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

*U.S. Department of Education*

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

Name of Principal: [Mr. Christopher M. Evans]{.underline}

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

Official School Name: [South Haven Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address: [395 Midway
Drive]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Valparaiso\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Indiana\_\_\_\_\_\_\_\_\_\_\_\_\_46385-8412]{.underline}\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County: \_
[Porter\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State
School Code: Number[\*
6879\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(219) 764-6840\_\_\_\_\_\_\_]{.underline}Fax [(219)
764-6842]{.underline}

Web site/URL [www.portage.k12.in.us]{.underline} E-mail:
[cevans@portage.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\* [Mr. Michael J. Berta]{.underline}

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

District Name [Portage Township Schools\_\_]{.underline} Tel. [( 219 )
764-6002]{.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

President/Chairperson Mr. Terry Hufford

(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)

**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: \_\_8\_\_ Elementary schools

\_\_2\_\_ Middle schools

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

\_\_1\_\_ High schools

\_\_1\_\_\_Other (Adult Education)

\_\_12\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\$8817.00\_\_\_

Average State Per Pupil Expenditure: \_\_\$9033.00\_\_\_

**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**    0         0                      **0**        **7**       0         0           0

  **K**       29        27                     **56**       **8**       0         0           0

  **1**       37        38                     **75**       **9**       0         0           0

  **2**       50        36                     **86**       **10**      0         0           0

  **3**       37        27                     **64**       **11**      0         0           0

  **4**       37        37                     **74**       **12**      0         0           0

  **5**       37        28                     **65**       **Other**   7         7           14

  **6**       0         0                      0                                              

                                    **TOTAL                                                   434
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [85]{.underline}% White

the school: [6]{.underline} % Black or African American

[8]{.underline} % Hispanic or Latino

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

[.5]{.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:
\_\_\_[8]{.underline}\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      17
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      19
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    36
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 428
                            the school as of October 1  

  **(5)**                   Total transferred students  .08
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8.4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_1]{.underline}\_\_%

[\_\_\_6]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_[2]{.underline}\_\_\_\_\_\_

Specify languages: Spanish - Tagalog

9\. Students eligible for free/reduced-priced meals: [46%]{.underline}

Total number students who qualify: [197]{.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:
\_\_\_\_[32]{.underline}\_\_\_\_%

\_\_\_\_\_[75]{.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.

[\_ 9\_\_\_]{.underline}Autism \_[1]{.underline}\_\_\_Orthopedic
Impairment

\_\_[0\_\_]{.underline}Deafness \_[0]{.underline}\_\_\_Other Health
Impaired

[\_ 0\_\_\_]{.underline}Deaf-Blindness \_[28\_\_\_]{.underline}Specific
Learning Disability

[\_\_0\_\_]{.underline}Emotional Disturbance
\_[20]{.underline}\_\_\_Speech or Language Impairment

[\_\_0\_\_]{.underline}Hearing Impairment \_[1\_\_]{.underline}Traumatic
Brain Injury

> [\_ 5\_]{.underline} \_Mental Retardation
> [\_0]{.underline}\_\_\_Visual Impairment Including Blindness
>
> \_\_[1\_\_]{.underline}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) \_\_\_[1\_\_]{.underline} \_\_\_[0\_\_\_\_]{.underline}

Classroom teachers \_\_\_[17\_]{.underline}\_
\_\_\_[5\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_[4\_\_]{.underline}
\_\_\_[0]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[4]{.underline}\_\_ \_\_\_[3]{.underline}\_\_\_

> Support staff \_\_\_[8]{.underline}\_\_ \_\_\_[11]{.underline}\_\_\_
>
> Total number \_\_\_[34]{.underline}\_\_ \_\_\_[19]{.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 \_[25:1]{.underline}\_\_

13\. In the Spring of 2003 the Portage Township School Corporation
underwent a demographic study for the purpose of redistricting the
elementary schools and planning for future growth and facility usage.
The Fall of 2004 was the school year in which the plan was implemented
and the individual school boundaries were re-drawn. The boundary change
sent children to different schools. A moratorium was put in place on
transfers to schools and no tuition students were accepted. Families who
had transferred their children to South Haven had to send them to their
home school under the new policy.

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

  Daily student attendance   96%         96%         96%         95%         96%

  Daily teacher attendance   96%         95%         95%         97%         97%

  Teacher turnover rate      0%          11%         4%          7%          7%

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

  Student drop-off rate      0%          0%          0%          0%          0%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

South Haven Elementary is located in the northwest corner of Porter
County unincorporated Portage Township in Indiana. South Haven
Elementary School was built in 1964 and received major remodeling in
1983. In 1990-91, a new art room, music room, gym and offices were
built. South Haven, with a population of 12,000 people is the largest
unincorporated community in the State of Indiana. South Haven Elementary
is part of a school corporation that includes eight elementary schools,
two middle schools, and one high school. South Haven is a site for Title
I, and a high school early childhood vocational class.

