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

*U.S. Department of Education*

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

Name of Principal [Mr. Stephen L. Foster]{.underline}

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

Official School Name [Lakeside Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[9601 East 21^st^
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_[Indianapolis]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Indiana
46229-1768]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_[Marion]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_\_[5375]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 317 ) 532-2853 F]{.underline}ax [( 317
)532-2889]{.underline}

Web site/URL [http://lakeside.warren.k12.in.us]{.underline} E-mail
[sfoster@warren.k12.in.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Peggy Hinckley]{.underline}

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

District Name [MSD Warren Township]{.underline} Tel. [( 317 )
869-4347]{.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 Mrs. Susan P. Switzer

President/Chairperson

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

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

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

(School Board President's/Chairperson's Signature)*\*Private Schools: If
the information requested is not applicable, write*

**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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [11]{.underline} Elementary
schools

[3]{.underline} Middle schools

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

[1]{.underline} High schools

[3]{.underline} Other (Early Childhood, Renaissance, Walker Career)

\_\_[18]{.underline}\_\_TOTAL

2\. District Per Pupil Expenditure: [\$6,477]{.underline}

Average State Per Pupil Expenditure: [\$6,025]{.underline}

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

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

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

4\. 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**       34        27                     61           **8**                             

  **1**       38        29                     67           **9**                             

  **2**       42        45                     87           **10**                            

  **3**       48        32                     80           **11**                            

  **4**       49        46                     95           **12**                            

  **5**       54        42                     96           **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   486
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [40]{.underline} % White

the school: [54]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

[1]{.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:
[22]{.underline} %

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

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

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

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

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

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

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

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

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

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

Specify languages:

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

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

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families, or the school does not
> participate in the federally supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [13]{.underline} %

[65]{.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.

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

[0]{.underline} Deafness [2]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [11]{.underline} Specific Learning
Disability

[16]{.underline} Emotional Disturbance [24]{.underline} Speech or
Language Impairment

[4]{.underline} Hearing Impairment [2]{.underline} Traumatic Brain
Injury

> [4]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [25]{.underline} [2]{.underline}

Special resource teachers/specialists [1]{.underline} [1]{.underline}

Paraprofessionals [2]{.underline} [1]{.underline}

> Support staff [19]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [49]{.underline} [4]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [23:1]{.underline}

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

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

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

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

  Teacher turnover rate     7 %         17 %        16 %        17 %        4 %

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

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

**PART III -- SUMMARY**

Lakeside Elementary is an urban school that serves a diverse student
population of approximately 500 students. The school is located in
Indianapolis in the east central section of Marion County, which is
called Warren Township. Our students come to us from
government-subsidized homes, low-income apartments, and blue-collar
single-family homes. We have a mobility rate of over 22%. Our locality
is transitioning to a more poverty-stricken community with an increase
in crime and empty store fronts. The Indiana Business Journal reports
that of the nine townships in Indianapolis, Warren Township is ranked
first in the number of foreclosures and bankruptcies, and second in
poverty level, small business closures and in abandoned homes. Nearly
64% of our students live in poverty based upon free and reduced lunch
statistics. Our student body is naturally integrated and includes 54%
African Americans, 40% white, 4% Hispanic, 1% Asian, and 1% American
Indian.

Our success is driven by our highly qualified staff and their belief
that all children can learn. Our mission states that *Lakeside has the
responsibility to provide diverse opportunities for learning as
appropriate for each student to become productive members of society*.
Although some might view our circumstances as an unattainable challenge,
our dedicated staff embraces our students and community as an
opportunity for possibilities. We have a reputation for helping students
achieve by mastering academic standards through differentiated
instruction, positive teacher/student relationships and respectful
discipline practices.

Lakeside has experienced exceptional success. We have been nominated for
the National School Change Award by our State Superintendent for making
significant positive changes; the Indiana Department of Education cited
Lakeside as one of Indiana's top Title I schools for exceptional student
performance; and we have met the requirements for Adequate Yearly
Progress as determined by the NCLB Act for 2002, 2003, 2004, 2005 and
2006. Schools from Indiana and Chicago, Illinois have scheduled visits
to Lakeside to learn from our teachers.

We reach our goals through many successful strategies including the
implementation of our Plan-Do-Check-Act program to reach all children,
regardless of race or socio-economic status. This plan uses total
quality management principles blended with effective schools' research
producing a systematic framework for change. The components of this
process are: disaggregating data, aligning standards within
instructional timelines, delivering effective lessons, giving frequent
assessments to drive instruction, providing 30-minute tutorial and
enrichment opportunities for every student during the school day,
implementing regular maintenance activities to reinforce previously
taught skills and monitoring progress by administrative observations and
data meetings with grade level teams at three-week intervals.

The *Tier 3 Literacy Model* is another strategy that has impacted
student achievement. Tier I is comprised of a 90 minute core reading
program utilizing both large and small groups and includes instruction
in phonemic awareness, phonics, fluency, vocabulary and comprehension.
Data is collected to determine student needs and inform instruction.
Tier II is an additional 30 minutes of small group reading instruction
as a secondary intervention for students who still struggle with reading
on grade level. Children who reach grade-level skills are exited while
students who are not making adequate progress receive Tier III tutoring
for an additional 30 minutes of small group intensive instruction.

