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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ \] Elementary
\[ X \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal Ms. Denise Jacobs

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

Official School Name Carmel Middle School

(As it should appear in the official records)

School Mailing Address 300 South Guilford Road

Carmel, Indiana 46032-1531

County \_Hamilton

State School Code Number\* 2511

Telephone [( 317) 846-7331]{.underline} Fax [( 317)
571-4067]{.underline}

Web site/URL http://www.ccs.k12.in.us/cam/index.htm E-mail
[djacobs@ccs.k12.in.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* Dr. Barb Underwood

District Carmel Clay Schools Tel. [( 317) 844-9961]{.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 Mr. Stephen Backer

President/Chairperson

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

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

(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**

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: 11 Elementary schools

3 Middle schools

0 Junior high schools

1 High schools

Other

15 TOTAL

2\. District Per Pupil Expenditure: \_[\$10,556]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_[\$9,627]{.underline}\_\_\_\_\_

**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\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**       208       198         406

  **K**                                                     **8**       197       185         382

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       196       199                    395                                            1183

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

6\. Racial/ethnic composition of [88]{.underline} % White

the school: [4]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

[6]{.underline} % Asian/Pacific Islander

[.1]{.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:
\_\_\_\_[6]{.underline}\_\_\_%

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

+------------------------+--------------------------+------------------+
| **(1)**                | Number of students who   | 5 -- 6th         |
|                        | transferred ***to*** the |                  |
| 28                     | school after October 1   | 13 -- 7th        |
|                        | until the end of the     |                  |
|                        | year                     | 10 -- 8th        |
+------------------------+--------------------------+------------------+
| **(2)**                | Number of students who   | 10 -- 6th        |
|                        | transferred ***from***   |                  |
| 40                     | the school after October | 23 -- 7th        |
|                        | 1 until the end of the   |                  |
|                        | year                     | 7 -- 8th         |
+------------------------+--------------------------+------------------+
| **(3)**                | Total of all transferred |                  |
|                        | students \[sum of rows   |                  |
| 68                     | (1) and (2)\]            |                  |
+------------------------+--------------------------+------------------+
| **(4)**                | Total number of students |                  |
|                        | in the school as of      |                  |
| 1195                   | October 1, 2005          |                  |
+------------------------+--------------------------+------------------+
| **(5)**                | Total transferred        |                  |
|                        | students in row (3)      |                  |
| .0569                  | divided by total         |                  |
|                        | students in row (4)      |                  |
+------------------------+--------------------------+------------------+
| **(6)** 6              | Amount in row (5)        |                  |
|                        | multiplied by 100        |                  |
+------------------------+--------------------------+------------------+

8\. Limited English Proficient students in the school:
\_\_\_[3]{.underline}\_\_\_%

\_\_\_[29]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[11]{.underline}\_\_\_\_

Specify languages: Arabic, Farsi, German, Japanese, Korean, Mandarin,
Russian, Spanish, Telugu, Thai, Urdri

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[5]{.underline}\_\_\_%

Total number students who qualify: \_\_\_\_[58]{.underline}\_\_

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

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

\_\_\_[123]{.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.

\_[18]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[20]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[63]{.underline}\_Specific Learning Disability

\_\_[6]{.underline}\_Emotional Disturbance \_[14]{.underline}\_Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [\_ 2]{.underline}\_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) \_\_\_[3]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Classroom teachers \_\_[66]{.underline}\_\_\_
\_\_\_\_[4]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[8]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Paraprofessionals \_\_[15]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[30]{.underline}\_\_\_ \_\_\_\_[1]{.underline}\_\_\_
>
> Total number \_[122]{.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 [\_\_18:1\_\_\_\_\_]{.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%         97%         97%         96%         96%

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

  Teacher turnover rate     4%          11%         \*\*\*49%   \%          \%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**\*\*\*Carmel Clay Schools opened a third middle school, Creekside, in
the fall of 2004. Staff members from the two existing middle schools,
Clay and Carmel, were transferred to the new school. This resulted in
the 49% turnover rate reflected in the 2003-2004 school year.**

**PART III ‑ SUMMARY**

Carmel Middle School is one of fifteen schools in the Carmel Clay School
District. The district's total approximate enrollment is 14,500
students. The district consists of eleven elementary schools (grades
K-5), three middle schools (grades 6-8), and one high school (grades
9-12).

