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

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

**Cover Sheet**

Name of Principal Mrs. Stephany L. Bourne

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

Official School Name Indian Village Elementary School

(As it should appear in the official records)

School Mailing Address 3835 Wenonah Lane

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

Fort Wayne IN 46809-1147

City State Zip Code+4 (9 digits total)

Tel. (260) 425-7368 Fax (260) 425-7370

Website/URL Email stephany.bourne@fwcs.k12.in.us

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

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

(Principal's Signature)

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

Name of Superintendent Dr. Thomas Fowler-Finn

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

District Name Fort Wayne Community Schools Tel. (260) 467-2025

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

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

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

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

(School Board President's/Chairperson's Signature)

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

## [DISTRICT]{.underline}

1.  Number of schools in the district: [34]{.underline} Elementary
    schools

> [11]{.underline} Middle schools
>
> [8]{.underline} High schools (includes Milburn HS and Anthis Career
> Center
>
> [53]{.underline} TOTAL

2.  District Per Pupil Expenditure: [\$5,102.00]{.underline}

> Average State Per Pupil Expenditure: [\$5,586.00]{.underline}

## [SCHOOL -- INDIAN VILLAGE ELEMENTARY]{.underline}

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

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

4.  \_\_\_[6]{.underline}\_\_\_ Number of years the principal has been
    in her position at this school.

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

5.  Number of students enrolled at each grade level or its equivalent in
    applying school:

  -------- -------- --------- -------- -------- -------- --------- ---------
  Grade    \# Males \#        Total    Grade    \# Males \#        Grade
                    Females                              Females   Total

  K        34       22        56       7                           

  1        39       27        66       8                           

  2        42       28        70       9                           

  3        33       25        58       10                          

  4        45       18        63       11                          

  5        29       37        66       12                          

  6                                    other                       

  TOTAL                                                            **387**
  -------- -------- --------- -------- -------- -------- --------- ---------

6.  Racial/ethnic composition of [58%]{.underline} White

> the students in the school: [23%]{.underline} Black or African
> American
>
> [18%]{.underline} Hispanic or Latino
>
> [1%]{.underline} Asian/Pacific Islander
>
> [0%]{.underline} American Indian/Alaskan Native
>
> **100 % Total**

7.  Student turnover, or mobility rate, during the past year:
    [24.7%]{.underline}

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

  ------------ ---------------------------------------------- ------------
  **1**        Number of students who transferred *to* the    49
               school after October 1 until the end of the    
               year.                                          

  **2**        Number of students who transferred *from* the  36
               school after October 1 until the end of the    
               year.                                          

  **3**        Subtotal of all transferred students \[sum of  85
               rows (1) and (2)\]                             

  **4**        Total number of students in the school as of   344
               October 1                                      

  **5**        Subtotal in row (3) divided by total in row    0.247
               (4)                                            

  **6**        Amount in row (5) multiplied by 100            24.7
  ------------ ---------------------------------------------- ------------

8.  Limited English Proficient students in the school: [13]{.underline}%

> [51]{.underline} Total Number LEP

Number of languages represented: [3]{.underline}

Specify languages: Vietnamese

Spanish

9.  Students eligible for free/reduced-priced meals: [64]{.underline} %

> [250]{.underline} Total Number Who Qualify

10. Students receiving special education services: [30]{.underline}%

> [116]{.underline} Total Number Served

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

[11]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [6]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [24]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [10]{.underline} Speech or Language
Impairment

[60]{.underline} Mental Retardation [2]{.underline} Traumatic Brain
Injury

[1]{.underline} Multiple Disabilities [1]{.underline} Visual Impairment
Including

Blindness

Indicate number of full-time and part-time staff members in each of the
categories below:

> [Number of Staff]{.underline}
>
> [Full-time]{.underline} [Part-time]{.underline}

Administrator(s) 1 0

Classroom teachers 12 0

Special resource teachers/specialists 5 0

Paraprofessionals 15 3

Support staff 9 0

Total number 42 3

11. Student- "classroom teacher" ratio: [25/1]{.underline}

12. Show the attendance patterns of teachers and students. The student
    drop-off rate is the difference between the number of entering
    students and the number of existing students from the same cohort.
    (From the same cohort, subtract the number of existing 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 dropout rate. Only middle and high
    schools need to supply dropout and drop-off rates.

