##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**\*As of 9/06**

**Cover Sheet** Type of School: (Check all that apply)
\_[X]{.underline}\_ Elementary [\_\*X\_]{.underline} Middle \_\_ High
\_\_ K-12 \_\_Charter

Name of Principal [Ms. Janice Rudd]{.underline}

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

Official School Name [Pinecrest School Northridge]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[17081 Devonshire
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Northridge]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[California]{.underline}\_\_\_\_\_\_\_\_\_\_\_[91325-1696\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_\_[Los Angeles]{.underline}\_\_\_\_\_ State School Code
Number\* [(CDS CODE) 19647336982573]{.underline}

Telephone [(818) 368-7241]{.underline} Fax [(818) 363-9768
\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.pinecrestschools.com/northridge]{.underline} E-mail
<director@pinecrestschools.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\* [Mrs. Lisa Glenn]{.underline}

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

District Name 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

President/Chairperson [\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Ms. Jeri Dye
Lynch\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

*\*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 for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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.  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

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [20]{.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**                                                  **7**       3         3           **6**

  **K**       35        33                     **68**       **8**                             

  **1**       39        27                     **66**       **9**                             

  **2**       32        22                     **54**       **10**                            

  **3**       23        27                     **50**       **11**                            

  **4**       19        28                     **47**       **12**                            

  **5**       22        21                     **43**       **Other**                         

  **6**       17        14                     **31**                                         

                                    **TOTAL                                                   365
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of \_\_[80]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[9]{.underline} % Hispanic or Latino

[7]{.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: [\_
0]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      2
                            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)**                   Total of all transferred    4
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 384
                            the school as of October 1  

  **(5)**                   Total transferred students  0
                            in row (3) divided by total 
                            students in row (4)         

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

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

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

Number of languages represented: \_\_\_[0]{.underline}\_\_\_

Specify languages:

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

Total number students who qualify: \_\_\_\_[0]{.underline}\_\_\_\_

> 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:
\_\_[0]{.underline}\_ %

\_\_[0]{.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. Do not add additional categories.

\_[0\_]{.underline}Autism \_[0]{.underline}\_Orthopedic Impairment

[\_0\_]{.underline}Deafness \_[0]{.underline}\_Other Health Impaired

\_[0]{.underline}\_Deaf-Blindness \_[0\_]{.underline}Specific Learning
Disability

\_[0]{.underline}\_Emotional Disturbance \_[0]{.underline}\_Speech or
Language Impairment

\_[0]{.underline}\_Hearing Impairment \_[0]{.underline}\_Traumatic Brain
Injury

> \_[0]{.underline}\_Mental Retardation [\_0\_]{.underline}Visual
> Impairment Including Blindness
>
> \_[0\_]{.underline}Multiple Disabilities

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) \_\_\_[2]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_\_[20]{.underline}\_\_\_ [\_\_
0\_\_\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

Paraprofessionals \_\_\_[4]{.underline}\_\_\_
\_\_\_[3]{.underline}\_\_\_\_

> Support staff \_\_\_[10\_]{.underline}\_ \_\_\_[0]{.underline}\_\_\_\_
>
> Total number \_\_\_[40]{.underline}\_\_ \_\_\_[5]{.underline}\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_\_[18:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  97%         95%         98%         96%         97%

  Daily teacher attendance  98%         99%         98%         99%         98%

  Teacher turnover rate     5%          6%          7%          3%          3%

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

[A Narrative Snapshot of Pinecrest School, Northridge]{.underline}

Welcome to Pinecrest School, Northridge, home of the Mavericks. The
campus opened in 1957 at the north end of the San Fernando Valley.
Pinecrest is an accredited member of the National Independent Private
Schools Association (NIPSA). In addition to classroom buildings, there
is a sports field, Sport Court, Olympic size swimming pool, a science
and computer lab, a library, and two music rooms. Lunch and snacks are
prepared in our kitchen and served in the cafeteria. Our cafeteria also
serves as a multipurpose room.

Currently there are 365 students enrolled in grades kindergarten through
seven. Class size is approximately 18 students per class. Our students
come mainly from the immediate area of Northridge and Granada Hills, as
well as surrounding towns. They represent a balanced mix of
socio-economic and cultural backgrounds.

