The St. James Difference

1. The St. James Difference The mission of St. James Episcopal School is to develop each child to his or her fullest potential, spiritually, intellectually and physically, that each may grow in grace, enjoy freedom through knowledge, and lead a healthy, productive and meaningful life.

2. The Five Values Most Mentioned Mission Driven Academically Rigorous Spiritually Centered - in the Episcopal Tradition Superior Faculty - Teaching Small Classes Balanced Curriculum and Co-curriculum to nurture Intellectual, Spiritual and Physical Development

3. Faculty Board Admin Parents School-Based Decision-Making

4. Faculty Board Admin Parents School-Based Decision-Making

5. Joining Others With Similar Aspirations National Educational Statistics published for the State of Texas document that for every 100 Texas teens that begin 9th Grade (H.S. Freshmen) only ____ will graduate in 4 years and enter college. Of those only ________ will graduate from college within 5 years of entry. 31 13 http://www.edweek.org/context/states/pdf/Texas.pdf

6. No Better Way to Plan for the Future In a June 2002 report titled Private Schools: A Brief Portrait, the U.S. Department of Education had this to say about the academic performance of private schools when compared to their public school counterparts: • Private high schools typically have more demanding graduation requirements. • Private school graduates are more likely to have completed advanced-level courses in Science, Math and Foreign Language. • Private school students scored well above the national average in the National Assessment of Educational Progress (NAEP). NAEP scores provide an immediate measure of student achievement, but the report also presents a long-term measure: attainment of a college degree. "[S]tudents who had attended private school in 8th grade were twice as likely as those who had attended public school to have completed a bachelor's or higher degree by their mid-20s (52 versus 26 percent)."

7. We Speak Your Language • In the increasingly complex language of education, tests are now called "criterion-referenced assessments," while essays have become "extended constructed responses." Although some educators say the multi-syllabic terminology helps children know what's expected of them, others believe the technical jargon confuses and alienates parents. The Washington Post –January 18, 2004

8. Addressing Student Needs Before it is “Popular” Corpus Christi Caller Times – 2-9-2004 “Dyslexia can damage some’s self-esteem” “After Hubert’s dyslexia was diagnosed, she began studying the same two-year dyslexia curriculum….she now teaches the phonics-based curriculum, called the Multisensory Teaching Approach. Experts say it is a teaching model more schools should adopt.” St James began teaching MTA 19 years ago!!

9. Schools are NOT “all the Same” • Small Classes allow St. James to Invite Higher-Order • Thinking and Writing • (Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995) • How is this book like another you/we have read? This question encourages students to make connections and to see analogies. • Does this story/information make you aware of any problems that need attention? This amounts to asking students to see themselves as active participants in problem identification as well as problem solving. • What does this mean to you and how might it affect others? This pair of questions gives students a chance to express their own interests but also to empathetically consider and understand the views of, and possible consequences to, others. • Is there anything wrong with this solution, and how else might this problem be solved? These questions are the heart of successful critical analysis.

10. Multiple Intelligences • The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. • Dr. Gardner proposed eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: • Linguistic intelligence • Logical-mathematical intelligence • Spatial intelligence • Bodily-Kinesthetic intelligence • Musical intelligence • Interpersonal intelligence • Intrapersonal intelligence • Naturalist intelligence The St. James Central Theme curriculum attempts to provide learning opportunities for all types of learners.

11. Modern Students Seek • To Belong • Challenges that are Realistic • Learning that is Fun • Fair and Consistent Values • Success

12. Students Seek to Belong and to be an Individual

13. Students Seek Developmentally Appropriate Challenges

14. Students Learn Outside the Classroom

15. Students Seek Fair & Consistent Values

16. Students Want Success

17. Modern Parents Seek Solid Academic Preparation Spiritual Formation - Character Training Partnership with School Secure/Safe Environment Extended-day Supervision Teacher Accessibility – Whole Child Small Class Size – Individual Attention Happy Students

18. Parental Partnership

19. Challenging Academics

20. Challenging Academics

21. Character Training

22. Happy Students

23. Finding the Match Application Process • Application • Written References • Prior School Grades • Observation or Interview • ITBS or other Nationally Normed Test Data • Writing Sample – 3rd Grade – 8th Grade