Carmel Middle School is a rapidly growing suburban middle school with a
student body of just under 1200 students. Promoting student-centered
learning in a caring environment is the goal for CMS. Students in grades
six, seven, and eight are organized into instructional teams. In grade
six, students are divided into smaller, more intimate teams with two or
three teachers. As students advance, they move into larger teams
consisting of four teachers. A guidance counselor loops with the
students throughout their career creating consistency and personal
connections to both students and families. The three-year core
curriculum includes mathematics, language arts, social studies, science,
and world language. Students are also offered a variety of classes
beyond the core curriculum, including fine and practical arts as well as
technology education.

Carmel Middle School's Mission Statement

"The staff, students, and parents of Carmel Middle School believe that
the school's purpose is to provide an academic program offering all
students the opportunity to become responsible, self-directed, life-long
learners who are capable problem-solvers, communicators, decision
makers, and productive citizens in today's changing society."

The leadership of CMS nurtures a climate of continuous school
improvement. Our staff aspires to create an environment in which
responsible, life-long, and self-directed learning is cultivated. Our
mission statement reflects the intent of the No Child Left Behind
legislation whereby all children are challenged and inspired to reach
their potential.

CMS offers some unique programming that enhances our academic
environment. Chosen as one of two middle schools in Hamilton County, CMS
is piloting a support program for students with autism (ASD). This
program is designed to provide training to both adults and students in
order to establish a safe and appropriate learning atmosphere for
students with ASD. Another unique offering is our cluster program for
students qualifying for English as a New Language services. This program
is designed to provide a more focused educational approach to serving
ENL students, as well as an opportunity for students to celebrate and
appreciate the diversity that exists in our community.

Carmel Middle School has a tradition of excellence in academics,
performing arts, athletics and community involvement. The school culture
supports that tradition in the attitudes of our students and their pride
in their school. Our student population consistently scores higher than
state norms on standardized tests; over 88% of our students meet
proficiency on the statewide exam. CMS is accredited by the North
Central Association of Colleges and Secondary Schools. Our school
improvement plan requires all teachers to become members of at least one
committee. Teachers choose from the professional development,
technology, former students, parent relations, or social committees.
Collaboratively, the members of our leadership team work closely with
the school-based steering committee to insure implementation of our
improvement plan (Indiana Public Law 221).

While we celebrate our students' high level of achievement, we are
constantly examining our programs and curriculum to ensure that all
students achieve. Our teachers continually research best practice,
examine curriculum, and collaborate in whole faculty study groups,
departments, interdisciplinary teams, and academic grade level teams to
improve student achievement.

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

**1. Assessment Results:** Each fall, the standardized Indiana
proficiency test, ISTEP+, is administered to every student in grades
6-8. This criterion-referenced assessment is designed to measure student
understanding/achievement of the Indiana Academic Standards. These
standards describe what students should know and be able to do. Each
year the state publishes every school's overall pass/did not pass
results. This information is available on the Indiana Department of
Education website,
[www.doe.state.in.us/istep](http://www.doe.state.in.us/istep).
Consistently our results are at the top in relation to other schools in
Indiana. In the fall of 2006, Carmel Middle School's overall pass rates
for students who passed both English/Language Arts and mathematics in
sixth, seventh and eighth grade were 88%, 89% and 87% respectively. The
pass rates for students in grades six, seven and eight in the state of
Indiana were 68%, 63%, and 60% respectively.

The state of Indiana issues each child an ISTEP+ report during the same
school year the test was administered. This report indicates whether a
student has met the minimum standard as set for all students in the
state of Indiana. Moreover, the report communicates the student's
performance on the academic standard in English/ Language Arts, and
mathematics. Student scores are scale scores that represent student
achievement levels related to the Indiana Academic Standards. The state
performance levels include Pass+, Pass, and Did Not Pass. Students in
the Pass+ performance level in English/Language Arts demonstrate
advanced understanding when reading grade-level material and demonstrate
advanced writing skills. Students in the Pass+ performance in
mathematics demonstrate advanced problem-solving skills including
situations where justification of algebraic and geometry skills are
required. Students in the Pass performance level in English/Language
Arts demonstrate proficient understanding when reading grade-level
material and demonstrate proficient writing skills. Students in the Pass
performance in mathematics demonstrate problem solving skills including
appropriate for their grade level. Students who fail to demonstrate a
mastery of grade-level standards, receive a did not pass rating and are
required to be remediated.

Following the initial release of pass/did not pass rate, the state
further delineates this data into specific performance areas within the
English/Language Arts and mathematics. While our students overall
performance ranks among the top in our state, this data reveals that our
students still need to work on their abilities to construct meaning,
compare and contrast, justify responses, and writing development. The
staff of Carmel Middle School analyzes ISTEP+ data to identify areas of
success and concern. Teachers perform this examination to guide their
instruction so that these skills can be developed across the curriculum.
Carmel Middle School's teachers believe that as good as we are, we can
always improve. The identified specific areas for improvement are
correlated to our school improvement goals as required by Indiana's
Public Law 221.

