##### *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 \_[X]{.underline}\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Kathryn
Schubel\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [\_\_St. Bartholomew Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[1306 27^th^
St.\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_[Columbus]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[\_\_]{.underline}\_\_\_\_\_\_\_\_[IN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[47201-3101]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_[Bartholomew]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_[A425]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 812 ) 372-6830]{.underline} Fax [( 812 )
376-0377]{.underline}

Website/URL https://www.edline.net/pages/St\_\_Bartholomew_School
[E-mail]{.underline} kschubel_stb@yahoo.com

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\* [Ms. Annette "Mickey" Lentz]{.underline}

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

District Name [Archdiocese of Indianapolis]{.underline} Tel. [( 317 )
236-1430 or 1-800-382-9836 ext. 1430]{.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 Mrs. Peggy Storkman

(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)

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

**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 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: [\_N/A]{.underline} Elementary
schools

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

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

\_[N/A]{.underline} TOTAL

2\. District Per Pupil Expenditure:
\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[N/A]{.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
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [3]{.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**       27        17          44

  **K**       20        17                     **37**       **8**       21        18          39

  **1**       24        20                     **44**       **9**                             

  **2**       23        23                     **46**       **10**                            

  **3**       25        20                     **45**       **11**                            

  **4**       17        19                     **36**       **12**                            

  **5**       20        24                     **44**       **Other**                         

  **6**       19        24                     43                                             

                                    **TOTAL                                                   378
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [95]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      10
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      5
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    16
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 378
                            the school as of October 1  

  **(5)**                   Total transferred students  .042
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           4.2
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[.2]{.underline}\_%

\_\_\_\_[1]{.underline}\_\_Total Number Limited English Proficient

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

Specify languages: Spanish, Japanese

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[1]{.underline}\_\_\_%

Total number students who qualify: \_\_\_\_[6]{.underline}\_\_\_

10\. Students receiving special education services:
\_\_\_\_\_[2]{.underline}\_%

\_\_\_\_[9]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_[3]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[5]{.underline}\_Speech or Language
Impairment

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

> \_\_\_\_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}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Classroom teachers \_\_\_[18]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_[3]{.underline}\_\_
\_\_\_\_[3]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[4]{.underline}\_\_
[\_\_\_\_7\_\_]{.underline}

> Support staff \_\_\_\_[2]{.underline}\_\_
> \_\_\_\_[2]{.underline}\_\_\_
>
> Total number \_\_\_[28]{.underline}\_\_ \_\_[13]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_[21]{.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  97.4%       97.7%       97.1%       97.2%       97.1%

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

  Teacher turnover rate     4%          18%         18%         13%         36%

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

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

**PART III ‑ SUMMARY**

St. Bartholomew School is a Catholic elementary/middle school located in
culturally diverse Columbus, IN. It is located in Bartholomew County
approximately 45 miles south of the Indiana capital city of
Indianapolis. The first Catholic church in Columbus, St. Bartholomew,
was built in 1841 and an addition was added in 1874. In 1879, a
two-story brick schoolhouse was erected adjacent to the church. In 1963,
a second parish and school, St. Columba, was established. In 1979 St.
Bartholomew School and St. Columba School unified and the school,
located at St. Columba, became All Saints Catholic School the following
year. In 1994, the two parishes combined and St. Bartholomew was the
name chosen for both the parish and the school. A new church was
completed in 2002 at the old St. Columba site. The following year a gym,
new administrative offices, a kindergarten, and religious education
offices were constructed.

St. Bartholomew School is the only kindergarten through eighth grade
Catholic school in Bartholomew County. Enrollment is currently (2005-06
school year) 391 students, with 265 students comprising the kindergarten
through 5^th^ grades of the school and 126 students in 6^th^ through
8^th^ grades. The school community is comprised of diverse ethnic
backgrounds: White, Hispanic, Asian, African American, and Pacific
Islander. The middle school is departmentalized with students moving
between classrooms throughout the day. Parish subsidy (around 40% of the
total school budget), tuition, and development fundraising finance St.
Bartholomew School. St. Bartholomew School is fortunate to have many
parents who volunteer on a regular basis to assist in classrooms, serve
lunch, and coordinate classroom activities. A very active PTO
organization helps to fund many extra resources for students and
teachers. Service learning is an important part of our students'
education in that it fosters a reaching out to the community of Columbus
and far beyond in a meaningful and tangible way. This service learning
opportunity gives students real world life skills that they will carry
with them through adulthood.

