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

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal **[Mr. Chris
Grant\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

Official School Name **[Carden Heights of
Orange\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(As it should appear in the official records

School Mailing Address **[815 South Esplanade
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

**[Orange CA 92689-5311]{.underline}**

City State Zip Code+4 (9 digits total)

County **[Orange County]{.underline}** School Code Number\*
**[N/A]{.underline}**

Telephone [**(714) 538-0402** Fax **(714) 538-8102**]{.underline}

Website/URL [**www.cardenheights.pvt.k12.ca.us** E-mail]{.underline}
**<BUENACLINTON@AOL.COM>**

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

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

(Principal's Signature)

Name of Superintendent\* **[N/A]{.underline}**

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

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 Main Place Christian Fellowship

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 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) **N/A**

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

4\. [3]{.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**       3         2                      **5**        **8**                             

  **1**       11        6                      **17**       **9**                             

  **2**       5         9                      **14**       **10**                            

  **3**       0         7                      **7**        **11**                            

  **4**       6         5                      **11**       **12**                            

  **5**       3         8                      **11**       **Other**                         

  **6**       0         5                      **5**                                          

                                    **TOTAL                                                   **70**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [77]{.underline} % White

the students in the school: [10]{.underline} % Black or African American

[10]{.underline} % Hispanic or Latino

[3]{.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
[9]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Subtotal of all transferred 6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 70
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .87
                            by total in row (4)         

  **(6)**                   Amount in row (5)           9%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: Chinese, Hindustani, and Spanish

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

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

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [0]{.underline} %

[0]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. **N/A**

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

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

Classroom teachers [6]{.underline} [0]{.underline}

Special resource teachers/specialists [0]{.underline} [5]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}\_\_

> Support staff [0]{.underline} [0]{.underline}
>
> Total number [**8**]{.underline} [**5**]{.underline}

12\. Average school student-"classroom teacher" ratio: [1:12 (70
students/6 teachers)]{.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.)

+-------------------------+--------+--------+--------+-------+-------+
|                         | 200    | 200    | 200    | 2000  | 1999  |
|                         | 3-2004 | 2-2003 | 1-2002 | -2001 | -2000 |
+-------------------------+--------+--------+--------+-------+-------+
| Daily student           | 97%    | 96%    |        |       |       |
| attendance\*            |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Daily teacher           | 99%    | 99%    | 99%    |       |       |
| attendance\*            |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Teacher turnover rate\* | 16%    | 16%    | 16%    |       |       |
|                         |        |        |        |       |       |
|                         | (1     | (1     | (1     |       |       |
|                         | te     | te     | te     |       |       |
|                         | acher) | acher) | acher) |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Student dropout rate    |        |        |        |       |       |
| (middle/high)           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Student drop-off rate   |        |        |        |       |       |
| (high school)           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

\*Data for 1999-2001 unavailable from previous owners. 2001-2002 daily
student attendance is incomplete.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

> N/A

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.

Carden Heights of Orange is a K-6 school located in Orange, California.
The mission of Carden Heights is to provide an academically challenging
education in a structured and caring environment that strives to develop
the whole child.

Established in 1985, Carden Heights was founded by Mrs. Olive Gilmour, a
veteran educator from the original Carden private school in Southern
California. A 2004 graduating family recently wrote, "As we leave Carden
Heights now nine years later, I reviewed notes I kept from an
information night with Mrs. Gilmour. That evening she explained that the
school's motto was to educate children to reason, to respect, and to be
responsible. The Carden approach builds on cause and effect that as you
act, so shall you guide; illuminate thus motivate; provide discipline
thus courtesy and deference; and encourage reverence thus stature and
humility. Three simple words---reason, respect, and responsibility---and
their *effective execution* has given our children the tools needed to
become the top students in their middle school."

When Mrs. Gilmour passed away in 1998, so did her leadership. The school
experienced some transitions, but in the spring of 2001, the school was
acquired by the current owners, a couple who operate another Carden
School in Yorba Linda. After three years of transitions, student 2001
percentile scores averaged 68 in reading and 76 in math.

