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

*U.S. Department of Education*

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

Name of Principal Ms. Harriet Lasher

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

Official School Name The Raleigh School

(As it should appear in the official records)

School Mailing Address 1141 Raleigh School Drive

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

Raleigh NC 27607-3986

City State Zip Code+4

County Wake State School Code Number\* NA

Telephone [(919 ) 546-0788]{.underline} Fax [( 919)
546-9045]{.underline}

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

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

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

(Principal's Signature)

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

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

District Name [**N/A**]{.underline} Tel. [( )**N/A**]{.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\_[**N/A**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Maureen Sawchak

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

> **PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. 13 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**       23        21                     **44**       **8**                             

  **1**       19        25                     **44**       **9**                             

  **2**       20        16                     **36**       **10**                            

  **3**       23        21                     **44**       **11**                            

  **4**       16        28                     **44**       **12**                            

  **5**       23        21                     **44**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   256
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the students in the school: [3]{.underline} %Black or African American

[4]{.underline}% Hispanic or Latino

[11%]{.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:
\_\_[4]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **5**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    **7**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **249**
                            the school as of October 1  

  **(5)**                   Total transferred students  **.035**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **3.5**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_0\_\_\_\_\_\_%]{.underline}

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

Number of languages represented: 11

Specify languages: Pakistani, Chinese, Vietnamese, French, German,
Russian, Spanish, Urdu, Flemish, Danish, Portuguese

9\. Students eligible for free/reduced-priced meals:
[\_0\_\_\_\_\_%]{.underline}

Total number students who qualify: [\_0\_\_\_\_\_\_]{.underline}

The Raleigh School does not participate in the federal program and does
not have any students whose household income would be low enough to
qualify for the federal program.

10\. Students receiving special education services:
\_\_\_\_[7]{.underline}\_\_\_%

\_\_\_[19]{.underline}\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_\_[9]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[6]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[3]{.underline} Speech or Language
Impairment

\_[1]{.underline} Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_2\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_[24]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

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

> Support staff \_\_\_[2]{.underline}\_\_\_
> \_\_\_\_[3]{.underline}\_\_\_
>
> Total number \_[28]{.underline}\_\_\_ \_\_\_\_[7]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [1:10]{.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. Also
explain a high teacher turnover rate.

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

  Daily student attendance  97%         98%         97%         99%         98%

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

  Teacher turnover rate     4%          8%          21%         14%         7%

  Student dropout rate      \%          \%          \%          \%          \%
  (middle/high)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**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.**

The Raleigh School is an independent pre K- fifth grade school. The
school is accredited by the Southern Association of Independent Schools
(SAIS). The elementary division (K-5) consists of 256 students in twelve
classes. Each classroom has a maximum of 22 students and is served by a
teacher and full-time assistant teacher. Additionally, there are
part-time specialists for library, physical education, Spanish and music
as well as an artist in residence program to enrich cultural literacy.

The Raleigh School is a cooperative community of children, parents and
teachers that fosters a love of learning in an atmosphere of challenge,
inquiry, and respect. Educational practice at the school is guided by
the knowledge of how children learn best and is child-centered and
developmentally appropriate. Teaching and learning are seen as
interactive processes. Inquiry and exploration are an integral part of
each student's day. While the school recognizes the need to teach basic
skills, it strives to emphasize higher level critical thinking skills.
Basic skills are taught within a context of how they can be used to
answer larger problems and questions.

The school is committed to nurturing the growth of children and strives
to have students develop self-confidence and responsibility. The school
helps children become independent and active learners who are eager to
explore and learn. Students are encouraged to recognize their own
personal strengths and weaknesses and value the similarities and
differences between people. Finally, the curriculum is presented in such
a way that students are encouraged to become collaborative team members
who recognize and understand the interdependence of people at home and
throughout the world.

The content for The Raleigh School's curriculum is guided by the North
Carolina Standard Course of Study. However, teachers strive to integrate
subjects to the greatest extent possible around central themes or
unifying questions. Students are encouraged to discover connections in
their learning and apply them to real life situations. Reading and
literacy activities are at the heart of all the students do. From the
early grades students are shown the power of reading and research in
order to find answers to important questions. Writing activities are
done across the curriculum and students are encouraged to see the
importance and value of being able to effectively communicate their
thoughts and ideas.

Parental involvement is also a key component of the school. The devotion
of parents and teachers to the learning environment and to the mission
of the school is reflected throughout the campus. All parents agree to
serve on one of a number of committees which provide services for and
maintenance of the school. Parents contribute hundreds of volunteer
hours each year. Parents are valued as partners in the educational
process and they support teachers and volunteer in the classrooms
regularly. Parent education is an integral part of the school's
curriculum.