  ----------------------------- --------- --------- --------- --------- ---------
                                2001-02   2000-01   1999-00   1998-99   1997-98

  Daily student attendance      96%       96%       96%       95%       94%

  Daily teacher attendance      94%       94%       95%       94%       93%

  Teacher turnover rate         0.136     0.157     0.150     0.100     0.100
  ----------------------------- --------- --------- --------- --------- ---------

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

Indian Village Elementary school, Fort Wayne, Indiana, a neighborhood
school, was established in 1954 with an enrollment of 303 students. The
60,000 square foot building is located in the Indian Village
sub-division near the southwestern corner of Ft. Wayne. The campus is
just minutes from many restaurants, small businesses and various medical
facilities. During the last five years, the Indian Village community has
seen dramatic changes take place. A three-year renovation was completed
by the fall of 2001. All classrooms were upgraded and several additions
such as a media center, music and art rooms, a cafeteria, clinics, and
technology modernized the building.

## 

## [Population]{.underline}

The student population is comprised of 392 students. Over 64% are
classified as free or reduced lunch. Since October of 2002, Indian
Village has been designated as a site for English Language Learners,
totaling 51 children. The population also includes five self-contained
classes of moderate and severely disabled children. Most require
extensive speech and physical therapy. There are two sections of regular
education classes K - 5, except for second grade where three classrooms
currently exist.

## [Mission]{.underline}

Indian Village staff and parents believe that through the utilization of
Plan, Do, Check, Act, *all* students will successfully meet state
standards. Students and adults will show respect for each other and will
engage in meaningful research-based best practices. Teachers with high
expectations for all children will nurture education through
collaboration, data driven instruction, remediation, and enrichment to
achieve the success of all students.

The mission statement for Indian Village states that:

### *Indian Village, a Professional Learning Community, will educate all children to become life-long learners by consistently establishing high expectations and by meeting* 

### *educational standards.*

### [Student Achievement Objectives]{.underline}

1.  By the year 2005, at least 90% of Indian Village students will meet
    or exceed Indiana standards in Reading/Language Arts.

2.  By the year 2005, at least 100% of Indian Village students will meet
    or exceed Indiana standards in Mathematics.

3.  By the end of three years, there will be no more than a 7% gap in
    performance in Reading, Language Arts, and Mathematics between
    majority and minority students at Indian Village (all genders).

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

1.  **[Assessment Results]{.underline}**

The Indiana Statewide Testing for Educational Progress examination
(ISTEP+) measures the achievement of Indiana's students against
Indiana's academic standards in English/language Arts and Mathematics.
At Indian Village Elementary School progress on improving ISTEP+ scores
(percent of students passing) from the 1999-2000 school year to the
2001-2002 school year was remarkable. In the 1999-2000 school year 43%
of the students tested passed the English/Language Arts (E/LA) exam. In
1999-2000 51% passed and in the 2001-2002 school year 82% passed, nearly
doubling the passing rate of two years earlier. The growth in
mathematics (Math) is even more astounding. The percent of students
passing the ISTEP+ math exam has improved from 57% passing in 1999-2000
to 95% passing in 2001-2002.

> Indian Village ISTEP+ results for ethnic/racial and socioeconomic
> groups improved in similar fashion. The percent of African American
> students passing E/LA increased from 25% to 58% and in Math from 50%
> passing to 91% passing! The percent of students from the lower SES
> group (free and reduced lunch) improved from 27% passing in 1999-2000
> to 56% in 2001-2002 while percent passing for Math improved from 40%
> to 94% passing!
>
> As a part of the ISTEP+ assessments, a school may elect to participate
> in norm-referenced testing (Terra Nova). Indiana Village scores for
> 1999-2000 through 2001-2002 mirror previously mentioned ISTEP+ results
> for the school. Percentile scores improved from 39 to 73 in Total
> Reading, 49 to 89 in Total Language, 77 to 94 in Total Math and 53 to
> 87 in Total Battery.

