##### *REVISED 3-24-05*

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_X\_ Elementary \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal [Mr. Timothy Sheehan]{.underline}

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

Official School Name [Dixie Bee Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_[1655 E. Jessica
Dr.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[TerreHaute]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[IN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_[47802-4853]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_[Vigo]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code Number\*\_\_\_8511\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone \_\_[(812) 462-4445]{.underline} Fax \_\_[( 812 )
462-4447]{.underline}

Website/URL \_\_[www.vigoschools.org/\~dixbel]{.underline} E-mail
\_\_[tfs2@vigoschools.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* \_\_\_[Mr. Daniel Tanoos]{.underline}

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

District Name \_\_[Vigo County School Corporation]{.underline} Tel. [(
812 ) 462-0011]{.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.\_Guille_Cox\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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**

**\[Include this page in the school's application as page 2.\]**

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 of 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 2004-2005 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 1999 and has not received the 2003 or 2004 *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: \_18\_\_ Elementary schools

\_\_6\_\_ Middle schools

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

\_\_3\_\_ High schools

\_\_2\_\_ Other

\_29\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\$5653\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\$5811\_\_\_\_\_

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

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

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

4\. \_[\_9\_\_\_]{.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**       33        37                     **70**       **8**                             

  **1**       57        44                     **101**      **9**                             

  **2**       48        44                     **92**       **10**                            

  **3**       35        39                     **74**       **11**                            

  **4**       64        45                     **109**      **12**                            

  **5**       66        46                     **112**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   558
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [\_\_89\_\_\_]{.underline}% White

the students in the school: \_\_2\_\_\_\_% Black or African American

\_\_1\_\_\_\_% Hispanic or Latino

\_\_8 % Asian/Pacific Islander

\_\_0 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_5\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  12
            the school after October 1 until the end of  
            the year.                                    

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

  **(3)**   Subtotal of all transferred students \[sum   29
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 558
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .05
            (4)                                          

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

8\. Limited English Proficient students in the school: \_\_\_4\_\_%

\_\_20\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_10\_\_\_

Specify languages:

Arabic Czech Konkani

Maithili Mandarin Purjabi

Russian Spanish Tagalog

Vietnamese

9\. Students eligible for free/reduced-priced meals: \_\_\_14\_\_\_%

Total number students who qualify: \_\_\_77\_\_

10\. Students receiving special education services: \_\_\_14\_\_\_%

\_\_\_78\_\_\_Total Number of Students Served

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

\_\_5_Autism \_\_1\_\_Orthopedic Impairment

\_\_0_Deafness \_\_1\_\_Other Health Impaired

\_\_0_Deaf-Blindness \_\_10_Specific Learning Disability

\_\_1_Emotional Disturbance \_\_56_Speech or Language Impairment

\_\_0_Hearing Impairment \_\_0\_\_Traumatic Brain Injury

> \_\_1_Mental Retardation \_\_0\_\_Visual Impairment Including
> Blindness

\_\_0_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\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_30\_\_\_ \_\_\_1\_\_\_\_

Special resource teachers/specialists \_\_2\_\_\_\_ \_\_\_1\_\_\_\_

Paraprofessionals \_\_6\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_10\_\_ \_\_\_2\_\_\_\_
>
> Total number \_\_49\_\_\_ \_\_\_4\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_20:1\_\_\_

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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  Daily teacher attendance  98%         97%         98%         99%         98%

  Teacher turnover rate     1%          1%          1%          1%          1%

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

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

*(Not Applicable)*

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Dixie Bee is reflected by its mission statement, which reads:

> The school community provides a safe learning environment that
> develops in
>
> children the ability to investigate and acquire the skills necessary
> for a productive
>
> future and fosters a lifelong desire for knowledge. All children are
> provided an
>
> equal opportunity to learn and reach their optimum level of
> achievement.