The administration consists of one principal. Strong teacher leaders are
present throughout the school. There are seventeen highly qualified
licensed classroom teachers and four resource or specialist teachers on
staff, also highly qualified. A full-time home school advisor is also
part of the staff to help with family and student issues. Fifteen
assistants work within K-3.

South Haven's current enrollment is 433 students. The student body
consists of 54% male and 46% female. The ethnicity of the student
population reflects the neighborhood. South Haven students are 85%
Caucasian, 6% African American, 8% Hispanic and .5% Asian/Pacific
Islander and .5% American Indiana/Alaskan Native. South Haven is a Title
I school with 46% receiving free and reduced lunch.

The Portage Township School mission statement is to provide all students
with a quality education in a positive learning environment supported by
cooperative efforts of the school, family and community that meets the
students' needs and aspirations while preparing them to become
respectful, productive citizens who view learning as a lifelong process.

South Haven has worked diligently over the past five years to develop
strategies aimed at improving student achievement. This student
achievement is aligned with the school and corporation goals, which
includes reading and math proficiency by second grade for all students.
Other goals include eliminating the gap among student groups in language
arts and mathematics, increasing parental support for the learning and
development of students and providing a safe, secure and healthy
learning environment.

At South Haven many different groups function within the school
community. The school is the site for the high school Early Childhood
Vocational Program that allows students to be assigned to grades
kindergarten through fifth. It is a prepatory program for students
interested in pursuing an education-based career. As an extension
through the preschool Storytime organized by the program, parents are
educated about preparing their children for kindergarten. Partnerships
with area businesses and organizations include the South Haven Boys and
Girls Club, Gabriel's Horn (a homeless shelter within our attendance
district), Boy Scouts, Girl Scouts, Youth Basketball, and Porter County
Solid Waste Management District. South Haven's Parent Teacher
Organization is supportive of academic improvement within the building
and is active within the community by organizing family events
throughout the year.

Five years ago South Haven's ISTEP+ scores were significantly below the
state standard. A new principal emerged as an instructional leader. This
leader consistently understands and deploys strategies to meet the
school and corporation goals. One school strategy deployed was for the
Site-based team to form a cadre of teachers to examine current practices
to determine effectiveness, and replace or augment existing practices
with research-based initiatives.

South Haven educators in the building have high standards for themselves
and high expectations for their students. The strategies and programs
implemented have been successful because a dedicated staff of
professionals has worked to guarantee success and achievement for all
students.

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

1.  **Assessment Results:**

The ISTEP+ test is the state assessment system. Each grade level 3-5
takes the language arts and math section of the ISTEP+ during the month
of September. ISTEP+ is divided into categories of pass plus, pass and
did not pass. Cut scores define the categories. Separate scores are
given for each section and a parent report is sent home.

South Haven's ISTEP+ results have shown significant improvements
including multiple double digit increases in several grade levels in
both language arts and math (see Criterion-Referenced Test Tables). In
the past three years overall combined language arts and math test scores
have exceeded the state average by at least 10%. An exception was
2003-2004 in grade four. The discrepancy has been attributed to an
overflow of students from a building under school improvement as
determined by the State. South Haven is one of two approved schools for
this "choice" option. The parents have the option to move students
because AYP has not been met at the home school for several years under
NCLB legislation.

In order to triangulate data to foster continued student growth, South
Haven Elementary also uses alternates assessments to have a current
academic snapshot of each individual child and class. These assessment
tools include, but are not limited to, power indicator assessments,
DIBELS data, Star Reader diagnostic assessments, Star Math diagnostic
assessments, and baseline exams.

Indiana's Department of Education website has school specific
information and can be found at
<http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=6879>.

2.  **Using Assessment Results:**

Data help support the decisions that drive instruction at South Haven
Elementary. South Haven Elementary uses a variety of assessments to
monitor progress of student mastery within the building. ISTEP+ is used
as a basis for Individual Improvement Plans (IIP's) for those who do not
master sections of the ISTEP+. The IIP's are a hyper-focused tutorial
for those children who did not master a specific part of the ISTEP+.
Classroom teachers developed plans on a school- wide form created by the
Site-based team curriculum committee. The classroom teacher executes the
plans using differentiated instructional groups. This completely new
process allowed the classroom teachers to meet with the curriculum
committee for support and to finalize plans. The expert teachers of the
building then shared resources. ISTEP+ results in 2006 indicate 75% of
the students then passed the deficient sections of the exam.

For students retained, a program was designed to facilitate academic
progress. The students meet with a teacher coach. The meetings are to be
motivating to the student and address and change academic behavior,
attitude and work ethic. In connection with the IIP's this year a
retention prevention coach program is in place to minimize the need for
retention.