2.  **[Use of Assessment Data]{.underline}**

Teachers in grades K-3 meet with the Director of Planning and Assessment
after ISTEP+ scores are received to discuss strengths and weaknesses.
That information is taken back to classrooms for inclusion in curriculum
changes or remediation. Proficiency Aligned Learning (PALS) assessments
are provided to teachers for use as additional tools to supplement
standards-based curriculum. Designed to resemble ISTEP+ testing format,
these are used in a group setting or individually to better gauge
student progress on mastering state standards. Quarterly assessments are
then administered in Reading/Language Arts and Math and are scored by
teachers in grades 2-5. The results of these assessments are shared
extensively through teacher collaboration. According to the Plan, Do,
Check, Act model, students are divided into two categories based on
these results. They receive either weekly remediation or enrichment.
Teachers in grades 1-2 use the Developmental Reading Assessment (DRA)
for pre- and post-testing. Using DRA or Rigby assessments, teachers keep
students and their parents informed of their current reading levels so
that there is always a targeted goal to work toward. Staff, including
the principal, cheer the students on to their target levels. At grade
three, substitutes test all third graders that failed the ISTEP+, using
the Rigby PM Benchmark Assessment. These scores are then used by the
fourth grade teachers and are included on the student's data sheet.
Weekly, teachers meet to collaborate on assessment results, share best
practices, and develop their Plan, Do, Check, Act instructional
calendars for the coming week, based on state standards. First grade
teachers collaborate to share data obtained from the Indiana Grade One
Reading Assessment (Indiana University). In addition, teachers use
reading unit tests to plan remediation activities. Students in many
grades track their own data as they master standards (e.g., coloring in
graphs). Each student has a portfolio that contains all assessment data
and is shared with middle school teachers when they leave Indian
Village.

## [Communcation of Student Performance]{.underline}

A weekly gathering each Monday of the entire student body focuses on
attendance, homework and behavior. Each class receives one star for
meeting criteria in each of the three categories. Celebrations are then
held at the end of each reporting period to reinforce success. During
biannual parent-teacher conferences, a student data sheet is shared that
indicates current reading level and standards mastered, attempted, or
failed. Data sheets are also included in report cards. ISTEP+ results
are shared with individual students through a formal meeting called
"ISTEP Rap" between the third grader, principal or designee. At this
time, the adult reviews strengths and weaknesses in a very positive and
encouraging manner. Test results are sent home to the parents with the
spring report card. Student performance is displayed in most hallways,
through interactive bulletin boards, graphs, or charts. The community is
aware of student performance due to media coverage, parent meetings,
PTA, and discussions with the school's Quality Improvement Team. The
office newsletter is distributed twice monthly and weekly student
performance is shared through teacher newsletters.

## [Sharing Success]{.underline}

Leadership training in FWCS revolves around three opportunities for
administrators to share with one another. At the beginning of each
month, all administrators meet for Leadership Academy. A week later,
principals attend curriculum meetings, at which time levels (elementary,
middle, and high) meet. Finally, principals from each of the six
attendance areas meet to share successes and solve problems. Ms. Bourne
readily shares successes and challenges with these groups. In addition,
she has addressed several faculty groups at other elementary schools and
several principals and/or teachers have made visits to Indian Village.
Informally, the principal has shared success stories with struggling
principals during Indiana Principal Leadership Academy (IPLA), a program
sponsored by IDOE. Ms. Bourne and a teacher have partnered with another
FWCS elementary school, Irwin Elementary, to share best practices, plan
for improvement, and to establish a support system. Utilizing
technology, plans are underway to have teachers share best practices or
ideas through the use of iMovies.

As a result of the Wallace Funds LEAD grant, a \$5 million grant to
enhance principalships, the Indian Village principal was chosen as one
of ten district principals to participate in a leadership forum at Long
Island University last summer. During that forum, principals from all
over the country shared successes and challenges. Ms. Bourne has also
been invited as a featured speaker at the Urban Schools Conference in
Indianapolis in June 2003.

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

1.  **[School Curriculum]{.underline}**

Students from diverse cultures at Indian Village acquire fundamentals of
a standards-based core curriculum of Language Arts, Reading,
Mathematics, Social Studies and Science. Four components of the Balanced
Literacy Model are presented to students in an uninterrupted teaching
block. The intermediate students experience a similar block and learn
these skills through the context of social studies and science. Writing
instruction, the main emphasis of our school improvement plan, is
embedded in activities throughout the day. Writing activities such as
the citywide Young Author's Conference and school-wide journals of
student essays, stories and poems entitled Teepee Talk are "published"
annually.