Students receive additional support from retired adults in our community
(OASIS), high school varsity football players (Literacy through
Leadership), university practicum students, extended day tutoring,
Reading Adventure Summer Camp, summer school, after-school clubs and
1^st^ grade Reading Club. Parents volunteer an average of 221 hours each
year helping in our classrooms. Our PTA donates many hours of time to
our children by organizing family activities, cultural enrichment
programs and providing financial support to our school. We average 99%
attendance at parent conferences.

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

**1. Assessment Results**

Lakeside teachers use a variety of assessments, both formative and
summative to drive instruction. Since we have a high mobility rate, all
students are given the Developmental Reading Inventory (DRA) to assess
reading levels in decoding and comprehension at the beginning of the
school year. Teachers then level students for their guided reading
groups to insure success and growth with all students as they begin a
new school year.

Using district developed assessments every three weeks to appraise the
level of mastery on the indicators of the Indiana State Standards in
English/language arts and math, teachers gather and analyze data to make
informed instructional decisions for reading and math blocks as well as
to group students for our daily 30-minute tutorial and enrichment
Success Period. These assessments are formative in nature and
systemically capture a snapshot of how students are doing academically
so that teachers can monitor and adjust instruction for continuous
progress.

Additionally, students in grades 3-5 take the state mandated Indiana
Statewide Testing for Educational Progress (ISTEP+) each September. This
criterion-referenced test is used to determine if students have mastered
the standards from the previous year. It determines if schools are
making Adequate Yearly Progress (AYP) in all subgroups as required by
Indiana's Accountability System for Academic Progress established by PL
221 and the No Child Left Behind Act of 2001. After the state announces
cut scores for each test, students are placed into a Pass Plus, Pass or
Do Not Pass category. Subgroup data is then disaggregated for gender,
race, socioeconomic, and special education if 30 or more students fall
into the category. Information for Lakeside may be found at the
following website address:
<http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=5375>. In
addition to the required state testing, we also administer the Terra
Nova, 2^nd^ Edition to obtain norm-referenced data and measure cognitive
ability for students in grade 2-5.

In spite of the onset of many new students, most living in poverty and
having the potential to detrimentally impact our scores, we make no
excuses and embrace everyone as capable learners. Our increases in test
scores reflect this mindset. After implementing data-driven staff
development with high teacher and student expectations beginning in
2002, we have consistently made gains with an increase of 23 percentage
points from 2002-2007 for students passing both Language Arts/Reading
and Math. We have repeatedly surpassed our district and during the last
four years, we have exceeded the state averages for grades 3-5. We have
met the AYP requirements annually since its inception in 2002. The IDOE
has designated Lakeside as an Exemplary School per the PL221 performance
and improvement requirements.

**2. Using Assessment Results**

Lakeside has embraced the power of desegregating data to help us raise
the bar for learning and instruction. It has provided the focus for our
school improvement plan and anchors our staff development plan. The
staff reviews our ISTEP+ and Terra Nova results using the data to
generate discussion as they look for trends and gaps in student learning
among subgroups. The teachers then make informed decisions about their
instructional focus. This data is vital to planning staff development as
we match student learning gaps with teachers' instructional skills. The
ISTEP+ is also vital to identifying students for our Jumpstart Summer
School, extended day tutoring, and gifted/talented placement.

The district 3-week assessments are essential in planning our daily
remediation/enrichment Success Period to form flexible groups for
prescriptive intervention. This real time data is powerful as teachers
use the information to plan their instruction during their reading and
math blocks. The data plays an important role in planning maintenance
activities to reinforce previously taught skills. Teachers report the
information gathered from the assessments on Learning Log spreadsheets
which color-code students' mastery (M), partial mastery (PM) or
non-mastery (N) by state standard indicators. The classroom reports are
sent to the principal, and he compiles the information for each grade
level showing the percentages of M, PM, and N. The teachers meet every
three weeks with the principal for Learning Log meetings to discuss
teaching strategies and interventions based upon the findings.

Teachers use the DIBELS and Developmental Reading Inventory to plan for
guided reading groups, Tier II placement, Summer Reading Adventure Camp
and the First Grade Reading Club. Teachers meet weekly to collaborate
and plan for instruction based upon all available data including class
work and summative tests.

Using writing rubrics, students add writing pieces to their portfolio
four times a year. The portfolio is passed to the next year's teachers
where more writing is added to show growth for the teacher and parents.

**3. Communicating Assessment Results**

Lakeside uses a multitude of ways to communicate formal and informal
assessment results to parents and the community. Regular class work
records are reported through 9-week standards-based report cards,
midterm reports, assignment notebooks, and fall and spring parent
conferences. Teachers regularly communicate through phone calls and
notes as well.

State testing information is reported in our *Lion's Roar* weekly
newsletter, the local daily newspaper, the state testing website and our
school website found at
<http://lakeside.warren.k12.in.us/standardized/>. Parent copies of
ISTEP+ and Terra Nova results are sent home. Parents are encouraged to
schedule appointments with the principal, dean or classroom teacher to
help interpret the results. Our spring parent conference is designed to
discuss testing results with parents. Prior to fall testing, the
principal arranges "test-talks" with students who are on the "bubble"
for meeting pass or pass plus benchmarks. Together they discuss
individual results and set learning goals.

