2006-2007 No Child Left Behind - Blue Ribbon Schools Program
U.S. Department of Education
Cover Sheet Type of School: (Check all that apply) [X ] Elementary [X ] Middle [ ] High [ ] K-12 [ ] Charter
Name of Principal Mrs. Mary Agnew
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Saint Charles Borromeo Catholic School
(As it should appear in the official records)
School Mailing Address 4005 Edgewater Drive
(If address is P.O. Box, also include street address.)
Orlando Florida 32804-2836
City State Zip Code+4 (9 digits total)
County Orange State School Code Number 0913
Telephone ( 407 ) 293-7691 ext. 224 Fax ( 407 ) 295-9839
Web site/URL www.stcharles-orlando.org E-mail
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date______
(Principal’s Signature)
Name of Superintendent Dr. Harry Purpur
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name Diocese of Orlando Tel. ( 407 ) 246-4900
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______(Superintendent’s Signature)
Name of School Board
President/Chairperson Mrs. Jeannette Byrd
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______
(School Board President’s/Chairperson’s Signature)
PART I ELIGIBILITY CERTIFICATION
The signatures on the first page of this application certify that each of the statements below concerning the school’s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as “persistently dangerous” within the last two years. To meet final eligibility, the school must meet the state’s adequate yearly progress requirement in the 2006-2007 school year.
3. If the school includes grades 7 or higher, it has foreign language as a part of its core curriculum.
4. The school has been in existence for five full years, that is, from at least September 2001 and has not received the No Child Left Behind – Blue Ribbon Schools award in the past five years.
5. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide compliance review.
6. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
7. The U.S. Department of Justice does not have a pending suit alleging that the nominated school or the school district as a whole has violated one or more of the civil rights statutes or the Constitution’s equal protection clause.
8. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II DEMOGRAPHIC DATA
DISTRICT (Questions 12 not applicable to private schools)
1. Number of schools in the district: _____ Elementary schools
_____ Middle schools
_____ Junior high schools
_____ High schools
_____ Other
_____ TOTAL
2. District Per Pupil Expenditure: ______
Average State Per Pupil Expenditure: ______
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ X ] Suburban school with characteristics typical of an urban area
[ ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 4 Number of years the principal has been in her/his position at this school.
If fewer than three years, how long was the previous principal at this school?
5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 16 / 25 / 41 / 7 / 31 / 39 / 70
K / 26 / 16 / 42 / 8 / 27 / 42 / 69
1 / 17 / 17 / 34 / 9
2 / 26 / 18 / 44 / 10
3 / 25 / 21 / 46 / 11
4 / 32 / 35 / 67 / 12
5 / 34 / 18 / 52 / Other
6 / 29 / 40 / 69
TOTAL STUDENTS IN THE APPLYING SCHOOL ® / 534
6. Racial/ethnic composition of 68 % White
the school: 6 % Black or African American
16 % Hispanic or Latino
10 % Asian/Pacific Islander
0 % American Indian/Alaskan Native
100% Total
*Asian test score data not disaggregated. Less than ten students in a class.
Use only the five standard categories in reporting the racial/ethnic composition of the school.
7. Student turnover, or mobility rate, during the past year: 3 %
[This rate should be calculated using the grid below. The answer to (6) is the mobility rate.]
(1) / Number of students who transferred to the school after October 1 until the end of the year / 8(2) / Number of students who transferred from the school after October 1 until the end of the year / 7
(3) / Total of all transferred students [sum of rows (1) and (2)] / 15
(4) / Total number of students in the school as of October 1 / 555
(5) / Total transferred students in row (3) divided by total students in row (4) / 0.03
(6) / Amount in row (5) multiplied by 100 / 3
8. Limited English Proficient students in the school: 1 %
8 Total Number Limited English Proficient
Number of languages represented: 2
Specify languages: Spanish, Vietnamese
9. Students eligible for free/reduced-priced meals: 0 %
Total number students who qualify: 0
If this method does not produce an accurate estimate of the percentage of students from lowincome families, or the school does not participate in the federally supported lunch program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10. Students receiving special education services: 3 %
16* Total Number of Students Served
*One student has two conditions, Emotional and Specific learning Disability
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
____Autism 1 Orthopedic Impairment
____Deafness ____Other Health Impaired
____Deaf-Blindness 7 Specific Learning Disability
2 Emotional Disturbance 5 Speech or Language Impairment
2 Hearing Impairment ____Traumatic Brain Injury
____Mental Retardation ____Visual Impairment Including Blindness
____Multiple Disabilities
11. Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) 2 ______
Classroom teachers 28
Special resource teachers/specialists 1
Paraprofessionals 10 4
Support staff 8 1
Total number 49 5
12. Average school student-classroom teacher ratio, that is, the number of
students in the school divided by the FTE of classroom teachers, e.g., 22:1 19 : 1
13. Show the attendance patterns of teachers and students as a percentage. The student dropout rate is defined by the state. The student drop-off rate is the difference between the number of entering students and the number of exiting students from the same cohort. (From the same cohort, subtract the number of exiting students from the number of entering students; divide that number by the number of entering students; multiply by 100 to get the percentage drop-off rate.) Briefly explain in 100 words or fewer any major discrepancy between the dropout rate and the drop-off rate. Only middle and high schools need to supply dropout rates, and only high schools need to supply drop-off rates. Also explain a high teacher turnover rate.