Former students from St. Bartholomew School consistently rank in the
academic top ten percent of both Columbus high schools. Graduates of St.
Bartholomew School include doctors, lawyers, business leaders and a
member of Congress. Several alumni have returned as teachers,
administrators and staff for the school.

The mission of St. Bartholomew School is to educate each student in an
atmosphere of Catholic, Christian community and service, based on the
Gospel values, in conjunction with the administration, teachers,
parents, parishioners, and community of Columbus in developing each
student's unique spiritual, moral, academic and physical potential.

St. Bartholomew School faculty and parents believe:

-   Student learning is the chief priority of the school.

-   All students can learn.

-   Students not only need to demonstrate their understanding of
    essential knowledge and skills, but also need to be actively
    involved in solving problems and produce quality work.

-   Students learn in different ways. They should be provided with a
    variety of instructional approaches to support their learning and a
    way to apply that learning in meaningful, real-world contexts.

-   Each student is a valued individual with unique physical, social,
    emotional, intellectual, and spiritual needs.

-   Teachers, administrators, parents, parish members, and the community
    of Columbus share the responsibility of advancing the school's
    mission.

-   Positive relationships and mutual respect among and between students
    and staff enhance a student's self-esteem.

-   The commitment to continuous improvement is imperative if St.
    Bartholomew School is to guide students to become confident,
    self-directed, lifelong learners.

St. Bartholomew School continues a rich tradition of providing quality
Catholic education by weaving Catholic teachings and values throughout
the students' entire day. Additionally, teachers set high expectations
for each student so that he/she might achieve his/her full potential,
growing spiritually in order to become responsible contributors to
society.

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

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

Indiana has established Academic Standards in language arts, math,
social studies, health and science. The Indiana Academic Standards
outline what every student should know and be able to do in each of
these content areas at every grade level. In September of each year all
St. Bartholomew School students in third through eighth grades take the
Indiana Statewide Testing Educational Progress (ISTEP) test. This test
measures how well students are performing with regard to the minimum
competency standards for the State of Indiana at each grade level, third
through eighth, in language arts and math. In other words, does a
student know what he should know based on the Indiana Academic standards
at each grade level. The high level of student performance on the ISTEP
test indicates that St. Bartholomew School students are acquiring
necessary knowledge to meet state competency levels.

The language arts assessment measures student performance in reading
comprehension, vocabulary, literary analysis and applied writing skills.
The Math ISTEP assessment measures computation, algebra and geometry
concepts as well as problem solving. In 2004-2005, 92% of St.
Bartholomew students in grades three through eight passed both the
Language Arts and Math ISTEP tests. This tells us that our students are
acquiring the knowledge that the state of Indiana says they should. The
state average for passing both math and language arts was 62.9% and
minimum score for passing language arts and math at the 95^th^
percentile was 88%. A ninety-two percent pass rate puts us above both
the state average and above the 95^th^ percentile mark. While this is
encouraging to us and demonstrates that we are above the average, we
still look at individual student results, class results, and subgroup
results. Scores on assessments of those comprising subgroups are looked
at on more of an individual basis since our subgroups are so small.

St. Bartholomew staff looks at assessment results as an opportunity to
analyze both the instructional methods used and the alignment with
instruction, curriculum and the Indiana Standards. Assessment results
also give teachers a chance to look at individual student performance
and create plans for remediation with individual students.

Information on the state assessment system may be found at
[www.doe.state.in.us](http://www.doe.state.in.us/)

2.  **[Using Assessment Results]{.underline}:**

St. Bartholomew School uses three main data gathering points.