The principal and/or literacy coach reports school goals, achievement
results and how parents can support learning at all academic focused
parent functions. These include PTA meetings, Back-to-School Night,
Family Literacy Night, Family Math/Science Night, Title I Parent Night
and fifth grade graduation.

**4. Sharing Success**

Sharing our success has become a natural process in our school
improvement progression. At the local level, all eleven elementary
principals meet with our Associate Superintendent at bi-weekly meetings
and discuss instruction, leadership, technology, and components of the
eight-step process. This avenue supports our systemic approach to
learning structures, academic programs, educational research and
achievement. As a collegial group, the principals share their school
successes while supporting and encouraging each other.

Specifically at Lakeside, graduate students from Indiana University
collected data from our school for their research on effective
leadership in urban schools. The principal of Lakeside speaks regularly
to undergraduate education students at Indiana Wesleyan University (IWU)
about urban school success and to graduate students majoring in
education administration at Butler University. Through these lectures,
university students have visited us and applied to student teach at
Lakeside. We have recently entered into a partnership with IWU allowing
their students to do their practicum requirements at our school. The
principal gave a series of Teacher Expectations for Student Success
(TESA) workshops for teachers in Hamilton Southeastern Schools-Fishers,
Indiana.

Our teachers have been invited to present our successes and programs at
school board meetings and to 1^st^ and 2^nd^ year teachers in the school
district. After receiving recognition from the IDOE, our literacy coach
and principal spoke at the Title I State Leadership Conference.

We have regular visitors at Lakeside from district administrators,
principals and teachers to learn about our Plan-Do-Check-Act approach to
school improvement. Visitors come from Gary, Indiana; Chicago, Illinois;
Indiana Title I office, Hancock County Joint Special Education
Services-Greenfield, Indiana, and Greenfield Community
Schools-Greenfield, Indiana. The visits involve all teachers in sharing
the "Lakeside Way to Success" with others.

The Lakeside principal is one of three administrators serving on the
Middle School Assistance Team to help middle school principals and
teachers implement strategies and structures to improve test scores at
the middle school level.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

The curriculum at Lakeside Elementary School is aligned with the Indiana
Academic Standards and the district instructional calendar. These two
sources provide an excellent framework that ensures continuity and rigor
within our school. The instructional calendar provided by the district
is the result of input by teachers throughout the district. It paces the
standards and provides formative assessments in three-week cycles. With
a high degree of mobility within our district, the consistency of our
curriculum is something that has been very beneficial for our students.
Teachers are extremely knowledgeable of the standards in all areas of
the curriculum.

In language arts, teachers provide instruction through daily reader's
and writer's workshops. Students are taught at their instructional
levels, which provides for optimal learning. In reading, teachers use a
balanced approach to literacy, focusing on the five components of
reading: phonemic awareness, phonics, comprehension, vocabulary, and
fluency. Students are engaged in reading for at least 90 minutes each
day. Students spend between 30-60 minutes daily in our writing
curriculum. There is a strong emphasis on the writing process, which
includes prewriting, drafting, revising, editing, and publishing. A
writer's workshop approach provides choice, which is very motivating for
students. Writer's workshop helps to build upon the individual needs of
the students and allows for extra practice of the skills taught in the
curriculum. Opportunities such as our Family Literacy Night and Reader's
Theater presentations allow students to demonstrate their reading
skills.

The mathematics curriculum provides students with a strong understanding
of mathematical concepts. Students are taught in a variety of ways,
often using hands-on materials to enhance learning. Each of the
mathematics standards (number sense, computation, algebra and functions,
geometry, measurement, and problem solving) are addressed daily through
teacher-made maintenance activities. This continued visitation of each
standard has helped to strengthen student knowledge and understanding of
mathematical concepts. During the 60-minute math block, teachers imbed
problem solving activities that directly relate to the indicator being
taught.

Social studies, science and health are often integrated with language
arts to provide an integrated approach to learning. Students investigate
and learn about topics related to a specific theme. For example, if
students are reading about magnets, they may participate in a science
experiment related to magnets during their science time. In writing they
may write about the results of their experiment. This integrated
approach helps students to make connections in their learning. It also
helps to maximize the use of time throughout the school day. The 3^rd^,
4^th^, and 5^th^ grade teachers have participated in comprehensive staff
development to teach non-fiction reading in the content areas. Teachers
plan our annual Science Family Fun night and involve the science
community while engaging our students in activities that support the
Indiana academic science standards.

Students receive instruction in the areas of art, music, or physical
education each day. The unified arts team incorporates our core
curriculum into their lessons and enhances the students' reading and
writing skills through our school wide focus on reading comprehension
and writing skills.

Learning is expanded at all grades through academic learning trips;
attending plays and musicals; and inviting resource community patrons
into the classrooms. Fourth and fifth graders attend Peace Learning
Center, a program that teaches conflict resolution; and fifth graders
participate in Exchange City, a Junior Achievement economics program,
and attend the Beef & Boards Dinner Theater.

