Catholic schools realize the three-fold purpose of a Christian education: to teach doctrine, to build community, and to serve. Our school exists to develop the entire child: spiritually, morally, intellectually, socially, and physically. Our goal is to help students become knowledgeable Catholics and to strive for academic excellence in an environment permeated with Gospel values.

Our mission is to educate each child to become a knowledgeable Catholic, to strive for academic excellence, within a supportive school environment permeated with Gospel values. We are committed to work in a spirit of cooperation with parents or guardians, as copartners, to: provide each child the opportunity to grow according to his/her needs; build the value of service to others; and enhance the development of responsible members of the parish community.

In 1995, recognizing tremendous projected community growth and responding to the Diocesan directive to reevaluate our overall plan as part of the school's accreditation process, we began an in-depth self-study based on this vision/mission. A committee comprised of administrators, faculty, staff, parents, parishioners, and local community members worked to complete this process. Three strategic goals to be met by year-end 2003 were formulated. These goals are: (1) to develop within all students a keen awareness of God's presence in their daily lives, a growing relationship with Jesus and the community of believers, and a more profound understanding of His church and its teachings; (2) to effectively integrate technology into the teaching/learning process by utilizing technology as a tool to collect, analyze, manage, and present information; and (3) meet the diverse needs of a growing student body through expanded facilities, increased resources, and differentiated instructional programs/strategies. From these goals, a detailed school improvement plan was developed. In 1998, this plan was submitted to the Ohio Catholic School Accrediting Association resulting in the full accreditation of our school. To date, we have made much progress in meeting these goals and continue to work toward completion of all plan aspects by 2003. Thus, the school goals directly stem from our vision and mission.

A1. How would you describe your student population? What are your students' needs? How do you assure that the needs of all students are met? The Saint Albert the Great School population is generally comprised of students whose families are members of the Saint Albert the Great Parish. The students attending the school represent over 20% of the K-8 population in the suburban community of North Royalton, Ohio. An additional 20+% of the community's K-8 students attend the St. Albert Parish School of Religion. The demographics of the school directly reflect those of North Royalton, a predominately affluent, increasingly professional suburb located approximately 19 miles south of Cleveland, Ohio. Some students attending the school live in the surrounding communities, most notably Hinckley and Broadview Heights.

Needs are accessed from the perspective of our vision of students as spiritual, moral, intellectual, social, and physical beings. Student, teacher, and parent surveys, teacher observations and evaluations, and analysis of data obtained through the Ohio Catholic School Accrediting Association process paint the big picture. Individual student needs come into focus through standardized testing, parent and teacher observation and discussion, student performance, and formal and informal student input.

Assurance that the needs of all our students are met comes from providing a broad spectrum of school day learning opportunities in and out of the classroom, complimented by co-curricular activities. Ongoing structured and unstructured evaluation guides these efforts.

Driven by our goal to be a school community defined by Gospel values, our students' spiritual and moral needs include developing consistency between what they know and how they act. The spiritual foundation is built through a Diocesan Graded Course of Study for Religious Education. We challenge our students to reflect this knowledge in their participation at weekly Mass, bi-monthly Eucharistic devotions, and other daily and seasonal spiritual activities. Strong emphasis is placed on how they treat each other in the classroom and in the informal cafeteria and playground settings.

The Quest "Skills for Growing/Skills for Adolescence" Program frames moral and spiritual development in practical terms that include emphasizing conflict resolution skills, cooperative group work dynamics, decision-making skills, drug awareness education, and promotion of confidence and self-esteem. The "Come and See" Columban Fathers' mission program is used to develop social justice consciousness among students. A wide variety of age appropriate service projects and mission related activities connect beliefs in social justice to actions in a broader world. A recent visit from former associate pastor Fr. King, an El Salvadorian missionary, has provided a personal link to the needs of others and has inspired related projects.

Our students need academic excellence to succeed in a technologically challenging world. This grounds study at St. Albert the Great School. Computers are in every classroom and all students have scheduled instruction in our state of the art computer lab. Recognizing that all students can succeed and need to be challenged, teachers work to differentiate instruction based on student readiness and student interests, abilities and learning strengths. Remedial and enrichment opportunities are offered within the school day. Our enrichment reading class reaches approximately 20% of the second through sixth grade students and includes the writing and presentation of a book in grades four and five. Junior high creative writing competition through the Power of the Pen program offers further opportunities. A Learning Disabilities Tutor works with students on an as needed basis. Broad remedial and enrichment work in math are available. The science curriculum builds to a required individual science fair project in eighth grade, integrating a wide variety of skills. Last year, thirty percent of students moved on to competition beyond our school. Students in grades eight have the opportunity to participate in one of two levels of math instruction. Music instruction is offered both during the school day and as an extra-curricular activity through the school band, orchestra, and choirs. All students participate in the annual art show that showcases both visual artwork and musical performances by older students.

Social needs are addressed through school sponsored activities including the DARE program, the Quest program, school dances, extra-curricular sports programs, school parties, activity days, scouting, and school sponsored summer camps. Students may elect to participate in the parish sponsored Christmas pageant/concert, Halloween Bingo, and other activities.

Physical needs are addressed through the physical education program and extra-curricular sports programs. The Health Education program also addresses the importance of caring for one's body. Students in grades 1-6 participate in the annual Field Day physical competition program. A school nurse, a health aide, and speech therapist provide screening and other services.

An Individual Assistance Team has been established to identify students in need of academic, psychological/emotional, disciplinary, or social assistance. The team includes the principal, assistant principal, school psychologist, classroom, and remedial teachers. An Individual Education Plan (IEP) [1] is established for those students whose needs require modified instruction and evaluation. To ensure effective communication with parents, student performance is evaluated eight times each school year, thereby allowing for early intervention and addressing of student needs.

A2. What nonacademic services and programs are available to support students, and how do they relate to the student needs and goals identified? Nonacademic services and programs available to students include counseling, referrals, and group classes offered by the school psychologist. These classes have included topics such as improving study, social, and leadership skills, and coping with separation/divorce. Students have daily access to the school nurse/health aide in the event of illness. (See A1). Police and fire personnel provide safety education services. The school participates in the DARE program and enjoys a positive relationship with "Cops and Kids" management. Students in upper grades mentor younger students and establish "buddy" relationships (ex: K & 7, 1 & 5, etc.). These mentors work with students on art, reading, writing, religion, and other class projects. We are presently working to implement a cross-age tutoring program to improve achievement in Reading for grades 1-4, as described in the school improvement plan. Plans are in place to develop a school-wide guidance program, a more comprehensive enrichment program, and a middle school program to better serve the developmental needs of students in grades six through eight. (See Part IV.)

The school also offers the services of a speech therapist, four remedial/enrichment tutors, and a learning disabilities tutor. Approximately thirteen percent of our students participate in these programs. Classroom aides have been assigned to grades K-3 and, while working with all students, particularly assist those students with special needs, thereby allowing for greater levels of individual interaction and attention. All classrooms are inclusion classrooms where students with disabilities are mainstreamed [2]. Enrichment and remedial opportunities are offered both inside and outside of the classroom.

Finally, in keeping with our overall school goals, priests are available to meet the spiritual needs of students, and technology is used to support the learning process.

A2a. For special education schools, how do you assist in planning access to further services after students leave the school? St. Albert the Great is not considered a special education school, however, we do have students with special needs. Student records are forwarded to the next school upon parental release of information. The principal, psychologist, learning disability tutor, teacher, parents, and other involved personnel work as a team to ensure coordinated planning and access to further services. Team members work closely with personnel at the next school to ensure a smooth and effective transition, always focusing first on best meeting the needs of the child.

A3. How does your school determine and address the developmental needs of students as they move from grade to grade? Each spring, candidates to be enrolled in the kindergarten program for the next year are screened and assessed for school readiness. The school provides parents with test results and recommendations for further skill development before starting school. This testing reveals learning styles and skill strengths and weaknesses. Additional testing is provided during the first few weeks of school and data provided by parents is analyzed to ensure that each child's needs are appropriately met.

Before enrollment, parents of students new to the school meet with the pastor to discuss school philosophy, and parental responsibility as a member of the school community. Incoming kindergarten students are invited to observe classes, tour the school, and meet school personnel. Kindergarten parents and students attend an orientation program the first week of school. Other new students are offered an orientation on an individual basis. All new families receive a copy of the parent handbook, which includes the school's philosophy, mission statement, and school policies and practices. Early in the school year, all kindergarten parents and others new to the school are invited to attend a dinner to welcome them to St. Albert's and allow them to meet fellow parents and school personnel. New parents are also invited and encouraged to volunteer with the PTO and in the classroom.

Developmental needs of students are assessed through formal testing, including the Cognitive Abilities Test and the Iowa Test of Basic Skills which are offered in grades one, three, five, and seven. Comparative test analysis determines if students are performing to ability. Scores are individually reviewed to determine relative strengths and weaknesses. This information is used when assessing enrichment and remedial needs. This data, along with teacher observation, parent input, and student performance on classroom assignments and tests, determines student readiness for grade promotion.

When making class assignments for the next grade level, teachers carefully consider matching student learning style/personality to the teachers' personality and teaching style. Teachers also consider student social needs, ensuring that students have friends in the class; parental input; and balance of overall classroom ability and personality. The needs and skills of each student are individually addressed with the new teacher. Student writing samples from kindergarten on are maintained in a portfolio that moves from grade to grade with the child. Teachers use these evaluated samples to assess student writing ability and needs as they enter the new school year. Thus, as students move from grade to grade, every effort is made to address their developmental needs.

For those students leaving the school before eighth grade graduation, permanent record information is forwarded to the new school upon parent request. To assist graduating eighth graders, a high school night with representatives from area schools is offered. Students are provided opportunities to visit area schools. Teachers make suggestions and recommendations; offer assistance in preparing applications; and review material covered on high school entrance exams, offering tutoring if needed.

To identify those students with special needs, the teacher and the school psychologist complete an informal evaluation. This evaluation, along with student performance documentation, is presented to the parents with recommendation for remedial, behavioral, speech, and/or learning disability testing and assistance. With parental consent, a student is tested and a team including the psychologist, parents, teachers, administrators, specialists, and occasionally, the student prepares an Individualized Education Plan (IEP). This IEP includes recommendations for placement in the Auxiliary Services Program and strategies for classroom intervention.

Finally, parent communication is maintained through a number of avenues. Parents are invited to Meet the Teacher Night in early September during which they are addressed by administration, PTO leadership, officers of various clubs and programs, and student representatives. Plans for the year are presented, and all faculty and staff are introduced to the parents. Parents then attend sessions presented by their children's teachers during which time expectations, procedures, and plans for the year are discussed. Parents have the opportunity to ask questions and tour the school. We are proud to report that this program typically achieves nearly 100% parent participation. Parent-teacher conferences are formally held in November of each year, during which time parents and teachers discuss expectations, student performance and behavior, and jointly plan effective strategies for dealing with concerns. Parents are also invited to formal conferences quarterly and are encouraged to contact the teacher at any time with concerns. Teachers contact parents on an as-needed basis. Student progress is reported on a quarterly basis with interim reports issued routinely for the first quarter and on an as-needed basis thereafter. For grades K through 6, student work is sent home on at least a weekly basis. Many teachers communicate with parents through classroom newsletters or periodic notes. A monthly newsletter, including a letter from the principal, calendar, lunch schedule, art newsletter, and discussion of other events and issues, is distributed to each family. School information is also published in the monthly church newsletter and weekly church bulletin. Information is also available on the school's web site. Parents are encouraged to contact teachers and administration at any time with their concerns.

A4. What co-curricular activities are available for students and how do those activities extend the academic curriculum? A wide variety of extracurricular opportunities exist for St. Albert the Great students. Students are strongly encouraged to participate in as many activities as possible, while recognizing the need to balance academic achievement with outside experiences. Participation is nurtured through classroom and school announcements, informational newsletters, classroom presentations by student and adult program representatives, and strong parent, teacher, and administration involvement and support.

Students are involved in leadership positions in sports and scouting activities. Student representatives plan all activities sponsored by student council. In an April 2000 Satisfaction Survey, students indicated being pleased with the number of sports teams at the school, and the amount they can suggest, plan, and take part in school events.

The St. Albert the Great sport's program was started in 1966 and today is one of the largest in the Diocese of Cleveland with approximately 900 student athletes and 120 volunteer coaches. All children who are members of the parish are invited to participate. The program includes both St. Albert day school and PSR students, thereby reflecting the community it serves. Students can participate in: football, cheerleading, cross-country, softball, baseball, soccer, volleyball, basketball, and wrestling. Basketball is offered in grades one through eight, while all other sports begin in grades four or five. Approximately 56% of the day school students participate in these athletics programs.

Co-curricular opportunities for music include instrument lessons during the school day for grades four through eight with accelerated students offered the opportunity in grade three, choir in grades four and five (twenty-five students) [3], song leaders in grades six through eight (fourteen students), and band and orchestra in grades four through eight (thirty-seven students). Seventh and eighth grade students participate in regional music competitions.

Lessons in leadership are offered through participation as a 7th and 8th grade Kindergarten Helper (eight students); 7th and 8th grade Mission Helper (twenty-one students); and in serving on Student Council in grades four through eight (forty students). The Student Council operates a school supply store and conducts fundraisers for local charities, including community families in need. In 1999-2000, $1,900 was raised in cash, with an additional $2,000 in canned goods. Students in grades five through eight challenge their creative and organizational skills as Yearbook Helpers (twenty-two students). Students in grades seven and eight improve writing and reading skills through the Power of the Pen (twenty-two students) and the Greek Mythology (twenty-three students) programs. Students in grades five through eight enjoy Ski Club (121 students). St. Albert's boasts a strong Scouting program for students in grades K through eight (217 students). Both girls and boys are represented in all activities, except for the all male Mass Servers (thirty seventh and eighth grade students). Seventh and eighth grade students (seven students) are responsible for designing and maintaining the school's website.

Students may choose to participate in the parish Christmas pageant/concert, the preschool religion program, Vacation Bible School (grades K through four can attend the camp, students in the upper grades can work as aides), After School Authors, Camp Discovery, and Computer Camp.

St. Albert's encourages participation in Indian Guides and Princesses, Odyssey of the Mind, the county library programs, local art and theater classes, community sports programs, community gifted and talented programs, and other activities. A number of students participate in these and other programs.

