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

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

**Cover Sheet**

Name of Principal Ms. Sheri White, Campus Director

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

Official School Name PINECREST SCHOOL THOUSAND OAKS

(As it should appear in the official records)

School Mailing Address 449 Wilbur Road

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

Thousand Oaks California 91360-5475

City State Zip Code+4 (9 digits total)

Tel. [(805) 497-8533]{.underline} Fax [( 805) 494-7104]{.underline}

Website/URL
[www.pinecrestschools.com/thousandoaks](http://www.pinecrestschools.com/thousandoaks)
Email <todirector@pinecrestschools.com>

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

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

(Principal's Signature)

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

Name of Superintendent Mr. Don L. Dye

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

District Name [(private)]{.underline} Tel. [( 818) 986-2470]{.underline}

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

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

Name of School Board Mrs. Lisa Glenn

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)

**[Part II -- DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: N/A Elementary schools

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

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

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

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: N/A\_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: N/A\_\_\_\_\_\_\_\_\_\_\_\_\_

**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\. 15 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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       51        37                     **88**       **7**                             

  **1**       28        35                     **63**       **8**                             

  **2**       31        39                     **70**       **9**                             

  **3**       34        38                     **72**       **10**                            

  **4**       31        28                     **59**       **11**                            

  **5**       21        35                     **56**       **12**                            

  **6**       9         13                     **22**       Other                             

                                    **TOTAL                                                   **430**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 80 % White

the students in the school: -1 % Black or African American

2 % Hispanic or Latino

8 % Asian/Pacific Islander

0 % American Indian/Alaskan Native

9 % Other

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_\_\_[5]{.underline}\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 11
              ***to*** the school after October  
              1 until the end of the year.       

              Number of students who transferred 10
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        21
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    430
              school as of October 1             

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

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

8\. Limited English Proficient students in the school:
\_\_[-1]{.underline}\_\_\_%

\_\_\_[1]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_\_

Specify languages: Japanese

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

\_\_\_\_\_[0]{.underline}\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_\_[1]{.underline}\_\_\_%

\_\_\_\_[6]{.underline}\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_\_[1]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[5]{.underline}\_Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers \_\_[23]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_[9]{.underline}\_\_\_\_
\_\_[14]{.underline}\_\_\_\_

> Support staff \_\_\_[7]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[46]{.underline}\_\_\_\_ \_\_[18]{.underline}\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_[18.7]{.underline}\_\_\_

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

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

  Daily student attendance 94.4%       93.8%       94.5%       94.1%       93.9%

  Daily teacher attendance 98.5%       98.4%       98.5%       98.3%       98.4%

  Teacher turnover rate    6%          6%          4%          7%          5%

  Student dropout rate     N/A                                             

  Student drop-off rate    N/A                                             
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III \-- SUMMARY]{.underline}**

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

PINECREST SCHOOL, Thousand Oaks, California, is one of eleven Pinecrest
School campuses

located in the San Fernando, Santa Clarita, Conejo and Simi Valley areas
of Southern California.

Edna Mae Dye, an Iowa school teacher who moved to California and saw a
need for a more traditional school program, founded the schools in 1951.
The combined locations comprise one of the oldest and largest
non-sectarian, co-educational private school systems in the state.
Pinecrest Schools are members of the National Independent Private School
Association (NIPSA).

Pinecrest Thousand Oaks is located on fourteen acres in the heart of
Thousand Oaks, a city of approximately 120,000 residents. There is a
football/soccer/softball field, an Olympic-size swimming pool, an
up-to-date Computer Lab, a fully-equipped Science Lab, and a
Library/Media Center. Breakfast and lunch are prepared in our two
kitchens and served in the "Pinecone Café" (i.e., the multi-purpose
cafetorium).

Pinecrest's academic program includes a required set of courses in
Reading, Mathematics, Science, Social Studies, Foreign Language, the
Arts, Technology, Oceanography -- beginning in first grade with a study
of Antarctica and the penguins, and continuing in the upper grades with
whale-watching trips, tide pool excursions, and in 5^th^ and 6^th^
grades, a 3-day, 2-night voyage to the coastal islands to study the
flora and fauna of the Pacific.

Pinecrest belongs to the San Fernando Valley Private School League and
participates in three seasons of interscholastic sports each year, open
to students in grades 3 and up. Sports selected by the League include
flag football, soccer, softball, baseball, basketball and volleyball.
Sports Awards programs at the end of each season recognize the
accomplishments of each team and spotlight outstanding athletes.

