##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Ghada Huleis]{.underline}

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

Official School Name [Salem Lutheran School]{.underline}

(As it should appear in the official records)

School Mailing Address [1211 N. Brand Blvd.]{.underline}

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

[Glendale CA 91202-1959]{.underline}

City State Zip Code+4 (9 digits total)

County [Los Angeles]{.underline} School Code Number\*\_[N/A]{.underline}

Telephone [( 818 ) 243-8264]{.underline} Fax [( 818 )
243-4491]{.underline}

Website/URL [salemlutheranglendaleschool.org]{.underline} E-mail
<salemschooloffice@juno.com>

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. [( )]{.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.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Thomas F. Queally

President/Chairperson

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

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date [December 17, 2004]{.underline}

(School Board President's/Chairperson's Signature)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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.)

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1.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

2.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

3.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

4.  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.

5.  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.

6.  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.

7.  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: \_\_\_\_\_ Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ x \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] 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.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    14        7                      **21**       **7**                             

  **K**       14        10                     **24**       **8**                             

  **1**       13        13                     **26**       **9**                             

  **2**       9         17                     **26**       **10**                            

  **3**       7         16                     **23**       **11**                            

  **4**       9         15                     **24**       **12**                            

  **5**       11        11                     **22**       **Other**                         

  **6**       8         10                     **18**                                         

                                    **TOTAL                                                   184
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [67]{.underline} % White

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

[13]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      3
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Subtotal of all transferred 5
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 184
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .027
                            by total in row (4)         

  **(6)**                   Amount in row (5)           2.7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_ [2]{.underline}\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_

Specify languages: Korean

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

Total number students who qualify: \_\_\_\_\_\_\_\_

> If this method does not produce an 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.

10\. Students receiving special education services:
\_\_\_[8]{.underline} %

\_\_ [14]{.underline} Total Number of Students Served

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

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [14]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

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

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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) \_\_\_[1]{.underline} \_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_[8]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[0]{.underline} \_\_
\_\_\_[6]{.underline}\_\_\_\_

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

> Support staff \_\_\_[1]{.underline} \_\_\_[9]{.underline}\_\_
>
> Total number \_ [10]{.underline}\_\_\_ \_\_ [15]{.underline}

12\. Average school student-"classroom teacher" ratio:
\_[23:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  97%         98%         97%         98%         99%

  Daily teacher attendance  99%         99%         99%         99%         99%

  Teacher turnover rate     21%         0%          7%          7%          14%

  Student dropout rate      \%          \%          \%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

# 

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

Nestled in the foothills of Glendale, California, sits Salem Lutheran
School. One hundred eighty four students from Junior Kindergarten
through sixth grade arrive at 8:30 a.m. Beginning each day together in
prayer and devotion, Salem's mission is put into action.

"The mission of Salem Lutheran School is to educate students through
quality instruction emphasizing Jesus Christ as the foundation of their
lives, in which their potential can be nurtured and developed as they
grow in faith."

Educating students through quality instruction is at the core of Salem's
mission. Central to the reformation, which gave birth to the Lutheran
church, is the belief that education of the common people is at the core
of true freedom and responsible citizenship. As a result, education has
been an integral part of the Lutheran expression of faith throughout its
history.

Founded in 1948, Salem Lutheran School has sought to teach students
using the most effective educational resources available for the last
fifty-six years. At Salem, the curriculum is under constant review.
Current research and curriculum revisions are examined and embraced in
an ongoing effort to provide the best tools for students. It is in
quality instruction, which includes high standards, that the student
will stretch to achieve their academic potential.

Salem's core curriculum includes Religion, Language Arts (Phonics,
Reading, Grammar, Spelling and Writing), Math, Science and Social
Studies. While these subjects are taught in a self-contained classroom
by the grade level teacher, specialty teachers bring their talents to
the supplemental instruction of Music, Spanish, Art, Computer and
Physical Education. This combination of effort has been very fruitful
for Salem. Classroom teachers are afforded extra preparation time for
their subjects, while very gifted specialty teachers are able to bring
their talents and enthusiasm to the students. At Salem, every student
can explore and find their particular passion. Ready and waiting to
nurture that seed is a teacher who shares in the excitement of learning
about it.