Now, the story of Carden Heights can once again be one of remarkable
gains as the school remains true to the spirit of Mrs. Gilmour's
effective execution of three simple words---reason, respect, and
responsibility---and by many accounts going above and beyond her call.

While many local private schools use student evaluations to turn away
enrollees, Carden Heights uses evaluations to learn how a child performs
academically, and subsequently develops a plan of action designed to
help the child experience academic success. We are proud to have
implemented an open admissions policy for the community. Students who
have earned a 50% or lower on the initial evaluation have experienced
significant gains, academically and socially, by the end of the year.

Carden Heights' successful open admissions policy demonstrates our
commitment to operate a small school with small class sizes---an average
of less than 15 students per class---to ensure that each child receives
individualized attention. In addition to a low teacher-to-student ratio,
students benefit from specialty teachers in music, art, physical
education, and foreign language.

Through tough economic times, Carden Heights has maintained a consistent
tuition assistance program. Without any endowment, Carden Heights
responds by providing free daycare and other services at reduced fees.
In fact, 36% of our student body benefits from some sort of financial
aid. The scholarships include reduced-fee tutoring and after-school
activities such as volleyball, baseball, arts and crafts, dance, tennis,
and chess.

Carden Heights provides many special activities and programs. A "Buddy
Program" has been implemented where upper grade students mentor
kindergarten and first graders. An annual "Heritage Day" and "Collegiate
Day" are examples of creating a well-rounded environment by bringing
families together to share food and culture from their heritage; and
creating an early interest in higher education where children are
encouraged to research, discuss, and wear attire from their favorite
college. Community services programs are also featured, such as "Boxes
of Love" during the holidays where we receive 100% participation from
students and families to help feed local, needy families.

In short, Carden Heights has not only survived challenging transitions,
but prospered by increasing academic performance and effectively
executing Mrs. Gilmour's three "R's"---reason, respect and
responsibility.

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them. Explain disparities among subgroups. If the school
    participates in the state assessment system, briefly explain the
    state performance levels and the performance level that demonstrates
    meeting the standard. Provide the website where information on the
    state assessment system may be found.

Carden Heights has used the 1994 edition of the Stanford Achievement
Test (SAT-9) for grades second through sixth since the 2000-2001
academic year.. Carden Heights administers the SAT-9 test by providing
minimal test taking strategies and with no state-standards instruction.
We leave it to the students to use the reasoning tools from the Carden
curriculum. That said, we also recognize the contributions of other
curriculums and have added the Saxon math book series, as well as the
Harcourt series in science.

Our SAT-9 scores demonstrate the success of our curriculum philosophy.
The aggregate percentile average in 2004 for mathematics for all grades
tested is 95 in math and 84 in reading. The disaggregated test data for
ethnic and racial groups (a total of 20% with African-American and
Hispanics combined), shows a 2004 average percentile for
African-American students of 75 in math and 77 in reading; and 88 in
math and 77 in reading for Hispanics. Our highest scoring group, second
grade, demonstrates the strong foundation they receive in their
kindergarten and first grade years.

Carden Heights is proud of the Carden curriculum which is one of the
oldest and long-standing curriculums in the country. SAT-9 standardized
testing results clearly indicates that without a curriculum specifically
tailored for a standardized test, our students receive the reasoning
skills needed to perform well on a third party test. Nonetheless, Carden
Heights uses the SAT9 results to improve instruction. A prime example
comes as a result of the 2000-2001 SAT9 scores. The school improvement
plan called for supplemental math in the form of Saxon and an aggressive
reading program that rewarded children on a daily basis for the number
of pages read at home. As result, scores increased by 20% in reading and
math by 2003-2004 without changing the school's open admissions policy.

2.  Show in one-half page (approximately 300 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Carden Heights employs a "shared leadership" model for its curriculum
and instruction. As a result, it is the teachers who come together to
discuss the assessment data and make recommendations to the principal.
Copies of students' results are given to teachers to analyze for areas
of improvement and strength, and to use for grade level and individual
planning purposes. School-wide curricular goals are developed. For
example, the teachers recognized that while the Carden curriculum is a
proven and long-lasting curriculum, especially in language arts, the
students nonetheless needed more supplemental math. The teachers
recommended the Saxon math book series in the summer of 2001. The SAT9
scores are used as a reference when reviewing textbooks for adoption in
an attempt to discern if a textbook clearly addresses areas identified
for improvement. After more text book reviews, the teachers recommended
the Harcourt series for science because of its strong reading
comprehension component.

