2005-2006 No Child Left Behind - Blue Ribbon Schools Program
U.S. Department of Education
Cover Sheet Type of School: (Check all that apply) _X Elementary _X Middle __ High __ K-12 __Charter
Name of Principal Mr. Edward Colina
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Immaculate Heart of Mary School
(As it should appear in the official records)
School Mailing Address______5876 Veterans Way______
(If address is P.O. Box, also include street address)
___Burlington______Kentucky______41005-8824______
City State Zip Code+4 (9 digits total)
County _____Boone ______State School Code Number*______035410______
Telephone (859) 689-4303 Fax (859) 689-5636
Website/URL www.ihm-ky.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. Lawrence M. Bowman
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name Diocese of Covington Tel. ( 859 ) 392-1531
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 Mrs. Jill Hamlin
President/Chairperson
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______
(School Board President’s/Chairperson’s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
PART I ELIGIBILITY CERTIFICATION
[Include this page in the school’s application as page 2.]
The signatures on the first page of this application certify that each of the statements below concerning the school's eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes grades K-12. (Schools with one principal, even K-12 schools, must apply as an entire school.)
2. The school has not been in school improvement status or been identified by the state as "persistently dangerous" within the last two years. To meet final eligibility, the school must meet the state’s adequate yearly progress requirement in the 2005-2006 school year.
3. If the school includes grades 7 or higher, it has foreign language as a part of its core curriculum.
4. The school has been in existence for five full years, that is, from at least September 2000 and has not received the 2003, 2004, or 2005 No Child Left Behind – Blue Ribbon Schools Award.
5. The nominated school or district is not refusing the OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide compliance review.
6. The OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if the OCR has accepted a corrective action plan from the district to remedy the violation.
7. The U.S. Department of Justice does not have a pending suit alleging that the nominated school, or the school district as a whole, has violated one or more of the civil rights statutes or the Constitution's equal protection clause.
8. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II DEMOGRAPHIC DATA
All data are the most recent year available.
DISTRICT (Questions 12 not applicable to private schools)
1. Number of schools in the district: _____ Elementary schools
_____ Middle schools
_____ Junior high schools
_____ High schools
_____ Other
_____ TOTAL
2. District Per Pupil Expenditure: ______
Average State Per Pupil Expenditure: ______
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ x ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 5.5 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 / 38 / 33 / 71 / 7 / 23 / 36 / 59
K / 38 / 33 / 71 / 8 / 21 / 29 / 50
1 / 41 / 34 / 75 / 9
2 / 33 / 47 / 80 / 10
3 / 34 / 35 / 69 / 11
4 / 35 / 35 / 70 / 12
5 / 44 / 28 / 72 / Other
6 / 32 / 32 / 64
TOTAL STUDENTS IN THE APPLYING SCHOOL ® / 681
[Throughout the document, round numbers to avoid decimals.]
6. Racial/ethnic composition of 99 % White
the students in the school: 0 % Black or African American
0 % Hispanic or Latino
1 % Asian/Pacific Islander
0 % American Indian/Alaskan Native
100% Total
Use only the five standard categories in reporting the racial/ethnic composition of the school.
7. Student turnover, or mobility rate, during the past year: __.15__%
[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. / 0(2) / Number of students who transferred from the school after October 1 until the end of the year. / 1
(3) / Total of all transferred students [sum of rows (1) and (2)] / 1
(4) / Total number of students in the school as of October 1 / 682
(5) / Total transferred students in row (3) divided by total students in row (4) / .00146
(6) / Amount in row (5) multiplied by 100 / .15
8. Limited English Proficient students in the school: _ 0_%
__0 __Total Number Limited English Proficient
Number of languages represented: ______
Specify languages:
9. Students eligible for free/reduced-priced meals: ___3____%
Total number students who qualify: ___17___
If this method does not produce an accurate estimate of the percentage of students from lowincome families or the school does not participate in the federallysupported lunch program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10. Students receiving special education services: ___2__%
___12____Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
____Autism ____Orthopedic Impairment
____Deafness ____Other Health Impaired
____Deaf-Blindness ____Specific Learning Disability
____Emotional Disturbance _12_Speech or Language Impairment
____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______0____
Classroom teachers __28______7____
Special resource teachers/specialists __5______0____
Paraprofessionals __9______0____
Support staff __3______1____
Total number __46______14___
12. Average school student-“classroom teacher” ratio, that is, the number of
students in the school divided by the FTE of classroom teachers: _22 to 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.