As part of the education process, students attend a number of field trips, including a seventh grade trip to Pittsburgh, a sixth grade trip to Amish country, and a school approved trip to Washington D.C. for the eighth grade. Younger students participate in a number of trips closer to home. For example, first graders visit the planetarium to supplement their science studies comparing the day and night skies.

Although generally not requested, funding assistance is offered through the parish for those students unable to participate in co-curricular activities. It should be noted that some families receive tuition assistance through the parish on an as needed basis. This is in addition to the general parish subsidy provided to all students.

A5. How does your school address the accessibility of its facility for students and others with disabilities? With the 1992 and 1998 school expansions, facilities were installed to meet the special needs of our students, parents, and community members. An elevator, handicapped accessible rest rooms, drinking fountains, access ramps, and parking are available. The 1998 expansion met all construction requirements of the American Disabilities Act. It should be noted that the church facilities are also handicapped accessible (including an elevator, ramps, parking, and restroom/drinking fountain facilities), as services in the church are an important part of our students' spiritual development.

Volume adjustable computer headsets are available for individual student use both in the Learning Resource Center and in each classroom. The school elevator includes Braille control panel information. We are presently reviewing FM broadcasting systems to assist hearing-impaired students.

B1. How does the culture of your school support the learning of all its members and foster a caring community? As is stated in the school's vision and mission statement, the school works with parents as copartners to provide each child the opportunity to grow according to his/her needs, build the value of service to others, and enhance the development of responsible members of the parish community. We work to stimulate the spirit of inquiry and the acquisition of knowledge and understanding, and to guide our children to internalize Christian values. (See Part IV.)

The school continues to work toward accomplishing the goals and objectives defined in the school improvement plan. A progress report on this work has been submitted to the Ohio Catholic School Accrediting Association. Progress on our goals and improvement plan has been reported to the school community as well. Much work has been completed, with additional plans outlined for completion by 2003. At that time, the school will again begin the self-study process.

In April 2000, students, teachers, and parents were surveyed to assess overall satisfaction and to determine our school climate. The survey, which covered topics such as Religious Education, Instruction, Curriculum, Communication, Student Behavior, Services and Facilities, Administration, Teachers as Co-Workers, Parents and Community, Student Evaluation of Teachers and Fellow Students, Student Activities, Discipline, and Student Decision Making Opportunities, revealed an overall high satisfaction with the quality of our school. Suggestions made on the surveys were reviewed and some changes have been implemented as a result, including increased building security.

Proficiency and Iowa Test results continue to reflect high levels of student achievement and school summary scores are proudly communicated in the school newsletter.

B2. What opportunities do students have to build sustained and caring relationships with teachers and other adults? How does your school promote a healthy peer climate among the students? Students have a number of opportunities to develop sustained and caring relationships with teachers and other adults. Beginning with Kindergarten screening, photos of each child are taken and memorized so that each student is addressed by name by both their teachers and the principal from day one. Students interact daily with a number of faculty and staff members, both formally and informally. Parish priests occasionally visit the classrooms, parent volunteers assist in the classroom and plan and supervise social events, and aides and school administration supervise the cafeteria and playground. School staff members greet students at arrival and dismissal. Students interact with teachers and parents in co-curricular activities such as clubs, athletic events, service projects, fundraising events, and music and scouting programs. Teachers and students establish caring relationships through daily individual contact, discussions, and educational vehicles such as journal writing, student of the week programs, field trips, and other school events. Students are also exposed to adult models of Christian behavior and positive social interactions exhibited by the teachers and staff. Student report cards and interim reports are individually reviewed and signed by the principal each reporting period. When available to do so, parish priests will individually distribute report cards on a grade level basis.

Students are daily encouraged to display Christian behavior and respect through the school's religious education program, the Quest "Skills for Growing/Skills for Adolescence" program, and the Code of Conduct (Respect Code). Teachers promote healthy peer climate by assigning cooperative learning groups, partners both within the grade level and between various grade levels, and encouraging students to discuss any problems (social, educational, family, personal, and other issues) they may be experiencing with the teacher. Teachers also encourage students to maintain written contact over the summer and to visit their former teachers as they progress through and beyond the school.

For students whose problems are beyond the scope of the teacher, parents are notified and the school psychologist is consulted and involved. The student then meets regularly with the school psychologist until the problem is resolved. As discussed in A3, when making class assignments, every effort is made to match students with friends. If a student has difficulty with another, these students will generally be separated in the upcoming year.

Recognizing the importance of mainstreaming, the school practices inclusion and provides resources and personnel to assist all students. Special needs students are fully encouraged and expected to participate in all social, academic, and enrichment activities. In this way, students are encouraged to belong and interact with others as peers.

B3. How are teachers hired in your school? How are teacher assignments made? Recognizing the importance of matching staff to our overall vision and mission, teachers are selected to best meet the needs of our students at a specific grade level. St. Albert's has long enjoyed a positive reputation within the Diocesan education community. Candidates regularly apply to the school for employment. The principal, assistant principal, pastor, and those teachers they will be working most closely with interview all potential candidates. At no time will a candidate be hired that has a signed contract with another school. Hiring decisions are based on standard interview practices (quality of resume, presentation, and professional portfolio) and on careful consideration of the individual's skills, talents, and teaching philosophy as they fit with the culture and goals of our school.

Each spring, teachers are given a letter of intent to return to school. Teachers submit intentions to continue or make requests for grade level or subject changes. Teachers are encouraged to meet with the principal to discuss potential changes and concerns. Careful consideration of teacher interest, expertise of subject, knowledge of child development, ability, and personality match with other grade level teachers is made before grade level teaching assignments are approved. Every attempt is made to assign the best-suited person to each position, recognizing the synergistic advantages of effective teacher partnering by grade level. As stated in A3, student assignments are made including consideration of student/teacher compatibility. Because some personnel changes are finalized over the summer, final student classroom assignment is typically announced in August of each year.

B4. What is your school's plan for school safety, discipline, and drug prevention? What was your record for the past five years? St. Albert the Great School has long recognized the importance of safety of our students and staff. All doors are locked from the outside and a monitor check-in system is in place at the front door. We have installed an alarm system and cameras throughout the school. St. Albert's has established and reinforced procedures for emergencies, dispensing of medication at school, students leaving the school during the day, and dress code. A published code of conduct, the St. Albert the Great Respect Code, defines student behavioral expectations for the classroom, playground, cafeteria, and school bus. The school also has documented AIDS, substance abuse, custodial family, youth gang, weapons, sexual harassment, sexual violence, general harassment, computer acceptable use, and threats policies. Students participate in fire and tornado drills. School staff members supervise car and bus arrivals and dismissals, the cafeteria, and the playground. A nurse and health aide staff the clinic; teachers and administrators have been instructed in first aid and CPR. Periodic programs are offered in fire safety, gun safety awareness, violence, and substance abuse. Personal safety is addressed at each grade level through the Quest program.

St. Albert's has a well defined Code of Conduct and Discipline Policy, with school rules designed to safeguard the safety and rights of all students. The code reflects our school's mission and philosophy, and the Philosophy of Discipline is rooted in Christian values, the inherent dignity and worth of each person, and the importance of freedom with responsibility. All policies are stated in the Parent Handbook. Each teacher develops a classroom discipline plan that communicates appropriate behavior expectations to students and parents. Teachers issue detentions or other appropriate consequences for those rule infractions considered less serious. More serious infractions are handled by the administration, and sometimes necessitate conferences that may involve the student, teacher, parent, principal, and assistant principal, as well as the school psychologist. Suspension and/or expulsion are used only when all other disciplinary efforts have failed to effect a positive change in student behavior and/or parental cooperation has not been secured.

All fifth grade students participate in the D.A.R.E. program, continuing a relationship with a favorite North Royalton police officer that began in preschool Safety Town classes. Students also receive drug awareness training through the Quest program and health curriculum in grades 2 through 8. This training emphasizes the negative effects of smoking and drug use and teaches skills for dealing with related peer pressure. St. Albert students enjoy a special relationship with members of the Cops and Kids program whose director is a member of our parish.

A break-in occurred in 1997, resulting in substantial vandalism and theft. A rash of such acts had occurred at a number of schools throughout the area. School was closed that day and counseling was available to students as needed. In 1999, the community experienced the tragic loss of a sixth grader due to a weekend jet ski accident. Group and individual counseling was provided and efforts were made to assist students in dealing with their grief.

Incidences (number) of violence and discipline problems are reported as follows:

Incident records are not available prior to 1997-1998, in part reflecting the minimal number of problems that have occurred. The 1999 - 2000 drug incident involved a student who brought in drug evidence in a plea for assistance in dealing with a family member's suspected use of the drug. Assistance was offered to this student. To some extent, while very tragic, this incident demonstrates the sense of security and confidence in school personnel felt by students at St. Albert the Great.

C1. How does your curriculum serve the broad goals for student learning and development that the public generally expects education to achieve: personal and intellectual growth, citizenship, and preparation for work? What relative emphasis do you place on these goals in your curriculum? The school's curriculum directly flows from our mission to train each child to become a knowledgeable Catholic, to strive for academic excellence, within a supportive environment permeated with Gospel values. Specific pupil performance objectives are followed as outlined in the Diocesan Graded Course of Study for each subject. The curriculum is regularly reassessed (see C4). Each year teachers attend workshops, in-services, and classes; share information learned with other faculty; and continually refresh and update the overall curriculum with these new ideas. The curriculum is not merely acquisition of facts and skills, but also the development of basic concepts, which will cause the child to adjust his/her thinking, build positive ideas, Catholic values, and responsible behavior. These specific examples show how we address each of the following:

· Basic Skills: Reading and language arts skills begin in Kindergarten with readiness skills, alphabet and word recognition, and beginning sounds. Throughout grades K - 3, there is an emphasis on phonics, vocabulary, basic sight words, skill development, and comprehension. Grades 4 - 8 continue to develop and refine basic skills and emphasize critical reading, reading to learn, analysis, evaluation, and study skills. Students in grades 1-8 use the Accelerated Reader Computer Program to track reading level and comprehension. Language arts skills are emphasized and evaluated each year; improvement is tracked through the previously mentioned writing portfolio.

· Learning in the Academic Disciplines: Students have a variety of grade appropriate experiences in Science, Math, English, Social Studies, Health and Safety, Music, Physical Education, Art, and Computers. Concepts are taught visually, auditorally, and kinesthetically. We also use interdisciplinary learning. For example, students in grade four study plants in the school's land lab, read Sarah Plain and Tall, discuss pioneer life, and then use field guides to draw plants that they believe were in Sarah's environment. This combines lessons in Science, Reading, Social Studies, and Art. As is reflected in our mission, a high academic standard is maintained.

· Character Development and Ethical Judgment: Students receive thirty minutes of religious instruction each day. They also have experiences in ethical judgment and character development using the Quest program. Service to others is emphasized. For example, each class is linked to an organization such as a nursing home, hospice facility, or children's home. Students prepare cards and write letters to send to recipients. We also collect funds and products for local charities. Our Code of Conduct emphasizes both development of character and ethics. All aspects of the educational program emphasize character development and ethical judgment.

· Preparation for Life in a Complex and Diverse Society: The seven objectives documented in our Vision Statement (See Part IV) drive our selection of curricular experiences for our students. As Catholics, it is our belief that following the teachings of Jesus will best prepare our students to meet any of the challenges life has to offer. Therefore, at the heart of our curriculum is a focus on experiences which develop in students a keen awareness of God's presence in their daily lives, a growing relationship with Jesus and the community of believers, and a more profound understanding of His Church and its teachings. Among other spiritual activities, students participate in weekly Masses, bimonthly Eucharistic Devotions, and daily prayer and reflections on religious concepts. A strong academic program, providing students with the tools to appreciate and analyze the world God has created, flows directly from our belief that students rooted in knowledge of God are best prepared for life. Students explore the great diversity of God's people and cultures through the "Come and See" Mission Program, through charitable efforts such as the collection of care packages for the Mexican poor, through pen pal relationships with students from the Congo, and through a special continuing relationship with Fr. King, a missionary in El Salvador previously assigned to St. Albert's. Sixth grade students prepare an international "Country Fair" including reports and presentations on different countries, which is open to families and students in other grades.

· Appreciation for Democratic Values: Students annually experience the democratic process through student council campaigns (including speeches, posters, and buttons) and elections. Teachers draw upon this experience when introducing civics in Social Studies classes. Fifth grade students work in groups to design imaginary colonies complete with constitutions to further understanding of our democratic values. Eighth graders have the opportunity to visit Washington D.C. on a parent sponsored trip. Approximately 80% of students attend this trip.

· Participation in the Practices of Democracy and Community Service: As described above, students have a number of enriching experiences in the practice of democracy. They participate in a variety of service projects, including food, clothing, and toy drives. Volunteer mission helpers sort the collected items. Last year, one student collected over 600 cans of food. Students collect funds for local needy families and worthwhile organizations. Eighth grade students preparing for the sacrament of Confirmation are required to complete twenty community service hours.

· Development of Interpersonal, Technological, and Other Skills Valued in the Workplace: Students regularly work in assigned and self-selected groups to accomplish both large and small-scale projects, developing interpersonal and leadership skills as they do so. Students in all grades participate in public speaking exercises and written and oral communication activities. In grades five through eight, all students complete a written research project requiring the use of at least three different multi-media resources (books, on line Internet resources, and CD - ROM encyclopedia programs). All students attend regular computer classes and use the computer/Internet in the classroom. Students learn word processing, spread sheet, presentation, and data base programs. All eighth grade students complete a science fair project that requires application of the scientific method, analysis of data, and presentation of results.

Each of the areas of development, personal and intellectual growth, citizenship, and preparation for work and higher education are intertwined with our overall mission, which has as its root our Catholicity. These broad goals for student learning and development are equally addressed as an outgrowth of our overall focus on development of the entire child.

C2. How is your school organized to provide for differing student academic needs within the school's goals, priorities, and curriculum? As is described in A2, all students are mainstreamed and included. Every effort is also made to place students in classes that will best address their intellectual and social needs. All classes are heterogeneously grouped, except for eighth grade math classes, which are offered according to ability. Students are placed in these classes based on IOWA scores, teacher recommendations, and pre-Algebra test scores. Plans are in place to offer two levels of math instruction for the seventh grade during the 2001-2002 school year.