The school also takes into account percentage increases for individual
students. As mentioned, Carden Heights employs an open admissions
policy. We analyze SAT9 scores for those students who scored poorly on
our internal evaluation to see how far they have progressed
year-to-year. We communicate our findings with parents and due to our
highly individualized student approach, we are able to focus on specific
academic areas through teamwork at both home and school.

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

Strong communication is key at Carden Heights. Each teacher has their
own website to communicate important information about the classroom
(e.g., homework and upcoming tests) and the school in general. (e.g.,
special events). Each time the teacher updates his or her information,
parents receive an automatic email informing them that the website has
been updated. In addition, student performance is communicated through
weekly progress reports (if that frequency is needed), quarterly report
cards, and parent conferences held in the late fall and spring.
Classroom work and tests are sent in "Friday Folders," along with the
school's quarterly newsletter. Assemblies are held every other week to
honor student achievement and behavioral performance. Furthermore, the
school holds a Back-To-School-Night in September and an Open House every
February where parents gain a better understanding of the school-wide
academic performance. The school-wide data from standardized testing is
also shared graphically on our website and through prospective parent
information packets.

Parents receive a document outlining their child's test scores in each
topic and subtopic of the test. Included with this document is a brief
narrative at the bottom of the report of their child's performance in
comparison to a nationwide sample of students who are the same age and
in the same grade. The school also sends a cover letter addressing
frequently asked questions, and reminds families of the director's "open
door policy" whereby parents can email, fax, and call (even via the
director's cell phone) and request an appointment and/or receive
immediate feedback about test results.

Due in large part to our small environment, teachers, staff, and parents
maintain a very cordial relationship. Parents are often seen bringing
coffee to teachers in the morning followed by brief discussions about
their child. Parents are regularly seen on campus volunteering in
organized events, and supporting the teachers in areas such as morning
recess and lesson plan paper copying. The strong parental involvement
has fostered a comfortable rapport between teachers and parents. As a
result, the lines of communication are always open between teachers and
parents so that further concerns from either party can be immediately
addressed.

Lastly, while Carden Heights maintains strong SAT9 scores, prospective
parents who learn about the school also enroll because of our commitment
to maintaining a small school with small class sizes, ensuring that
every child receives a well-rounded educational and social experience.

4.  Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.

Since 2001, Carden Heights has shared its success with its 500-student
sister Carden School in Yorba Linda. We have found that a strong music
program with performances has a direct positive impact on student
confidence. The experience of performing flawless programs in front of
large audiences have given our students confidence that can be
transferred to overcome test anxiety. Our students have learned to see
tests as "performances"---an area they are all too familiar with,
including winning auditions to perform at the local Orange County
Festival of Arts. Our sister Carden school in Yorba Linda is currently
improving their music program, modeled after Carden Heights. Another
school modeling their music program after Carden is a non-Carden school,
McDowell Private Elementary School in Laguna Niguel, California.

Carden Heights will continue to share its success with other schools,
especially schools interested in employing a successful music program
and/or open admissions policy for the community. The school's
participation in the Orange County Private School Association is another
avenue for sharing information.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the core curriculum is an
    eligibility requirement in grades seven and higher).

[Introduction:]{.underline} The Carden Heights School uses the Carden
curriculum, developed by Mae Carden (1894-1977). She developed an
effective method for teaching reading, as well as a comprehensive
elementary curriculum that gives the child the basis for a broad liberal
arts education. She developed a distinctive method of teaching reading
and spelling based on phonetics. She also wrote student readers and
teachers' manuals for all the elementary grades, and trained teachers in
her pedagogical method. She also developed a comprehensive, sequential
curriculum for the elementary grades, which covers all subjects in an
integrated way. It stresses both mastery of content and the development
of analytical thinking and problem solving skills. The Carden curriculum
is a highly individualized approach, which strives to meet the needs of
each students. Most lessons are taught in small group settings, which
enable the teacher to monitor each student's progress. Integration of
subject material enables the child to apply his or her knowledge to a
wide range of situations.