Our students have ample opportunities to give back to the community by
participating in service projects. All grades participate in our paper
recycling program and canned food drives sponsored by a neighborhood
church. To gain a global perspective, students collect school and
hygiene materials for HIV+ orphans and Masai students in Kenya. Fourth
and fifth graders have the opportunity to serve through our Leadership
Club.

**2. Reading**

Using effective schools research, our teachers follow instructional
timelines; disaggregate and analyze data to plan instruction; deliver
purposeful lessons; use frequent assessments; provide tutorial and
enrichment time during the school day; and provide maintenance lessons
to reinforce previously taught skills. Our 90-minute block of
uninterrupted reading instruction allows teachers to implement a
balanced reading approach.  Teachers work with whole groups of students,
small groups, and individual students.  The whole group time may involve
explicitly taught mini-lessons, shared reading experiences, or read
alouds which model good reading.  Whole group lessons focus on the five
components of reading:  phonemic awareness, phonics, comprehension,
fluency, and vocabulary.  Teachers teach students at their instructional
reading level in small, guided reading groups. While working with guided
groups, remaining students are involved in meaningful reading activities
at literacy work stations.  When students are reading independently,
teachers are able to confer one-on-one with students meeting individual
needs. Teachers meet frequently in grade-level teams to discuss student
progress and appropriate interventions for reading instruction.  The
daily schedule provides 30 additional minutes of small group reading
instruction as a secondary intervention for struggling readers. Students
who reach grade-level skills are exited, while students who are not
making adequate progress receive 30 more minutes of intensive small
group reading instruction.

Books in our reading room have been leveled according to the Fountas and
Pinnell leveling system. These texts are a great resource to use when
instructing students at a level which is appropriate for them. We
subscribe to Reading A-Z, another resource with a huge variety of
leveled texts. These resources, along with our school and classroom
libraries, help to assure that students have access to books at school
and at home.

Lakeside has adopted a balanced literacy approach to reading, focusing
on meeting the needs of individual students. Through continual
assessment and regrouping of students, instruction is tailored for each
child. Teachers are able to work with students within their zone of
proximal development to provide optimal learning.

**3. Mathematics**

Teachers at Lakeside devote 50 minutes to mathematics instruction each
day and deliver effective lessons that are engaging and incorporate
problem solving daily. Staff members have made a tremendous effort to
teach to each strand of the Indiana Academic Standards in the area of
mathematics on a daily basis. The math period begins with a math
maintenance activity where all six Indiana math standards are reviewed.
Teachers have developed activities that students complete each day to
practice one problem in each of the following standards: number sense,
computation, algebra and functions, geometry, measurement, and problem
solving. We attribute our high math scores to this review coupled with
the daily problem solving that is related to the guided practice portion
of instruction.

Teachers regularly utilize hands-on materials including wipe-off boards,
math games, and manipulatives to teach mathematical concepts. Students
practice math facts until they attain mastery and it is not unusual to
find teachers using our "line maintenance" concept of using the restroom
or lunch line as a time to practice math concepts.

With a common instructional schedule and preparatory time at each grade
level, teachers are able to plan together to create lessons that will
help students acquire the skills necessary to be successful
mathematically. Additionally, teachers deliver objective-focused math
lessons according to the district instructional calendar. Students are
assessed at three-week cycles on specific skills. Then time is allotted
for reteaching students who have not mastered the specific skill while
enriching those who have. Throughout the school year, maintenance
activities are used to ensure that students retain learning in
mathematics. Intermediate grade students utilize math skills in an
authentic way by maintaining and operating the school bookstore 3 days
per week.

**4. Instructional Methods**

Proven practices are the foundation for instruction at Lakeside. As we
gain new knowledge through professional reading, practitioners in the
field and educational consultants (Larry Lazotte, Pat Davenport, and
Mary Lynn Woods), Lakeside teachers become excited to transfer their
newfound knowledge into practice. Secondly, our instruction centers on
treating children with dignity and respect and developing positive
relationships so that students view themselves as learners. School-wide
procedures are in place to encourage positive behavior and keep
transitions speedy and quiet so that learning can be maximized.

Teachers deliver lessons that are well-planned using their instructional
calendars and assessment data. Social studies and science are integrated
within the reading and mathematics blocks using non-fiction reading
strategies. During reading and math blocks, review activities take place
based on the students' schema. Whole group instruction takes place and
then small groups may work in differentiated work centers, or
participate in a guided reading group or a mini-lesson with the teacher.
Students learn to work independently and with partners. As teachers
instruct with rigor, they move the students to higher level thinking and
help students learn to ask questions as the students engage in their
learning.

Our unified arts teachers embrace the instructional calendar and
incorporate the academic indicators into their respective areas. For
example, in physical education, the student may run a relay to find the
answer to a math problem in a pile of laminated answer cards. In art,
students may use x and y coordinates on a graph to replicate a famous
masterpiece. And in music, students may use comprehension strategies as
they analyze the lyrics to a song and then write a compare and contrast
essay.

Technology is used to support instruction. Standards-based software,
web-based learning, video streaming, iRespond units, handheld computers
and interactive white boards are used at classroom workstations as well
as the computer lab.

