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 Fax ( 805) 494-7104 Website/URL www.pinecrestschools.com/thousandoaks Email [email protected] 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 th e 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) Tel. ( 818) 986-2470 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) 1 Part II – DEMOGRAPHIC DATA 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 le vel 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 STUDENTS IN THE APPLYING SCHOOL 430 2 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__% (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 11 transferred to the school after October 1 until the end of the year. Number of students who transferred from the 10 school after October 1 until the end of the year. (3) Subtotal of all 21 transferred students [sum of rows (1) and (2)] (4) Total number of students 430 in the school as of October 1 (5) Subtotal in row (3) 5% divided by total in row (4) (6) Amount in row (5) 5 multiplied by 100 8. Limited English Proficient students in the school: __-1___% ___1___Total Number Limited English Proficient Number of languages represented: ___1_____ Specify languages: Japanese 9. Students eligible for free/reduced-priced meals: ____ 0___% _____0__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. 3 10. Students receiving special education services: ____1___% ____6___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_Specific Learning Disability ____Hearing Impairment __5_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 Part-Time Administrator(s) ___3____ ________ Classroom teachers __23____ ________ Special resource teachers/specialists ___4____ ___4____ Paraprofessionals ___9____ __14____ Support staff ___7____ ________ Total number __46____ __18____ 12. Student-“classroom teacher” ratio: __18.7___ 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 4 PART III -- SUMMARY 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 5th and 6th 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 sele cted 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. 5 PART IV -- INDICATORS OF ACADEMIC SUCCESS 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.