[Mathematics:]{.underline} While Carden Heights has benefited from a
traditional and proven method of education, the school has also
recognized other curriculums that accentuate the Carden method of
sequential learning. A perfect example is the Saxon math series, which
builds upon pervious lessons in a sequential manner as opposed to the
math unit form where a student learns fractions scattered throughout the
year. In fifth grade, for example, students learn *why* the mathematical
symbol for pi is approximately 3.14. In all appropriate grades, the
reasoning behind mathematical formulas are taught as opposed to
memorizing them.

[Language Arts:]{.underline} Carden-authored language books that
reinforce parts of speech and grammar from lessons are taught. Students
acquire the skills necessary to be competent readers, writers,
listeners, spellers, and communicators. Phonics, spelling, and
vocabulary development are integral parts of the curriculum at all grade
levels, but are heavily emphasized in the primary grades. For example,
100% of our kindergartners graduate as basic readers.

[Social Studies]{.underline}: Students learn about local, national, and
global communities. Students gain an appreciation and acceptance of a
variety of cultures. Grade level appropriate field trips and outside
visitors are important elements of the program. For example, fourth
grade students learn more about Native Americans through a visit by a
Ph.D. professor in History from the California State
University-Fullerton who brings Native American artifacts and talks
about their culture.

[Science:]{.underline} Carden Heights uses the Harcourt science book
series for first through sixth grade---one grade above public schools.
The Science program provides students with scientific literacy and a
broader understanding of the scientific method. The school makes
efficient use of the Science curriculum by also using it to increase
student reading comprehension techniques.

[French Language:]{.underline} French, which forms the foundation for
approximately 60% of English words, compliments the Carden curriculum in
grades kindergarten through sixth. Students learn basic conversational
French beginning in kindergarten. In the upper-grades students acquire
more vocabulary and learn to conjugate verbs. French has been part of
the Carden curriculum since the 1930s. All students participate in
45-minute sessions three times a week.

[Computer:]{.underline} Students receive formal instruction in the
computer lab for 45-minutes twice a week. General technology knowledge
in the areas of keyboarding, word processing, spreadsheets, graphics,
Internet, and PowerPoint are taught at appropriate grade levels. A key
element of the Computer curriculum is the integration of classroom
lessons in the lab. For example, second graders learn how to manipulate
words through the bold, underline, italics, and other functions to
identify parts of speech of a sentence and therefore reinforcing their
Language Arts lesson.

[Physical Education:]{.underline} PE places an emphasis on safety,
sportsmanship, motor development, physical fitness, health, and self and
team discipline through student participation in a variety of sports and
games.

[Art:]{.underline} Carden Heights provides 45-minute art lessons once a
week with a specialty art teacher. The students learn painting and
drawing techniques with tempera paint, watercolor, and pencils. The
curriculum also includes study of artists such as Georgia O'Keeffe,
Vincent Van Gofh, Winslow Homer, and Paul Cezanne.

[Music:]{.underline} The music program has the reputation as one of the
best elementary choral music programs in all of Orange County. Basic
elements of music theory and note reading are taught starting at the
kindergarten level. Students receive 45-minute sessions three times a
week by a specialty teacher who participated in the Miss America
competition with music/opera as her talent. Students prepare for and
perform flawlessly in four major music programs throughout the year:
Thanksgiving, Christmas, Easter, and the End-of-the-Year program.

Interwoven into the curriculum is a special emphasis on character
education and etiquette. When the children start the day, they look at
the teacher's eye, shake hands, and say good morning to the teacher.
While the school is not religiously affiliated, the students participate
in a morning prayer and are also thankful for their food before they
eat. During lunch, the teachers play soothing music and read aloud to
the children. The school's character education mantra is the Golden
Rule. All students learn the importance of the Golden Rule on the first
day of class. In addition to the Golden Rule, students learn a different
"quote of the month" in which they must demonstrate an activity as it
relates to the quote. Quotes include "a grateful heart is a generous
heart," "cherish your parents," "enjoy the success of others," etc.
Serving others is another key element of the character education
program. A prime example of serving others derives from our "Buddy
Program" where we pair kindergarten and first grade students with
upper-grade students. As a result of a Buddy session, a fifth grader
learned that a kindergarten student needed extra help with constructing
his letters. The fifth grader took two weeks off of his morning and
lunch recess to help the kindergarten student. The kindergartner
improved significantly and the fifth grader was awarded during an
assembly for his unselfish service to others.