Power indicator assessments are used within each grade level. Power
indicator assessments were designed to represent district determined
power indicators from the Indiana Standards. The results determine
whether the child will be placed in a tutoring or an enrichment group
following the 8-step Baldridge process. The data is then placed on a
tracking sheet to show student mastery of the power indicators. This
data then drives the tutoring and enrichment groups. Scheduling is being
adjusted to facilitate a grade-level uninterrupted block of time each
week so that the students can be divided into groups and amongst all
teachers in the grade-level.

Through the Title I program the DIBELS (Dynamic Indicators of Basic
Literacy Skills) assessment is implemented. This data is used to drive
classroom instruction as well as Title I groups.

DIBELS is used for all kindergarten, first, and second grade children to
identify early reading skills. Benchmark assessments are given three
times a year as a diagnostic. Progress assessments are given after three
weeks of reading intervention. Letter naming, initial sound fluency,
phoneme segmentation, nonsense words, comprehension, and oral reading
fluency are assessed and then data is used to drive instruction and
grouping. The lowest scoring students within kindergarten, first, and
second grades are seen by Title I staff to work on their deficits. The
classroom teacher then teaches enrichment groups during the same time
slot. DIBELS is also used as a predictor of later reading proficiency as
assessed by the third grade Language arts ISTEP+.

Star Reader and Star Math are web-based standardized diagnostic tests.
They determine individual reading and math levels, measure individual
and class growth and forecast results on ISTEP+. The Star Reader
standard score is also used to help identify Title I students in second
grade along with the DIBELS Oral Reading Fluency scores. Results offer
another snapshot of reading to achieve the school and corporation goal
of all students reading at a proficient level in grade two.

Baseline tests are part of South Haven's PL221 plan. These teacher
created exams are given three times a year in reading comprehension,
problem solving, computation and writing. These results are captured on
an EXCEL spreadsheet used to track student improvement. Charts are
placed outside of the classrooms for cohort and program tracking.

Enrichment activities are part of the differentiated instruction model.
Multiple opportunities are given to students who show early mastery of
skills. Some of these activities include awards for writing in the Young
Authors' Event, Journal club, a visiting author annually and a fifth
grade writer's retreat.

3.  **Communicating Assessment Results:**

The staff of South Haven is able to communicate successes and goals to
others via Data Walls located at the school entrance and each classroom
door. The main Data Wall reveals school- wide goal information while
classroom Data Walls give classroom specific results. The Data Walls
display information about the baseline, progress assessments and ISTEP+
results. A marquee outside the building proudly displays news of
upcoming events, assessment results and awards to the parents and the
community at large. South Haven's website posts current data results and
links to the Indiana Department of Education website
(www.portage.k12.in.us/Schools/shweb/index.htm). Monthly PTO meetings
allow staff to share assessment information and results with parent
groups. Progress Reports and Grade Cards are sent home eight times a
year. In addition, parents of students with special needs receive
updated IEP goals and benchmarks four times a year with their report
cards. Daily morning announcements keep students informed with up to
date information about the school and progress about ISTEP+, school wide
literacy goals and attendance rates. A school-wide policy of Friday
Folders is in place to send grades, assignments, tests and information
weekly to parents. Assignment books are also used as daily communication
to parents by grades 3-5 about academic progress, test results and
assignments. A school messenger system is a recent addition to the phone
system that allows the principal and all teachers to contact parents
about events, activities or upcoming assessments with a prerecorded
message. Star Reader and Star Math computer printed reports are sent
home on a regular basis throughout the year to inform parents of their
child's ability level and progress in those areas of instruction.
Frequent communication with parents helps to assure that parents are an
integral part of their child\'s success.

4.  **Sharing Success:**

South Haven's school successes include the dramatic increase of ISTEP+
scores, Title I Distinguished Award, Exemplary Status Award and the
National Blue Ribbon nomination, which has been reported to the
community through numerous local newspaper articles. Staff members were
invited to give presentations defining our success at the Portage
Township School Board meeting, the Chamber of Commerce in Portage, and
the North Central Association State Conference in Indianapolis. South
Haven is a member of the District Quality Schools Team where
achievements are shared with other schools. Building success is
communicated through student teachers and practicum students to colleges
and universities. Many specifically request experiences at South Haven
because of the educational expertise and success. Teachers from other
schools in Portage visit and observe the instructional methods on a
regular basis. Many of South Haven's successful programs have then
become a part of their curriculum. Schools and corporations from outside
the district have also inquired about visitations and information about
various programs.

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

1.  **Curriculum:**

All South Haven teachers rely on Best Practices to teach, not programs.
Experienced teachers glean what works from all the educational knowledge
they have gained from trainings, personal research and research-based
school initiatives. Teachers know the fundamentals of core subjects and
use a variety of teaching methods and supplemental materials to lead
students to mastery.

The teachers at South Haven believe in prescriptive education. Skill
assessments are given to gather data regarding mastery or non-mastery.
Reading, language arts and mathematics instruction is adapted for
children with special needs consistently within the classrooms. Word
work, comprehension strategies, vocabulary, writing in reading, reading
with a writer's eye, fluency and other activities supplement and
differentiate instruction for the students.

