The St. James Difference

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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.
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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
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School-Based Decision-Making
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School-Based Decision-Making
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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.

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http//www.edweek.org/context/states/pdf/Texas.pdf
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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. "Students 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)."

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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
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Addressing Student Needs Before it is Popular

• Corpus Christi Caller Times 2-9-2004
• Dyslexia can damage somes self-esteem
• After Huberts 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!!

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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.

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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.

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Modern Students Seek

• To Belong
• Challenges that are Realistic
• Learning that is Fun
• Fair and Consistent Values
• Success

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Students Seek to Belong and to be an Individual
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Students Seek Developmentally Appropriate
Challenges
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Students Learn Outside the Classroom
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Students Seek Fair Consistent Values
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Students Want Success
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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
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Parental Partnership
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Challenging Academics
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Challenging Academics
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Character Training
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Happy Students
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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

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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

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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

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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)

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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 AM, Baylor
  University, Tulane University, Southern
  Methodist University, Texas Christian, Texas
  Tech, Sewanee University of the South, University
  of Colorado, St. Edwards University, McMurray
  State University and Connecticut College

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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
  AM, Baylor University, Trinity University-SA,
  Art Institute of Houston, Parsons School of
  Design, Louisiana State University, Southern
  Methodist University, Texas Christian, Texas Tech

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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
  AM, Colorado School of Mines, University of
  Colorado, Boston University, Wake Forest
  University, University of Mississippi, Trinity
  University, Texas Christian, Texas Tech

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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

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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)

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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

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