24. Applicants • Developmental Readiness (Youngest Students) • Helpful Parents Willing to Support Classroom Instruction • No History of Serious Behavioral Issues • Nationally Recognized Test Data - 85% or Above • Excellent Writing Sample • Evidence of Above Grade-Level Reading/Writing • A-B Grades in Competitive School • Extracurricular Participation

25. What Sets St. James Apart? • Highly Trained, Certified Faculty Hired for Their Ability to Teach and to Relate to Students • An Innovative Multisensory Curriculum that Employs: • Project-based Learning and Nightly Homework • An Emphasis on Details (“we notice”) • Integration of Curricular (content) Areas • Breadth & Depth in Curricular and Co-Curricular Offerings • Emphasis on Written Expression • “Specials” by Specialists (Spanish Language, Art, Music, Computer, Lab Science, Math Lab) • Opportunity to Earn HS Credits in Spanish and Math • “Classical” Emphasis on Greek/Latin Roots

26. Candidates Should Be Seeking • An Emphasis on Learning How to Learn • Standards of Student Dress and Behavior • Personalization of the School Program (difficult to “fall between the cracks”) • Student Accountability • A School Sensitive to National Trends, Norms and Standards (NAIS, NAES, SAES, NAEYC, NAGT) • Fully Accredited, National Blue Ribbon Program (TEA via SAES, TANS-TEPSAC)

27. The Record HS Class of 2005 – 27 Graduates – 8 High Schools • 2 National Merit Scholarship Honorees • 2 Valedictorians, 1 Salutatorian • 6 College Scholarship Winners • 20 National Honor Society Inductees as Juniors • 1 Early Graduate Colleges Represented: Harvard University, University of Texas, Texas A&M, Baylor University, Tulane University, Southern Methodist University, Texas Christian, Texas Tech, Sewanee University of the South, University of Colorado, St. Edward’s University, McMurray State University and Connecticut College

28. The Record HS Class of 2004 – 23 Graduates – 8 High Schools • 2 National Merit Scholarship Honorees • 6 College Scholarship Winners • 18 National Honor Society Inductees as Juniors Colleges Represented: University of Texas, Texas A&M, Baylor University, Trinity University-SA, Art Institute of Houston, Parsons School of Design, Louisiana State University, Southern Methodist University, Texas Christian, Texas Tech

29. The Record HS Class of 2003 – 34 Graduates – 6 High Schools • 1 Early Graduate • 2 National Merit Scholarship Honorees • 4 College Scholarship Winners • 26 National Honor Society Inductees as Juniors Colleges Represented: University of Texas, Texas A&M, Colorado School of Mines, University of Colorado, Boston University, Wake Forest University, University of Mississippi, Trinity University, Texas Christian, Texas Tech

30. The Record HS Class of 2002 – 32 Graduates • 17 HS Permanent Honor Roll Inductees • 100% College Admission • 1 Early Graduate at TCU • Colleges Represented: University of the South, UT- Austin Plan II Honors, TAMU - College Station & Corpus Christi, SMU, Texas Christian University, Texas Tech, University of Colorado, Lynn University-FL

31. The Record • HS Class of 2001 - 24 Graduates • 2 Early Graduates, Ray Salutatorian, 100% College Admission, 3 UT-Plan II Honors, 1 6-Year Medical Admission. Colleges Represented: UT-Austin, TAMU - College Station & Corpus Christi, Florida State, Washington & Lee, University of Oklahoma, University of Pennsylvania (Wharton School)

32. The Record • HS Class of 2000 - 34 Graduates • Ray Valedictorian, 22 Permanent Honor Roll, 100% College Admission, 4 College Scholarship Winners • Colleges Represented: Vanderbilt University, UT- Austin, TAMU - College Station & Corpus Christi, Baylor, UT-San Antonio, US Naval Academy, SMU, Trinity University, Texas Tech, North Texas State University, Louisiana State University

33. As we tour the campus we will be happy to answer your questions