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U.S. Department of Education2011 - Blue Ribbon Schools Program
A Private School
School Type (Public Schools):
(Check all that apply, if any) /
Charter /
Title 1 /
Magnet /
Choice
Name of Principal: Ms. Phyllis Cavallone-Jurek
Official School Name: St. Therese School
School Mailing Address: / 247 West 23rd StreetChicago, IL 60616-1996
County: Cook / State School Code Number: 15-016-546X-10-0000
Telephone: (312) 326-2837 / E-mail:
Fax: (312) 326-6068 / Web URL: www.sttheresechicago.org
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate.
______Date ______
(Principal’s Signature)
Name of Superintendent*: Sister Mary Paul McCaughey Superintendent e-mail:
District Name: Archdiocese of Chicago District Phone: (312) 534-5210
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
______Date ______
(Superintendent’s Signature)
Name of School Board President/Chairperson: Mr. Robert Gallagher
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
______Date ______
(School Board President’s/Chairperson’s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
The original signed cover sheet only should be converted to a PDF file and emailed to Aba Kumi, Blue Ribbon Schools Project Manager () or mailed by expedited mail or a courier mail service (such as Express Mail, FedEx or UPS) to Aba Kumi, Director, Blue Ribbon Schools Program, Office of Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173.
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PART I - ELIGIBILITY CERTIFICATION / 11PV38The signatures on the first page of this application certify that each of the statements below concerning the school’s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as "persistently dangerous" within the last two years.
3. To meet final eligibility, the school must meet the state's Adequate Yearly Progress (AYP) requirement in the 2010-2011 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award.
4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course.
5. The school has been in existence for five full years, that is, from at least September 2005.
6. The nominated school has not received the Blue Ribbon Schools award in the past five years: 2006, 2007, 2008, 2009 or 2010.
7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
8. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
9. The U.S. Department of Justice does not have a pending suit alleging that the nominated school or the school district as a whole has violated one or more of the civil rights statutes or the Constitution’s equal protection clause.
10. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II - DEMOGRAPHIC DATA / 11PV38All data are the most recent year available.
DISTRICT
Questions 1 and 2 are for Public Schools only.SCHOOL (To be completed by all schools)
3. / Category that best describes the area where the school is located: / Urban or large central city4. / Number of years the principal has been in her/his position at this school: / 6
5. / Number of students as of October 1, 2010 enrolled at each grade level or its equivalent in applying school:
Grade / # of Males / # of Females / Grade Total / # of Males / # of Females / Grade Total
PreK / 20 / 26 / 46 / 6 / 14 / 9 / 23
K / 17 / 13 / 30 / 7 / 11 / 11 / 22
1 / 16 / 14 / 30 / 8 / 9 / 8 / 17
2 / 14 / 16 / 30 / 9 / 0 / 0 / 0
3 / 16 / 14 / 30 / 10 / 0 / 0 / 0
4 / 9 / 9 / 18 / 11 / 0 / 0 / 0
5 / 13 / 10 / 23 / 12 / 0 / 0 / 0
Total in Applying School: / 269
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6. / Racial/ethnic composition of the school: / 0 / % American Indian or Alaska Native75 / % Asian
2 / % Black or African American
3 / % Hispanic or Latino
0 / % Native Hawaiian or Other Pacific Islander
6 / % White
14 / % Two or more races
100 / % Total
Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories.
7. / Student turnover, or mobility rate, during the 2009-2010 school year: / 13%This rate is 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, 2009 until the end of the school year. / 21
(2) / Number of students who transferred from the school after October 1, 2009 until the end of the school year. / 14
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 35
(4) / Total number of students in the school as of October 1, 2009 / 269
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.13
(6) / Amount in row (5) multiplied by 100. / 13
8. / Percent limited English proficient students in the school: / 20%
Total number of limited English proficient students in the school: / 54
Number of languages represented, not including English: / 10
Specify languages:
Cantonese, Ewe, German, Italian, Korean, Mandarin, Spanish, Tagalog, Taishanese, Taiwanese
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9. / Percent of students eligible for free/reduced-priced meals: / 55%Total number of students who qualify: / 137
If this method does not produce an accurate estimate of the percentage of students from low-income families, or the school does not participate in the free and reduced-priced school meals program, supply an accurate estimate and explain how the school calculated this estimate.
