##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
\_**[X]{.underline}** Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Mrs. Tami
Geltmaker]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name [Milltown Elementary
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address \_\_\_\_\_\_[518 Speed
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_[Milltown]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Indiana]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[47145-0518]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_[Crawford]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_\_\_[1065]{.underline} \_\_\_\_\_\_\_

Telephone [( 812 ) 633-4335]{.underline} Fax [( 812 )
633-4336]{.underline}

Website/URL [http://www.cccs.k12.in.us/Milltown Website/Welcome
Page/Welcome
Page.html](http://www.cccs.k12.in.us/Milltown Website/Welcome Page/Welcome Page.html)

E-mail
[tgeltmaker@cccs.k12.in.us]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

(Principal's Signature)

Name of Superintendent [Dr. Mark Eastridge]{.underline}

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

District Name [Crawford County]{.underline} Tel. [( 812 )
365-2135]{.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. Tim
Jellison]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(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 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 with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The 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
    the 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: \_\_[5]{.underline}\_\_
Elementary schools

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

\_\_[1]{.underline}\_\_ Junior high schools

\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other

\_\_[7]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$9,400]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_[\$9,600]{.underline}\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

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

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

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

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

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

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

  **PreK**                                                  **7**                             

  **K**       26        13                     **39**       **8**                             

  **1**       23        16                     **39**       **9**                             

  **2**       15        15                     **30**       **10**                            

  **3**       22        13                     **35**       **11**                            

  **4**       15        14                     **29**       **12**                            

  **5**       18        17                     **35**       **Other**                         

  **6**       15        13                     **28**                                         

                                    **TOTAL                                                   **235**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of \_\_[97]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

\% 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:
\_\_\_[20]{.underline}\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **29**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **17**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    **46**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **235**
                            the school as of October 1  

  **(5)**                   Total transferred students  **.195**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **19.5**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[0]{.underline}\_\_%

\_\_\_\_ [0]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[0]{.underline}\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[59]{.underline}\_\_\_%

Total number students who qualify: \_\_[138]{.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:
\_\_\_\_[14]{.underline}\_\_%

\_\_\_\_[34]{.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.

\_\_[3]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[7]{.underline}\_Specific Learning Disability

\_\_[1]{.underline}\_Emotional Disturbance \_[12]{.underline}\_Speech or
Language Impairment

\_\_[1]{.underline}\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_[9]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_[1]{.underline}\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[12]{.underline}\_\_
\_\_\_\_\_[1]{.underline}\_\_

Special resource teachers/specialists \_\_\_\_[2]{.underline}\_\_
\_\_\_\_\_ \_\_

Paraprofessionals \_\_\_\_[5]{.underline}\_\_
\_\_\_\_\_[2]{.underline}\_\_

> Support staff \_\_\_\_[5]{.underline} \_\_\_\_\_[1]{.underline}\_\_
>
> Total number \_\_\_[25]{.underline}\_\_ \_\_\_\_\_[4]{.underline}\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_[20:1]{.underline}\_\_\_

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   97%         96%         96%         96%         96%

  Daily teacher attendance   93%         97%         97%         96%         95%

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

  Student dropout rate       N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                              

  Student drop-off rate      N/A         N/A         N/A         N/A         N/A
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

Milltown Elementary is proud to be nominated as a Blue Ribbon School in
both categories.

**The mission of Milltown Elementary School is to ensure a safe
environment, provide quality education, and encourage all students to
become productive citizens.**

The school is located in rural northeastern Crawford County. Milltown
Elementary, despite being in one of the most impoverished counties in
the state with the highest state-wide rate of students under the age of
18 living in poverty, has continuously proven that economic challenges
do not limit success. Milltown's ISTEP+ scores rank in the top seven
percent of the state. The extremely dedicated, motivated, and
compassionate staff ensures that every child's individual academic needs
are met.

Milltown Elementary was established in 1976 when Crawford County
consolidated grades seven through twelve into a junior/senior high
school. The original brick building was built in 1923, and rebuilt in
1935 after a fire. In 1955, a separate building was constructed to
include classrooms and a gym. The brick building was torn down in 1997,
and the gymnasium building was remodeled to include more classrooms for
grades K-6, lunchroom facilities, and administrative space. Renovation
also provided the opportunity to enhance technology.

Milltown Elementary educates an average of 242 students, and provides
the only K-6 Moderately Mentally Handicapped classroom in the
corporation. Fourteen percent of our student body has identified
disabilities, while 59% are from disadvantaged backgrounds. Thirty-six
percent of our students qualify for Title I services. Lacking local
employment opportunities, Milltown's mobility rate averages 20-23%.

Milltown Elementary has set a tradition of high expectation for staff
and the student body. Milltown's teachers, staff, students, and limited
support staff work as a team, meeting the needs of all students. Through
constant adjustment and accommodation, staff and faculty diligently
strive to improve curriculum to ensure state and national standards are
mastered or exceeded. Benchmarks have been created and revised to
evaluate student progress on a regular basis. Incentive programs for
students have been implemented to improve attendance and academics.
Remediation and individual plans are implemented to ensure student
success.

A major component of Milltown's success is open communication and
cooperation among faculty, staff, parents, and the community. Parents
regularly volunteer in the classroom, helping with field trips, social
events, and extra-curricular activities.

Professional development training and educational research is an
on-going process. Numerous professional development opportunities are
provided to meet the needs of our staff and students.

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

1.  **Interpretation of School Assessment Results**

**Summary of Assessment Tools**

**Website:
http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=1065**

In September of 2002, Indiana schools changed from the Indiana Statewide
Testing for Educational Progress (ISTEP) to the Indiana Statewide
Testing for Educational Progress Plus (ISTEP+). ISTEP+ was created in
order to have Indiana's statewide assessment test be aligned with
Indiana State Standards.

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades three through ten take the test in September of each
school year.

ISTEP+ measures student mastery levels in language arts, mathematics,
and science. Currently, only 5^th^ and 7^th^ grade students are required
to take the test based on science standards. Indiana State standards
have been established to ensure that every student in Indiana receives
the same quality education.

In the past six years, the principal and staff have reviewed
disaggregated data scores from the ISTEP and ISTEP+. Reviewing the data
and brainstorming improvement strategies have consistently improved test
scores in all grade levels at Milltown Elementary School. The table
below demonstrates that hard work by everyone at M.E.S. leads to
academic successes.

All students at Milltown Elementary have scored overwhelmingly high
results on the ISTEP+ exam despite having **≥50% of M.E.S students
participating on the free and reduced lunch program** each year. The
tables on Part VII-Assessment Results clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary outperforms most schools
in our state annually.