Dixie Bee is a K-5 school in the Vigo County School Corporation located
in the southern part of the county. The school achieves high academic
success with the help of a strong, stable staff and involved parents.
The community ranges from blue collar to a strong base of professionals.
Due to the stability of the community from which we draw, the mobility
rate is low. Dixie Bee instructs a student population comprised of 558
students. Eighty-six percent of the students are Caucasian, eight
percent are Asian, and two percent are African American. The remaining
four percent are categorized as Multiracial or Hispanic.

The Covered Bridge Special Education District provides services for
students who qualify for assistance. Two percent of the student
population receives services in the Resource Room, while ten percent
receive support for communication disorders. All students are tested in
first grade for gifted/talented services. Self-contained gifted/talented
classes are offered in grades two through five.

Students participate in numerous competitions including Hoosier Spell
Bowl, Continental Mathematics League, Mathematical Olympiads, Indiana
Math League, Mathematic Academic Teams for Hoosiers, Thinking Cap Quiz
Bowl, Math Fax, and Dixie Bee's annual science fair.

Dixie Bee serves as a hub for community activity. The school-wide chess
club participates in state and national competitions. The school serves
as a meeting place for other organizations such as Boy Scouts and Girl
Scouts. Representatives from the business community conduct mini-lessons
on behalf of Junior Achievement. Our school participates in the Kids
Hope USA Program. This program provides mentoring to students on a
one-to-one basis. Community volunteers enhance the curriculum through
their sponsorship of activities such as Diversity Day. These activities
are possible because of our safe and disciplined learning environment.

Dixie Bee aids future educators by serving as a professional development
site. Pre-service teachers and student teachers from Indiana University,
Indiana State University, and Saint Mary of the Woods College gain field
experiences in our classrooms. Numerous high school students serve as
interns at Dixie Bee to explore their interest in education as a career
goal. Foreign language instruction is available to our students by high
school cadet teachers as well.

Dixie Bee is a school with strong community and parental support. The
school is recognized as a model for success.

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

1.  Meaning of School Assessment Results

Dixie Bee Elementary School participates in Indiana's state assessment
system with a minimum performance standard established by the Indiana
State Board of Education. The Indiana Statewide Testing for Educational
Progress (ISTEP+) has been administered in the fall at grades 3, 6, 8,
and 10. Beginning in Fall 2004, testing was expanded to include grades
4, 5, 7, and 9. Although not part of the state assessment system, Dixie
Bee uses Terra Nova at the second grade and third grade level as a
norm-referenced test. For the purposes of this application we will focus
on scores for grade 3 as prior data exists for this grade only.

State performance levels measure the percentage of students meeting the
state's academic standards in English/language arts and mathematics. For
the past two years, the state of Indiana also has a cut score for
exceptional performance (Pass +), and Dixie Bee's percentage has been
well above the state average for both years in English/language arts and
mathematics. The following chart illustrates Dixie Bee's history of high
achievement when compared to district and state averages for the past
five years:

<table style="width:100%;">
<colgroup>
<col style="width: 16%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="11"><h2 id="dixie-bee-elementary-school">Dixie Bee
Elementary School</h2>
<p><em><strong>ISTEP+ PROFICIENCY PERFORMANCE REPORT</strong></em></p>
<p><strong>Comparison of 2000, 2001, 2002, 2003, and 2004 Test
Data</strong></p>
<p><strong>Percentage of Students Meeting Indiana Academic
Standards</strong></p></td>
</tr>
<tr class="even">
<td>Grade 3</td>
<td colspan="5">Language Arts</td>
<td colspan="5">Mathematics</td>
</tr>
<tr class="odd">
<td></td>
<td><em><u>2000</u></em></td>
<td><em><u>2001</u></em></td>
<td><em><u>2002</u></em></td>
<td><em><u>2003</u></em></td>
<td><em><u>2004</u></em></td>
<td><em><u>2000</u></em></td>
<td><em><u>2001</u></em></td>
<td><em><u>2002</u></em></td>
<td><em><u>2003</u></em></td>
<td><em><u>2004</u></em></td>
</tr>
<tr class="even">
<td>Dixie Bee</td>
<td>77</td>
<td>87</td>
<td>89</td>
<td>95</td>
<td>92</td>
<td>92</td>
<td>93</td>
<td>89</td>
<td>93</td>
<td>94</td>
</tr>
<tr class="odd">
<td>Vigo County</td>
<td>60</td>
<td>64</td>
<td>75</td>
<td>73</td>
<td>74</td>
<td>69</td>
<td>73</td>
<td>71</td>
<td>70</td>
<td>71</td>
</tr>
<tr class="even">
<td>Indiana</td>
<td>63</td>
<td>66</td>
<td>72</td>
<td>74</td>
<td>75</td>
<td>70</td>
<td>70</td>
<td>66</td>
<td>71</td>
<td>73</td>
</tr>
</tbody>
</table>

