##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Max Edward Krenson]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Randolph School]{.underline}

(As it should appear in the official records)

School Mailing Address [1005 Drake Avenue]{.underline}

(If address is P.O. Box, also include street address)

[Huntsville AL 35802-1036]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(256) 881-1701]{.underline} Fax [(256) 881-1784]{.underline}

Website/URL [www.randolphschool.net]{.underline} Email
<ekrenson@randolphschool.net>

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)

*Private Schools: If the information requested is not applicable, write
N/A in the space.*

Name of Superintendent [N/A]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [N/A]{.underline} Tel. [( )]{.underline}

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.

[N/A]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Leslie Crosby]{.underline}

(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)

**[PART II -- DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ 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
>
> \[ \] Suburban
>
> \[ **x** \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3]{.underline} 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 enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       19        27                     **46**       **7**                             

  **1**       22        32                     **54**       **8**                             

  **2**       22        26                     **48**       **9**                             

  **3**       26        27                     **53**       **10**                            

  **4**       40        14                     **54**       **11**                            

  **5**       32        25                     **57**       **12**                            

  **6**       31        26                     **57**       Other                             

                                    **TOTAL                                                   **369**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [86.9]{.underline} % White

the students in the school: [1.1]{.underline} % Black or African
American

[1.4]{.underline} % Hispanic or Latino

[9.8]{.underline} % Asian/Pacific Islander

[.8]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[0]{.underline} %

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 0
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        0
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    371
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    0
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [6]{.underline} %

[23]{.underline} Total Number Limited English Proficient

Number of languages represented: [13]{.underline}

Specify languages: German, Urdu, Hindi, Polish, Farsi, Mandarin,
Spanish, Gujarati, Taiwanese, Armenian, Indonesian, Bengali, Punjabi (A
number of these are Asian students who use various languages at home but
for whom English has been their social and educational language since
pre-school. These students sometimes have difficulty with advanced
written work in English.)

9\. Students eligible for free/reduced-priced meals: [0]{.underline} %

Randolph does not participate in the federally-

supported lunch program (See below.) [0]{.underline} % Total Number
Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income 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.
>
> Using as a basis the number of students who qualify for more than 50%
> financial aid, we have 7 students (1.9%) who come from low-income
> families.

10\. Students receiving special education services: [0 %]{.underline}

[0]{.underline} Total Number of Students Served

While no students receive any special education, at least 24 receive
some form of classroom accommodation.

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

[0]{.underline} Autism [1]{.underline} Orthopedic Impairment

[1]{.underline} Deafness [9]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [24]{.underline} Specific Learning
Disability

[2]{.underline} Hearing Impairment [10]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

(40 wear glasses)

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [7]{.underline} [0]{.underline}

Classroom teachers [29]{.underline} [8]{.underline}

Special resource teachers/specialists [2]{.underline} [1]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [2]{.underline} [0]{.underline}
>
> Total number [40]{.underline} [9]{.underline}

12\. Student-"classroom teacher" ratio: [10:1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance \~97%       \~97%       \~97%       \~97%       \~97%

  Daily teacher attendance \~98%       \~98%       \~98%       \~96%       \~98%

  Teacher turnover rate    11.1%       11.4%       14.7%       30.0%       13.7%

  Student dropout rate     **N/A**     **N/A**     **N/A**     **N/A**     **N/A**

  Student drop-off rate    **N/A**     **N/A**     **N/A**     **N/A**     **N/A**
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

Randolph School is an independent, coeducational K-12 college
preparatory school in Huntsville, Alabama. Located on 17 acres in a
suburban setting, Randolph recently acquired an additional 50 acres to
build a future Upper School campus and to enable us to expand the
elementary program on the current campus. Long recognized as the most
outstanding independent school in North Alabama and awarded the Blue
Ribbon Schools designation for its middle and upper school programs last
year, Randolph attracts students from throughout the northern Alabama
and southern Tennessee region.