The top 20% of readers in grades 2 - 6 are offered separate instruction in enrichment reading. While these students are in daily enrichment reading, the remaining students benefit from more individualized reading instruction. Each year students are assessed for placement in enrichment reading using standardized test scores, teacher recommendation, demonstration of oral reading skill, and parental approval. Should students not perform to expectation, they are moved back into the classroom reading program. Similarly, students who were not previously recommended for enrichment reading may be offered the opportunity in the future as dictated by performance. Last year, seven students not originally in the program were offered the opportunity to participate, and five students originally in the program elected not to continue based on teacher recommendation. While formal evaluation of all students for this program occurs on an annual basis, individual students are moved into or out of the program on an as needed basis throughout the school year. In this way, student needs are addressed as quickly as possible.

Students in grades K - 5 who demonstrate extraordinary ability in math or other areas are challenged by weekly instruction by mobile unit personnel. However, these students continue to have the majority of their experience in the heterogeneous classroom. Similarly, students with remedial, speech, learning disability, and psychological needs are provided individualized instruction in the Auxiliary Services (mobile) unit while remaining in the classroom for the majority of the day.

Physically, the school is organized with K - 2; 3; 4 - 5; 6; and 7 - 8 each housed in a separate area. This allows for a sense of progression, ease of materials sharing, a sense of fraternity among the students, and age/grade level appropriate accommodations. Similarly, students are grouped as grades K; 1 - 2; 3 - 4; 5 - 6; and 7 - 8 for cafeteria and lunch recess times. Therefore, students enjoy age appropriate social interaction. Efforts are also made to grade level group students for assemblies, allowing for age appropriate program modifications. The school schedule is organized to accommodate the differing needs of each grade level. For example, students in grades 7 and 8 are offered back-to-back Computer Lab and Library instruction time to offer additional research time for class assignments. The Computer Lab and Library, while designed to allow for separate class instruction, are housed together as a Learning Resource Center. Students can use either one during unstructured time for multi-media project research. The librarian and technology coordinator work together to teach and assist students. Technology is used both in the lab and in the classroom to address individual student needs. Programs such as the Accelerated Reader Program, Math Blaster, Number Munchers, Word Munchers, and numerous others adapt to and track individual student progress.

Students are offered enrichment opportunities in music (instrumental and vocal instruction), writing (Power of the Pen and After School Authors), Greek Mythology, and through summer Computer Camp and Camp Discovery. After school and summer tutoring is offered as needed.

C3. How do you ensure that diverse learners (for example, students with disabilities, gifted and talented students, students with limited English proficiency, migrant students, and students placed

at risk) all have the opportunity to learn challenging content and achieve at high levels? Approximately thirteen percent of our students work with auxiliary personnel, including a speech therapist, four remedial specialists, a learning disabilities tutor, and an auxiliary secretary. Of these, 86% receive remedial or other assistance with 14 % receiving enrichment (this does not include those students working with auxiliary personnel in the Greek Mythology enrichment program). As described in A3, students are recommended for these services through a careful evaluation process, which may include the teacher, administration, auxiliary personnel, psychologist, and the parents. While benefiting from these services, students continue to work the majority of the time in their mainstreamed classroom. All students in the school study the same curriculum as directed by the Graded Course of Study. However, students with IEP's, while not experiencing a different curriculum, benefit from modifications in the method of instruction and/or workload. To date, consistent with the demographics of our community, no students with limited English proficiency have been enrolled. A full two-thirds of the 2000 graduating class enrolled in private high schools, with the remaining attending community public schools. Of the 47 students enrolled in private schools, many received academic or talent scholarships.

All students take standardized tests, however, scores for students with IEP's are sometimes excluded from total school reporting. Since 1995, all eighth grade students have been required to take the Ohio Ninth-Grade Proficiency Test. Our school passage rates continue to substantially outrank those of the local public school district and state. At no time has any student not passed at least one section of the test. The vast majority of students pass all of the sections on the first attempt. (See H5.)

The needs of our gifted and talented students are addressed in a number of ways. As discussed in C2, students are provided regular enrichment learning opportunities, including daily enrichment reading for many. A number of co-curricular enrichment opportunities are offered as described in A4. St. Albert faculty and administration work carefully to provide enriching experiences within the school day for all students. Students work with and are exposed to artists-in-residence and artists in all areas of artistic achievement (visual, theater, music, dance, and language), naturalists in the school's land lab, scientists, historians, missionaries, and motivational speakers addressing spiritual, interpersonal, intrapersonal, and intellectual needs. Over the past several years, teachers and administration have worked together to select such programs based on analysis of student needs within curricular context. Programs are typically selected up to a year in advance, and teachers and administration jointly prepare grant proposals outlining academic activities and assessment tools related to the assemblies. We have been most successful in achieving funding for such programs (see C5). Our focus on technology provides opportunities for students to challenge and enlarge their worlds on a classroom and individual basis. Finally, as part of the school's improvement plan, action plans have been established to develop an enrichment program to better service those academically talented students. Plans call for this program to be in place by 2003.

C4. What is the process for continuous curriculum renewal at your school? What questions about curriculum is your school currently addressing? The school's curriculum is directed and guided by the Diocesan mandated Graded Course of Study. However, within this framework, the school has the freedom and responsibility to determine how the dictated Pupil Performance Objectives will be taught. Each year, a different curricular subject is evaluated, and the Diocese approves a renewed Graded Course of Study. Most recently, the math curriculum has been reevaluated and established within the guidelines outlined in the new National Standards for Mathematics Education. A more in depth discussion of our Math program as an example of our curriculum renewal process is presented in C5. Similarly, the Religion, Art, and Social Studies curriculums have been renewed over the past few years. The Diocese has outlined a strategy for renewal of all subjects within a seven-year cycle as documented in the curriculum section of the Diocesan Handbook for Elementary Schools. Future renewal plans for 2001 - 2002 are for the Health and Physical Education curriculums, with renewal of Language Arts and Science curriculums to follow in 2002 - 2003 and 2003 -2004. To assist teachers with implementing the revised Graded Courses of Study, the Diocese provides strategy workshops for presenting the new coursework.

When selecting textbooks to assist in presenting material required in the Graded Course of Study, a team of those teachers responsible for that specific subject meets with administration to review available sources. Textbooks and series are selected to best meet the objectives outlined in the Graded Course of Study, as well as best meet the overall learning styles of our students.

On an individual grade level basis, curriculum presentation is adjusted based on student needs within the overall framework of the Graded Course of Study. For example, the Graded Course of Study requires that students learn the concepts of acids and bases in grade 6. Should the sixth grade science teacher find that students grasp and understand these concepts more quickly than anticipated (as documented through written and oral testing and teacher observation), he/she will supplement the instruction with enrichment activities on the topic. Conversely, the teacher will adjust the curriculum if the students do not demonstrate topic understanding, reinforcing previously taught material as needed.

The school administration and faculty review individual and summary standardized test results to indicate curriculum strengths and weaknesses. New ideas are brought into the curriculum through professional development opportunities as provided by the Diocesan Office of Catholic Education, in-services, workshops, and courses offered at local colleges and universities. Formal and informal parent satisfaction surveys are also used to assess curricular effectiveness in meeting student needs.

We have been fortunate to benefit from the Diocesan partnership with the Bruening Foundation. Annually, the foundation allocates funds to assist schools in implementing new curriculum programs. We have received $19,000 over the past two years to assist with our Religion, Art, and Social Studies curriculums. Funding is pending for our Math program.

C5. Successful schools offer all students opportunities to be engaged with significant content. How does our school ensure that students achieve at high levels in the core subjects?

a. English (Language Arts): The Language Arts curriculum at St. Albert the Great School recognizes that reading and communication skills are the foundation of all other learning. As defined in the Graded Course of Study, the Reading program begins in Kindergarten with readiness skills, alphabet and word recognition, and beginning sounds. Throughout grades K - 3 there is an emphasis on phonics, vocabulary, basic sight words, skill development, and comprehension. Grades 4 - 8 continue to develop and refine basic skills and emphasize critical thinking, reading to learn, analysis, evaluation, and study skills. Our library program, the Accelerated Reader Computer Program, and classroom reading incentives help greatly to motivate recreational reading. Emphasis is placed upon communication skills (writing, listening, and oral communication). Grammar and composition are blended so that students can practice using grammar skills and concepts in their writing. Students learn to speak in front of an audience, to listen actively, to write clearly and concisely, and to spell correctly. Legible handwriting skills are taught in the primary grades and reinforced in written work in all grades. As mentioned in A3, a writing portfolio for each student tracks individual progress and development in Language Arts skills.

Language Arts are integrated into all other curriculum areas, and learning activities are designed to incorporate all learning styles (kinesthetic, auditory, and visual) and touch upon the multiple intelligences. For instance, students in grade five sing the "Preposition Song" to assist with learning prepositions. Students in grade two complete a daily journal, answering questions and prompts that require critical thinking and introspective analysis. Kindergarten students are introduced to the "Letter People," eat foods related to the letter they are studying, and create art projects that tie to the alphabet (bubble blowing for letter "b", peanut art for letter "p", etc.). (See C1 for additional examples.)

Language Arts are at the center of the school's "Right to Read Week" celebration, which culminates in a themed multi-disciplinary Activity Day for all grades. (See D3.) A number of grants have recently been awarded to teachers seeking to creatively promote Language Arts skills. As a result, students have performed poetry with popular poet Ray McNiece, met with children's author Louise Borden, completed a unit on General George Washington including reading books and meeting with theatrical historian John C. Swartz, PhD., used the "Sing Me a Story, Read Me a Song" reading materials, and worked at a classroom creative writing center to complete shaped books. Specific computer activities have been developed for each grade linking technology skills with Language Arts. Fourth grade students use "Reader Rabbit III" to edit newspapers, fifth grade students use a web site based word of the day, sixth graders write journals to record their feelings when reading Call of the Wild, and seventh and eighth grade students use Hollywood software to write and edit commercial and talk show scripts.

Due to the importance of acquiring strong Language Arts skills to support all other learning, students demonstrating learning difficulties are offered early intervention as previously described. Similarly, students demonstrating advanced skills participate in the enrichment reading program. All students in grades 1 - 8 use the Accelerated Reader program (K students are offered this on an as needed basis). Excellence in Language Arts education is demonstrated through standardized test scores, proficiency scores, and achievement of students in outside competitions such as Power of the Pen. It should also be noted that a St. Albert graduate, Dale Maharidge, has been awarded a Pulitzer Prize for writing in the General Non-Fiction category. Mr. Maharidge has written that "I didn't know it then, but the school provided an excellent education. I trust this quality continues. I had teachers who were teaching things I was later presented in college. I always knew I wanted to be a writer. The seed was planted at St. Albert."

b. Mathematics: The mathematics program at St. Albert's follows the structure provided by the Diocesan Graded Course of Study. Basic computational skills and math concepts are emphasized throughout the K-8 program. Students are taught not only how to compute and problem solve, but they are also taught why. Geometry is taught in each grade level. Algebra concepts begin as early as grade three, and algebra is offered in eighth grade to those students who have mastered pre-algebra skills. Students progress to the next grade level when demonstrating understanding of concepts defined in the Graded Course of Study for the prior year.

Teachers employ kinesthetic, auditory, and visual techniques in conveying and practicing mathematics skills. Kindergarten students demonstrate patterning and counting skills when making bead necklaces for Halloween. They also graph letter sounds and participate in a 100th day celebration. During Activity Days, first and second grade students use math when cooking. Fourth grade students visit Jacobs Field (Cleveland Indians Stadium) to apply math skills to baseball. Fifth grade students use math principles in constructing and firing rockets. Sixth graders record data and graph daily results from the Iditarod Races using the Internet and newspapers as resources. Eighth grade students demonstrate graphing, measurement, estimation, and data analysis skills when preparing and completing their Science Fair projects. All students use manipulatives and apply math skills in the Science curriculum. The Student Council operates a school supply store and collects and manages a charitable fund. The school's Computer curriculum includes computer-based math experiences at each grade level. Technology is used to introduce, review, and assess student progress and understanding.

In grades K - 7, students are homogenously grouped for Math instruction. For those students exhibiting remedial or enrichment need in Math, additional instruction is provided by the auxiliary personnel. However, all students are mainstreamed for the majority of their Math instruction. In grade 8, two levels of Math instruction are offered to best challenge and meet the intellectual needs of our students. (As previously mentioned, we plan to offer two levels of 7th grade math instruction during the upcoming school year). Remedial/enrichment instruction continues to be offered on an as needed basis.

In the spring of 2000, all of the school's math teachers prepared and submitted a grant application seeking funding and support to enhance the school's mathematics program. A five point strategic plan was developed to meet the following three goals: 1) implement the new diocesan mathematics curriculum; 2) meet the new national standards for mathematics education; and 3) to improve student understanding and performance in mathematics. The five point plan involved the integration of Math with other subjects; providing kinesthetic experience in mathematics for introduction and review of concepts thereby improving student understanding; providing teachers with appropriate reference and resource materials and teaching aides to ensure that they are able to effectively convey mathematics concepts; providing opportunities for teacher training and growth to ensure adequate preparation of our teaching staff; and effective use of technology to support mathematics education. Specific materials and learning objectives were detailed for each element of this plan. Partial funding for this program has been received with other grant requests pending. Program implementation will begin in the fall of 2000. Although our students have consistently demonstrated high levels of mathematics achievement as is documented in our standardized test scores (See H 4), it is indicative of the caliber and interest of our faculty that they seek means of ever improving instruction.

c. Science: As in all other subjects, St. Albert's follows the Diocesan Graded Course of Study for Science. The program heavily focuses on kinesthetic experience, using the Scientific method. All students regularly complete investigative experiments and participate in data analysis. Laboratory kits are provided at each grade level to connect theoretical learning and kinesthetic experience.

In 1999, a team of Science teachers received over $25,000 in grants to restructure the school's science program to provide both indoor and outdoor kinesthetic and experimental learning experiences. Funding provided sophisticated and basic experimentation equipment and supported the development of the school's land lab. Students engage in observation and active study of the land lab on a periodic basis. Fourth grade students regularly work with a Cleveland Metroparks naturalist to explore and discover seasonal changes within the lab. Fifth grade students extend beyond the land lab and explore a nearby national recreation area and complete a pond study. Sixth grade students combine science lessons in the land lab with art instruction. Sixth graders also construct robots in their indoor science classes.