Carmel Middle School has met the requirements for AYP as designated by
No Child Left Behind.  This designation further indicates our commitment
to helping all students achieve success.

**2. Uses assessment results to improve instruction:** The state of
Indiana requires all schools over time to show growth and improvement in
achievement; Public Law 221 mandates schools to establish specific goals
revealed by the analysis of the ISTEP+ data. Working in academic teams
teachers analyze this data to compare student achievement from year to
year, evaluate curriculum, and determine appropriate strategies based on
student performance. Beginning with their third contract, Carmel
teachers are required to write instructional goals as part of the
teacher evaluation process. Teachers write individual goals aligned with
the areas of concern targeted in our school improvement plan. The goal
writing process is designed to facilitate more effective instruction in
specific targeted areas. This process is collaborative. Teachers can
write instructional goals with their interdisciplinary peers, subject
grade level and/or departmental colleagues. This collaboration fosters a
culture where teachers read professional literature, share results, and
provide feedback and encouragement to one another throughout the year.

Each student receives an image of the applied skills portion of the
ISTEP+. Our teachers distribute the applied skills booklet to all of
students in their English/Language Arts and math classes. Using these
booklets as an instructional tool, teachers explain the criteria
necessary to earn the maximum point value for each question. Students
are directed to assess their original responses and revise accordingly.

To help build student skills and confidence we use fifth grade ISTEP+
scores to make recommendations to parents to schedule incoming sixth
grade students into Jumpstart. This course is taught during the fall
semester and its focus is two-fold. First, it provides students who have
previously failed the mathematics and/or English/language arts sections
of the ISTEP + with a review of key test taking strategies. Second, the
course provides students additional assistance with the concepts they
are learning in the sixth grade curriculum.

**3. Communicates student performance to parents, students and in our
community:** The Indiana Department of Education releases the statewide
results to the professional media. This information is published in
newspapers throughout the state. In addition to each student receiving
an individual report from the Indiana Department of Education, our
counselors personally call the parents of children who do not meet
minimum proficiency to further discuss the results. After speaking with
the parents, the counselors meet individually with these students to
discuss remediation.

In response to Indiana's requirement to remediate students who are
unsuccessful on ISTEP+, students are enrolled in a one semester
essential skills course during the same year in which they were tested.
Students must enroll in an essential skills course for each area where
their performance levels did not meet minimum proficiency. This course
provides students a review of key skills. In addition, the teachers
provide individualized instruction based on each student's strengths and
weaknesses.

In terms of communicating academic performance, Carmel Middle School
uses a software program available via the Internet, ParentConnect, which
allows parents to constantly monitor their child's academic progress in
every class. Thus, rather than waiting until the school releases six
week grade cards, parents can intervene sooner if their child is
performing poorly. Parents have the opportunity to schedule teacher
conferences during the instructional day. Teachers also have the
capability to send progress reports electronically to parents. Carmel
Middle School's website also provides valuable information to parents
and members of the community. Teachers create webpages that explain
topics of their daily lessons and the corresponding homework
assignments. Teachers attach links to educational resources.

4.  **Share success with other schools:** The staff of Carmel Middle
    school finds it beneficial to both share and receive information
    from other schools. As one of fifteen schools in our district this
    collaboration is essential to insure continuity for all students as
    they progress from elementary, to middle school, to high school.

The leadership at Carmel Middle School meets bi-monthly with the
leadership of the four elementary schools that feed into Carmel Middle.
This regular collaboration helps to insure vertical curricular alignment
and continuity as a student transitions from elementary to middle level
education. Each summer, administrators in Carmel Clay schools spend two
days together focusing on goals, building knowledge and celebrating
success. We further refine our goals and make plans to implement these
new ideas. Since all of the schools in our district have reading and
writing goals we regularly share successful strategies and interventions
at our monthly administrators meetings.

Department chairpersons from all four secondary schools meet bi-monthly
to discuss curricular alignment, common assessments and instructional
strategies in their specific disciplines. These meetings allow the best
practices that have been implemented to be shared among colleagues.

District-wide subject grade level meetings are held each semester.
Teachers from the three middle schools in our district are able to share
instructional units, assessments and discuss implementing strategies and
interventions to improve student learning. Faculty members from Carmel
Middle School regularly help facilitate these meetings. Teachers in
their first year with Carmel Clay Schools participate in a year-long
professional learning academy. Part of the requirements is for teachers
to share their success stories with faculty from other schools.

