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

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

**Cover Sheet**

Name of Principal [Mr. Donald S. Berger]{.underline}

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

Official School Name [Cary Academy]{.underline}

(As it should appear in the official records)

School Mailing Address [1500 N. Harrison Ave.]{.underline}

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

[Cary North Carolina 27513-5549]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(919) 677-3873]{.underline} Fax [(919) 677-4002]{.underline}

Website/URL [www.caryacademy.org]{.underline} E-mail
<don_berger@caryacademy.org>

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}

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

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

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

Name of School Board

President/Chairperson Dr. James Goodnight

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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**

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

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: [N/A]{.underline}

Average State Per Pupil Expenditure: [N/A]{.underline}

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

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

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.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**       0         0                      0            **7**       55        45          100

  **1**       0         0                      0            **8**       45        55          100

  **2**       0         0                      0            **9**       51        54          105

  **3**       0         0                      0            **10**      43        49          92

  **4**       0         0                      0            **11**      47        48          95

  **5**       0         0                      0            **12**      37        42          79

  **6**       55        45                     100          Other       0         0           0

                                    **TOTAL                                                   671
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [82]{.underline} % White

the students in the school: [5]{.underline} % Black or African American

[.06]{.underline} % Hispanic or Latino

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

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

[2]{.underline} % Multiracial \*

> [1]{.underline} % Middle Eastern\*
>
> **100% Total**
>
> \*Races/ethnic compositions that have an asterick were added by us to
> conform with what we report to NAIS

7\. Student turnover, or mobility rate, during the 2002-2003 year: [.5
%]{.underline}

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

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

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

  **(4)**     Total number of students in the    654
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0045871
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    .4587
              100                                
  ----------- ---------------------------------- ------------------------

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

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

> Number of languages represented: [23]{.underline}
>
> Specific Languages: Arabic, Basque, Bengali, Cantonese, Chinese
> (Mandarin), Dutch, Erdu, Farsi, Flemish, French, German, Greek,
> Hebrew, Hindi, Italian, Japanese, Korean, Pakistani, Portuguese,
> Rajasthani, Russian, Spanish, Swahili

9\. Students eligible for free/reduced-priced meals: [.05 %]{.underline}

[4]{.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: [7.9 %]{.underline}

[53]{.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 [14]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [23]{.underline} Specific Learning Disability

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

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

[14]{.underline} 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) [9]{.underline} [0]{.underline}

Classroom teachers [69]{.underline} [4]{.underline}

Special resource teachers/specialists [6]{.underline} [4]{.underline}

Paraprofessionals [15]{.underline} [0]{.underline}

> Support staff [9]{.underline} [2]{.underline}
>
> Total number [108]{.underline} [10]{.underline}

12\. Average school student-"classroom teacher" ratio:
[9.7-1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage.

  ------------------- ----------- ----------- ------------- ------------- -------------
                      2002-2003   2001-2002   2000-2001\*   1999-2000\*   1998-1999\*

  Daily student       98.21%      99.44%                                  
  attendance                                                              

  Daily teacher       93%         93%                                     
  attendance                                                              

  Teacher turnover    17%         13%         17%           12%           14%
  rate                                                                    

  Student dropout     0           0           0             0             0
  rate                                                                    

  Student drop-off    8%          8%          7%            10%           9%
  rate                                                                    
  ------------------- ----------- ----------- ------------- ------------- -------------

\*attendance left blank due to new software installed in 2001-02, prior
electronic copies were not kept

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [8           |
|                                                     | 7]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [100         |
|                                                     | >              |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [0           |
|                                                     | >              |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > [0           |
|                                                     | >              |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [0           |
|                                                     | >              |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Military service                                    | > [0           |
|                                                     | >              |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [0           |
|                                                     | >              |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Unknown                                             | > [0           |
|                                                     | >              |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**(narrative snapshot)**

Cary Academy is an independent, non-profit, coeducational, day,
preparatory school for students in grades 6-12. The school was founded
in 1996 by James and Ann Goodnight and John and Ginger Sall. Their goal
was to build a school which serves the educational needs of promising
children in the Research Triangle area of North Carolina by providing
faculty and facilities which merge the most recent technologies with a
rigorous, classical education. The term "children of promise" allows us
to identify students of varying interests and talents to assure a richly
diverse study body. A low teacher-student ratio (1:12) is key to our
providing individualized and differentiated instruction. Optimal class
size is 16; the maximum is 20. Every student has a faculty advisor and
advisory groups do not exceed 10. The school is governed by a Board of
Directors and enjoys the strong support of an active parent association.