South Haven Elementary's curriculum is driven by Indiana State
Standards. Language arts and math curriculum maps have been developed
for each grade level based on the standards and divided between the four
grading periods. Leaders within the grade levels conducted further
examination of the standards and corporation power indicators were
established. These power indicators are focuses of instruction and
assessment. Each indicator has a five-point assessment. Data from the
class is disaggregated and then a timeline is established to teach the
subject. If the five-point assessment is not passed with an 80% or
better then tutoring occurs and an alternate assessment is given to see
if mastery was attained. Results are tracked on a color-coded EXCEL
document for easy teacher and administrator use.

At the beginning of each school year each grade level teaches a focused
calendar of activities aligned with the Indiana State Standards, which
include skill specific assessments. The calendar reviews previous year's
state standards and indicators and addresses summer regression of
academic skills.

Reading curriculum at South Haven is based on Indiana Standards. Reading
instruction is a collaborative effort between the classroom teacher,
media specialist, special education teacher, reading specialist, and
Title I staff. This is done to achieve the goal of all students reading
at grade level by the end of second grade. Varieties of teaching methods
are used including individual instruction, small group, and whole group.
The reading teacher teaches whole group lessons in most classrooms to
model comprehension and writing.

Reading curriculum in K-2 is partially based on DIBELS (Dynamic
Indicators of Basic Literacy Skills) assessments. Reading intervention
is based on student needs outlined by the results. The lowest scoring
students within kindergarten, first, and second grades are seen by Title
I staff to work on their deficits. Enrichment groups are then taught by
the classroom teacher during the same time slot.

Math curriculum includes "Rocket Math" for fact and computation mastery
and automaticity. After analyzing ISTEP+ scores Otter Creek's "Problem
Solving Made Easy" was implemented and has shown positive results in
scores on the state wide test and baseline test. Both programs also are
part of South Haven's PL221 plan. Word problems of the day are also
utilized. Math is taught multiple times per day and is interdisciplinary
with science. Love of mathematics within certain grade levels manifests
itself in positive student attitudes about the subject.

All students receive weekly instruction in computers, art, music and
physical education. A corporation technology plan is in place and is
being revised to streamline corporation technology education. Art,
music, and physical education curriculum maps are based on national and
state standards. Curriculum maps are used for consistency throughout the
corporation. Cross curriculum materials are also used to help the
students and bridge the gap between academics and special classes. Each
year sportsmanship is taught through competition in the 5th grade track
meet, 4th and 5th Cross Country meet, and the President\'s Fitness
Challenge for 4th and 5th graders. An annual Field Day is also hosted
for the entire school.

The 6+1 writing model was implemented for writing instruction. There are
four teachers trained to be trainers within the building. Three times a
year baseline tests are given and graded within the grade levels with
State rubrics. Writing instruction is then based on areas of weakness
found in each class. A Young Authors' event is also planned every year
where every student in the school writes and publishes their own book.

Both science and social studies curriculum are integrated with reading
and mathematics. The inquiry model is used for science. Hands-on
instruction and modeling occurs with science experiments. Fifth grade
students learn the scientific method and demonstrate mastery by
presenting a science project to the class. Later options for the
District science fair are then offered. "We the People" is a government
and rights curriculum also used in fifth grade. Projects within social
studies are integrated with reading and writing. For example, in third
grade, Helen Keller is a unit of study involving a novel, a senses
experience, a special visitor and a fund raising effort for local Seeing
Eye dogs.

2a. **Reading:**

Through a district wide initiative, DIBELS (Dynamic Indicators of Basic
Literacy Skills) was brought to South Haven three years ago. Early
detection of literacy deficits are shown by research to be easier and
faster to tutor within kindergarten and first grades. Letter naming,
phoneme segmentation, comphrehension, intital sounds, nonsense word
fluency, oral reading and fluency are the skill areas covered. All
students are assessed three times a year. Flexible intervention groups
based on progress monitoring scores drive instruction. Intervention
groups are assessed after a solid three weeks of instruction to stay on
track for school goals. The goal is to have all students reading
fluently and comprehending. Interventions are based on Wilson Reading,
[Road to the Code]{.underline} as well as other research-based
resources.

Classroom teachers use the language arts State Standards and
comprehension strategies such as making connections, visualization,
summarizing, graphic organizers, generating questions, vocabulary,
fluency, asking questions and schema concepts to teach. Basal readers
and trade books are used as well as supplemental materials such as Time
for Kids and Weekly Reader. Modeling is a prime way for information to
be taught. Fluency has become a focus and sight word instruction is part
of that focus.

Various programs are in place to foster motivation and recognition in
reading. Programs include Accelerated Reader, Pizza Hut's Book It and
Read to Succeed Six hour reading club sponsored by Six Flags and Weekly
Reader are examples.

