##### (Revised April 28, 2006)

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

*U.S. Department of Education*

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

Name of Principal [Mr. Lance A. Richards]{.underline}

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

School Mailing Address\_\_\_[12225 Old State
Road135]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[Palmyra Indiana 47164-8741]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_[Harrison\_\_\_\_\_\_\_\_\_\_\_\_\_ \_]{.underline}State
School Code Number\*\_\_\_\_\_[2621]{.underline}\_\_\_\_\_\_\_\_\_

Telephone [( 812 ) 364-6138]{.underline} Fax [( 812 )
364-4085]{.underline}

Website/URL [www.nhcs.k12.in.us]{.underline} E-mail
[lrichards@nhcs.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[\_\_\_2-10-06\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Monty Schneider]{.underline}

District Name [North Harrison Community Schools]{.underline} Tel. [( 812
) 347-2407]{.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\_\_\_\_\_[2-10-06]{.underline}\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board

President/Chairperson \_\_\_\_\_\_\_\_\_\_\_\_\_\_ [Mr. Fred Naegele
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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\_\_\_\_\_[2-10-06]{.underline}\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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: \_\_[2]{.underline}\_\_
Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_[4]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\_\$8700.00\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\_\$9600.00\_\_\_\_]{.underline}

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

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

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

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

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

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

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

  **PreK**                                                  **7**                             

  **K**       25        42                     **67**       **8**                             

  **1**       50        32                     **82**       **9**                             

  **2**       35        33                     **68**       **10**                            

  **3**       39        39                     **78**       **11**                            

  **4**       29        32                     **61**       **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   356
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [100]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[16\_\_\_%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      51
                            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    56
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 356
                            the school as of October 1  

  **(5)**                   Total transferred students  .157
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           15.7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[1]{.underline}\_\_%

\_\_\_\_[4]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[1]{.underline}\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_[41]{.underline}\_\_\_%

Total number students who qualify: \_[146\_\_\_\_]{.underline}

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

10\. Students receiving special education services:
\_[19]{.underline}\_%

\_\_\_[66]{.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 \_[2]{.underline} \_Orthopedic Impairment

\_\_\_\_Deafness \_[6]{.underline}\_ Other Health Impaired

\_\_\_\_Deaf-Blindness \_[11]{.underline}\_Specific Learning Disability

\_[10]{.underline}\_Emotional Disturbance \_[32]{.underline}\_Speech or
Language Impairment

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

> \_[5]{.underline} \_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_\_[22]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_\_[12]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff [\_\_\_ 9\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_46\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
[\_\_\_20\_\_\_]{.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   96%         96%         97%         96%         96%

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

  Teacher turnover rate      0%          0%          0%          4%          0%

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

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

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.

The educational philosophy of Morgan Elementary is reflected in its
mission statement:

**Morgan Elementary pledges to create an environment in which students
can acquire the skills,**

**knowledge, and behaviors necessary to become productive citizens in an
ever-changing world. The education of our children is a shared
responsibility of the students, parents, staff, and community**.

In addition we have also made a promise to every parent and student in
the Morgan school community:

**We will do [everything]{.underline} in our power to help your child be
successful at Morgan Elementary.**

Morgan Elementary is one of two elementary schools in the North Harrison
Community School Corporation. For the 2004-2005 school year, Morgan
Elementary had approximately 390 students in grades K -- 4 and a staff
of 50. The school population is predominately Caucasian, with less than
one percent from minority groups. Approximately 45 percent of our
students require assistance with free textbooks and free/reduced
lunches. Morgan offers a breakfast program as a result of this need. We
have a long and proud history of excellence in the education of
children. The well-being of our children is our first priority. We offer
a nurturing environment essential to learning.

At Morgan Elementary, the individual child's educational, social, and
emotional needs are paramount with our staff. Many programs have been
developed to meet these needs.

We are a member of the Harrison County Special Education Cooperative,
which provides services for all special needs children. There is
additional tutoring available through the Think Tank/At-Risk program.
One-third of our student population participates in the Title 1 Reading
Lab. In addition to this reading initiative, kindergarten and first
grade students participate in the Open Book literacy program.
Accelerated Reader is a program that is vital to our school. It involves
nearly 100% of our student population. Our library is an area of
particular pride for our school. Our circulation last year topped
250,000 books.