The school opened in August, 1997 and currently enrolls 671 students.
Situated on 52 acres, school facilities include: an
Administration/Library-Media Center, middle and upper school buildings,
a Fine Arts building, a Fitness Center/Gymnasium, a new Sports and
Education Building, six tennis courts, a lighted track/soccer field
complex, a lighted baseball field and three playing fields.

Academic and administrative technology is considered state-of-the art.
Thus the school attracts educators and policy makers from across the
country and even overseas. Teachers are expected to integrate technology
into their classrooms, encouraging students to engage in independent and
small group work at the foundational or research levels. Faculty present
on technology-in-use at regional, national and international
conferences; some have received prestigious awards. An electronic
network joins virtually every classroom and office on campus. Parents
are also connected through the school's web site, enabling them to stay
abreast of all activities at school and of their student's progress in
every course.

Our mission statement states that we are "A Learning Community Committed
to Discovery, Innovation, Collaboration, and Excellence."

-   [Learning Community]{.underline}. Cary Academy is a college
    preparatory school that fosters a commitment to continued learning,
    mutual respect and support, strong interpersonal relations, and
    shared interests and goals among a diverse population.

-   [Discovery]{.underline}. Cary Academy offers boundless opportunities
    to explore, uncover, and pursue interests while building on existing
    knowledge. This ignites creative thinking and sustains an ongoing
    exchange of ideas.

-   [Innovation]{.underline}. Cary Academy provides a challenging,
    dynamic academic program that integrates the best of traditional
    education with new and emerging technologies. Creative teaching
    strategies empower students and teachers to reach the highest
    standards of educational excellence.

-   [Excellence]{.underline}. Cary Academy motivates students to
    identify and achieve their potential for academic accomplishment,
    co-curricular achievement, global awareness, and responsible
    citizenship. Cary Academy supports the pursuit of life-long learning
    and the sharing of knowledge through teaching and mentoring.

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

1\. What follows is slightly modified from a letter sent in October,
2003 by the middle school head to parents of middle school students. We
believe it responds very well to the question of our school's assessment
results in reading and mathematics.

In April 2003, students in grades six through eight took the Educational
Records Bureau's CPT 4 standardized test (ERB's). The CPT is a battery
of tests designed to provide information about student performance in
key areas of the school curriculum: reading, vocabulary, writing and
mathematics. The tests also contain reason assessments in language arts
and mathematics. The achievement and reasoning sections are intended to
provide comparisons between what the student is learning at a particular
point in school (achievement tests) and how well the student can call
upon higher-level thinking skills to solve problems (the reasoning
tests.) An explanation of the test areas follows at the end of the
report. \[The explanation provided by Educational Testing Service would
be attached to each parent letter.\]

The follow charts \[also attached to the letter\] provide a summary of
the results from those tests. The information is taken from data in the
Administrators' Summary, and displays our students' performance by
grade, test area, and percentile rank.

The results compare the performance of our students at the 25^th^,
50^th^, and 75^th^ percentiles to the performance of students at the
same grade in independent schools (similar to Cary Academy) and national
school populations (urban, suburban, rural, affluent, impoverished,
large, and small). For example, on the verbal reasoning test, our sixth
grade students at the 50^th^ percentile are at the 94^th^ percentile
when compared with the national population, and at the 71^st^ percentile
when compared with an independent school population. This means that a
Cary Academy student in the middle of last year's sixth grade class
earned a score in verbal reasoning that was equal to or higher than
scores earned by 94 percent of sixth grade students nationally. The
scores of this student are also equal to or higher than 71 percent of
his or her independent school peers.

On the quantitative reasoning test, our sixth grade students at the
50^th^ percentile are at the 94^th^ percentile when compared with the
national population, and at the 71^st^ percentile when compared with an
independent school population.

In reviewing all test areas and grade levels at the 25^th^, percentile,
50^th^ percentile and 75^th^ percentile, we can conclude that our
students, grades 6-8, performed significantly higher on all test areas
than the national population. We can also conclude that the performance
of our students, grades 6-8 is equal to or higher than that of the
independent school population on all test areas.