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.

Students learn the consonants and vowels, and the sounds associated with
them---all starting in kindergarten. They also learn the various rules
by which the sounds of vowels and consonants change. They acquire the
ability to sound out almost any word by themselves. The student also
develops the ability to form a mental picture of the word. Carden
readers do not contain pictures. Thus a child is expected to form a
picture in the mind's eye of the meaning of each word and of each
sentence, and to be able to describe that picture. The teachers works
with students individually and in small groups, asking questions and
making sure that each child is creating an accurate inner picture of
what is being read. The text-only readers also give the children an
opportunity to create their own illustrations for the stories.

Children also learn that there is a rhythmic grouping of words in a
sentence. Thus when they read aloud a sentence beginning with "In the
last days of Rome," they form a musical phrase. Mae Carden emphasized
that this rhythmic phrasing of sentences is essential to reading
comprehension.

Students also learn to analyze sentences by picking out the key
word---the word that carries the meaning of the sentence---and to
emphasize it in reading and speaking. For example, in the, "Jack made
the cake," "cake" is the key word. They also learn to identify parts of
speech, for example, the "who-word," the "what-word," and the
"when-word." In addition, students learn to summarize sentence,
paragraphs, and chapters, and to give a title to groups of sentences.
They thus learn to comprehend the meaning of the text and to express it
in their own way.

Students also have "end-of-the-book" parties for specific books. After
the following grades read a specific book, they have an activity: second
grade reads *Old Mother West Wind*; third grade reads *The Wizard of
Oz*; fourth grade reads *Robin Hood*, fifth and sixth grade read *Black
Beauty*. Fourth grade students, for example, bring to life the story of
Robin Hood by participating in archery, rope climbing, a potluck, and
dressing up during the "end-of-the-book" party. These types of
activities are not only fun and engaging for the students, but it also
encourages the children to look forward to the book they will be reading
for the following year.

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.

**N/A**

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.

The mission of Carden Heights is to provide an academically challenging
education in a structured and caring environment that strives to develop
the whole child. As such, our music program is an area of emphasis that
has proven to reinforce the school's mission, especially by helping to
develop the whole child. Knowing that research has shown that frequent
participation in music at an early age promotes greater connections in
the brain; we have made best efforts to include quality time for music
in the schedule. With 45-minute sessions three times a week with a
specialty teacher, the children also receive a balance of music
education and a challenging academic curriculum.

During music lesions, the children learn how to "warm-up" their voices
like professionals through special vocal exercises. The children then
begin singing a musical scale while the teacher plays the piano. There
is continuity in music theory lesson plans, but different music is
introduced each year to allow for greater appreciation of all forms of
music. For example, in 2003/2004, the children learned in greater depth
the different types of classical music. During the Easter program, the
students performed with perfection works by Vivaldi, Mendelssohn, and
Handel. Students also learn American folklore and patriotic songs, and
recite poetry from other cultures.

Parents have expressed an appreciation of the music program because it
has also built the children's confidence. All students participate in
the four major programs throughout the year; thus giving them the
experience of performing in front of large crowds. This confidence has a
positive impact on the students in other school-related areas. Students
have expressed that they feel more at ease during high-pressure
situations, for example test taking. They learned how to conquer
nervousness and fear through our music program, and they transfer those
skills to other areas in their life.

In short, music has proven to support the school's mission of developing
the whole child by providing a structured program with a caring teacher
who challenges students to take their musical talents and confidence to
a higher level.