**Percentage of Milltown Students Passing Both Language Arts and Math**

With State Rankings by Grade Level

+----+--------+----------+---------------+---------+----+---+----+----+
| ** | **     | **State  | **M.E.S.**    | **% of  | *  |   |    |    |
| Ye | Grades | A        |               | Diffe   | *S |   |    |    |
| ar | Te     | verage** | **Average**   | rence** | ta |   |    |    |
| ** | sted** |          |               |         | te |   |    |    |
|    |        |          |               |         | R  |   |    |    |
|    |        |          |               |         | an |   |    |    |
|    |        |          |               |         | ki |   |    |    |
|    |        |          |               |         | ng |   |    |    |
|    |        |          |               |         | ** |   |    |    |
|    |        |          |               |         |    |   |    |    |
|    |        |          |               |         | *  |   |    |    |
|    |        |          |               |         | *( |   |    |    |
|    |        |          |               |         | ≈1 |   |    |    |
|    |        |          |               |         | ,1 |   |    |    |
|    |        |          |               |         | 16 |   |    |    |
|    |        |          |               |         | sc |   |    |    |
|    |        |          |               |         | ho |   |    |    |
|    |        |          |               |         | ol |   |    |    |
|    |        |          |               |         | s) |   |    |    |
|    |        |          |               |         | ** |   |    |    |
+----+--------+----------+---------------+---------+----+---+----+----+
|    |        |          |               |         | ** | * | ** | ** |
|    |        |          |               |         | Gr | * | Gr | Gr |
|    |        |          |               |         | .3 | G | .5 | .6 |
|    |        |          |               |         | ** | r | ** | ** |
|    |        |          |               |         |    | . |    |    |
|    |        |          |               |         |    | 4 |    |    |
|    |        |          |               |         |    | * |    |    |
|    |        |          |               |         |    | * |    |    |
+----+--------+----------+---------------+---------+----+---+----+----+
| ** | 3 and  | 65%      | 69%           | **+4%** | \  | \ | \  | \  |
| 20 | 6      |          |               |         | *N | * | *N | *N |
| 00 |        |          |               |         | /A | N | /A | /A |
| ** |        |          |               |         |    | / |    |    |
|    |        |          |               |         |    | A |    |    |
+----+--------+----------+---------------+---------+----+---+----+----+
| ** | 3 and  | 65%      | 75%           | *       | \  | \ | \  | \  |
| 20 | 6      |          |               | *+10%** | *N | * | *N | *N |
| 01 |        |          |               |         | /A | N | /A | /A |
| ** |        |          |               |         |    | / |    |    |
|    |        |          |               |         |    | A |    |    |
+----+--------+----------+---------------+---------+----+---+----+----+
| ** | 3 and  | 69%      | 78%           | **+9%** | \  | \ | \  | \  |
| 20 | 6      |          |               |         | *N | * | *N | *N |
| 02 |        |          |               |         | /A | N | /A | /A |
| ** |        |          |               |         |    | / |    |    |
|    |        |          |               |         |    | A |    |    |
+----+--------+----------+---------------+---------+----+---+----+----+
| ** | 3 and  | 71%      | 92%           | *       | 30 | \ | \  | 25 |
| 20 | 6      |          |               | *+21%** |    | * | *N |    |
| 03 |        |          |               |         |    | N | /A |    |
| ** |        |          |               |         |    | / |    |    |
|    |        |          |               |         |    | A |    |    |
+----+--------+----------+---------------+---------+----+---+----+----+
| ** | 3, 4,  | 72%      | 92%           | *       | \  | 4 | 49 | \  |
| 20 | 5, 6   |          |               | *+20%** | *N | 7 |    | *N |
| 04 |        |          |               |         | /A |   |    | /A |
| ** |        |          |               |         |    |   |    |    |
+----+--------+----------+---------------+---------+----+---+----+----+
| ** | 3, 4,  | 73%      | 89%           | *       | 2  | 2 | 3  | 43 |
| 20 | 5, 6   |          |               | *+16%** | 96 | 8 |    |    |
| 05 |        |          |               |         |    | 8 |    |    |
| ** |        |          |               |         |    |   |    |    |
+----+--------+----------+---------------+---------+----+---+----+----+

\*N/A denotes rankings not published in local newspaper

**2. Using Assessment Results**

Assessment directs instruction, grade level discussions, and
professional development.

Based on our school-wide goals, Milltown Elementary has utilized ISTEP+,
CTBS, Tera Nova, grade level aligned benchmark tests, and adopted series
assessments to measure academic success and to target individual and
grade-level strengths and weaknesses. To ensure that "no child is left
behind", teachers align instruction directly with standards and
assessment results. Remediation is provided through programs such as
Safe Haven tutoring, Title I Reading, CARES After School tutoring, Jump
Start summer remediation, and peer-tutoring. Areas of weakness are
discussed with parents throughout the year to enlist their help.

Assessment data is constantly analyzed at meetings between the classroom
teacher and the teachers in cross grade levels. Teachers coordinate
instructional methods and skills needed to improve student achievement.
Milltown instructors realize that instructional modification is a
continuous process based on data analysis.

Teachers and staff regularly attend professional development based on
student needs demonstrated by assessment results.

The principal and teachers take pride in and continuously track
students' progress through the 6th grade. The academic progress of
former students is monitored by the staff after students have left
Milltown Elementary.

**3. Communicating Assessment Results**

Student assessment data, performance, achievement, and progress are
regularly reported to parents, students, and the community. Report cards
are sent home every six weeks and the intermediate grades send mid-term
progress reports. Daily progress is communicated through assignment
folders, written reports, phone calls, and e-mail. A weekly newsletter
is sent to each household with important updated school information.

Families, community members, and the entire school celebrate student
success and attendance every six weeks at awards programs. Incentives
are awarded to encourage student academic, social, and attendance
performance. Students and staff attend pep sessions to celebrate
achievement and progress throughout the school year.

Meet the Teacher Night is held during the first few weeks of school.
Expectations, rules, and ISTEP+ are discussed as parents are made aware
of how they will assist the school with their child's education.

A handbook that explains school and corporation policies and
expectations is discussed with each student and then sent home at the
beginning of every school year. Parent/teacher conferences and meetings
are scheduled throughout the year to accommodate all parents.

ISTEP+ results are sent home with each student. Parents are given
information to help interpret the results. The principal prepares
presentations for parent and teacher meetings, PTO and school board
meetings, and at administrative meetings to share future goals based on
ISTEP+ results. Community and regional newspapers publish assessment
results.

**4. Sharing Success**

Milltown Elementary proudly shares accomplishments with its students,
parents, community members, other school systems, and at teacher
meetings as far away as Japan.

Numerous corporations have sent teachers, staff, and administrators to
visit Milltown Elementary to observe our best practices leading to
ISTEP+ scores in the top seven percent and for programs such as our
Accelerated Class. Principals in our county meet regularly to share
successful strategies enabling all of our schools to benefit from the
information.

Milltown School has been honored with:

-   The School Improvement Award through Indiana School Incentive Awards
    Program in 1998-1999

-   The Top Gainer Award for ISTEP+ Improvement in 2002-03 and 2003-2004

-   The Governor's Award for Environmental Excellence in Recycling/Reuse
    in 2004

-   Crawford County Recycling Award 2003-04

-   School staff have been invited to the North Central Accreditation
    Conference to share ideas on Milltown's high performance

Fulfilling all requirements except one tenth of a point in attendance,
the staff and parents have set a goal to become a Four Star School in
the near future. Milltown has been asked each year to present our
achievements and successes at a meeting with the school board members.

Teachers and staff have conducted workshops in subjects that have proven
successful with students including:

-   Differentiating Instruction

-   Starting a school recycling program

-   Web site development

-   Tucker Signing

-   Indiana Writing Initiative

-   Muggin's Math

-   Ruby Payne Poverty

-   Microsoft Office Technology

-   Writing prompt committee for the ISTEP+ test in 2005

-   Saxon Math Institute

-   Hands on Equations

-   Autism

Milltown Elementary has a consistently strong and successful athletic
program. The students are rewarded not only with trophies and ribbons,
but with praise in our local newspapers and school assemblies. Many of
the top athletes are also the top academic students.

**PART V -- CURRICULUM AND INSTRUCTION**

Indiana State Standards and the needs of our students establish the
framework for Milltown's curriculum. Milltown Elementary teachers
recognize the state standards as a minimum requirement and strive to
exceed the standards. Committees of teachers organized each grade-level
set of Indiana State Standards into six grading-period mastery
checklists. These lists are consistently used throughout the building
and are monitored by the building principal. An Indiana Department of
Education Language Arts consultant worked with county teachers to
develop age-appropriate, challenging benchmarks in the areas of Language
Arts and writing assessment strategies. A grant to provide full-time
Kindergarten classes enables students to be more prepared to meet the
challenges of first grade.

Differentiated instruction is incorporated into all classrooms. The
Accelerated Program was created and designed to meet the special needs
of 4/5/6th grade Gifted and Talented students. The special needs staff
continually provides additional support, materials, and time to ensure
that "no child is left behind". Intermediate grades are departmentalized
in reading, math, science, and writing to allow instructors to
specialize in their area of expertise.

The Four Block literacy program, McGraw Hill Reading series, Indiana
Writing Initiative, 6-Traits of Writing, standards-based benchmarks, and
Ruby Payne strategies are incorporated into a balanced curriculum
providing essential tools for the mastery of language arts standards.