The school has an excellent faculty that is very experienced and well
educated. Professional development is on-going throughout the year. The
faculty is dedicated to helping each child develop to the fullest of
his/her potential. The Raleigh School strives to educate the whole child
in a supportive yet challenging and exciting environment where students
continue their natural love of learning.

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

**Assessment Results:**

The Raleigh School uses standardized testing as one means to evaluate
and monitor students' academic success. In order to gain information
regarding student progress and achievement the school administers the
Stanford 10 Achievement Test in reading, math and language to third,
fourth, and fifth graders. The school's test scores are extremely
impressive and reflect the academic vigor of the program and academic
strength of the school's students. In order to maintain the rigor of the
academic program at the school, the school has outlined a goal which
states that the overall group scores on the tests of academic
achievement in grades 3-5 remain at or above the 85^th^ percentile in
the areas of reading, math, and language. This goal has been
consistently met as outlined by the results listed at the end of this
application.

**Using Assessment Results:**

The Raleigh School uses standardized testing as one means to gather
information regarding the academic performance of students. The school
is committed to providing a challenging academic program and continually
reevaluates how students are progressing. Each spring The Raleigh School
administers the Stanford 10 to students in grades 3-5. In addition, the
school administers the OLSAT to students in grade 5. The school collects
the data, analyzes it, and then uses the information to improve programs
each year.

The testing in grades 3-5 is used as an accountability tool by which the
school can evaluate areas of strengths and areas of weakness. The school
examines the scores on different subtests to identify areas where
improvement is warranted. For example, after the first year of
administering the Stanford 10 a relative weakness was noted in the area
of word study skills. Teachers were able to use this information to
strengthen their language and literacy programs with particular focus on
the areas of grammar, spelling, and structural analysis. These scores
also, in part, supported the school's decision to implement a systematic
phonics program in the lower grades.

Nationally standardized, norm-referenced tests allow the school to
compare how their students are doing with other students at the same
grade level across the country. This information is used by teachers to
ensure that the programs they develop are academically challenging as
well as developmentally appropriate. The results are used as part of a
multi-faceted assessment approach to understand and plan for individual
student's strengths and needs.

**Communicating Assessment Results:**

The school uses various means to communicate its successes with the
parents and larger community. A school newsletter contains information
for families and often highlights the school's achievements and
improvement plans. The school's admissions staff regularly sends
noteworthy news to local newspapers for inclusion in their education
section. Finally, school administrators send frequent communications to
parents informing them of assessment results, plans, upcoming events and
additional information.

The Raleigh School believes that parents are important partners in the
educational process. Communication between parents and teachers is
highly valued. Group and individualized information is communicated
weekly to parents via "Monday folders" and weekly e-mails. This provides
parents with a wealth of information including newsletters from
teachers, an overview of activities done in class, and samples of
student work. The weekly communications provide parents with a good
sense for what goes on in class as well as how their child is doing.
More formalized progress reports are sent home three times each year.
These progress reports contain detailed information regarding how each
child is performing with regards to grade specific skills as well as
narrative sections that help to further explain progress or concerns.
Parent-teacher conferences are held twice a year immediately after
parents receive progress reports. In addition, teachers and parents
communicate frequently via e-mail and conferences are held whenever the
need arises.

Following standardized testing in the spring, results of each student's
performance are communicated to parents. In addition to the statistical
data, an explanation of how to interpret the scores is provided to
parents. The goal is for parents to understand the scores in a
meaningful way that helps them make decisions about future educational
progress. Parents are encouraged to contact the school administration
with any questions they have regarding their child's performance.

**Sharing Success:**

The Raleigh School is accredited by the Southern Association of
Independent Schools. Raleigh School administrators and teachers have
assisted other schools with accreditation by serving on accreditation
visitation committees. As part of this process, administrators share
suggestions for improvement with other schools. This is a venue to share
ideas, strategies, and information with faculty from other independent
schools. The Elementary Director served as part of the visiting
committee at a near-by independent school seeking accreditation. A third
grade teacher has been asked to serve on the visiting accreditation team
at another independent school.

As members of the Southern Association of Independent Schools and the
North Carolina Association of Independent Schools, faculty and staff at
The Raleigh School participate in conferences and workshops aimed at
sharing successful strategies and ideas with other educators.
Additionally, the faculty and staff at The Raleigh School are active in
other professional organizations.