At Salem, Jesus Christ is emphasized as the foundation of students'
lives. They learn from their earliest school days that they are uniquely
created, unconditionally loved and gifted. Peer relationships, respect
for authority, honesty, and generosity are all taught in the context of
following the example of Christ. Conflict resolution is approached with
the respect for one another that comes from the basic belief that all
are equally valuable in God's eyes. In this way, students are given a
guideline for living which they can carry with them throughout their
lives.

It is the aim at Salem to nurture the potential of each individual
child. In a school the size of Salem, with one classroom at each grade
level, continuity of accommodation is easily achieved. Learning
difficulties are identified and referred to local professionals for
assessment. Successful strategies follow the students from year to year
as they grow. Teachers consult and interact with specialists and one
another to make sure that each child is learning to the best of their
ability. Enrichment activities and growth opportunities are also an
important part of Salem's approach. Supplemental resources are made
available to each teacher. Classrooms are filled with opportunities for
individual exploration.

As each day closes at 3:00 p.m., students join in prayers of gratitude
for this special place of learning. They carry home with them the
reinforcing activities that make up their daily homework. Parents and
extended day care faculty greet the children and are ready to partner
with the teachers to further each child's accomplishments.

#### [PART IV.1]{.underline}

Salem students have consistently performed well on the Stanford
Achievement Test. Test results from 2004 indicate that the typical
student in the school group scored in the upper ranges for their grade
level. As a group, Salem's overall performance was above the national
average.

On the reading portion of the test, Salem as a whole scored in the
83^rd^ percentile range, or near the top of the stanine ranks. Students
are performing higher than 83% of the students nationally tested. Across
the grade levels, reading comprehension was well above the national
average with an overall score in the 80^th^ percentile range. When each
grade is considered, comprehension scores range between the 76^th^ to
the 89^th^ percentile. Students performed well above the national
average and were testing at a grade equivalency much higher than their
actual grade level. All grade levels performed proficiently in
vocabulary skills with a range of the 79^th^ to the 86^th^ percentile,
indicating a strong sense of understanding words, their meanings, and
their use.

Another important indicator of Salem's success on achievement tests
involves the number of students performing in the below average,
average, and above average ranges. In nearly all sections of the reading
test, few or no students performed in the below average range. The
majority of students scored in the average or above average categories
on nearly all parts of the standardized test.

In addition to the national performance in reading, Salem students also
performed well when compared to other schools within its district.
Salem's ranking within its district was in the 69^th^ percentile. Salem
students performed better than 69% of the other students tested. When
each grade is compared to similar grades within its district, Salem's
performance ranged from the 60^th^ to the 82^nd^ percentile. On the
Reading Vocabulary section, individual grades at Salem ranged from the
64^th^ to the 71^st^ percentile, while on the Reading Comprehension
section, individual grades ranged from the 55^th^ to the 78^th^
percentile.

On the mathematics portion of the test, Salem as a whole scored in the
82^nd^ percentile range, or near the top of the stanine ranks. Students
are performing higher than 82% of the students nationally tested. The
standardized math test includes two parts, Mathematics Problem Solving
and Mathematics Procedures. Across the grade levels, Salem scored at the
80^th^ percentile in the Mathematics Problem Solving section of the
test, and at the 82^nd^ percentile on the Mathematics Procedures
section. When each grade is considered, the Mathematics Problem Solving
scores range from the 74^th^ to the 83^rd^ percentile, while the scores
on the Mathematics Procedures scores range from the 69^th^ to the 91^st^
percentile.

In nearly all sections of the mathematics test, few or no students
performed in the below average range. The majority of students scored in
the average or above average categories on nearly all parts of the test.

When Salem's mathematics performance is compared to other schools within
the district, the students at Salem had an overall mathematics score in
the 66^th^ percentile. The score indicates that Salem students are
performing higher than 66% of the students within its district. On the
Mathematics Problem Solving sections, Salem students performed with a
range in the 60^th^ to the 69^th^ percentile. On the Mathematics
Procedures section, Salem students had a range in the 50^th^ to the
78^th^ percentile.

###### 

###### 

###### [PART IV.2]{.underline}

Salem consistently uses assessment data to maintain high standards and
to better understand and improve student achievement. Multiple sources
of information are used to assess performance, design effective
curriculum, and make decisions about the school's goals, including
standardized testing, portfolios, and observations. Early in the year,
any barriers to success are identified and strategies for improvement
are designed, implemented and monitored.