-   ISTEP

-   Student Success Process end-of-year assessment

-   Renaissance (Accelerated) Math

Teams of teachers at every grade level meet to evaluate and disaggregate
the data gathered from the above three sources in order to set
instructional calendars for remediation and enrichment in specific
content areas.

The Student Success Process is a research-based method using
weak-to-strong skill demonstration instructional calendars,
mini-lessons, mini-assessments, and tutorial and enrichment periods, all
aligned with the Indiana Academic Standards. This assessment data gives
the St. Bartholomew School staff a detailed look at whether students
understand each specific skill addressed in the Indiana Academic
Standards. By addressing specific skill needs of students, it improves
not only individual student performance on future assessments but
improves the overall school performance.

Assessment results also assist staff in continuously looking at
alignment of curriculum and instruction. Teachers meet each quarter with
grade level teachers above and below their own to talk about student
curriculum and instructional concerns and successes. Assessment data
from the above three resources adds a critical dimension to these
discussions.

The most recent school improvement plan focuses efforts on improving the
math skills of our students. Math ISTEP scores for several years were
not where we wanted them to be. There was definitely a gap between
language arts ISTEP scores and math scores. The school improvement plan
includes Renaissance (Accelerated) Math, differentiated instruction, and
the alignment of math curriculum and instruction to the Indiana Academic
Standards. With the added benefit of the data that we gather from the
Student Success Process end-of-year tests, teachers are able to
accurately pinpoint very specific skill needs of students. They are
better able to meet individual student needs and allow those who are
sufficiently prepared to advance to a higher level.

3.  **[Communicating Assessment Results]{.underline}:**

Communication is a hallmark of St. Bartholomew School. Parents have
several ways in which they receive information about their child's
performance or the performance of our school as a whole.

-   Edline is a school website where parents can find information
    specific to their child. This includes information about
    assignments, class events as well as assessments in all content
    areas.

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-   Parent/teacher conferences are held in the fall to discuss student
    performance. This year parent attendance rate for fall conferences
    was 96.3%. Conferences give teachers the perfect opportunity to
    focus on individual student performance.

-   Teacher initiated communication with parents is expected. It is
    essential that parents know how their children are performing so
    that home and school can coordinate plans for creating student
    successes.

-   The school report card is issued each January to 1,600 St.
    Bartholomew Parish families. This brochure is also given to local
    realtors to distribute to new families in Columbus. This brochure
    tells about St. Bartholomew School, including assessment data and
    what that data means to our work with students.

-   ISTEP scores are published in our local newspaper.

4.  **[Sharing Success]{.underline}:**

St. Bartholomew School shares its successes within the city of Columbus
and also on an archdiocesan level. One of St. Bartholomew School's
greatest means of sharing successes with other schools in the community
of Columbus is through its graduates. One hundred percent of the
students graduating from St. Bartholomew School eighth grade classes
attend the two public high schools in Columbus. These students are
assets to both high schools because of the study skills, life skills and
work ethic they have acquired while attending St. Bartholomew School.
St. Bartholomew School faculty are often complimented on the outstanding
work that our students do in high school and are congratulated on the
former students' level of commitment in all of their endeavors.

The St. Bartholomew School staff participates in many workshops and
meetings with the faculties from the Columbus public schools.
Interactions during these workshops give our staff the chance to share
what we are doing and what works with our students. St. Bartholomew
School has an outstanding reputation in our community and teachers from
other schools in the community are interested in knowing more about us.

Successes of St. Bartholomew students are also shared with the other
schools of the Archdiocese of Indianapolis when six principals from the
southern part of Indiana meet. These meetings are held on a regular
basis and give us the chance to exchange best practice stories and
suggestions for continuous improvement.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. [CURRICULUM]{.underline}**

St. Bartholomew School's mission is to develop each student's spiritual
and academic potential.

Beginning in kindergarten and following through eighth grade, teachers
map out a path of academic

excellence using the Indiana Academic Standards as minimum competencies.