Saxon Math has been utilized in the building for six years. Our test
scores have proven Saxon's "spiraling", repetitive nature and
manipulative-based strategies, combined with additional programs on an
individual needs basis, have proven to meet the needs of our students.
Standards-based benchmarks strengthen areas of weakness in our adopted
text. Many of our teaching staff have been trained to teach Muggin's
Math, Touch Math, and other programs to assist in remediation. Students
that have mastered their grade-level math standards are encouraged to
move through the required material more quickly and in depth. Our
county-wide Math Bowl academic competition emphasizes the importance of
math skills and increases school pride.

The Scott Foresman Social Studies series is used throughout the building
as a resource. Standards are further reinforced through hands-on
project-based activities and field trips. Speakers are invited to
address the student body concerning state, local and national issues.
Milltown intermediate students have been the county champions for ten
years straight in GeoBowl competition. The county academic competition
tests student knowledge of Geography facts. Through the use of positive
life skills such as integrity, respect, responsibility, and caring, the
importance of good citizenship is reinforced daily and at all grade
levels. Every grading period a student from each class is honored as a
Milltown Excellent Citizen.

The Scott Foresman Science series is incorporated into our curriculum as
a resource. Science instruction has been greatly enriched through the
Merlin curriculum, provided though a grant from the Lilly Corporation.
The standards-based science units in the Merlin Curriculum were
initially designed and developed by a professional curriculum writing
group with input from staff throughout the county. Teachers perfected
and completed the curriculum based on the needs of the students. Science
vocabulary lists are aligned at each grade level to ensure proper and
consistent coverage of important terms. An outdoor learning lab was
constructed on the property in 2004 to provide hands-on science
training. The annual, local, and county-wide science fair enables
students to showcase scientific processes learned.

Art, music, and physical education are integrated across the curriculum
by each classroom teacher. Licensed music and physical education
teachers provide organized instruction once a week for all students. All
students are encouraged to participate in an annual, school-wide Art and
Talent Show. Kindergarten through third grade students participate in
the annual "Charlie Brown Olympics" day. Milltown's athletic department
offers fourth through sixth grade students award-winning extracurricular
activities such as basketball, track, cross-country, football,
cheerleading, and dance which compliment the physical education
curriculum and provide opportunities for growth in organization, time
management, and self discipline.

**2. Reading and Writing**

Reading instruction is based on a combination of research proven
programs and strategies and staff-developed instruction. The school's
philosophy is that no single program design sufficiently covers
students' reading instructional needs. The following are incorporated
into reading instruction:

-   The district's adopted reading series, Scott Foresman, was
    scrutinized for its ability to meet the state standards and to
    provide a balanced literacy curriculum.

-   All K-3 instructors, Title I staff, and selected 4-6 instructors
    were trained in and use daily, The Four Block literacy program.

-   Literacy benchmarks are used as teaching guides and assessment.
    Benchmarks were aligned to thoroughly cover language arts standards
    at each grade level. Benchmark tests are given at the end of each
    grading period and remediation is given as needed.

-   All grade levels incorporate the use of quality trade books into
    their reading instruction. Through an Educate Indiana Grant, each
    teacher purchased over \$500 worth of trade books for their
    classroom. Each year a RIF (Reading is Fundamental) Grant is
    written, and if acquired, is used to purchase books for every child
    in the building.

-   The intermediate grades incorporate a technology-based program
    called Accelerated Reader to help students increase their reading
    comprehension through the use of trade books.

-   All K-3 students are required to read every night with family
    members or by themselves.

-   Milltown students compete every year in district Academic Bowls.
    Spell Bowl helps our 4-6 grade students acquire a more extensive
    vocabulary while Battle of the Books is a reading comprehension
    competition. Students compete against other student groups from the
    county.

-   Reading incentive programs such as Scholastic Reading and Pizza
    Hut's Book-It are incorporated throughout the school.

-   At Milltown Elementary, a Title I teacher has been trained to teach
    Reading Recovery.

-   Tucker Signing, Title I remediation, and At- Risk tutors help
    students to be more successful readers.

The ability to communicate clearly and effectively through writing is a
priority at Milltown Elementary. The following has been incorporated
throughout the building:

-   Students write for a variety of purposes every day through journal
    writing, specific prompts, and in response to math, science, social
    studies, art and literature.

-   Every day, as outlined in the Four Block model, individual and small
    group writing conferences provide immediate feedback and support to
    the student.

-   Writing benchmarks are used as teaching guides and assessment.
    Benchmarks were aligned to thoroughly cover writing standards at
    each grade level. Benchmark tests are given at the end of each
    grading period and remediation is given as needed.

-   Excellent literature is read daily to model appropriate writing
    examples.

-   Milltown's second grade teacher was selected to assist the state in
    the writing prompt section of the ISTEP+ test this fall. This
    teacher has been a writing "resource" for all teachers in the
    building.

-   Several Milltown teachers attended The Indiana Writing Initiative
    and shared the strategies with staff. Writer's Workshops are used
    throughout the building.

-   Starting in first and second grades, "strong language" is stressed
    daily to improve students' writing ability. Words are brainstormed,
    posted, and reinforced daily.

-   Many aspects of the 6-Traits of Writing program are incorporated in
    writing instruction.

-   Teachers and support staff integrate writing into all academic
    areas.

-   Instruction is constantly being adapted to meet individual student's
    needs.

**3. Math**

Milltown staff recognizes the importance of acquiring the necessary math
skills needed to be successful as a student and as an adult. Teachers
and staff have incorporated the following:

-   The last 5 years of test scores have consistently proven that Saxon
    Math is an excellent vehicle to help students achieve math goals.
    Direct instruction is supplemented with manipulative usage,
    cooperative learning groups, math meetings, daily problem solving,
    and daily review.

-   Math vocabulary lists for each grade level ensure that students have
    knowledge of important terminology.

-   Intermediate students can accelerate at their own pace, meeting
    individual needs.

-   Two teachers attended the Saxon Math Institute summer workshop. They
    shared information at staff meetings which is incorporated into
    daily instruction.

-   Math benchmarks are used as teaching guides and assessment.
    Benchmarks were aligned to thoroughly cover math standards at each
    grade level. Benchmark tests are given at the end of each grading
    period and remediation is given as needed.

-   Math Bowl is a countywide academic competition. Milltown 4-6 graders
    participate each year.

**4. Instructional Methods**

Milltown Elementary faculty and staff recognize the benefits of students
being exposed to multiple teaching strategies to meet the many styles of
learning. Teachers incorporate information gained from workshops such as
Differentiating Instruction and Multiple Intelligences to meet these
individual learning needs. An important element of our success is the
emphasis that is placed on mastery learning. The teaching staff believes
the State Standards are minimum requirements and set goals for learning
that exceed the standards.

Student grouping in the classroom includes cooperative learning, peer
tutoring, partnering older students with younger students, and
mentoring. Hands-on activities, experiments, learning centers and
projects reinforce instruction. Field trips that support the State
Standards are planned to expose students to new information and
experiences. Overnight field trips provide the opportunity for
invaluable life experiences.

The principal incorporates planning time each week to be used by
teachers to coordinate instruction strategies with other grade level
teachers, align standards, analyze test data, plan curriculum
improvements, and for cross-grade collaboration. A professional library
is available to all faculty and staff for support materials.

Support staff works with teachers to reinforce and re-teach using
programs such as Title I reading and math, Reading Recovery, and At-Risk
tutoring. General Education Intervention plans are developed for
students needing extra support to master the grade level standards. The
teacher and the GEI team meet throughout the year to identify specific
areas of need, establish goals, and design activities to encourage
continued success.

Daily homework promotes responsibility, as well as practice of skills
being taught. Milltown Elementary staff has high expectations for
homework participation. Parents are expected to reinforce lessons at
home. Rewards and programs have been designed to encourage the
completion of homework.