We have a full-time counselor who works with the students, parents, and
teachers. She offers a comprehensive guidance curriculum that regularly
reaches all students. She is in every classroom, every week. She
provides individual and group counseling, academic coordination, and she
serves as liaison for special education intervention. Morgan offers a
summer school program for enrichment and remediation that typically
involves over 30 percent of our students. Our school has had great
success with its academic challenge teams. Our Destination Imagination
teams have excelled. We have had five teams place in regional
competitions. Four teams earned the right to be state finalists. Two of
our teams have won the state competition and went on to compete in the
DI Global Academic Competitions held in Knoxville, Tennessee.

Morgan Elementary School's staff is highly interested in its students'
development and is dedicated to meeting their needs. With a community
willing to support the school, Morgan Elementary continues to provide
the critical skills necessary for the students to continue a lifetime of
learning.

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

1.  **Assessment Results:**

**Please Note: Scores in this section are based on fall 2005 ISTEP
testing. We began testing Grade 4 at that time. These are the first
reported scores for that grade. In August of 2005, Morgan transitioned
from a K-4 to a K-5 school. Our system restructured and closed our
intermediate school. These are our first scores for that grade as
well.**

Morgan Elementary consistently does very well on statewide standardized
testing. This past fall, students in Grades 3, 4, and 5 participated in
the Indiana Statewide Testing for Educational Progress (ISTEP+). The
standards are the required skills that Indiana schools must teach to
their students. Our school performed strongly this year when tested on
these skills. A very high percentage of our students passed the language
arts and math portions of the ISTEP.

**Grade** **Language Arts** **Math**

3 91% 90%

4 89% 91%

5 82% 85%

These are terrific results and reflect the hard work that students,
parents, and teachers execute every day at Morgan. All of the teaching
strategies utilized at Morgan Elementary are based upon what are widely
considered Best Practice for all students. As a result, our ISTEP scores
are at their highest level. Our academic interventions include Title
One/Reading Lab, Special Education/Resource, Accelerated Math,
Accelerated Reader, The Morgan Writing Initiative, Manipulatives,
Computer Software (i.e. Writing Roadmap, Open Book, Destination
Reading), At-Risk Tutoring, Prime Time assistance, and after school
tutoring.

While there are slight differences in our scores in terms of gender,
these differences are not statistically significant. Using statistics
from our 2003 Annual School Report Card that is used to determine
Adequate Yearly Progress, 100% of our girls passed Language Arts while
92% of our boys passed. While this may appear significant, the reality
is that it represents two students out of 57. For Math, the numbers are
very similar; 90% of girls passed and 85% boys. This means that four
girls and five boys did not pass.

While there are slight differences in our scores in terms of
Socioeconomics, there is little if any statistical significance. Using
2003 AYP numbers, our Free/Reduced Lunch student population in respect
to Language Arts did extremely well. The same two students mentioned
above were part of our free/reduced student population resulting in 17
of 19 students passing or 89% versus 100% for Paid Lunch. The inverse
was true for Math with our Free/Reduced population outpacing our Paid
Lunch student population: 89% Free/Reduced vs. 84% Paid.

Our Special Education Student population continues to make great
strides. This has been and continues to be our greatest area of growth.

Our exceptional learner interventions include complete staff training
and utilization of the Renaissance Place Software package. The Star Math
and Star Reader assessment programs allow us to regularly assess a
student's math and reading level. The Accelerated Math program allows
for individual math instruction and a self paced approach to learning.
The Accelerated Reader program allows us to monitor not only the
comprehension of books read but also the independent reading levels of
the books. These two programs, coupled with Star assessments, allow us
to better meet the needs of all our students. In addition, we have
implemented many project-based assignments that allow students to go
beyond the regular curriculum.

This data and much more can be found on the Indiana Department of
Education Web Site at
http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=2621.