Students study physics, chemistry, geology, biology, health, and environmental sciences. Equipment with multiple level applications is centrally stored and available for use by all classes. Students in grades 7 and 8 conduct experiments in the school's science lab classroom.

All students are mainstreamed for Science education, with remedial instruction provided as needed. Students at all grade levels attend science oriented field trips, including visits to NASA, Lake Erie Science Center, the Cleveland Museum of Natural History and its planetarium, the Cleveland Metroparks Zoo, local farms and orchards, COSI (Center of Science & Industry), and the Cuyahoga Valley National Recreation Area. Students also attend science-oriented assemblies such as COSI on Wheels. Experimentation skills initially introduced in Kindergarten ultimately result in completion of an independent Science Fair project in grade eight. All eighth grade students are fully responsible for an independent Science experiment using standard scientific method and reporting of results. Students complete both written and oral presentations of their individual project. Interdisciplinary lessons in Language Arts, Computer, Math, and Science assist students with project completion. Of the seventy members of the 1999-2000 eighth grade class, twenty-one students participated in regional science fairs. In 1999, a St. Albert student advanced to the semi-finalist level in the Discovery Channel Young Scientists Challenge, a national competition. This placed her in the top 400 entrants nationally. Overall high levels of achievement are documented in the test results reported in H4.

d. Social Studies: A unified approach to social studies is taught at all grade levels, with specific course objectives as outlined in the Diocesan Graded Course of Study. Concepts from each of six disciplines are woven together and interrelated: history, sociology, geography, philosophy, economics, and political science. Grades K-3 focus on World Geography and Communities, grade 4 focuses on Ohio history, grade 5 on American History through the Civil War, grade 6 on World History from ancient civilizations through the Middle Ages, grade 7 on World History from the Middle Ages to Modern Times with an introduction to American History, and grade 8 on American History through today. As with all other subjects, all students are mainstreamed, with remedial assistance provided as needed.

A number of interdisciplinary experiences are tied to the social studies program. In 1999-2000, a team of administrators, teachers, and parents worked to create an interdisciplinary program using the arts to promote the studies of different cultures, geography, historical events and influential people to develop student understanding of the social complexities and injustices of our world. Program funding was awarded from two foundations, with additional funds secured through community partnerships with the local library and local business fund-raising programs, as well as a national award from Target stores. Three specific goals were met: (1) enhancing student understanding of our own society, other cultures and historical events through interactive experiences with artists; (2) using other arts experiences to provide understanding of the complexities of modern society, including issues of social injustices in our own and other cultures; and (3) providing students with visual and kinesthetic experiences to broaden their awareness of how geography impacts art, culture, and history. Students met with actor/author John C. Swartz, Ph.D. as General George Washington and read books and completed writing assignments about our first president; met with author Louise Borden who spoke to our students and promoted the literary arts through the examination of historical events; created silk sun catchers under the direction of artist-in-residence JoAnn Giordano who based the project on the ancient Chinese and Japanese textile tradition of silk painting with resist; enjoyed illustrated multicultural folktales with artist Bonnie Dolin; were introduced to steel drum music from many cultures by the "Caribbean Gold" percussion group; and enjoyed theatrical performances of American Tall Tales and Famous Ohioans.

On a more continual basis, the grant also provided for implementation of the Come and See! Columban Mission Education Program that provides lesson plans to discover social justice principles through an understanding of different countries. The program for each grade focuses on a different country, providing understanding of issues such as cultural similarities and differences, the contrast between the rich and poor, respect for other religions, world poverty, and world hunger. Students also are offered cultural and historical perspectives by studying videos such as Sounder, African Journey, Brother Future, To Kill a Mockingbird, and others. Students use new software including Encarta 98, the World Atlas and Almanac, the Complete National Geographic, the Children's Atlas of the US, and the Britannica CD to research famous visual, literary, and performing artists and their parent countries. Program funding also provided for the purchase of a number of Carmen Sandiego software programs to support the study of geography and world cultures. Finally, grade appropriate maps were provided for all classrooms.

Other activities support and enhance student understanding of Social Studies as well. Second graders reenact the First Thanksgiving, third grade students visit the Strongsville Historical Settlement, sixth graders visit "Amish country", seventh graders visit Pittsburgh, and eighth graders are offered the opportunity to visit our nation's capital. The sixth grade also prepares and presents an international "Country Fair" to the rest of the school with displays for a number of countries, much like a science fair.

e. The Arts: The arts program at St. Albert the Great school provides experience in the visual, music, theater, dance, and literary arts. Arts are recognized as a fourth "R," and interdisciplinary experiences using the arts abound, as discussed above. Discipline-based arts instruction is provided, particularly in the music and visual arts. Instructional lessons correspond with the National Arts Curriculum and the Diocese of Cleveland Curriculum. All students participate and are mainstreamed.

The school has a full-time music teacher for classroom music. All students in grades K-8 participate in music class. Classroom lessons include performing, music theory, music history, understanding of the basic elements of music, and music critique. Band, orchestra, and private lessons are available through the school's instrumental music program that has three instructors. Those students participating in band and/or orchestra perform in several concerts, with junior high students competing at the regional level. These students also perform at the school's annual arts show. A student choir is available for students in grades 4 through 6. Students in grades K-6 are offered the opportunity to participate in the parish Children's Choir as a co-curricular activity. Students in grades 6, 7, and 8 are encouraged to participate as song leaders in school liturgies under the direction and guidance of the Parish Music Director.

Because of our foundation as a Catholic school, liturgical music plays a crucial role in our students' musical experience. All students participate in song practice and liturgies that use music as a form of worship and expression of faith. Piano and organ accompaniment is student provided.

St. Albert's does not presently have a visual arts teacher. However, recognizing the importance of the visual arts, a steering committee comprised of administrators, teachers, parents, and Teacher Research Center personnel from the Cleveland Museum of Art was formed in 1996 to research, plan, and execute an Arts Appreciation Program for the school. The program, which includes quarterly curriculum connected parent presented art lessons, visiting artists from all artistic form (visual, dance, theater, music, and literary arts) including artists-in-residence, a monthly art question, a monthly art newsletter, art museum visits, art software, teacher training, an annual arts show, the display of fine artworks throughout the school, and other arts related experiences, has been recommended by Ms. Mary Ann Popovich (Director of the Cleveland Museum of Art Teacher Resource Center) to serve as a role model for other schools looking to start similar programs. A number of grants and parent donations have funded the program, and students have enjoyed visual arts residencies resulting in the production of a number of individual projects, as well as an 8' x 28' ceramic tile mural. All of the students, teachers, and staff worked with artist-in-residence George Woideck (and many, many parent volunteers) to design and create this 896 tile mural which graces the school cafeteria. The theme, "With Hands and Hearts We Follow the Footsteps of Jesus", exemplifies the school's mission and focus on service to others, academic excellence, and the importance of community. Mr. Woideck is scheduled to return as this year's artist-in-residence to work with students on individual clay projects. The visual arts program is also supplemented with the Diocesan approved SPECTRA program, a set of discipline-based arts education lesson plans including slides. Through the SPECTRA program, students learn art history, art production, art criticism, and aesthetics. It should be noted that we plan to hire a full-time visual arts teacher within the next few years, and have outfitted an art room to facilitate student learning.

As stated above, students are provided with experiences in dance and theater as well. This year, a grant was received to bring in Theaterworks USA from New York to perform A Christmas Carol for our students. Other programs have included a ballet performance of Peter and the Wolf, the Csardas dance group, and many others (see C5a, C5d). Students also perform and participate in a number of productions as they move through the school. Many reflect our strong beliefs in Catholicism. First graders annually present both Christmas and Easter pageants, and students in other grades dramatize other events based on our Catholic heritage. For example, third grade students present the All Saints Day celebration. Students also read dramas and perform them within their classrooms. The school has a puppet theatre that is used by students and teachers to dramatize stories. The librarian uses a number of story-telling props when working with the younger students. Finally, students attend a number of field trips to performing arts productions.

f. Foreign Languages (Optional): All seventh and eighth grade students study Spanish with a part-time certified teacher. Mrs. Kathy Dilger also teaches part-time at a local Catholic high school and presents material to our students with the intent of easing the transition to high school coursework in any foreign language. Students use a Spanish textbook, focus on basic dialogue and pronunciation, writing skills, and grammar. Interdisciplinary connections are established by providing students an understanding of the cultures, geography, and some of the history of Spanish speaking countries, particularly in Latin America and Mexico. Classes are enriched with guest appearances by a school parent proficient in Spanish, with close family ties to Chile. All students are mainstreamed for these classes and receive a letter grade for this coursework.

Students at other grade levels are also exposed to foreign languages. All students are introduced to Latin through liturgical music and chant. Teachers at various grade levels introduce foreign language into their curriculum. The reading enrichment class learns Spanish and French words as students read stories about other cultures. One kindergarten teacher teaches students the days of the week and the names of the months in Spanish. A second grade teacher takes lunch count in Spanish. A recent "Right to Read" celebration (see D3) that focused on a "Trip Around the World" had students learning words from many countries. Students are exposed to foreign languages and cultures as part of the sixth grade country fair presentations. Students are also exposed to foreign languages and cultures through the Arts Appreciation Program and through the Columban Fathers Mission Program. Actors using sign language recently performed at the school, thereby introducing students to yet another language form.

C6. What other content areas or programs play essential roles in your school wide curriculum goals?

a. Religious Instruction: As is stated in our mission, we strive to educate each child to become a knowledgeable Catholic. Our role as educators in our faith is first and foremost at all times, with the understanding that education of the whole child best enables our students to be prepared to do that work which God plans for them. Students receive religious instruction and/or participate in religious activities daily. Our Loyola University curriculum offers an excellent blend between a presentation of Catholic doctrine, how to live out the Gospel message, and a discussion of the importance of knowing and understanding our relationship to Christ and His commandments. The school attends Mass every Friday. Students participate in Eucharistic Devotions and private adoration of the Blessed Sacrament on every other First Friday in addition to Mass. Throughout the year, students have an opportunity to take part in class Masses, prayer services, mission appeals, daily prayer, Stations of the Cross, May Crowning, the praying of the Rosary, and Reconciliation.

Students in grade two prepare for the reception of the Sacraments of Reconciliation and Holy Eucharist throughout the school year. Preparation for the Sacrament of Confirmation occurs in the eighth grade year. These students participate in one-day retreats named Jesus Day and Spirit Day, respectively.

As the school works to meet its first goal of developing within all students a keen awareness of God's presence in their daily lives, a growing relationship with Jesus and the community of believers, and a more profound understanding of His church and its teachings, a number of objectives and action plans have been outlined and addressed. We are specifically working to strengthen and diversify the current methods of religious instruction to provide a more dynamic and spiritual evangelization of our students. We are working to ensure that all Catholic teachers of religion hold religious certification, improving knowledge and skills in religious instruction to nurture the faith growth of our students. Finally, we are working to increase the involvement of our parish priests in the religious instruction of students through a commitment of teachers to invite them to present lessons on specific religion topics. A number of our action plans have been successfully completed, with work continuing on others.

While classroom teachers generally provide religious instruction, parish priests and specialists teach some religion classes. Eighth grade students regularly work with the parish priests to learn doctrine. Priests interview students to ensure that they are ready to receive the Sacrament of Confirmation, and teach second graders to prepare them for the Sacraments of Reconciliation and Holy Communion. A special religion teacher discusses the upcoming Sunday readings with students in grades 3-6. Students also have lessons using the Columban Fathers Mission Program.

A number of programs are in place to teach the importance of service to others. All eighth grade students are required to complete twenty approved service hours in preparation for Confirmation. Each class is aligned with a service agency such as a nursing home and students make cards, send letters, and other items at school parties and on other occasions throughout the year. Student council sponsors a number of "dress-down" days to raise funds for charitable causes; last year they raised $1,900. Students participate in canned food drives (last year one student collected over 600 cans); create a mitten and hat tree; collect baby items for Templum House, a battered women's shelter; collect Halloween candy for the less fortunate; and have an annual toy drive at Christmas. Students also collect funds for the missions and participate in the collection of supply filled shoeboxes for poor families in Mexico. Students participate in the St. Jude Hospital Math-a-thon, last year raising over $6,000. Fr. John King, a former associate pastor working as a missionary in El Salvador, recently spoke to our students and provided global perspective on the needs of others. Ms. Mary Ann Lucarelli, kindergarten teacher and the Director of Religious Education, worked with Fr. King in El Salvador and sponsored a student drive for medical supplies for his mission. Students and families have responded most generously to these programs.

b. Technology: As discussed in Part IV, one of the school's main goals is to effectively integrate technology into the teaching/learning process by using it as a tool to collect, analyze, manage, and present information. Detailed objectives and action plans were specified to meet this goal as part of the school's recent accreditation process. These objectives were (1) to establish a technology improvement plan that will provide students and teachers with computer access; (2) to provide faculty and staff with appropriate in-service to effectively utilize technology as an instructional tool; and (3) to provide computer hardware and software in each classroom and instructional area (library) for the completion of teacher and student work assignments. To date, all of these objectives have been completed, with the understanding that the use of technology is an evolving process that requires regular reappraisal and continual training.

A 1999 purchase of 63 new computers, 11 new printers and associated hardware and software completed our computer upgrades resulting in the following: 36 new Internet/intranet linked computers are in the school's computer laboratory for student instruction under the guidance and direction of a full-time computer teacher. Each regular classroom has two Internet/intranet linked computers, at least one of which is also linked to the classroom television to allow for computer monitor viewing by the entire class. All specialists have one Internet/intranet linked computer except for the gym teacher, whose computer is not yet connected. Six computers are in the school's library, and the school's card catalog is computerized. At least one printer is available at each grade level, with additional printers available in the music and reading specialist classrooms. Eight computers are in the school's mobile unit for use by the school psychologist, speech therapist, remedial, disabilities, and enrichment teachers and tutors. Five Internet/intranet linked computers are used by administrative and office personnel. Other equipment includes a scanner, four digital cameras, and thirteen portable super disk drives. Funding for the described computer upgrades was provided through school and PTO funds; an anonymous, unsolicited gift of $100,000 by a non-parish member; and two foundation grants totaling $37,500.