Teachers are chosen not only for classroom experience and education but
also for their enthusiasm, creativity, and love of children. Together,
with leadership that is supportive and committed, staff work as a team
to personalize each child's learning experience.

The fundamental purpose of Pinecrest School is to provide quality
instruction based on the highest academic standards. The learning
environment is organized along traditional principles of education
enhanced with up-to-date technology. Stress is put on the development of
creativity, character, and citizenship. Pinecrest takes to heart that
every student is an individual with different needs and abilities.
Feeling it essential to be aware of the needs of each student, teachers
strive to help them make the most of their abilities at every stage. The
Pinecrest ideal then is the intellectual, moral, and physical
development of each student.

The Pinecrest academic program consists of prescribed sets of courses in
reading, mathematics, science, health, social studies, foreign language,
technology, physical education and the arts. A character-building
program is also an integral part of the daily routine. The curriculum is
designed to have a continuum from kindergarten through sixth grade. For
example, the emphasis in social studies is on people and their culture.
It begins in first grade with the study of the community we live in and
continues in the upper grades with recreating a California Mission,
visiting a colonial village, and doing a report on a country of heritage
including authentic food preparation and attire. Project-based learning
is an important part of the academic program. This method groups
students together to learn and work as a team. Tutoring is available in
core subject areas including Spanish for those who need it. To broaden
student experiences, activities offered after school include piano,
karate, tennis, dance, and gymnastics.

To encourage sportsmanship and physical activity, Pinecrest belongs to
the San Fernando Valley Private School League whose member schools
participate in three seasons of interscholastic sports. This is open to
grades four and up. Sports awards are given at the end of the year in a
special ceremony to recognize team accomplishments and individual effort
and skill. The Physical Education Department works with students each
day to promote healthy bodies and build self- esteem. Monthly awards are
given for sportsmanship at each grade level.

Admission is based on a student's ability and motivation to do well in
the enhanced academic program that we offer. Pinecrest seeks students
with a sincere desire to learn in the classroom and who display good
citizenship and respect for others. An interview with the child and
parent is necessary before a student will be considered for admittance.
We believe that it is very important that the school form a partnership
with the parents and student for the optimum learning experience for
each child.

# 

# PART IV -- INDICATORS OF ACADEMIC SUCCESS

1\. [Assessment Results in Reading/Language Arts and
Mathematics]{.underline}

In anticipation of meeting high academic standards each year, Pinecrest
looks forward to receiving standardized test results for our students.
Although these are not the only evidence of a school's high achievement,
Pinecrest considers these results to be a good objective tool to use in
evaluating academic success. When the results come in June,
administration examines the reports from every angle. Comparisons are
made to scores from years previous and it is determined if our state
standards were met and what achievement was made beyond them. Results
are then given to the faculty who examine them and make recommendations
for any changes in curriculum. Pinecrest wants to insure that each
student will be given the maximum opportunity to succeed and reach his
or her potential.

The Stanford 10 Achievement Test is a norm-referenced test that
Pinecrest administers to students. The norms of this test compare
Pinecrest students with other students nationally who took the test at a
similar time. Several different types of norm-referenced scores are
provided including the national percentiles. When comparing our school
scores to the national norms it is found that Pinecrest, Northridge is
achieving within the top ten percent in the nation. In reading and math
all grades except grade 5 achieved scores in the top ten percent during
the 2005-2006 school year. Grade six proudly shows eight percentage
points higher than the 10% standard in reading and 11 points higher in
the math.

These assessments measure student progress as well as the effectiveness
of the instructional

program with regard to grade level skills, which relate to standards.
Grade-level profiles have these areas divided into Below Average,
Average, and Above Average. About 86% of the Pinecrest Northridge
students scored in the Above Average range in reading and math in 2006.
We continue to work on ways to bring the other 14% to the above average
range through curriculum adjustments and evaluation of teaching
strategies. Although some students may learn more slowly, no student is
excluded from

testing. Individual profile data allows us to work with the slower
students to maximize their learning potential. Testing data from 2006
shows the curriculum to be in alignment with the standards and the
achievement at a high level. We will need to change some approaches for
grade five to bring their math and reading scores in alignment with the
other grade levels.