Our only significant subgroup, SES (free and reduced lunch), comprises
10% of the third grade population. For the 2003-2004 test, 70% of this
subgroup met Indiana academic standards in Math and 90% in
English/Language Arts.

The website where information on the state assessment system can be
found is
[www.doe.state.in.us/asap/welcome.html](http://www.doe.state.in.us/asap/welcome.html)

2.  Use of Assessment Data

Assessment directs all instruction, staff development, and grade level
discussions. Evaluation and assessment tools used by Dixie Bee teachers
include the McGraw- Hill Language Arts Assessment for grade K-5, The
Terra Nova Test, and ISTEP+ scoring rubrics for grades 2-5. The Vigo
County School Corporation Administrative Offices release ISTEP+ data to
the school. The principal and a cadre of grade level teachers who
administered the test analyze the data. The recommendations and
conclusions are shared with the entire staff during staff meetings.
Assessment data from ISTEP+ helps the staff to understand students'
strengths and weaknesses. Data from assessments guide the research based
instructional practices that help meet students' needs. As part of North
Central Accreditation, data is analyzed to focus on two school-wide
improvement goals. Even though our scores are exceptionally high, the
staff has decided to place additional emphasis on problem solving
strategies and reading comprehension skills across the curriculum.

3.  Communication of Student Performance

Dixie Bee Elementary School uses numerous vehicles to communicate
student performance data to parents, students, and the community. The
school principal regularly updates parents and the community about
student performance both in the school newsletter and at monthly
parent-teacher organization meetings. Student performance is assessed
and communicated to parents through report cards distributed four times
during the school year. These reports reflect each student's progress
toward meeting the Indiana Standards in each academic area. Teachers
share Terra Nova assessment results at fall conferences with second and
third grade parents. In addition, results of Scholastic Reading
Inventory assessment records are shared with families during
conferences; this data provides a specific reading lexile as well as
information about the number and titles of books that each student has
read. The district publishes an Annual Report in the community newspaper
with Dixie Bee's disaggregated ISTEP+ scores compared to district and
state averages. A school and district website enables parents and
community members direct access to disaggregated ISTEP+ scores in
English/language arts and mathematics. Finally, the district has
purchased the Accountability Profile Software that enables teachers to
disaggregate data for school improvement planning.

4.  Sharing Successes

School successes are shared in a variety of ways. During Vigo County
School Corporation Administrators' meetings principals share their
success stories. School leaders can then take their ideas back to their
respective schools where they have similar populations. The principal is
also a representative of the Superintendent's Cabinet and shares
information about the school with other principals, Board members, and
business and community members.

Dixie Bee teachers have been presenters during grade level staff
development meetings at the district level. They have shared their
expertise and resources with other teachers from schools throughout the
school corporation. Everyday Math teachers were presenters during
corporation sponsored staff development days. Teachers of the gifted and
talented program at Dixie Bee meet monthly to present and share
expertise with colleagues across the district. Dixie Bee receives
statewide recognition for our students' successes in competitive
endeavors in science, math, and spelling. Dixie Bee has consistently
been a recipient of Indiana's Four Star School Award. This award
recognizes schools that excel in academic achievement and attendance.
Numerous visitors from surrounding corporations have visited Dixie Bee
to observe classroom practices and programs.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  School Curriculum

The state of Indiana has set standards for performance in all academic
areas. These state standards have received national recognition for
their clarity and breadth. The Vigo County School Corporation has
established local curriculum based on these standards and the needs of
our students.