2.  **Using Assessment Results:**

Our school is accredited by the North Central Commission on
Accreditation and School Improvement. As a part of this model for
improvement, Morgan Elementary began the process of Curriculum Alignment
to ensure that we were addressing all of the State Standards. This
effort was a direct result of our weak performance in the applied
writing portion of the ISTEP. Our entire teaching staff received
professional development provided by our technological department and
the Indiana Web Academy. The training involved an in-depth look at the
specific standards as well as provided us with an Excel spreadsheet that
contained all of the standards. The teachers then used this file to
cross reference the standards to our existing math and language arts
program. Those standards that were not being specifically addressed were
then targeted for additional attention. Teaching staff then listed an
example of the specific classroom activities in the spreadsheet
documenting coverage. One other useful tool has been the **Curriculum
Framework Classroom Activities** provided by the state department of
education. These are part of the Indiana Academic Standards and
Resources and can be found on-line at
<http://www.indianastandardsresources.org/index.asp>. Our teachers have
been asked to specifically complete each of these types of activities as
reinforcement for what they do in the classroom. One of our past
teachers was noted for saying "Repetition is good for the soul." In the
case of the average elementary student this rings very true. We are very
traditional in our approach to learning. We believe in direct
instruction. If you want your children to learn a specific skill, they
must practice it regularly. In terms of the learning process, we have
adopted a model that focuses on personal responsibility, collaboration,
and problem solving. Students must take some level of personal
responsibility for their learning. As educators we must find ways to
engage students in learning and help develop the intrinsic value of
learning. We work to make learning relevant while helping our students
see that learning can be social. It is our job to help students apply
knowledge in order to solve problems and make connections.

3.  **Communicating Assessment Results:**

Morgan Elementary School communicates in a variety of ways with our
school community. We publish our Toby Notes Newsletter twice a month.
This includes information about student performance, curriculum, and
academic goals in each grade level. Student performance is assessed and
communicated to parents through report cards distributed six times
during the school year. We share ISTEP and Terra Nova assessment results
at fall and spring parent conferences. Results of our Star Math and Star
Reading assessments are shared with families three times a year. This
data provides individual reading levels as well as information about the
number and titles of books that each student has read as a part of our
Accelerated Reader program. The Star Math details a child's math
performance and compliments our Accelerated Math program. This
information is in addition to the weekly communication that is sent by
each classroom teacher.

Our school's performance is communicated at each and every public
opportunity. As a school with a deep heritage in the community, many
events are held throughout the year where our successes are highlighted
and shared. These activities include our PTO meetings, Fall Festival,
Christmas Program, Reading Rodeo, Bingo for Books, Pride in Your Child
Night, and even Buckeye Donkey Basketball. Our local paper publishes a
school notes section in which we are regular contributors. In addition,
our district publishes an Annual Report in the community newspaper with
Morgan Elementary's ISTEP+ scores in English/language arts and
mathematics. Our corporation web site is heavily utilized and all school
data is available via the IDOE web site.

4.  **Sharing Success:**

Morgan Elementary School communicates in a variety of ways with our
school community. We publish our Toby Notes Newsletter twice a month.
This is our primary source of communication. Each grade level sends home
weekly information specific to their needs. Our local paper publishes a
school notes section in which we are regular contributors. Our district
publishes an Annual Report in the community newspaper with Morgan
Elementary's ISTEP+ scores. We also celebrate all of our successes at
our regular six week awards ceremonies. These programs are designed to
recognize individual as well as group achievmement. We invite members of
our school community to join us for all events.

We have established a link with many of our area schools to share our
successes. Several schools have sent groups of visitors to observe in
our classrooms. Our classroom teachers have served as trainers in our
neighboring school corporation's professional development activities.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Our curriculum focuses on two core elements at the primary level, math
and language arts. Our social studies and science are taught as part of
larger thematic units that include math and language arts. We have
implemented the Four Block Method that provides an organized, systematic
structure for delivering early literacy instruction. The four blocks are
Guided Reading, Self--Selected Reading, Writing, and Working with Words.
In addition, we utilize the Open Book Literacy program in grades K -- 2.
This program is a multimedia product that focuses on phonemic awareness,
phonics skills, reading fluency, and reading comprehension. It is our
fundamental belief that every child has a key that will unlock their
reading potential. Every child needs to be at grade level at the end of
second grade in order to have academic success. To that end, we must
focus the greatest amount of our resources trying to address the needs
of our students in grades K-2. Our core instructional beliefs as they
relate to reading are that in order for students to be good readers they
must be taught:

-   Phonemic awareness skills

-   Phonics skills

-   The ability to read fluently with accuracy, speed, and expression

-   The application of reading comprehension strategies to enhance
    understanding and enjoyment

Our math curriculum focuses on helping our children apply their math
facts and concepts with higher order thinking skills in an applied
manner. Students need to master:

-   Number sense

-   Measurement

-   Computation

-   Problem Solving

-   Algebraic functions

-   Geometry

We utilize the Saxon Math program and the self-paced Accelerated Math
program. This allows for hands-on learning, integrated reading,
manipulatives, and exposure to a variety of mathematical presentations.
Our students focus on basic math skills and concepts to solving
multi-step problems and demonstrating these abilities. Saxon provides
for parental support and additional practice of skill acquisition.
Accelerated Math generates informational reports that children take home
daily.

