##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

Name of Principal [Ms. Sylvie Hill]{.underline}

Official School Name [Spring Hill -- The Advanced Elementary School of
Santa Cruz]{.underline}

(As it should appear in the official records)

School Mailing Address [250 California Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[Santa Cruz]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[CA\_\_\_\_
95060-4213]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 831) 427-2641]{.underline} Fax [( 831) 427-2958]{.underline}

Website/URL [www.springhillschool.org]{.underline} E-mail
[admin@springhillschool.org]{.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 all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

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

District Name [N/A]{.underline} Tel. [( N/A )]{.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\_\_\_\_\_N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board President/Chairperson \_\_\_\_[Mr. Doug
Bowman]{.underline}

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 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 of 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 within the last
    two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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 district‑wide 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 1‑2 not applicable to private schools)

1\. Number of schools in the district: [\_N/A]{.underline} Elementary
schools

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\_N/A\_\_\_\_\_\_\_\_\_\_]{.underline}

**SCHOOL**

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\. [6]{.underline} Number of years the principal has been in her/his
position 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**       6         4                      **10**       **7**                             0

  **1**       7         9                      **16**       **8**                             0

  **2**       10        4                      **14**       **9**                             0

  **3**       9         7                      **16**       **10**                            0

  **4**       6         6                      **12**       **11**                            0

  **5**       9         5                      **14**       **12**                            0

  **6**       6         10                     **16**       Other                             0

                                    **TOTAL                                                   98
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [66]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[8]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[2\_\_\_\_\_%]{.underline}

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

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

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

  **(4)**     Total number of students in the    98
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .02
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_\_%

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[N/A]{.underline}\_\_\_\_\_\_

9\. Students eligible for free/reduced-priced meals:
\_\_\_[1]{.underline}\_\_\_\_%

\_\_\_[1]{.underline}\_\_\_\_Total Number Students Who Qualify

10\. Students receiving special education services:
\_\_\_[5]{.underline}\_\_\_\_\_%

\_\_\_[5\*]{.underline}\_\_\_\_Total Number of Students Served

> \*We provide accommodation within normal classes for individual
> student needs. Some students receive additional assistance through
> public school or other outside agency programs.
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_[1]{.underline}\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_ Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[1]{.underline}\_\_Specific Learning
Disability

\_\_\_\_Hearing Impairment \_\_[2]{.underline}\_\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_[1]{.underline}\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

11. *Staff:*

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_\_[8]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[6]{.underline}\_\_\_\_

> Support staff \_\_\_1\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[10]{.underline}\_\_\_\_
> \_\_\_\_[7]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[1:10]{.underline}\_\_\_\_\_\_

13\. Attendance patterns of teachers and students as a percentage.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 98          99          98          97          98

  Daily teacher attendance 99.5        99.6        99.3        99.5        99.4

  Teacher turnover rate    0           0           12%         12%         12%

  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
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. This question does not apply because we are an elementary school.

**PART III ‑ SUMMARY**

Spring Hill is a small, independent school where the talents of each
child are recognized and nurtured. The best education is about
developing individual potential and that is central to our ethos. It is
this foundation that makes our school different and we provide the
opportunities that allow all students to reach their full potential.

We provide an accelerated and balanced curriculum to motivated and
gifted children. We offer a rich and varied program that includes a
strong academic curriculum combined with a wide variety of fine arts and
extracurricular activities.

Our mission is to:

-   Offer accelerated and advanced academic programs to high achieving
    and gifted children.

-   Support development through an individually paced curriculum.

-   Enable students to see learning as a continuing process throughout
    life.

-   Acknowledge the needs and abilities of each child and encourage them
    to be proud of their achievements.

-   Provide a safe, secure and caring environment built on honesty and
    respect for one another.

Spring Hill\'s core curriculum places a strong emphasis on language
arts, math and science. Ancient and American history, world culture,
Latin, Spanish, French, algebra, geography, and a comprehensive life lab
program are also included.