**PART V -- CURRICULUM AND INSTRUCTION**

### 

**1. Carmel Middle School curriculum summary:** The emphasis of Carmel
Middle School's curriculum is to maximize student achievement.
Departmental curricula are developed in accordance with both state
standards and Carmel Clay Schools Strategic Goals. Below are specific
examples from our core curriculum that demonstrate commitment to these
standards and expectations. In each of the core classes listed below,
with the exception of art, students are enrolled in a two-semester class
in grades six through eight.

## Language Arts: Students read a variety of classic and contemporary literature, nonfiction, poetry, plays, and autobiographies. Students critique informational and literary writing. They evaluate the logic of informational texts and analyze how literature reflects the backgrounds, attitudes, and beliefs of the author. Students apply their research skills by writing or delivering reports that demonstrate the distinction between their own ideas and the ideas of others. Students deliver oral presentations on problems and solutions and show evidence to support their views. Honors Courses are offered at each grade level.

Mathematics**:** The mathematics curriculum is based upon four strands
that are interwoven throughout each grade level course. The strands
include communication, reasoning and proof, representation, and
connections. Beyond computation, we expect our students to read, write,
ask questions, think, and communicate about math. Math teachers expect
students to be able to justify the reasoning behind their answers.
Packets of real-world problem-solving, open-ended questions are
distributed each six weeks to engage students in higher order thinking.
Honors courses are offered at each grade level.

# 

# Social Studies: The social studies curriculum is based upon five strands including culture, history, economics, civics and geography that are interwoven throughout each grade level. Thinking skills, inquiry, and participation in a democratic society are integrated throughout. The use of study guides, technology, small group work, and simulations accompany the lectures and discussions in each unit of study.

Science**:** The science curriculum is based upon seven strands that are
interwoven throughout each grade level course. The strands include
nature of science and technology, scientific thinking, physical setting,
living environment, mathematical world, historical perspectives, and
common themes.  Skills for problem solving, reasoning, inquiry, and
discovery are integrated throughout each course.

World Language**:** The world language curriculum is based on the five
C's of the national standards: communication, cultures, connections,
comparisons, and communities. Students are expected to speak, write,
read and listen to their chosen language. Students learn to understand
and appreciate similarities in one of the following languages: French,
German, Japanese, Latin, or Spanish. Students are able to earn one year
of high school credit upon successfully completing their eighth grade
year of study and are able to continue studying Level II at the high
school.

# 

# Art: Studying art is essential in education as it provides students an avenue for self-expression. Topics of study include drawing, design, painting and sculpture. Students study the historical background of art and its impact on ancient and modern civilizations. Students explore a variety of techniques to communicate themes and ideas in their work.  

2.  **Secondary Schools English:** The Language Arts Program at Carmel
    Middle School incorporates reading, spelling, grammar, vocabulary
    development, and writing instruction. Reading instruction is
    structured around an anthology text which features a variety of
    genre. Novels are read in all grade levels to enhance the reading
    experience. Reading informational text, as well as fiction, is an
    integral part in the overall Language Arts program. Vocabulary
    development is integrated within the reading material. In addition,
    every grade level participates in an etymology based program.
    Writing instruction is based on the 6+ 1 writing model. Writing
    traits are taught and then a variety of experiences allow students
    to write narrative, expository, descriptive, biographical, and
    persuasive pieces**.** Grammar instruction is also integrated into
    our balanced literacy program and implemented through a variety of
    resources including: SHURLEY Grammar, Daily Oral Language, and Magic
    Lens. A common editing checklist is used in all classes.

The Language Arts program allows for students to succeed at all levels.
Our SRI reading assessment tool allows teachers to identify students
early in the year that are reading below grade level. Lexile levels are
identified so that students may find appropriate reading materials in
our media center. Specific reading strategies are utilized at all grade
levels to promote better comprehension and higher reading levels of both
fiction and non-fiction material. The Essential Skills curriculum is an
intensive program with tailored strategies for those students reading
below grade level.

Further, we utilize intervention methods as part of the Response to
Intervention process. SRA Corrective Reading (decoding and
comprehension) provides additional reading instruction for students who
are reading at least two grade levels below their peers. Kansas Writing
Strategies (sentence and paragraph) provides instruction that begins
with simple sentence development and progresses to complete paragraph
writing.