Although standardized assessment is an important objective tool used to
indicate broad areas of strength and weakness in the curriculum, it is
not the only focus point at Pinecrest. The teachers do not plan lessons
to teach students how to take the test, but rather teach to meet the
standards and exceed them so that each child's potential will be
maximized. Whether that instruction involves a fourth grade class
putting Mentos in a liter of Coke to see a chemical reaction or a first
grade class celebrating the Chinese New Year by making Spring Rolls, the
objective will always be to excite the children about learning.
Pinecrest has dedicated teachers who are committed to the education of
the whole child. The excitement they bring to the classroom stimulates
the students to achieve at a higher level which is evidenced in the test
results. The sixth grade graduating class has scored in the national top
ten percentile for the last three

years in reading and math. This tells us that these students are well
prepared to go on to Middle School.

2\. [The Use of Assessment Results]{.underline}

It is believed that all students at Pinecrest should receive timely
feedback in their school learning experiences. All classroom teachers
complete formative assessments regularly as part of their ongoing
assessment of learned concepts. This is part of our curriculum mapping.
The mapping includes the California State Standards as applied to our
curriculum texts along with enhancements. Teachers meet weekly at grade
level meetings to plan ways to execute curriculum effectively. Student
progress and differences are discussed regularly to adjust student
grouping. Student progress is communicated to parents through weekly
folders or corrected work, quizzes, tests, and in some cases a written
weekly progress report when necessary. Grades below "C" on a test or
quiz must be signed by a parent and returned. In the case of a below
average grade, re-teaching and remediation will be done immediately.

Ongoing portfolios are kept on each student to monitor the students'
progress. Writing samples are continually evaluated to judge progress in
skill mastery and fluency. A special writing teacher collaborates with
the classroom teacher to make sure the upper graders have the necessary
grammar and writing principals for essays and written assignments.

Standardized testing is given to all grade levels in early May. The data
from this assessment tool is used to help determine areas of strength
and weakness in our curriculum. Teachers meet to discuss these test
results and to use them to make any adjustments to curriculum that may
be needed. Individual needs are

examined and plans are formulated to maximize each student's learning
experience.

New entrants to Pinecrest are screened for placement by administering a
test, which assesses their skills in the reading, math, and language
areas. This enables the school to best place the student to meet their
needs.

3\. [Communication of Student Performance]{.underline}

Communication of student performance is accomplished through many
different means. Pinecrest believes that a child's educational success
is best achieved by a working partnership between the school and the
parents. Communication between the two is essential. Parents receive
written Report Cards at the end of each ten week grading period, as well
as an interim five week Progress Report. Parent conferences are
scheduled at the end of each reporting period and throughout the year to
discuss children's strengths and areas to be reinforced.

Assignment sheets are sent home at the beginning of each week to let the
parents know what the assignments are and to apprise them of any
upcoming tests, reports, projects, or activities. The upper graders
write their assignments in a daily planner and take home any notices to
parents regarding upcoming schoolwork or activities. Parents sign a
weekly log of grades in the core subjects. Notes, phone calls, and
e-mails are also important in communicating missing work, student
information, or areas of concern. Parents are encouraged to contact
teachers or administration when they feel the need arises. The Principal
has an Open Door policy for students, parents and teachers.

Results of the yearly Stanford Achievement Tests that are given in May
are sent to parents with an explanation of how to interpret them. They
are encouraged to call or to make an appointment to see the principal if
they have questions about their child's results. Conferences are
arranged between parents,

the teacher, and principal to go over areas of the test that show a
weakness in a particular skill. The parent is shown a plan for improving
that weakness. Grade-level scores are posted on our web site and given
out in our information packets.

# 4. [Sharing Successes with Other Schools]{.underline}

Both teachers and administrators believe that there are many ways to
learn. Student success goes hand in hand with teacher's and
administration's willingness to learn new approaches and techniques.
This is achieved by sharing with others in-house as well as going to
workshops and seminars. Sharing with teachers from other schools at
workshops gives each person some new ideas and approaches to take.
Meetings with the other Pinecrest Schools and other local private
schools provide an ongoing communication between the schools. As part of
a private sports league, we also communicate with other schools on a
regular basis regarding not only sports but other topics that affect all
of us both on an academic and social level. As a member of the Positive
Coaches' Alliance, Pinecrest also shares the ideals it has regarding
character and sportsmanship.