Teachers design the curriculum to correlate Archdiocesan requirements
with Indiana Academic Standards to foster student achievement.
Additional instruction, hands-on activities, technology and school-wide
enrichment activities are used to enhance curriculum areas. A multitude
of enrichment activities are included in our curriculum. These
activities include Science Fair, Science Day, Junior Solar Sprint Car
Competition, Career Day, Geography Bee, and both Elementary and Middle
School Spell Bowl Teams. Fine Arts programs offered at St. Bartholomew
School are choir, voice, piano, string ensemble, and various band
programs to promote well-rounded students.

The St. Bartholomew School wellness team, which is comprised of the P.E.
teacher, school nurse, and school counselor, offers programs such as CPR
certification for eighth grade and all staff. National Nutrition Month,
Jump Rope for Heart, and TV Turn-off Week follow protocol set by the
School Health Index.

Students at St. Bartholomew study Spanish from kindergarten through
eighth grade. Every seventh and eighth grade student is enrolled in
Spanish class for 40 minutes, five days each week. Additionally, ENL
services are provided to meet the needs of English language learners.
Individualized Language Plans are developed for these students by
integrating the results of the Woodcock -- Munoz Language Survey and
teacher recommendations.

St. Bartholomew School follows textbook adoption timelines set by the
state of Indiana. Innovative textbook programs, such as Shurley English
Method, Everyday Mathematics, algebra, and geometry have been selected
to challenge students to achieve higher learning. Technology is woven
throughout our curriculum as a means of tracking student progress and
enhancing our curriculum. Students use computers in their classrooms and
in the computer lab on a regular basis. Students are offered the
opportunity to take classes on keyboarding and web design. In addition,
Reading Counts and Renaissance Math are two technology programs utilized
by students and teachers to bolster student success.

The students of St. Bartholomew consistently score in the top 10% on
national and state tests in the core curriculum areas. Using the Student
Success Process and cross grade level meetings teachers and
administrators diagnose areas of the curriculum which need additional
growth. A collaborative plan for remediation and enrichment is created
to ensure students' academic growth.

Teachers and administrators strive to implement programs that help our
students reach a higher level and introduce them to experiences that
will apply to real life. Some of these programs include the STAR Math
Program, which is being piloted for our third through fifth grade
students. There are plans to expand this program to the entire school. A
Kids of the Future program has also been implemented. This is a
non-standard based program that introduces students to business
management principles, problem solving, and environmental issues.

**2a. [READING]{.underline}**

St. Bartholomew School has an enriched reading curriculum in which each
child's abilities and

interests are addressed. English, reading, writing, phonics, and
spelling are all part of the language arts

program. Kindergartners begin early by authoring a book in the first
week of school in order to create

successes with reading. A state approved reading series is used as the
basal text. Grades one through six also

use novels to deepen their reading experience. Other supplements to the
reading program are SRA labs,

Scholastic Reading Counts, and the Pizza Hut "Book It" Program. Second
and fifth grade classes meet weekly

as reading buddies.

The basal text used incorporates grammar and spelling lessons for each
story. Teachers use the Shurley Method for English to improve grammar,
sentence structure and writing skills. Phonics is used in grades one
through three as a building block for continued improvement in reading,
writing, and spelling. Word walls are common sights in each of these
primary classrooms.

Novels are used to enhance the reading curriculum. They are selected for
their thematic and cross-curricular topics. Teachers prepare these units
by using Novel Ties, Portals to Reading, and the Internet to expand
their planning resources. Most thematic units contain a culminating
event such as attending a live performance, experiencing a museum, or
visiting a related site.

Incentive programs, such as Scholastic Reading Counts and the Pizza Hut
"Book It" Program, offer rewards to students who meet reading
expectations and goals in their free time.

Every student attends a scheduled library visit each week. Fourth
through sixth grade students read the Young Hoosier Book Award nominees
and vote for their favorite each spring. The library hosts two
successful Scholastic Book Fairs each year, which helps put books into
the homes of our students. The Bartholomew County Public Library works
with the St. Bartholomew School teachers to encourage student
participation in the summer reading program. For all St. Bartholomew
School students reading is a year round, rewarding endeavor.