Consistent improvement based on the ISTEP+ annual assessment indicates
that the current combination of methods and strategies is successful.

3.  **Additional Curriculum Area: Math**

South Haven Elementary has implemented several math initiatives to
assist students in learning basic math and problem solving skills
required at each grade level by the state of Indiana. Each student is
expected to achieve or exceed grade level proficiency in math. Teachers
use Otter Creek's "Rocket Math" to teach and assess basic facts. South
Haven School has also adopted "Word Problems Made Easy" from Otter Creek
to assist students in their approach to solving problems. These programs
were incorporated as part of the PL221 plan. South Haven also has
teachers trained in "Hands-On Equations" which is implemented in
intermediate grades. Primary teachers utilize activities from " Math
Their Way," with the intermediate grades using "Math A Way of Thinking."
Several math technology programs are utilized, such as Skills Tutor,
STAR Math, and Cornerstone, to regularly evaluate power indicator
mastery. This data is then used to cluster students based on
instructional need: enrichment or tutoring. South Haven also provides
support for students in need by implementing techniques such as Touch
Math, adaptive curriculum, Individual Improvement Plans, small group
setting, and one on one tutoring. As a school, we have made significant
academic gains in math on the ISTEP+ for the past three years,
implementing and utilizing the above strategies. On average the math
scores are within the 90^th^ percentile school-wide. The passion for
mathematics within the building impacts student attitude and achievement
and fosters a positive learning environment.

4.  **Instructional Methods:**

A district-wide initiative in Portage encourages all teachers to use
best practice teaching strategies, and to keep in mind that the purpose
of the lesson drives the choice of instruction. South Haven teachers
tailor methods to meet the diverse needs of learners by focusing on
three distinct techniques: 1) direct, explicit instruction and modeling
when material is first introduced or when learners are struggling; 2)
hands-on, systematic inquiry in math and science; and 3) brain-based
strategies to activate prior knowledge and keep students motivated to
learn. In reading, Title I, special education resource, and general
education teachers develop lessons in phonemic awareness, phonics,
fluency, vocabulary, and comprehension that support fragile readers and
challenge those reading at grade level. Knowing that children need to
hear fluent readers in order to model expression and inflection,
teachers take time to read to their students each day. Students learn to
visualize what they read and hear in order to improve memory and
generalization of knowledge to other settings. Focuses in all areas is
on energetic pacing, and providing frequent checks for understanding. In
math, teachers are committed to helping students improve their
problem-solving skills using drawings, manipulatives, and large motor
activities. Children are helped to see the practical applications of
telling time, making change, measuring distances, and computing
accurately. In science and social studies, learning is often
collaborative; groups explore simple electrical circuits and life
cycles, while others man the composting project and collect paper for
recycling. From the earliest grades, students are taught to take
responsibility for learning materials, chart their own progress, share
knowledge with peers, and treat each others with respect.

5.  **Professional Development:**

The Professional Development plan at South Haven Elementary School has
been driven by two factors: district initiatives and the school's
student assessment results. District initiatives have been the Otter
Creek program of "Rocket Math" for computation and automaticity in
grades 1 - 5, 6 +1 writing, and DIBELS for early intervention reading
and assessment in K-2.

Funding is allocated through the corporation, Title I and school
professional development account funds. Professional development is used
during early release time, professional days and conferences/trainings
and is based on goals from the PL221 plan. Teachers present new
information and teaching techniques based on research or from
conferences such as ICE (Indiana Computer Educators), Shirley Handy, Dr.
Jean and the International Reading Association international conference.

Portage Township Schools and South Haven have adopted the "Train the
Trainer" model to use the experts within the corporation and school to
further the advancement of teacher expertise. To support teachers
changing grade levels within the building, at least one veteran teacher
within that grade is assigned for training and information. New hires
are also assigned a mentor committee of master teachers with various
expertise to assist and train the new teacher. Support for veteran
teachers is supplemented by self-created study groups using
research-based books recommended and purchased by the principal and
assistant superintendent. The reading teacher at South Haven models
writing and comprehension lessons within regular classrooms settings.

South Haven has been one of two chosen schools to pilot the new RTI
(Response to Intervention) model. This program is in the beginning stage
at the building. A staff member of the Porter County Education Service
hosts an autism update workshop each year.

The impact on student achievement is successful because the professional
learning community of South Haven increases the knowledge base of the
entire building and great ideas spread to other classrooms. Teachers
think outside the box and are encouraged to take risks. Positive teacher
and student attitudes have been an attribute to the success South Haven
has and continues to experience.

**PART VII - ASSESSMENT RESULTS**

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_[Eng./LA]{.underline}\_\_\_\_\_\_\_
Grade\_[03]{.underline}\_\_\_
Test\_[ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[1997\_\_\_]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  -------------------------------------------------------------- ----------- ----------- -----------
                                                                 2006-2007   2005-2006   2004-2005

  Testing month                                                  Sept.       Sept.       Sept.