Principals attend various meetings, conferences and workshops with other
administrators. Sharing the successes of others with our faculty helps
to further our scope of knowledge and practices as well.

The staff has put together a comprehensive curriculum matrix that allows
each teacher to see the continuum of the curriculum at every grade level
and to align it with California Standards. This matrix is shared with
other schools and included in our presentations to parents at Open
House. The matrix is always available to be viewed by parents.

Our community relationship with California State University at
Northridge and Pierce College as well as accreditation with NIPSA enable
us to allow student teachers to observe teachers and students during
their class time. Sharing our successful methods with budding teachers
is important. We also keep an active relationship with our local public
schools so that we may attend their workshops and share ideas about
curriculum and teaching methods that work. Pinecrest also shares their
success through the school newspaper, our website, and community
publications such as the Daily News or L.A. Times.

# PART V -- CURRICULUM AND INSTRUCTION

**[1. Pinecrest School, Northridge Curriculum]{.underline}**

Pinecrest has a strong core curriculum that gives students a foundation
for transitioning from primary to elementary to middle school. The
curriculum is aligned with California Standards and meets state
frameworks while exceeding national norms. Teachers, administrators, and
the Executive Director of Education for Pinecrest Schools review it
continuously.

**English/Language Arts-** Reading, spelling, grammar, and written
expression as well as phonics in the lower elementary grades are a daily
part of our program. Texts used include anthologies of literature,
practice workbooks, writing journals, and supplemental literature texts.
Writer's Workshop is also an integral part of the program. Study and
research skills are emphasized starting in the fourth grade. Oral
communication skills are developed with "Share Time" in kindergarten and
demonstrations, oral reports, and debates in the upper grades. Spelling
skills are taught one grade level above.

**Mathematics-** Computation and problem solving are an important part
of the math program at Pinecrest.

Early on children receive opportunities to develop concepts by using
manipulatives. Daily practice exercises help develop skills and mastery
of the basic facts needed to compute. Computation skills are then
applied to problem solving techniques. Computers and hands on activities
are used on a school-wide basis. Grouping is done at each grade level to
allow for a more individual approach. Unit tests are given to assess
progress as well as quarterly assessments. Math is also integrated into
other curricula.

**Social Studies-** Students experience and study our world, its people,
and their communities along with geographical features and physical
properties in a hands-on technology based program. Weekly current events
are incorporated at each grade level. Outside field trips help to
reinforce what is learned at school. Students join with the community in
worthwhile projects such as Jump Rope for Heart, The Granada Hills
Holiday Parade, and entertaining the elderly at a local nursing home.
The upper grades participate in a History Fair; experience a colonial
village at Riley's Farm in Oak Glen, and complete an ancestral project.
This project challenges them to come to school in authentic cultural
attire, prepare an authentic food dish to share, and provide a detailed
report on the government, culture, economy, and geographical make up of
their chosen country.

**Science-** Science on all levels includes observation and
experimentation within the curriculum. Critical thinking is encouraged
at all levels as well. The upper grades are required to take notes and
do experiments with the teacher's guidance. Grades 3-6 participate in a
Science Fair in the spring. The scientific method is stressed both in
the classroom and the Science Lab. Elementary grade field trips include
the Griffith Observatory, a working farm, and a monkey habitat. The
intermediate grade trips include the Jet Propulsion Laboratory and the
Ocean Institute for hands on aerospace and ocean habitat experiences.

**Foreign language-** All grades participate in the study of Spanish.
Vocabulary is first presented in preschool along with cultural
experiences. Oral speaking skills are developed through teacher-student
interaction, songs, and games. Art projects that are culturally related
are presented to each grade level. Students in grades 4-6 use their
learned skills in the area of reading, writing, and grammar. A more
concentrated study of the culture is done at the intermediate level.

**Art-** In addition to weekly art lessons done by the classroom
teacher, we have a specialized art teacher that teaches the principals
of the visual arts. Creativity and expression are encouraged. Students
have been finalists in the Craypas contest sponsored by Crayola and had
their work displayed in art galleries.