3.  **Additional Curriculum Area:** Across the curriculum our district
    has focused on integrating our media centers and technology as a
    common strand across our curriculum to develop information literacy.
    Recognizing differences in student learning styles, Carmel Middle
    School offers a variety of instructional methods appealing to both
    auditory and visual learners.  Students have the opportunity to
    visit and speak with people around the world in our interactive
    Distance Learning Classroom, listen to audio books in any of our
    three computer labs, gather reliable information from our online
    subscription databases, practice live presentations classroom to
    classroom with our portable cameras, or view streamed videos that
    support our curriculum.   The instructional media center, with a
    collection of more than 20,000 titles, offers a wide range of
    materials that meet student interest and academic standard
    requirements, as well as covering several reading ability levels. 
    Information Literacy is the main focus of the media center, with
    classes throughout the year on finding, evaluating, and using
    resource materials both in print and online. 

The staff at Carmel Middle School recognizes that today's middle school
students are immersed in technology in both school and private life. 
Since technology will play an important role in the future of our
students, we feel that including a school wide technology plan,
providing technology instruction to both staff and students, and
integrating technology in our daily curriculum are essential steps in
developing Information Literacy. Our teachers incorporate online student
evaluation tools in both reading and writing to better create a
differentiated instruction approach.  Students can read textbooks
online, check homework assignments on their class Webpage, communicate
online with teachers, and access a wealth of information resources from
the media center webpage.  Each year, new technologies are added to our
school to enhance our curriculum and student learning.

4.  **Instructional Methods:** Across the curriculum, Carmel Middle
    School teachers are intentional about raising student achievement by
    helping our students become critical thinkers, better problem
    solvers, and self-directed learners.   Our instructional methods
    target areas in which our students need the most intervention. 
    These areas are: reading comprehension (inductive reasoning),
    vocabulary development, responding to higher-cognitive level
    questions (short-answer responses), and communicating ideas
    effectively (writing to a prompt).  To improve reading
    comprehension, teachers model techniques of proficient readers (i.e.
    visualizing, synthesizing, identifying main ideas, predicting, and
    using prior knowledge).  In turn, students are asked to use these
    same techniques to become better readers.   To check comprehension,
    students are asked to justify their responses orally and in writing
    after reading a variety of texts.  Teachers routinely use discussion
    techniques that help students process and respond to new
    information.  To address the need for vocabulary development,
    teachers model decoding skills.  Students are asked to use a variety
    of graphic organizers to explore and demonstrate knowledge of the
    new vocabulary words.  Students are given many opportunities to use
    these new words in context on oral and written tasks.   To create
    opportunities where students can respond to higher-cognitive level
    questions, our teachers work together to create open-ended questions
    that reflect the upper-levels of Bloom's Taxonomy. These
    higher-cognitive level questions appear on all major
    formative/summative assessments and in group discussions.  In an
    effort to help students communicate their ideas more effectively in
    all subject areas, teachers have familiarized our students with a
    school-wide editing checklist and a common writing rubric.

As stated in our school's mission statement, our staff works to develop
and promote a community of life long learners who are responsible,
self-directed, and productive citizens in society. Grade level
interdisciplinary teaming provides teachers and students a feel of
"community" and gives ample opportunities for thematic units of study.

5.  **Professional Development:** Professional development is an
    essential component of our professional life at CMS. In an effort to
    reflect, revise and renew, we place a great deal of emphasis on
    providing our staff with opportunities to further develop
    professionally. Four times a year our entire staff spends a half-day
    together focused on topics that will better enable us to meet our
    school-wide goals. In addition, each summer our staff takes an
    overnight "advance" to prepare for the upcoming school year. During
    the "advance" we are able to address major changes for the upcoming
    year, as well as further develop/review the strategies we will be
    implementing in accordance with our stated goals. Staff meetings,
    district in-service programs, observation conferences and goal
    conferences are all held throughout the year and provide opportunity
    for further professional growth. All new teachers are required to
    attend PLA, Professional Learning Academy. New teachers are also
    assigned a mentor who provides assistance during their first two
    years of teaching.

To improve critical thinking and communication skills for students, all
teachers participate in departmental and subject-grade level study
groups. During these study groups, teachers regularly learn and share
strategies to improve writing, reading, and vocabulary instruction.
Study groups meet weekly to create, analyze, and review big ideas,
essential questions, and performance assessments for their academic
standards. Teachers use these open-ended questions to engage students in
the upper levels of Bloom's taxonomy on assessments. This professional
development is aligned with the district's focus on assessment *of
learning* and assessment *for* learning.

**PART VII - ASSESSMENT RESULTS**

As of 2006-07 school year, English as a Second Language (ESL) learners
are no longer administered an alternative assessment based on their time
exposed to the English language. All ESL students are now held
accountable for meeting the states grade-level academic standards as
assessed through ISTEP +. Previously these students were assessed in
relation to the number of years enrolled in a school in the United
States where English is the primary language.