  **SCHOOL SCORES\***                                                                    

  Number of students tested                                      64          70          61

  Percent of total students tested                               100         100         100

  \% "Meeting" plus "Exceeding" State Standards                  88          79          79

  \% "Exceeding" State Standards                                 11          10          10

  Number of students with accommodations                         09          05          16

  Percent of students with accommodations                        14          07          26

                                                                                         

  SUBGROUP SCORES                                                                        

  1.\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                 
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  78          69          75

  \% "Exceeding" State Standards                                 11          06          08

  Number of students tested                                      36          36          36

  2.\_[Female\_\_\_\_\_\_\_\_\_\_\_\_\_\_(]{.underline}specify                           
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  100         88          84

  \% "Exceeding" State Standards                                 11          15          12

  Number of students tested                                      28          34          25

  3.\_[Paid Lunch]{.underline}\_\_\_\_\_\_\_\_\_\_ (specify                              
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  94          74          82

  \% "Exceeding" State Standards                                 16          11          09

  Number of students tested                                      31          38          33

  4.\_[Free or Reduced Lunch]{.underline}\_ (specify subgroup)                           

  \% "Meeting" plus "Exceeding" State Standards                  82          84          77

  \% "Exceeding" State Standards                                 06          09          12

  Number of students tested                                      33          32          26

  5.\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                             
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  87          82          78

  \% "Exceeding" State Standards                                 10          11          11

  Number of students tested                                      52          55          54

  6.\_[Non-Limited English]{.underline} (specify subgroup)                               

  \% "Meeting" plus "Exceeding" State Standards                  87          \*          79

  \% "Exceeding" State Standards                                 11          \*          10

  Number of students tested                                      63          \*          61

  7.\_[Special Education]{.underline}\_\_\_ (specify subgroup)                           

  \% "Meeting" plus "Exceeding" State Standards                  NA          NA          56

  \% "Exceeding" State Standards                                 NA          NA          19

  Number of students tested                                      09          05          16

                                                                                         

  \* Information is incomplete due to errors in the labeling and                         
  recording of student demographic data that was reported to the                         
  State .                                                                                

                                                                                         

                                                                                         

                                                                                         
  -------------------------------------------------------------- ----------- ----------- -----------

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_[Eng/LA\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_[04]{.underline}\_\_\_
Test\_[ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[1997\_\_\_]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  -------------------------------------------------------------- ----------- ----------- -----------
                                                                 2006-2007   2005-2006   2004-2005

  Testing month                                                  Sept.       Sept.       Sept.

  **SCHOOL SCORES\***                                                                    

  Number of students tested                                      68          75          62

  Percent of total students tested                               100         100         100

  \% "Meeting" plus "Exceeding" State Standards                  82          68          77

  \% "Exceeding" State Standards                                 06          11          10

  Number of students with accommodations                         04          14          06

  Percent of students with accommodations                        06          19          10

                                                                                         

  SUBGROUP SCORES                                                                        

  1.\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                 
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  78          73          72

  \% "Exceeding" State Standards                                 03          05          06

  Number of students tested                                      32          44          32

  2.\_[Female\_\_\_\_\_\_\_\_\_\_\_\_\_\_(]{.underline}specify                           
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  86          61          83

  \% "Exceeding" State Standards                                 08          19          13

  Number of students tested                                      36          31          30

  3.\_[Paid Lunch]{.underline}\_\_\_\_\_\_\_\_\_\_ (specify                              
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  81          83          86

  \% "Exceeding" State Standards                                 03          15          14

  Number of students tested                                      32          40          35

  4.\_[Free or Reduced]{.underline}\_\_\_\_ (specify subgroup)                           

  \% "Meeting" plus "Exceeding" State Standards                  86          51          67

  \% "Exceeding" State Standards                                 09          06          04

  Number of students tested                                      35          35          27

  5.\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                         
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  86          66          77

  \% "Exceeding" State Standards                                 07          12          11

  Number of students tested                                      56          65          57

  6.\_[Non-Limited English]{.underline} (specify subgroup)                               

  \% "Meeting" plus "Exceeding" State Standards                  85          \*          77

  \% "Exceeding" State Standards                                 06          \*          10

  Number of students tested                                      65          \*          62

  7.\_[Special Education]{.underline}\_\_\_ (specify subgroup)                           

  \% "Meeting" plus "Exceeding" State Standards                  NA          57          NA

  \% "Exceeding" State Standards                                 NA          0           NA

  Number of students tested                                      04          14          06

                                                                                         

                                                                                         

                                                                                         

                                                                                         

                                                                                         
  -------------------------------------------------------------- ----------- ----------- -----------

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_[Eng./LA]{.underline}\_\_\_\_\_\_\_
Grade\_\_[05\_\_]{.underline}
Test\_[ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[1997\_\_\_]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  -------------------------------------------------------------- ----------- ----------- -----------
                                                                 2006-2007   2005-2006   2004-2005

  Testing month                                                  Sept.       Sept.       Sept.