The elementary years are full of discovery and intellectual
transformation. Our students may take advantage of various after-school
Discovery Classes offered each year, such as Choral Groups, Band, Piano,
Cheerleading, Chess, Dance, Drama, Etiquette, Beginning French, Golf,
Karate, and Science. Sixth graders are offered quarterly electives that
range from Astronomy to Sailing.

Current enrollment is 430 students in grades Junior Kindergarten through
Sixth. Class size is approximately 20 students per class. Our students
come, not only from the immediate Thousand Oaks area, but also from the
surrounding towns of Agoura Hills, Camarillo, Newbury Park, Westlake
Village and the Santa Rosa Valley, and represent a balanced mix of
social, economic, ethnic and cultural backgrounds. Our teachers are
selected not only for their education and classroom experience, but also
for their energy, enthusiasm, and ability to encourage a love of
learning.

Admission is by invitation, based on a student's ability and motivation
to thrive in our accelerated program. We seek students with a sincere
desire to work both within the classroom and the school, as well as
those who exhibit good citizenship and a respect for others. Pinecrest
does not discriminate on the basis of race, religion, ethnic background
or national origin.

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

1\. All students at Pinecrest School receive timely feedback throughout
every learning experience. These formative assessments are regularly
applied by all classroom teachers and discussed at weekly team meetings
to assist teachers in planning and executing curriculum effectively. It
is also the primary tool that is used to differentiate student groups.
Teachers send this information home to parents on a weekly basis. Our
students take home weekly folders, containing the work of the week as
well as tests, quizzes and other formative assessments. It is our school
policy that any test scored below a "C" is to be signed by the parent
and returned. In this way, we strive to keep parents informed of their
student's level of achievement and to step in for re-teaching and
remediation as quickly as possible.

2\. Summative tests are applied at fifth and sixth grade level, as
mid-term assessments in Math and Writing. The data from these
assessments give each student a specific list of skills that have been
mastered and those for which proficiency is not yet mastered. Since our
school ends at sixth grade, we also use these tests to assist students
in attaining maximum proficiency before moving on to Middle School.

Standardized testing is scheduled for all grade levels at the beginning
of May. The data from this assessment tool is used to indicate broad
areas of strength and weakness in our curriculum. It is discussed at
inter-grade level meetings at the end of the school year. This
information is useful as s tool to vertically align our curriculum as a
school.

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

Communication of student performance is accomplished in a multitude of
settings. Parents receive written Report Cards at the end of each
10-week grading period, as well as interim written Progress Reports. At
the end of the first quarter, parents are invited to an individual
conference with the teacher(s) to discuss strengths as well as areas
needing reinforcement.

Beginning in first grade, students carry an Assignment Journal in which
homework and long-term projects are recorded daily. Parents and teachers
communicate back-and-forth in this book as well. Upper-grade teachers
record daily grades on the computer in *Jackson Grade-Quick,* and the
results are available to both students and parents.

In between the formal grading periods, parents are encouraged to contact
teachers and request telephone or in-person meetings, as the need may
arise. Teachers also make parents aware of tests with below-average
grades, missing assignments, and other areas of concern.

The results of the yearly Stanford Achievement Tests are sent to parents
with an explanation of how to interpret the reports. Grade-level scores
are reported on our web site and in our school information packets.

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

The staff at Pinecrest Thousand Oaks prides itself on being a role-model
for effective teaching practices, and willingly shares ideas and
strategies with one another, and with teachers from other schools.
Invitations to attend our monthly staff in-services, which frequently
feature presentations from staff members, are routinely extended to
teachers at neighborhood schools, and to teachers from the other
Pinecrest campuses We have also produced videos for the local
educational cable station, highlighting special events and unique
lessons from across the grade levels, including programs such as
*Storybook Theater, Destination Imagination* and student film festivals.
We understand that the offering and receiving of good educational
practices benefits all of our children, in both public and private
schools, and will continue to share our successes with others in the
future.

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

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

ENGLISH: All students participate in Reading, Spelling, Grammar, and
Creative Writing on a daily basis. Children in the primary grades
(JK-Grade 3) study Phonics as well. Texts used include anthologies of
literature, practice workbooks, and supplemental literature texts as
well as writing journals. Children in first grade and above also study
Dictionary Skills. In fourth grade, children begin a program of Study
and Research Skills. All children have the opportunity to develop oral
language skills from "Show and Tell" with our youngest students, to
Speech and Debate with our fifth and sixth graders.