**2b [MIDDLE SCHOOL LANGUAGE ARTS/ENGLISH]{.underline}**

The middle school language arts curriculum at Saint Bartholomew School
fosters both individual and collaborative learning. This curriculum is a
stringent program designed to prepare each student for all future
education endeavors. The curriculum consists of both a literature and
English class each day. Although the classes meet separately, they are
interwoven with reading and writing taking place in both. While reading
*Animal Farm* in the literature class students are required to complete
a literary analysis of the book in English class.

In English class, students learn the Shurley Method of English. This
program is designed with the teacher and student in mind because it is a
highly interactive, hands-on program. Shurley addresses multiple
intelligences in order to effectively develop the essential grammar
skills necessary for writing proficiency. The learning activities
include grammar jingles, visual aids, oral recitation, group
collaboration, and individual learning lessons, which keep the students
actively engaged. In conjunction with the Shurley Method, the writing
projects promote critical thinking skills and address the Indiana
Academic Standards. The personal narrative project entitled "All About
Me" requires students to express their personal lives through poetry,
narratives, collages and expository writings.

During literature class students are presented with opportunities to
read various genres of literature. Assessments are in the form of group
and individual projects, role-playing, character analysis, plot mapping,
storyboards, class discussions and debates, tests and quizzes and
reflective essays. Part of the final assessment for *The Outsiders* is a
court case reenactment in which the students use research to argue and
decide a character's fate.

This curriculum leads to the development of lifelong learning and
enables all students to experience success.

**3. [MATHEMATICS]{.underline}**

The team at St. Bartholomew School views each student as a unique
learner with spiritual, moral, academic,

and physical potential. We strive to help each student achieve his/her
academic potential by viewing them

with unique learning styles and by differentiating instruction of
students through the adoption of several

new math programs.

In response to a self-perceived deficiency in our math program, St.
Bartholomew School instituted two new math programs aimed at both our
elementary and middle school students. Starting with the 2004-2005
school year the *Everyday Math* program was adopted for kindergarten
through fifth grade. This program utilizes a variety of approaches in
attempting to authenticate learning and to apply math instruction to
everyday situations. That same year the College Preparatory Mathematics
Program, a program that was designated "an exemplary mathematics program
by the U.S. Department of Education in October, 1999" was instituted in
the middle school. Both programs utilize differentiated instruction and
address students' learning styles by teaching a variety of different
approaches to mathematical processes. They help students build an
understanding of mathematical concepts so that they become mathematical
thinkers. Students learn to communicate and work as teams in problem
solving situations.

Supplemental math activities include the Student Success Process (a
research based method using weak-to-strong skill demonstration
instructional calendars, mini-lessons, mini-assessments, and tutorial
and enrichment periods, all aligned with the Indiana Academic Standards)
and Renaissance (Accelerated) Math (an individualized, self-paced math
program giving students immediate feedback on student understanding of
individual concepts). Renaissance Math allows for assessment through
STAR math, which results in data-driven remediation and enrichment for
students.

**4. [INSTRUCTIONAL METHODS]{.underline}**

The certified teaching staff at St. Bartholomew School is committed to
providing a plethora of instructional methods designed specifically to
support the individualized learning needs and styles of its diverse
student population. St. Bartholomew School employs a multifaceted and
interdisciplinary approach to the design, delivery, assessment, and
ongoing impact analyses of current instructional methods. A thorough
understanding and consideration of student cognitive development, the
multi-cultural nature of our student population, brain-based learning,
backward design, and a philosophy of inclusion help drive the
instructional design and delivery of instruction at St. Bartholomew
School.

While direct instruction is an essential component of St. Bartholomew's
instructional methodology, student-centered learning methods, which
emphasize the connection between text material and real world
applications, are a common link that promotes student understanding and
appreciation of the relevance of classroom material. Teachers
incorporate collaborative problem solving and team building experiences
into instruction in order to foster student growth in the areas of
cooperation, socialization, problem analysis, goal setting, and
presentation skills. This approach, coupled with the use of the
inquiry-based methods of instruction, assists students with a deeper and
more enduring understanding of the subject matter. Not only are the
students encouraged to work collaboratively with their fellow students,
teachers at St. Bartholomew spend numerous hours collaborating and
working cooperatively with their colleagues to enhance the overall
instructional system of the school. By modeling collaboration and giving
students opportunities to practice, teachers give students skills to use
in the real world.