More crucial to the technology program is the curriculum-connected use of these computers. Each grade has at least one scheduled computer time each week, with grades 3-5 attending twice weekly. Students are taught the keyboard and beginning skills in grades K-4. Students in grades 5-8 develop word processing, data management, and data base skills, and have problem solving and simulation experiences. Students in all grades participate in Internet projects. Student volunteers in grades 7 and 8 maintain the school's website. All students in grades 5-8 demonstrate effective research skills by completing a written project using at least three different multimedia resources (books, Internet sources, and CD-ROM encyclopedia programs). The Accelerated Reader Computer Program (see C5a) is accessed through each classroom as well as the computer lab. Teachers, students, administration, and parents often communicate through e-mail, with additional information conveyed through the school's website. Computers are used for school financial management/reporting, general reporting, and student/staff data.

For each subject area, specific curriculum-connected activities at every grade level have been defined to ensure that technology is fully integrated into the program of study. Use of computer programs to reinforce and teach assists teachers in meeting the individual needs of students, and with identifying student strengths, weaknesses, and understanding of material. Examples of curriculum-connected computer activities include: kindergarten students develop listening skills and visual comprehension using Bailey's Book House; first graders develop math skills including estimation, patterning, measurement, addition, subtraction, and fractions using Interactive Math Journey; second graders complete a report on a Sea World field trip using Read, Write, and Play; third graders exchange weather information with schools around the world and make comparisons at the World Weather Watch website; fourth graders explore Ohio History through the State Front Page website; fifth graders take favorite food surveys, set up spreadsheets, enter data, and create graphs using Cruncher and create slideshow reports on grassland animals using Hyperstudio; sixth graders solve word problems that incorporate everyday situations to help students understand the need for math skills in daily life using the What is Good Math? website; seventh graders write and edit commercials using Hollywood and work on Spanish grammar using a Web Spanish Lessons website; and eighth graders complete research projects using the Civil War Center website and discover transformational geometry using Tesselmania Deluxe.

C7. What requirements must be satisfied before a student is promoted to the next grade or level of schooling? St. Albert the Great School follows the Diocese of Cleveland Graded Course of Study to determine mastery levels required for promotion. These guidelines are based upon both national education standards and those set forth by the Ohio Department of Education, with mastery criteria above and beyond that set by those governing bodies. In this way, a challenging curriculum is ensured for all students, with the expectation that specific Pupil Performance Objectives are met in all curricular areas.

The Student/Parent Handbook clearly states the school's retention policy. The final decision to retain the child is made by the principal in consultation with the teacher and parent. The principal, after consultation with the teacher and parents (and with input as available from the school psychologist, remedial specialists, and other teachers who work with the child), makes the final decision as to the promotion of students. A child should be retained only if it is presumed that he/she will profit by it. As in all school decisions, the best interest of the child remains the focus.

Retention may be considered for the following reasons: (1) failure in 3 or more major subjects. The major subjects are defined as language arts, mathematics, social studies, and science. Failure in an individual subject is defined as receiving a grade of F for more than two quarters. Daily work should consistently show failing marks; (2) failure to master fundamental skills of reading in the primary grades; (3) retention for other good and sufficient reasons such as immaturity.

At no time will retention be a "surprise" to the student or parent. Because of the constant flow of communication between school and the home, students and parents are well aware of student performance levels on a continual basis. Every effort is made to assist and support students demonstrating difficulties in subject mastery. Only when it is in the best interest of the child is retention considered. It should also be noted that a thorough kindergarten screening process is used to try to ensure the success of all incoming students. Many times an additional year of development before school will eliminate difficulties in the classroom. Recommendations to enroll students in kindergarten are based on success in the screening process, interviews with or letters of recommendation from pre-school teachers, and the student's age. However, the parent makes the ultimate decision regarding kindergarten enrollment.

D1. How are teaching practices and learning experiences in your school consistent with current knowledge about successful teaching and learning? As described in our vision and our mission, the school exists to develop the entire child. We seek to provide each child the opportunity to grow according to his/her needs. It is our central belief that all children can learn and we tailor our programs to ensure that all learning styles and intelligences are addressed to the best of our ability. To ensure that our curriculum continually incorporates current research, all faculty members attend at least three school-sponsored in-services annually. One of these involves computer training, one on teaching skills (last year's was on learning styles and meeting individual needs in the classroom), and one is generally Diocesan-sponsored (last year was the Ohio Catholic Education Association Convention). These programs generally flow from our school goals and objectives. For example, one objective states the need to provide computer teachers with computer training. In-services have also been selected to assist us in achieving our school goal of meeting individual student needs. One of this year's in-services is on the use of manipulatives in the classroom, corresponding with the kinesthetic needs of our students and assisting with implementation of the new math curriculum. A second planned in-service will address alternative assessment strategies as we work to assist those students who struggle with more traditional methods. Annually, teachers are each given $500 and allotted two paid professional days to attend conferences, workshops, or college courses. Because of these efforts to continually train and update our teaching staff, students are regularly presented with new and fresh learning challenges to best meet their needs.

The school curriculum heavily focuses on meeting all learning styles. Several teachers have received grants to improve instruction to meet the needs of all learners: kinesthetic, auditory, and visual. The initial kindergarten screening assists in identifying specific learning style strengths and weaknesses for each student; that process continues as a child progresses through the school using teacher observation and student/parent input. Material is routinely presented using a variety of methods, for example, students orally recite math problems, visually read them, and then demonstrate answers using manipulatives. Constructivism, the tenant that students learn by doing rather than observing, governs our science program. Students in all grades perform kinesthetic scientific experiments, and use visual and auditory skills to report experiment results. Our focus on technology also supports the constructivism focus as students use technology to work interactively, collaboratively, and creatively. (See C6b).

Efforts are also made to address the multiple intelligences of all of our students. Musical intelligence is not only addressed in music class, but also as teachers incorporate song with language arts skills, particularly in the primary grades. The use of math manipulatives, physical education classes, and completion of hands-on independent and group projects addresses the bodily-kinesthetic intelligences of our students. For example, second grade students complete a "shoe box" community model and written report as part of their unit on the importance of communities. Linguistic intelligence is addressed through our formal language arts program, research projects, and written and oral discussions and presentations. Our math program is only one element that touches on logical-mathematical intelligence. Students also employ reasoning, problem solving, lateral thinking, and critical thinking skills in religion, science, social studies, computers, art, and language arts/reading classes. Spatial intelligence is addressed as we provide visual images of material through posters, three dimensional models, photos, artworks, overhead transparencies, videos, and computer screen images. Linking the classroom television to the computer to use it as a computer screen that can be seen by the whole class has helped us to address the needs of our visual learners. Cooperative learning projects, social events and experiences, service projects, and leadership opportunities address interpersonal intelligence. Intrapersonal intelligence is addressed through our religious education program, the Quest program, and student activities such as journal writing. Natural intelligence is accessed through the study of science, art, and religion as students develop an understanding of the beauty of nature and a respect for all God's creatures. The school's land lab plays an important role in this area. Because of our focus on our Catholicity, the school's programs daily address the spiritual intelligence of our students. Students pray, meditate, and are encouraged to develop a personal relationship with Jesus.

These methods of instruction have proven to be most effective, as is evidenced in our standardized test scores that consistently reflect high levels of achievement (see H4).

D2. In what ways do your teaching practices support student-initiated learning? All grade levels use developmentally appropriate student-initiated learning experiences. Primary grade students use centers to support learning. All grades have assigned homework, individual in-school work, and group projects emphasizing teamwork. Students in all grades make presentations that teach other students; with projects like those presented at the eighth grade Science Fair, the sixth grade "Country Fair", and the sixth grade robot display, the entire school learns from other students. Students experience cross-grade group learning (for example, seventh grade "buddies" work with kindergarten children), as well as peer group learning within the classroom. Because students are not tracked, students are provided a number of opportunities on a daily basis to work with others with different skill and ability levels. Collaborative work experiences are offered at all grade levels for nearly every subject.

Students have both formal and informal ways to be involved in decisions regarding learning experiences and use of class time. Dependent upon grade level, students are offered choices on assessment (for example, selecting whether to complete an essay or a multiple choice test), project topics and type (written presentation, oral presentation, three-dimensional project), whether or not to work with a group or as an individual to complete a project, selection of team/group members, and project materials used. When working on collaborative projects, students often make decisions on what project segments they will complete. They are frequently given "study" time, and are permitted to make decisions on how best to use that time. Students also make informal decisions on how to spend their recess period, what lunch items to purchase, and which library books they borrow.

Students are regularly engaged in real-life, problem-solving experiences. The Saxon math program in grades K-5 incorporates word problems from the beginning. The hands-on focus of the science program requires students to use the scientific method to solve problems and answer questions. Students in grades 1-8 complete research projects and present both written and oral results. Through student council, students experience collaborative leadership. Service projects engage students in real life experiences helping others. This is especially true for the eighth grade students that are required to complete 20 hours of service work in preparation for the sacrament of Confirmation.

D3. How are resources made available to teachers and students for gathering information and sharing the results of their efforts? The St. Albert the Great School library opened in 1961, when the school first started. In 1967, due to space constraints, the library was moved to an adjacent convent building. With building additions and renovations, the library was reinstated in the school building in 1988. However, as growth pressures continued, it became apparent that more space was needed. Our present library was constructed in 1998 as part of a 26,000 square foot school addition. The new library, measuring 46' x 63', is actually part of the school's 3,929 square foot Learning Resource Center which includes the computer lab as well. Library staff includes a full-time certified elementary/LD teacher (Mrs. Lisa Corrigan), one part-time aide (4 days each week), and 21 volunteers. Library resources include over 11,000 books, nearly 400 videos, 28 magazine subscriptions, 3 printed encyclopedias, 6 CD-Rom encyclopedias, over 200 filmstrip kits, audio cassettes, 4 circulating filmstrip projectors, 2 circulating TV/laser disc combination players, 2 circulating TV/VCR combinations (each classroom also has a TV and VCR), and 35 book props used for book presentations. Teacher reference materials and magazines are separately housed in the teacher's lounge area. Framed prints of famous artwork grace the walls of the library and are used as part the Arts Appreciation Program "Question of the Month". Both the card catalogue and the circulation system (bar code) are computerized, and through the Internet, our library is connected to the Cuyahoga County Library System's resources. The library houses six computers, one used for circulation, one for library management, and four for student use (card catalogue, Internet research, and CD-Rom research). All are Internet and intranet linked. It should be noted that each classroom houses grade appropriate library resources as well.

Students attend one formal library period weekly, during which time the Librarian instructs them on research skills. She also works closely with classroom teachers to insure that lessons are curriculum connected. Students in grades 3-8 have graded work that is included in their language arts evaluation. Grades 5 through 8 complete written research projects using print, Internet, and CD-Rom reference materials. The Librarian and the Technology Coordinator (computer teacher) work with the classroom teachers and students to assist with these projects. In grades 7 and 8, library and computer times are scheduled back-to-back, allowing for coordinated research in the entire Learning Resource Center. Students regularly present research results in written and oral form, with some projects presented on the computer (slide shows, etc.).

The library is open continuously from 8:30 am until 3:45 pm, allowing for 45 additional minutes beyond the school day for students to use its resources. Students may use the library at any time, provided they are not in other classes.

The Accelerated Reading Software is a valued part of our library and reading programs. Color-codes flag a book's reading level and its inclusion in the program. After reading the books, students take computerized tests that track comprehension skills. These tests, available in the library, computer lab, or classroom computers, are a required part of language arts grades, as are book reports. Students in grades 4 through 8 who read Newbery books and demonstrate comprehension through the Accelerated Reader Program or alternative testing are honored through the quarterly Newbery Lunch Bunch, a school sponsored lunch/breakfast.

Our school enjoys a positive relationship with the local public library. Community librarians make classroom visits and presentations, and our students are strongly encouraged to participate in community library programs. The eighth grade takes a field trip to the local community library in conjunction with the science fair projects. A recent joint funding effort resulted in having author Louise Borden visit both our school and the local public library.

One of the school's highlights is "Right to Read" week, a theme based celebration designed to promote reading. Past themes have included Roller Coasters, the Rainforest, Baseball, Space, Around the World, and March Madness (Basketball). Students compete to read as many grade appropriate books as possible, and the celebration begins with a kick-off assembly of interest to all students. For example, when the theme was Around the World, students attended a presentation by "world walker" Steve Newman, who shared his thoughts on literally walking around the world. The celebration's highlight is the activity day, in which students rotate from classroom to classroom to experience theme-based curriculum connected activities. The entire school is involved in this celebration that is coordinated by the library staff, with the assistance of school faculty, students, and parent volunteers.

Funding for the library and its programs comes from the general school budget (approximately $1,250 this year); the Birthday Book Club that had over 300 student participants last year which generated over $3,000; the annual Scholastic Book Fair which netted $4,441.41 in cash, new books, and supply vouchers last year; and used book and magazine sales. The recent library expansion was funded by PTO, school, parish, and grant funds. In 1999, as part of the expansion, over $10,000 was spent for the purchase of new books and book props.

On September 26, 2000, our school hosted the Northeast Ohio Diocesan Library Association annual meeting. We were pleased to share the results of our renovations.

D4. What technology applications are you using? How do they relate to your curricular goals and how do they support teaching and learning? As discussed in C6b, integrating technology into the teaching and learning process is a major school goal. For each subject area, specific curriculum-connected activities at every grade level have been defined to ensure that technology is fully integrated into the program of study. Successfully completed activities at each level have been documented in lesson plans and grant reports. The use of technology also assists us in meeting another major goal of the school, that of meeting the diverse needs of our growing student body by providing expanded facilities, increased resources, and differentiated instructional programs and strategies.

As previously discussed, the school has recently made significant financial investments in technology upgrades. Each regular classroom has two Internet linked computers with a connected television monitor to ensure that all students are able to view the screen. All students attend regularly scheduled computer class at least once each week, in addition to the time allocated for using computers in the classroom. Students receive computer grades and are expected to use the computers as part of their regular classroom work and assignments. Because all of our students are mainstreamed, all students have equal access to technology, given differences in grade level ability. For example, kindergarten students that are not yet fluent readers are unable to use the same software as older students. Grade appropriate software applications have been selected for each classroom and the computer lab.

