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

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

**Cover Sheet**

Name of Head of School [**Mr. Stan J. Beiner**]{.underline}

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

Official School Name [**The Epstein School, Solomon Schechter School of
Atlanta**]{.underline}

(As it should appear in the official records)

School Mailing Address [**335 Colewood Way NW**]{.underline}

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

[Atlanta GA]{.underline} \_\_\_[30328-2956]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(404 )250-5600]{.underline} Fax [( 404) 843-0743]{.underline}

Website/URL [www.epsteinatlanta.org]{.underline} E-mail
[sbeiner@epsteinatlanta.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 [12/4/03]{.underline}

(Head of School's Signature)

Name of Superintendent\* N/A

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

District Name N/A 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
[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of President

of Board of Trustees: [Mr. Ephraim Spielman]{.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 [12/4/03]{.underline}

(President of Board of Trustee'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 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 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: \_\_\_\_\_ Elementary schools

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

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

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

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

\_\_\_\_\_ 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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[19]{.underline} 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**       28        42                     **70**       **7**       18        33          **51**

  **1**       33        36                     **69**       **8**       20        25          **45**

  **2**       32        32                     **64**       **9**                             

  **3**       31        34                     **65**       **10**                            

  **4**       39        28                     **67**       **11**                            

  **5**       31        31                     **62**       **12**                            

  **6**       32        29                     **61**       Other                             

                                    **TOTAL                                                   **554**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [85%]{.underline} White

the students in the school: [11%]{.underline} MidEastern

Black or African American

[3]{.underline}% Hispanic or Latino

[1%]{.underline} Asian/Pacific Islander

American Indian/Alaskan Native

**100% Total**

7.  Student turnover, or mobility rate, during the past year:
    [1.6%]{.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 6
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        9
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    555
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .016
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.6
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
.[014%]{.underline}

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

Number of languages represented: 1

Specify languages: Hebrew

9\. Students eligible for free/reduced-priced meals: [.021%]{.underline}

[12]{.underline} Total Number Students Who Qualify

> If this method does not produce 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.

10\. Students receiving special education services: [.11%]{.underline}

[62]{.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 [58]{.underline} Specific Learning Disability

[1]{.underline} Hearing Impairment [3]{.underline} 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) 8 2

Classroom teachers 26 21

Special resource teachers/specialists 8 12

Paraprofessionals 13 8

> Support staff 22 5
>
> Total number 77 48

12\. Average school student-"classroom teacher" ratio:
[14:1]{.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.)

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

  Daily student attendance 92.5%       97.1%       97.4%       93.7%       91.9%

  Daily teacher attendance 96%         94%         97%         92%         94%

  Teacher turnover rate    10%         17%         8%          5%          6%

  Student dropout rate     0%          0%          0%          0%          0%
  (MS)                                                                     

  Student drop-off rate    0%          0%          0%          0%          0%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

**Snapshot of The Epstein School**

Established in 1973, The Epstein School uses an integrated dual-language
curriculum, combining innovative and traditional teaching methods,
creating the highest quality general and Judaic education for children
from preschool through the eighth grade. Integrating advanced technology
into the curriculum is one of many areas in which The Epstein School has
shown leadership. Each of our two technology labs is equipped with 22
workstations. Every classroom has Internet access and multiple
computers. Our internal e-mail system handles all school communications,
and our bi-lingual web site serves parents and the community. The
faculty and staff provide a nurturing, respectful, and stimulating
environment. Epstein School teachers actively engage each student and
foster a love of learning and discovery, encouraging each student to
reach his/her full potential, and equip them with the tools for critical
inquiry and responsible leadership. Epstein graduates are known to be
well prepared for the rigors of high school.

The Epstein School, in partnership with the family and the community,
prepares its students to meet the challenges of an ever-changing world.
We provide our students with academic excellence within a caring
community grounded in Jewish values.

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

### Assessment Results in Reading and Mathematics

The results of several administered standardized and informal
assessments supply valuable information to provide quality
individualized instruction to the students at The Epstein School.
Administration of group standardized tests includes the Cognitive
Abilities Test (CogAt), Iowa Tests of Basic Skills (ITBS), Degrees of
Reading Power (DRP), and numerous other individual specialized
standardized tests. Individual testing involves assessing students'
processing skills, language acquisition, motor skills, and subject areas
to help determine strengths and weaknesses. Teachers use the data to
tailor their teaching to the individual and collective needs of their
students.

Results of the CogAt testing provide analysis of student abilities,
which is compared to their achievement. The information gained provides
a general profile of overachievers, underachievers, gifted students,
students with learning disabilities, and general strengths and
weaknesses of the student population. This data often confirms student
learning styles. In addition, further analysis can determine overall
class ability.

