Blue Ribbon Application

PART III - SUMMARY

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.

Thus is the vision and mission of St. Albert the Great School.

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.

PART IV - VISION/MISSION STATEMENT

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.

PART V - LEARNING -CENTERED SCHOOLS CRITERIA

A. Student Focus and Support

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.

B. School Organization and Culture

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:

Alcohol/Drugs/Tobacco Truancy Fighting Weapons

1999 - 2000 1 0 1 0

1998 - 1999 0 0 2 0

1997 - 1998 0 0 2 0

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.

C. Challenging Standards and Curriculum

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.