Visitors to the campus will find students outdoors conducting science
experiments in the "Learning Garden" or reenacting the Oregon Trail by
adopting the persona of a pioneer, constructing a wagon, and embarking
on an adventure across campus. Inside, one may find students questioning
a pterodactyl about what he ate for lunch and what it was like to live
in the Mesozoic era, creating *KidPix* slide shows about the rain
forests, presenting autobiographies in *PowerPoint* to their classmates,
or doing research on the internet in their classroom, magically
transformed into a computer lab by the rolling laptop cart. French
students may be cooking and serving crepes as math students create a
scale model of the solar system. At Randolph, curiosity and wonder are
encouraged. Our teachers believe in providing children with the tools to
find answers, enabling them to become lifelong learners.

Faculty stay connected to parents, students, and each other, not only in
person and by phone, but also via their own personal laptops, web
syllabi, and e-mail. These connections, whether broadband or
face-to-face, are an intrinsic part of the community's desire to become
partners in learning and to fulfill the school's mission "to challenge
all students to develop the knowledge, skills, and character to become
self-confident, reflective, and productive adults." In short, our
mission is to prepare students for college and for life. The
relationship we enjoy in our community with our students, teachers,
administrators, and parents is one of mutual trust and respect. We value
lifelong learning, diversity, honor, hard work, and accountability. We
challenge each other to stretch our minds and talents. After a recent
accreditation visit by the Southern Association of Colleges and Schools,
the committee noted that Randolph students "clearly knew why they were
here and were ready to learn."

Randolph is a place where it is "cool" to be smart. Students place a
high value on their academic accomplishments and consider it an honor to
compete on Randolph academic teams. While the school takes pride in all
academic achievements, students are encouraged to participate in
community service and extracurricular activities. What makes Randolph a
success is its high-quality faculty, small class size and strong
relationships where students, parents, and teachers work together on
shared goals. In a positive, student-centered, safe environment,
children are encouraged to take risks, to ask questions, and to respect
the opinions of others. Much is expected---and much is achieved.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Data (see charts at end of application)**

We have submitted our test data in both NCE's for the statistician and
percentiles for the educator. We test all students in grades 2, 4, and 6
every spring. Percentiles compare students nationally on a hundred point
scale. While our scores have been consistently high, there are distinct
differences from one group of children to the next.

In second grade, our reading scores have remained in the mid to high
80^th^ percentiles over the past three years, while our math scores have
ranged from low 80's to high 90's, and our composite performance has
ranged from high 80's to low 90's. Our second grade students have not
been in the Randolph program long enough (many enter in first grade) for
us to draw any conclusions from this data.

At the fourth grade level, after students have had two or more years of
the Randolph program, our reading scores have been consistently in the
high 80^th^ percentiles and our math scores have been in the high 80^th^
to low 90^th^ percentiles over the past three years. Composite
performance has hovered near the 90^th^ percentile for all three years.

In the sixth grade, we have had a steady move upward in reading since
the introduction of *The Junior Great Books* program, and our math
scores have also moved steadily upward since the introduction of
*Everyday Mathematics.* Additionally, our composite scores have moved
from 88% to 91%.

**2. Show in one-half page (approximately 200 words) how the school uses
assessment data to understand and improve student and school
performance.**

Randolph School uses assessment data to ensure that students are
challenged to reach their highest potential. Stanford Achievement tests
are used to help evaluate the effectiveness of curriculum and measure
improvement when curricular changes are effected. These tests, along
with teacher evaluations, help identify gifted math students for
placement in accelerated classes. In sixth grade, the ERB Writing
Assessment Program has been introduced to test writing proficiency. Use
of technology enables students to receive immediate feedback while
working at different levels; supplementary resources such as
*Renaissance Learning's Accelerated Reader* and *Accelerated Math*
monitor student progress. Learning style assessments guide the
presentation of material in multiple modes; special-needs students
receive extra help from teachers, high school volunteers, and
professional tutors. At grade level meetings, teaching teams share
assessment information to develop effective study plans for struggling
students; discussion may include assessment of test-taking skills, work
habits, and social development. Prompted by high interest in academic
activities (chess, math, science, writing) and performance (arts,
community service, flag team), a strong club program provides additional
enrichment.