## 

## Our individually paced program of learning sets Spring Hill apart from other schools. Students demonstrating aptitude in a particular subject area are given the opportunity to stretch beyond the boundaries of programs typical for their age or grade level. This approach allows our students to excel when compared with other children nationally.

## 

## The school provides a great amount of individual attention to each student because each class size is limited to 16 students. Teachers and students collaborate to set individual goals, and teachers gain a genuine appreciation for each student's abilities and interests. The experienced faculty presents material that challenges and encourages critical thinking and teachers routinely modify lessons and assessments to address the individual needs and abilities of students.

Learning modalities are experiential whenever possible, and include
field trips, residential science, and environmental studies camps.
Extracurricular programs include an Author's Fair, Invention Convention,
Poetry Contest, and academic contests for spelling, geography, and math.
Students develop confidence and self-expression by participating in
creative expressions such as studio art, drama, physical education, and
instrumental and choral music.

Parental involvement is vital to the life of our school. Some parents
serve as aides in the classrooms. This enriches the child's educational
experience with more individual attention and more varied classroom
activities and school programs.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

*School Assessment Results in Math and Reading*

At Spring Hill, faculty and staff continually monitor students' progress
using several types of assessment. Prospective students go through an
interview and academic evaluation prior to acceptance. In the admission
process the school considers test scores, report cards, and narrative
assessments from former schools, samples of recent writing and math
work, and the results of Spring Hill's assessment tests in reading,
writing, and math. Teachers meet with applicants to evaluate their fit
for the individualized learning program of the school. They look for
students with high achievement or motivational levels who are more
likely to enjoy our focused approach to education. Through continual
progress assessment of individual students, especially in reading and
math, the school paces the curriculum to their individual needs, levels
of achievement, and style of learning.

Once a year the students in grades 1 through 6 take the national
achievement test identical to the test taken by students in California
public schools. All students in our school participate in standardized
testing and are included in the measurements regardless of their ethnic
group or socioeconomic level. Test scores indicate how many right
answers each student has, how each child compares to children of the
same age and grade level across the nation, and at what grade level a
child performs compared to other children who took the same test during
the same month. In reading, important components measured include
recognizing sounds, word identification, vocabulary skills and
comprehension. In mathematics, concepts such as number sense and
operations, patterns and relationships, algebra and geometry, and
measurement, data and probability are measured. Math problems assess
skills in reasoning and problem solving, estimation, and mathematical
connections. Whether in reading or mathematics, all grades at Spring
Hill consistently achieve scores from the 80^th^ to the 99^th^
percentiles nationally. The scores are high in all subjects and at all
grade levels.

It is important when looking at a school's test scores, to look beyond
the basic numbers; the scores for a single school year have limited
value for judging school performance. Equally important is trend data
--- test scores from several years more accurately reflect overall
performance. Spring Hill students achieve very high scores year after
year and results from the Stanford Achievement Test demonstrate that
they perform well above grade level in all areas.

What accounts for the high scores at Spring Hill? Student-teacher ratios
are very low. Classes are small, limited to 16 students. Lower-grade
reading and math groups, where the foundation is laid for each student,
are even smaller, with 3 to 4 students, or even 1 when necessary. In
mathematics and reading, students work at their own pace and according
to their ability; most work at least one year above grade level. The
impact of this approach is evident in overall achievement in both in
reading and math test scores --- students perform well above grade
level. Teachers design curriculum around the needs of individual
students, so that they can progress at their own speed. When students
show proficiency at one level, they immediately progress to the next.
This ensures that children stay interested in learning and receive
instruction applicable to their specific needs. Finally, teachers and
the administration at Spring Hill are as motivated as the students they
serve.

*How the school uses assessment data to understand and improve student
and school performance:*

Because Spring Hill is dedicated to the individual and academic growth
of each student, teachers continually assess each student's progress
throughout the year. During the summer children forget some of the
previous year\'s learning, so teachers give placement tests in math and
reading each fall to determine the level at which students will begin
the year. Because children are placed in groups according to level and
ability, not according to age or actual grade, it is conceivable that
each child in a class may start at a different place in the math and
reading curriculum. During the year, children advance at their own speed
and are regularly assessed to determine if they should move to different
reading or math groups. Math assessments are done regularly to check
knowledge of basic standards, conceptual understanding, the skill to
make connections, problem solving, computational accuracy and the
ability to use data.