First graders that read below level are placed into a Reading Recovery
Program for approximately 12- 20 weeks. Students attend a daily
30-minute session and may discontinue the program when they read at or
above the class average reading level. A variety of incentive programs
are provided in addition to the regular academic day.

School-wide reading challenges, word of the day, academic trivia during
lunch, Lightspan interactive video games (LA/Math/Reading) and other
incentives encourage students to be fully engaged all day.

**All** students receive 30 minutes of art instruction once weekly and
attend Physical Education and music twice weekly also for 30 minutes.
Students are encouraged to take part in a variety of other fine arts
activities that showcase their talents. Math instruction follows the
district-wide adoption through fourth grade and beginning fifth.
Instruction is hands-on and includes students working in teams using
manipulatives and other tools like overhead projectors and a variety of
math software. To fill curriculum gaps in Algebra and Functions at the
fifth grade level, curriculum was written, researched and provided by
FWCS Curriculum Services. Teachers have been provided specific training
to present lessons on variables, distributive arrays, segments, etc.

Exposure to technology and the Internet is made available in all classes
and the media center. Our school focus, Indiana Project 2016, encourages
students to solve a problem through the use of inventions and
technology. Inquiry-based science is strongly emphasized and students
are encouraged to once again work in teams to discover, inquire and
learn through hands-on activities.

Using FWCS PALS and Quarterlies, along with Unit Tests, Developmental
Reading Assessments, The Rigby Reading Assessment, Running Records and a
variety of teacher collected data, teachers collaborate weekly to
regroup students for the purpose of enrichment and remediation using the
PDCA model. Special needs students are provided physical and speech
therapy according to an Individual Education Plan and many are provided
an assistant to complement their academic day. Students in
self-contained special needs classes follow the Syracuse Community
Referenced Curriculum. Student growth in academics, fine/gross motor,
life skills, social skills and behavioral choices are then assessed
annually through the Indiana Assessment System of Educational
Proficiencies (IASAP).

English Language Learners are included in regular classes at all levels
K-5 and are supported through a pullout program that emphasizes language
and vocabulary acquisition. The focus of this program is using
vocabulary in context and learning the nuances of meaning. The ELL
program and a part time interpreter support the efforts of the regular
classroom teacher and the school-wide program by connecting with
families.

## [Reading]{.underline}

During 1999-2000, FWCS developed a Balanced Literacy Model designed to
integrate and connect direct instruction in phonics with multiple
opportunities for students to participate in authentic reading and
writing activities. The model included 90 uninterrupted minutes for
reading and 30 minutes for writing daily. In 2000-2001, the model was
piloted in nine Title I buildings. In 2001-2002, the model was extended
to non-Title buildings. District reading coaches were added to provide
support to these buildings. They were assigned to multiple buildings.
After the release of the "Put Reading First" document, the Balanced
Literacy Model was adjusted to address recommendations from
scientifically based reading research (SBRR) on how to effectively teach
the five essential components of reading instruction. These
recommendations also became part of the criteria used to evaluate
materials for the reading adoption. The result is a comprehensive
literacy model that incorporates recommendations from SBRR and includes
Scott Foresman adopted materials. Evidence of the successful use of the
FWCS literacy model is beginning to accumulate. Considering the nine
Title I buildings that have completed two years of implementation, eight
have gained and maintained a 10-33% increase in the number of third
grade students passing ISTEP+ as measured by the 2002 ISTEP+ results.
Additionally, the average band of reading levels of first graders at the
end of the school year as measured using random samples and Clay's
"Observation Survey" has risen from levels16-24 to levels 20-28.

## [Math]{.underline}

The focus of the elementary math program in FWCS is on four interwoven
components:

> Skill development and conceptual understanding
>
> Communication
>
> Connections
>
> Problem solving

The emphasis is on quality instructional practices that enhance these
four components. Teachers are encouraged to use supplementary materials
such as the FWCS Algebra and Functions Grade Five Booklet. This
ancillary product is a custom-made curricular material that bridges a
curriculum gap within our current math adopted materials. It has been
very effective in preparing students to pass the math standards on the
ISTEP+.