**Music-** The younger children participate in singing and rhythm
activities. Musical notation is introduced in the primary grades. The
fifth and sixth graders learn to play the recorder and tone chimes while
basic piano is taught in grade four. Music theory is studied by the
upper grades. Musicals are produced each year, which showcase all the
grade levels.

**Technology-** Students go to the Computer Lab each week for
instruction and project-based learning

experiences. A specialized teacher begins the younger students with a
study of the components of the computer and their use. As the children
advance they learn to use the keyboard and different word processing
programs. Fifth and sixth grade students learn to give a power point
presentation and create their own web page. There are also computers in
the classrooms that have interactive programs for our social studies and
science.

**Physical Education and Health-** Students participate in P.E. classes
taught by specialized instructors. Muscle strength and coordination are
developed through exercises and team games. We participate in the
Presidential Fitness Program and evaluate student progress according to
its criteria and state standards. Olympics are held each spring to allow
students to compete and experience the camaraderie among athletes.
Health is taught by the classroom teacher and covers nutrition, body
systems, safety, and drug awareness.

[2. Pinecrest School, Northridge Reading Curriculum]{.underline}

Beginning with Junior Kindergarten, strong emphasis is put on the study
of phonics as a primary decoding tool. The development of fluency with
the alphabet and in oral reading is a major focus. Through reading
selections from published works and their own writings students develop
a sight word vocabulary. Pinecrest encourages small group instruction in
leveled reading groups in kindergarten and grades 1-3. Teachers focus on
practicing decoding and other word attack skills.

As children gain fluency, they are exposed to comprehension and other
skills such as sequencing, summarizing, and predicting. We continue at
each level to read to the children as part of modeling fluency and voice
inflection. Oral reading then helps to improve expression while
providing a shared way of enjoying literature.

To expose the students to different kinds of literature, each class
visits our library weekly. This library experience will eventually help
them develop their reference skills. Classroom teachers encourage
reading outside the classroom with programs such as "The Book It"
program sponsored by Pizza Hut. They also give the students a chance
each month to order from book clubs. The school sponsors two book fairs
each year to give the parents and students a chance to buy inexpensive
books for outside reading. Students are also encouraged to keep journals
and share creative writing pieces with the class. All of these things
help develop a love of reading and the mastery of necessary skills
needed to become lifelong readers.

[3. Pinecrest School, Northridge Additional Curriculum]{.underline}

In keeping with the ideal of educating the whole child, Pinecrest
believes that character and citizenship should be developed along with
academic achievement. The teachers as well as paraprofessionals and
support staff want our students to develop their character traits and
become the best person that they can be. Children need to be well
rounded and to find self worth in themselves and in others.

On a daily basis campus rules of good conduct are stressed along with
good manners and awareness of others' feelings. Good sportsmanship is
stressed at P.E. and monthly awards are given for this. Playground time
is a primary time to stress kindness to others and respect for each
other and for staff decisions. All students participate in the B.E.S.T.
program (Building Esteem in Students Today). The ideals of good
character are featured each month through this program in the classroom
as well as in their home. The character traits covered are Courtesy,
Responsibility, Caring/Sharing, Goal Setting, Honesty, Health and
Prevention, Conflict, Feelings and Esteem. The program encourages the
children to write, read, and role play with each character trait. We
encourage the children to help others by working with Student Council on
community projects. We have ongoing visits with the Brighton Home for
the elderly to bring some cheer to the people who live there. We collect
toys and food for the needy at holiday time and help clean up and
beautify local areas by trash pick up and planting new trees and
flowers. This year pop tops have been collected to help support the
families of young cancer patients that stay at Ronald McDonald House.

[4. Instructional Methods]{.underline}

A variety of instructional methods are used by teachers to ensure
student achievement and the maximum learning experience for each child.
The younger student, who has the shortest attention span, is taught with
less direct instruction and more manipulative use and practice
exercises. Small group instruction, with close and immediate teacher
contact, followed by practice of skills works well especially for the
younger students. Students at all levels are grouped for the purpose of
meeting different learning abilities and maximizing learning.