The results of the annual standardized testing are used to evaluate the
students, individual classes, and the school at many levels. The data is
compared to previous years' data to assess trends in the whole school,
class profile, and the effectiveness of the entire curriculum. Test
results enable us to assess the balance of the curriculum and the
soundness of classroom instructional practices. The principal and
teachers monitor the test results of each child, year after year, to
determine whether there is a change in progress or learning ability. A
significant change results in an evaluation to determine if adjustments
for that individual child, the class, or the curriculum are needed.
Finally, the principal compares the school results to schools in the
area to evaluate the general education trend and to ensure that we offer
a program based upon the needs of the community.

*How the school communicates student performance & assessment data, to
parents, students, and the community:*

Spring Hill promotes good communication between parents, faculty, staff,
and students, and frequently communicates student progress in written
evaluations and in one-on-one meetings with parents and students. Our
school mission creates a sense of responsibility for the children's
education from all members of the school community. As the primary
educators of their children, parents are encouraged to be involved in
their children's schoolwork. Because of their high level of motivation,
students work with their teachers to set goals, monitor their own
progress, and receive the individual help they need. Teachers are
flexible and available to students and parents. Home phone numbers and
email addresses of teachers and staff are provided to both students and
parents who routinely use them. Conferences are scheduled not just once
a year, but every time a family or teacher requests one. Homework is
promptly graded and commented upon and sent home along with class work,
quizzes and tests for parents to review with their children. Students
receive three report cards a year summarizing the work achieved in each
trimester; student standardized test results are included along with an
explanation about the testing process and a key to interpret the
results. Every time a child is assessed in a subject, the teachers
communicate the results to that child and the parents. A child who is
encountering difficulties receives immediate assistance to ensure that
he receives the help he needs to be successful. Teachers work closely
together and in partnership *because every teacher is involved in and
dedicated to the success of every child*.

Spring Hill's communicates with parents and the community via our weekly
newsletters, press releases, and a website. Our website describes the
school's unique mission and programs and provides standardized test
results by grade and subject. We provide evening seminars in which we
share the expertise needed to meet the needs of gifted children. These
seminars are open to the entire community free of charge.

[]{.mark}

*How will the school share its successes with other schools?*

Spring Hill serves a population of students whose needs are often not
recognized and addressed in traditional schools. High achievers need to
be challenged at their intellectual level. Gifted students display
perfectionism, intensity, and are more sensitive. Their needs are best
met in small classes with teachers who are highly motivated. They need
to learn in an environment where they can deepen their knowledge in
special interest areas and experience the joy of academic success. They
need to feel connected to peers who share the same level of intellectual
curiosity and social leadership. Spring Hill offers special programs
that take into account the psychomotor, intellectual, imaginational,
emotional, social, as well as academic needs of these children.

The school is a resource for parents of gifted children in the community
as a whole. We are committed to reaching out to our community and
raising the awareness of and identifying and meeting the needs of
children with exceptional abilities. We offer public workshops and
instructional events for the parents of gifted children where they can
learn how to identify their children's giftedness, and gain greater
understanding in how to meet their social, emotional and educational
needs. The most recent seminar was held in November 2003 and was
entitled, "Is Your Child Gifted?" Two more events scheduled for the
2004. The school also provides a meeting place for a support group for
parents of gifted children in our community. Spring Hill is committed to
working with other schools to create more complete assessment methods in
order to provide all children with learning experiences that keep pace
with their ability.

**PART V -- CURRICULUM AND INSTRUCTION**

*The school's curriculum:*

**Math --** Mathematical tasks that facilitate learning are commensurate
with the capability of the learner at all grade levels. Children are
grouped by ability and are encouraged to progress at their own speed
within the groups. All math groups cover the basic concept areas that
are recommended by the California Department of Education Standards for
different grade levels; students are frequently assessed and allowed to
work above grade level. Following pre-algebra in the fourth grade,
students are offered algebra, geometry and trigonometry. The curriculum
provides opportunities for students to see how numbers can be used to
solve everyday problems.