MATHEMATICS: All students participate in the daily study of Mathematics.
The texts used are at one grade level higher than the grade level of the
student. Within the context of the learning experience, children receive
proper opportunities to develop concepts by using manipulative tools.
Through daily practice exercises, children develop skills and accuracy
in the concepts taught. Problem-solving exercises and development of the
vocabulary needed to help unlock the solutions to problems are
rigorously applied as a vital part of the Mathematics program.

SOCIAL STUDIES: All students participate in the study of their world,
its people and communities, its geographical features and physical
properties. Students at all grade levels participate in daily or weekly
current events, through the study of small news magazines (i.e., Weekly
Reader, etc.) or the daily local newspaper. Children in grades three
through six use a textbook to target specific areas of study. Students
at all grade levels participate in outside field trips that engage them
in the study of their community, and fifth graders present projects and
speeches for an annual History Fair. As a whole student body, our
children join in fund-raising for worthy community causes such as Jump
Rope for Heart, supporting the American Heart Association, and St.
Jude's Math-a-thon to support cancer research.

SCIENCE; All students are engaged in a study of their world through
observation and experimentation. Work includes notation and discussion
of observations., formulation of hypotheses, testing ideas and making
conclusions. Children at all levels are asked to use and expand their
knowledge of science phenomena through critical thinking exercises.
Third, fourth and sixth grade students create projects for the annual
Science Fair.

FOREIGN LANGUAGE: All students, Junior Kindergarten and up, study
Spanish, taught by native-speaking specialists. The children in primary
grades develop oral speaking skills and a broad vocabulary through
songs, stories, games and role playing. They develop an oral sense of
the syntax of the language. Our students in third through sixth grades
transition this skill into the area of reading and writing. Students in
sixth grade are given the elective opportunity to study German and
French as well.

ART: All children receive instruction in the principles and applications
of the visual arts and have opportunities to express their emotions and
creativity. An Art specialist teaches this program once a week to our
Kindergarten children, and bi-weekly to children in grades one through
six. Children are encouraged to express themselves through both two- and
three-dimensional projects.. Additionally, they discuss art history and
learn artistic style as they study famous artists.

MUSIC: All children meet with our Music specialist once a week. The
youngest children participate in singing and rhythm activities. In first
grade, music textbooks are added to become acquainted with musical
notation. As children advance in this knowledge, they study the great
composers and begin a study of theory in fifth and sixth grades.

COMPUTER SCIENCE: All children go to the Computer Lab weekly. A computer
specialist instructs our youngest students in the use of the different
components of the computer through games and simple projects. As
children advance in age and coordination, they learn to use the keyboard
and the different word-processing programs. Our fifth grade students
develop their own Power Point demonstrations, and our sixth graders
learn HTML to create their own web pages.

PHYSICAL EDUCATION and HEALTH: All children have daily physical
education taught by our P.E. staff. This program develops small and
large muscle strength and coordination through calisthenics, offers the
children healthy exercise, and teaches sportsmanship and teamwork
through organized games. In weekly Health class, children study the
systems of the body and its physical development, as well as nutrition
and safety.

2\. (**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.

Beginning with Junior Kindergarten students, the emphasis in our reading
instruction is clearly on developing fluency with the alphabet and the
alphabetic principal. These children transition, as Kindergarten
students, to a daily study of phonics as a primary word attack skill.
The children acquire, through the reading of published works and their
own writing, a sight word vocabulary. Our school emphasizes small-group
instruction, in leveled reading groups, from Junior Kindergarten through
first grade, focusing on the development and practice of decoding and
other word attack skills.

As our students develop fluency, they are involved more rigorously with
comprehension and extension activities. Oral reading develops into a
shared way of enjoying literature in class, with an emphasis shifting
from decoding to fluency and expression while reading.

Students read from a variety of texts, even at the youngest age. We
believe that ***balanced literacy*** is a sound approach to developing
successful readers. So, while our emphasis on phonics is a very present
one, it is balanced at the earliest stages of the learning process with
the development of context clues, sight word acquisition and other means
of unlocking new words. These are invaluable skills that we feel are
necessary to the development in our children of a life-long love of
reading.

Our instructional reading program is supported and encouraged in our
Library as well. All teachers, not just our Librarian, take a daily
opportunity to read aloud to their students in class. In the Library, we
try to develop literary interests in our students by giving them an even
wider exposure to literature and to help them widen their literary
horizons.