Hands-on activities are widely used by teachers especially in math and
science. Critical thinking is taught and encouraged at all levels.
Homework is given each night and used as a follow up in the learning
experience.

Ongoing evaluation of student progress is communicated to the parents on
a regular basis. Award ceremonies are held monthly to recognize superior
academic work, effort, and good citizenship. Additional resources are
available for students to work on weak academic areas in a small group
situation.

Teachers throughout the grade levels foster cooperative learning
experiences. Older students are often paired with younger ones in some
type of learning activity. Peer tutoring is encouraged .

Teachers have an ongoing evaluation and discussion of our curriculum
matrix. This ensures that students master required concepts and skills
and that enhancements are added to give students a broader knowledge and
understanding of the concepts they study.

Teachers present lessons that address all learning modalities. We
realize that not all children are visual or auditory learners and that
tactile experiences play an important part in learning. Children's needs
are looked at not only as a group but also individually. If a student
displays special needs, the teacher collaborates with the principal and
other key staff members to devise a plan to meet those needs.

5.  [Professional Development]{.underline}

Professional development at Northridge starts on our own campus. Grade
levels meet each week to continually align curriculum, address student's
needs, and share ideas. Once a month the teaching staff and
administration meet for an in service or workshop and to make plans for
the upcoming months. More experienced teachers are able to help those
who may need encouragement and newer teachers often have creative ideas
to share.

Teachers are encouraged to attend outside workshops and in-services as
well. Teachers get together with staff from other Pinecrest Schools to
share ideas and collaborate. Professional opportunities are given to
teachers on a regular basis and discussed at our meetings. Teachers are
given the opportunity to choose the type of workshops they would like to
see offered. Opportunities for improving teaching methods, understanding
student learning styles, and strategies for reaching each student are a
benefit for teachers.

Teachers who attend off-campus workshops present the information they
receive at monthly staff meetings and at other schools if possible.
Conferences sometimes provide excellent materials to share

with the information.

Administrators are also encouraged to attend professional development
workshops. These are beneficial in teacher observations and in leading
curriculum discussions as well as giving teachers support and guidance.
The desire to improve and be the best we can benefits our students and
parents who are supportive of our goals. The value of this collaboration
is shown in the test results.

## 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): [N.I.P.S.A., (National Independent
    Private Schools Association)]{.underline}

> Accredited through 2012. Additional accreditation with WASC will occur
> in 2007.

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

3.  What are the 2006-2007 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_\_[7055]{.underline}\_ \$\_[7295]{.underline}\_
\$\_[7295]{.underline}\_ \$\_[7295]{.underline}\_
\$\_[7505]{.underline}\_ \$\_[7505]{.underline}\_

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

\$\_[7600]{.underline}\_ \$\_\_[7600]{.underline} \$\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$\_[7100]{.underline}\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[N/A]{.underline}\_\_

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[5]{.underline}\_\_%

### [Part VII- ASSESSMENT RESULTS]{.underline}

###### Pinecrest School, Northridge Assessment Data

**[Referenced Against national Norms (Without Subgroups)]{.underline}**

##### 

##### Stanford Achievement Test 10

2003 Edition Form A

Harcourt Assessment Inc.

Scores are reported as percentiles.

No students are excluded from the test.