**Science --** At all grade levels, students use a hands-on approach to
science. The scientific process ---observing, raising questions,
interpreting information, hypothesizing, communicating --- is emphasized
throughout all course content. Students learn to use models, do
research, keep records, and devise investigations. Curiosity, respect
for evidence, perseverance, and flexibility are encouraged. At each
grade level, children explore physical science, earth science, and life
science. Our life lab curriculum invites children to be active
participants in the growing, care-taking and harvesting process, to
develop respect for the natural world, and to gain a sense of
responsibility and ownership over their individual gardens. The students
designed and maintain the award-winning school recycling program. All
students participate in the school\'s annual science fair and our unique
"Invention Convention" (for which the Tech Museum of Innovation of San
Jose, California, acts as a partner and provides inspiration,
encouragement, and support for the students' inventive process.)

**Language Arts --** The curriculum is described more fully in #2 below.
Beginning in Kindergarten, and working independently and in groups,
students learn to become fluent readers. Comprehension skills and
vocabulary are developed in all subjects of the curriculum. The students
learn to express thoughts and ideas through writing. Penmanship, writing
strategies, grammar and spelling are all part of the weekly schedule and
homework assignments. Listening and speaking skills are emphasized in
drama, oral presentations, story telling, and speech classes. Students
at Spring Hill demonstrate confidence and clarity when speaking in front
of a group of peers or adults. Quite a few of our students have an
opportunity to demonstrate their invention at the Tech Museum of
Innovation, explaining it to countless visitors; they all thrive on this
kind of experience.

**History and Geography --** History and geography are taught at all
grade levels through the use of biographies, legends, personal
interviews, field trips, and a variety of written documents. Children
learn how the past, present, and future are connected. In Kindergarten,
students celebrate the diversity and history of cultures present within
our school. First graders discover the relationships between events,
people, and places in our local community. They learn about famous
people in American history and the role of North America\'s native
people. Second graders explore governmental institutions and practices
in the world. California history from its beginning to the present is
the focus of third grade. Ancient civilizations come alive in the fourth
grade; their classes include writing, visual art and research skills,
role-playing, creating time lines, and political thinking skills. In
fifth and sixth grades, the two-year history program covers Europe in
the Middle Ages, the Renaissance, and United States history. It is our
belief that history cannot be meaningful without a geographical
background. Physical, political, climatic, and cultural geography
studies are an integral part of learning about our heritage and our
involvement in the present world.

**Foreign Languages --** The hunger of our students for learning more
and going outside the box is fed in part through our foreign language
program. Spanish is taught from Kindergarten through 6^th^ grade. Latin
is taught in 4^th^ and 5^th^ grades and French in 6^th^ grade.
Literature, audio and video tools, native speakers, and field trips are
all means for our students to be introduced to different cultures
through the art of communications.

**Fine Arts -- Music, Art, and Drama --** Our fine arts program offers
the creative dimension needed to integrate what students learn across
the curriculum. It allows children to discover the wealth of worldwide
music and art and to expand their personal mode of expression.

**Physical Education --** Is there a better way to learn how long a mile
really is than to walk it? Teamwork, healthy competition, proper
behavior, physical fitness, fun and play make up a program designed to
enhance self-image, cooperation, and personal development.