At Dixie Bee Elementary School, the Everyday Mathematics program is in
its first year of school-wide implementation in grades K-5. The Everyday
Mathematics program expands students' mathematical knowledge base to
encompass numeration and counting, measurement, geometry, operations and
relations, algebra (patterns, rules, and functions), data collection and
analysis, statistics and probability, problem solving, and logical
reasoning. The Everyday Mathematics program aligns closely with the
Indiana Academic Standards of Mathematics and is written to spiral both
vertically and horizontally. Children are exposed to a concept at least
five times over a two-year period (once introduced, a concept is
revisited in at least five different ways, each with considerable
practice). Children have many opportunities to grasp a concept when
developmentally ready to do so. Manipulatives facilitate modeling
mathematical concepts and communication about those concepts, thus
promoting the development of children's thinking.

In terms of the English/language arts core program, the McGraw-Hill
Reading Program is the primary instructional tool that teachers use to
teach children to learn to read and ensure they reach reading levels
that meet or exceed grade-level standards. The McGraw-Hill Reading
Series provides a sequenced and systematic program of explicit
instruction and practice in all of the essential components of reading
instruction.

# Dixie Bee teachers use the McGraw- Hill Social Studies Series to support the social studies curriculum at grade levels 1 and 2 and Scott Foresman at grade levels 3-5. The goal of social studies education is the development of informed, responsible citizens who participate effectively in our democracy. The Indiana Academic Standards for Social Studies address this goal by integrating a strong knowledge base with the skills for inquiry, thinking, and participation. The standards are organized around five content areas: history; civics and government; geography; economics; and individuals, society, and culture.

# Dixie Bee teachers use Harcourt Brace as the required health curriculum at each grade level, 

# K-5. The health and health-related behaviors of students have a direct impact on their school attendance and ability to learn. The goal of health education, and thus the health education standards, is health literacy. The health literate person is a critical thinker and problem solver, a responsible and productive citizen, a self-directed learner, and an effective communicator. When a person is cognizant of health practices he/she is able to obtain, interpret, and understand basic health information, products, and services and the competence to use such information, products, and services in ways that will enhance personal, family, school, and community health.

# The science curriculum adheres to state standards that are now assessed at the 5^th^ grade level in the state of Indiana. Since 1988, the Vigo County School Corporation has incorporated an AIDS Curriculum in grades K-12 in compliance with Indiana state law; therefore, Dixie Bee students are continuously engaged in the AIDS curriculum at all grade levels. Students learn to understand this disease and develop skills to deal with social and emotional issues. Teachers utilize an AIDS Curriculum Guide containing information that provides assistance to them pursuant to the law. 

All Dixie Bee students receive weekly instruction in art, music, and
physical education as taught by licensed teachers in each respective
area. The goal of the physical education curriculum is to develop
individuals who are proficient at movement and who can use physical
activity to maintain or develop fitness. The art program encourages
children to create artwork about self, feelings, and experiences while
applying elements and principles of art. Music literacy enhances a
student's ability to participate in society by developing creative
problem solving, by emphasizing communication skills, and by promoting
self-discipline. Music literacy encourages self-expression and fosters
working together toward common goals.

2a. Reading Curriculum

Dixie Bee Elementary School, in alignment with the district, has chosen
to use a balanced literacy framework as an organizational tool in
integrating Indiana Academic Standards for English/Language Arts, five
essential reading components in the scientifically-based reading
research, the McGraw-Hill core reading program, diagnostic assessments,
technology support, and other intensive instructional strategies and
materials. A Four Blocks framework provides a solid infrastructure for a
quality balanced literacy program that enables all students to reach the
level of reading proficiency designated for each grade level. The
district has supported schools for the past four years with training and
materials support in this balanced literacy framework.

The Four Blocks framework for reading and writing incorporates on a
daily basis several different approaches to reading for at least 90
minutes per day. The Four Blocks-Guided Reading, Self-Selected Reading,
Writing, and Working with Words provide numerous and varied
opportunities for all children to learn to read and write. Not all
children learn to read in the same way, and by providing instruction in
each of the Four Blocks, each child is provided with substantial
instruction to support whatever learning personality a child has.