\* SAT 9 prior to 2005-2006

+--------------------+---------------+---------------+---------------+
|                    | 2005-2006     | 2004-2005     | 2003-2004     |
+--------------------+---------------+---------------+---------------+
| Testing Month      | May           | May           | May           |
+--------------------+---------------+---------------+---------------+
| ##### Grade 6      |               |               |               |
+--------------------+---------------+---------------+---------------+
| Reading            | 86            | 88            | 99            |
+--------------------+---------------+---------------+---------------+
| Mathematics        | 89            | 85            | 99            |
+--------------------+---------------+---------------+---------------+
| Number of students | 19            | 27            | 17            |
| tested             |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of total   | 100           | 100           | 100           |
| students tested    |               |               |               |
+--------------------+---------------+---------------+---------------+
| Number of students | 0             | 0             | 0             |
| excluded           |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of         | 0             | 0             | 0             |
| students excluded  |               |               |               |
+--------------------+---------------+---------------+---------------+
| ##### Grade 5      |               |               |               |
+--------------------+---------------+---------------+---------------+
| Reading            | 70            | 80            | 98            |
+--------------------+---------------+---------------+---------------+
| Mathematics        | 76            | 84            | 98            |
+--------------------+---------------+---------------+---------------+
| Number of students | 55            | 40            | 53            |
| tested             |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of total   | 100           | 100           | 100           |
| students tested    |               |               |               |
+--------------------+---------------+---------------+---------------+
| Number of students | 0             | 0             | 0             |
| excluded           |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of         | 0             | 0             | 0             |
| students excluded  |               |               |               |
+--------------------+---------------+---------------+---------------+
| ##### Grade 4      |               |               |               |
+--------------------+---------------+---------------+---------------+
| Reading            | 89            | 79            | 97            |
+--------------------+---------------+---------------+---------------+
| Mathematics        | 80            | 85            | 98            |
+--------------------+---------------+---------------+---------------+
| Number of students | 48            | 50            | 60            |
| tested             |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of total   | 100           | 100           | 100           |
| students tested    |               |               |               |
+--------------------+---------------+---------------+---------------+
| Number of students | 0             | 0             | 0             |
| excluded           |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of         | 0             | 0             | 0             |
| students excluded  |               |               |               |
+--------------------+---------------+---------------+---------------+

+--------------------+---------------+---------------+---------------+
| ##### Grade 3      |               |               |               |
+--------------------+---------------+---------------+---------------+
| Reading            | 90            | 74            | 88            |
+--------------------+---------------+---------------+---------------+
| Mathematics        | 88            | 80            | 93            |
+--------------------+---------------+---------------+---------------+
| Number of students | 55            | 61            | 62            |
| tested             |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of total   | 100           | 100           | 100           |
| students tested    |               |               |               |
+--------------------+---------------+---------------+---------------+
| Number of students | 0             | 0             | 0             |
| excluded           |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of         | 0             | 0             | 0             |
| students excluded  |               |               |               |
+--------------------+---------------+---------------+---------------+
| ##### Grade 2      |               |               |               |
+--------------------+---------------+---------------+---------------+
| Reading            | 93            | 74            | 79            |
+--------------------+---------------+---------------+---------------+
| Mathematics        | 92            | 74            | 75            |
+--------------------+---------------+---------------+---------------+
| Number of students | 52            | 68            | 72            |
| tested             |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of total   | 100           | 100           | 100           |
| students tested    |               |               |               |
+--------------------+---------------+---------------+---------------+
| Number of students | 0             | 0             | 0             |
| excluded           |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of         | 0             | 0             | 0             |
| students excluded  |               |               |               |
+--------------------+---------------+---------------+---------------+
| ##### Grade 1      |               |               |               |
+--------------------+---------------+---------------+---------------+
| Reading            | 79            | 92            | 96            |
+--------------------+---------------+---------------+---------------+
| Mathematics        | 83            | 91            | 94            |
+--------------------+---------------+---------------+---------------+
| Number of students | 62            | 68            | 64            |
| tested             |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of total   | 100           | 100           | 100           |
| students tested    |               |               |               |
+--------------------+---------------+---------------+---------------+
| Number of students | 0             | 0             | 0             |
| excluded           |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of         | 0             | 0             | 0             |
| students excluded  |               |               |               |
+--------------------+---------------+---------------+---------------+
| **Grade            |               |               |               |
| Kindergarten**     |               |               |               |
+--------------------+---------------+---------------+---------------+
| Reading            | 91            | 92            | 93            |
+--------------------+---------------+---------------+---------------+
| Mathematics        | 73            | 79            | 84            |
+--------------------+---------------+---------------+---------------+
| Number of students | 78            | 64            | 83            |
| tested             |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of total   | 100           | 100           | 100           |
| students tested    |               |               |               |
+--------------------+---------------+---------------+---------------+
| Number of students | 0             | 0             | 0             |
| excluded           |               |               |               |
+--------------------+---------------+---------------+---------------+
| Percent of         | 0             | 0             | 0             |
| students excluded  |               |               |               |
+--------------------+---------------+---------------+---------------+