  **SCHOOL SCORES\***                                                                    

  Number of students tested                                      66          59          68

  Percent of total students tested                               100         100         100

  \% "Meeting" plus "Exceeding" State Standards                  88          90          84

  \% "Exceeding" State Standards                                 09          10          09

  Number of students with accommodations                         13          05          10

  Percent of students with accommodations                        20          08          15

                                                                                         

  SUBGROUP SCORES                                                                        

  1.\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                 
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  90          93          74

  \% "Exceeding" State Standards                                 03          04          11

  Number of students tested                                      40          27          38

  2.\_[Female\_\_\_\_\_\_\_\_\_\_\_\_\_\_(]{.underline}specify                           
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  85          90          97

  \% "Exceeding" State Standards                                 19          16          07

  Number of students tested                                      26          31          30

  3.\_[Paid Lunch]{.underline}\_\_\_\_\_\_\_\_\_\_ (specify                              
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  87          92          88

  \% "Exceeding" State Standards                                 13          11          08

  Number of students tested                                      30          36          40

  4.\_\_\_ [Free or Reduced]{.underline} \_\_\_\_\_ (specify                             
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  89          91          79

  \% "Exceeding" State Standards                                 06          09          11

  Number of students tested                                      36          22          28

  5.\_\_\_\_ [White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                           
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  86          90          83

  \% "Exceeding" State Standards                                 07          12          08

  Number of students tested                                      58          52          64

  6.\_\_ [Non-Limited English]{.underline} (specify subgroup)                            

  \% "Meeting" plus "Exceeding" State Standards                  88          \*          84

  \% "Exceeding" State Standards                                 09          \*          09

  Number of students tested                                      66          \*          68

  7.\_\_\_\_ [Special Education]{.underline} \_\_\_\_\_ (specify                         
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  62          NA          30

  \% "Exceeding" State Standards                                 0           NA          0

  Number of students tested                                      13          05          10

                                                                                         

                                                                                         

                                                                                         

                                                                                         

                                                                                         
  -------------------------------------------------------------- ----------- ----------- -----------

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_[Math]{.underline}\_\_\_\_\_\_\_ Grade\_[03]{.underline}\_\_\_
Test\_[ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[1997\_\_\_]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  -------------------------------------------------------------- ----------- ----------- -----------
                                                                 2006-2007   2005-2006   2004-2005

  Testing month                                                  Sept.       Sept.       Sept.

  **SCHOOL SCORES\***                                                                    

  Number of students tested                                      64          70          61

  Percent of total students tested                               100         100         100

  \% "Meeting" plus "Exceeding" State Standards                  89          81          77

  \% "Exceeding" State Standards                                 14          06          15

  Number of students with accommodations                         09          05          16

  Percent of students with accommodations                        14          07          26

                                                                                         

  SUBGROUP SCORES                                                                        

  1.\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                 
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  89          72          78

  \% "Exceeding" State Standards                                 11          08          14

  Number of students tested                                      36          36          36

  2.\_[Female\_\_\_\_\_\_\_\_\_\_\_\_\_\_(]{.underline}specify                           
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  89          91          76

  \% "Exceeding" State Standards                                 18          03          16

  Number of students tested                                      28          34          25

  3.\_[Paid Lunch]{.underline}\_\_\_\_\_\_\_\_\_\_ (specify                              
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  94          82          82

  \% "Exceeding" State Standards                                 19          11          18

  Number of students tested                                      31          38          33

  4.\_ [Free or Reduced]{.underline} \_ (specify subgroup)                               

  \% "Meeting" plus "Exceeding" State Standards                  85          81          73

  \% "Exceeding" State Standards                                 09          0           12

  Number of students tested                                      33          32          26

  5.\_\_\_ [White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                             
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  88          84          80

  \% "Exceeding" State Standards                                 13          07          17

  Number of students tested                                      52          55          54

  6.\_\_ [Non-Limited English]{.underline} \_ (specify subgroup)                         

  \% "Meeting" plus "Exceeding" State Standards                  89          \*          77

  \% "Exceeding" State Standards                                 14          \*          15

  Number of students tested                                      63          \*          61

  7.\_ [Special Education]{.underline} (specify subgroup)                                

  \% "Meeting" plus "Exceeding" State Standards                  NA          NA          81

  \% "Exceeding" State Standards                                 NA          NA          13

  Number of students tested                                      09          05          16

                                                                                         

                                                                                         

                                                                                         

                                                                                         

                                                                                         
  -------------------------------------------------------------- ----------- ----------- -----------

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_[Math]{.underline}\_\_\_\_\_\_\_ Grade\_[04]{.underline}\_\_\_
Test\_[ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[1997\_\_\_]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  -------------------------------------------------------------- ----------- ----------- -----------
                                                                 2006-2007   2005-2006   2004-2005

  Testing month                                                  Sept.       Sept.       Sept.