Results of the ITBS, an in-depth assessment of student's achievement of
educational objectives, identify specific areas of student strength so
that faculty can provide enriched learning. Conversely, results help to
identify those students with weaknesses in the areas of language arts
and/or math requiring further individualized assessment and appropriate
learning accommodations. Finally, results help to determine grade and/or
school wide areas of strength and weakness that may require curriculum
modifications.

Scores from the DRP are designed to measure student progress in literacy
development. They help faculty measure students' reading comprehension,
contribute to reading group placement, and selection of reading
materials matched to student reading levels.

Individualized testing by learning specialists within the school helps
to further investigate the nature of student abilities and difficulties
within specific learning areas such as processing, language, motor
skills, and academics. Results are used to develop modifications such as
curriculum extensions or alterations, class placement changes,
individual or small group instruction, and additional professional
support to challenge or accommodate individual learning needs.

Finally, various informal assessments in academic areas such as reading,
math, and written language conducted throughout the year help to group
learners according to abilities, track progress, and modify curriculum
to address the individual and collective learning needs.

2.  **How we use Assessment Data**

The Epstein School uses various group and individualized standardized
and informal measures to understand and improve student and school
performance. Results from The Cognitive Abilities Test (CogAt) provide
information regarding students' cognitive abilities. Teachers use this
data to help determine appropriate student instructional objectives
based on student strengths and weaknesses. In addition, teachers can
evaluate how students learn best and judge if they are working to
potential as measured by The Iowa Test of Basic Skills (ITBS), informal
assessments, and classroom performance. Results of The ITBS, not only
help teachers track individual student performance, but strengths and
weaknesses of classes and grade levels. The Degrees of Reading Power
Test (DRP), given in grades 2-8, show precise tracking of a students'
reading development over time. By linking students' DRP test scores with
readability levels of books, teachers are able to locate, assign, and
recommend textbooks, literature, and trade books of appropriate
difficulty. Pretesting, interim testing, and post testing in math and
written language, provide information on student progress and curriculum
needs. Finally, individual, standardized, and informal assessments
conducted by learning specialists determine accommodations for specific
students in remediation and enrichment.

3.  **Ways We Communicate Student Learning**

An area of strength at the Epstein School is its partnering with parents
in order to provide the best education for each student. The foundation
of good partnership is the ability to communicate honestly and
effectively. The bottom line goal is to understand the strength and
weakness of each student and work together to insure each student
reaches full potential, academically, socially, and emotionally.

Standard practices include progress reports in grades 6 - 8 (every six
weeks), report cards (three times a year), parent teacher conferences in
K -- 5 (twice a year), and a Celebration of Learning conducted by
students with teachers and parents in 6 -- 8 (twice a year). In
addition, teachers are in constant communication with parents through
homework assignment books, phone, email, and the website.

For most children and parents the standards practices work effectively.
When further communication is needed, meetings are set up which include
parents, teachers, administrators, and other outside professionals, as
appropriate. These meetings are documented to include the discussion, as
well as, agreed recommendations to be implemented. All parties
understand the goals and participate fully in helping to achieve them.

Assessment data includes classroom evaluations and standardized testing
comprised of DRP (Degree of Reading Power), IOWA Test of Basic Skills in
grades 3, 5, 6, and 7, and CogAts in grades 3 and 6. Results of these
tests are shared with parents through individual written printouts that
are mailed and parent meetings to discuss how to interpret the data and
how it is used to improve student learning. Classroom evaluations are
shared first with students and then with parents. Students are also
given the opportunity to evaluate their own work using rubrics.

Additional ways of communicating student performance include
exhibitions, science fair, competitions, posting student projects on the
school website, literary magazine, class books, newspaper features, and
the weekly student produced television broadcast. A yearly musical
production brings the entire community to the school to enjoy our
talented students.

We are constantly reevaluating our communication process through parent
surveys, focus groups, and individual parent feedback in an effort to
improve our communication systems.

4.  **How the School Will Share Its Success with Other Schools**

The Epstein School is very proud of its educational successes and is
eager to share with other schools and educational institutions. On any
given day, visitors are welcome to tour our facility for a first hand
view of our exciting programs. We gladly hold local meetings and
national conferences, which showcase our programs. Last February, we
hosted the national Solomon Schechter Middle School Conference, sharing
our expertise in middle school education and technology with
administrators and teachers from all over the United States and Canada.
In addition, many Epstein staff, teachers and administrators, conduct
workshops at local and national conferences. We often serve as on-site
consultants to other institutions to help set up programs modeled after
ours. Articles for local and national publications are written, allowing
others to read about our programs. We invite other local schools when we
bring in educational experts. Many departments are part of local
networks where programs are designed to share curriculum and projects in
a specific area. Our school often takes the lead in organizing these
meetings.