**Language Arts**

Grade 6 ***[Gray fill color represents subgroups with less than 10
students]{.underline}***

+-------------------------------------+-----+-----+-----+-----+-----+
|                                     | *   | **2 | **2 | **2 | **2 |
|                                     | *20 | 005 | 004 | 003 | 002 |
|                                     | 06- | -** | -** | -** | -** |
|                                     | 200 |     |     |     |     |
|                                     | 7** | **  | **  | **  | **  |
|                                     |     | 200 | 200 | 200 | 200 |
|                                     |     | 6** | 5** | 4** | 3** |
+-------------------------------------+-----+-----+-----+-----+-----+
| Testing month                       | S   | S   | S   | S   | S   |
|                                     | ept | ept | ept | ept | ept |
+-------------------------------------+-----+-----+-----+-----+-----+
| **SCHOOL SCORES**                   |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 88  | 91  | 94  | 86  | 89  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 17  | 25  | 26  | 17  | 17  |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 395 | 407 | 370 | 568 | 497 |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested    | 100 | 99  | 98  | 99  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students alternatively    | 0   | 4   | 7   | 5   |     |
| assessed                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of students alternatively   | 0   | 1   | 2   | 1   |     |
| assessed                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **SUBGROUP** **SCORES**             |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **1. Ethnicity**                    |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Asian                               |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 83  | 86  | 95  | 90  | 85  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 17  | 50  | 50  | 32  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 12  | 21  | 20  | 41  | 40  |
+-------------------------------------+-----+-----+-----+-----+-----+
| Black                               |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     |     |     | 50  |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     |     |     | 13  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     |     |     | 16  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Hispanic                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     |     |     | 78  |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     |     |     | 6   |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     |     |     | 18  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Multiracial                         |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     | 79  |     | 93  | 73  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     | 14  |     | 7   |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     | 14  |     | 15  | 15  |
+-------------------------------------+-----+-----+-----+-----+-----+
| **2. Socioeconomic Status**         |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Free/Reduced lunch                  |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 53  | 67  | 88  | 67  | 63  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 5   | 7   | 18  | 7   |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 17  | 27  | 16  | 39  | 35  |
+-------------------------------------+-----+-----+-----+-----+-----+
|                                     |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
|                                     |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+

**Math**

**Grade 6**

Gray fill color represents subgroups with less than 10 students

+-------------------------------------+-----+-----+-----+-----+-----+
|                                     | *   | **2 | **2 | **2 | **2 |
|                                     | *20 | 005 | 004 | 003 | 002 |
|                                     | 06- | -** | -** | -** | -** |
|                                     | 200 |     |     |     |     |
|                                     | 7** | **  | **  | **  | **  |
|                                     |     | 200 | 200 | 200 | 200 |
|                                     |     | 6** | 5** | 4** | 3** |
+-------------------------------------+-----+-----+-----+-----+-----+
| Testing month                       | S   | S   | S   | S   | S   |
|                                     | ept | ept | ept | ept | ept |
+-------------------------------------+-----+-----+-----+-----+-----+
| **SCHOOL SCORES**                   |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 94  | 95  | 93  | 85  | 85  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 48  | 45  | 43  | 56  | 30  |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 395 | 407 | 370 | 568 | 497 |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested    | 100 | 99  | 98  | 99  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students alternatively    | 0   | 4   | 7   | 5   |     |
| assessed                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of students alternatively   | 0   | 1   | 2   | 1   |     |
| assessed                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **SUBGROUP** **SCORES**             |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **1. Ethnicity**                    |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Asian                               |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 100 | 100 | 100 | 98  | 90  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 75  | 82  | 65  | 68  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 12  | 21  | 20  | 41  | 40  |
+-------------------------------------+-----+-----+-----+-----+-----+
| Black                               |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     |     |     | 50  |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     |     |     | 13  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     |     |     | 16  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Hispanic                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     |     |     | 72  |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     |     |     | 6   |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     |     |     | 18  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Multiracial                         |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     | 79  |     | 73  | 60  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     | 36  |     | 21  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     | 14  |     | 15  | 15  |
+-------------------------------------+-----+-----+-----+-----+-----+
| **2. Socioeconomic Status**         |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Free/Reduced lunch                  |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 53  | 81  | 69  | 56  | 54  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 14  | 14  | 6   | 13  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 17  | 27  | 16  | 39  | 35  |
+-------------------------------------+-----+-----+-----+-----+-----+