2\. The school uses a variety of data to assess and improve student and
school performance. Internal data in the form of electronically recorded
grades assists us in measuring areas of student mastery, student needs,
and content areas that may require reinforcement whether at the
classroom, department, divisional or cross divisional level.

We acquire and use external data in a number of formats. Because all
students grades 6-10 take the ERBs annually (and have done so since we
opened in 1997), we now have five years of data for each of the verbal,
reading, writing, reasoning and mathematics domains. Departments and
administrators examine Individual Student Reports as well as the wealth
of comparative school information to adjust instruction or content and
improve school success. We measure annual student growth on the ERB
tests using the EVASS program run by SAS Institute. This enables us to
determine by grade which areas within each test are strengths and
weaknesses for the school. Using the national average for independent
school student annual growth as a standard, we learn where our students
are achieving beyond and below expectation. This data is shared with the
English and Mathematics department chairs so they can recognize areas of
strength and address areas of weakness. We share the Student Reports
with the parents on request and interpret that information for them. As
noted elsewhere, because we keep current, thorough records of all
students with diagnosed learning differences, we use professionally
administered educational/psychological evaluations, often with the aid
of our counseling staff and educational consultant, to individualize
instruction to assure that student's successful learning.

The PSAT and SAT (I and II) results provide another external source. We
do not teach to these tests but we do study test results for areas of
improvement. In the area of the SAT Writing, for instance, we know that
the skills required on the test are skills all students should master
and hence we pay close attention to the results as a means of measuring
our effectiveness. Advanced Placement Exams are also important. Because
we do not subscribe to the AP curriculum per se, we designate our AP
preparation courses Advanced or Honors. Nonetheless, we well understand
the college level content knowledge and skills required to do well on AP
exams, and we take results seriously. They indicate how our students
compare nationally on a prestigious exam. We have made adjustments in
both content and delivery in some courses to improve both student and
school performance. As noted earlier, we are extremely pleased that in
2003, 91% of our AP students scored a 3 or higher.

3\. The school communicates student performance, including assessment
data, in a variety of ways.

[For students]{.underline}: teachers regularly assess student work,
often through rubrics, by providing a grade and a comment. Work may
include anything from a daily quiz, to a lab report, to a group project,
or a cumulative exam. Grades are posted on the electronic version of
student reports and are instantly accessible to both students and to
parents. At both the first mid-term and end of each trimester reporting
periods, students receive a cumulative achievement and effort grade in
each course and a summative comment detailing achievements and areas for
growth. These, too, are available electronically. There are also
teacher/student/parent conferences held during the year.

[For parents]{.underline}: As noted above, parents have instant access
to their student's progress through the school's web site. Since all
parents are connected to the school's intranet, they and their student's
teachers regularly communicate via email to monitor performance. Every
student is assigned an advisor, who also serves as a primary means of
communicating with parents. In grades 6 -- 10, students take the ERB
exams each spring. On receipt of these test results, the division heads
send a letter to parents in their divisions, reporting, in both
narrative and graphic form, aggregated results of these tests. On
request, parents may review with the division head the particulars of
their student's scores. The school also administers the PSAT, SAT and AP
exams on site, and results are reported to both the school and the
parents.

[The community]{.underline}: The head of school annually holds an open
meeting with parents to review EVASS results with parents and answer
questions. *The School Profile*, prepared annually, provides information
about grade distribution, standardized exam result, and college
acceptance information. Additionally, press releases communicate such
indicators of student performance as National Honor Society membership,
National Merit Scholarships and other academic awards.

4.  Given our founders\' extraordinary generosity, we have a strong
    commitment to sharing successes with other schools. It is a primary
    area of commitment under our third mission word:
    [Collaboration]{.underline}. Some of this sharing is communicated
    via the media. Newsprint or TV spots have highlighted student
    achievements in the arts, athletic or academic domains. More
    importantly, media have covered such outreach initiatives as a local
    ecology project to stencil storm drains to help control run off or
    our service learning, student-to-student partnership with a nearby
    elementary school called Reedy Creek Buddies. Over fifty students a
    year participate in this program. Among our faculty, 32 in the past
    3 years have presented workshops and seminars before local, national
    and even international audiences on such topics as how
    technologically enhanced curricula aids student learning. Our Summer
    Technology Institute, in operation since 2000, has brought 480
    teachers from North Carolina public schools to learn from our
    faculty and student interns how to incorporate technologies into web
    based curricular design. Funding has been provided by three major
    corporations in the area and also by WakeEd Partnerships. Cary
    Academy also makes in-kind contributions. Now in its third year,
    FutureWorks has brought 50 students from Wake County area schools.
    Between 60% -70% of these are minority students. They meet twice
    monthly to learn technology skill. We place many of these students
    in summer internships in corporate and non-profit settings to real
    world experience and to inspire in them the desire to pursue higher
    education and work in the technology sector. Funding is provided by
    grants, donors and Cary Academy. The director is a faculty member
    here.