**5. Professional Development**

The staff and administration consider differentiated professional
development a key component to improving student learning and
achievement. Crawford School Corporation was awarded a Lilly Foundation
Grant that provided funds for professional development so that "no child
is left behind". The teaching and support staff has attended
research-based professional development that includes:

+----------------------+---------------------+------------------------+
| **Curriculum         | **Conferences and   | **Differentiated       |
| Workshops**          | Conventions**       | Curriculum Training**  |
+----------------------+---------------------+------------------------+
| -Reading Recovery,   | -Kindergarten,      | -Ruby Payne- Poverty   |
| Fast Gains in        | First, and -        | in the Classroom,      |
| Reading Fluency,     |                     | ADD/ADHD in the        |
| Literacy Circles,    | Second grade,       | classroom              |
| -6-Traits, Barry     | Gifted and Talented |                        |
| Lane, Teaching the   | Conferences         | -How to Handle the     |
| Craft of Writing,    |                     | Hard to Handle Student |
| 4-Block, Jim         | -Indiana Writing    |                        |
| Trelease             | Initiative, "Best   | -Dynamic Indicators of |
|                      | Practices"          | Basic Early Literacy   |
| -Muggins Math, Hands |                     | Skills                 |
| on Equations         | -C.L.A.S.S. project |                        |
|                      | with Barb Peterson  | -Differentiation in    |
| -Website development |                     | the Classroom,         |
| and management,      | -Conference of Math | Inclusion: Showcase    |
| Grading programs,    | teachers,           | for Success, Autism    |
| Microsoft Office     |                     | Training,              |
| program              | Saxon Math          |                        |
|                      | Institute           | -IDEA (No Child Left   |
| -Project Learning    |                     | Behind -- special      |
| Tree/Wild, Indiana   | -HASTI Science      | needs)                 |
| History Workshop     | Conference, Merlin  |                        |
|                      | Science Curriculum  | -Brain Research --     |
|                      |                     | Multiple Intelligences |
|                      | Indiana Council of  |                        |
|                      | Social Studies      | -Assessment Data       |
|                      | Teachers            | Analysis               |
|                      |                     |                        |
|                      | -Star Lab Space     |                        |
|                      | Exploration         |                        |
+----------------------+---------------------+------------------------+

Administration monitors individual classrooms to ensure quality
implementation. Weekly meetings are used to analyze student work and
testing data to determine progress and target weaknesses for
instructional modification. All grade levels meet regularly to
coordinate instruction. Mentoring is used for all teachers new to our
building or a grade level. Faculty is encouraged to observe other school
corporations to gain insight into best practices. Milltown teachers have
conducted workshops in our county and in other districts. Book studies,
benchmark development groups, and beginning/end of year curriculum
meetings all contribute to successful teaching in the classroom. A
well-educated staff is better prepared to meet student needs ensuring
that "no child is left behind".

**[PART VII -- ASSESSMENT RESULTS]{.underline}**

**STATE CRITERION-REFERENCED TESTS**

**Subject**: [Language Arts]{.underline} **Grade**: [3]{.underline}

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

**Edition/Publication Year:** [Same year as test
administered]{.underline} **Publisher**: [CTB/McGraw-Hill]{.underline}

**What groups were excluded from testing? Why and how were they
assessed?**

Moderately Mentally Handicapped children at Milltown Elementary are
tested using the Indiana Standards Tool for Alternate Reporting (ISTAR).
ISTAR is an individualized assessment aligned with Indiana State
Standards and assesses the academic progress of each student and is
completed by the teacher.

**Brief Summary of ISTEP+**

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades 3, 4, 5, 6, 7, 8, 9, and 10 take the test in
September of each school year.

ISTEP+ measures student mastery levels in language arts and mathematics.
Currently, only 5^th^ and 7^th^ grade students are required to take an
additional test based on science standards.

Third grade students at Milltown Elementary have scored overwhelmingly
high results on the ISTEP+ exam despite having **68% of our 3^rd^ grade
students participating on the free and reduced lunch program** this
year. The following tables (3.1 -3.4) clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary's 3^rd^ grade
outperforms most other schools in our state annually.

**Table (3.1) Grade 3 Milltown Elementary / Indiana**

**Language Arts Comparison Table**

+----------------+-----------------+----------------+-----------------+
| **School       | **Language      | **Language     | **Percentage of |
| Year**         | Arts**          | Arts**         | Difference**    |
|                |                 |                |                 |
|                | **Indiana State | **Milltown     |                 |
|                | Avg.**          | School Avg.**  |                 |
+----------------+-----------------+----------------+-----------------+
| **2000-2001**  | 65%             | 65%            | +0%             |
+----------------+-----------------+----------------+-----------------+
| **2001-2002**  | 67%             | 86%            | +19%            |
+----------------+-----------------+----------------+-----------------+
| **2002-2003**  | 73%             | 79%            | +6%             |
+----------------+-----------------+----------------+-----------------+
| **2003-2004**  | 75%             | 88%            | +13%            |
+----------------+-----------------+----------------+-----------------+
| **2004-2005**  | 76%             | 88%            | +12%            |
+----------------+-----------------+----------------+-----------------+
| **2005-2006**  | 76%             | 76%            | +0%             |
+----------------+-----------------+----------------+-----------------+

**Table (3.2) 3^rd^ Grade Language Arts ISTEP+ Data**

  ---------------------------- --------- --------- --------- --------- --------- ---------
  **Year**                     2005-06   2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                Sept.     Sept.     Sept.     Sept.     Sept.     Sept.

                                                                                 

  **[SCHOOL                                                                      
  SCORES]{.underline}**                                                          

  \% Passing State Standards   76%       88%       89%       78%       86%       65%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 19%       19%       24%       14%       N/A       N/A

  Number of students tested    37        32        34        28        21        26

  Percent of total students    97%       97%       100%      100%      100%      N/A
  tested                                                                         

  Number of students           1         1         0         0         0         N/A
  alternatively assessed                                                         

  Percent of students          3%        3%        0%        0%        0%        N/A
  alternatively assessed                                                         

                                                                                 

  **[SUBGROUP                                                                    
  SCORES]{.underline}**                                                          

  1\. Economically                                                               
  Disadvantaged                                                                  

  \% Passing State Standards   68%       75%       81%       75%       80%       65%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 12%       6%        6%        8%        N/A       N/A

  Number of students tested    25        16        16        12        10        N/A

  2\. Gender                                                                     

  a.% Females Passing State    86%       83%       89%       \* N/A    90%       54%
  Standards **(Proficient)**                                                     

  a\. % Females Pass Plus      33%       18%       24%       \* N/A    N/A       N/A
  **(Exemplary)**                                                                

  a\. Number of female         15        17        17        \*9       11        13
  students tested                                                                

  b.% Males Passing State      68%       93%       89%       84%       82%       77%
  Standards **(Proficient)**                                                     

  b\. % Males Pass Plus        9%        20%       24%       21%       N/A       N/A
  **(Exemplary)**                                                                

  b\. Number of male students  22        15        17        19        10        13
  tested                                                                         

                                                                                 

  **[STATE                                                                       
  SCORES]{.underline}**                                                          

  \% Passing State Standards   76%       76%       75%       73%       67%       65%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 12%       12%       13%       10%       N/A       N/A
  ---------------------------- --------- --------- --------- --------- --------- ---------

**\*Denotes insufficient data amount (\<10) to be computed.**

**STATE CRITERION-REFERENCED TESTS**

**Subject**: [Mathematics]{.underline} **Grade**: [3]{.underline}

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

**Edition/Publication Year:** [Same year as test
administered]{.underline} **Publisher**: [CTB/McGraw-Hill]{.underline}

**What groups were excluded from testing? Why and how were they
assessed?**

Moderately Mentally Handicapped children at Milltown Elementary are
tested using the Indiana Standards Tool for Alternate Reporting (ISTAR).
ISTAR is an individualized assessment aligned with Indiana State
Standards and assesses the academic progress of each student and is
completed by the teacher.

**Brief Summary of ISTEP+**

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades 3, 4, 5, 6, 7, 8, 9, and 10 take the test in
September of each school year.

ISTEP+ measures student mastery levels in language arts and mathematics.
Currently, only 5^th^ and 7^th^ grade students are required to take an
additional test based on science standards.