**5. Professional Development**

The staff development program at Lakeside Elementary is purposeful,
systematic and based on the foundation that when teachers teach each
other through coaching, demonstration classrooms, study groups and
facilitation of staff in-service, instruction improves, knowledge of the
curriculum is enhanced, and student achievement rises. Our staff
development goal states that all teachers at Lakeside will experience
high-quality, school-based professional development that transfers to
sustainable instructional practice and drives student achievement.

Our success with this model is supported by a safe learning environment
where teachers embrace new teaching strategies. Respect, professional
working relationships and administrative support is pervasive. Staff
development is planned after reviewing state criterion test data,
norm-referenced data, district assessments, principal observations,
teacher feedback, literacy coach appraisal, teacher surveys, staff
evaluation of professional development meetings and three-week student
data reviews with the principal.

After we analyze student learning gaps compared to our state standards
and teachers identify areas for individual improvement, a comprehensive
research-based plan is developed to sustain new instructional practice
with teacher accountability. The plan offers differentiated in-service
so that learning objectives meet the needs of individual teachers.

We ensure accountability by asking teachers to develop demonstration
classrooms for other teachers, to bring evidence of student learning to
staff meetings, to participate, plan and facilitate staff development
and to schedule observations and feedback meetings with our literacy
coach. Teachers receive on-going administrative support and monitoring
through classroom walk-through visits and formal evaluations.

Our literacy coach provides customized, relevant and ongoing support to
classroom teachers through assisting with staff development,
facilitating study groups, modeling best practices and giving feedback
to teachers.

The plan remains flexible and is adjusted as data changes. Our literacy
coach, principal, staff members and outside consultants facilitate staff
development at bi-weekly staff meetings, district-planned half-days,
after school and summer opportunities. Teachers also devote grade-level
weekly meetings to collaborate on student achievement and instruction
for their grade level. Evaluation of the program shows that as our
teachers have gained and implemented new skills, we are closing the
achievement gap with all subgroups.

**PART VII -- ASSESSMENT RESULTS**

**Language Arts Trend Data for Grade 3: ISTEP+ (CTB/McGraw-Hill)**

  ------------------------------ ------------- ------------- ------------- ------------- -------------
  **Lakeside Elementary School                                                           
  State Criterion-Referenced                                                             
  Tests**                                                                                

  **Grade 3 English Language                                                             
  Arts\-\-\-\-\-\--Percent at                                                            
  Pass and/or Pass Plus**                                                                

                                 **2006-07**   **2005-06**   **2004-05**   **2003-04**   **2002-03**

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

  **% At Pass and Pass +**       70            80            74            79            73

  **% At Pass +**                25            28            21            19            7

  **State Average**              74            75            75            74            72

                                                                                         

  **Number of students tested**  80            89            101           91            80

  **Percent of total students    100           100           100           100           100
  tested**                                                                               

  **Number of students           0             0             0             0             0
  alternatively assessed**                                                               

  **Percent of students          0             0             0             0             0
  alternatively assessed**                                                               

  **SUBGROUP SCORES**                                                                    

  **1. Female**                                                                          

  **% At Pass and Pass +**       76            79            72            74            70

  **% At Pass +**                31            33            19            7             5

  **Number of Students Tested**  32            48            53            46            44

  **2. Male**                                                                            

  **% At Pass and Pass +**       65            80            77            84            75

  **% At Pass +**                21            23            23            13            8

  **Number of Students Tested**  48            41            48            45            36

  **3. Black**                                                                           

  **% At Pass and Pass +**       56            71            56            64            57

  **% At Pass +**                9             12            8             0             0

  **Number of Students Tested**  43            41            48            39            35

  **4. White**                                                                           

  **% At Pass and Pass +**       84            85            89            93            82

  **% At Pass +**                41            43            35            11            10

  **Number of Students Tested**  32            40            46            44            39

  **5. Free Lunch**                                                                      

  **% At Pass and Pass +**       58            69            66            74            56

  **% At Pass +**                11            15            10            2             11

  **Number of Students Tested**  53            52            62            47            46

  **6. Special Ed.**                                                                     

  **% At Pass and Pass +**       NA            NA            50            68            NA

  **% At Pass +**                NA            NA            14            16            NA

  **Number of Students Tested**  NA            NA            14            19            NA
  ------------------------------ ------------- ------------- ------------- ------------- -------------

Math Trend Data for Grade 3: ISTEP+ (CTB/McGraw-Hill)

  ------------------------------ ------------- ------------- ------------- ------------- -------------
  **Lakeside Elementary School                                                           
  State Criterion-Referenced                                                             
  Tests**                                                                                

  **Grade 3                                                                              
  Math\-\-\-\-\-\--Percent at                                                            
  Pass and/or Pass Plus**                                                                

                                 **2006-07**   **2005-06**   **2004-05**   **2003-04**   **2002-03**

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

  **% At Pass and Pass +**       71            81            71            68            59

  **% At Pass +**                24            19            20            10            6

  **State Average**              72            73            73            71            67

                                                                                         