    **PART V -- CURRICULUM AND INSTRUCTION**

1\. Middle School Curriculum.

[Language Arts and Social Studies]{.underline} integrates literary,
historical and art content. Grade 6 examines such early civilizations as
Asia, Africa, Europe and the Middle East. Grade 7 studies ca. 1000 to
the present. Grade 8 explores United States History and contemporary
writers in English. Close readings, primary sources and classical young
adult literature teach critical thinking. Frequent writing (analytic,
persuasive, narrative, lyric), assessed for grammar, style and paragraph
development teaches interpretive skills and personal voice. Art teaches
students to study and to make objects typical of the culture and period.

[Fine and Performing Arts]{.underline} courses are required for grades
6-8. Visual art includes drawing, painting, ceramics, sculpture and
crafts to teach line, shape, negative/positive space. Performing arts
are: chorus (classical, folk, contemporary, music theory, vocal skills);
string, band and orchestra groups (musical elements, periods and
genres); theater and communication skills; and dance (classical and
modern). Students frequently exhibit and perform in all the arts.

[Foreign Languages]{.underline}. (See 3. below as our selected "other
curriculum area.")

[Mathematics]{.underline} includes both transitional and accelerated
math, Algebra 1 and Geometry (axiomatic systems, Euclidian geometry).
Exceptional students can take courses in the upper school.

[Science]{.underline} is lab based. Grade 6 introduces the concepts of
science and technology, patterns of living things, matter, chemical
change, and the changing earth. Grade 7 examines force and motion,
geology, astronomy and plants. Grade 8 concentrates on life processes,
oceans and climates, electromagnetic systems, light and sound. Students
learn to set up, conduct, analyze and report lab results, and to work
collaboratively.

Upper School Curriculum.

[English]{.underline}. An Integrated Humanities Program joins English,
History and Art. Grade 9 studies from the ancient world through the
Reformation. Cultures include Sumaria ([Gilgamesh]{.underline}), Greece
(Homer and Sophocles), India ([Bhagavad Gita]{.underline}), China
(Confucius' *Anelects*), and England (Shakespeare). Students examine the
rise of religious thought, social and political systems, literary and
artistic expression. Readings stress close textual analysis and
integrated projects teach web based as well as print source research
skills. Art study and art making (cave painting, ceramics, textiles)
complements studies. Grade 10 extends this curriculum to the modern era
with overarching theme of The Evolution of Rights from the Age of
Absolutism to the present. For English, the 11^th^ grade course is
American Literature. Senior electives are: The Great Books, which
prepares for the Literature AP, and a literature and film course.

[Foreign Language]{.underline}. (See 3. below as our selected "other
curriculum area.")

[History]{.underline}. (See above for the grade 9-10 curriculum). Grade
11 offers United States History, and emphasizes the political, social,
economic and geographical evolution of the nation. Emphasizing critical
reading, writing and inquiry, the course employs primary and secondary
sources in print and electronic formats.

[Fine and Performing Arts]{.underline}. In addition to the arts
requirement of the humanities program, several introductory and advanced
electives include: [fine arts]{.underline} (drawing; painting; basic,
advanced and digital photography; ceramics), [music]{.underline}
(chamber and concert choir, concert and jazz band, string orchestra,
theory and composition), [drama]{.underline} (acting, playwriting,
technical theater, composition and performance), and [video and multi
media production]{.underline}. There are several student exhibitions and
performances each year and at least one major dramatic production.

[Mathematics]{.underline} ranges from Algebra I and II, Geometry,
Trigonometry and Functions, Probability and Statistics, to Calculus
(introduction, pre calculus, calculus and advanced topics).

[Science]{.underline}. The curriculum requires Biology (grade 9),
chemistry (10) and physics (11). Full year electives include: honors and
advanced physics, advanced biology and chemistry. Trimester electives
include: forensics, astronomy, environmental science, biotechnology,
human anatomy and physiology. All courses provide extensive laboratory
experience, often using advanced technologies as tools.

