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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_X\_ Elementary \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal [Mrs. Laura Hewitt]{.underline}

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

Official School :Name [Hyman Brand Hebrew Academy]{.underline}

(As it should appear in the official records)

School Mailing Address\_[5801 W. 115^th^
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Overland
Park\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Kansas
[66211-1800\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_[Johnson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}School
Code Number\*\_\_\_NA\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 913 )327-8150]{.underline} Fax [( 913 )
327-8180]{.underline}

Website/URL [www.hbha.edu]{.underline} E-mail
[lhewitt@hbha.edu]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Adam Holden]{.underline}

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

District Name [NA]{.underline} Tel. [( )]{.underline}

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

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

Name of School Board

President/Chairperson Mr. John Ulhmann

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)

**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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

Average State per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       16        14                     **30**       **8**                             

  **1**       11        12                     **23**       **9**                             

  **2**       11        9                      **20**       **10**                            

  **3**       12        12                     **24**       **11**                            

  **4**       8         6                      **14**       **12**                            

  **5**       13        10                     **23**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   134
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

[1]{.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:
[\_\_\_.07\_\_\_%]{.underline}

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

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

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

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

  **(4)**                   Total number of students in **134**
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided **.007**
                            by total in row (4)         

  **(6)**                   Amount in row (5)           **.7%**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_\_**3**\_\_\_%]{.underline}

[\_\_\_\_**5**\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_**3**\_\_\_\_\_]{.underline}

Specify languages: Russian, Hebrew, English

9\. Students eligible for free/reduced-priced meals:
[\_\_\_\_**11**\_\_\_\_%]{.underline}

Total number students who qualify: [\_\_\_**16**\_\_\_\_]{.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:
[\_\_\_\_**3**\_\_\_\_]{.underline}%

[\_\_\_\_**6**\_\_\_\_]{.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.

**[\_\_2\_]{.underline}**Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness **[\_\_3\_\_]{.underline}**Specific Learning
Disability

\_\_\_\_Hearing Impairment **[\_\_1\_\_]{.underline}**Speech or Language
Impairment

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

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

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

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

Administrator(s) [\_\_\_\_**3**\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_**13**\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_\_**7**\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_**23**\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[\_\_**1:11**\_\_\_\_\_]{.underline}

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

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

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

  Daily teacher          97%             96%             96%             97%             96%
  attendance                                                                             

  Teacher turnover rate  14%             14%             7%              7%              7%
  ---------------------- --------------- --------------- --------------- --------------- ---------------

**Part III-Summary**

**Snapshot of Hyman Brand Hebrew Academy**

The Hyman Brand Hebrew Academy is an independent, co-educational Jewish
day school that includes elementary, middle, and upper schools of
education. The Academy is open to students of all Jewish denominations,
and we provide an environment in which the diverse backgrounds and
religious beliefs of all our students are respected. Our school's
mission is to maximize the personal, intellectual, and spiritual
development of each student by providing exceptional general and Judaic
instruction in a nurturing Jewish environment. Our goal is to prepare
students to be life-long learners and to contribute to the Jewish
community and the larger society. In meeting this mission, our
elementary division, which includes kindergarten through fifth grade,
provides a rigorous yet nurturing environment that prepares students for
meeting the challenges they will face as they mature. The experiences
our students gain in the classroom assist them in becoming well-rounded,
socially committed, and knowledgeable adolescents.

Our elementary division offers students a dual-curriculum in general and
Judaic studies. Students receive instruction in language arts,
mathematics, science, and social studies, as well as in Bible and
Hebrew. By fifth grade, all Judaic classes are conducted in Hebrew; most
students graduate from the Academy fluent in the Hebrew. The elementary
division also integrates into our curriculum a program of ethical and
spiritual values, an appreciation of physical fitness and the cultural
arts, and a strong sense of Jewish identity. Elementary students are
presented with and adhere to the school's ideals from the moment they
enter kindergarten: we want them to be inquirers, thinkers,
communicators, and risk-takers-the fundamental characteristics of our
lower school program.

The Academy shares a building facility with other Jewish agencies in the
greater Kansas City area. The social hall, dining room and the gymnasium
are communal areas for the Academy and the Jewish Community Center. A
fully equipped theater is under construction and will be completed in
fall 2005. The Academy has internet access in all classrooms and two
computer labs equipped with PC's.

Our students and graduates repeatedly excel in countless arenas
including academics, athletics and the arts. In the past three years,
the Academy has graduated seniors to some of the most premier colleges
and universities. We have enjoyed winning a national basketball
championship as well as national recognition for the academic endeavors
of both students and faculty. Just as important to us is the fact that
Academy students and alumni have been consistently recognized for their
service and leadership in Jewish and civic roles, both locally and
nationally.

As the only Jewish day school in the Kansas City area, the Academy has a
diverse student clientele. When we investigated curricular programs that
might meet the varied needs of our student population, we found that the
educational philosophy of the International Baccalaureate Organization
and the methodological framework of the organization's Primary Years
Program would allow us to further our institutional mission. Currently,
our elementary division is implementing the Primary Years Program-a
methodology based on a constructivist philosophy and which focuses on
individualized instruction. With the Primary Years Program as our
methodological foundation, our curriculum is designed to develop the
individual talents of students by stressing the importance of
inquiry-based and experiential learning. In keeping with this
philosophy, students investigate their various subjects by formulating
questions, and through research, experimentation, and observation, they
articulate their own responses to these guiding questions. We find that
such a methodology privileges critical thinking and creates independent,
curious learners who are engaged in and responsible for their own
learning. In creating these independent, creative learners, we have
created a learning environment that emphasizes cooperation and teamwork.
In an effort to diminish unhealthy competition, we refrain from
assigning letter grades to student assessments until the fifth grade and
we do not have an Honor Roll. Instead, we teach our students that the
learning process is valuable in and of itself.

**Part IV- Indicators of Academic Success**

1.  **Assessment results in reading and mathematics.**

To measure academic success and to assist in curricular programming, the
Academy administers the Iowa Test of Basic Skills (ITBS) to students in
grades three and five. The ITBS is a national test and is commonly used
in the Midwest region of the country. In the Kansas City metro area, the
ITBS is used by most public schools and many private schools, which
allows us to make direct comparisons between our students' performance
and the performance of students at peer institutions. The ITBS assesses
students in reading comprehension, math, and language. In addition,
fifth grade students are assessed in science, social studies, and
reference skills. The test provides grade equivalencies and standard
scores that provide general indicators as to a student's particular
level of development.

The Academy's ITBS scores demonstrate that our students are achieving at
superior levels and that they are competitive with students at the top
schools in the nation. In 2004, for example, our third grade students
scored in the 99^th^ percentile in reading-scoring in the 99^th^
percentile in both vocabulary and reading comprehension. Third graders
also scored in the 99^th^ percentile in language, receiving 90^th^
percentile in spelling, 98^th^ percentile in capitalization, 96^th^
percentile in punctuation and 99^th^ percentile in usage and expression.
Third graders scored in the 99^th^ percentile in mathematics when
compared to other third grade classes across the nation, bringing their
core total to the 99^th^ percentile.

This year, our fifth grade students also performed in the superior to
high-average range. Fifth graders scored in the 92^nd^ percentile in
reading, the 99^th^ percentile in language, and the 99^th^ percentile in
mathematics, bringing their core total to the 98^th^ percentile. These
scores are comparable to scores our students have received in the past
five years, with the majority of students consistently scoring in the
superior to high range. According to these tests, students in the
elementary division are performing above grade-level, sometimes
two-to-three grades above the norm. COGAT (Cognitive Ability Test) score
equivalents for fifth grade students in the verbal category place our
students at the 6.5 grade level. In the comprehension and mathematics
categories, fifth grade students operate at the seventh grade level.

2.  **How we use assessment data.**

To measure academic success and to assist in curricular programming, the
Academy uses ITBS in conjunction with other individualized tests to make
decisions as to the best practice to adopt within the classroom and with
individual students. Teachers use this data in concert with teacher
anecdotes, parental input, and specialists' reports to determine if
curricular modifications should take place and to establish if students
need acceleration or remediation. The Academy also uses the Cognitive
Ability Test (Cog At) in concert with the ITBS to target any disparities
between student ability and achievement and to identify students in need
of gifted services or remediation.

First and second grade students are assessed in reading proficiency
using the Gates MacGinitie Reading Inventory. The results are tabulated
as a percentile and as a "grade level" achievement score. Teachers use
this data to identify students who need differentiation in their reading
instruction.

The Academy also utilizes individualized testing by learning specialists
to help school officials identify particular student needs. We
frequently use the Peabody Individual Achievement Test (PIAT), the
Kaufman Brief Intelligence Test (K-BIT) or the Wechsler Individual
Achievement Test to target specific abilities or challenges amongst
individual students. The results are used to develop and measure
accommodation strategies for students as well as to substantiate
placement of students into our gifted program.

3.  **How the school communicates student learning.**

The Academy's elementary division formally reports student progress six
times during the academic year. Each August, teachers contact the
parents of students in their respective classes to learn parent
perspectives of their child's academic performance and ability. Formal
progress reports begin with telephone calls from teachers four weeks
into the school year to brief parents on student progress. Students are
assessed, in part, using the Primary Years Program's Student Profile
which targets student attributes and characteristics such as "caring,"
"communication," "knowledgeable," "inquirer," "principled,"
"open-minded," "risk-taker," and "reflective." Parent/Teacher
conferences are held in late fall and parents receive written and verbal
feedback concerning progress. In the spring, students prepare portfolios
of work to present to their parents. It is student's task to demonstrate
their learning and progress during the year.

Results of standardized tests are shared with parents through
individualized reports that are mailed home. These reports include
individual percentiles and grade-level equivalency scores as well as a
breakdown of correct answers in each subset.

Daily work is evaluated in diverse ways. Students are involved in the
creation of rubrics for different projects and are given the opportunity
to rate their own performance. Students also participate in class and
small-group projects and presentations where parents and community
members are invited to view the children's work.

4.  **How the school shares its successes with other schools.**

The Academy is proud of the academic and intellectual achievements of
our students. We share the results of student testing and other markers
of their achievement with the community in various ways. All school
administrators serve on various professional committees and are members
of academic organizations where student achievement is the focus; our
Head of School teaches at local universities and colleges where he uses
our school as a model for academic success. Several of our faculty
members also teach at local universities and use our students and their
work as examples and models in their classrooms. Our academic successes
are routinely communicated to our Board of Trustees and our parent
community through Open House and Town Hall meetings. We also publish
examples of student achievement through newsletters and on our website.
Since we have adopted the Primary Years Program, we have received
publicity through the local media, which has highlighted the academic
strengths of our students as well as their commitment to service and
their faith. Finally, our students travel throughout our local community
serving as models for instruction; a recent group served as a model for
classroom debate in one of our local university's teacher-training
program.

**Part V- Curriculum and Instruction**

1.  **Hyman Brand Hebrew Academy Lower School Curriculum.**

Because of the Academy's dual curriculum and its religious orientation,
interdisciplinary instruction and integration of Jewish curricula is not
only desirable-it is essential. All classes are aligned not only with
Kansas state standards, but with the standards and expectations of
national standards in each discipline and the requirements of the
International Baccalaureate Program.

**Language Arts:** Kindergarten, first, and second grade students use
the Open Court Reading program, which stresses phonemic awareness,
phonics, and comprehension word knowledge. Third, fourth, and fifth
grade students continue developing phonics and comprehension skills
through daily reading and discussion of novels and short stories.
Students are instructed in the five-step writing processand are
evaluated using the 6-Trait writing model.

**Mathematics:** Our math curriculum teaches students to value math, to
become confident in their mathematical ability, to become problem
solvers and to communicate and reason mathematically. The elementary
division uses the Everyday Mathematics Program, which stresses the
importance of real world problems and practical solutions to mathematics
instruction. Students are exposed to a variety of methods to solve
problems and must discuss their thinking and reasoning behind their
mathematical solutions.

**Science:** The Academy's science curriculum is based on the knowledge
that both the process and product of scientific inquiry are important.
Students are exposed to experiential learning methods and are challenged
to relate concepts to "real world" issues in their environment and to
link information to other disciplines. The science curriculum is
supported by the AIMS (Activities to Integrate Science and Mathematics)
books, Delta Science Kits, and the nationally recognized Earthworks
Curriculum.

**Social Studies**: The Academy's social studies curriculum helps
students understand the rights and responsibilities of the citizen. The
social studies curriculum is integrated with language arts, visual arts,
and technology, and teachers emphasize the interdisciplinary connections
between all these subjects. The primary thrust of the social studies
program is to develop in students an awareness of the needs and desires
of local, state, and national communities as well as the impact of
internationalism and globalism on their lives.

**Bible:** While the study of Torah (Bible) is taught as a separate
subject, the teaching of ethics, values, and morality permeate the
entire curriculum at the Academy. Students are exposed to Biblical texts
and gain a familiarity with central personages and passages and learn
archetypal structures that are key to the Jewish faith. Students also
are exposed to doctrinal issues that are fundamental to their faith and
learn to critically examine them. Students are also instructed in formal
prayer and ritual activities.

**Foreign Language:** Students at the Academy begin foreign language
instruction at the kindergarten level. The Hebrew language program
practices *Ivrit B'Ivrit*-Hebrew in Hebrew. Students are immersed in the
language in the early grades with the goal of producing conversational
fluency while also developing students' reading, writing, and listening
skills. A fundamental aspect of Hebrew instruction is to develop in
students a familiarity with and commitment to the state of Israel.

**Technology**: Our students receive instruction in computer keyboarding
and software such as Word, Excel and Powerpoint. The technology program
views itself as an extension of the larger curriculum, and technology
faculty work closely with their colleagues to show students how
technology can enhance their learning. Technology standards and
objectives are embedded in the curriculum of other disciplines, and all
students and faculty are expected to use technology in their studies and
presentations.

**Fine Arts and Physical Education**: These curricular areas provide
students with opportunities to express themselves in ways outside the
core disciplines. In Art, students are exposed to drawing, painting and
sculpture. Students also participate in Music Appreciation and Choir.
Students may also choose to take individual classes in instruments such
as guitar, piano, or violin. Our Physical Education Program stresses
healthy activity, movement, sportsmanship and nutrition. These
disciplines demonstrate to our students the need for a balanced,
well-rounded life.

2.  **The Academy's reading curriculum.**

The Academy uses the Open Court Reading Program as an essential part of
its reading instruction. Open Court integrates phonics, decoding skills,
comprehension, and fluency with concepts and skills found in science and
social studies. The program features systematic, explicit instruction in
phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Kindergarten and first grade students are grouped according to their
instructional level, and teachers have the flexibility to move students
to different groups depending on how rapidly they acquire fundamental
skills. Students are also exposed to different genres of literature and
are asked to develop print awareness through "read aloud" activities. As
students enter the second grade, they begin to use novels and trade
books for their basic reading instruction. Authentic texts are tied to
the social studies and science curricula, thus allowing for integration
of subject areas.

The Academy chose an integrated and interdisciplinary approach to
reading is for two reasons. First, as a dual-curriculum school, we have
to compact information and make efficient use of general studies class
time. Secondly, and more importantly, we use our reading program to
demonstrate to students the interconnectedness of ideas and the
significance of these ideas to their personal experiences. Part of our
reading program challenges students to reflect upon the information they
have read and articulate to their peers and teachers their opinions
about the material. We find that such discussions stimulate critical
thinking and encourage creative thought. Our students begin developing
analysis and synthesis skills early in their academic career-skills the
Academy regards as essential to developing successful students and
citizens in the 21^st^ century. As demonstrated by our test scores and
the subsequent academic success of our middle and upper school students,
we believe we teach more than just reading; we also teach our students
how to think, an essential component of The Academy's mission is.

3.  **The Academy's mathematics curriculum.**

Just as our reading program strives to teach critical thinking and
problem solving skills, our mathematics curriculum presents students
with the concepts and skills to help them see the beauty, power, and
importance of mathematics to their daily lives. The Academy's elementary
division utilizes the Everyday Math program, which it adopted during the
2000-2001 school year. The program builds on fundamental mathematical
strands such as numeration and order, measures and measurements,
operation patterns and function, and sequences. This instructional
method blends exposition and discussion with individual group work and
projects, explorations, and investigations. Students do not perform rote
drills or simply memorize tables or formulas; the focus of our program
is on application and analysis. While students learn the formal rules
and techniques of mathematics, they also learn how to use math in their
daily experience. Teachers allow students to investigate questions
rather than "work problems," thus encouraging them to be creative
thinkers and problem solvers. Another important component of our
mathematics curriculum is that students are allowed to work at their own
pace. The program is student-centered and inquiry based, and teachers
are trained to individualize and differentiate instruction within the
classroom. Students are allowed to work to their own abilities, and they
are not limited by grade-level distinctions or tracks. As in our reading
program, our students' success in mathematics is demonstrated by our
test scores and by their success in mathematics in the middle and upper
schools. Most importantly, our student's success in mathematics
demonstrates how we are meeting our school's mission to create
independent, creative thinkers.

4.  **Different instructional methods used to improve student
    learning.**

In keeping with our mission, the Academy believes that all children can
be academically and intellectually successful if provided the
appropriate instruction and support. In providing a student-centered and
inquiry based curriculum, the Academy's faculty and staff believe that
it is vital to differentiate instruction for students and to allow for
the multiplicity of learning styles we face within our classrooms. To
this end, our faculty members have designed curriculum around the
development of essential knowledge and skills---also known as power
standards. Students meet these power standards by generating questions
in all units to allow them to direct and control a portion of their own
learning. Students can design their own projects, create their own
questions, or work at their own pace, all under the guidance of faculty
members who are trained in differentiated instruction. With the
assistance of our Enrichment and Learning Lab specialists, teachers
identify students who might benefit from differentiated instruction and
develop activities and projects that meet the needs of students with
differing modalities of learning. Students with learning disabilities
are accommodated through the use of Individual Action Plans (IAP) and
504 plans. These plans are managed by the Learning Lab or Enrichment
specialists who work directly with teachers to modify or enhance the
curriculum to best meet the needs of individual students.

Students who enter our elementary division after the first grade
participate in our Ulpan Program, a Hebrew-intensive classroom that is
specially designed to provide individualized instruction in Hebrew
language. While our ultimate goal is to mainstream students into the
regular Hebrew classroom, the Ulpan program allows students to immerse
themselves in the Hebrew language at their own pace and exposes those
students to fundamental language concepts necessary for their success in
future language and religious classes.

5.  **The Academy's professional development program.**

To demonstrate to our community that we are committed to the creation of
life-long learners and to support the overall mission of the school, the
Academy has developed an extensive professional and personal development
program for its staff and faculty. Currently, we are providing extensive
training for our staff in the International Baccalaureate Organization's
Primary Years Program and its methodology. Over the past two years, we
have sent a majority of our faculty and staff to training workshops and
conferences to effectively bring the program to our institution. We also
have committed financially to a five year plan that provides for
training of all faculty in the Primary Years Program. Aside from our
commitments to the International Baccalaureate Organization, we
encourage and support, both in release time and financial aid, the
educational development of our teachers. We provide opportunities for
teachers to participate in workshops and conferences of their choice on
a rotating basis, and we provide scholarship funds for those who wish to
take undergraduate or graduate educational courses. We also provide
specific leadership training opportunities and mentors -both in house
and outside of school-for those who wish to move into administrative or
support roles within the school. Finally, the school makes available to
all staff the opportunity to enroll in the Melton Seminar, a course of
study to expose faculty to the fundamentals of the Jewish faith,
doctrine, and experience. The capstone event of the two-year course,
which is underwritten by the Academy and its donors, is a two-week trip
to Israel to visit the Holy Lands and to experience first-hand the sites
and surroundings so important to the Jewish religion.

**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): [ISACS (Independent Schools
    Association of the Central States), NAIS (National Association of
    Independent Schools, RAVSAK(The Jewish Community Day School Network)
    and PEJE (Partnership for Excellence in Jewish
    Education)]{.underline}

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

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

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

**[\$8000]{.underline} [\$10000]{.underline} [\$10000]{.underline}
[\$10000]{.underline} [\$10000]{.underline} [\$10000]{.underline}**

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

4.  What is the educational cost per student? **[\$12,777]{.underline}**

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    **[\$5,368]{.underline}**

6.  What percentage of the annual budget is devoted to
    **[25%]{.underline}**

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
**[51%]{.underline}**

**Reporting Assessment Data in Reading and Mathematics**

Iowa Test of Basic Skills

Form M Fall 1995 Norms

Riverside Publishing

Scores reported as percentiles

  ------------ --------------- --------------- --------------- --------------- ---------------
               **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing      October         October         October         October         October
  Month                                                                        

  **Grade 5**                                                                  

  Reading      76              76              75              65              80

  Math         84              85              84              82              87

  Number of    24              25              26              24              34
  students                                                                     
  tested                                                                       

  Percent of   100             100             100             100             100
  students                                                                     
  tested                                                                       

  Number of    0               0               0               0               0
  students                                                                     
  excluded                                                                     

  Percent of   0               0               0               0               0
  students                                                                     
  excluded                                                                     

                                                                               

  **Grade 3**                                                                  

  Reading      88              81              84              86              Not given

  Math         96              93              89              89              

  Number of    24              15              28              23              
  students                                                                     
  tested                                                                       

  Percent of   100             100             100             100             
  students                                                                     
  tested                                                                       

  Number of    0               0               0               0               
  students                                                                     
  excluded                                                                     
  ------------ --------------- --------------- --------------- --------------- ---------------