  **Number of students tested**  80            89            101           91            80

  **Percent of total students    100           100           100           100           100
  tested**                                                                               

  **Number of students           0             0             0             0             0
  alternatively assessed**                                                               

  **Percent of students          0             0             0             0             0
  alternatively assessed**                                                               

  **SUBGROUP SCORES**                                                                    

  **1. Female**                                                                          

  **% At Pass and Pass +**       78            77            72            70            50

  **% At Pass +**                22            19            13            16            5

  **Number of Students Tested**  32            48            53            46            44

  **2. Male**                                                                            

  **% At Pass and Pass +**       67            85            77            67            69

  **% At Pass +**                25            21            27            22            11

  **Number of Students Tested**  48            41            48            45            36

  **3. Black**                                                                           

  **% At Pass and Pass +**       60            71            56            56            46

  **% At Pass +**                19            7             8             3             3

  **Number of Students Tested**  43            41            48            39            35

  **4. White**                                                                           

  **% At Pass and Pass +**       81            90            89            77            67

  **% At Pass +**                31            33            28            27            10

  **Number of Students Tested**  32            40            46            44            39

  **5. Free Lunch**                                                                      

  **% At Pass and Pass +**       60            73            66            53            41

  **% At Pass +**                13            13            15            9             13

  **Number of Students Tested**  53            52            62            47            46

  **6. Special Ed.**                                                                     

  **% At Pass and Pass +**       NA            NA            50            58            NA

  **% At Pass +**                NA            NA            0             16            NA

  **Number of Students Tested**  NA            NA            14            19            NA
  ------------------------------ ------------- ------------- ------------- ------------- -------------

+--------------------------------+-------+-------+-------+------+-----+
| **Lakeside Elementary School   |       |       |       |      |     |
| State Criterion-Referenced     |       |       |       |      |     |
| Tests**                        |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Grade 4 English Language     |       |       |       |      |     |
| Arts\-\-\-\-\-\--Percent at    |       |       |       |      |     |
| Pass and/or Pass Plus**        |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
|                                | *     | *     | *     | *    |     |
|                                | *2006 | *2005 | *2004 | *Tes |     |
|                                | -07** | -06** | -05** | ting |     |
|                                |       |       |       | for  |     |
|                                |       |       |       | gr   |     |
|                                |       |       |       | ades |     |
|                                |       |       |       | 4-5  |     |
|                                |       |       |       | was  |     |
|                                |       |       |       | imp  |     |
|                                |       |       |       | leme |     |
|                                |       |       |       | nted |     |
|                                |       |       |       | in   |     |
|                                |       |       |       | 200  |     |
|                                |       |       |       | 4.** |     |
|                                |       |       |       |      |     |
|                                |       |       |       | **   |     |
|                                |       |       |       | Data |     |
|                                |       |       |       | is   |     |
|                                |       |       |       | una  |     |
|                                |       |       |       | vail |     |
|                                |       |       |       | able |     |
|                                |       |       |       | for  |     |
|                                |       |       |       | p    |     |
|                                |       |       |       | rior |     |
|                                |       |       |       | year |     |
|                                |       |       |       | s.** |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Testing month**              | **Se  | **Se  | **Se  |      |     |
|                                | pt.** | pt.** | pt.** |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass and Pass +**       | 84    | 77    | 77    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass +**                | 20    | 14    | 13    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **State Average**              | 75    | 74    | 73    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
|                                |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Number of students tested**  | 95    | 102   | 93    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Percent of total students    | 100   | 100   | 100   |      |     |
| tested**                       |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Number of students           | 0     | 0     | 0     |      |     |
| alternatively assessed**       |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Percent of students          | 0     | 0     | 0     |      |     |
| alternatively assessed**       |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **SUBGROUP SCORES**            |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **1. Female**                  |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass and Pass +**       | 83    | 77    | 82    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass +**                | 26    | 13    | 14    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Number of Students Tested**  | 46    | 47    | 45    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **2. Male**                    |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass and Pass +**       | 86    | 78    | 73    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass +**                | 12    | 14    | 12    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Number of Students Tested**  | 49    | 55    | 48    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **3. Black**                   |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass and Pass +**       | 83    | 69    | 63    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass +**                | 7     | 2     | 0     |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Number of Students Tested**  | 46    | 48    | 38    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **4. White**                   |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass and Pass +**       | 83    | 84    | 85    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass +**                | 32    | 24    | 22    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Number of Students Tested**  | 41    | 49    | 46    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **5. Free Lunch**              |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass and Pass +**       | 76    | 67    | 65    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass +**                | 9     | 8     | 4     |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Number of Students Tested**  | 54    | 60    | 49    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **6. Special Ed.**             |       |       |       |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass and Pass +**       | NA    | 33    | 44    |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **% At Pass +**                | NA    | 0     | 6     |      |     |
+--------------------------------+-------+-------+-------+------+-----+
| **Number of Students Tested**  | NA    | 15    | 18    |      |     |
+--------------------------------+-------+-------+-------+------+-----+

**Language Arts Trend Data for Grade 4: ISTEP+ (CTB/McGraw-Hill)**

Math Trend Data for Grade 4: ISTEP+ (CTB/McGraw-Hill)