Salem utilizes comparative studies of schools with similar demographics
to develop benchmarks for improving student achievement. Assessment data
is carefully analyzed to determine how students are performing within
the school and how their scores compare to other schools nationally.
Test scores are used as a guideline to determine if the curriculum is
providing students with the desired academic progress and make
recommendations for adjustments, if needed. Assessment results are also
compared to prior years to insure students are consistently performing
well.

Through the analysis of formal and informal assessments, Salem is able
to help students achieve success. High achieving students can be given
enrichment and additional challenging assignments and students who are
determined to be below the basic standard may need additional support
for improvement. Salem takes a proactive approach to providing
enrichment materials and tutorial services on campus to those in need.
In addition, if a student's performance indicates a possible need for
special education, a representative from the Lutheran Schools Special
Education Ministries can help Salem determine a course of action. The
representative also facilitates contact with the state resources
available to children with special needs. A strong commitment to the
success of each and every student has helped Salem to be a leader in
student achievement.

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**[PART IV.3]{.underline}**

Effective communication is the foundation of a successful academic
environment. At Salem, an open exchange of information on all levels is
encouraged. Salem prides itself on excellent communication between the
parents and the staff, the students and the staff, and in providing
information about student performance to the community.

Student achievement is carefully and thoughtfully monitored and
evaluated. Information regarding student progress is conveyed through
various means. Progress reports and report cards are sent home each
quarter to inform parents and students of progress in the classroom. A
scheduled formal conference takes place each fall, but additional
meetings can be arranged as needed to discuss student progress. Teachers
and staff are readily available when parents desire additional
information and/or discussion.

Regularly scheduled meetings between the principal and staff insure that
various assessments and the interpretation of the results are clearly
understood and can be conveyed. The results of the Stanford Achievement
Tests are shared and discussed in detail with the parents. For
interested individuals, Salem's academic curriculum and group SAT scores
can be found on the web, can be viewed in the school office and
discussed with knowledgeable staff members.

To better acquaint the community with Salem, tours of the facility and
classrooms are scheduled weekly and can be individually arranged. In
addition, the principal has regularly scheduled times known as "Chat
With The Principal" when parents may converse with her regarding student
performance, curriculum, or other matters of concern. As an institution
dedicated to student achievement, effective communication has been a
vital component of the success at Salem.

**[PART IV.4]{.underline}**

Salem constantly strives to maintain and improve the high quality of its
programs, and also supports the development and improvement of other
schools' curriculum and staff. Salem closely monitors and evaluates the
performance and success of its students. Having a better understanding
of its own success allows Salem to be a dynamic institution able to
serve as a mentor to other schools.

Communication with other schools in our area and in other parts of the
world is maintained. Salem is also highly involved in the work of the
district office for Lutheran Schools of Southern California and Hawaii.

Members of the staff attend professional development seminars and
participate in frequent discussions with many other private and public
school principals in our region. Salem communicates with the Los Angeles
County Office of Education in an ongoing exchange of ideas and
information concerning private and public schools in our county. Salem
is a leader in providing resources to other less fortunate schools.
Academic materials, classroom items such as desks and chairs, and
various types of equipment have been provided to schools in need.

Salem and a school in Japan regularly exchange ideas and curriculum in
many academic as well as cultural studies. Members of Salem have offered
insight to the development of an exceptional curriculum for the school
in Japan. Salem also maintains contact with a school in the Holy Land to
which it has provided invaluable ideas for improving their curriculum
and staff development.

Salem is a school dedicated to improving the academic experiences of
students in general. Salem will continue in its efforts to provide the
finest educational experiences to its own students as well to students
at other schools, both near and far. Through ongoing communication
efforts, the continued sharing of resources, and inspired by the desire
to truly leave no child behind, Salem will remain dedicated to improving
education for all students.

# 

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**[PART V.1]{.underline}**

# Religion -- This curriculum is child-centered. It begins with seeing the child and the world as created and loved by God. It continues seeking to expand the relationships most familiar to the child -family, friends and neighbors - to include a Christian perspective. The implementation of this curriculum is achieved through Bible reading, Bible stories and activities, memory work, weekly worship and teacher modeling. In the upper grades there begins a study of the Old and New Testament and Church History. Several outreach opportunities are afforded to our students as well. Furthermore, religious education cannot be a one period a day program but must permeate the entire school day.