Teachers and parents are surveyed regularly to ensure that the school is
achieving its mission. Yearly parent surveys provide important
information regarding their satisfaction with school performance. An
innovative teacher evaluation program that features peer assessment is
expanding to include class evaluations from young students. Students are
surveyed (Caring Community Survey; Bullying Survey) to assess their
environment. Subsequent discussion among students and teachers helps
identify ways to improve student life.

**3. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.**

Effective communication is critical to the success of Randolph's
program. Quarterly grades are accessible on-line by password, and
printed copies of narrative reports are mailed home. Teachers confer
formally with parents twice a year. Mid-quarter reports are mailed when
students drop a letter grade; more frequent communication is provided
when needed with weekly contracts, checklists, and daily progress
reports. Students confer with teachers and receive regular feedback from
assignments. Family and teacher home phone numbers and email addresses
are distributed and updated during the year to ensure accessibility.
Achievement test scores are sent home, and composite scores are
published in the view book for prospective families and others.

Our Communications Director publishes the *Randolph Reporter*, a monthly
newsletter mailed to parents, and informs the media about special events
on campus. The school website and numerous bulletin boards around the
school feature information about student activities. The Randolph
magazine, published twice a year, highlights student achievements.
Trustees and guests are invited to attend classes, and alumni are kept
well informed. The Randolph Parent Association provides a forum for
performance discussion, and parent volunteers, assisting with club and
classroom activities, regularly share their observations. Students
participating in Community Service Day and special events (Gaudy Day,
Grandparents Day, *Lyrics Alive*) are the best communicators of their
own success. Student performance in chess, math, science, and technology
is reflected by successful competition in regional contests; an awards
assembly at the end of the year recognizes outstanding student
accomplishment in all areas.

**4. Describe in one-half page how the school will share its successes
with other schools.**

Randolph's technology partnership with IBM has led to the school's
inclusion in IBM laptop school promotional materials. Randolph has
become a technology model for other schools. The school's website
features faculty web pages, provides lesson plans and class syllabi, and
even highlights a student art gallery
(www.randolphschool.net/academics/departments/finearts/index.html).
Randolph's teachers attend classes and workshops, always excellent
opportunities for sharing. Teachers and administrators serve on visiting
committees (SACS) and organize the Alabama Association of Foreign
Language Teachers conference, serving 150 teachers. The school has
hosted visiting schools from China, visiting faculty from area schools
to observe our math, computer science, or Fine Arts program, and an
annual visit of Russian educators wanting to study American education.
Randolph also regularly hosts a regional elementary school math
tournament. Our students compete in state and local tournaments (math,
chess, science, technology) during which teachers and parents have the
opportunity to talk about the school. An emphasis on community outreach
has resulted in the Lowe Academy, a summer enrichment program for
underprivileged children, and two Community Service Days during which
students leave campus to serve at local sites (including under-funded
public schools). Used books have been shipped to needy schools, and old
telephone books have been collected and donated to help a public school
win funds for its library. Local schools are invited to attend drama
performances at Randolph, and French classes perform for a nearby
pre-school. The school submits articles to academic newsletters, and the
Communications Director regularly shares information with local news
media.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1. Describe in one page the school's curriculum, including foreign
languages, and show how all students are engaged with significant
content, based on high standards.**

Randolph's academic program respects a child's natural growth and
development. Our curriculum is carefully structured to stimulate and
challenge students at the appropriate level. Guided by a Dean of Studies
and the Academic Council, the integrated curriculum ensures smooth
transitions from grade to grade. The program is coordinated through two
divisions in the Lower School: Lower Elementary, grades K-3, and Upper
Elementary, grades 4-6. This structure allows each division to focus
sharply on the intellectual, social, and emotional needs of the
children. The curriculum is revisited every year to ensure that it is
meeting the needs and strengths of all students. Teachers cover material
outlined in the program, yet they have the flexibility to tailor their
classes as needs arise. While the curriculum is continually reassessed,
Randolph never loses the high level of challenging academics that shapes
our student body into one that is 100 percent college bound.

The Lower School program is designed to ensure that a child's transition
from home and parents to school and teacher is rewarding, safe, and
positive. Knowing that children will develop differently from one
another, talented and nurturing teachers are responsive to the
variations in development and styles of learning. Randolph strives to
present the curriculum at the pace of each individual child. Our
teachers understand that the first few years of school form a child's
life-long attitude toward learning. Early academic successes and
resulting self-confidence will enrich and enhance a student's entire
education.