+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Lakeside Elementary School  |       |   |       |   |       |       |     |
| State Criterion-Referenced    |       |   |       |   |       |       |     |
| Tests**                       |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Grade 4                     |       |   |       |   |       |       |     |
| Math\-\-\-\-\-\--Percent at   |       |   |       |   |       |       |     |
| Pass and/or Pass Plus**       |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
|                               | *     | * |       | * |       | **Te  |     |
|                               | *2006 | * |       | * |       | sting |     |
|                               | -07** | 2 |       | 2 |       | for   |     |
|                               |       | 0 |       | 0 |       | g     |     |
|                               |       | 0 |       | 0 |       | rades |     |
|                               |       | 5 |       | 4 |       | 4-5   |     |
|                               |       | - |       | - |       | was   |     |
|                               |       | 0 |       | 0 |       | i     |     |
|                               |       | 6 |       | 5 |       | mplem |     |
|                               |       | * |       | * |       | ented |     |
|                               |       | * |       | * |       | in    |     |
|                               |       |   |       |   |       | 20    |     |
|                               |       |   |       |   |       | 04.** |     |
|                               |       |   |       |   |       |       |     |
|                               |       |   |       |   |       | *     |     |
|                               |       |   |       |   |       | *Data |     |
|                               |       |   |       |   |       | is    |     |
|                               |       |   |       |   |       | u     |     |
|                               |       |   |       |   |       | navai |     |
|                               |       |   |       |   |       | lable |     |
|                               |       |   |       |   |       | for   |     |
|                               |       |   |       |   |       | prior |     |
|                               |       |   |       |   |       | yea   |     |
|                               |       |   |       |   |       | rs.** |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Testing month**             | **Se  | * |       | * |       |       |     |
|                               | pt.** | * |       | * |       |       |     |
|                               |       | S |       | S |       |       |     |
|                               |       | e |       | e |       |       |     |
|                               |       | p |       | p |       |       |     |
|                               |       | t |       | t |       |       |     |
|                               |       | . |       | . |       |       |     |
|                               |       | * |       | * |       |       |     |
|                               |       | * |       | * |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass and Pass +**      | 85    | 8 |       | 8 |       |       |     |
|                               |       | 7 |       | 1 |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass +**               | 41    | 3 |       | 2 |       |       |     |
|                               |       | 2 |       | 2 |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **State Average**             | 75    | 7 |       | 7 |       |       |     |
|                               |       | 5 |       | 3 |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
|                               |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Number of students tested** | 95    | 1 |       | 9 |       |       |     |
|                               |       | 0 |       | 3 |       |       |     |
|                               |       | 2 |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Percent of total students   | 100   | 1 |       | 1 |       |       |     |
| tested**                      |       | 0 |       | 0 |       |       |     |
|                               |       | 0 |       | 0 |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Number of students          | 0     | 0 |       | 0 |       |       |     |
| alternatively assessed**      |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Percent of students         | 0     | 0 |       | 0 |       |       |     |
| alternatively assessed**      |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **SUBGROUP SCORES**           |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **1. Female**                 |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass and Pass +**      | 76    |   | 81    |   | 76    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass +**               | 43    |   | 24    |   | 20    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Number of Students Tested** | 46    |   | 47    |   | 45    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **2. Male**                   |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass and Pass +**      | 94    |   | 93    |   | 85    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass +**               | 37    |   | 39    |   | 22    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Number of Students Tested** | 49    |   | 55    |   | 48    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **3. Black**                  |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass and Pass +**      | 80    |   | 83    |   | 71    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass +**               | 26    |   | 19    |   | 8     |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Number of Students Tested** | 46    |   | 48    |   | 38    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **4. White**                  |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass and Pass +**      | 88    |   | 90    |   | 89    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass +**               | 54    |   | 43    |   | 26    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Number of Students Tested** | 41    |   | 49    |   | 46    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **5. Free Lunch**             |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass and Pass +**      | 74    |   | 82    |   | 71    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass +**               | 30    |   | 22    |   | 8     |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Number of Students Tested** | 54    |   | 60    |   | 49    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **6. Special Ed.**            |       |   |       |   |       |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass and Pass +**      | NA    |   | 47    |   | 67    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **% At Pass +**               | NA    |   | 13    |   | 22    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+
| **Number of Students Tested** | NA    |   | 15    |   | 18    |       |     |
+-------------------------------+-------+---+-------+---+-------+-------+-----+

Language Arts Trend Data for Grade 5: ISTEP+ (CTB/McGraw-Hill)