High standards obtain at all levels. Teachers provide detailed rubrics
for frequent student self-assessment and teacher assessment. Work is
graded for content (A-F) and effort (4-1). Curricula are developed using
best practices, benchmarks and models such as the AP Program. All upper
school courses are college preparatory and 22 prepare for the AP.
External indicators such as the ERBs, SAT (2003 mean V=634; mean M=642)
and 2003 AP exams (129 students took 301 exams in 22 areas with 91%
scoring 3 or above) indicate high standards of assessment. Virtually all
seniors go on to higher education.

2.  [The Middle School reading curriculum]{.underline} focuses on
    building critical reading and thinking skills through close textual
    analysis. This method is articulated between language arts and
    social studies at every grade. Sixth grade lays the foundation for
    critical reading and analysis by reading for implication, a
    tolerance of ambiguity, interpretation, identifying and
    understanding character traits, themes and several literary devices.
    Seventh graders review and deepen critical response reading through
    self-selected historical novels and research projects that include
    analytical and persuasive essays. Eighth graders practice advanced
    critical analysis (point of view, symbolism, complex themes) through
    genre texts (short stories, poetry, drama and the novel), thereby
    continuing to build and use a strong vocabulary of literary terms.
    Sample works selected by the humanities team to elicit these reading
    skills include: [Red Scarf Girl]{.underline} (Ji-Li Jiang), [The
    Well of Sacrifice]{.underline} (Eboeh), [Of Mice and
    Men]{.underline} (Steinbeck). Each grade also has a specific
    vocabulary building program.

In sum, the pedagogy of close analysis applied to readings across
genres, disciplines, historical periods or diverse cultures gives
students a common set of literary terms and methodology for reading that
is developmentally articulated, taught and reinforced by two
departments, grades 6-8. This method also works perfectly with
literature circles, for example, and therefore teaches
[collaboration]{.underline}, a key mission word. It is also
[discovery]{.underline}-based, itself a key mission word. Further, we
extend this method into the upper school, thereby providing continuity
for our students. The overarching goal and chief benefit of this reading
method is that it provides students with the tools (or terminology) and
techniques for approaching, understanding, and making increasingly
mature judgments about literature.

[The Upper School English language program]{.underline} is both linear
and cyclical. Hence, as students advance in their study of increasingly
difficult literature with demands for more sophisticated reading, oral
response, and composition skills, we review and extend in all of the
following language goal areas: [vocabulary, mechanics of composition,
literary comprehension, writing,]{.underline} speaking and listening,
technology use, print and on line research skills, and media literacy.
\[Note: All trimester and final exams test for mastery in the underlined
areas.\] Under each heading, the department identifies several specific
student-centered proficiency language goals by grade level. Reading
skills (literary comprehension) figure prominently. Skills include:
active reading, identifying and understanding how rhetorical devices in
prose and poetry (metaphor, irony, narrative techniques and poetic
devices, tone) contribute to stated and implied content or theme,
distinguishing personal responses to literature from the major literary
theories. Assessment in all general and specific goal areas is varied
and frequent. There are core texts at every grade (linked in the 9^th^
and 10^th^ grade humanities program).

Currently, we have no students reading below grade level. For students
with minor reading difficulty their own teachers coach them, using
materials from their own courses to improve reading skills. The
department also appoints one member to work in extended tutorials with
students having moderate issues. We also use the results of ERB or PSAT
testing to identify students needing moderate remediation. We refer
students with diagnosed reading disabilities to specialists in the
field, as we do not have such a person on staff. We consult regularly
with that specialist in order to coordinate our teaching strategies with
the specific recommendations of the consultant. We also conduct
regularly progress reviews.

3\. One other curriculum area of the school's choice that we want to
describe is our foreign language program, which is unique among public
and independent middle and secondary schools. One of our primary goals
is to teach for lifelong learning in an increasingly interconnected,
global community. Our integrated humanities program in grades 6 though
10 certainly meets that goal, especially in conjunction with our foreign
language programs. We begin teaching Chinese, German, French and Spanish
in grade 6. Students select their language and all classes meet 5
periods weekly each year. All students, except those with a documented
language disability, must reach at least functional proficiency in
speaking, writing, reading and listening as defined by ACTFL (The
American Council on the Teaching of Foreign Languages). Cultural and
historical literacy is also a central goal of the program and the
department regularly uses learning software to enhance learning in all
areas.