Much of our social studies and science curriculum is taught as part of a
thematic unit that includes math and language arts. These units
encompass a wide range of study areas. These areas include physical,
life, earth sciences, life cycle, environmental studies, Indiana
history, United States history, geography, current events, communities,
and family projects. Our students regularly complete projects,
participate in outside learning activities, and visit with guest
speakers. We have an Outdoor Lab that allows for close-up observations
of plant and animal life. Our yearly science fair regularly contains
over 300 student projects. Our staff teaches and utilizes technology
daily. Their use of United Streaming is one example. They work to
provide hands-on activities to support various learning styles.

We are strong advocates of heterogeneous groupings and believe that
instruction should be built on a child's abilities and strengths while
continually challenging them to take on more difficult tasks. Every
child should have some level of success every day. Success for every
child every day can be achieved by supporting children with these
practices daily: read aloud, shared reading, guided reading, independent
reading, shared writing, guided writing, independent writing, phonics,
word work, Daily Math/Science/Geography, Accelerated Math, Accelerated
Reader and calendar. Comprehension of subject material should be taught
throughout these practices by modeling, questioning, predicting, and
thinking out loud. We will do whatever it takes to support a child in
becoming an independent learner.

2\. **Reading:**

We chose the Four Block Model in order to assure our students a balanced
approach to overall literacy. Our Four Block Method provides for four 30
to 40 minute blocks of time to deliver literacy instruction. The Guided
Reading Block features instruction in the cueing systems, strategic
reading, and comprehension. It also provides time for building prior
knowledge, vocabulary development, and making connections. The Writing
Block is carried out in "Writers' Workshop" fashion. The Writing Block
includes teacher modeled writing, student writing, teacher conferencing,
and students sharing writing from the "author's chair." The Working with
Words Block includes work with phonics, spelling, sorting word patterns,
and vocabulary development. Children learn to read and spell
high-frequency words and patterns that allow them to decode and spell
many other words. The Self-Selected Reading Block includes teacher
read-alouds, children reading at their own level with a variety of
books, teacher conferencing, and students sharing books with their
peers. The Open Book Literacy System involves an additional 45-minute
block that guides students through a program that introduces and
reinforces the following.

-   Phonemic awareness

-   Letter knowledge

-   Sound manipulation

-   Vocabulary

-   Comprehension

-   Fluency

-   Accuracy

-   Speed

-   Reading expression

-   Written expression

3.  **Mathematics:**

The teachers and staff at Morgan Elementary feel very strongly about the
need to meet each and every student at the appropriate level of math
instruction. We use many different programs to reach this goal
throughout our building. Our two key resources are the Saxon Math series
and the Renaissance Learning Accelerated Math program. For all students
to reach their full academic potential, it is crucial that teachers vary
the materials and format for instruction in each and every classroom. We
work daily on finding strengths and weaknesses in our student's
performance and enrich and remediate students so they may achieve to
their full potential. We are continually looking over data and planning
instruction in the classroom to meet our student's needs. Both our Saxon
and Accelerated Math programs provide for constant reinforcement of
basic math skills. We believe parents play a very important role in the
continued growth of our children. Our teachers use many tools to involve
the parents in the continued attempt to foster and improve mathematical
growth throughout the year.

4.  **Instructional Methods:**

Our basic philosophy is what we call the "Nike" approach to learning\--
"Just Do It." As with any skill, if you want to improve, you must
practice. If you want to shoot free throws better, you must step up to
the line. If you want to kick a field goal, you must at some point kick
a ball! Learning is no different. It is a difficult, abstract skill that
must be practiced to be mastered. It is our job as educators to find
ways to engage children in the process of learning. We have to motivate
children to learn through any means possible.

Knowing that students do have different learning styles, our teachers
use a variety of methods and strategies so that no child is left behind.
Direct instruction and modeling are two very important means of sharing
information. Whole group, small groups, and individualized instruction
are keys to helping kids process what they learn. Cooperative learning,
peer tutoring and independent study give students ownership in their
learning. Teachers can then provide guided practice to reinforce
concepts taught. In support of this learning, we have to build a
partnership with parents through communication so that they know our
expectations of success. We also have to help children help themselves
to become independent learners. To this end, our counselor provides
invaluable guidance in the area of study skills, character development,
career awareness, and how they relate to success in school.