The school provides intern and field experiences for Meredith College
students who are enrolled in the child development program. Teachers
serve as mentors and supervisors for the college students and share
their own experiences and knowledge with the student interns.
Administrators have met with Meredith's educational administration
program, sharing knowledge, experience, and insight with the students.

The Raleigh School has helped a local charter school, Crosscreek School,
as the charter school has worked to refine its educational program.
Raleigh School teachers and administrators led workshops for Crosscreek
teachers and have helped them redesign their rooms to utilize space more
effectively. Teachers from Crosscreek have observed Raleigh School
classrooms and met with administrators and teachers. Administrators
conducted a presentation for Crosscreek parents and faculty outlining
effective principles of teaching and learning.

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum:**

The Raleigh School is a unique and special place to teach and learn. The
educational program is designed to teach children the way they learn
best. It preserves and enhances each child's innate curiosity and love
of learning. The school emphasizes hands-on integrated learning in a
respectful, creative and challenging school environment. The school
recognizes that children in the elementary grades learn best through
active, not passive, activities. The school also recognizes the need for
manipulation of concrete objects, exploration of the environment, and
interaction with peers and adults. The school strives to help children
make the important connections that make learning real and meaningful.
Each student is treated as a valued and respected individual.

The Raleigh School uses as its curriculum guide the North Carolina
Standard Course of Study. Teachers are well versed in this curriculum
and incorporate it into their everyday teaching. The four major
disciplines, language, math, science and social studies are integrated
to the greatest extent possible. Teachers and students work together to
discover connections to the different disciplines as they explore and
investigate thematic units or essential questions. The school's faculty
is developing essential questions that will tie together the curriculum
throughout the grades. These essential questions are used by teachers to
stimulate curiosity, encourage critical thinking, and engage students in
real life applied problem solving. Essential questions serve as the
basis for inquiry related tasks.

Teachers also work to help students discover connections between their
learning and everyday life. Presenters are often brought into the
classrooms to share their expertise and perspective. Field trips are
also used as a means to allow students to examine aspects of their
studies outside of the school environment. Students throughout the
grades complete projects and demonstrate their learning in a variety of
ways including Power Point Presentations, written reports, plays and
dramatic presentations.

Outside of their grade level classroom, all students receive instruction
in Spanish, Music, Art, library skills and Physical Education. These
areas are viewed as important complements to the regular classroom
instruction. Exposure to a second language provides access to other
countries and also helps students understand cultural similarities and
differences. Learning a second language enhances children's personal
growth and expands their intellectual horizons.

In Art and Music students have the opportunity to express themselves in
a variety of ways. Students are introduced to instruments and rhythm.
They are also introduced to a variety of visual arts mediums including
paint, pastels, sculpture, and printing. The Raleigh School strives to
educate each child aesthetically so art and music are also integrated
into classroom curriculum.

Physical Education allows students to develop age appropriate motor
skills and skills necessary for individual and team sports. Students
spend time in individual, small group, and large group activities.
During the primary grades, the focus is on developing skills in running,
jumping, skipping, kicking, and ball handling that are important to
organized athletics. As children get older, they develop skills in
organized sports, learn to accept and follow rules, and begin to
appreciate the value of teamwork. The overall goal for physical
education is to have children develop positive attitudes regarding
health, nutrition, and exercise.

**(Elementary Schools)** **Reading:**

Language and literacy are taught through a balanced approach at The
Raleigh School. The goal of the language and literacy program is to
develop effective communication skills and to stimulate the love and
appreciation of the oral and written word. Children are constantly
encouraged to read, write, listen and speak. They are provided with
varied opportunities to use oral and written language throughout the
integrated program. The school does use a phonics program, *Fundations*,
as it recognizes the need to provide systematic phonics instruction at a
young age in order to support further development of literacy skills.
Other language and literacy activities include: hearing and reading good
literature\--poetry and prose, individual, small group and large group
reading activities, the use of a great variety of printed materials,
making individual and class books; keeping journals; writing newspapers,
project and report writing, and handwriting, grammar and punctuation
instruction. This balanced approach to language provides students with
instruction in basic skills such as phonics, grammar, punctuation and
word study. In addition, the focus on literature and communication
skills develops an appreciation of language and a love of learning.

In addition to the central library, each classroom houses its own
library of age appropriate books, suited to meet the needs of various
reading levels. In the lower grades, teachers use literacy centers as
well as reading and writing workshop to provide reading and writing
instruction. Teachers assess students on an ongoing basis and use
flexible groupings to meet the needs of all students. In the upper
grades teachers use methods such as guided reading, self-selected
reading, writing, and word study to provide literacy instruction.