[]{.mark}

*Reading Program:*

Although a majority of students demonstrate above-average ability, the
student population at Spring Hill includes a large spectrum of reading
levels. The majority of students graduating from 6^th^ grade demonstrate
a 12^th^ grade median grade equivalency in reading. The reading program
is based on a differentiated model. Teachers use comprehensive
identification procedures to assess levels of student ability and
interest and offer a combination of enrichment and acceleration to meet
the needs and interests of *each individual student*. The reading
curriculum uses strategies such as giving young, competent readers
chapter books; book discussions to enhance comprehension; enhancing
creative reading with the use of music, drama, and visual arts. Good
literature is a must across the whole curriculum and books are readily
available in the classrooms and school library. Literature is an
integral part of teaching geography and social studies in all grades. In
Kindergarten, first and second grades, students meet five periods a week
with their reading groups, which are often as small as 3 to 4 students;
parents are asked to read at home with their children each night.
Grammar, spelling, and writing challenge the children to apply the
skills learned through the stories they read. Teachers model good
reading skills, as they often become storytellers themselves. In grades
three and above, the students explore many genres in both reading and
writing. Student authors are celebrated every year during the school
authors\' fair. On that day, children exhibit their writings and read
each other\'s creations. The reading program approach at Spring Hill
challenges students to develop divergent thinking skills and
problem-solving strategies. The program supports each child's interest
in reading high-level materials. Above all, the love of reading is
appreciated and celebrated by all.

[]{.mark}

*Description of another curriculum area:*

At each grade level, teaching science is important and is integrated
into the class curriculum. The science program combines scientific
knowledge with reasoning skills, supported by hands-on activities. In
the scientific process, children develop skills such as observing,
inferring, and experimenting. Students learn to ask authentic questions
generated from their life experience. They might build machines in order
to solve a problem or explore the mystery of habitats and of universal
connections. The students investigate individually or collectively.
Imagination provides the spark and encourages each student\'s
receptivity to new ideas and diversity of thought. They have an
opportunity to share scientific discovery with their parents at our
Family Science Night and to demonstrate their knowledge and scientific
process at our Annual Science Fair.

The recent discovery of a bug in a flowerbed by a Kindergartner became
an instant science adventure, a topic for creative writing, a search for
more information and literary links, as well as an opportunity for older
students to share their knowledge with younger children about insects.
Spring Hill encourages students to assume responsibility for their own
learning and teaches that there is no limit to what one can learn. The
teachers present issues, events, problems, and topics that are
significant and of interest to their students. Teachers are offered
opportunities to continue their own development in science. The
implementation of our science curriculum, like our other curriculum
supports our mission of: acknowledging the needs and abilities of each
child and encouraging them to reach their full potential, providing them
with tools to grow in curiosity, knowledge and ability, and challenging
them to view learning as a continuous process throughout life.

*School Instructional Methods:*

[]{.mark}

Spring Hill provides students the opportunity to work at their own
ability levels from the time they start to the time they graduate. The
school enrolls gifted or motivated children with unusual potential who
show a burning curiosity and thirst for knowledge. Students often
develop understanding beyond the traditional grade level for their age,
and leave equipped for leadership and advanced study skills. This is
achieved in different ways. The student-teacher ratio is kept below 10
to 1. Class size is limited to 16 students. Teachers work with students
to establish individual goals and the teachers well understand the
abilities and interests of each student. Because of cross teaching and
areas of specialization, every teacher is involved in the education of
every child at the school. No student can ever "fall through the
cracks." In reading and math, students are grouped by interest and
ability levels rather than by grade or age levels. These groups are
often very small, consisting of 3 or 4 students. In all subjects, a
hands-on approach and experiential learning are emphasized. Starting in
Kindergarten, children learn to use research, interviews, oral
presentations, multimedia resources, and extra curricular activities to
answer the many questions they have. The school schedules regular events
where reasoning, problem solving and creative thinking skills are
challenged. The school's extra programs include its annual invention
convention, science fair, students\' author fair, talent show, family
science night, musical and drama performances and other independent
class assignments. These programs invite students from Kindergarten
through sixth grade to expand their interests and creativity when
presenting projects. Leadership and social skills are nurtured and
developed through Student Council, multi-grade activities, school
mentoring, and community service. It is obvious to anyone who visits the
school that the students at Spring Hill love learning.

[]{.mark}

*Professional Development Program:*

To effectively teach gifted students, the faculty needs not only to
understand their needs, but also to be creative in presenting material
that is relevant and challenging. Each classroom teacher instructs
students not only in their grade/class but also children at other grade
levels in one or more disciplines. All faculty members are involved in
the school\'s curriculum development and its annual review and update.
To help the teachers continue to build their skills and expertise the
school offers the following support and enrichment to its great staff:

-   Teachers are notified of relevant workshops & conferences and are
    encouraged to attend them. The school provides funds for each
    teacher for attending outside workshops.