Third grade students at Milltown Elementary have scored overwhelmingly
high results on the ISTEP+ exam despite having **68% of our 3^rd^ grade
students participating on the free and reduced lunch program** this
year. The following tables (3.1 -3.4) clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary's 3^rd^ grade
outperforms most other schools in our state annually.

**Table (3.3) Grade 3 Milltown Elementary / Indiana**

**Mathematics Comparison Table**

+----------------+-----------------+----------------+-----------------+
| **School       | **Mathematics** | *              | **Percentage of |
| Year**         |                 | *Mathematics** | Difference**    |
|                | **Indiana State |                |                 |
|                | Avg.**          | **Milltown     |                 |
|                |                 | School Avg.**  |                 |
+----------------+-----------------+----------------+-----------------+
| **2000-2001**  | 71%             | 54%            | -17%            |
+----------------+-----------------+----------------+-----------------+
| **2001-2002**  | 71%             | 86%            | +15%            |
+----------------+-----------------+----------------+-----------------+
| **2002-2003**  | 67%             | 82%            | +15%            |
+----------------+-----------------+----------------+-----------------+
| **2003-2004**  | 72%             | 97%            | +25%            |
+----------------+-----------------+----------------+-----------------+
| **2004-2005**  | 74%             | 97%            | +23%            |
+----------------+-----------------+----------------+-----------------+
| **2005-2006**  | 74%             | 84%            | +10%            |
+----------------+-----------------+----------------+-----------------+

**Table (3.4) 3^rd^ Grade Mathematics ISTEP+ Data**

  ---------------------------- --------- --------- --------- --------- --------- ---------
  **Year**                     2005-06   2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                Sept.     Sept.     Sept.     Sept.     Sept.     Sept.

                                                                                 

  **[SCHOOL                                                                      
  SCORES]{.underline}**                                                          

  \% Passing State Standards   84%       97%       97%       82%       86%       54%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 11%       44%       35%       21%       N/A       N/A

  Number of students tested    37        32        34        28        21        26

  Percent of total students    97%       97%       100%      100%      100%      N/A
  tested                                                                         

  Number of students           1         1         0         0         0         N/A
  alternatively assessed                                                         

  Percent of students          3%        3%        0%        0%        0%        N/A
  alternatively assessed                                                         

                                                                                 

  **[SUBGROUP                                                                    
  SCORES]{.underline}**                                                          

  1\. Economically                                                               
  Disadvantaged                                                                  

  \% Passing State Standards   76%       94%       94%       75%       90%       54%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 8%        31%       25%       17%       N/A       N/A

  Number of students tested    25        16        16        12        10        N/A

  2\. Gender                                                                     

  a.% Females Passing State    100%      94%       100%      \*N/A     73%       54%
  Standards **(Proficient)**                                                     

  a\. % Females Pass Plus      7%        47%       47%       \*N/A     N/A       N/A
  **(Exemplary)**                                                                

  a\. Number of female         15        17        17        \*9       11        13
  students tested                                                                

  b.% Males Passing State      73%       100%      94%       79%       100%      54%
  Standards **(Proficient)**                                                     

  b\. % Males Pass Plus        14%       40%       24%       32%       N/A       N/A
  **(Exemplary)**                                                                

  b\. Number of male students  22        15        17        19        10        13
  tested                                                                         

                                                                                 

  **[STATE                                                                       
  SCORES]{.underline}**                                                          

  \% Passing State Standards   74%       74%       72%       67%       71%       71%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 13%       13%       13%       9%        N/A       N/A
  ---------------------------- --------- --------- --------- --------- --------- ---------

**\*Denotes insufficient data amount (\<10) to be computed.**

**STATE CRITERION-REFERENCED TESTS**

**Subject**: [Language Arts]{.underline} **Grade**: [4]{.underline}

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

**Edition/Publication Year:** [Same year as test
administered]{.underline} **Publisher**: [CTB/McGraw-Hill]{.underline}

**What groups were excluded from testing? Why and how were they
assessed?**

Moderately Mentally Handicapped children at Milltown Elementary are
tested using the Indiana Standards Tool for Alternate Reporting (ISTAR).
ISTAR is an individualized assessment aligned with Indiana State
Standards and assesses the academic progress of each student and is
completed by the teacher.

**Brief Summary of ISTEP+**

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades 3, 4, 5, 6, 7, 8, 9, and 10 take the test in
September of each school year.

ISTEP+ measures student mastery levels in language arts and mathematics.
Currently, only 5^th^ and 7^th^ grade students are required to take an
additional test based on science standards.

Fourth grade students at Milltown Elementary have scored overwhelmingly
high results on the ISTEP+ exam despite having **57% of our 4th grade
students participating on the free and reduced lunch program** this
year. The following tables (4.1 -4.4) clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary's 4th grade outperforms
most other schools in our state annually.

.

**Table (4.1) Grade 4 Milltown Elementary / Indiana**

**Language Arts Comparison Table**

+----------------+-----------------+----------------+-----------------+
| **School       | **Language      | **Language     | **Percentage of |
| Year**         | Arts**          | Arts**         | Difference**    |
|                |                 |                |                 |
|                | **Indiana State | **Milltown     |                 |
|                | Avg.**          | School Avg.**  |                 |
+----------------+-----------------+----------------+-----------------+
| **2000-2001**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2001-2002**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2002-2003**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2003-2004**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2004-2005**  | 74%             | 91%            | +17%            |
+----------------+-----------------+----------------+-----------------+
| **2005-2006**  | 75%             | 89%            | +14%            |
+----------------+-----------------+----------------+-----------------+

**\* Denotes ISTEP+ exam not given to 4^th^ grade**.

**Table (4.2) 4^th^ Grade Language Arts ISTEP+ Data**

  ---------------------------- --------- --------- --------- --------- --------- ---------
  **Year**                     2005-06   2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                Sept.     Sept.     Sept.     Sept.     Sept.     Sept.

                                                                                 

  **[SCHOOL                                                                      
  SCORES]{.underline}**                                                          

  \% Passing State Standards   89%       91%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 18%       24%       \*N/A     \*N/A     \*N/A     \*N/A

  Number of students tested    28        33        \*N/A     \*N/A     \*N/A     \*N/A

  Percent of total students    97%       100%      \*N/A     \*N/A     \*N/A     \*N/A
  tested                                                                         

  Number of students           1         0         \*N/A     \*N/A     \*N/A     \*N/A
  alternatively assessed                                                         

  Percent of students          3%        0%        \*N/A     \*N/A     \*N/A     \*N/A
  alternatively assessed                                                         

                                                   \*N/A     \*N/A     \*N/A     \*N/A

  **[SUBGROUP                                      \*N/A     \*N/A     \*N/A     \*N/A
  SCORES]{.underline}**                                                          

  1\. Economically                                 \*N/A     \*N/A     \*N/A     \*N/A
  Disadvantaged                                                                  

  \% Passing State Standards   81%       79%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 6%        14%       \*N/A     \*N/A     \*N/A     \*N/A

  Number of students tested    16        14        \*N/A     \*N/A     \*N/A     \*N/A

  2\. Gender                                       \*N/A     \*N/A     \*N/A     \*N/A

  a.% Females Passing State    93%       89%       \*N/A     \*N/A     \*N/A     \*N/A
  Standards **(Proficient)**                                                     

  a\. % Females Pass Plus      21%       39%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Exemplary)**                                                                

  a\. Number of female         14        18        \*N/A     \*N/A     \*N/A     \*N/A
  students tested                                                                

  b.% Males Passing State      86%       93%       \*N/A     \*N/A     \*N/A     \*N/A
  Standards **(Proficient)**                                                     

  b\. % Males Pass Plus        14%       7%        \*N/A     \*N/A     \*N/A     \*N/A
  **(Exemplary)**                                                                

  b\. Number of male students  14        15        \*N/A     \*N/A     \*N/A     \*N/A
  tested                                                                         

                                                   \*N/A     \*N/A     \*N/A     \*N/A

  **[STATE                                         \*N/A     \*N/A     \*N/A     \*N/A
  SCORES]{.underline}**                                                          

  \% Passing State Standards   75%       74%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 11%       11%       \*N/A     \*N/A     \*N/A     \*N/A
  ---------------------------- --------- --------- --------- --------- --------- ---------

**\* Denotes years ISTEP+ was not yet created for 4^th^ grade.**

**STATE CRITERION-REFERENCED TESTS**

**Subject**: [Mathematics]{.underline} **Grade**: [4]{.underline}

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

**Edition/Publication Year:** [Same year as test
administered]{.underline} **Publisher**: [CTB/McGraw-Hill]{.underline}

**What groups were excluded from testing? Why and how were they
assessed?**

Moderately Mentally Handicapped children at Milltown Elementary are
tested using the Indiana Standards Tool for Alternate Reporting (ISTAR).
ISTAR is an individualized assessment aligned with Indiana State
Standards and assesses the academic progress of each student and is
completed by the teacher.