2004-2005 / 2003-2004 / 2002-2003 / 2001-2002 / 2000-2001Daily student attendance / 98% / 98% / 98% / 98% / 98%
Daily teacher attendance / 98% / 98% / 99% / 99% / 99%
Teacher turnover rate / 5% / 12% / 2% / 2% / 2%
Student dropout rate (middle/high) / 0% / 0% / 0% / 0% / 0%
Student drop-off rate (high school) / % / % / % / % / %
PART III SUMMARY
Immaculate Heart of Mary School (IHM) is a PS-8th elementary school established by Immaculate Heart of Mary Parish under the direction of the Diocese of Covington, Department of Catholic Education. The educational program of Immaculate Heart of Mary exceeds the requirements set by the district/diocese and the school is accredited by the Kentucky Nonpublic Schools Commission, Inc. and Kentucky State Board of Education recognizes that accreditation. Instruction is provided in the following areas: religion, language arts (reading, spelling, oral and written language), mathematics, social studies, science, physical education, health and safety, fine arts (music and art), computer and internet skills, library and research skills. IHM also provides instruction in Spanish in grades K-8. Music is taught at all grade levels and piano keyboarding is taught in grades seven and eight.
It is the mission of Immaculate Heart of Mary School to cooperate with parents in providing quality education to its students. We strive to expand the students’ religious, physical, emotional, social and educational development. Our Mission’s Five Points below.
- All Rooted In the Gospel of Jesus Christ
The religious education program takes top priority at IHM. Students attend weekly liturgy as a whole school and also in smaller groups. IHM is school where all faith traditions can feel at home. Students, teachers and staff members strive to develop a deeper relationship with God through a strong faith community and relationships lived out every day. Our faith also calls us to service. Whether working to annually support Madonna House for unwed mothers with baby beds or raising money for Katrina Relief, our students put Mother Teresa’s words into action “to see Jesus in the distressing disguise of the poor.”
- Quality Academic Education
Students at Immaculate Heart of Mary School are challenged daily to meet their full potential. The Diocese of Covington provides a challenging curriculum framework, which is student-centered and built upon national standards (NCTM, NCTE, etc.) IHM expands upon and enhances the diocesan curriculum. The goal: Prepare students for high school, higher education and to be life-long learners. A strong Academic Team and Governor’s Cup Team, science, piano and computer lab, Student Council, sports program and Service Clubs all enhance the academic program at IHM. WE also have strong participation in Odyssey of the Mind, Math Olympics, and First Lego League. We offer remedial as well as gifted/enrichment classes.
- Christian Values
Beyond strong academics, IHM seeks to develop responsible citizens of the 21st Century. Look around Immaculate Heart of Mary School and you will see students devoted to service to the parish and the local community. There is also a global component to the IHM program! Our faith calls us to be of service to others and to see Jesus in every aspect of our lives.
- Teachers & Parents Working Together
It’s all about teamwork! Parent involvement is what makes Immaculate Heart of Mary School possible. On any day you will find caring and supportive parents working with teachers to model cooperation, teamwork and respect. There are plenty of opportunities for parent volunteers at IHM. We have an automated registration system that lists all volunteer opportunities and places names in a database of great volunteers. We have an active parent group that meets regularly but the real work happens everyday!
- Enriched by the Arts & Technology
Advancements for the 21st century make it imperative that our students be skilled, not only in technology but also more importantly in the moral attitudes needed to make safe, responsible technological choices. Internet access in each classroom as well as in the lab, gives students the opportunity to learn about our world! The Art Museum, Children’s Theater, Picture Person and a strong program of cultural education enhances the academic program at IHM. (See Part V, #3)
PART IV – INDICATORS OF ACADEMIC SUCCESS
Part IV – Item 1.) Assessment Results – Immaculate Heart of Mary School examined its most recent Terra Nova testing results and found the average (mean) NCE Score in reading (67.6 compared to a 65.8 cutoff) and mathematics (75.0 compared to a 64.1 cutoff) from the highest grade tested (7th Grade) and the most recent year administered (Spring 2005). These scores exceeded the 90th percentile cutoff and thus “will be considered sufficient evidence that the school is in the top 10 percent of all schools nationally”.
Nationally normed standardized achievement tests (Terra Nova and InView) are administered each spring to students in Grades 1 through 7. Students in Grade 8 who will be attending a Diocesan High School are required to take a high school entrance exam at the high school they will be attending. Immaculate Heart of Mary School participates in the diocesan high school entrance tests given at the end of the eighth grade year. Our district high school offers to students with the highest entrance test score and highest 7th Grade Terra Nova scores (Carlin Award) or the Wolff Scholarship. Since 2003, IHM has won 3 of these awards.
In 2002 all the schools in the Diocese of Covington were required to change from the CAT/5 norm referenced test to the Terra Nova Complete Battery Test, published by CTB McGraw-Hill. In addition, students in Grades 3 and above also take the InView Test of Cognitive Skills. Terra Nova and InView have coordinating data that allows IHM School to review whether or not a student is working to his or her ability. This information is a great value to teachers and parents.