The K-3 classroom is homeroom-centered with small classes (there is a
Board mandated cap of 16 in kindergarten and 18 throughout the rest of
the school). The homeroom teacher provides instruction in reading,
mathematics, language arts, social studies, and science. Laptop and
desktop computers are used to reinforce the curriculum. Specialists
teach music, art, computer science, library skills, physical education,
and foreign language.

In grades 4-6, students begin changing classes in their core curriculum.
Study skills are integrated into the material. The curriculum is
designed to provide maximum exposure to a broad range of arts and
disciplines to help a student begin identifying personal strengths.
Starting in grades 5 and 6, honors math classes are offered to those
students with exceptional talent. Language arts classes (reading and
writing), math, social studies, science, foreign language, and physical
education meet daily. Special subjects include art, music, and computer
science. Sixth grade electives include robotics, engineering, puppetry,
and media studies.

In 1999, the Lower School adopted *Everyday Mathematics* as its
curriculum to shape the ways children think about mathematics and to
foster the development of mathematical intuition and understanding. As a
result, the students have become more confident problem solvers,
demonstrating creative thinking and good math sense.

Students choose French or Spanish at the kindergarten level and continue
with the same language through 6th grade. FLEX (Foreign Language
Experience) programs in grades K-3 create enthusiasm for language study
in general; students in daily FLES (Foreign Language in Elementary
School) classes in grades 4-6 begin to develop language proficiency
skills. Students participate in the national French exam, but no
equivalent Spanish exam is yet available.

**2. Describe in one-half page the school's reading curriculum,
including a description of why the school chose this particular approach
to reading.**

Randolph School's reading curriculum provides multiple challenges within
a flexible framework. Aware that different children benefit from
different approaches, grades K-3 use *SRA/Open Court Reading* (2000), a
series which taps phonics and whole-language techniques. The program
combines instruction in word recognition skills and reading
comprehension strategies with opportunities to apply and practice these
skills in high quality children's literature. Phonetic analysis is
encouraged through directed listening and reading aloud by both student
and teacher. This series highlights multicultural references while
thematically integrating spelling, writing, and reading. Further
integration is provided with science and social studies links. A
discussion of fine arts at the end of every section broadens the
students' arts exposure. Extensive resources suggest methods that appeal
to a broad range of teaching styles. In all grades, *Renaissance
Learning's Accelerated Reader* is used as a supplemental resource.

*Junior Great Books* was selected for grades 4-6 to help students
develop the essential skills of reading carefully, thinking critically,
listening intently, and speaking and writing persuasively. Engaged in a
shared-inquiry method of discussion of plot and character analysis,
students learn to defend their opinions through close reading and
textual reference. All language arts teachers have attended The Great
Books Foundation professional development workshops. In addition, each
grade level reads trade books, selected to supplement character
development and social studies curriculum. Independent reading is
required for oral book reports. *Accelerated Reader* is used to help
students develop skills needed for non-fiction reading.

**3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission**.

The Visual and Performing Arts Department seeks to provide students with
the knowledge, skills, vocabulary, tools, techniques and interpretive
ability in art, music and drama, to pursue a lifetime of aesthetic
enrichment. Randolph believes that a strong arts program is essential
for students to grow intellectually, culturally and creatively. Students
gain insight into their own humanity, learn to communicate through the
arts, and develop an understanding of the commonality of artistic
pursuits among people across time and cultures. Students attend frequent
music classes (basic rhythmic, tonal, theoretical and instrumental
instruction). In addition, first graders have ten, fifty-minute classes
of violin instruction. World music is explored in grades 4 and 5 through
African Drumming, voice, and recorder; sixth graders choose a full year
of choir or band. Kindergarteners attend art class twice a week, and
first through sixth graders study a full hour each week. A wide variety
of two and three dimensional media and methods are introduced. Student
artwork has been recognized for excellence on a national level. Children
study public speaking and performance in the early grades through poetry
readings and speaking parts in class presentations. Each year the Lower
School Choir presents a musical, and grades 5 and 6 produce a play.
After school opportunities in music include choir and two hand chime
choirs and an after school art club meets twice per month.