**Brief Summary of ISTEP+**

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades 3, 4, 5, 6, 7, 8, 9, and 10 take the test in
September of each school year.

ISTEP+ measures student mastery levels in language arts and mathematics.
Currently, only 5^th^ and 7^th^ grade students are required to take an
additional test based on science standards.

Fourth grade students at Milltown Elementary have scored overwhelmingly
high results on the ISTEP+ exam despite having **57% of our 4th grade
students participating on the free and reduced lunch program** this
year. The following tables (4.1 -4.4) clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary's 4th grade outperforms
most other schools in our state annually.

**Table (4.3) Grade 4 Milltown Elementary / Indiana**

**Mathematics Comparison Table**

+----------------+-----------------+----------------+-----------------+
| **School       | **Mathematics** | *              | **Percentage of |
| Year**         |                 | *Mathematics** | Difference**    |
|                | **Indiana State |                |                 |
|                | Avg.**          | **Milltown     |                 |
|                |                 | School Avg.**  |                 |
+----------------+-----------------+----------------+-----------------+
| **2000-2001**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2001-2002**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2002-2003**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2003-2004**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2004-2005**  | 74%             | 97%            | +23%            |
+----------------+-----------------+----------------+-----------------+
| **2005-2006**  | 76%             | 86%            | +10%            |
+----------------+-----------------+----------------+-----------------+

**\* Denotes ISTEP+ exam not given to 4^th^ grade.**

**Table (4.4) 4^th^ Grade Mathematics ISTEP+ Data**

  ---------------------------- --------- --------- --------- --------- --------- ---------
  **Year**                     2005-06   2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                Sept.     Sept.     Sept.     Sept.     Sept.     Sept.

                                                                                 

  **[SCHOOL                                                                      
  SCORES]{.underline}**                                                          

  \% Passing State Standards   86%       97%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 36%       33%       \*N/A     \*N/A     \*N/A     \*N/A

  Number of students tested    28        33        \*N/A     \*N/A     \*N/A     \*N/A

  Percent of total students    97%       100%      \*N/A     \*N/A     \*N/A     \*N/A
  tested                                                                         

  Number of students           1         0         \*N/A     \*N/A     \*N/A     \*N/A
  alternatively assessed                                                         

  Percent of students          3%        0%        \*N/A     \*N/A     \*N/A     \*N/A
  alternatively assessed                                                         

                                                   \*N/A     \*N/A     \*N/A     \*N/A

  **[SUBGROUP                                      \*N/A     \*N/A     \*N/A     \*N/A
  SCORES]{.underline}**                                                          

  1\. Economically                                 \*N/A     \*N/A     \*N/A     \*N/A
  Disadvantaged                                                                  

  \% Passing State Standards   75%       93%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 25%       14%       \*N/A     \*N/A     \*N/A     \*N/A

  Number of students tested    16        14        \*N/A     \*N/A     \*N/A     \*N/A

  2\. Gender                                       \*N/A     \*N/A     \*N/A     \*N/A

  a.% Females Passing State    86%       100%      \*N/A     \*N/A     \*N/A     \*N/A
  Standards **(Proficient)**                                                     

  a\. % Females Pass Plus      43%       33%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Exemplary)**                                                                

  a\. Number of female         14        18        \*N/A     \*N/A     \*N/A     \*N/A
  students tested                                                                

  b.% Males Passing State      86%       93%       \*N/A     \*N/A     \*N/A     \*N/A
  Standards **(Proficient)**                                                     

  b\. % Males Pass Plus        29%       33%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Exemplary)**                                                                

  b\. Number of male students  14        15        \*N/A     \*N/A     \*N/A     \*N/A
  tested                                                                         

                                                   \*N/A     \*N/A     \*N/A     \*N/A

  **[STATE                                         \*N/A     \*N/A     \*N/A     \*N/A
  SCORES]{.underline}**                                                          

  \% Passing State Standards   76%       74%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 15%       13%       \*N/A     \*N/A     \*N/A     \*N/A
  ---------------------------- --------- --------- --------- --------- --------- ---------

**\* Denotes years ISTEP+ was not yet created for 4^th^ grade.**

**STATE CRITERION-REFERENCED TESTS**

**Subject**: [Language Arts]{.underline} **Grade**: [5]{.underline}

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

**Edition/Publication Year:** [Same year as test
administered]{.underline} **Publisher**: [CTB/McGraw-Hill]{.underline}

**What groups were excluded from testing? Why and how were they
assessed?**

Moderately Mentally Handicapped children at Milltown Elementary are
tested using the Indiana Standards Tool for Alternate Reporting (ISTAR).
ISTAR is an individualized assessment aligned with Indiana State
Standards and assesses the academic progress of each student and is
completed by the teacher.

**Brief Summary of ISTEP+**

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades 3, 4, 5, 6, 7, 8, 9, and 10 take the test in
September of each school year.

ISTEP+ measures student mastery levels in language arts and mathematics.
Currently, only 5^th^ and 7^th^ grade students are required to take an
additional test based on science standards.

Fifth grade students at Milltown Elementary have scored overwhelmingly
high results on the ISTEP+ exam despite having **54% of our 4th grade
students participating on the free and reduced lunch program** this
year. The following tables (5.1 -5.4) clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary's 5^th^ grade
outperforms most other schools in our state annually.

**Table (5.1) Grade 5 Milltown Elementary / Indiana**

**Language Arts Comparison Table**

+----------------+-----------------+----------------+-----------------+
| **School       | **Language      | **Language     | **Percentage of |
| Year**         | Arts**          | Arts**         | Difference**    |
|                |                 |                |                 |
|                | **Indiana State | **Milltown     |                 |
|                | Avg.**          | School Avg.**  |                 |
+----------------+-----------------+----------------+-----------------+
| **2000-2001**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2001-2002**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2002-2003**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2003-2004**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2004-2005**  | 73%             | 86%            | +13%            |
+----------------+-----------------+----------------+-----------------+
| **2005-2006**  | 75%             | 97%            | +22%            |
+----------------+-----------------+----------------+-----------------+

**\* Denotes ISTEP+ exam not given to 5^th^ grade**.

**Table (5.2) 5^th^ Grade Language Arts ISTEP+ Data**

  ---------------------------- --------- --------- --------- --------- --------- ---------
  **Year**                     2005-06   2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                Sept.     Sept.     Sept.     Sept.     Sept.     Sept.