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

The Carden curriculum was created over 60 years ago with the premise
that children learn at different rates and through different modalities.
As a result, the school teaches in small groups. There are typically
three groups. One group is tailored for children who could grasp
concepts immediately and therefore could be challenged more by helping
them broaden their knowledge of what they already know (as opposed to
only accelerating the subject). A second group includes students who
struggle to understand concepts. They need more reiteration and support
from the teacher. A third group falls in the middle---they tend to be
average students who need more support and challenges in order for them
to meet their full potential. The instructional strategy is flexible
enough where one student could be in one group for mathematics and in a
different group for reading. In all, this instructional method is
tailored to the specific needs of the individual child. Small group
teaching also allows for quality and in-depth explanations of student
work during parent conferences.

Textbooks are supplemented with special literature books,
Carden-authored language and reading material, and other resources to
meet the needs of the students. Math manipulatives, science experiments,
dramatic and oral presentations address multiple learning styles. For
example, fifth and sixth grade students present an oral report about a
country with PowerPoint slides that they created by themselves.

There is also "way side learning"---learning that occurs outside the
classroom. The students' involvement in extracurricular activities such
as summer camp, "Boxes of Love" food drive, "art craft craze," "wild
science experiments," Astrocamp (a three-day science camp for sixth
grade), and drama provides students with additional avenues for
learning. This current year, over 60% of second through fourth grade
students were eligible for academic opportunities offered through the
Center for Talented Youth (CTY) program at John Hopkins University.
Students who scored at or above the 97 percentile in Reading or Math on
the SAT9 test were eligible to participate in this prestigious program.

At the core of all instructional methods is the school's mission of
focusing on the development of the whole child. The school exposes
students to a variety of experiences that allow them to consider ideas
from different vantage points, share their learning experiences with
their peers, and increase their critical thinking skills.

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

The area our professional development program has most heavily focused
on these past three years has been in technology. When the school was
acquired in spring of 2001, we found a teaching staff in need of
extensive technology training. As a result, teachers have participated
in staff development in the areas of word processing, Excel
spreadsheets, PowerPoint presentations, and webpage development.
Teachers have made great strides since 2001. Teacher improvement in the
area of technology has resulted in a new computer curriculum being
written and piloted by teachers this current year. In past years, there
has been a computer teacher who taught one time a week for thirty
minutes each session. This year, the teachers are in charge of providing
computer training to students two times a week for forty-five minute
sessions. Teachers have taken the initiative to reinforce concepts
learned in the classroom through the use of technology. For example,
Microsoft Word has been used as an assessment tool for geometry lessons.
Third grade students learned in the classroom the difference between
intersecting, perpendicular, and parallel lines. The teacher guided the
students through Word's "drawing" and "create table" functions so the
students could create the different types of lines they learned and
categorize them accordingly. The printed document became the student
assessment tool.

Teachers have also updated their own websites on a weekly basis through
the use of an Internet technology called SchoolNotes. The teachers have
learned to make their website more interactive by changing the
background, fonts, and links. Most importantly, they create the content
needed on their website to provide parents with up-to-date information
about the classroom and the school in general.

To this end, we are continuing to provide the necessary teacher
technology training through teacher meetings that are held every other
week and the three-day teacher in-service held every summer.

**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): [Orange County Private School
    Association, National Independent School Association, Triway
    League]{.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
    \_\_\_\_\_\_ No \_\_[X]{.underline}\_\_\_

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

[\$ 589]{.underline} [\$ 614]{.underline} [\$ 639]{.underline} [\$
639]{.underline} [\$ 639]{.underline} [\$ 639]{.underline}

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

[\$ 639]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$\_\_\_greg\_\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student? [\$
    2366.00]{.underline}

6.  What percentage of the annual budget is devoted to \_\_\_\_greg\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [36 %]{.underline}

**PART VII - ASSESSMENT RESULTS**

Grade: **Second Grade** Test: **Stanford Achievement Test-9**

Edition/Publication Year: **Ninth, 1995** Publisher: **Harcourt, Brace &
Co.**

Scores are reported as **percentiles**.