Specific software applications include but are not limited to: Appleworks, Print Shop Deluxe and Companion, Bailey's Book House, Millie's Math House, Sammy's Science House, Interactive Reading Journey 1 and II, Interactive Math Journey, Read Write and Play, Treasure Storm Math, Read Write and Type, Carmen San Diego, - Jr. Detective, Treasure Galaxy, Reader Rabbit I, II and III, Dinosaur Adventure, Super Solvers Midnight Rescue, Cruncher, Animals! San Diego Zoo, Grammar Games, Where in the World is Carmen San Diego?, Gizmo's and Gadget's, Hollywood, Maps and Navigation (The Voyage of the Mimi), Outnumbered, Yellowstone, Wagon Train 1848, Tesselmania Deluxe, Science in Your Ear, and many others. Each grade also has specific curriculum connected Internet projects.

All classrooms are connected to the school's intranet and e-mail system as well as the Internet. Through the intranet, each teacher has access to all of the school's software, although they generally use only that determined to be grade level appropriate. All classrooms have word processing, database, and spreadsheet/graphing tools, as well as general print shop type software. Teachers also may request specific software just for their own classroom's use. With all classrooms networked, principal/teacher communications and teacher/teacher communications are often paperless. Many teachers also provide e-mail addresses to parents to enhance communication.

Technology is not only considered computer based. For example, teachers that recently worked on the school's math grant proposal wished to support mathematics training with technology including calculators and electronic quiz games as well as software. The school uses "older" VCR technology, overhead projectors, televisions, and CD, laser, and tape players to support learning as well. An automated telephone answering system, including voicemail boxes, and an intercom system support effective communications.

Teacher training in the area of technology is vital to the continued completion of our goals. To this end, (see D1), in-service training is provided each year, along with support and additional training on an as needed basis. The current student computer curriculum is structured to provide a building of skills to ensure appropriate knowledge on how to use the computer as an effective learning tool.

E1. What opportunities do teachers and other staff have to build professional community that enhances their collective capacity to work together to support student learning? The administration, faculty, and staff at St. Albert's have long recognized the importance of working as a team to support student learning and best meet student needs. A favorite saying is "TEAM: Together Everyone Achieves More". Each year, school begins with a staff retreat to remind all of the school's spiritual focus and to pray for God's help in achieving success in the new year for all of the school community. A number of days before school begins are also set aside for faculty and administration planning meetings during which the entire team meets to discuss changes and strategies for the upcoming school year.

Faculty meetings continue throughout the year on a bi-weekly basis. Meetings include discussions of upcoming events and scheduling, collective problem solving, committee reports, discussion of cross-curricular issues, measures of student performance and areas showing strengths and weaknesses, ideas for improvement, and other issues affecting the school community. Level coordinators (primary, intermediate, and middle school) meet each week with administration as part of the Administrative Team to make curricular, scheduling, and calendar related decisions as well as to discuss level specific problems and solutions. Coordinators then hold level meetings on an as-needed basis. Faculty members are encouraged to bring issues and problems to level coordinators at any time.

Curriculum committees are established to make curricular decisions by subject area (example: science, social studies, religion). The committee is comprised of faculty members that teach that specific subject area. These committees may review and make recommendations on new texts and series to be used to meet the requirements of the Graded Course of Study. Strategies on innovative new ways to convey material to students may also be presented. Faculty members work on other committees as well, for example, the discipline committee. Salary stipends have been awarded to committee chairs to recognize and reward such efforts.

Grade level teachers also meet, both formally and informally. Each grade level has at least one weekly planning period shared by teachers. This period, as well as before and after school meetings, is often used for group planning and problem solving by grade level on an as needed basis.

Faculty teams have worked on many cooperative grant efforts, most recently last year's math grant that involved all of the school's math teachers. Teachers regularly work in teams to create innovative new programs to best meet the needs of our students, and to secure funding accordingly. This Blue Ribbon application was itself a collaborative process.

Teachers are strongly encouraged to implement new techniques, and are provided resources to attend workshops and other continuing education programs. (See D1). They are also generally provided with resources for appropriate materials to implement ideas learned at such workshops through school and PTO funding. If funding is not readily available, teachers are encouraged to seek grant funding.

Finally, the staff as a whole periodically enjoys social events and is honored by parents during Teacher Appreciation Week. Events such as these contribute to the sense of companionship and camaraderie enjoyed by the staff, and promote a team mentality. An April 2000 faculty survey indicated overall satisfaction by teachers with one another and with other staff members, including the extent to which co-workers stimulated and supported one another in their work.

E2. How does a coherent approach to professional development for teachers and other staff ensure their ability to implement effectively the school's curriculum, instructional strategies, and support system? How do organizational arrangements, such as time and teaching assignments, and school norms and culture, make professional development a priority? St. Albert the Great School has long recognized the importance of professional development for its faculty and staff as a key component to the overall success of the school. In the School Improvement Plan generated as a result of the school's self-study (see Part IV), several specific actions plans have been directed to providing appropriate goal related professional development opportunities for the faculty and staff. Adherence to the plan ensures that teachers are given resources, both intellectual and material, to implement the changes necessary to achieve the goals of the school. The self-study involved a careful analysis of school data to determine strengths and weaknesses, and goals and action plans were developed accordingly, thus providing a vehicle for translating data analysis into a professional development strategy.

As described in D1, each year the school provides three scheduled in-services to improve teaching and technology skills, and, as curriculums are renewed, the Diocese offers workshops and training to assist with implementation (see C4). Funding is also provided for individual teacher development ($500 per teacher annually), paid professional "release" days, and substitute teachers. Teachers are provided with a number of professional journals to keep abreast of the most current research and ideas in education. All faculty and staff are encouraged to join and participate in professional organizations/programs. Finally, teachers are encouraged to apply for grants and scholarships to support developmental growth; last year three teachers were awarded Target Teacher Scholarships. Two teachers received grant funding to attend a conference.

One staff member acts as a Local Professional Development Committee liaison. The principal meets with individual teachers to help design a professional development plan based on both school and personal goals/needs. Teachers are expected to report to the LPDC on their progress in completing their approved plan. In this way, the school ensures that all teachers are seeking professional development opportunities that are in their best interest and that assist with meeting the overall school goals.

E3. How does the school tailor professional development and support to address the differences in career experience or professional responsibility? As described above, all teachers and professional staff, including administration, are provided a number of opportunities for professional development and growth. The LPDC system ensures that individual teacher needs/goals are met regarding professional development (E2). New teachers are likewise offered these opportunities, but they are also offered a formal and informal support system as they progress along the path to veteran St. Albert's teacher. Both the school and the Diocese offer new teacher orientations. New teachers are also asked to select a mentor teacher that they are comfortable with to work closely with, especially during their first year. The mentor teacher answers questions about policies, procedures, and other concerns, as well as offers teaching advice. The principal and assistant principal make routine classroom visits, and review and provide written evaluation of lesson plans. Formal class observations are made, including a pre-observation and post-observation meeting. Plans, goals, and written objectives for the observation session are discussed during the pre-observation meeting, and successful completion of those plans, goals, and lesson objectives including constructive criticism is offered in the post-observation dialogue meeting.

As discussed in E1, grade level teachers regularly work together, thus providing guidance and mentoring for new grade level team members. All teachers are provided with opportunities for committee work and faculty leadership, and level coordinators serve as part of the administrative team. Teachers are also provided opportunities to offer in-house professional development, as was recently demonstrated when one faculty member attended a Diocesan sponsored workshop with a nationally renowned mathematics education specialist. That teacher then shared information learned at a recent faculty meeting. All teachers are asked to evaluate in-services as they apply to teaching in a classroom setting.

E4. How does your school use the processes and results of student assessment, staff evaluation, and school review to support professional growth? How has teacher professional development improved teaching and resulted in higher student achievement and success? As discussed in E2, the school in-depth self-assessment process completed in 1998 directly connected an analysis of student assessment/performance and school review to the specific elements of professional growth. This process will be repeated beginning in 2003. It should be noted that a report on our progress with regard to the School Improvement Plan, including modifications, has been submitted to the Ohio Catholic School Accrediting Association as of October of this year. In addition, staff evaluation as described in E3 defines areas for individual teacher improvement. The principal also suggests specific workshops that may assist an individual teacher in addressing an area of weakness. In this way, professional growth is targeted to best match both the overall school needs and the individual needs of our faculty and staff.

Clearly, teacher professional development has improved teaching. One of the major goals of the school relates to our efforts to meet the individual needs of our students. As part of the School Improvement Plan, faculty received instruction on teaching to multiple intelligences through a "Brain Compatibility Teaching" seminar. Efforts to teach to specific intelligences and learning styles have been described in D1. Many school improvements, such of the development of the land lab, are directly related to teacher professional development efforts, both through formal workshops and through informal reading of professional journals and networking with other schools and teachers. The land lab was inspired through such informal development. What is most significant and demonstrative of the school's continued excellence in teaching and adaptability is the continued high level of student performance (see H4) despite an increase in enrollment of 31% since 1995-1996. Teaching excellence is also reflected in the teaching and school awards presented to our school and its students (see H8).

F1. How does leadership move our school toward its vision/mission? How is the instructional leadership role defined and implemented? How are resources aligned with goals? The school's mission and vision clearly drive the overall goals and decisions of the school. Each year in pre-opening staff meetings, the principal discusses at length the school's vision and mission with faculty to remind all of the purpose of St. Albert the Great School as an entity. That mission and vision were key in directing the school's self-assessment process and the resulting School Improvement Plan that outlines the school's focus and alignment of financial and other resources. Framed copies of the school's mission statement hang throughout the school, as a constant reminder to all members of the school community of what the school is all about. Each family holds a copy of the vision and mission that are found on pages 1 and 2 of the Student/Parent Handbook. The principal himself uses the vision and mission to guide what are sometimes very difficult decisions, always focusing on what is in the best interest of the child. Each year at Meet the Teacher Night, parish priests and the principal remind parents of the school's focus on first and foremost, development of each child's Catholicity and relationship with God, and the corresponding development of each child's God given gifts through academic excellence. The monthly newsletter regularly discusses the school's overall vision and its goals. This shared vision and mission is at the heart of what makes St. Albert the excellent school that it is.

One of the great strengths of the principal is his tremendous empathy and approachability with all community stakeholders. As a former St. Albert the Great teacher, former Assistant Principal, present parent of a St. Albert's student, PTO member, devoted Catholic, family member, and continuing education student himself, Mr. Brownfield has a direct connection with all members of the school community. His child-centered approach, tremendous work ethic, deep faith, and fierce dedication to the school make him a role model for students, faculty, staff, and parents alike. Under his direction, each student and staff member is acknowledged as a valuable and key part of the school community. Birthdays and accomplishments are publicly announced each morning, and he individually reviews and signs all student report cards each quarter. His strong leadership continues a tradition of excellence at St. Albert's. Under his leadership, work continues toward completion of the School Improvement Plan, which was completed with input from all community stakeholders. In this way, the school follows a detailed map as it works toward accomplishing its goals and meeting the high standards of its overall vision.

St. Albert's has been privileged to have Fr. John Viall as pastor over the past 24 years. Under his strong and much beloved leadership, the school has grown to its present enrollment of 816. Under Father's direction, the school plant has grown over 50% larger than its original size. Father also had the wisdom and foresight to begin the school's endowment fund that is now approximately $1.2 million. As CEO of the school, Father works closely with Mr. Brownfield and school personnel to ensure that the school is indeed following its mission. Father's commitment to Catholic education follows a long tradition started by our founding pastor, Fr. Anthony Winters. It should be noted that Fr. Winters actually had the school constructed and opened before the building of the church and the rectory, demonstrating that Catholic education was (and remains) a key priority of the parish.

F1a. Describe how the school develops its annual budget, and explain any special budgetary circumstances. Has the school operated on a balanced budget over the last three years? Indicate how the school communicates to parents, alumni and/or alumnae, and others facts about its financial management. The school's budget has two parts, one portion that is controlled and handled through the rectory, and the second that is handled directly by the school. Both elements are merged for financial reporting, resulting in one complete financial statement. This statement is then merged with the church financial statement and a final report is submitted to the Diocese for audit and review. A summary statement of the church's finances, including school income and expenses, is annually published in the parish newsletter. This combination of school and church reporting is necessary because of the tremendous subsidy provided to the school by the parish; tuition payments approximately cover only 45% of school expenses. This fact is clearly reported in the Student/Parent Handbook and is orally communicated to parents on Meet the Teacher Night. As described in the admissions criteria, all parents are expected to contribute both time and financial resources to the church/school. In addition, the school issues press releases for and publicizes all foundation grant funding in the school and church newsletters.

The portion of the school's budget that is handled by the school is funded through school fees, government auxiliary funds, PTO contributions, grant funding, donations, and a portion of the government mandated services reimbursement. The church receives all tuition payments, and handles all payroll, utility payments, and most of the school's capital expenditures, along with a number of other expenses. The pastor and principal jointly make all major school financial decisions.

The school/church has consistently operated on a balanced budget, except for those loans taken on to finance the large capital addition completed in 1998. These loans have been paid in full. It should be noted that the school also has an endowment fund currently worth approximately $1.2 million.

The school continues to focus on increasing teacher salaries, recognizing that private school pay is far below that of public schools. Efforts to increase salaries include slowly increasing tuition and increasing funds received by the parish. Now that the recent capital improvements have been paid in full, additional funds have been reallocated toward teacher compensation, with plans to continue that process.

At the same time, recognizing the financial burden on families of sending their children to Catholic school, every effort has been made to keep tuition rates as low as possible. Families receive a discount for enrolling more than one child, and our rates ($1,000 for the first child plus $125 enrollment fee) are far lower than many other schools in the Diocese. As previously discussed, this is only made possible because of the strong commitment of the parish and the pastor to support Catholic education.

F2. How does the school engage its internal and external stakeholders in leadership and decision-making? What is the relationship between the principal and stakeholders? In the school's self-assessment process, all major stakeholders were involved in the survey process. Team members including the pastor, school administration, teachers, staff, parents, parishioners, and community members analyzed the surveys and statistical data, including student assessment results. The team ultimately set the school's goals and defined the specific School Improvement Plan accordingly. As discussed previously, St. Albert's is presently in the second year of this five-year plan, having completed a number of components to date.

In an April 2000 survey, once again students, teachers, and parents were encouraged to honestly provide an assessment of how well the school was meeting its goals and accomplishing its mission. The overall results, while indicating some areas for improvement, indicated a high level of satisfaction with the school and its programs. These results were immediately used to make improvements, including an increase in school security measures. Survey results were published in the June 2000 School Newsletter.