                                                                                 

  **[SCHOOL                                                                      
  SCORES]{.underline}**                                                          

  \% Passing State Standards   97%       86%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 29%       11%       \*N/A     \*N/A     \*N/A     \*N/A

  Number of students tested    35        28        \*N/A     \*N/A     \*N/A     \*N/A

  Percent of total students    100%      93%       \*N/A     \*N/A     \*N/A     \*N/A
  tested                                                                         

  Number of students           0         2         \*N/A     \*N/A     \*N/A     \*N/A
  alternatively assessed                                                         

  Percent of students          0%        7%        \*N/A     \*N/A     \*N/A     \*N/A
  alternatively assessed                                                         

                                                   \*N/A     \*N/A     \*N/A     \*N/A

  **[SUBGROUP                                      \*N/A     \*N/A     \*N/A     \*N/A
  SCORES]{.underline}**                                                          

  1\. Economically                                 \*N/A     \*N/A     \*N/A     \*N/A
  Disadvantaged                                                                  

  \% Passing State Standards   95%       67%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 16%       8%        \*N/A     \*N/A     \*N/A     \*N/A

  Number of students tested    19        12        \*N/A     \*N/A     \*N/A     \*N/A

  2\. Gender                                       \*N/A     \*N/A     \*N/A     \*N/A

  a.% Females Passing State    94%       91%       \*N/A     \*N/A     \*N/A     \*N/A
  Standards **(Proficient)**                                                     

  a\. % Females Pass Plus      29%       9%        \*N/A     \*N/A     \*N/A     \*N/A
  **(Exemplary)**                                                                

  a\. Number of female         17        11        \*N/A     \*N/A     \*N/A     \*N/A
  students tested                                                                

  b.% Males Passing State      100%      82%       \*N/A     \*N/A     \*N/A     \*N/A
  Standards **(Proficient)**                                                     

  b\. % Males Pass Plus        28%       12%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Exemplary)**                                                                

  b\. Number of male students  18        17        \*N/A     \*N/A     \*N/A     \*N/A
  tested                                                                         

                                                   \*N/A     \*N/A     \*N/A     \*N/A

  **[STATE                                         \*N/A     \*N/A     \*N/A     \*N/A
  SCORES]{.underline}**                                                          

  \% Passing State Standards   75%       73%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 9%        9%        \*N/A     \*N/A     \*N/A     \*N/A
  ---------------------------- --------- --------- --------- --------- --------- ---------

**\* Denotes years ISTEP+ was not yet created for 5^th^ grade.**

**STATE CRITERION-REFERENCED TESTS**

**Subject**: [Mathematics]{.underline} **Grade**: [5]{.underline}

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

**Edition/Publication Year:** [Same year as test
administered]{.underline} **Publisher**: [CTB/McGraw-Hill]{.underline}

**What groups were excluded from testing? Why and how were they
assessed?**

Moderately Mentally Handicapped children at Milltown Elementary are
tested using the Indiana Standards Tool for Alternate Reporting (ISTAR).
ISTAR is an individualized assessment aligned with Indiana State
Standards and assesses the academic progress of each student and is
completed by the teacher.

**Brief Summary of ISTEP+**

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades 3, 4, 5, 6, 7, 8, 9, and 10 take the test in
September of each school year.

ISTEP+ measures student mastery levels in language arts and mathematics.
Currently, only 5^th^ and 7^th^ grade students are required to take an
additional test based on science standards.

Fifth grade students at Milltown Elementary have scored overwhelmingly
high results on the ISTEP+ exam despite having **54% of our 4th grade
students participating on the free and reduced lunch program** this
year. The following tables (5.1 -5.4) clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary's 5^th^ grade
outperforms most other schools in our state annually.

**Table (5.3) Grade 5 Milltown Elementary / Indiana**

**Mathematics Comparison Table**

+----------------+-----------------+----------------+-----------------+
| **School       | **Mathematics** | *              | **Percentage of |
| Year**         |                 | *Mathematics** | Difference**    |
|                | **Indiana State |                |                 |
|                | Avg.**          | **Milltown     |                 |
|                |                 | School Avg.**  |                 |
+----------------+-----------------+----------------+-----------------+
| **2000-2001**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2001-2002**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2002-2003**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2003-2004**  | \*N/A           | \*N/A          | \*N/A           |
+----------------+-----------------+----------------+-----------------+
| **2004-2005**  | 73%             | 86%            | +13%            |
+----------------+-----------------+----------------+-----------------+
| **2005-2006**  | 77%             | 97%            | +20%            |
+----------------+-----------------+----------------+-----------------+

**\* Denotes ISTEP+ exam not given to 5^th^ grade.**

**Table (5.4) 5^th^ Grade Mathematics ISTEP+ Data**

  ---------------------------- --------- --------- --------- --------- --------- ---------
  **Year**                     2005-06   2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                Sept.     Sept.     Sept.     Sept.     Sept.     Sept.

                                                                                 

  **[SCHOOL                                                                      
  SCORES]{.underline}**                                                          

  \% Passing State Standards   97%       86%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 40%       25%       \*N/A     \*N/A     \*N/A     \*N/A

  Number of students tested    35        28        \*N/A     \*N/A     \*N/A     \*N/A

  Percent of total students    100%      93%       \*N/A     \*N/A     \*N/A     \*N/A
  tested                                                                         

  Number of students           0         2         \*N/A     \*N/A     \*N/A     \*N/A
  alternatively assessed                                                         

  Percent of students          0%        2%        \*N/A     \*N/A     \*N/A     \*N/A
  alternatively assessed                                                         

                                                   \*N/A     \*N/A     \*N/A     \*N/A

  **[SUBGROUP                                      \*N/A     \*N/A     \*N/A     \*N/A
  SCORES]{.underline}**                                                          

  1\. Economically                                 \*N/A     \*N/A     \*N/A     \*N/A
  Disadvantaged                                                                  

  \% Passing State Standards   100%      67%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 21%       17%       \*N/A     \*N/A     \*N/A     \*N/A

  Number of students tested    19        12        \*N/A     \*N/A     \*N/A     \*N/A

  2\. Gender                                       \*N/A     \*N/A     \*N/A     \*N/A

  a.% Females Passing State    100%      91%       \*N/A     \*N/A     \*N/A     \*N/A
  Standards **(Proficient)**                                                     

  a\. % Females Pass Plus      41%       0%        \*N/A     \*N/A     \*N/A     \*N/A
  **(Exemplary)**                                                                

  a\. Number of female         17        11        \*N/A     \*N/A     \*N/A     \*N/A
  students tested                                                                

  b.% Males Passing State      94%       82%       \*N/A     \*N/A     \*N/A     \*N/A
  Standards **(Proficient)**                                                     

  b\. % Males Pass Plus        39%       41%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Exemplary)**                                                                

  b\. Number of male students  18        17        \*N/A     \*N/A     \*N/A     \*N/A
  tested                                                                         

                                                   \*N/A     \*N/A     \*N/A     \*N/A

  **[STATE                                         \*N/A     \*N/A     \*N/A     \*N/A
  SCORES]{.underline}**                                                          

  \% Passing State Standards   77%       73%       \*N/A     \*N/A     \*N/A     \*N/A
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 18%       12%       \*N/A     \*N/A     \*N/A     \*N/A

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

**\* Denotes years ISTEP+ was not yet created for 5^th^ grade.**

**STATE CRITERION-REFERENCED TESTS**

**Subject**: [Language Arts]{.underline} **Grade**: [6]{.underline}

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

**Edition/Publication Year:** [Same year as test
administered]{.underline} **Publisher**: [CTB/McGraw-Hill]{.underline}

**What groups were excluded from testing? Why and how were they
assessed?**

Moderately Mentally Handicapped children at Milltown Elementary are
tested using the Indiana Standards Tool for Alternate Reporting (ISTAR).
ISTAR is an individualized assessment aligned with Indiana State
Standards and assesses the academic progress of each student and is
completed by the teacher.

**Brief Summary of ISTEP+**

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades 3, 4, 5, 6, 7, 8, 9, and 10 take the test in
September of each school year.

ISTEP+ measures student mastery levels in language arts and mathematics.
Currently, only 5^th^ and 7^th^ grade students are required to take an
additional test based on science standards.

Sixth grade students at Milltown Elementary have scored overwhelmingly
high results on the ISTEP+ exam despite having **37% of our 4th grade
students participating on the free and reduced lunch program** this
year. The following tables (6.1 -6.4) clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary's 6^th^ grade
outperforms most other schools in our state annually.