## 

## [Instructional Methods]{.underline}

Indian Village staff use best practices from the Eight Step Process -
Plan, Do, Check, Act; The Malcolm Baldridge Evaluation Model,
research-based methods and teacher collaboration. Students have **weekly
academic goals** based on state standards and can give examples of each.
**Incentives** for attendance, homework, behavior and test results are
prevalent throughout the school day. **Parents** are an integral part of
the daily life of the school. For example, the Local Education Fund
provides parent training sessions held at Indian Village each year. In
addition, teachers hold monthly "reading lunches" when parents or other
caregivers read in the hallways during lunchtime and share a special
lunch or snack. The Reading Recovery teacher calls [EVERY]{.underline}
student and their parent over winter/spring breaks to make sure that
children are reading daily. Indian Village is a site for Project Reads.
In this program, first graders reading below grade level are tutored one
night each week. Books are given to each student upon program
completion. Reading data is used in a variety of ways to track student's
reading level throughout the year. All teachers are trained to use Rigby
and DRA assessments and student data is collected at the beginning,
middle and end of school year. This reading data is used to share with
parents and provides information to teachers to use for skill grouping
for reading, remediation and enrichment activities. It is also included
in the yearend student portfolio. The data at the 2^nd^ grade level is
used to determine strengths and weaknesses used for "Jumpstart," the
summer ISTEP+ prep program. Many classes do "Buddy Reading" with another
class at least once weekly and all bulletin boards are interactive.
Students use these tools daily as part of classroom instruction and
curriculum. Each morning before school starts all first graders work
with a 5^th^ grade buddy to review vocabulary flashcards. Finally,
vocabulary flashcards are hung throughout the halls at drinking
fountains, etc. so that students have no "down time."

2.  **[Professional Development]{.underline}**

Modeling and embedded staff development is ongoing. Indian Village
participated in the CAPE Literacy Grant in which five staff members and
the principal received training and continue to work with the Cape grant
facilitator. Teachers in grades 3-5 work continuously with their FWCS
Balanced Literacy facilitator. In-servicing activities attended by all
staff have included the Shurley Method for Language Arts, Four Block,
Balanced Literacy, Reading Comprehension, Guided Reading, Kidspiration/
Inspiration (graphic organizers) and Marco Polo (using technology in
writing). In addition, all classroom assistants are scheduled for
inservices in Reading Recovery and Balanced Literacy during the FWCS
scheduled elementary Delay Day in April.

### CRITERION-REFERENCED TEST DATA

Grade [3]{.underline} Test Indiana Statewide Testing for Educational
Progress (ISTEP+)

Edition/publication year 2002 Publisher CTB/McGraw-Hill

What groups were excluded from testing? Special Education and Limited
English Proficiency

Why and how were they assessed? Students who did not participate in
ISTEP+ included special needs students whose Case Conference Committee
determined should participate in alternative assessments. Each of those
students has been assessed using IPT, AESOP (Indiana alternative
assessment systems) and locally developed assessments that address
attainment of Indiana's academic standards at instructional level.
Additionally, based on state guidelines prior to No Child Left Behind
Legislation, LEP students at English proficiency levels 1-3 were exempt
from ISTEP+ testing. Those students were assessed annually using IDEA
Proficiency Test (IPT). The total number of Indian Village students not
participating in ISTEP+ was three (5.5%) in 1999-2000, one (2.1%) in
1999-2001, and seven (15.2%) in 2001-2002. The fluctuation of the
moderate/severe population not tested because of case conference
decisions, account for the difference in number of students not tested.