**Language Arts**

**Grade 7**

Gray fill color represents subgroups with less than 10 students

+-------------------------------------+-----+-----+-----+-----+-----+
|                                     | *   | **2 | **2 | **2 | **2 |
|                                     | *20 | 005 | 004 | 003 | 002 |
|                                     | 06- | -** | -** | -** | -** |
|                                     | 200 |     |     |     |     |
|                                     | 7** | **  | **  | **  | **  |
|                                     |     | 200 | 200 | 200 | 200 |
|                                     |     | 6** | 5** | 4** | 3** |
+-------------------------------------+-----+-----+-----+-----+-----+
| Testing month                       | S   | S   | S   | S   | S   |
|                                     | ept | ept | ept | ept | ept |
+-------------------------------------+-----+-----+-----+-----+-----+
| **SCHOOL SCORES**                   |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 91  | 92  | 94  |     |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 18  | 21  | 34  |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 404 | 387 | 411 |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested    | 100 | 98  | 99  |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students alternatively    | 0   | 8   | 6   |     |     |
| assessed                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of students alternatively   | 0   | 2   | 1   |     |     |
| assessed                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **SUBGROUP** **SCORES**             |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **1. Ethnicity**                    |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Asian                               |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 83  | 84  | 88  |     |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 39  |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 18  | 25  | 24  |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Black                               |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 60  |     |     |     |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 10  |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 10  |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Hispanic                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     |     |     |     |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Multiracial                         |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 81  |     |     |     |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 6   |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 16  |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **2. Socioeconomic Status**         |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Free/Reduced lunch                  |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 77  | 83  | 79  |     |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 7   |     | 20  |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 26  | 12  | 14  |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+

**Math**

**Grade 7**

Gray fill color represents subgroups with less than 10 students

+--------------------------------------+-----+-----+-----+-----+-----+
|                                      | *   | **2 | **2 | **2 | **2 |
|                                      | *20 | 005 | 004 | 003 | 002 |
|                                      | 06- | -** | -** | -** | -** |
|                                      | 200 |     |     |     |     |
|                                      | 7** | **  | **  | **  | **  |
|                                      |     | 200 | 200 | 200 | 200 |
|                                      |     | 6** | 5** | 4** | 3** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Testing month                        | S   | S   | S   | S   | S   |
|                                      | ept | ept | ept | ept | ept |
+--------------------------------------+-----+-----+-----+-----+-----+
| **SCHOOL SCORES**                    |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State  | 95  | 96  | 94  |     |     |
| Standards                            |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards       | 47  | 47  | 44  |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | 404 | 387 | 411 |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested     | 100 | 98  | 99  |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students alternatively     | 0   | 8   | 6   |     |     |
| assessed                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of students alternatively    | 0   | 2   | 1   |     |     |
| assessed                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| **SUBGROUP** **SCORES**              |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| **1. Ethnicity**                     |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Asian                                |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State  | 100 | 100 | 100 |     |     |
| Standards                            |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards       | 78  |     | 75  |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | 18  | 25  | 24  |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Black                                |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State  | 70  |     |     |     |     |
| Standards                            |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards       | 20  |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | 10  |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Hispanic                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State  |     |     |     |     |     |
| Standards                            |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards       |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Multiracial                          |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State  | 81  |     |     |     |     |
| Standards                            |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards       | 38  |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | 16  |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| **2. Socioeconomic Status**          |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Free/Reduced lunch                   |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State  | 81  | 75  | 57  |     |     |
| Standards                            |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards       | 14  |     | 7   |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | 26  | 12  | 14  |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+

**Language Arts**

**Grade 8**

Gray fill color represents subgroups with less than 10 students

+-------------------------------------+-----+-----+-----+-----+-----+
|                                     | *   | **2 | **2 | **2 | **2 |
|                                     | *20 | 005 | 004 | 003 | 002 |
|                                     | 06- | -** | -** | -** | -** |
|                                     | 200 |     |     |     |     |
|                                     | 7** | **  | **  | **  | **  |
|                                     |     | 200 | 200 | 200 | 200 |
|                                     |     | 6** | 5** | 4** | 3** |
+-------------------------------------+-----+-----+-----+-----+-----+
| Testing month                       | S   | S   | S   | S   | S   |
|                                     | ept | ept | ept | ept | ept |
+-------------------------------------+-----+-----+-----+-----+-----+
| **SCHOOL SCORES**                   |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 90  | 93  | 92  | 86  | 89  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 21  | 33  | 26  | 16  | 26  |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 383 | 400 | 431 | 546 | 502 |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested    | 100 | 99  | 99  | 100 |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students alternatively    | 0   | 3   | 5   | 1   |     |
| assessed                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of students alternatively   | 0   | 1   | 1   | 0   |     |
| assessed                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **SUBGROUP** **SCORES**             |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **1. Ethnicity**                    |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Asian                               |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 69  | 88  | 81  | 89  | 81  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 15  | 46  | 26  | 39  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 32  | 24  | 27  | 35  | 36  |
+-------------------------------------+-----+-----+-----+-----+-----+
| Black                               |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     |     |     | 50  | 80  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     |     |     | 12  | 10  |
+-------------------------------------+-----+-----+-----+-----+-----+
| Hispanic                            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     |     |     |     |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Multiracial                         |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State |     |     | 80  | 64  |     |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      |     |     | 20  | 9   |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           |     |     | 10  | 11  |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **2. Socioeconomic Status**         |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Free/Reduced lunch                  |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Meeting" plus "Exceeding" State | 73  | 62  | 77  | 58  | 83  |
| Standards                           |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| \% "Exceeding" State Standards      | 10  | 9   | 7   | 9   |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 11  | 13  | 13  | 33  | 29  |
+-------------------------------------+-----+-----+-----+-----+-----+