To promote cultural understanding and language-in-use, nearly every
foreign language student in 11^th^ grade takes part in our exchange
program. We now have partner schools in each of our target language
countries. For a period of some 21 days our French students, for
instance, travel to Tour to live with their exchange families and visit
classes in their host schools. Travel to cultural and historic sites is
linked to our students' studies in literature, history and art.
Conversely, the French students come to Cary for the same period of
time. Our language faculty provides chaperones as well, so that by
living in France two of our French teachers polish their own speaking
skills, exchange teaching strategies and materials with their colleagues
and return as even more accomplished practitioners. To date, 243
students have participated.

4\. As part of our ongoing growth as educators, we are always alert to
ways in which differentiated instruction will improve student learning.
Faculty in both the middle and upper schools understand and practice
teaching to different learning styles, being sure, for instance, to vary
instruction and activities so that visual, auditory, tactile,
kinesthetic, and inter-/ intra- "intelligences" are elicited, to borrow
from Howard Gardner. We also differentiate instruction in certain
courses (mathematics, foreign language in particular) by section to
accommodate the varied skill levels and acquisition/retention capacities
of our students. We also employ a combination of such strategies as:
lecture, discussion, Socratic dialogue, small group work, short and
extended projects, peer feedback, and independent research followed by
presentation to the group.

We are also increasingly successful deploying our extraordinary
technology tools to improve learning. In foreign language courses, we
teach in the target language from grade 6 on. Faculty who attend
conferences often return to present ideas for improving instruction. For
students with diagnosed learning differences we often consult with our
educational/psychological professional who aids us in interpreting test
result data and narratives and converting these interpretations into
specific classroom strategies. A confidential data base enables teachers
to see if any of their students has accommodations, what they are, and
suggested teaching techniques. The fields of instructional research and
methodology keep expanding, of course, and so we must now turn our
attention to brain-based learning. Some teachers have attended
conferences on this subject, but we have much to learn and to apply in
this area.

5\. We believe that a faculty committed to vibrant professional growth,
reflective practice and periodic evaluation is essential to achieving
its mission. The school therefore provides between 1.2% and 1.5% of its
annual budget for professional growth. (This percentage is well within
recommended NAIS guidelines.) This amount provides some \$700 annually
per fte for faculty wishing to attend conferences. A fund endowed by the
founders provides substantial stipends for summer fellowships.
Successful applicants for both funds demonstrate that their grants will
strengthen curricular planning, pedagogy or student achievement and fall
within departmental and division goals. The Graduate School Tuition
Assistance Plan supports teachers pursuing advanced degrees and because
the school considers that presenting at conferences is a form of
professional growth, it reimburses faculty for their expenses.

Additionally, all teachers receive comprehensive annual evaluations in
such areas as the demonstrated effectiveness of classroom teaching,
advising, leading extra curricular activities, professional growth and
community engagement. The process includes pre- and post-classroom
conferences, classroom visits, written reports by department chairs and
a summative conference with the division head. Based in part on this
evaluation, the faculty member and division head agree on professional
goals for the following year.

Finally, and we believe uniquely, faculty are on campus some twenty days
in extended blocks of time (typically a week or more) outside of the 180
day academic year. We do so in order to hear outside speakers, to
conduct our own workshops, and to work both individually and in
departmental or interdisciplinary teams to collaborate on curriculum
planning and in other ways develop expertise. In sum, each and every one
of these initiatives answers this credo by Linda Darling-Hammond, one of
this country\'s foremost educational leaders. \"The sine qua non of
education is whether teachers know how to make complex subjects
accessible to diverse learners...\"

**PART VI - PRIVATE SCHOOL ADDENDUM**

Private school association(s): [NCAIS, NAIS, SACS]{.underline}

(Give primary religious or independent association only)

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

**Part II ‑ Demographics**

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

[\$0]{.underline} [\$0]{.underline} [\$0]{.underline} [\$0]{.underline}
[\$0]{.underline} [\$0]{.underline}

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

\$[10,725]{.underline} \$[10,725]{.underline} \$[10,725]{.underline}
\$[11,375]{.underline} \$[11,375]{.underline} \$[11,375]{.underline}