Our integrated Media and Technology Center has become a nationally
recognized model for the way information literacy is taught. We have
consulted with many schools in their design of similar programs
integrating media and technology into the core classroom curriculum. We
are currently piloting a bilingual Hebrew immersion program that will
enable us to become the southeast training center for teachers. Our
extensive website shares programs and curriculum through our posted
Curriculum Guide along with individual teacher web pages.

The Epstein School is recognized as a leader in day school education for
its innovative programs and its willingness to share successes.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  The Epstein School's Curriculum

The Epstein School's dynamic bilingual curriculum successfully
integrates its English General studies program and Hebrew language
Judaic studies program with the arts. The resulting program empowers our
students with a unique opportunity for creative and meaningful learning.

The Language arts program integrates five areas of study including:
reading and literature, writing, oral expression, vocabulary, spelling,
and grammar. Language arts themes and skills are also carefully
integrated with the teaching of social studies and Judaic studies. The
program also seeks to develop in students a love of language and reading
that will be a source of pleasure for them throughout their lifetimes.
Critical thinking is incorporated into each area of study, and
technology is used to enhance the curriculum.

Mathematics permeates all facets of life and is an integral part of our
everyday learning. Using the *Everyday Mathematics Program*, in the
elementary grades and complementary programs in the middle grades, The
Epstein School students develop a love of mathematics and an
appreciation of its uses in today\'s complex world. Instruction
emphasizes the application of mathematics to real world problems and
allows students to develop their own mathematical understanding through
the use of concrete materials. Students explore, practice, and apply
skills to reinforce concepts through curiosity and problem solving.
Computers and calculators are used as tools in problem solving.

Science is a systematic investigation of the ever-changing world around
us. The study of science enables students to develop skills and learn
methods of scientific inquiry including observation, prediction,
measurement, estimation, experimentation, classification, formulating
hypotheses, interpreting data, drawing conclusions, developing models,
and communication, to derive specific concepts or ideas. These concepts
become the basis for further exploration of our scientific world.
Students actively construct ideas through their own inquiries,
investigations, and analyses. At each grade level there are physical
science, life science, and earth science units that are connected to the
language arts, social studies, or Judaic studies units.

Social studies education helps students acquire the historical
perspective to appreciate their roots and understand modern society. It
fosters respect for the dignity and worth of all people, loyalty to
democratic ideals, and the skills necessary to accept the rights and
responsibilities of citizens. The social studies curriculum is carefully
integrated with language arts and Judaic studies. Social studies units
correspond to the themes selected in literature, with reading and
writing assignments well coordinated in both areas. *Derech Eretz*,
making the world a better place for all to live, is a central theme in
all social studies teaching at The Epstein School.

The overall objective of the Media and Technology Curriculum is to teach
information literacy skills that ensure students are effective users of
ideas and information. Students will learn to access, evaluate, and use
information from a variety of sources. The curriculum is built
sequentially to teach developmentally appropriate skills that integrate
media and technology skills with the General and Judaic Studies
classroom curriculum. Our students will be equipped with the skills to
be successful in an ever changing technological society.

The arts take an interdisciplinary approach to enhance learning and
create more opportunities for self-expression. Art, music, drama and
physical education create a range of experiences where students can
excel in the modality of their strength. The programs are directly
linked to classroom curriculum to add another dimension of creativity,
confidence building, and teamwork.

For generations the Jewish people have taught their children to cherish
the wisdom and faith of their unique heritage and to live in accordance
with Jewish values founded on love of God, *Torah*, and Israel. The
school prepares its students to take their place in this proud tradition
through its strong Judaic studies curriculum. This program blends the
cognitive and affective methods and reflects the educational philosophy
of the school within the world of Conservative Judaism. The curriculum
centers on Jewish traditions, and includes *Tanach* (Bible), *Tefilah*
(prayer), Hebrew language, and Rabbinics. Special emphasis on Jewish
values and the land of Israel, rounds out the program. We provide many
opportunities for experiential programs at each grade level to fulfill
our commitments to a well-rounded Judaic education.