**Math**

**Grade 8**

Gray fill color represents subgroups with less than 10 students

+------------------------------------+-------+-----+-----+----+-----+
|                                    | **2   | **2 | **2 | *  | **2 |
|                                    | 006-2 | 005 | 004 | *2 | 002 |
|                                    | 007** | -** | -** | 00 | -** |
|                                    |       |     |     | 3- |     |
|                                    |       | **  | **  | ** | **  |
|                                    |       | 200 | 200 |    | 200 |
|                                    |       | 6** | 5** | ** | 3** |
|                                    |       |     |     | 20 |     |
|                                    |       |     |     | 04 |     |
|                                    |       |     |     | ** |     |
+------------------------------------+-------+-----+-----+----+-----+
| Testing month                      | Sept  | S   | S   | Se | S   |
|                                    |       | ept | ept | pt | ept |
+------------------------------------+-------+-----+-----+----+-----+
| **SCHOOL SCORES**                  |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Meeting" plus "Exceeding"      | 92    | 95  | 93  | 89 | 90  |
| State Standards                    |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Exceeding" State Standards     | 44    | 48  | 40  | 31 | 32  |
+------------------------------------+-------+-----+-----+----+-----+
| Number of students tested          | 383   | 400 | 431 | 5  | 502 |
|                                    |       |     |     | 46 |     |
+------------------------------------+-------+-----+-----+----+-----+
| Percent of total students tested   | 100   | 99  | 99  | 1  |     |
|                                    |       |     |     | 00 |     |
+------------------------------------+-------+-----+-----+----+-----+
| Number of students alternatively   | 0     | 3   | 5   | 1  |     |
| assessed                           |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| Percent of students alternatively  | 0     | 1   | 1   | 0  |     |
| assessed                           |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| **SUBGROUP** **SCORES**            |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| **1. Ethnicity**                   |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| Asian                              |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Meeting" plus "Exceeding"      | 84    | 100 | 100 | 1  | 97  |
| State Standards                    |       |     |     | 00 |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Exceeding" State Standards     | 64    | 79  | 63  | 56 |     |
+------------------------------------+-------+-----+-----+----+-----+
| Number of students tested          | 32    | 24  | 27  | 35 | 36  |
+------------------------------------+-------+-----+-----+----+-----+
| Black                              |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Meeting" plus "Exceeding"      |       |     |     | 67 | 92  |
| State Standards                    |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Exceeding" State Standards     |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| Number of students tested          |       |     |     | 12 | 10  |
+------------------------------------+-------+-----+-----+----+-----+
| Hispanic                           |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Meeting" plus "Exceeding"      |       |     |     |    |     |
| State Standards                    |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Exceeding" State Standards     |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| Number of students tested          |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| Multiracial                        |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Meeting" plus "Exceeding"      |       |     | 90  | 91 |     |
| State Standards                    |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Exceeding" State Standards     |       |     | 20  | 18 |     |
+------------------------------------+-------+-----+-----+----+-----+
| Number of students tested          |       |     | 10  | 11 |     |
+------------------------------------+-------+-----+-----+----+-----+
| **2. Socioeconomic Status**        |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| Free/Reduced lunch                 |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Meeting" plus "Exceeding"      | 91    | 77  | 54  | 61 | 76  |
| State Standards                    |       |     |     |    |     |
+------------------------------------+-------+-----+-----+----+-----+
| \% "Exceeding" State Standards     | 40    | 9   | 7   | 18 |     |
+------------------------------------+-------+-----+-----+----+-----+
| Number of students tested          | 11    | 13  | 13  | 33 | 29  |
+------------------------------------+-------+-----+-----+----+-----+