Faculty members recently worked to complete a revised Student/Parent Handbook that was distributed to all families in August 2000. The team reviewed and renewed school policies. Parents and faculty also work together on school committees that affect school policy and decisions. Such committees include the PTO board that makes financial decisions regarding PTO funds, the Education Committee which researches and responds to parents' concerns regarding the school's educational practices, and the planning committee to be established to develop the school's Enrichment Program Plan as outlined in the School Improvement Plan. It should be noted that the PTO funds are a significant part of the school's budget, having raised over $118,000 last year. PTO board members also provide a number of extracurricular activities for the school, as does the Athletic Board. Teachers work on a number of decision making committees (see E1), and students make decisions as members of Student Council.

Parents and staff are encouraged to attend the PTO sponsored open forum during which time the pastor and principal orally respond to previously submitted questions. The forum acts as a springboard for additional discussion and provides for an effective group meeting to address school problems and issues. As a direct result of the last forum, the school instituted a parent requested uniform change.

All stakeholders are strongly encouraged to contact the principal, pastor, or teacher with concerns. The principal promises to return phone calls within 24 hours, and is frequently seen meeting with students, parents, teachers, community members, and staff. The school takes very seriously its stated mission to act as copartners with parents, always responding to act in the best interest of the child. The tremendously high level of parental involvement attests to the school's success in meeting its mission.

F3. What kind of participatory school improvement process operates at your school? How did your school prepare its Self-Assessment for the Blue Ribbon Schools Program and how did this initiative relate to other school improvement and planning efforts? As discussed previously, the school Self-Assessment process used was that completed for the Ohio Catholic School Accrediting Association. This process resulted in the current School Improvement Plan. A school status report on that plan, including modifications, was submitted to the Association as of October 1, 2000. The self-assessment process is scheduled to begin again in 2003, upon completion of the current plan.

The school's faculty democratically decided to apply for the Blue Ribbon Schools Program. Teachers then volunteered to work on the application, with the primary writing to be completed by a team of one teacher and one parent. The parent volunteer had written and managed a number of the school's grants and had been part of the self-assessment team, and was therefore familiar with many aspects of the school. The teacher/parent team used information contained in the newly revised handbook, grant applications, and the School Improvement Plan and self-assessment to initially write draft responses to several of the application questions. The full team then met to discuss unanswered questions, and carefully reviewed those questions already completed. A number of changes and clarifications were made based upon teacher and administration recommendations. Finally, the completed document was again reviewed by the entire team and by the Diocesan superintendent before submission. Thus, this document represents the cumulative efforts of a large, dedicated team. One of the outcomes of this process is the documentation of the "feel" of the school. This document will become part of the new teacher orientation process as it provides a valid and in-depth picture of those elements that most contribute to our success as an educational organization.

F4. How does our school leadership use the most current information about education to promote continuous improvement in your school? How does such evidence influence decision-making? Through the process described in C4, curriculum renewal including current information occurs on a regular basis. In-services and other professional development opportunities (see section E) continually bring fresh ideas to our faculty and staff, which, as described earlier, they are encouraged to implement. Data is analyzed on a continual basis, including assessment scores, survey results, and other general school data. For example, IOWA scores are looked at on an individual basis, on a question-by-question basis, as a class, as a grade, and as a five-year trend for the school. This analysis assists in determining how to best meet the needs of individual students, as well as how to improve our overall instructional strategies. Outside evidence is used to improve school programs, for example, new national and state standards, Diocesan content revisions, and new teaching techniques were used as a basis for planning the math improvements (see C5b) currently being implemented. The new Religion curriculum's focus on social justice is directly derived from current Diocesan and Church teachings. The technology program provides clear evidence of the use of current educational tools and information being used to improve the educational process at the school. Finally, the School Improvement Plan itself is evidence of a confirmed effort to analyze data and translate results directly into continuous school improvement, including decisions on applications of both financial and non-financial resources. An analysis of community data, enrollment projections, and financial information drove the decision to increase the capacity of the school.

F5. As you reflect on the last five years, what conditions or changes have contributed most to the overall success of your school? Many changes have impacted the school over the past five years. The most significant factor contributing to the school's success is the overall commitment of administration, faculty, staff, and parents to work together to achieve our vision and mission. The school has maintained excellent educational standards (see H4, H5) even with the pressures of a 31% increase in enrollment and its associated logistical changes, a dramatic increase in physical plant, an increase in numbers of faculty and staff, and the changes in leadership experienced by the school. It is far easier to remain a school of excellence in times of stability; St. Albert's has improved its excellence in times of great change.

The school's focus on meeting the individual needs of our students and on technology, both of which are defined as major goals, has greatly changed and improved the quality of education over the past five years. Aides have been added to the K-3 classrooms, changing teaching dynamics and providing for more one-on-one student interaction. Students now use the Internet and complete computer projects, researching and communicating with a world far beyond our school. Specific action plans in these areas have been defined in the School Improvement Plan based on our self-assessment.

Strong leadership provided by Fr. Viall, including his decision to name Mr. Brownfield as principal, has enabled the school family to excel in times of great change. Mr. Brownfield has guided an excellent teaching staff to achievement, encouraging and supporting teachers in their efforts to assist each child to best use his/her God given talents, which is really what St. Albert's is all about.

F6. How has the school integrated technology to improve management and program efficiency and effectiveness? As described in C6b and D4, technology is used in all classrooms and in the school office. The principal's "Notes for the Week" are sent to each teacher via e-mail; teachers, staff and administration use e-mail for both internal and external communications; school finances are managed using the computer; and a student and teacher database is maintained for key information. Portions of this data are shared with PTO personnel to facilitate publication of the school directory and management of fundraiser volunteers. Many teachers record and average grades on the computer, and the school is moving toward complete computerization of grades and report cards. The school's website and e-mail address provide vehicles for school and community communication. Use of the computer has assisted with data analysis, graphing of assessment scores, and management and reporting of survey results. Teachers and staff have been provided with technological education and support, increasing their understanding of how the computer can be used to improve efficiency. With continued education and familiarity, we anticipate that many more uses will be found for using the computer as a management tool.

F7. What do you consider the major educational challenges your school must face over the next five years, and how do you plan to address them? The major educational challenges we face are identified through the cyclical accreditation process. In 1998 (see Part IV) we identified the following goals: (1) to develop within all students a keen awareness of God's presence in their daily lives, a growing relationship with Jesus and the community of believers, and a more profound understanding of His church and its teachings; (2) to effectively integrate technology into the teaching/learning process by utilizing technology as a tool to collect, analyze, manage, and present information; and (3) meet the diverse needs of a growing student body through expanded facilities, increased resources, and differentiated instructional programs/strategies. Specific objectives and action plans were developed for each goal, with plans for completion by 2003. At that time, the accreditation process will begin again.

To date, we have successfully completed goal 2, including establishment of a technology plan, providing faculty with technology related in-services, and installation of hardware and software in each instructional area (see C6b and J2). We have partially completed goal 1, including strengthening and diversifying the current methods of religious instruction, increasing the number of faculty members holding religious education certification, and increasing involvement of our parish priests in the student religious instruction. Our greatest challenge remains in accomplishing goal 3, which we anticipate will continue to be a goal in the next assessment cycle. To date we have implemented vehicles to differentiate instruction and curriculum to meet individual student needs, including setting up the Individual Assistance Team (see A1) and adding classroom aides in grades K through 3. We have completed construction of a 26,000 square foot addition of nine large classrooms, a library, computer lab, and cafeteria and installed a new, larger mobile unit closer to the school for our auxiliary services.

Specific action plans to address the remaining goal elements will be completed by 2003. These include (Goal 1) creation of an on-going vehicle for after school activities that nurture religious values, and continuation of religious education certification for faculty. For goal 3, we plan to develop a school wide guidance plan including the addition of a guidance counselor and a guidance program evaluation process; development of a middle school concept for grades 6 through 8 offering additional levels of curricular instruction to best meet student needs on a subject-by-subject basis; development of a cross-age reading tutoring program for grades 1 through 4; development of a five-year plan to expand the school's funding base; and development of an expanded enrichment program.

G1. What are the goals and priorities of your school, family, and community partnerships? How have your school and community both improved as a result of these partnerships and how did you measure the improvements? It is most evident that the school's vision and mission to serve our students ultimately serves the community. The school's mission drives the goals and action plans, and working as a partner with our families and community is key to the success of the school. Parents are truly viewed as copartners in the educational process. Parents, parishioners, and other community members were actively involved in the school's self-assessment, and provide ongoing support. At all times, the goals and priorities are to serve the needs of the students, such that they will develop into contributing members of the Catholic and general community (see Part IV).

Partnerships are not only financial, but also involve personnel and resources. For example (see C5e), a partnership with the Cleveland Museum of Art resulted in our school's Arts Appreciation Program. The Museum regularly refers individuals to our school, asking that we share information on how to start such a program in other schools. Our partnership with the North Royalton Community Library resulted in both groups enjoying visits with author Louise Borden (see D3 and C5d). Numerous other partnerships exist. In fact, the level of parental and community involvement was a significant factor in being named one of 1,000 Outstanding Schools by Target Corporation in 1999.

G2. How does your school involve families in their children's education? By the very nature of our admissions criteria (see Private School Addendum), all families are actively involved in their children's education. It is a specific requirement that all families actively volunteer with the school, church, or athletic programs. Parents are offered many vehicles for school volunteering as defined in the Student/Parent Handbook. Parents work with the PTO, the Education Committee, the Arts Appreciation Program, the Athletic Boosters Organization, the Music Patrons Organization, as library assistants, doing routine tasks for teachers, provide clerical assistance, aid in routine monitorial tasks, aid in tutoring, supervise field trips and parties, aid in the computer lab, and assist with art lessons in the classrooms.

Effective communication is maintained with parents to ensure that they are abreast of the needs, talents, and performance of their children. Report cards, interim progress reports, parent-teacher conferences, newsletters, and other general communications are used to ensure that parents and teachers work together in the interest of the student. Parents are encouraged to contact teachers and administration with all concerns, and teachers correspondingly contact parents with issues and concerns on their end. Learning at home is facilitated with homework, teacher suggested activities and reading lists, and parent educational opportunities such as the annual Kindergarten Reading Meeting, Sacramental Preparation Meetings, the school's open forum meetings, and outside speakers. The parental role in the child's education is addressed and valued, and the level of parent involvement and interest is reflected in the school's Meet the Teacher Night participation, which typically is close to 100%. Parents are involved in key decision-making as described in F2. Parental support and assistance is described in G3.

G3. How does the school support the needs and concerns of families? As part of the school's self-assessment, families were surveyed to determine specific needs and concerns. The school improvement plan outlines a number of activities designed to meet those concerns. For example, the school cafeteria was built in response to parental request for on-site hot meals. The school offers health services, including hearing, vision, and scoliosis testing. Under very specific guidelines, health personnel will administer medication under parent/doctor's orders. Social services are provided through the school's auxiliary personnel (see A2). On-site before and after school care and hot lunches and beverages are available. Systems are in place to provide for transportation most convenient for the parents, including busing, car drop-off and pick-up, and walking. Parent meetings (see G2) are held during the evening, to best accommodate the majority of working parents. Conferences are scheduled at mutually agreeable times between parent and teacher. The school's assessment process and use of surveys continues to provide for reevaluation of how to best meet the needs and concerns of families.

G4. How are educational resources in the school and the community used to extend learning opportunities for students, teachers, and families? The school continually uses community resources to enrich student learning, staff development, and family education. Numerous examples have been discussed in A2, A4, C3, C5, C6, D3, D4, E1, E2, E3, E4, F1a, F4, G1, and G2. The school also provides access to its facilities for other community and parish functions. The Parish School of Religion (PSR) uses school classrooms at night. The gymnasium is used as a Diocesan center for basketball, volleyball, and wrestling, thereby impacting families in an eight county area. The gymnasium and sports fields are used for supervised youth and adult/senior recreational programs. The Learning Resource Center is used as a training facility for Diocesan sponsored teacher education programs. The school works cooperatively with the North Royalton School System to provide resources that benefit all of the community's students.

H1. What is your school's overall approach to assessment? How do your methods align with our educational vision/mission and curriculum? What questions about assessment is your school currently addressing? St. Albert the Great School personnel believe that all children can learn and approaches assessment according to this belief. On-going assessment involves student demonstration of concepts learned, including written and oral testing, project work, or kinesthetic presentations. Student portfolios are used to track progress in writing skills. The Accelerated Reader computer program tracks reading level and comprehension. As described in our vision, we seek to guide each child to attain the greatest possible development according to his/her needs and potential. As a result, some modifications in assessment type are offered to students on an as needed basis. The school uses standard assessment tests in addition to classroom assessment, including the Iowa Tests of Basic Skills and the Cognitive Abilities Tests. State mandated Proficiency Tests have been taken in grade 8 up through last year, however, they are no longer offered. A long list of tests are available through auxiliary personnel, including the Arizona Articulation Scale, the Peabody Picture Vocabulary Test, the WORD test, the Lindamood Auditory Conceptualization Test, the Woodcock Reading Mastery Tests, the Detroit Tests of Learning Aptitude, the Diagnostic Achievement Battery, the Piers-Harris Children's Self-Concept Scale, the Achenback Behavior Rating Scale, the Beck Depression Inventory, the Bender Gestalt, and many, many others. The school is presently reviewing assessment techniques, and is pilot testing child-centered conferences in grade 4. The school also plans to offer an in-service on alternative means of assessment this year in keeping with our goal of meeting the individual needs of our students (see D1).

H2. How do you use assessment results to understand and improve student and school performance? How are data used to influence decision-making? As discussed in E4, F2, F4, and F6, student assessment data is analyzed and used to direct the school's effort toward self-improvement. Correspondingly, data is used to determine resource allocation and focus, as defined through the school improvement plan and individual professional development plans. For example, an analysis of IOWA scores led to the school's decision to expand the Saxon math program to the lower grades in a direct effort to improve performance. Test scores did improve. As a direct result of the state's requirement for science proficiency testing, the school purchased SKITT kits for all grade levels to provide hands-on science experiences. Data is also used, as previously discussed, as a factor in determining student readiness for enrichment and/or remedial programs. Standardized test scores are one factor in determining placement in the enrichment reading program. Students scoring in the lowest three stanines on the IOWA's are automatically offered the opportunity for remedial assistance working with auxiliary personnel.