2005-2006 / 2004-2005 / 2003-2004 / 2002-2003 / 2001-2002Daily student attendance / 96% / 97% / 96% / 96% / 95%
Daily teacher attendance / 97% / 98% / 97% / 97% / 98%
Teacher turnover rate / 14% / 18% / 21% / 17% / 14%
Student dropout rate (middle/high) / 0% / 0% / 0% / 0% / 0%
Student drop-off rate (high school) / N/A% / N/A% / N/A% / N/A% / N/A%
PART III – SUMMARY
Founded on January 24, 1955, Saint Charles Borromeo Catholic School has had a tradition of excellence. Guided by the faithful dedication of the Sisters of Saint Joseph, Saint Charles Borromeo Catholic School consisted of a mere seventy-five students in its first year, but quickly grew as the small community of College Park sought to provide a Catholic education for its children. Although the Sisters currently no longer walk the halls of the school, their spirit of commitment can still be found here as the faithful community of Saint Charles celebrates 51 years of Catholic values and traditions.
As an educational community vibrant in intellectual and artistic life, the school encourages the students to be rich in faith and to understand all that God has created. The students of Saint Charles live in an atmosphere that cultivates the mind as well as the spirit. By incorporating the traditions and teachings of the Catholic Church in all classes, the students look at the world of math, science, literature, art, and music through the moral glasses of God’s laws. By providing opportunities for sharing their time, talent, and treasure with others, the students are challenged to follow the school’s mission statement to be faith-filled people proud to proclaim the Gospel Message of Jesus Christ, and to take that message one step further and be responsible, respectful, confident learners who can be compassionate and caring to others around them.
Accredited through the Florida Catholic Conference, Saint Charles currently serves 534 students. Each teacher is certified by the State of Florida in the appropriate subject area. Offering a variety of activities and special programs, the school extols the many teachers who volunteer to serve as mentors, tutors, and club sponsors. Some of the extra curricular activities include: National Junior Honor Society, Student Council, musical theater and productions, juried art shows, Odyssey of the Mind, chorus, Science Fair, cheerleading, and a variety of outdoor and indoor sports. As positive role models, the teachers guide the students to make interpersonal connections and to understand that learning and serving are life-long processes.
Believing that parents are the students’ primary teachers, we consistently encourage a harmonious balance of parental involvement. Parents, faculty, staff, students and administrative personnel work together to ensure the academic, spiritual, and emotional success of the students. Parents serve as members of the school board, home and school, parish councils, athletic committees, lunchroom volunteers, mentors, tutors, and room parents, enriching not only the lives of the students, but also the lives of the entire Saint Charles community.
Although Saint Charles’ students excel in and out of the classroom, the administration and staff hold fast to the adage, “Work hard, Play hard, Pray hard.” The curriculum is indeed rigorous and is instrumental in preparing students for a successful high school experience, but it is equally as important to have a spiritual strength and a playful spirit. Striving for excellence in learning should not consume childhood. Saint Charles endorses high standards, yet recognizes that there is a time for students to value self-reflection and to enjoy the experiences of life.
Saint Charles Borromeo Catholic School Mission Statement
As a faith-filled community, Saint Charles Borromeo Catholic School is committed to proclaiming the Gospel Message of Jesus Christ. We are cultivating responsible, respectful, trustworthy individuals who are confident in their knowledge and compassionate in His service.
PART IV – INDICATORS OF ACADEMIC SUCCESS
PART IV – ITEM 1
Students at Saint Charles Borromeo Catholic School are assessed each year with the completion of Riverside Publishing’s Iowa Test of Basic Skills© (ITBS), a nationally norm-referenced testing program. Students in grades three through eight take the ITBS achievement test in October and grade two takes the ITBS in March. Additionally, grades three, five, and seven complete the Iowa Cognitive Abilities Test© (COGAT) which assesses the verbal skills of classification, sentence completion, and verbal analogies and the numerical skills for recognizing quantitative relationships, number series, and building equations. The COGAT series also measures nonverbal reasoning/learning skills that include figure classification, analogies, and analysis. These two testing tools are used to: