##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: [Mrs. Nancy Field]{.underline}

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

School Mailing Address: [14401 Willow Lane]{.underline}

[Huntington Beach, CA 92647-2254]{.underline}

Tel. [(714) 898-0051]{.underline} Fax [(714) 898-0633]{.underline}

Website/URL [www.hebrewacademyhb.com]{.underline} Email
[admin@hebrewacademyhb.com]{.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
\_[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 Mr. Allen Sragow

President/Chairperson

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.

3-19-03

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**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

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. \_\_\_[5\_\_\_]{.underline} Number of years the principal has been
in her/his position 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**       7         15                     **22**       **7**       12        10          22

  **1**       11        12                     **23**       **8**       12        14          26

  **2**       13        7                      **22**       **9**                             

  **3**       8         14                     **22**       **10**                            

  **4**       13        15                     **28**       **11**                            

  **5**       15        15                     **30**       **12**                            

  **6**       13        13                     26           Other                             

                                    **TOTAL                                                   221
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 99.0 % White

the students in the school: .5 % Black or African America

.2 % Hispanic or Latino

.3 % Asian/Pacific Islander

\% American Indian/Alaskan Native

\_\_\_\_\_\_\_

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [5.5
%]{.underline} (This rate includes the total number of students who
transferred to or from different schools between October 1 and the end
of the school year, divided by the total number of students in the
school as of October 1, multiplied by 100.)

+-----------+----------------------------------+-----------------------+
| **(1)**   | Number of students who           | > 6                   |
|           | transferred ***to*** the school  |                       |
|           | after October 1 until the end of |                       |
|           | the year.                        |                       |
+-----------+----------------------------------+-----------------------+
| **(2)**   | Number of students who           | > 9                   |
|           | transferred ***from*** the       |                       |
|           | school after October 1 until the |                       |
|           | end of the year.                 |                       |
+-----------+----------------------------------+-----------------------+
| **(3)**   | Subtotal of all transferred      | > 15                  |
|           | students \[sum of rows (1) and   |                       |
|           | (2)\]                            |                       |
+-----------+----------------------------------+-----------------------+
| **(4)**   | Total number of students in the  | > 221                 |
|           | school as of October 1           |                       |
+-----------+----------------------------------+-----------------------+
| **(5)**   | Subtotal in row (3) divided by   | > 0.055               |
|           | total in row (4)                 |                       |
+-----------+----------------------------------+-----------------------+
| **(6)**   | Amount in row (5) multiplied by  | > 5.5                 |
|           | 100                              |                       |
+-----------+----------------------------------+-----------------------+

8\. Limited English Proficient students in the school: 5%

2 Total Number Limited English Proficient

Number of languages represented: 3

Specify languages: Spanish, Persian and Hebrew

9.  Students eligible for free/reduced-priced meals: \-\-\-\--

We do not have this program for our school.

We have only financial assistance & Title I.

> *If this method is not 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.*

Financial aid application requests: [57%]{.underline} of 200 families.

All of our low income families are on financial assistance, as well as
other families needing help with

tuition.

10\. Students receiving special education/Title I services:
\_\_[18]{.underline}\_\_\_\_%

\*\*\_15\_\_\_\_Total Number of Students Served-Special

> [\*\* 40]{.underline} Total Number of Students Served by Title I
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_[1]{.underline}\_\_ Autism \_[1]{.underline}\_\_ Orthopedic
Impairment

\_\_[0]{.underline}\_\_ Deafness \_3\_\_ Other Health Impaired

\_\_[0]{.underline}\_\_ Deaf-Blindness \_[5]{.underline}\_\_ Specific
Learning Disability

\_\_[1]{.underline}\_\_ Hearing Impairment \_[2]{.underline}\_\_ Speech
or Language Impairment

\_\_[0]{.underline}\_ Mental Retardation \_[0]{.underline}\_\_ Traumatic
Brain Injury

\_\_[0]{.underline}\_\_ Multiple Disabilities \_[2]{.underline}\_\_
Visual Impairment Including Blindness

**NOTE:** \*\* Approximately 40 students are receiving Title I
instruction/services. Most of the Title I students are included in the
"15" from above. Those students not in Title I receive outside services.

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) \_\_\_[5]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[22]{.underline}\_\_\_\_
\_\_[22]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[4]{.underline}\_\_\_\_
\_\_\_[3]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[6]{.underline}\_\_\_\_ [\_\_
6]{.underline}\_\_\_\_

> Support staff \_\_\_[7]{.underline}\_\_\_\_
> \_\_\_[2]{.underline}\_\_\_\_
>
> **Total number \_\_[44]{.underline}\_\_\_\_
> \_\_[33]{.underline}\_\_\_\_**

12\. Student-"classroom teacher" ratio: [1:11]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ----------------------- ------------------- ------------------- ------------------- ----------- -----------
                          2001-2002           2000-2001           1999-2000           1998-1999   1997-1998

  Daily student           [96%]{.underline}   [96%]{.underline}   [96%]{.underline}               
  attendance                                                                                      

  Daily teacher           [97%]{.underline}   [97%]{.underline}   [97%]{.underline}               
  attendance                                                                                      

  Teacher turnover rate   [15%]{.underline}   [10%]{.underline}   [7%]{.underline}                

  Student dropout rate    [0]{.underline}     [0]{.underline}     [0]{.underline}                 

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

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

The Hebrew Academy is located on eleven spacious acres at 14401 Willow
Lane in Huntington Beach, California. Since 1969, the Hebrew Academy has
provided a full spectrum of challenging academic and extra-curricular
activities, supported by strong values, for students in grades
pre-kindergarten through eighth grade.. In 1997, the Academy was the
only Hebrew Day School in the country to receive the prestigious U.S.
Department of Education\'s Blue Ribbon Award for academic excellence. In
addition, the Hebrew Academy has continuously maintained the highest
rating from the Western Association of Schools and Colleges for over two
decades.

On eleven spacious acres, we have an accredited preschool, a K-6
elementary school comprised of four buildings, and eighteen classrooms
used in our parallel general studies and Judaic studies programs, and
separate upper school facilities. A covered outdoor lunch area is
adjacent to our kitchen, where hot lunches, sandwiches, drinks and
snacks are available daily. The campus features the latest science and
computer technology labs, an extensive reader reference lending library,
and Olympic Pool Complex.

The Academy has consistently operated at or near enrollment capacity.
Class size is generally about 20, which affords individualized learning
in each classroom. The adult student ratio is 1 to 11 in the primary
grades.

The school\'s mission statement ensures that the Hebrew Academy strives
to educate the total child. By creating an environment, which encourages
the child\'s intellectual, emotional, spiritual, and ethical growth, we
aim to instill a sense of self worth and a lifelong commitment to
learning and Judaism. Our mission is to provide a highly challenging and
dynamic educational curriculum in an extended family atmosphere. We
believe in developing competent, enthusiastic, resourceful citizens able
to succeed as loyal Americans and proud Jews in an increasingly complex
and technologically demanding culture.

The Hebrew Academy provides a well-rounded program; serving both the
intellectual and emotional needs of our students. Students excel on
standardized tests that are administered annually. The general studies
curriculum places emphasis in the areas of language, math, and science.
A modern science laboratory, and an extensive technology and audiovisual
resource department allows the staff and faculty to provide our students
with the most current information and data in various areas of research
and study. The fine arts program at the Academy includes art, music,
dance and drama throughout the grade levels, during and after school.
Hebrew Academy graduates are well prepared to continue their higher
education at leading universities. Our Judaic Studies program places
emphasis on a deep understanding and appreciation of Jewish thought,
history and traditions.

Directed by a team of outstanding professional administrators, the
Hebrew Academy teaching staff is a dynamic and experienced group of warm
and caring educators, many with post graduate degrees. General and
Judaic studies teachers and Rabbis work as a team. Their actions and
values serve as powerful models for each student.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Teacher and student use of assessment is frequent and integrated into
the teaching/learning process. Assessment is the basis for: 1.
Measurement of student's progress toward the schoolwide learning
results; 2. Regular evaluation and improvement of curriculum and
instruction; 3. Allocation of resources.

Teachers analyze a variety of assessment tools and authentic student
assessments including: report cards, progress reports, pictures of
student presentations, projects as a means of assessment, written tests,
spelling bees, observation of hands-on science projects and experiments,
observation of student work, group discussions, all pupil response
boards, living the values taught in informal settings, science, math,
art, Torah, and Israel fairs; presentations, and music concerts for
parents/students etc.

For purposes of assessment, learning is viewed as a continuum -- from
functional skills through the more traditional academic skills.
Assessment needs are focused on an individual basis. When analyzing
data, teachers look for trends, or patterns in the data over time to
better target specific areas that show success or need for improvement.

Assessment scores have multiple meanings. The Hebrew Academy staff is
working to have consensus as to what we want students to know and be
able to do, what kind of assessment will tell us how students are doing
on these criteria, how well are they performing, and what does the
assessment suggest about ways to improve. We target students based on
current data that assesses student skills.

The school uses assessment data to determine individual student
strengths and weaknesses and recommend placement. Math and reading
scores are used, along with other indicators (grades, teacher
recommendations, etc.) to determine groupings within classes or, in the
high school, placement in advanced classes. In many cases, if a
student's scores fall well below basic levels, the school may recommend
educational testing and/or educational therapy for that child. In terms
of school performance, the test data isolates particular areas of
weakness that can then be strengthened in the curriculum for subsequent
years. For example, low scores in vocabulary, for a particular grade
level, can be raised by strengthening vocabulary-building skills the
following year. At the beginning of the year, assessment results of the
Stanford Achievement were given to each teacher to review, analyze and
discuss. Teachers were asked to locate and report the findings
concerning the three low areas of academic achievement from the previous
year, and also to incorporate in the report the three lowest areas
attained by their incoming class. Each teacher designed a plan on how
they would improve their curriculum in these specific areas.

This type of plan was required from all teachers in order to verify
student academic needs were being met.

2.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Student performance, including assessment data are communicated to
parents, students and the community in a variety of ways. Teachers use
written tests, presentations, reports, projects etc. as a means of
assessment that is shared with students. Students self assess their own
work, as well as assessing others in group reports, and presentations.
Mentoring and student "consultants" are another way we assess
progress/performance. Teachers are partners with parents in terms of
learning. Parents receive continuous telephone/email communication from
teachers concerning student performance. Parents observe classes,
participate in our speaker program, and volunteer in the classroom.
Parents are thoroughly apprised of all past and present events via our
weekly newsletter and email. Room parents, using a telephone tree, call
parents to remind them of upcoming events, parent education classes, and
parent involvement opportunities.

Progress reports, report cards, tests, individual student contracts, and
rubrics for student work are all sent home for parent signature as well
to indicate a particular area of strength and weakness. The Stanford-9
test results are explained and discussed with parents at parent/teacher
conferences. Students also have individual conferences with teachers and
advisors to monitor performance on a daily and weekly basis. Assessments
are shared with parents at these meetings, and appropriate plans are
made. The teacher is often a facilitator for the students, who have
taken control of their learning. Such situations create enthusiasm,
cooperation and resourcefulness in the classroom. Because we are a
private school, we do not publish our scores in local newspapers. We do
indicate general score levels on standardized tests in our
publicity/marketing materials.

3.  **Describe in one-half page how the school will share its successes
    with other schools.**

Hebrew Academy "successes" are shared within our school community, with
our teachers, with our students, and with the local community at large.
The Hebrew Academy is a Chabad Jewish Day School and as such has a very
large network with all of the other Chabad schools throughout the United
States and the world. The Hebrew Academy is also a part of the Torah
Umesorah school consortium. "Successes" of other Chabad schools are
shared with us via fax, and informational literature, and we too, will
share our success story with the other 87 Chabad schools, the 170 Torah
Umesorah schools, as well as all the other Jewish Day Schools. Our local
area Jewish Federations, and Jewish Bureaus will also be apprised of our
successes.

On a weekly basis, the Hebrew Academy puts into all of the local papers
(approx. 10) a press release. These press releases tell about our
students, the exciting programs, the fairs, and the achievements of our
school. These press releases are read far and wide. We have just
finished our WASC re-accreditation process, and have shared, in the
newspapers, the many wonderful accolades from the visiting WASC team
members. Many times when something extraordinary occurs, the local
newspaper, The Register, or the LA Times, comes to our school to write
an article about us. If we receive the NCLB BRS honor, an article will
be written in these newspapers about this prestigious award. Our
teachers, students and parents are an extraordinary vehicle for
networking and sharing successes as well. It is through this vehicle of
parent 'word of mouth' that we continually receive new students.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1. Describe in one page the school's curriculum, including foreign
languages (foreign language instruction is an eligibility requirement
for middle, junior high, and high schools), and show how all students
are engaged with significant content, based on high standards**.

The Hebrew Academy provides a challenging, coherent, and relevant
curriculum oriented towards fulfilling our ESLRs (Expected Schoolwide
Learning Results \--what all students should know and be able to do),
California state frameworks and standards, and the University of
California Standards of Hebrew Day Schools.

Our mission statement and ESLRs provide the foundation for the school\'s
curricular goals, which are the further delineated in both the General
Studies and the Hebrew Judaic Studies course objectives. Written
learning objectives for courses specify as key student outcomes the
ability to communicate, problem-solve, and apply knowledge.

The Hebrew Academy\'s General Studies and Hebrew language and Judaic
Studies course syllabi have as their learning objectives these
particular outcomes, which, in turn, are reflected in the school wide
learning expectations and the school\'s mission statement. Ultimately,
we strive to provide students with the tools, the means and strategies
to become critical, creative thinkers and self directed learners, to
think for themselves and to become responsible, ethical human beings.
Our courses of study represent a scope and sequence that is planned,
reviewed, and modified to meet the needs of the students on a yearly
basis. The curricular development, evaluation, and revision process
takes into account national, communal, students, and parental issues and
concerns. Our challenging, rigorous curriculum is the product of the
concerted effort of many individuals and groups within our school.

The Hebrew Academy features small classes with compassionate teachers
who listen well and are able to tailor learning experiences and values
education responsively to student needs. The Hebrew Academy regularly
updates its curriculum detailing all courses of study and program
offerings in the upper school, and continually reviews and updates the
curriculum in the elementary school. The updating ensures that the
instructional program is challenging, rigorous, and aligned with the
state standards and ESLRs.

Here at the Hebrew Academy, we offer Title 1 Program services to support
student academic achievement from Kindergarten through 8^th^ grade. Our
Title 1 Program focuses on: phonemic awareness, sound/letter
recognition, sight words. decoding, sound blending, development of sight
words, comprehension, retelling, writing skills, and math skills.

Our Hebrew language 'tutorial program,' enables students to enter our
school from 2^nd^ though 12^th^ grade without prior Hebrew language
knowledge. Students receive individualized tutoring in our self-paced,
step-by-step program. This program helps the students develop the skills
needed to successfully transition into our school\'s grade level Hebrew
language and Judaic studies classes. The program provides students the
opportunity to become effective Hebrew Language communicators as they
learn how to read and write Hebrew.

**2a. (Elementary Schools) Describe in one-half page the school's
reading curriculum, including a description of why the school chose this
particular approach to reading.**

The Open Court Reading Program is being taught in Kindergarten, First
and Second Grade. This program is a phonemic awareness reading program.
This program was chosen based on the collaboration with the teaching
staff and the research done by the National Reading Panel in 2002. This
research shows, \"...that teaching children to manipulate phonemes in
words was highly effective and that teaching phonemic awareness to
children significantly improves their reading more than instruction that
lacks any attention to phonemic awareness.\" Our teachers present
systematic phonics instruction in an entertaining, vibrant, and creative
manner.

The Houghton Mifflin Invitations to Literacy Program is employed for
grades 3 and above. This program brings together the best of literature,
and strong comprehension skills. Research done by the National Reading
Panel states that \"...teaching a combination of reading comprehension
strategies through good literature is most effective.\" Our teachers
know that text comprehension is enhanced when readers actively relate
the ideas represented in print to their own knowledge and experiences
and construct mental representations in memory. We feel this series
supports this approach.

The Reading Counts software program has been installed in all of the
elementary grade classrooms, and students now write book report
assignments using this program, enabling teachers to determine if the
student truly understood the book. This program continues with the
student from year to year, allowing teachers insight into past
literature read by students.

**2b. (Secondary Schools) Describe in one-half page the school's English
language curriculum, including efforts the school makes to improve the
reading skills of students who read below grade level.**

The Excelsior English vocabulary program is used for our upper school,
allowing a continuity of program. In addition, each grade level reviews
the previous grade level vocabulary to ensure a foundational approach to
reading. Students are given the Excelsior English vocabulary appropriate
to their grade level the summer prior to the start of each grade to
assist in adequately preparing for the coming year. In our upper school,
the English and history curriculum are totally integrated. Students read
core literature that relates to the time period in history that they are
studying. The upper school teachers create alternatives to textbooks in
order to facilitate greater critical thinking on the students' parts.
Rather than using a text, students are directed to primary sources to
evaluate, analyze, deduce, and respond critically. In addition, Title I,
E.S.L., Homework Club and Tutorial Programs are available to our
students.

While teachers usually adhere to the general topics covered in the
adopted textbook for their courses, they constantly adjust the material
presented and the teaching methodology according to their best
perceptions of student motivational needs and available community
resources and needs. Some students are not prepared for the intensity of
our more advanced upper school classes, and are therefore given more
basic classes.

To challenge our students, we offer AP/Honors English classes. In
addition, the Hebrew Academy participates in the Center for Talented
Youth (CTY) program through John Hopkins University, and the UC Irvine
Talented Youth Center. In order for a student to be eligible for the CTY
program, a student must score above the 97%ile in Reading (or Math) of
the Stanford Nine Test. To be eligible for the UCI program, a student
must score 90% or above on any of the Stanford Nine testing sections.

The Hebrew Academy upper school submits each course of study to the
University of California school curricular committee for University of
California approval of our course syllabi. This annual updating by use
of the state standards, curriculum scope and sequence, and supplement
texts, allows our course offerings to focus on academic rigor.

**3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.**

In an effort to support our mission statement, we have a comprehensive
science program here at the Hebrew Academy. Each grade level teaches the
California State Standards and MORE. The Hebrew Academy science program
combines the best of both hands-on activities and more traditional
learning experiences. Quality nonfiction print materials enrich and
extend a student's hands-on experience and at the same time provide an
opportunity for teachers to teach valuable content reading skills.
Well-written science materials as part of the science lesson help
children develop the reading strategies that will carry them through
their remaining school years, their careers, and their lives. Spence,
Yore and Williams, wrote, "...promote instruction in reading to learn
strategies throughout the K-12 school years." The upper school science
lab has been recently upgraded with manipulatives, materials, and
extensive equipment.

In the elementary grades, science has been upgraded to provide
excitement, motivation and true, relevant learning. All elementary
teachers have been trained by the Beckman's Science Foundation to teach
"hands on " science. This 'discovery approach' and experiential learning
is exciting to all students. Teachers attend workshops on specific units
of study for their particular grade level. After the workshop, they
receive a complete box with all the needed materials to teach the
students. Training on specific units included: butterflies, motors and
magnets, weather, senses, wind, climate, atmosphere, electricity etc.
The research by James Shymansky states: "Hands-On science, especially
with younger students does not necessarily guarantee meaningful science
learning. Activities are most effective when students see the activities
as springboards to extended, in-depth learning. ...the National Science
Educatoin Standards calls for in-depth learning that often starts with
hands-on activity but then goes beyond."

This science program supports our ESLRs by producing a graduate who is:
an effective communicator, an involved citizen, a complex thinker and a
self-directed achiever. Since we strive to educate the total child, our
science labs encourage the child\'s intellectual, emotional, spiritual
and ethical growth. Students are supported in their scientific endeavors
through their English and math classes, as well as through our new 2700
square foot multimedia library.

**4. Describe in one-half page the different instructional methods the
school uses to improve student learning.**

Teachers function both as coaches and facilitators of learning, as well
as working with students as co-learners both in and out of the
classroom. A variety of teaching strategies and methods are employed to
augment student learning, such as: Socratic and Shared Inquiry method,
cooperative learning groups, oral presentations, historical
reenactments, role playing, small group discussions, individual
tutorials, individual and group projects, seminars, lecture,
independently paced work, team teaching, group work, computer assisted
learning, committee work, debates, research, block scheduling and
Talmudic differencing. The professional staff designs and implements a
variety of learning experiences which actively engage students at a high
level of learning that is consistent with the school's purpose and
expectations. This variety complements both our mission to develop
students who are intrinsically motivated learners and our objective to
teach to a variety of learning styles. Since our mission/ESLRs entail
student resourcefulness, teachers often employ research, individual and
team presentations, and some portfolio development as instructional
methodologies in delivering the curriculum. By mixing methodologies, we
can reach all students, no matter what their learning styles.

Our 7^th^ and 8^th^ grade Humanities course is team-taught (one example
of block scheduling), thereby enabling students to receive the expertise
and teaching styles of two teachers in relating to the same content
material. The team-teaching model also allows for individual tutoring,
which at various moments address the needs of both and advanced remedial
learners. Demonstration of knowledge goes beyond standardized and
criterion referenced tests. Students demonstrate, teach, and present
their learning in various settings as evidence of their knowledge.

Additional examples of activities that demonstrate a variety of
instructional methods used include: history students creating and
playing a historical trivia game; grouping for instruction; cooperative
learning groups, a Jeopardy game used in science to review for science
tests; and Social Studies students recreate events from the Trojan War.
Faculty members strive to "bring the world" into the classroom through
the development of group activities and projects. For example: building
a "Virtual road map community" in first grade; having a "Walk through
the American Revolution" in 5^th^ grade; kindergarten explored the
biblical story of Abraham by erecting a tent with four doors and
inviting students from other classes to share the experience; a middle
school history class re-enacted the Battle of Thermopylae, the Hebrew
language program arranges the annual Israel day with plays, songs,
projects and food; and our local community of parents provides us with a
wealth of resources. We use parent resources for our speaker program,
health office, science/sex education and Judaic classes. Our elementary
"science exchange" enables parents and community members to share their
experiences with the elementary students. This science exchange fair
provides an environment of reciprocal learning between parent and
student, and broadens the scope of learning for all of the students.

**5. Describe in one-half page the school's professional development
program and its impact on improving student achievement.**

The school leadership and staff are qualified, committed to the school's
purpose and to ongoing professional development that will promote
student learning. The Hebrew Academy seeks out teachers who believe they
can enhance the quality of their students' lives through participation
in our unique programs. The school leadership helps to create an
environment conducive to ongoing professional development . This type of
staff development promotes student learning as well as teacher insight
into ways to deal with issues that may interfere with or enhance student
learning.

The administration knows that professional development activities should
be based not only on whether teacher practice changes, but also on
whether student performance increases. Student learning is indicated by
improved scores on norm references tests, performance assessments,
teacher constructed assessments and success in specific courses. By
continuous professional development for teachers in the daily schedule,
overall school improvement occurs. Meaningful professional development
nurtures the growth of all individuals in the school.

Professional workshops and in-service staff meetings are conducted on
campus; and an environment encouraging sharing of information is
nurtured through many of the following programs: grade level partner
meetings, bimonthly staff meetings at which teachers discuss students,
issues, etc.; the library provides additional resources; Title I
services provides remedial education learning for teachers; tutorial
programs provide additional help in general and Judaic studies, a
transition program enables new students to integrate into Hebrew
studies; and speaker programs during in-service days provide new ideas
and knowledge to teachers.

The administration has surveyed the teachers asking them for input as to
the type of in-service/professional development they would like. The
overwhelming reply was in technology training. In March, the staff of
the Hebrew Academy had a 4 hour technology training seminar with hands
on applications. There will be another follow up session in April.
Professional workshops and in-service meetings for faculty are supported
by the administration. Throughout the school year, there are early
release days for students to allow teachers and administrators to
discuss and implement curricular programs. Workshops for teachers have
included: characteristics of effective/affective teachers, asset
building strategies, and classroom management skills. Dr Marvin
Mitchell, the author of "Discipline without Stress, Punishment or
Rewards," presented a 4 hour seminar to all of our teachers. All of the
elementary teachers cooperatively decided to use this method of
discipline in their classrooms. It is working extremely well. In
addition, the teachers were given release time to attend the CAPSO
convention.

In addition, teachers are encouraged to participate in staff development
opportunities made available through the County Department of Education.
Such opportunities have included workshops in implementing the new
California State Standards for English and Math, as well as for the
Visual and Performing Arts (VAPA). Additional workshops offered through
the County Department of Education have included implementing standards
based instruction. Teachers are provided with a substitute for any
seminar that would enhance better instructional strategies in the
classroom, and improve student learning.

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

*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.*

Private school association(s): Central Organization for Jewish
Education/Merkos L'inoyenei Chinuch

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c) (3)) status? Yes
\_\_\_X\_\_\_

No \_\_\_\_\_\_

**Demographics**

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

\$6700 \$ 6700 \$7225 \$7225 \$7225 \$7225

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

\$7225 \$7525 \$ 7525 \$8030 \$8030 \$8030

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

\$8030 \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$ 6750

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$ 2285

4\. What percentage of the annual budget is devoted to 30%?

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? 57%

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade 8: Test - Stanford 9

Edition/publication year 1996 Publisher -- Harcourt, Version 3

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
Percentiles\_\_X\_\_

Reading

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [75]{.underline}   61          66                      

  Number of students tested      22                 22          28                      

  Percent of total students      10%                12%         11.2%                   
  tested in the school                                                                  

  Number of students excluded    0                  0           0                       

  Percent of students excluded   0                  0           0                       
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

Math

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [92]{.underline}   62          70                      

  Number of students tested      22                 22          28                      

  Percent of total students      10%                12%         11.2%                   
  tested in the school                                                                  

  Number of students excluded    0                  0           0                       

  Percent of students excluded   0                  0           0                       
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade 7: Test - Stanford 9

Edition/publication year 1996 Publisher -- Harcourt, Version 3

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
Percentiles_X\_\_\_

Reading

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [71]{.underline}   77          70                      

  Number of students tested      29                 22          15                      

  Percent of total students      14%                12%         6%                      
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

Math

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [82]{.underline}   81          62                      

  Number of students tested      29                 22          15                      

  Percent of total students      14%                12%         6%                      
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade 6: Test - Stanford 9

Edition/publication year 1996 Publisher -- Harcourt, Version 3

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
Percentiles_X\_\_\_

Reading

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [82]{.underline}   68          88                      

  Number of students tested      24                 31          19                      

  Percent of total students      11%                15%         7.6%                    
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

Math

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [90]{.underline}   76          89                      

  Number of students tested      24                 31          19                      

  Percent of total students      11%                15%         7.6%                    
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade 5: Test - Stanford 9

Edition/publication year 1996 Publisher -- Harcourt, Version 3

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
Percentiles_X\_\_\_

Reading

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [73]{.underline}   72          69                      

  Number of students tested      29                 26          34                      

  Percent of total students      14%                13%         13.6                    
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

Math

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [79]{.underline}   72          72                      

  Number of students tested      29                 26          34                      

  Percent of total students      14%                13%         13.6                    
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade 4: Test - Stanford 9

Edition/publication year 1996 Publisher -- Harcourt, Version 3

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
Percentiles_X\_\_\_

Reading

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [80]{.underline}   60          59                      

  Number of students tested      32                 28          33                      

  Percent of total students      15%                14%         13.2%                   
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

Math

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [85]{.underline}   65          60                      

  Number of students tested      32                 28          33                      

  Percent of total students      15%                14%         13.2%                   
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade 3: Test - Stanford 9

Edition/publication year 1996 Publisher -- Harcourt, Version 3

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
Percentiles_X\_\_\_

Reading

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [77]{.underline}   87          72                      

  Number of students tested      21                 34          25                      

  Percent of total students      10%                16%         10%                     
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

Math

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [78]{.underline}   90          83                      

  Number of students tested      21                 34          25                      

  Percent of total students      10%                16%         10%                     
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade 2: Test - Stanford 9

Edition/publication year 1996 Publisher -- Harcourt, Version 3

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
Percentiles_X\_\_\_

Reading

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [80]{.underline}   92          90                      

  Number of students tested      27                 26          35                      

  Percent of total students      13%                13%         14%                     
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

Math

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [82]{.underline}   92          86                      

  Number of students tested      27                 26          35                      

  Percent of total students      13%                13%         14%                     
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade 1: Test - Stanford 9

Edition/publication year 1996 Publisher -- Harcourt, Version 3

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
Percentiles_X\_\_\_

Reading

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [78]{.underline}   71          89                      

  Number of students tested      24                 33          27                      

  Percent of total students      11%                15%         10.8%                   
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------

Math

  ------------------------------ ------------------ ----------- ----------- ----------- -----------
                                 2001-2002          2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  May                May         May                     

  **SCHOOL SCORES**                                                                     

  Total Score                    [78]{.underline}   71          74                      

  Number of students tested      24                 33          27                      

  Percent of total students      11%                15%         10.8%                   
  tested in the school                                                                  

  Number of students excluded                                                           

  Percent of students excluded                                                          
  ------------------------------ ------------------ ----------- ----------- ----------- -----------