**Language Arts** -- Reading and Language Arts are taught using the Open
Court Curriculum. Students progress from an introduction to the alphabet
and basic phonemes, through blending sounds into words and into reading
for enjoyment and content. Students move on to analyze the written word.
They progress further learning to make comparisons and draw conclusions.
As they grow, they are introduced to the author's point of view and
making inferences. They begin to learn about figurative language and
literary techniques. Throughout each grade, students are learning about
the writing process. They progress from simple sentences to the writing
of description, persuasion, personal narration, summary and story.
Students are progressively taught how to construct good grammatical
sentences and paragraphs using proper punctuation and mechanics.

**Mathematics** -- The Math curriculum at Salem is taught using the
Saxon Math series. It begins as a hands-on program in the lower grades.
It is a multi-sensory approach which emphasizes manipulative and mental
math. The program is based on incremental development, continual
practice and review, and cumulative assessments at regular intervals. In
the upper grades, the focus shifts from the use of concrete objects to
mathematical modeling using pencil and paper. Students at Salem progress
as they are able in the upper grades, many completing the seventh grade
level text.

**Social Studies --** Students learn about the world, current events,
cultures and history. Instruction includes broad concepts of rights and
responsibilities in the context of community. Included is basic
geography and map skills. Historical content includes ancient history,
U.S. history from native peoples through World War II and California
history.

**Science** -- Science curriculum teaches the basics of Earth Science,
Physical Science and Life Science as outlined in California State
Standards. Students are introduced to the scientific method and
participate in an annual Science Fair.

**Spanish --** Spanish is taught at all grade levels. Included is basic
Spanish vocabulary, grammar including nouns, articles, adjectives and
basic verb conjugation. Also included are cultural traditions of Spanish
speaking countries.

**Music --** Salem's Music curriculum includes general music lessons,
basic music history and appreciation, familiarity with orchestral
instruments and choral technique and performance. Students are exposed
to a wide variety of multi-cultural rhythm instruments as well as
English hand bells.

**Art** -- Our art curriculum is a skill-based program designed to
develop artistic abilities as well as perceptual and aesthetic
awareness. We present both classic and contemporary artists to help
students learn to see and think like artists. Our emphasis is on doing
art. We teach our students that because they were made in the image of
God, their Creator, they are intended by God to become good creators.

**Physical Education --** All classes attend P.E. classes three times
per week. Fitness, health and sportsmanship are taught through games and
exercises.

# [PART V.2a]{.underline}

Since its inception in the late 1940s, Salem has stressed a
phonics-based approach to the teaching of reading. Even using a variety
of different texts and the advent of a whole language-based curriculum,
we have maintained an emphasis on phonics and integrated it into the
various programs.

Salem is now using SRA (a division of the McGraw-Hill companies) Open
Court Reading. Open Court reading is a research-based curriculum
grounded in systematic, explicit instruction of:

1.  Phonemic awareness, phonics and word knowledge.

2.  Comprehension skills and strategies.

3.  Inquiry skills and strategies.

4.  Writing and language arts skills and strategies.

SRA has been available in schools for 40 years. Many of the teachers at
Salem have used it as a supplemental program. Open Court appealed to the
teaching staff as an efficient means of differentiating instruction for
meeting students' individual needs.

Additionally, this program was chosen because of the teacher modeling
aspects of the Open Court Program. Teacher modeling is a key to
systematic explicit instruction. Starting in Junior Kindergarten,
teachers model a repertoire of skills and strategies students learn to
apply independently. Every lesson includes multiple opportunities to
model the process that good readers use.

Salem Lutheran School also provides after-school programs to both
remediate and enrich. Powerline Reading is a research-based approach to
reading remediation. Salem has seen some reading scores improve by as
much as two grade levels in one year's participation in the program.
Reading Club is a computer-based enrichment reading program open to all
students after school.

### 

### PART V.3

Art is a subject taken seriously at Salem Lutheran School. Students are
taught that because they were made in the image of God, their Creator,
they are intended by God to become good creators. To this end, emphasis
is on the expression of Christian and Biblical art. Students create
meaningful liturgical art, lovingly displayed in the sanctuary during
Advent, Christmas, Lent and Easter, as well as for special holy days
such as All Saints Day and World Communion Sunday. Throughout the school
year, they create art with Christian social and justice themes as well
as for charitable causes. Even summer school art emphasizes Biblical and
Christian community themes.