  **SCHOOL SCORES\***                                                                    

  Number of students tested                                      64          75          62

  Percent of total students tested                               100         100         100

  \% "Meeting" plus "Exceeding" State Standards                  86          80          81

  \% "Exceeding" State Standards                                 14          16          13

  Number of students with accommodations                         04          14          06

  Percent of students with accommodations                        06          19          10

                                                                                         

  SUBGROUP SCORES                                                                        

  1.\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                 
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  88          84          81

  \% "Exceeding" State Standards                                 13          16          19

  Number of students tested                                      32          44          32

  2.\_[Female\_\_\_\_\_\_\_\_\_\_\_\_\_\_(]{.underline}specify                           
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  86          74          80

  \% "Exceeding" State Standards                                 17          16          07

  Number of students tested                                      36          31          30

  3.\_[Paid Lunch]{.underline}\_\_\_\_\_\_\_\_\_\_ (specify                              
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  91          90          83

  \% "Exceeding" State Standards                                 19          20          14

  Number of students tested                                      32          40          35

  4.\_ [Free or Reduced]{.underline} \_\_ (specify subgroup)                             

  \% "Meeting" plus "Exceeding" State Standards                  86          69          78

  \% "Exceeding" State Standards                                 11          11          11

  Number of students tested                                      35          35          27

  5.\_\_\_ [White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                             
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  91          82          79

  \% "Exceeding" State Standards                                 16          17          14

  Number of students tested                                      56          65          57

  6.\_\_ [Non-Limited English]{.underline} \_ (specify subgroup)                         

  \% "Meeting" plus "Exceeding" State Standards                  88          \*          81

  \% "Exceeding" State Standards                                 15          \*          14

  Number of students tested                                      65          \*          62

  7.\_\_ [Special Education]{.underline} (specify subgroup)                              

  \% "Meeting" plus "Exceeding" State Standards                  NA          79          NA

  \% "Exceeding" State Standards                                 NA          21          NA

  Number of students tested                                      04          14          06

                                                                                         

                                                                                         

                                                                                         

                                                                                         

                                                                                         
  -------------------------------------------------------------- ----------- ----------- -----------

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_[Math]{.underline} Grade\_[05]{.underline}\_\_\_
Test\_[ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[1997\_\_\_]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  -------------------------------------------------------------- ----------- ----------- -----------
                                                                 2006-2007   2005-2006   2004-2005

  Testing month                                                  Sept.       Sept.       Sept.

  **SCHOOL SCORES\***                                                                    

  Number of students tested                                      66          59          68

  Percent of total students tested                               100         100         100

  \% "Meeting" plus "Exceeding" State Standards                  95          93          91

  \% "Exceeding" State Standards                                 23          15          15

  Number of students with accommodations                         13          05          10

  Percent of students with accommodations                        20          08          15

                                                                                         

  SUBGROUP SCORES                                                                        

  1.\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                 
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  98          89          92

  \% "Exceeding" State Standards                                 25          26          38

  Number of students tested                                      40          27          16

  2.\_[Female\_\_\_\_\_\_\_\_\_\_\_\_\_\_(]{.underline}specify                           
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  92          100         90

  \% "Exceeding" State Standards                                 19          26          13

  Number of students tested                                      26          31          30

  3.\_[Paid Lunch]{.underline}\_\_\_\_\_\_\_\_\_\_ (specify                              
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  100         92          95

  \% "Exceeding" State Standards                                 23          28          18

  Number of students tested                                      30          36          40

  4.\_\_\_ [Free or Reduced]{.underline} \_\_\_ (specify                                 
  subgroup)                                                                              

  \% "Meeting" plus "Exceeding" State Standards                  92          100         86

  \% "Exceeding" State Standards                                 22          23          11

  Number of students tested                                      36          22          28

  5.\_\_\_ [White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_                               
  (specify subgroup)                                                                     

  \% "Meeting" plus "Exceeding" State Standards                  97          94          91

  \% "Exceeding" State Standards                                 24          27          14

  Number of students tested                                      58          52          64

  6.\_\_ [Non-Limited English]{.underline} \_ (specify subgroup)                         

  \% "Meeting" plus "Exceeding" State Standards                  95          \*          91

  \% "Exceeding" State Standards                                 23          \*          15

  Number of students tested                                      66          \*          68

  7.\_ [Special Education]{.underline} (specify subgroup)                                

  \% "Meeting" plus "Exceeding" State Standards                              NA          80

  \% "Exceeding" State Standards                                             NA          0

  Number of students tested                                                  05          10

                                                                                         

                                                                                         

                                                                                         

                                                                                         

                                                                                         
  -------------------------------------------------------------- ----------- ----------- -----------