-   Teachers who take additional college classes are financially
    rewarded.

-   When teachers attend workshops, they present the material to the
    rest of the faculty during the weekly faculty meetings.

-   Several times a year during faculty in-service days, outside
    educational speakers address specific topics that cover teaching
    methods and also the psychological, social, emotional, intellectual,
    academic, and relationship needs of gifted children.

-   New teachers are mentored and supported by the principal and the
    other teachers; a team of people who are truly connected does the
    teaching at this school.

-   The school's commitment to the teachers' professional development is
    evident in new ideas and methodologies that are immediately
    incorporated into their classes and the curriculum.

-   The impact of such continuous learning by the teachers is pronounced
    and is evidenced by student achievement.

-   The school's commitment to the faculty's professional development is
    reflected in the teachers' enthusiasm in incorporating new ideas and
    methodologies in the curriculum.

**PART VI - PRIVATE SCHOOL ADDENDUM**

Private school association(s): [None]{.underline}

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_[X]{.underline}\_\_\_\_ No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2002-2003 tuition rates, by grade?

\$\_[7750]{.underline} \$\_[7750]{.underline}\_ \$[7750]{.underline}
\$[7750]{.underline} \$\_[7750]{.underline} \$[7750]{.underline}
\$[7750]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^ 6^th^

2\. What is the educational cost per student? \$\_[7854]{.underline}\_\_

*(School budget divided by enrollment)*

3\. What is the average financial aid per student?
\$\_[3764]{.underline}\_\_

(Financial aid amount divided by financial aid recipients)

4\. What percentage of the annual budget is devoted to
\_\_[8]{.underline}\_\_%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[17]{.underline}\_\_%

**PART VII - ASSESSMENT RESULTS**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**[Without Subgroups]{.underline}**

**SPRING HILL -- THE ADVANCED ELEMENTARY SCHOOL OF SANTA CRUZ**

Stanford Achievement Test Series, Ninth Edition

2002-2003: Form S -- 2001; 2001-2001 & 2000-2001: Form S-1996

Harcourt, Inc.

Scores are reported as percentiles

No Students are excluded from the test.

  -------------------------------------- ----------- ----------- -----------
                                         2002-2003   2001-2002   2000-2001

  Testing month                          March       April       April

  **Grade 6**                                                    

  Reading                                91          96          97

  Mathematics                            90          93          93

  Number of students tested              9           3           13

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

  **Grade 5**                                                    

  Reading                                92          91          92

  Mathematics                            88          95          87

  Number of students tested              16          10          9

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

  **Grade 4**                                                    

  Reading                                85          87          89

  Mathematics                            80          82          93

  Number of students tested              14          16          9

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

  **Grade 3**                                                    

  Reading                                88          80          87

  Mathematics                            90          80          90

  Number of students tested              12          15          16

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

  **Grade 2**                                                    

  Reading                                81          91          86

  Mathematics                            85          81          87

  Number of students tested              13          13          15

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0
  -------------------------------------- ----------- ----------- -----------

continued on next page

  -------------------------------------- ----------- ---------- ----------
  **Grade 1**                                                   

  Reading                                88          87         91

  Mathematics                            87          91         98

  Number of students tested              14          12         14

  Percent of total students tested       100         100        100

  Number of students excluded            0           0          0

  Percent of students excluded           0           0          0
  -------------------------------------- ----------- ---------- ----------

National percentile ranks indicate the relative standing of a student in
comparison with other students in the same grade who took the test at
the same time. Percentile ranks range from a low of 1 to a high of 99,
with 50 denoting average performance for the grade.

**Final Attachment (Following Page):**

Results of Stanford Achievement Test Series, 9^th^ Edition, Spring Hill
Advanced Elementary, Grade 6 (highest grade at school), Test date 3/03,
copyright 2001 Harcourt Brace.