  --------------------------------- ------------- ------------ -----------
  MATH SCORES                       2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       96            94           97

  Number of students tested         14            8            12\*

  Percent of total students tested  100%          100%         100%

  Number of students excluded       0             0            0

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

  --------------------------------- ------------- ------------ -----------
  READING SCORES                    2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       93            95           88

  Number of students tested         14            8            12\*

  Percent of total students tested  100%          100%         100%

  Number of students excluded       0             0            0

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

\* In 2001-2002, one student took the test but was not included in the
total class average. The student received extra time due to a learning
disability.

# ASSESSEMENT RESULTS (Continued) 

Grade: **Third Grade** Test: **Stanford Achievement Test-9**

Edition/Publication Year: **Ninth, 1995** Publisher: **Harcourt, Brace &
Co.**

Scores are reported as **percentiles**.

  --------------------------------- ------------- ------------ -----------
  MATH SCORES                       2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       98            95           88

  Number of students tested         7             13\*\*       15\*

  Percent of total students tested  100%          100%         100%

  Number of students excluded       0             0            0

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

  --------------------------------- ------------- ------------ -----------
  READING SCORES                    2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       85            83           81

  Number of students tested         7             13\*\*       15\*

  Percent of total students tested  100%          100%         100%

  Number of students excluded       0             0            0

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

\* In 2001-2002, three students took the exam and were not included in
the total class average.

\*\*In 2002-2003, one student took the test and was not included in the
total class average.

These students were given extra time to take the test per parent request
and/or learning disability.

# ASSESSEMENT RESULTS (Continued)

Grade: **Fourth Grade** Test: **Stanford Achievement Test-9**

Edition/Publication Year: **Ninth, 1995** Publisher: **Harcourt, Brace &
Co.**

Scores are reported as **percentiles**.

  --------------------------------- ------------- ------------ -----------
  MATH SCORES                       2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       93            84           87

  Number of students tested         11            11\*         11

  Percent of total students tested  100%          100%         100%

  Number of students excluded       0             0            0

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

  --------------------------------- ------------- ------------ -----------
  READING SCORES                    2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       78            74           78

  Number of students tested         11            11\*         11

  Percent of total students tested  100%          100%         100%

  Number of students excluded       0             0            0

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

# 

# 

# 

# \*In 2002-2003, one student took the test, but was not included in the total class average. The student received extra time due to a learning disability.

# ASSESSEMENT RESULTS (Continued)

Grade: **Fifth Grade** Test: **Stanford Achievement Test-9**

Edition/Publication Year: **Ninth, 1995** Publisher: **Harcourt, Brace &
Co.**

Scores are reported as **percentiles**.

  --------------------------------- ------------- ------------ -----------
  MATH SCORES                       2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       93            96           81

  Number of students tested         11            5            10\*

  Percent of total students tested  100%          100%         100%

  Number of students excluded       0             0            0

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

  --------------------------------- ------------- ------------ -----------
  READING SCORES                    2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       88            79           73

  Number of students tested         11            5            10\*

  Percent of total students tested  100%          100%         100%

  Number of students excluded       0             0            0

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

\*In 2001-2002, one student took the test, but was not included in the
total class average. The student received extra time due to a learning
disability.

# ASSESSEMENT RESULTS (Continued)

Grade: **Sixth Grade** Test: **Stanford Achievement Test-9**

Edition/Publication Year: **Ninth, 1995** Publisher: **Harcourt, Brace &
Co.**

Scores are reported as **percentiles**.

  --------------------------------- ------------- ------------ -----------
  MATH SCORES                       2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       93            87           N/A

  Number of students tested         5             8\*          N/A

  Percent of total students tested  100%          100%         N/A

  Number of students excluded       0             0            N/A

  Percent of students excluded      0             0            N/A
  --------------------------------- ------------- ------------ -----------

  --------------------------------- ------------- ------------ -----------
  READING SCORES                    2003-2004     2002-2003    2001-2002

  Testing Month                     **May**       **May**      **May**

  **SCHOOL SCORES**                                             

  Total Score                       76            80           N/A

  Number of students tested         5             8\*          N/A

  Percent of total students tested  100%          100%         N/A

  Number of students excluded       0             0            N/A

  Percent of students excluded      0             0            N/A
  --------------------------------- ------------- ------------ -----------

\*In 2002-2003, one student took the test, but was not included in the
total class average. The student received extra time due to a learning
disability.