The art curriculum is a skill-based program designed to develop artistic
abilities as well as perceptual and aesthetic awareness. Classic and
contemporary artists are presented to help students learn to see and
think like artists. The main emphasis, however, is on *doing* art.
Learning to express ideas visually, gain control over scissors, pens,
paint, pastels and clay, manipulate color, light, contrast and unity,
achieve a three-dimensional effect on a two-dimensional plane, create
from heart, mind and soul -- all these are huge steps to discovering
*self*. Self-discovery is becoming increasingly important because with
so much to learn and do, today's students have too little "down time" to
reflect upon young life experiences or just to daydream. With so many
scheduled activities for students, it is the special task of teachers to
help them discover the power and beauty of their own unique, God-given
imaginations and to help them realize, as a unique individual, just what
sort of artist God has in mind for them to be.

## 

## 

## [PART V.4]{.underline}

Salem Lutheran School uses a wide variety of instructional methods in
order to improve student learning.

In the classroom, Salem teachers utilize small group learning, large
group and cooperative learning, hands-on activities, and experiments in
science. Learning centers are used in many classrooms. Guest speakers
are often brought in and the newspaper is used as a teaching tool as
well.

Outside the classroom, field trips are taken on a regular basis by all
grade levels. At the upper elementary level, a field trip to Sacramento
is taken by the fourth grade class, a week of outdoor education at El
Camino Pines is experienced in grade five and the sixth graders journey
to Washington, D.C. each year. Other learning resources include: monthly
Music Center presentations, an intergenerational outreach program in
conjunction with the Church, and monthly interactions with nursing home
residents.

In the area of computers and technology, students are taught graphing,
chart making, spreadsheets, revising techniques, how to do research on
the Internet. They are also taught how to give Power Point
presentations.

Sixth graders participate in the National Geography Bee, Science
Olympiad, and the Continental Math League.

Salem uses individual and group evaluations and formal, objective or
standardized tests, semi-formal or semi-standardized and informal,
subjective or non-standardized tests. The formal category is represented
by tests of intelligence, achievement and work study skills. Semi-formal
tests include those which seek to measure personality, aptitudes,
interest and attitudes. Informal tests include anecdotal records, files
of pupils' work and teacher-made tests.

# 

**[PART V.5]{.underline}**

Staff development is a part of each day at Salem, beginning with faculty
devotions, followed by a review of the day's events and upcoming
challenges. Faculty supports one another in meeting particular
challenges, brainstorming solutions and offering assistance.

Each school year begins with several days of staff development. These
days include idea sharing, goal-setting, and in-service instruction.
Often our instruction centers on a particular area of need as identified
at the end of the previous academic year. Instruction is provided by
paid specialists or by faculty members themselves.

Faculty members are assigned to several committees each year which
implement special programs, review and research curriculum and organize
and implement needed procedures. Periodic subject area meetings are
held, where teachers outline for one another the scope and sequence of
their instructional level, checking to make sure that no areas are being
missed and establishing a clear focus for each level of instruction.

Our school budget provides for two one-day seminars each year selected
by the teacher in consultation with the principal in order to meet
individual goals. In addition, the entire faculty attends a yearly
convention organized by our local division of the Evangelical Lutheran
Education Association. Other resources include: Glendale Unified School
District, the Association for Supervision and Curriculum Development,
the National Education Association and the National Association of
Elementary School Principals.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*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 tables.*

1.  Private school association(s): [Evangelical Lutheran Church in
    America (ELCA)]{.underline}

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

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

2.  What are the 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_[4240]{.underline} \$\_\_[4110]{.underline} \$\_[4110]{.underline}
\$\_[4110]{.underline}\_ \$\_[4110]{.underline}\_
\$\_[4110]{.underline}\_

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

\$\_[4110]{.underline}\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$\_[4655]{.underline}\_

(School budget divided by enrollment)

4.  What is the average financial aid per student? \$ [254]{.underline}

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

scholarship assistance and/or tuition reduction?