**Mathematics:**

Young children learn math initially through concrete manipulation of
real things. It is only after they have explored the environment and
related the concept to their own experience that they can fully absorb
the more abstract elements of mathematics. Therefore, teachers at The
Raleigh School work with students from the real and concrete to the
abstract. Many kinds of manipulative materials are used to help children
discover and understand math concepts. Computers are used for enrichment
and practice activities. The goal in mathematics instruction is to
enable children to use math facts, skills, and procedures to develop
higher order thinking processes. The school wants children to be able to
see patterns and relationships, solve problems and understand how math
concepts relate to real life situations. Math is integrated with
language, science, social studies, music, and art. The math program,
*Everyday Mathematics*, includes numeration; operations and computation;
patterns, functions and algebra; geometry; measurement and data, and
probability.

**Instructional Methods:**

Teaching and learning at The Raleigh School are very active, interactive
processes. Teachers begin units of study by posing important questions
and soliciting information from students regarding what they know and
would like to know. Students then become involved in planning the
curriculum under the direction and guidance of teachers. Collaboration
and cooperative learning are also stressed. Students often work in
groups to complete projects and assignments. Students are encouraged to
develop skills that allow them to be successful team members who can
contribute and communicate effectively and productively. Technology is
an integrated facet of the curriculum and is used as a learning tool.

Teachers use hands-on learning activities whenever possible. For
example, in the younger grades, students use manipulatives to explore
and discover math concepts as well as to arrive at solutions to
problems. In the older grades, students design experiments to
investigate science concepts. Field trips provide students with
opportunities to observe and gather information in real life settings.
Speakers are brought into the classroom in order to provide students
with an expert's perspective. Students use all of these experiences to
make hypotheses and arrive at conclusions.

Teachers differentiate instruction to better meet students' needs.
Flexible grouping, tiered assignments, and enrichment options are
strategies teachers use to challenge each student at his or her own
level. Assessment is ongoing and teachers use assessment to modify
student work.

The Raleigh School strives to create challenging learning opportunities
that excite and engage students. The school is committed to providing a
program that emphasizes critical thinking skills, inquiry, and
exploration. Exceptional teachers guide students through a program
designed to challenge all students and instill a love for learning.

**Professional Development:**

The Raleigh School is deeply committed to providing meaningful
professional development for faculty and staff. Professional development
is determined by needs assessed by individual faculty members,
discussion by the faculty as a whole, and school administration.

Each teacher develops a five-year professional growth plan. This plan
outlines each teacher's long term goals as well as annual objectives.
The teachers also must outline in their plan how their professional
growth will improve student learning in the classroom. The school
encourages faculty to assess their own learning needs and individualize
their professional development. Teachers have selected workshops and
seminars dealing with language, science, social studies and math
instruction but with an emphasis on reading and language instruction.
Teachers have also attended workshops on curriculum integration,
differentiation of instruction, essential questions, and challenging the
gifted and talented.

Faculty attended phonics and math workshops in preparation for the
adoption of new programs. Each fall the school also holds an all-school
faculty retreat. This event focuses on some aspect of teaching and
learning that is highlighted in the school's strategic plan. For
example, in recent years the focus has been on the constructivist
approach to teaching and learning, differentiated instruction,
environmental education and diversity training.

**PART VI - PRIVATE SCHOOL ADDENDUM**

1.  Private school association(s): **North Carolina Association of
    Independent Schools; Southern Association of Independent Schools**

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
    \_\_x\_\_\_\_ No \_\_\_\_\_\_

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

\$\_7650\_\_\_ \$7650\_\_ \$7650\_\_\_\_ \$7650\_\_ \$7650\_\_\_
\$7650\_\_\_

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

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

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

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

12^th^ Other

4.  What is the educational cost per student? \$\_\_[7902]{.underline}\_

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$
    [2888\_\_]{.underline} (average award)

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

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_[10]{.underline}\_\_%

**PART VII - ASSESSMENT RESULTS**

**THE RALEIGH SCHOOL**

**Table 1**

**Grade 5 Reading**

Subject: \_\_[Reading]{.underline}\_[\_\_\_]{.underline} Grade:
\_\_[5]{.underline}\_\_ Test: [Stanford 10 Achievement Test]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [Harcourt Brace]{.underline}\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: [X\_]{.underline}

**Scores were not disaggregated because subgroups were less than ten
students per class.**

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 5-2006 | 4-2005 | 3-2004 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | April  | April  | April  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 94     | 95     | 96     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 34     | 33     | 22     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**Stanford 10 Achievement Test**

**Edition/Publication Year: 2002**

**Harcourt Brace**

Scores are reported as percentiles

No students are excluded from the test.