The arts curriculum ensures that students have many opportunities to
view, listen to, evaluate, perform and create. Age appropriate skills
are introduced and refined each year. Connections are made to
instruction in the regular classroom. The comprehensive arts offerings
provide students with direction for their future artistic pursuits and
appreciation of the arts.

**4. Describe in one-half page the different instructional methods the
school uses to improve student learning.**

Randolph teachers employ a variety of teaching methods to address the
different learning styles of their students. The school's commitment to
technology has facilitated the use of computers in the classroom through
science on-line sites, *Accelerated Reading/Math*, PowerPoint projects,
*Music ACE,* SmartBoard, games, video projection, and the online library
catalog. Teachers use small group problem solving, visual
demonstrations, writing workshops, and individual spelling contracts.
Literature discussions focus on character and theme analysis to promote
critical thinking. Flexible scheduling allows students to meet with
tutors and reading specialists as needed. Annual class trips to
Williamsburg, Space Camp, and the Great Smoky Mountains Institute at
Tremont offer unique opportunities for experiential learning. Parents,
guest instructors, and special programs (Foreign Language Culture Fair)
provide enrichment. The Oregon Trail reenactment, the "Learning Garden,"
and full wet lab experiments in science provide hands-on learning. Life
skills are taught through single-sex discussions with the school nurse
and counselors and by participating in community service. After-school
clubs provide an important, less formal, method of instruction. School
counselors present informative sessions for parents. The librarian is an
integral member of our teaching teams, arranging for visiting authors
and interesting speakers to address the community on topics such as "The
Importance of Reading Aloud."

**5. Describe in one-half page the school's professional development
program and its impact on improving student achievement.**

Randolph believes that the best teachers are prolific learners. The
school's professional development program is exceptional; each teacher
is awarded seven paid professional in-service days for attending
lectures, technology training, and curriculum planning. In-service
training is focused on strengthening the learning environment. The
Grisham Endowment, a fund dedicated to faculty professional development,
provides up to \$2000 annually for any teacher to attend conferences and
pursue graduate study, and technology training. Teachers subsequently
share their experiences with other faculty. The Staff Development Office
directs technology training during the year, supported by New Horizons
Computer Learning Center classes donated to faculty. All teachers are
trained to create web pages, post syllabi to the website, and use
technology in two elementary computer centers, in classrooms with the
mobile, wireless laptop carts, and on their own personal laptops,
provided by the school to every teacher. Faculty members observe other
schools and bring back best practices. The school supports travel and
works flexibly with teachers who need special arrangements. Summer
reading books, selected by faculty and provided by the school, are the
focus of full-faculty discussions. When a new curriculum is introduced
(*Everyday Math*, *Junior Great Books, Writers' Workshop* over the past
five years), teachers are trained to implement the program. The school
even supports personal development as it relates to improved teaching
(on-campus yoga classes to manage stress). A mentoring system orients
new teachers to school culture, and collegial tutoring and classroom
observations help strengthen teaching skills.

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.*

Private school association(s): [Independent (Member of SACS, NAIS, SAIS,
AAIS)]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_[X]{.underline}\_\_\_

No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$ [6940]{.underline} \$ [6940]{.underline} \$ [6940]{.underline} \$
[6940]{.underline} \$ [7500]{.underline} \$ [7500]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$ [7500]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$ [9094]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$ [4994]{.underline}

4\. What percentage of the annual budget is devoted to [6]{.underline} %

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [12.4]{.underline}
%

**[Grade 2 Stanford Achievement Test]{.underline}**

8^th^ edition/1988

HBJ, Inc.

No groups were excluded from testing.