At Dixie Bee Elementary School, Reading Recovery is a highly effective
intervention of one-to-one tutoring for low achieving first graders.
Reading Recovery supplements the core curriculum as identified grade one
students receive a daily half-hour lesson for 12-20 weeks with a trained
Reading Recovery teacher.

3.  Writing Curriculum

Dixie Bee Elementary School has a writing co-teacher, a writing
specialist released from normal teaching duties, who works alongside
second grade classroom teachers to promote a balanced approach to
teaching writing. Goals established for the program include: to increase
student achievement of writing skills; to develop effective teaching
strategies aligned with the Indiana Academic Standards of
English/Language Arts; to collaborate, instruct, and model all stages of
the writing process; and to enrich the Vigo County School Corporation
Language Arts curriculum.

During the fall and spring, every second grade student at Dixie Bee is
assessed according to the ISTEP+ rubrics. Using information about
student abilities, the writing co-teacher crafts lessons and models the
targeted skills. Selected literature is utilized to foster oral language
and to stimulate the students' thought processes, thus improving writing
development. Students are then actively engaged in the components of the
writing process, focusing on the steps of drafting, revising, editing,
and publishing. The lesson concludes with the sharing of student writing
and with discussions of strengths and weaknesses.

4.  Instructional Methods

The Four Blocks literacy framework enables teachers to differentiate
instruction within the regular classroom. The Four Blocks framework
includes a self-selected reading component that enables teachers to
differentiate instruction by enhancing student access to appropriate
books. Through the Scholastic Reading Inventory/Scholastic Reading
Counts Program, students have access to a large supply of books across a
range of difficulty levels. The book titles represent not only a
substantial range of difficulty but also a wide range of genres to
promote student motivation. Dixie Bee Elementary School includes a
population of children from lower income homes who need rich and
extensive collections of books at school to enable them to keep pace
with other students from more affluent families.

Likewise, the Everyday Mathematics program supports strategies for
differentiated instruction. Students and teachers in the Everyday
Mathematics program use games to learn and reinforce mathematical
concepts. The Everyday Mathematics program uses manipulatives to explore
and develop concepts. Teachers use different strategies to accommodate
the different learning styles and abilities of all students.

Dixie Bee Elementary School has a Gifted/Talented Program at grades 2,
3, 4, and 5 to support needs of accelerated learners. Key curricular
components in the Gifted and Talented classroom include: critical
reading and thinking skills; math enrichment, literature discussions and
thinking skills; public speaking, independent self-directed research;
cooperative group work; explorations in science; and challenging and
varied writing experiences.

5.  Professional Development

Dixie Bee Elementary School's professional development consists of both
strong district and building level support. During each year of
adoption, the district provides staff development training to orient
teachers to the new textbooks and all of the supplementary materials for
that content area. For the past four years, the district has provided a
literacy consultant to assist the Dixie Bee staff in implementing a
balanced literacy framework. For the past two years, the district has
utilized Everyday Mathematics trainers to assist teachers in the
implementation of the Everyday Mathematics program. The district has
also provided training in Scholastic Reading Counts/Scholastic Reading
Inventory during the summer months. Dixie Bee Elementary School has also
conducted staff development workshops to support their school
improvement plan.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*(Not applicable)*

**PART VII - ASSESSMENT RESULTS**

**State Criterion-Referenced Tests**

ISTEP+ is the state measure of Indiana Academic Standards. Students
receive a Did Not Pass, a Pass, or a Pass+ designation. The Pass +
designation did not start until the 2003-2004 school year. Our only
measurable subgroup is SES (Free or Reduced Lunch).