**Table (6.1) Grade 6 Milltown Elementary / Indiana**

**Language Arts Comparison Table**

+----------------+-----------------+----------------+-----------------+
| **School       | **Language      | **Language     | **Percentage of |
| Year**         | Arts**          | Arts**         | Difference**    |
|                |                 |                |                 |
|                | **Indiana State | **Milltown     |                 |
|                | Avg.**          | School Avg.**  |                 |
+----------------+-----------------+----------------+-----------------+
| **2000-2001**  | 53%             | 77%            | +24%            |
+----------------+-----------------+----------------+-----------------+
| **2001-2002**  | 54%             | 71%            | +17%            |
+----------------+-----------------+----------------+-----------------+
| **2002-2003**  | 70%             | 83%            | +13%            |
+----------------+-----------------+----------------+-----------------+
| **2003-2004**  | 71%             | 93%            | +22%            |
+----------------+-----------------+----------------+-----------------+
| **2004-2005**  | 71%             | 93%            | +22%            |
+----------------+-----------------+----------------+-----------------+
| **2005-2006**  | 72%             | 85%            | +13%            |
+----------------+-----------------+----------------+-----------------+

**Table (6.2) 6^th^ Grade Language Arts ISTEP+ Data**

  ---------------------------- --------- --------- --------- --------- --------- ---------
  **Year**                     2005-06   2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                Sept.     Sept.     Sept.     Sept.     Sept.     Sept.

                                                                                 

  **[SCHOOL                                                                      
  SCORES]{.underline}**                                                          

  \% Passing State Standards   85%       93%       93%       83%       71%       77%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 4%        15%       13%       7%        N/A       N/A

  Number of students tested    26        27        30        41        35        31

  Percent of total students    92%       100%      100%      100%      97%       N/A
  tested                                                                         

  Number of students           2         0         0         0         1         N/A
  alternatively assessed                                                         

  Percent of students          8%        0%        0%        0%        3%        N/A
  alternatively assessed                                                         

                                                                                 

  **[SUBGROUP                                                                    
  SCORES]{.underline}**                                                          

  1\. Economically                                                               
  Disadvantaged                                                                  

  \% Passing State Standards   \*N/A     100%      92%       88%       \*N/A     77%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** \*N/A     17%       8%        12%       \*N/A     N/A

  Number of students tested    \*9       12        12        17        \*9       N/A

  2\. Gender                                                                     

  a.% Females Passing State    82%       89%       100%      83%       74%       80%
  Standards **(Proficient)**                                                     

  a\. % Females Pass Plus      0%        11%       13%       11%       N/A       N/A
  **(Exemplary)**                                                                

  a\. Number of female         11        18        16        18        19        15
  students tested                                                                

  b.% Males Passing State      87%       \*N/A     86%       83%       69%       75%
  Standards **(Proficient)**                                                     

  b\. % Males Pass Plus        7%        \*N/A     14%       4%        N/A       N/A
  **(Exemplary)**                                                                

  b\. Number of male students  15        \*9       14        23        16        16
  tested                                                                         

                                                                                 

  **[STATE                                                                       
  SCORES]{.underline}**                                                          

  \% Passing State Standards   72%       71%       71%       70%       54%       53%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 9%        8%        7%        7%        N/A       N/A
  ---------------------------- --------- --------- --------- --------- --------- ---------

**\*Denotes insufficient data amount (\<10) to be computed.**

**STATE CRITERION-REFERENCED TESTS**

**Subject**: [Mathematics]{.underline} **Grade**: [6]{.underline}

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

**Edition/Publication Year:** [Same year as test
administered]{.underline} **Publisher**: [CTB/McGraw-Hill]{.underline}

**What groups were excluded from testing? Why and how were they
assessed?**

Moderately Mentally Handicapped children at Milltown Elementary are
tested using the Indiana Standards Tool for Alternate Reporting (ISTAR).
ISTAR is an individualized assessment aligned with Indiana State
Standards and assesses the academic progress of each student and is
completed by the teacher.

.

**Brief Summary of ISTEP+**

Indiana Statewide Testing for Educational Progress Plus (ISTEP+) has
received wide praise and recognition from the United States Department
of Education as being an excellent standards-based assessment test. All
students in grades 3, 4, 5, 6, 7, 8, 9, and 10 take the test in
September of each school year.

ISTEP+ measures student mastery levels in language arts and mathematics.
Currently, only 5^th^ and 7^th^ grade students are required to take an
additional test based on science standards.

Sixth grade students at Milltown Elementary have scored overwhelmingly
high results on the ISTEP+ exam despite having **37% of our 4th grade
students participating on the free and reduced lunch program** this
year. The following tables (6.1 -6.4) clearly show how exemplary our
students perform on ISTEP+. Milltown Elementary's 6^th^ grade
outperforms most other schools in our state annually.

**Table (6.3) Grade 6 Milltown Elementary / Indiana**

**Mathematics Comparison Table**

+----------------+-----------------+----------------+-----------------+
| **School       | **Mathematics** | *              | **Percentage of |
| Year**         |                 | *Mathematics** | Difference**    |
|                | **Indiana State |                |                 |
|                | Avg.**          | **Milltown     |                 |
|                |                 | School Avg.**  |                 |
+----------------+-----------------+----------------+-----------------+
| **2000-2001**  | 64%             | 77%            | +13%            |
+----------------+-----------------+----------------+-----------------+
| **2001-2002**  | 62%             | 69%            | +7%             |
+----------------+-----------------+----------------+-----------------+
| **2002-2003**  | 69%             | 71%            | +2%             |
+----------------+-----------------+----------------+-----------------+
| **2003-2004**  | 73%             | 90%            | +17%            |
+----------------+-----------------+----------------+-----------------+
| **2004-2005**  | 75%             | 96%            | 21%             |
+----------------+-----------------+----------------+-----------------+
| **2005-2006**  | 79%             | 96%            | 17%             |
+----------------+-----------------+----------------+-----------------+

**Table (6.4) 6^th^ Grade Mathematics ISTEP+ Data**

  ---------------------------- --------- --------- --------- --------- --------- ---------
  **Year**                     2005-06   2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                Sept.     Sept.     Sept.     Sept.     Sept.     Sept.

                                                                                 

  **[SCHOOL                                                                      
  SCORES]{.underline}**                                                          

  \% Passing State Standards   96%       96%       90%       71%       69%       77%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 38%       33%       33%       2%        N/A       N/A

  Number of students tested    26        27        30        41        35        31

  Percent of total students    92%       100%      100%      100%      97%       N/A
  tested                                                                         

  Number of students           2         0         0         0         1         N/A
  alternatively assessed                                                         

  Percent of students          8%        0%        0%        0%        3%        N/A
  alternatively assessed                                                         

                                                                                 

  **[SUBGROUP                                                                    
  SCORES]{.underline}**                                                          

  1\. Economically                                                               
  Disadvantaged                                                                  

  \% Passing State Standards   \*N/A     100%      92%       76%       \*N/A     77%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** \*N/A     25%       8%        0%        \*N/A     N/A

  Number of students tested    \*9       12        12        17        \*9       N/A

  2\. Gender                                                                     

  a.% Females Passing State    100%      94%       94%       78%       68%       80%
  Standards **(Proficient)**                                                     

  a\. % Females Pass Plus      9%        28%       31%       0%        N/A       N/A
  **(Exemplary)**                                                                

  a\. Number of female         11        18        16        18        19        15
  students tested                                                                

  b.% Males Passing State      93%       \*N/A     86%       65%       69%       75%
  Standards **(Proficient)**                                                     

  b\. % Males Pass Plus        60%       \*N/A     36%       4%        N/A       N/A
  **(Exemplary)**                                                                

  b\. Number of male students  15        \*9       14        23        16        16
  tested                                                                         

                                                                                 

  **[STATE                                                                       
  SCORES]{.underline}**                                                          

  \% Passing State Standards   79%       75%       73%       69%       62%       64%
  **(Proficient)**                                                               

  \% Pass Plus **(Exemplary)** 18%       16%       14%       11%       N/A       N/A
  ---------------------------- --------- --------- --------- --------- --------- ---------

**\*Denotes insufficient data amount (\<10) to be computed.**