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

\$[11,375]{.underline} [\$0]{.underline}

12^th^ Other

2\. What is the educational cost per student? [\$13,199]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$[7,655]{.underline}

4\. What percentage of the annual budget is devoted to [9 %]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [15 %]{.underline}

**\
**

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

Assessment Data Referenced Against National Norms

# Cary Academy (Private)

Grade: 12 SAT I

Jan., Apr., May, June, Oct. 2003 College Board

Number of students in the grade in which the test was administered: 79

Number of students who took the test: 78

What groups were excluded from testing: None

Scores Reported are Scaled Scores

School Mean Scaled Score at 90^th^ Percentile of National School Norms
Reported in Parens

  --------------------------- ------------- -------------- ----------------
  Grade 12                                                 

  Verbal                      664 (603)                    

  Math                        658 (615)                    

  Number of Students Tested   78                           

  Percent of Students Tested  99                           

  Number of Students Excluded 1                            

  Percent of Students         1                            
  Excluded                                                 
  --------------------------- ------------- -------------- ----------------

Assessment Data Referenced Against National Norms

# Cary Academy Middle School (Private)

CTP III (2001,2002); CTP IV (2003)

Forms 1,2

Educational Records Bureau Publishing

Scores Reported are Scaled Scores

School Mean Scale Score at 90^th^ Percentile of National School Norms
Reported in Parens

Excluded students are students with documented learning disabilities who
took this test under alternative conditions. The CTP III and IV results
automatically exclude these students from the standard school report.

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

  Testing Month               April         May            April

  Grade 8                                                  

  Reading                     375 (368)     377            372

  Mathematics                 390 (378)     402            386

  Number of Students Tested   93            93             89

  Percent of Students Tested  93            94             93

  Number of Students Excluded 7             6              7

  Percent of Students         7             6              8
  Excluded                                                 

                                                           

                                                           

  Grade 7                                                  

  Reading                     362 (364)     364            368

  Mathematics                 383 (369)     375            384

  Number of Students Tested   92            92             92

  Percent of Students Tested  93            95             95

  Number of Students Excluded 7             5              5

  Percent of Students         93            5              5
  Excluded                                                 

                                                           

                                                           

  Grade 6                                                  

  Reading                     363 (359)     360            358

  Mathematics                 353 (355)     359            355

  Number of Students Tested   96            92             93

  Percent of Students Tested  96            94             96

  Number of Students Excluded 4             6              4

  Percent of Students         4             6              4
  Excluded                                                 

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

Assessment Data Referenced Against National Norms

# Cary Academy Upper School (Private)

CTP III (2001,2002); CTP IV (2003)

Forms 1,2

Educational Records Bureau Publishing

Scores Reported are Scaled Scores

School Mean Scale Score at 90^th^ Percentile of National School Norms
Reported in Parens

Excluded students are students with documented learning disabilities who
took this test under alternative conditions. The CTP results
automatically exclude these students from the standard school report.

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

  Testing Month               April         April          April

  Grade 9                                                  

  Reading                     376 (372)     374            378

  Mathematics                 414 (384)     399            403

  Number of Students Tested   89            98             92

  Percent of Students Tested  93            94             92

  Number of Students Excluded 7             6              8

  Percent of Students         7             6              8
  Excluded                                                 

                                                           

                                                           

  Grade 10                                                 

  Reading                     384 (377)     384            377

  Mathematics                 415 (387)     419            406

  Number of Students Tested   91            83             83

  Percent of Students Tested  93            94             93

  Number of Students Excluded 7             5              6

  Percent of Students         7             6              7
  Excluded                                                 

  Grade 8                                                  

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

Cary Academy does not administer the CTP test to students in grade 11
and 12.

SAT I School Average Calculation Explanation

To calculate the average SAT I scores for our senior class, we summed
the best verbal score for each student and divided by the total number
of students, and then summed the best math score for each student and
divided by the total number of students. This gave us a verbal average
and a math average.

The verification data includes the College Board score reports from the
past two SAT I administrations. We need to provide reports from the last
two administrations because not all students took the test at each
administration. Each member of the class of 2004 is given an identifying
number so that we respect student privacy and that you can follow how we
obtained the best score for each student. The best scores for each
student are circled. One student took the test at another school and had
the results reported there. Thus we have a third piece of documentation,
which is this student's individual test score report from the College
Board.

I have also provided an SAT I roster with corresponding numbers and
scores that more directly show how we calculated the SAT I averages.