Subject \_\_English/Language Arts\_\_\_\_\_Grade\_\_3\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_2003-2004\_\_ Publisher\_\_\_\_\_\_\_\_\_CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ----------------------------------- ----------- ----------- ----------- ----------- -----------
                                      2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: September                                                            

  **SCHOOL SCORES**                                                                   

  \% Meeting Indiana Academic         95%         89%         87%         77%         84%
  Standards (Pass)                                                                    

  \% Exceeding IN Academic Standards  31%         26%         NA          NA          NA
  (Pass+)                                                                             

                                                                                      

  Number of students tested           107         106         105         93          96

  Percent of total students tested    100%        100%        100%        100%        100%

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

  Percent of students alternatively   0%          0%          0%          0%          0%
  assessed                                                                            

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Free/Reduced Lunch (SES)        98 students 88 students 70 students 76 students 84 students
  (specify subgroup)                                                                  

  \% Meeting Indiana Academic         90%         93%         88%         NA          NA
  Standards (Pass)                                                                    

  \% Exceeding IN Academic Standards  10%         0%          NA          NA          NA
  (Pass+)                                                                             

                                                                                      

  **STATE SCORES**                                                                    

  \% Meeting Indiana Academic         74%         72%         66%         63%         69%
  Standards (Pass)                                                                    

  \% Exceeding IN Academic Standards  13%         10%         NA          NA          NA
  (Pass+)                                                                             
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

**State Criterion-Referenced Tests**

ISTEP+ is the state measure of Indiana Academic Standards. Students
receive a Did Not Pass, a Pass, or a Pass+ designation. The Pass +
designation did not start until the 2003-2004 school year. Our only
measurable subgroup is SES (Free or Reduced Lunch).

Subject
[\_\_]{.underline}Math[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_3\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_2003-2004\_\_ Publisher\_\_\_\_\_\_\_\_\_CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ----------------------------------- ----------- ----------- ----------- ----------- -----------
                                      2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: September                                                            

  **SCHOOL SCORES**                                                                   

  \% Meeting Indiana Academic         93%         89%         93%         92%         92%
  Standards (Pass)                                                                    

  \% Exceeding IN Academic Standards  31%         24%         NA          NA          NA
  (Pass+)                                                                             

                                                                                      

  Number of students tested           107         106         105         93          96

  Percent of total students tested    100%        100%        100%        100%        100%

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

  Percent of students alternatively   0%          0%          0%          0%          0%
  assessed                                                                            

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Free/Reduced Lunch (SES)        98 students 88 students 70 students 76 students 84 students
  (specify subgroup)                                                                  

  \% Meeting Indiana Academic         70%         80%         94%         NA          NA
  Standards (Pass)                                                                    

  \% Exceeding IN Academic Standards  0%          20%         NA          NA          NA
  (Pass+)                                                                             

                                                                                      

  **STATE SCORES**                                                                    

  \% Meeting Indiana Academic         71%         67%         70%         70%         73%
  Standards (Pass)                                                                    

  \% Exceeding IN Academic Standards  13%         9%          NA          NA          NA
  (Pass+)                                                                             
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Norm-Referenced Assessment**

Prior to school year 2003-2004, a norm-referenced component of ISTEP+
was used for national comparisons. Starting in the 2003-2004 school
year, Terra Nova is being used.

Subject: \_Reading\_\_\_\_\_\_ Grade\_\_3\_\_\_ Test: \_\_Terra
Nova(2003-2004) & ISTEP+ (2001-2003)\_\_\_\_\_

Edition/Publication Year 2003-2004
Publisher\_\_\_CTB_McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month: September      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 75   | 67   | 67   | 63   | 55   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 107  | 106  | 105  | 93   | 96   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | NA   | NA   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | NA   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | NA   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (No subgroup scores available)  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**Norm-Referenced Assessment**

Subject: \_\_\_Math\_\_\_\_\_\_ Grade\_\_3\_\_\_ Test: \_\_Terra
Nova(2003-2004) & ISTEP+ (2001-2003)\_\_\_\_\_

Edition/Publication Year 2003-2004 Publisher\_\_\_CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month: September      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 75   | 88   | 81   | 76   | 65   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 107  | 106  | 105  | 93   | 96   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | NA   | NA   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | NA   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | NA   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (No subgroup scores available)  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------