St. Bartholomew School employs technology in the classroom as a part of
lesson plan design, delivery and assessment. By incorporating technology
in lesson plans and student assignments, St. Bartholomew School
familiarizes its students with software capabilities, hardware
functions, and internet resources that will serve them throughout their
academic and future professional careers.

Students at St. Bartholomew School not only benefit from their
experiences in the classroom but they benefit outside of the classroom
as well. Experiential learning trips are scheduled to provide students
with an opportunity to practice the valuable real world skills they
learn in the classroom. Throughout the year, students visit The
Indianapolis Zoo, The Children's Museum, Butler University's Clowes
Hall, Junior Achievement's Exchange City, the Challenger Learning Space
Center, The Reality Store, and the Ruth Lilly Health and Education
Center. These trips enhance the curriculum content being covered.

It is the mission of St. Bartholomew School to provide its students with
the tools that will develop their minds for the future.

**5. [PROFESSIONAL DEVELOPMENT]{.underline}**

The St. Bartholomew School staff is currently in year one of a
three-year professional development plan. The staff is studying
*Understanding by Design* by Grant Wiggins and Jay McTighe.
*Understanding by Design* focuses on designing curriculum that promotes
deep understanding of content and assists staff in aligning curriculum,
instruction and assessment when planning around "big ideas". Each staff
member has a copy of the text and we discuss the chapters of the book in
small discussion groups. We also have viewed two of three videos, which
further an understanding of the program. Every monthly staff meeting is
used as an opportunity for professional development. The staff also has
one full student release day each year (This day is obtained through a
special waiver requested from the state Department of Education by the
school.), plus two half days in which to conduct professional
development activities. For the past several years the faculty
professional development focus has been on differentiating instruction.
Speakers were brought in to assist in faculty understanding of best
practice in designing lessons incorporating different approaches
instructionally. The study of how to effectively and purposefully
differentiate instruction has been a good lead-in to the study of
*Understanding by Design.*

For the staff, emphasis has been shifted from one-day, multiple
45-minute session workshops, away from the building to in-house
professional development opportunities led by staff members or by an
outside expert coming in to meet with us. This type of professional
development allows the staff to share the same development experience,
build a common vocabulary and collaborate in order to further their
understanding of our professional development work. Staff collaboration
is key to moving from the professional development workshop experience
to putting new ideas into practice.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

1.  Private school association(s): [National Catholic Education
    Association, North Central Association]{.underline}

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
    \_\_\_[X]{.underline}\_\_ No \_\_\_\_\_\_

3.  What are the 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_[2,700]{.underline}\_ \$\_[2,700]{.underline}\_
\$\_[2,700]{.underline}\_ \$\_[2,700]{.underline}\_
\$[2,700]{.underline}\_ \$\_[2,700]{.underline}\_

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_[2,700]{.underline} \$\_[2,700]{.underline}\_
\$\_[2,700]{.underline}\_ \$\_ \_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

4.  What is the educational cost per student? \$\_[3,394]{.underline}\_

(School budget divided by enrollment)

5.  What is the average financial aid per student?
    \$\_[1,625]{.underline}\_

6.  What percentage of the annual budget is devoted to \_\_\_
    [5]{.underline}\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_\_[10]{.underline}\_%