**THE RALEIGH SCHOOL**

**Table 2**

**Grade 5 Math**

Subject: \_\_[Math]{.underline}\_[\_\_\_]{.underline} Grade:
\_\_[5]{.underline}\_\_ Test: [Stanford 10 Achievement Test]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [Harcourt Brace]{.underline}\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: [X\_]{.underline}

**Scores were not disaggregated because subgroups were less than ten
students per class.**

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 5-2006 | 4-2005 | 3-2004 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | April  | April  | April  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 95     | 96     | 98     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 34     | 33     | 22     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**Stanford 10 Achievement Test**

**Edition/Publication Year: 2002**

**Harcourt Brace**

Scores are reported as percentiles

No students are excluded from the test.

**THE RALEIGH SCHOOL**

**Table 3**

**Grade 4 Reading**

Subject: \_\_[Reading]{.underline} Grade: \_\_[4]{.underline}\_\_ Test:
[Stanford 10 Achievement Test]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [Harcourt Brace]{.underline}\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: [X\_]{.underline}

**Scores were not disaggregated because subgroups were less than ten
students per class.**

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 5-2006 | 4-2005 | 3-2004 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | April  | April  | April  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 95     | 95     | 96     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 44     | 37     | 35     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

**Stanford 10 Achievement Test**

**Edition/Publication Year: 2002**

**Harcourt Brace**

Scores are reported as percentiles

No students are excluded from the test.

**THE RALEIGH SCHOOL**

**Table 4**

**Grade 4 Math**

Subject: \_\_[Math]{.underline} Grade: \_\_[4]{.underline}\_\_ Test:
[Stanford 10 Achievement Test]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [Harcourt Brace]{.underline}\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: [X\_]{.underline}

**Scores were not disaggregated because subgroups were less than ten
students per class.**

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 5-2006 | 4-2005 | 3-2004 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | April  | April  | April  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 96     | 96     | 97     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 44     | 37     | 35     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**Stanford 10 Achievement Test**

**Edition/Publication Year: 2002**

**Harcourt Brace**

Scores are reported as percentiles

No students are excluded from the test.

**THE RALEIGH SCHOOL**

**Table 5**

**Grade 3 Reading**

Subject: \_\_[Reading]{.underline} Grade: \_\_[3]{.underline}\_\_ Test:
[Stanford 10 Achievement Test]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [Harcourt Brace]{.underline}\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: [X\_]{.underline}

**Scores were not disaggregated because subgroups were less than ten
students per class.**

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 5-2006 | 4-2005 | 3-2004 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | April  | April  | April  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 92     | 94     | 92     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 44     | 41     | 37     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**Stanford 10 Achievement Test**

**Edition/Publication Year: 2002**

**Harcourt Brace**

Scores are reported as percentiles

No students are excluded from the test.

**THE RALEIGH SCHOOL**

**Table 6**

**Grade 3 Math**

Subject: \_\_[Math]{.underline} Grade: \_\_[3]{.underline}\_\_ Test:
[Stanford 10 Achievement Test]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [Harcourt Brace]{.underline}\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: [X\_]{.underline}

**Scores were not disaggregated because subgroups were less than ten
students per class.**

+-----------------------------------------+--------+--------+--------+
|                                         | 200    | 200    | 200    |
|                                         | 5-2006 | 4-2005 | 3-2004 |
+-----------------------------------------+--------+--------+--------+
| > Testing month                         | April  | April  | April  |
+-----------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                     |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Total Score                           | 94     | 94     | 93     |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             | 44     | 41     | 37     |
+-----------------------------------------+--------+--------+--------+
| > Percent of total students tested      | 100    | 100    | 100    |
+-----------------------------------------+--------+--------+--------+
| > Number of students alternatively      | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Percent of students alternatively     | 0      | 0      | 0      |
| > assessed                              |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                       |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify        |        |        |        |
| > subgroup)                             |        |        |        |
+-----------------------------------------+--------+--------+--------+
| > Number of students tested             |        |        |        |
+-----------------------------------------+--------+--------+--------+

**Stanford 10 Achievement Test**

**Edition/Publication Year: 2002**

**Harcourt Brace**

Scores are reported as percentiles

No students are excluded from the test.