10. / Percent of students receiving special education services: / 9%
Total number of students served: / 23
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
2 / Autism / 0 / Orthopedic Impairment
0 / Deafness / 6 / Other Health Impaired
0 / Deaf-Blindness / 4 / Specific Learning Disability
0 / Emotional Disturbance / 4 / Speech or Language Impairment
1 / Hearing Impairment / 0 / Traumatic Brain Injury
0 / Mental Retardation / 0 / Visual Impairment Including Blindness
0 / Multiple Disabilities / 0 / Developmentally Delayed
11. / Indicate number of full-time and part-time staff members in each of the categories below:
Number of Staff
Full-Time / Part-Time
Administrator(s) / 1 / 0
Classroom teachers / 11 / 0
Special resource teachers/specialists / 4 / 5
Paraprofessionals / 0 / 2
Support staff / 4 / 0
Total number / 20 / 7
12. / Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1: / 24:1
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13. / Show the attendance patterns of teachers and students as a percentage. Only high schools need to supply graduation rates. Briefly explain in the Notes section any student or teacher attendance rates under 95% and teacher turnover rates over 12% and fluctuations in graduation rates.2009-2010 / 2008-2009 / 2007-2008 / 2006-2007 / 2005-2006
Daily student attendance / 98% / 98% / 98% / 98% / 98%
Daily teacher attendance / 98% / 98% / 98% / 98% / 98%
Teacher turnover rate / 10% / 5% / 15% / 5% / 10%
High school graduation rate / 0% / 0% / 0% / 0% / 0%
If these data are not available, explain and provide reasonable estimates.
2007-2008 teacher turnover was 15% because3 teachers left the school;2 teachersretired and1 teacher moved out of State.
14. / For schools ending in grade 12 (high schools): Show what the students who graduated in Spring 2010 are doing as of Fall 2010.
Graduating class size:
Enrolled in a 4-year college or university / %
Enrolled in a community college / %
Enrolled in vocational training / %
Found employment / %
Military service / %
Other / %
Total / 0 / %
PART III - SUMMARY / 11PV38
In the heart of Chicago’s Chinatown stands a modest red and green building with a modern Chinese architectural facade. Across the front of the building are bright red Chinese character that translate into English as “Holy Strength in Virtue Elementary School,” an apt name for St. Therese Chinese Catholic School, known today simply as St. Therese School.
Founded in 1941 by Father John Mao,a Chinese priest from Mainland China, St. Therese School started as a mission school. It was housed in two large classrooms in Chinatown’s City Hall. Sisters of Notre Dame from St. Peter’s Church in downtown Chicago helped staff the school. From 1946 to 1981 the Maryknoll Sisters managed the school.St. Therese School moved to its present location on 23rdStreet in 1961.The modern building was built through the faith, commitment, and generosity of Frank Callahan, his friends and the Chinatown community. In 1990, St. Therese School changed from a mission to a parish-sponsored school.St. Therese Parish continued its sponsorship until 2009 when the Archdiocese of Chicago reconfigured school governance as part of a reorganization of some inner-city schools.
The new school governance included establishing a well-developed Board of Specified Jurisdiction, a 22-member committee of parents, alumni, local community and business leaders throughout Chinatown and Chicago. The Board assists school administration with its ministry, policy making, facilities, technology development and fiscal responsibility.During its short tenure, the Board assisted in the oversight of a large-scale capital improvement project, identified new revenue streams, and established improved fiduciary oversight.Schools in the Archdiocese view our Board as a model to replicate.St. Therese School has an active School and Family Association, assisting the administration with parent involvement and fundraising activities.Both of these organizations have helped advancethe school'svision.
The vision of St. Therese School is to educate students to advocate Christian values, dedicate themselves to the service of humanity, and succeed as tomorrow's world leaders.
St. Therese School’s mission has shifted over the years from helping Chinese children adjust and adapt to American life within the framework of a Catholic Education to becoming a multi-cultural school.St. Therese School is committed to diversity among students, with25% of its students representing other racial groups. St. Therese School offers an exceptional educational experience centered on Christian values, enabling children to become informed, productive, and responsible citizens. St. Therese has an advanced curriculum focused on educating the whole person. Technology is integrated with curriculum to meet individualized learning goals.St. Therese School prepares students for a lifetime of learning, leadership, service and appreciation of Chinese culture. Approximately 77% of students living in the local area are eligible for free or reduced price lunch.Students are predominantly from lower to lower-middle income families.A large percentage of community members are immigrants or first generation Americans of Chinese heritage.Approximately one-third of incoming students qualify as ELL but become proficient in English within three years or less of attending St. Therese School. Lack of English proficiency is resolved quickly so students can go on to meet our high academic standards.
St. Therese School families sacrifice greatly in order to send their children to school.School families share a desire to excel and the capacity to work hard. Students come to school prepared and ready to learn, and the teachers are incredibly generous with their time, talent and energy. It is commonplace to see teachers tutoring students during the week past 6 pm and on Saturday mornings. Students consistently test significantly above the norm on standardized tests and graduates are coveted by the best high schools in the city. St. Therese School’s curriculum and instructional program provides a rich, multi-cultural experience for the children. Teachers review, revise and update the local curriculum cyclically. The philosophy of the teachers is to identify student needs quickly and proactively respond to meet those needs. Teachers serve as models of lifelong learners as their knowledge base and skill sets are regularly updated and sharpened to have greater impact on student learning and growth towards contributing citizens.