We believe that reading and writing are closely connected. Our children
write daily and often read from their writing. In this way, they develop
vocabulary and have a sense of pride and joy in their sharing. We feel
that with reading, more is better; so all children practice every day.
Whether it is the acquisition of word attack skill through "sound
blending" words in a pre-primer or reading an autobiography in fourth
grade, Pinecrest children interact with the written word several times a
day.

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.

CHARACTER AND VALUES CURRICULUM: Our mission at Pinecrest is to develop,
along with academic achievement, the ideals of character and
citizenship. We strongly believe that strength in academics combined
with the development of character is the foundation of good citizenship.
The teachers, coaches, paraprofessionals and administrators at Pinecrest
are united in assisting our children to be the best students they can
be, to develop a well-rounded sense of worth in themselves and others.

Informally, this is accomplished through daily interaction that stresses
good manners, kindness and respect on our playgrounds during playtime
and recesses, and during daily P.E. in which children can practice good
sportsmanship and experience teamwork. More formally, in the classroom,
children are exposed to several different curricular resources to assist
them in attaining the ideals of good citizenship.

All students from Junior Kindergarten through sixth grade, participate
in the B.E.S.T. program (Building Esteem in Students Today), published
by The Institute for Human Resource Development. In this program, the
ideals of good character are featured monthly in each class. These
character traits include Courtesy, Responsibility, Caring/Sharing, Goal
Setting, Honesty, Health and Prevention, Conflict, Feelings, and Esteem.
This program encourages the children to write, read, role play and
discuss each of the character traits. At times, when it is appropriate
to do so, our children go out into the community in an effort to help
others. For example, our Kindergarten and grade two classes visit the
local Senior Concerns Day Care Center and present a program of songs and
poetry to the seniors. Our children are active in recycling in our
community, and they regularly collect non-perishable food items for
donation to our local food bank.

In pursuing a rigorous program of character development, we feel that we
help to empower all of our children to be strong and reliable in their
own selves and to add to their community, their school, within their
family unit and in the world around them.

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

Teachers at Pinecrest use a variety of instructional methods to maximize
student achievement at all levels. Our youngest students who have the
shortest attention spans, have fewer minutes of direct instruction and a
more intensive manipulative and practice phase. Direct instruction often
includes small group instruction (i.e., reading groups) on a very
intensive level with a supervised practice phase included in the
instruction. Children at all levels in our school are grouped for
ability to maximize differentiation of learning.

All teachers at Pinecrest try to maximize the effectiveness of their
instruction by including large amounts of "experiential" time,
especially in the areas of math and science. They are careful to include
open-ended questioning as part of their lesson strategy and to make sure
that supervised practice is part of the learning. Homework is given, at
all levels, to ensure proper follow-up and reinforcement of the day's
work. Children in grades one through six receive a Homework Journal in
which to record their assignments. This book is signed by the parent and
returned to school each day.

All Pinecrest teachers make sure that their students receive regular,
on-going evaluation and assessment and that this is communicated to
parents. Children are given celebratory and immediate reinforcement.
They receive as many opportunities for re-teaching and reassessment as
needed. We are fortunate, at our school, to have a Resource Teacher who
is able to work with small groups of students or individuals, in order
to help teachers accomplish this task.

Teachers give all students opportunities for non-linguistic
representation of knowledge, through pictographs and physical
model-making at the earliest ages, to graphic organization for older
students. Cooperative grouping is another instructional tool used by
teachers at appropriate age levels.

Teachers begin to use summarization at the second grade level. This is
an instructional tool that is used throughout our school from that age
level on. It is developed into note taking starting at the fourth grade
level.

All teachers take every opportunity to present materials in ways that
address all learning modalities. We are careful to be sensitive to any
visual or auditory needs. Teachers organize their classrooms carefully
to meet children's needs, and are flexible in modifying the learning
environment and the methods of instruction to suit the learning needs of
the children.

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

The goal of staff development at Pinecrest School is to give our faculty
the teaching skills and learning tools to bring out the best in every
student. There are three main strategies we implement:

*Weekly Grade-level Team Meetings.* At these meetings, teachers plan and
discuss their curricular goals for the following week, targeting
concerns with specific students as well as standards for the class to
meet as a whole. At this time, we also discuss program strengths and
areas we wish to improve. Stanford Achievement Test scores from the
previous year, as well as on-going assessments, are used to keep
students on target. Teachers are also encouraged to offer assistance and
suggestions, and to share resources, with the other team members. The
more experienced teachers thus act as mentors to their younger
colleagues, thereby improving the instruction delivered to all of our
students.