  ------------------------------------ ----------- ----------- -----------
  **READING\--THIRD GRADE**            2001-02     2000-01     1999-00

  Testing Month                        September   October     October

  **SCHOOL SCORES**                                            

  TOTAL                                                        

  At or Above Basic                    82%         51%         43%

  Number of students tested            39          47          51

  Percent of total students tested     84%         98%         94%

  Number of students excluded          7           1           3

  Percent of students excluded         15%         2%          6%

  SUBGROUP SCORES                                              

  \* 1. Socioeconomic Status                                   

  At or Above Basic                    56%         41%         27%

  \*\*2. Ethnicity (African American                           
  students)                                                    

  At or Above Basic                    58%         28%         25%

  \*Students on free/reduced lunch                             

  \*\*Indiana does not separate out                            
  groups of less than 10 students                              

  **STATE SCORES**                                             

  At or Above Basic                    66%         63%         60%

  **MATH\--THIRD GRADE**               2001-02     2000-01     1999-00

  **Criterion-Referenced Test**                                

  Testing Month                        September   October     October

  **SCHOOL SCORES**                                            

  TOTAL                                                        

  At or Above Basic                    95%         68%         57%

  Number of students tested            39          47          51

  Percent of total students tested     84%         98%         94%

  Number of students excluded          7           1           3

  Percent of students excluded         15%         2%          6%

  SUBGROUP SCORES                                              

  \* 1. Socioeconomic Status                                   

  At or Above Basic                    94%         62%         40%

  \*\*2. Ethnicity (African American                           
  students)                                                    

  At or Above Basic                    91%         50%         50%

  \*Students on free/reduced lunch                             

  \*\*Indiana does not separate out                            
  groups of less than 10 students                              

  **STATE SCORES**                                             

  At or Above Basic                    70%         70%         60%

  Note: In Indiana, \"at or above                              
  proficient\" and \"at or above                               
  advanced\" are not provided                                  
  ------------------------------------ ----------- ----------- -----------

###  

### NORM-REFERENCED TEST DATA

Grade [3]{.underline} Test Indiana Statewide Testing for Educational
Progress (ISTEP+)

Edition/publication year 2001 Publisher CTB/McGraw-Hill

What groups were excluded from testing? Special Education and Limited
English Proficiency

Why and how were they assessed? Students who did not participate in
ISTEP+ included special needs students whose Case Conference Committee
determined should participate in alternative assessments. Each of those
students has been assessed using IPT, AESOP (Indiana alternative
assessment systems) and locally developed assessments that address
attainment of Indiana's academic standards at instructional level.
Additionally, based on state guidelines prior to No Child Left Behind
Legislation, LEP students at English proficiency levels 1-3 were exempt
from ISTEP+ testing. Those students were assessed annually using IDEA
Proficiency Test (IPT). The total number of Indian Village students not
participating in ISTEP+ was three (5.5%) in 1999-2000, one (2.1%) in
1999-2001, and seven (15.2%) in 2001-2002. The fluctuation of the
moderate/severe population not tested because of case conference
decisions, account for the difference in number of students not tested.

Scores are reported here as (check one): NCEs [X]{.underline}

  ------------------------------------ ----------- ----------- -----------
  **READING\--THIRD GRADE**            2001-02     2000-01     1999-00

  **Norm-Referenced Test**                                     

  Testing Month                        September   October     October

                                                               

  **SCHOOL SCORES**                                            

  TOTAL                                63.0        51.7        44.2

  Number of students tested            39          47          51

  Percent of total students tested     82%         98%         94%

  Number of students excluded          7           1           3

  Percent of students excluded         15%         2%          6%

  SUBGROUP SCORES                                              

  \* 1. Socioeconomic Status           52.4        48.0        38.1

  \*\*2. Ethnicity (African American   56.6        46.9        37.8
  students)                                                    

  \*Students on free/reduced lunch                             

  \*\*Indiana does not separate out                            
  groups of less than 10 students                              

  **MATH\--THIRD GRADE**               2001-02     2000-01     1999-00

  **Norm-Referenced Test**                                     

  Testing Month                        September   October     October

                                                               

  **SCHOOL SCORES**                                            

  TOTAL                                83.1        65.6        61.3

  Number of students tested            39          47          51

  Percent of total students tested     82%         98%         94%

  Number of students excluded          7           1           3

  Percent of students excluded         15%         2%          6%

  SUBGROUP SCORES                                              

  \* 1. Socioeconomic Status           78.0        63.2        52.5

  \*\*2. Ethnicity (African American   N/A         N/A         55.9
  students)                                                    

  \*Students on free/reduced lunch                             

  \*\*Indiana does not separate out                            
  groups of less than 10 students                              
  ------------------------------------ ----------- ----------- -----------