2.  **The Epstein School's Reading Curriculum**

The Epstein School adopted the *Four Block Method* of English language
arts instruction in the fall of 1998. Described in the text [Classrooms
that Work]{.underline}, by Cunningham and Allington, this method allows
us to teach our dynamic curriculum in a structured, balanced approach
which integrates teaching of reading, writing, spelling, and grammar on
a daily basis. In addition, the model has built-in flexibility to meet
the individual needs identified in each student\'s learning profile. All
students have the opportunity to reach their maximum reading and writing
levels through this teaching method.\
The major components to the Four Block Method are: **Guided Reading**
focusing on reading and comprehension skills in small and large group
lessons. **Word Building** teaches spelling and phonics using
multi-sensory and self-exploratory techniques. In addition, students
learn groups of high frequency sight words that are prominently placed
on the word wall. Students are held accountable to spell these words
correctly on all written work. **Writers Workshop** teaches essential
writing skills by modeling writing on an overhead projector and through
collaborative and independent writing projects. Students learn writing
processes including webbing, prewriting, drafting, revising, editing,
and proofreading, in order to produce a piece for publication. **Self
Selected Reading** encourages the independent reading of a variety of
materials for a set class period. At the end of each session, several
students take the "author\'s chair" and share what they have read.\
A key component of the Four Block Method is the individual monitoring of
each student\'s performance through conferencing, observation, detailed
record keeping, and formal assessment tools. The skills listed on the
English language arts grid, which reflect the structure of the four
blocks, form the basis for evaluation of student performance. The trade
books used to teach these skills are selected to fit into units and
themes.

3.  **Curriculum Area Relating to the School's Mission**

In keeping with The Epstein School's mission to provide the highest
quality General and Judaic education for its students, the classroom
integration of media and technology from pre-school through eighth grade
is a key component.  Our mission states that our dual language program
"combines innovative and traditional teaching methods...actively engages
each student...fosters a love of learning and discovery\...and equips
them with the tools for critical inquiry and responsible leadership." In
a world, where information is constantly bombarding our students, we
teach them to be savvy and critical users of the information available.

The integrated Media and Technology Center curriculum prepares students
to be able to understand and navigate information found in print and
non-print resources. Students are exposed to references in English and
Hebrew and learn how to use them effectively. They incorporate skills as
problem solving, writing, research, organization, logic, reasoning, and
higher order thinking strategies. All skills taught are directly related
to the classroom core curriculum in both General and Judaic studies.

Students are given opportunities to explore other avenues of technology
through elective classes such as television studio production, digital
photography, website design, robotics, and virtual museum development.
With these skills and technology tools, Epstein students show an
understanding and appreciation for the connections between their Jewish
heritage and the modern world we live in today. They will be well
equipped to "meet the challenges of an ever-changing world" as stated in
our mission.

4.  **Different Instructional Methods the School Uses to Improve Student
    Learning**

The Epstein School prides itself on using models for differentiating
learning throughout the grades in all subject areas. Teachers have had
extensive professional development opportunities in understanding
methods of teaching to all modalities and in modifying the curriculum to
meet the needs of the diverse range of learners. Under the umbrella of
UBD (Understanding by Design), curriculum is developed with the
underlying goals of student understanding of essential questions and
active learning. Special attention is given to the integration of
general and Judaic themes in order to provide students with connection
to all facets of the curriculum. Numerous opportunities for exploration
of varied interests and talents are provided through art, music, drama,
physical education, and technology. Activities include television
production, yearbook, musical productions, robotics, creative cooking,
and web design.

The models used are varied depending on grade level, subject, and
learner needs.

The REACH program (an acronym for Reach Each Child) is designed to allow
differentiation to happen as a natural part of the learning environment.
Each class in grades K -- 5 has an additional teacher to enable
individual or small group learning, provide enrichment, and remediation.

To accommodate students with mild to moderate learning differences
within our dual language immersion program, the Sha'ar program (Gateway)
provides a modified Hebrew program in a small group environment in
grades 2 - 5. A team of teachers individualizes the Judaics and Hebrew
program, and supports the General studies program by developing a
specific learning plan for each student. In grades 6 -- 8, students with
moderate learning needs are supported through a learning lab program. A
learning styles specialist and teachers meet with students daily to
provide on going support in all areas of the curriculum.

For students entering our dual language program after first grade, the
Ulpan program provides intensive, individual Hebrew instruction with the
goal of mainstreaming students into the regular Hebrew class within a
year.

The focus of our attention is the successful learning of all students.
Through the many programs the school offers, we provide the best
education for each child.

5.  **School's Professional Development Program**

The philosophy of The Epstein School is that everyone is part of a
learning community. To this end, we allocate substantial funds and time
to provide the staff with on going professional development. As part of
our long term planning, we focus our energy on topics related to
increasing student learning. Professional development occurs at a school
wide level where all staff participates to learn a specific teaching
strategy or method that will be spiraled throughout the grades and
curriculum. An example of this model is the training that occurred to
implement the Understanding by Design model throughout the school.
Training in technology is another example where teachers learn the
computer programs which they in turn can independently implement into
their core curricula. Other models of professional learning include by
divisions, grade level, or individual opportunities for growth in a
specific area based on personal growth plans.