*In-Service Workshops* offered by outside agencies. Every teacher
receives a yearly fund to attend at least one off-campus workshop in an
area they feel will help in their own professional growth, and approved
by the administration. Opportunities for extending skills in teaching
methods, understanding student learning styles, and strategies for
reaching every student, are posted for teachers to select from. Teachers
adapt the information derived from these in-services to the needs of
their own students.

*Monthly Staff Meetings* provide time for the information from the
outside workshops to be shared with the rest of the faculty. Teachers
who attend off-campus workshops present the information to their
colleagues at the monthly meetings, and share their own experience in
implementing changes in their own teaching style. In this way, everyone
on staff is able to benefit from the latest research in the field.

Administrators also take part in regular professional development, in
order to support effective, observable teacher practices and focus on
improved student outcomes.

**[PRIVATE SCHOOL ADDENDUM]{.underline}**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.*

Private school association(s): National Independent Private Schools
Association (NIPSA)

(Give primary religious or independent association only)

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

No \_\_[X]{.underline}\_\_\_

**Part II ‑ Demographics**

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

\$[6150.]{.underline} \_\_\_\$[6300.]{.underline}\_\_\_\_
\$[6300.]{.underline}.\_\_\_\$[6300.]{.underline}.\_\_\_\$[6300.]{.underline}\_\_\_\_\_\_
\$[6300.]{.underline}\_\_\_\_\_\_

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

\$[6800.]{.underline}\_\_\_\_\$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

2\. What is the educational cost per student? \$[6350.]{.underline}\_\_

(School budget divided by enrollment)

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

4\. What percentage of the annual budget is devoted to 5%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? 5%

**STANFORD ACHIEVEMENT TEST: 9^th^ Ed., 1995**

  ----------------------- --------------- --------------- ---------------
  ***Kindergarten                                         
  Percentiles***                                          

                          May, 2002       May, 2001       May, 2000

  Total Reading           92              87              95

  Total Math              76              76              91

  Number of Students      72              58              81
  Tested                                                  

  Percent of Students     100             100             100
  Tested                                                  
  ----------------------- --------------- --------------- ---------------

  ----------------------- --------------- --------------- ---------------
  ***First Grade                                          
  Percentiles***                                          

                          May, 2002       May, 2001       May, 2000

  Total Reading           91              94              90

  Total Math              90              94              91

  Number of Students      72              58              81
  Tested                                                  

  Percent of Students     100             100             100
  Tested                                                  
  ----------------------- --------------- --------------- ---------------

  ----------------------- --------------- --------------- ---------------
  ***Second Grade                                         
  Percentiles***                                          

                          May, 2002       May, 2001       May, 2000

  Total Reading           86              78              81

  Total Math              87              77              85

  Number of Students      80              57              57
  Tested                                                  

  Percent of Students     100             100             100
  Tested                                                  
  ----------------------- --------------- --------------- ---------------

  ----------------------- --------------- --------------- ---------------
  ***Third Grade                                          
  Percentiles***                                          

                          May, 2002       May, 2001       May, 2000

  Total Reading           76              82              84

  Total Math              85              90              91

  Number of Students      60              54              64
  Tested                                                  

  Percent of Students     100             100             100
  Tested                                                  
  ----------------------- --------------- --------------- ---------------

**STANFORD ACHIEVEMENT TEST: 9^th^ Ed., 1995**

  ----------------------- --------------- --------------- ---------------
  ***Fourth Grade                                         
  Percentiles***                                          

                          May, 2002       May, 2001       May, 2000

  Total Reading           82              86              83

  Total Math              87              89              86

  Number of Students      57              62              65
  Tested                                                  

  Percent of Students     100             100             100
  Tested                                                  
  ----------------------- --------------- --------------- ---------------

  ----------------------- --------------- --------------- ---------------
  ***Fifth Grade                                          
  Percentiles***                                          

                          May, 2002       May, 2001       May, 2000

  Total Reading           87              87              85

  Total Math              89              89              89

  Number of Students      63              52              56
  Tested                                                  

  Percent of Students     100             100             100
  Tested                                                  
  ----------------------- --------------- --------------- ---------------

  ----------------------- --------------- --------------- ---------------
  ***Sixth Grade                                          
  Percentiles***                                          

                          May, 2002       May, 2001       May, 2000

  Total Reading           89              91              90

  Total Math              92              94              91

  Number of Students      36              45              55
  Tested                                                  

  Percent of Students     100             100             100
  Tested                                                  
  ----------------------- --------------- --------------- ---------------