6.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[44]{.underline} %

[PART VII -- ASSESSMENT RESULTS]{.underline}

SALEM LUTHERAN SCHOOL

Stanford Achievement Test Series Scores reported as percentiles

\*Ninth Edition or \*\*Tenth Edition No students excluded from test

Harcourt Publishing

+-----------------------------+-------------+------------+-----------+
|                             | **2003      | **200      | **2001    |
|                             | -2004\*\*** | 2-2003\*** | -2002\*** |
+-----------------------------+-------------+------------+-----------+
| Testing Month               | March       | March      | March     |
+-----------------------------+-------------+------------+-----------+
| # Grade 6                   |             |            |           |
+-----------------------------+-------------+------------+-----------+
| Reading                     | 79          | 85         | 89        |
+-----------------------------+-------------+------------+-----------+
| Mathematics                 | 88          | 94         | 97        |
+-----------------------------+-------------+------------+-----------+
| Number of Students Tested   | 20          | 19         | 27        |
+-----------------------------+-------------+------------+-----------+
| Percent of Students Tested  | 100         | 100        | 100       |
+-----------------------------+-------------+------------+-----------+
| No. of students             | 0           | 0          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| \% of students              | 0           | 0          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| # Grade 5                   |             |            |           |
+-----------------------------+-------------+------------+-----------+
| Reading                     | 84          | 77         | 82        |
+-----------------------------+-------------+------------+-----------+
| Mathematics                 | 87          | 84         | 86        |
+-----------------------------+-------------+------------+-----------+
| Number of students tested   | 22          | 20         | 19        |
+-----------------------------+-------------+------------+-----------+
| Percent of students tested  | 88          | 95         | 100       |
+-----------------------------+-------------+------------+-----------+
| No. of students             | 3           | 1          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| \% of students              | 12          | 5          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| # Grade 4                   |             |            |           |
+-----------------------------+-------------+------------+-----------+
| Reading                     | 92          | 78         | 74        |
+-----------------------------+-------------+------------+-----------+
| Mathematics                 | 87          | 80         | 78        |
+-----------------------------+-------------+------------+-----------+
| Number of students tested   | 21          | 25         | 24        |
+-----------------------------+-------------+------------+-----------+
| Percent of students tested  | 91          | 96         | 100       |
+-----------------------------+-------------+------------+-----------+
| No. of students             | 2           | 1          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| \% of students              | 9           | 4          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| # Grade 3                   |             |            |           |
+-----------------------------+-------------+------------+-----------+
| Reading                     | 82          | 83         | 81        |
+-----------------------------+-------------+------------+-----------+
| Mathematics                 | 77          | 90         | 80        |
+-----------------------------+-------------+------------+-----------+
| Number of students tested   | 26          | 21         | 25        |
+-----------------------------+-------------+------------+-----------+
| Percent of students tested  | 100         | 95         | 100       |
+-----------------------------+-------------+------------+-----------+
| No. of students             | 0           | 1          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| %of students alternatively  | 0           | 5          | 0         |
| assessed                    |             |            |           |
+-----------------------------+-------------+------------+-----------+
| # Grade 2                   |             |            |           |
+-----------------------------+-------------+------------+-----------+
| Reading                     | 77          | 81         | 81        |
+-----------------------------+-------------+------------+-----------+
| Mathematics                 | 73          | 79         | 83        |
+-----------------------------+-------------+------------+-----------+
| Total Students Tested       | 25          | 26         | 25        |
+-----------------------------+-------------+------------+-----------+
| Percent of students tested  | 96          | 100        | 100       |
+-----------------------------+-------------+------------+-----------+
| No. of students             | 1           | 0          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| \% of students              | 4           | 0          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| # Grade 1                   |             |            |           |
+-----------------------------+-------------+------------+-----------+
| Reading                     | 84          | 91         | 87        |
+-----------------------------+-------------+------------+-----------+
| Mathematics                 | 80          | 85         | 85        |
+-----------------------------+-------------+------------+-----------+
| Total Students Tested       | 25          | 26         | 25        |
+-----------------------------+-------------+------------+-----------+
| Percent of students tested  | 100         | 100        | 100       |
+-----------------------------+-------------+------------+-----------+
| No. of students             | 0           | 0          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+
| \% of students              | 0           | 0          | 0         |
| alternatively assessed      |             |            |           |
+-----------------------------+-------------+------------+-----------+