Scores are reported here as both NCEs and Percentiles

Scores as NCEs

  ----------------------------------- ----------- ----------- -----------
                                      2001-2002   2000-2001   1999-2000

  Testing Month                       March       March       March

  SCHOOL SCORES                                               

  Total or Composite Scores           73.0        80.4        79.8

  Number of students tested           50          54          54

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  SUBTEST SCORES                                              

  Reading                             71.1        75.3        73.8

  Reading Comprehension               71.4        71.5        67.4

  Math                                69.1        78.4        80.2

  Concepts of Numbers                 69.7        79.4        86.7

  Language                            62.9        68.7        66.3

  Spelling                            63.3        75.6        76.0
  ----------------------------------- ----------- ----------- -----------

Scores as Percentiles

  ----------------------------------- ----------- ----------- -----------
                                      2001-2002   2000-2001   1999-2000

  Testing Month                       March       March       March

  SCHOOL SCORES                                               

  Total or Composite Scores           86          93          92

  Number of students tested           50          54          54

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  SUBTEST SCORES                                              

  Reading                             84          89          87

  Reading Comprehension               85          85          80

  Math                                82          91          92

  Concepts of Numbers                 83          92          96

  Language                            73          81          78

  Spelling                            74          89          89
  ----------------------------------- ----------- ----------- -----------

**[Grade 4 Stanford Achievement Test]{.underline}**

8^th^ edition/1988

HBJ, Inc.

No groups were excluded from testing.

Scores are reported here as both NCEs and Percentiles

Scores as NCEs

  ----------------------------------- ----------- ----------- -----------
                                      2001-2002   2000-2001   1999-2000

  Testing Month                       March       March       March

  SCHOOL SCORES                                               

  Total or Composite Score            77.3        76.2        76.1

  Number of students tested           51          51          54

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  SUBTEST SCORES                                              

  Reading                             74.1        74.5        76.3

  Reading Comprehension               74.3        75.8        75.3

  Mathematics                         75.0        72.4        77.9

  Concepts of Numbers                 77.7        76.4        76.6

  Language                            69.7        65.2        64.5

  Language Mechanics                  71.1        68.1        66.0
  ----------------------------------- ----------- ----------- -----------

Scores as Percentiles

  ----------------------------------- ----------- ----------- -----------
                                      2001-2002   2000-2001   1999-2000

  Testing Month                       March       March       March

  SCHOOL SCORES                                               

  Total or Composite Score            90          89          89

  Number of students tested           51          51          54

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  SUBTEST SCORES                                              

  Reading                             87          88          89

  Reading Comprehension               88          89          89

  Mathematics                         88          86          91

  Concepts of Numbers                 91          90          90

  Language                            83          77          75

  Language Mechanics                  84          81          78
  ----------------------------------- ----------- ----------- -----------

**[Grade 6 Stanford Achievement Test]{.underline}**

8^th^ edition/1988

HBJ, Inc.

No groups were excluded from testing.

Scores are reported here as both NCEs and Percentiles

Scores as NCEs

  ------------------------------------- ----------- ----------- -----------
                                        2001-2002   2000-2001   1999-2000

  Testing Month                         March       March       March

  SCHOOL SCORES                                                 

  Total or Composite Scores             78.1        74.4        74.8

  Number of students tested             66          65          60

  Percent of total students tested      100         100         100

  Number of students excluded           0           0           0

  Percent of students excluded          0           0           0

  SUBTEST SCORES                                                

  Reading                               75.7        73.9        72.4

  Reading Comprehension                 73.2        70.7        67.6

  Mathematics                           80.9        77.1        74.9

  Math Applications                     81.8        77.2        75.9

  Language                              69.7        69.1        69.0

  Language Mechanics                    71.2        72.6        69.1
  ------------------------------------- ----------- ----------- -----------

Scores as Percentiles

  ------------------------------------- ----------- ----------- -----------
                                        2001-2002   2000-2001   1999-2000

  Testing Month                         March       March       March

  SCHOOL SCORES                                                 

  Total or Composite Scores             91          88          88

  Number of students tested             66          65          60

  Percent of total students tested      100         100         100

  Number of students excluded           0           0           0

  Percent of students excluded          0           0           0

  SUBTEST SCORES                                                

  Reading                               89          87          86

  Reading Comprehension                 87          84          80

  Mathematics                           93          90          88

  Math Applications                     94          90          88

  Language                              83          82          82

  Language Mechanics                    84          86          82
  ------------------------------------- ----------- ----------- -----------