+------------------------------+-------+-------+-------+-------+-----+
| **Lakeside Elementary School |       |       |       |       |     |
| State Criterion-Referenced   |       |       |       |       |     |
| Tests**                      |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Grade 5 English Language   |       |       |       |       |     |
| Arts\-\-\-\-\-\--Percent at  |       |       |       |       |     |
| Pass and/or Pass Plus**      |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
|                              | *     | *     | *     | **Te  |     |
|                              | *2006 | *2005 | *2004 | sting |     |
|                              | -07** | -06** | -05** | for   |     |
|                              |       |       |       | G     |     |
|                              |       |       |       | rades |     |
|                              |       |       |       | 4-5   |     |
|                              |       |       |       | was   |     |
|                              |       |       |       | i     |     |
|                              |       |       |       | mplem |     |
|                              |       |       |       | ented |     |
|                              |       |       |       | in    |     |
|                              |       |       |       | 20    |     |
|                              |       |       |       | 04.** |     |
|                              |       |       |       |       |     |
|                              |       |       |       | *     |     |
|                              |       |       |       | *Data |     |
|                              |       |       |       | is    |     |
|                              |       |       |       | u     |     |
|                              |       |       |       | navai |     |
|                              |       |       |       | lable |     |
|                              |       |       |       | for   |     |
|                              |       |       |       | prior |     |
|                              |       |       |       | yea   |     |
|                              |       |       |       | rs.** |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Testing month**            | **Se  | **Se  | **Se  |       |     |
|                              | pt.** | pt.** | pt.** |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 75    | 80    | 78    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 15    | 24    | 15    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **State Average**            | 75    | 73    | 72    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
|                              |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of students         | 97    | 97    | 88    |       |     |
| tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Percent of total students  | 100   | 100   | 100   |       |     |
| tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of students         | 0     | 0     | 0     |       |     |
| alternatively assessed**     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Percent of students        | 0     | 0     | 0     |       |     |
| alternatively assessed**     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **SUBGROUP SCORES**          |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **1. Female**                |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 77    | 82    | 80    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 19    | 33    | 11    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 43    | 49    | 45    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **2. Male**                  |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 74    | 79    | 77    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 13    | 15    | 19    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 54    | 48    | 43    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **3. Black**                 |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 63    | 69    | 77    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 6     | 8     | 12    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 48    | 39    | 43    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **4. White**                 |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 88    | 91    | 80    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 26    | 38    | 18    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| Number of Students Tested    | 42    | 47    | 40    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **5. Free Lunch**            |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 69    | 73    | 75    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 11    | 10    | 8     |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 58    | 51    | 40    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **6. Special Ed.**           |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 35    | 38    | 25    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 0     | 6     | 13    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 17    | 16    | 8     |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+

Math Trend Data for Grade 5: ISTEP+ (CTB/McGraw-Hill)

+------------------------------+-------+-------+-------+-------+-----+
| **Lakeside Elementary School |       |       |       |       |     |
| State Criterion-Referenced   |       |       |       |       |     |
| Tests**                      |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Grade 5                    |       |       |       |       |     |
| Math\-\-\-\-\-\--Percent at  |       |       |       |       |     |
| Pass and/or Pass Plus**      |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
|                              | *     | *     | *     | **Te  |     |
|                              | *2006 | *2005 | *2004 | sting |     |
|                              | -07** | -06** | -05** | for   |     |
|                              |       |       |       | G     |     |
|                              |       |       |       | rades |     |
|                              |       |       |       | 4-5   |     |
|                              |       |       |       | was   |     |
|                              |       |       |       | i     |     |
|                              |       |       |       | mplem |     |
|                              |       |       |       | ented |     |
|                              |       |       |       | in    |     |
|                              |       |       |       | 20    |     |
|                              |       |       |       | 04.** |     |
|                              |       |       |       |       |     |
|                              |       |       |       | *     |     |
|                              |       |       |       | *Data |     |
|                              |       |       |       | is    |     |
|                              |       |       |       | u     |     |
|                              |       |       |       | navai |     |
|                              |       |       |       | lable |     |
|                              |       |       |       | for   |     |
|                              |       |       |       | prior |     |
|                              |       |       |       | yea   |     |
|                              |       |       |       | rs.** |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Testing month**            | **Se  | **Se  | **Se  |       |     |
|                              | pt.** | pt.** | pt.** |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 86    | 81    | 85    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 34    | 40    | 25    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **State Average**            | 76    | 76    | 72    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
|                              |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of students         |       |       |       |       |     |
| tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Percent of total students  | 100   | 100   | 100   |       |     |
| tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of students         | 0     | 0     | 0     |       |     |
| alternatively assessed**     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Percent of students        | 0     | 0     | 0     |       |     |
| alternatively assessed**     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **SUBGROUP SCORES**          |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **1**. **Female**            |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 81    | 78    | 82    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 31    | 44    | 16    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 43    | 49    | 45    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **2. Male**                  |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 89    | 85    | 88    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 38    | 38    | 35    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 54    | 48    | 43    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **3. Black**                 |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 77    | 69    | 81    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 19    | 26    | 19    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 48    | 39    | 43    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **4. White**                 |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 95    | 96    | 90    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 52    | 53    | 35    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 42    | 47    | 40    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **5. Free Lunch**            |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 78    | 78    | 78    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 21    | 25    | 15    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 58    | 51    | 40    |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **6. Special Ed.**           |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass and Pass +**     | 47    | 50    | 63    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **% At Pass +**              | 13    | 25    | 13    |       |     |
+------------------------------+-------+-------+-------+-------+-----+
| **Number of Students         | 17    | 16    | 8     |       |     |
| Tested**                     |       |       |       |       |     |
+------------------------------+-------+-------+-------+-------+-----+