To accomplish the professional development plans we provide full day and
half-day workshops throughout the school year. Nationally recognized
trainers in specified fields have conducted workshops on site. Teachers
and administrators provide training in their areas of expertise. All
staff is encouraged to attend local and national conferences and
training courses. The school's purchase of long distance learning
equipment allows teachers to participate in degree programs around the
world. In addition, we hire consultants to work with teachers on
evaluating current curriculum and teaching techniques to provide on
going improvement in every aspect of the program.

The school's professional development program is recognized throughout
the community and as a result attracts a high caliber of teaching
candidates.

**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.*

Private school association(s):

Solomon Schechter Day School Association (SSDS)

Atlanta Area Association of Independent Schools (AAAIS)

Georgia Independent School Association (GISA)

(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.)

\$8,930 \$10,180 \$10,180 \$10,180 \$10,180 \$10,180

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

\$10,450 \$10,450 \$10,450 \$N/A \$N/A \$N/A

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

\$N/A \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$11,142

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$4,500

4\. What percentage of the annual budget is devoted to 12%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? 16%

> **REPORTING ASSESSMENT DATE REFERENCED AGAINST NATIONAL NORMS**
>
> **BY STUDENT**
>
> (without sub groups )
>
> **THE EPSTEIN SCHOOL**
>
> Iowa Test of Basic Skills
>
> Form K, Fall 1995 Norms
>
> Riverside Publishing
>
> Scores are reported as percentiles.
>
> No students are excluded from the test.

+-------------------------------+-----+-----+-----+-----+-----+-----+
|                               | 200 | 200 | 200 | 200 | 199 | 199 |
|                               | 3-2 | 2-2 | 1-2 | 0-2 | 9-2 | 8-1 |
|                               | 004 | 003 | 002 | 001 | 000 | 999 |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| Testing month                 | O   | O   | O   | O   | O   | O   |
|                               | ct. | ct. | ct. | ct. | ct. | ct. |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| **Grade 8**                   |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Reading                     | 82  | 86  | 85  | 91  | 86  | 85  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Mathematics                 | 85  | 91  | 92  | 92  | 89  | 90  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Number of students tested   | 45  | 47  | 62  | 46  | 52  | 49  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Percent of total students   | 100 | 100 | 100 | 100 | 100 | 100 |
| > tested                      |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Number of students excluded | 0   | 0   | 0   | 0   | 0   | 0   |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Percent of students         | 0   | 0   | 0   | 0   | 0   | 0   |
| > excluded                    |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| **Grade 6**                   |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Reading                     | 87  | 83  | 85  | 87  | 81  | 88  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Mathematics                 | 90  | 89  | 92  | 96  | 91  | 94  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Number of students tested   | 61  | 54  | 57  | 51  | 63  | 51  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Percent of total students   | 100 | 100 | 100 | 100 | 100 | 100 |
| > tested                      |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Number of students excluded | 0   | 0   | 0   | 0   | 0   | 0   |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Percent of students         | 0   | 0   | 0   | 0   | 0   | 0   |
| > excluded                    |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| **Grade 5**                   |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Reading                     | 83  | 86  | 78  | 82  | 84  | 79  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Mathematics                 | 91  | 90  | 90  | 92  | 95  | 91  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Number of students tested   | 63  | 60  | 51  | 62  | 52  | 64  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Percent of total students   | 100 | 100 | 100 | 100 | 100 | 100 |
| > tested                      |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Number of students excluded | 0   | 0   | 0   | 0   | 0   | 0   |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Percent of students         | 0   | 0   | 0   | 0   | 0   | 0   |
| > excluded                    |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| **Grade 3**                   |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Reading                     | 87  | 84  | 81  | 82  | 80  | 82  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Mathematics                 | 94  | 90  | 90  | 92  | 91  | 91  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Number of students tested   | 66  | 63  | 67  | 63  | 53  | 62  |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Percent of total students   | 100 | 100 | 100 | 100 | 100 | 100 |
| > tested                      |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Number of students excluded | 0   | 0   | 0   | 0   | 0   | 0   |
+-------------------------------+-----+-----+-----+-----+-----+-----+
| > Percent of students         | 0   | 0   | 0   | 0   | 0   | 0   |
| > excluded                    |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+
|                               |     |     |     |     |     |     |
+-------------------------------+-----+-----+-----+-----+-----+-----+