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 3]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [M                   |        |        |        |       |       |
| ATHEMATICS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 98%    | 89%    | 74%    | 85%   | 92%   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 18%    | 30%    | 9%     | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 44     | 37     | 46     | 47    | 53    |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | 100%   | 100%  | 100%  |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | 0      | 0     | 0     |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | 0%     | 0%    | 0%    |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 3]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [LAN                 |        |        |        |       |       |
| GUAGE ARTS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 93%    | 100%   | 93%    | 83%   | 89%   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 30%    | 35%    | 22%    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 44     | 37     | 46     | 47    | 53    |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | 100%   | 100%  | 100%  |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | 0      | 0     | 0     |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | 0%     | 0%    | 0%    |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 4]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [M                   |        |        |        |       |       |
| ATHEMATICS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 97%    | 81%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 44%    | 15%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 36     | 47     | N/A    | N/A   | N/A   |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | N/A    | N/A   | N/A   |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 4]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [LAN                 |        |        |        |       |       |
| GUAGE ARTS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 94%    | 94%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 28%    | 21%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 36     | 47     | N/A    | N/A   | N/A   |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | N/A    | N/A   | N/A   |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 5]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [M                   |        |        |        |       |       |
| ATHEMATICS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 93%    | 95%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 25%    | 20%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 44     | 41     | N/A    | N/A   | N/A   |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | N/A    | N/A   | N/A   |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 5]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [LAN                 |        |        |        |       |       |
| GUAGE ARTS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 98%    | 100%   | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 20%    | 27%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 44     | 41     | N/A    | N/A   | N/A   |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | N/A    | N/A   | N/A   |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 6]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [M                   |        |        |        |       |       |
| ATHEMATICS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 93%    | 91%    | 95%    | 84%   | 83%   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 24%    | 26%    | 33%    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 42     | 43     | 39     | 45    | 41    |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | 100%   | 100%  | 100%  |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | 0      | 0     | 0     |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | 0%     | 0%    | 0%    |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 6]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [LAN                 |        |        |        |       |       |
| GUAGE ARTS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 95%    | 93%    | 90%    | 93%   | 88%   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 14%    | 19%    | 13%    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 42     | 43     | 39     | 45    | 41    |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | 100%   | 100%  | 100%  |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | 0      | 0     | 0     |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | 0%     | 0%    | 0%    |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 7]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [M                   |        |        |        |       |       |
| ATHEMATICS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 93%    | 100%   | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 16%    | 35%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 45     | 37     | N/A    | N/A   | N/A   |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | N/A    | N/A   | N/A   |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 7]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [LAN                 |        |        |        |       |       |
| GUAGE ARTS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 98%    | 97%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 42%    | 30%    | N/A    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 45     | 37     | N/A    | N/A   | N/A   |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | N/A    | N/A   | N/A   |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | N/A    | N/A   | N/A   |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 8]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [M                   |        |        |        |       |       |
| ATHEMATICS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 97%    | 91%    | 85%    | 97%   | 94%   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 31%    | 40%    | 18%    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 39     | 43     | 33     | 32    | 31    |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | 100%   | 100%  | 100%  |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | 0      | 0     | 0     |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | 0%     | 0%    | 0%    |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

+-------------------------+--------+--------+--------+-------+-------+
| # [GRADE 8]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| ## [LAN                 |        |        |        |       |       |
| GUAGE ARTS]{.underline} |        |        |        |       |       |
|                         |        |        |        |       |       |
| **ISTEP+ (Indiana       |        |        |        |       |       |
| Statewide Testing for   |        |        |        |       |       |
| Educational Progress)** |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Education Publication |        |        |        |       |       |
| Year---2004**           |        |        |        |       |       |
|                         |        |        |        |       |       |
| **Publisher---CTB       |        |        |        |       |       |
| McGraw Hill**           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| ### Year                | *      | *      | *      | **2   | **2   |
|                         | *2004- | *2003- | *2002- | 001-2 | 000-2 |
|                         | 2005** | 2004** | 2003** | 002** | 001** |
+-------------------------+--------+--------+--------+-------+-------+
| ### Testing Month       | Sep    | Sep    | Sep    | Sept  | Oc    |
|                         | tember | tember | tember | ember | tober |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass or pass+ State  | 95%    | 93%    | 88%    | 100%  | 97%   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% pass+ State          | 26%    | 21%    | 21%    | N/A   | N/A   |
| Standards               |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 39     | 43     | 33     | 32    | 31    |
| tested                  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Percent of total        | 100%   | 100%   | 100%   | 100%  | 100%  |
| students tested         |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Number of students      | 0      | 0      | 0      | 0     | 0     |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \% of students          | 0%     | 0%     | 0%     | 0%    | 0%    |
| alternatively assessed  |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+