H3. What assessment data are communicated to students, parents, and the community? What are the purposes of these communications? How does the school ensure that these stakeholders understand the standards for judgment and the meaning of the data? All parents and students are provided with individual student data, and are offered the opportunity to discuss individual student performance with faculty and administration. This data includes regular school assessment (report cards, progress reports, etc.) and results of standardized tests. As stated in the school's mission, parents are considered copartners in the educational process. Individual assessment data is shared with parents to ensure that the child's needs are best met through the cooperative efforts of both school and home. Overall school and grade level performance on standardized tests is proudly announced in the school newsletter, along with general commentary as to the meaning of such results. Discussions of the school's achievements are also made at the parent forum (see F2) and at Meet the Teacher Night, with explanations offered as to how our achievements meet our goals.

H4. What standardized norm-reference tests developed on the national, state, or district level has your school given in the last five years? What are the results for the last five years? Results of the Iowa Tests of Basic Skills are reported in the Tests Assessment Data section at the end of this document. These tests are administered to our students in grades 1, 3, 5, and 7. Over the past five years, only three students have been excluded from reporting; two were excluded due to having IEP's and one was excluded due to prolonged illness. Both students with IEP's did take the IOWA tests. The student with the prolonged illness was unable to complete the IOWA's, but was assessed using written and oral testing of coursework, including that completed at home. Student results have consistently shown high levels of achievement, with virtually all Composite Scores at or above a NCE of 64. Average NCE's across all tested grades over five years are as follows: Composite (66.2); Reading (65.3); Language (69.0); Math (66.5); and Core Totals (66.7). No significant patterns of increases or declines have been observed.

H5. What criterion-referenced tests do you use? What are the results for the last five years? Results of the State of Ohio Ninth-Grade Proficiency Tests are reported in the Tests Assessment Data section at the end of this document. No student is excluded from testing. Student results have consistently shown high levels of achievement. Over the past five years, an average of 87.2% of our students have passed all five sections of the test, which must be completed before high school graduation. (Grade eight is the first opportunity that students have to take these tests). This compares to an overall average passage rate of 62.4% for the North Royalton Public School District (the public district in which our school resides) and 45.3% for the state of Ohio. Over the past five years, on average, an additional 9% have passed all but one section. No significant patterns of increases or decreases have been observed.

H6. What alternative assessments of student performance do you use? As discussed in H1, standardized tests represent only a small portion of student assessment data. On-going student performance assessment includes written and oral testing, project work, and kinesthetic presentations. Interactive computer software measures student performance. For example, the Accelerated Reader program tracks reading comprehension skills and levels. Student portfolios are used to track development of writing skills. Auxiliary personnel use a number of diagnostic tests. High levels of student performance are indicated through student, school, and staff awards (see H7). We are presently reviewing and testing alternative methods of assessment to better assist all of our students, including child-centered conferences (see H1).

H6a. What number and percentage of your students have been expelled or asked to leave the school? Develop a categorization of reasons for involuntary departure and indicate the number of students in each category. Over the past five years, five students have been expelled, an average of 0.14%. All were asked to leave due to inappropriate behavior/discipline problems. Every effort was made to assist these students. These students, with parental involvement and consent, signed behavioral contracts that were then violated. Only after many attempts at behavior modification, including counseling, were these students expelled. It should be noted that no students were expelled in 1999-2000.

H7. What are the data for the past five years in the following areas that serve the quantitative indicators of school climate and engagement?

Data from previous years is not available. Attendance of both students and staff has never presented a problem, and school total records have not been retained for this reason. Total individual days off are recorded on student and teacher permanent records. Teacher turnover has remained low, with 5 teachers serving at the school from 5 to 10 years, 6 from 10 to 20 years, and 3 for over 20 years.

H8. Which awards by your school, staff, or students are most indicative of school success? St. Albert the Great School, staff and students have won many awards in a variety of areas, continuing to attest to the overall excellence of the school. In 1999, Target Corporation named the school one of the 1000 Outstanding Schools in the nation. Ms. Lucarelli was named the Cuyahoga County Special Education Teacher of the Month in December 1998. Fr. John Viall received the Diocesan Outstanding Pastor Award in Appreciation of Exemplary Service to Catholic Education (1991), and three teachers, Ms. Lucarelli (1991), Mr. Brownfield (1991), and Ms. Gawlik (1990) received Diocesan Outstanding Teacher Awards. In 1990, former principal John Krupinski received the Diocesan Outstanding Principal Award. (The Diocese discontinued this awards program in 1992). In 1999, a St. Albert student advanced to the semi-finalist level in the Discovery Channel Young Scientists Challenge (see C5c). In 1994, our seventh grade Power of the Pen team placed first in the District Tournament. Numerous other awards have been presented to our students for performances on the national Mythology exam, in regional music competitions, and in athletic tournaments.

a. Vision and Planning: The focus on technology at St. Albert the Great begins with the overall vision and mission of the school. As described earlier, the 1998 self-assessment process resulted in the formulation of three major school goals, one being "to effectively integrate technology into the teaching/learning process by utilizing technology as a tool to collect, analyze, manage, and present information". Three specific objectives were outlined: (1) to establish a technology improvement plan that will provide students and teachers with computer access; (2) to provide faculty and staff with appropriate in-service to effectively utilize technology as an instruction tool; and (3) to provide computer hardware and software in each classroom and instructional area (library) for the completion of teacher and student work assignments. Detailed action plans were designed to meet these objectives, and work began to meet the overall goal.

An initial Technology Plan was completed for the 1997-1998 school year with detailed plans through 2001 and long range plans thereafter. The plan included a school profile, vision statement, mission statement, technology needs assessment, implementation plan, professional development plan, maintenance plan, funding plan, and evaluation plan. This plan provided an initial blue print for the school's technology implementation.

In April 1998, using this plan as a basis, the Technology Coordinator, Mrs. Debbie Heinz, along with Mrs. Lisa Corrigan, school Librarian, applied for and received a $20,000 grant toward completion of the school's Learning Resource Center (combined library and computer lab). Total project cost was approximately $128,000, with nearly $89,000 funded from the PTO, $6,000 from the school's budget, and $13,000 from the parish. Detailed learning objectives were explicitly defined to meet the specified goals of (1) providing students with new learning experiences, both active and passive, that will prepare them for success in an information age and ensure that students and staff are discriminating users of information and technology; (2) provide students with new learning experiences, both active and passive, that will encourage a life-long love of reading and learning; (3) continue to provide students with those learning experiences that are available using the current library and computer facilities; and (4) to provide students with guidance and assistance in the use of the center's resources. Goals and objectives were successfully completed as planned by December 1999.

The next year, Mrs. Heinz, working collaboratively, updated and revised the school's original technology plan, shortening the timetable for completion of school goals. This plan guides us still, with goals defined through 2001. In early 1999, Mrs. Heinz approached school management with a plan to complete the full computerization of the school. Total project cost was projected to be approximately $124,000. Father Viall gave his blessing on the project, and proposed that rather than take two years for project completion due to funding restraints, that funds be borrowed from the endowment fund by the PTO, with the understanding that it would be paid back in full over two years. PTO approved this proposal, and St. Albert's approached the McGinty Foundation for $35,000 toward the project in April 1999.

Specific and detailed curriculum connected learning objectives and activities using both Internet and CD-Rom software were outlined for each grade level. A grant was awarded in the amount of $17,500 for the project, and work began with the expectation for full school computerization by August 1999. At this time, much to our surprise and delight, a non-parishioner made an unsolicited, unrestricted, anonymous gift in the amount of $100,000 to the school. It was immediately decided to use these funds in lieu of borrowing from the endowment fund. Total project costs were finalized at approximately $123,000, with $100,000 from the gift, $17,500 from the foundation, and approximately $5,500 from the PTO. The final grant report filed in June 2000 showed successful completion of all plans, with the school now fully computerized. More significant than the installation of the hardware was the careful foresight and planning used by the school, under the direction and guidance of Mrs. Heinz, to ensure that appropriate learning activities would actually be completed. The plans also provided for appropriate teacher training on the use of the new classroom technology, thereby assuring that the computers would not sit unused.

In December 1999, Mrs. Heinz announced that her husband had accepted a promotion out of town and that in June 2000 she would be leaving the school. After careful deliberation, Mrs. Heinz proposed that Mrs. Kathy Zamborsky, a fourth grade teacher at the school, be considered as her replacement. Fr. Viall, Mr. Brownfield and Mrs. Zamborsky agreed, and Mrs. Zamborsky, whose background includes not only teaching but also business, worked with Mrs. Heinz to assume her role as Technology Coordinator. Because of careful planning and a clear, articulated vision held by the school, Mrs. Zamborsky was able to step in and continue the marvelous work initiated by Mrs. Heinz. As a result, St. Albert's now has state of the art computerization, with Internet access in each classroom, a school-wide intranet, a school website and e-mail, specific curriculum connected learning centered activities using the Internet and computer software for each student, and a trained faculty and staff. Careful planning also enabled us to successfully complete the technology components of the school's improvement plan, which was the result of the collaborative efforts of administration, faculty, staff, parents, and community members.

Mrs. Zamborsky's goals for this year include furthering the technology plan to adjust for new technologies, continuing the professional development of the staff, bringing new and creative ideas for using the computer as a tool in the classroom, and assisting parents through a home and school computer connection. For example, Mrs. Zamborsky plans to sponsor a parent education program on Internet safety by FBI personnel. It is most evident that the technology plan will be a key element to ensuring that technology is an effective tool in the education of St. Albert the Great students.

b. Instructional Integration: As described above, the careful planning of technology usage has ensured that computers are used in cross-curricular activities for each grade level. At all times, acquisition of technology was driven by a defined need and corresponding student assessment. Students in all grades use computer software and engage in Internet projects. With computer monitors linked to the television screens in each classroom, teachers are able to use the computer to involve the entire class, thereby providing visual learners with additional stimuli. All students in grades 5-8 complete research projects using Internet, CD-Rom, and printed resources. Specific projects are detailed in sections C6b and D4 of this Blue Ribbon Application. Students in grades 7 & 8 update and revise the school's website. All students use computers as an instructional tool. Computer experiences are also used to provide individual students with enrichment and remediation. All students in the school participate in computer instruction. Projects and computer experiences focus on developing higher order thinking and information technology skills.

c. Professional Development: As discussed, key to the successful implementation of the school's computer program was the plan to provide for professional development to ensure that teachers were comfortable and fluent in computer use. Professional development was cited as one of the three key objectives in accomplishing our overall goal. As a result, annual computer in-services are provided, along with daily support and instruction. To encourage teacher comfort and computer use, Mr. Brownfield initiated the activity of providing the Weekly Faculty Notes via e-mail as soon as the computers were installed in the classroom. Individualized instruction was and continues to be provided on specific classroom software and hardware. Continued professional development in the area of computer technology and its effective use in the classroom remains a focus at the school, as is detailed in the School Improvement Plan.

d. Technical Assistance and Support: Mrs. Zamborsky daily provides technical assistance and support to all students in her classes. All students have computer class at least once per week, with students in grades 3-5 attending twice weekly. Mrs. Zamborsky is available to assist classroom teachers, administration, and staff with "technical difficulties" as they occur. The school also has a contract with BCL, an outside computer firm responsible for the installation and maintenance of the school's vast network. BCL handles most Diocesan school accounts, and often provides seminars at our school for Diocesan teachers. As a result, computer problems not able to be solved by Mrs. Zamborsky are handled through BCL, ensuring assistance and support for all concerned.

e. Home and Community Connectivity: The school's website offers a direct home/school connection. Plans to expand the website are presently being made, and the school's e-mail address offers an easy vehicle for communication. Many faculty members choose to share their individual e-mail addresses with parents to allow for easy communication as well. Students are often presented with research projects requiring the Internet; for those students who are not connected at home, the local library provides Internet linked PC's. Students are also permitted to use computers in their classrooms, the school library, and the school computer lab for research.

All students have on file a signed parental permission slip for Internet exploration. Students are also required to follow those guidelines outlined in the school's Acceptable Use Policy for Internet use as defined in the Student/Parent Handbook.

As described above, because of the quality of the school's facilities, many Diocesan computer-training seminars are held at the school, thus providing a service to the community beyond the school population. Computers in the school office also provide for management efficiency, as described in F6. As teachers and staff become ever more comfortable with its use, management efficiency is anticipated to increase.

Edition/Publication Year: 1996/1993 for 1997-98, Publisher: The Riverside Publishing Company

What groups were excluded from the testing, why, and how were they assessed? One student was excluded in summary reporting in 1999-2000 and one in 1995-1996 due to having Individualized Education Plans. Both students did take these tests, however results are not included below.

Number excluded? 1 in 1999-2000; 1 in 1995-1996 Percent excluded? 1% in both years

Edition/Publication Year: 1996/1993 for 1997-98, Publisher: The Riverside Publishing Company

What groups were excluded from the testing, why, and how were they assessed? No groups were excluded from testing.

Edition/Publication Year: 1996/1993 for 1997-98, Publisher: The Riverside Publishing Company

What groups were excluded from the testing, why, and how were they assessed? No groups were excluded from testing.

Edition/Publication Year: 1996/1993 for 1997-98, Publisher: The Riverside Publishing Company

What groups were excluded from the testing, why, and how were they assessed? One student did not take these tests during 1997-1998 due to a prolonged illness. She was unable to make up the tests at a later date. General assessment included written and oral testing of coursework, including that completed at home.

Edition/Publication Year: New test published each year Publisher: Ohio Department of Education

What groups were excluded from the testing, why, and how were they assessed? No groups were excluded from testing.

[1] As of July 2000, IEPs have been revised and are called Service Plans in the State of Ohio per state mandate. For purposes of this document, they will be referred to as IEPs. New procedures related to the Service Plans were not yet finalized at the time of submission of this document. Full information regarding the new Service Plan program will be provided upon request as it becomes available.

[2] Definitions of these terms are used as cited in the Curry School of Education/University of Virginia website: "Mainstreaming is the practice of educating the disabled student in the general education classroom. Inclusion is a newer term used to describe the placement of students in regular classes for all or nearly all of the school day." http://curry.edschool.virginia.edu/curry/dept/cise/ose/information/uvald/inclusion.html

[3] Quoted numbers in this section of the document are based on 1999-2000 totals. Number of students involved is subject to change for the 2000-2001 school year, depending upon student interest and availability.