At Morgan Elementary, we feel that we should celebrate student success.
At the elementary level, children want to make the adults in their lives
happy. As a result, if the child can learn without great difficulty,
they will. We have found that children need choices so that they can
take ownership in their learning. Many people share in the success of
our students. These important areas include P.E., Music, Art, Special
Education, Reading Lab, Speech & Language, Library, Teaching Assistants,
At-Risk Tutor, and parents.

5.  **Professional Development:**

Morgan Elementary focuses on several areas for our Professional
Development Program. We provide training to the staff on the evaluation
and knowledge of the State Standards. We update our curriculum with
comprehensive training in curricular alignment as it pertains to the
state standards. The teachers continually examine techniques and
materials on the teaching of the writing process and writing across the
curriculum. A variety of techniques and materials on the teaching of
problem solving skills across the curriculum are developed and utilized.
Our technology department provides the staff ongoing training in the use
of computers and other multi-media tools. Morgan has established times
for building level and grade level discussions. We support additional
training for teaching assistants in instructional approaches,
curriculum, and technology. Our staff develops units of study to enhance
instruction. Additional resources are sought to assist teachers in the
creation of rubrics and other assessments of student performance. This
professional development is provided in an effort to enhance student
achievement. As a result, the students at Morgan Elementary have
continually improved in terms of their performance on ISTEP and on our
school-based assessments.

**PART VII - ASSESSMENT RESULTS**

**State Criterion-Referenced Tests**

ISTEP+ is the state measure of Indiana Academic Standards. Students
receive a Did Not Pass, a Pass, or a Pass+ designation. The Pass +
designation did not start until the 2002-2003 school year. Our only
measurable subgroup is SES (Free or Reduced Lunch).

Subject \_\_[English/Language
Arts\_\_\_\_\_]{.underline}Grade\_\_[3]{.underline}\_\_ Test
\_[\_\_\_\_ISTEP+\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year \_\_[2002-2003]{.underline}\_\_ Publisher
\_\_\_\_\_\_[\_\_\_CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month: September                                                             

  **SCHOOL SCORES**                                                                    

  \% Meeting Indiana Academic          95%         93%         87%         62%         71%
  Standards (Pass)                                                                     

  \% Exceeding IN Academic Standards   26%         21%         25          NA          NA
  (Pass+)                                                                              

                                                                                       

  Number of students tested            80          61          68          85          66

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

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

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

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Free/Reduced Lunch (SES)         23 students 20 students 21 students 36 students NA

  \% Meeting Indiana Academic          87%         85%         86%         39%         NA
  Standards (Pass)                                                                     

  \% Exceeding IN Academic Standards   17%         10%         5           NA          NA
  (Pass+)                                                                              

                                                                                       

  **STATE SCORES**                                                                     

  \% Meeting Indiana Academic          75%         74%         72%         66%         63%
  Standards (Pass)                                                                     

  \% Exceeding IN Academic Standards   12%         13%         10%         NA          NA
  (Pass+)                                                                              
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**State Criterion-Referenced Tests**

ISTEP+ is the state measure of Indiana Academic Standards. Students
receive a Did Not Pass, a Pass, or a Pass+ designation. The Pass +
designation did not start until the 2002-2003 school year. Our only
measurable subgroup is SES (Free or Reduced Lunch).

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

Edition/Publication Year\_\_[2002-2003]{.underline}\_\_
Publisher\_\_\_\_\_\_\_\_\_[CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month: September                                                            

  **SCHOOL SCORES**                                                                   

  \% Meeting Indiana Academic         85%         85%         74%         64%         73%
  Standards (Pass)                                                                    

  \% Exceeding IN Academic Standards  15%         28%         NA          NA          NA
  (Pass+)                                                                             

                                                                                      

  Number of students tested           80          61          68          85          66

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

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

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

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Free/Reduced Lunch (SES)        23 students 20 students 21 students 36 students NA

  \% Meeting Indiana Academic         78%         80%         48%         44%         NA
  Standards (Pass)                                                                    

  \% Exceeding IN Academic Standards  0%          30%         5%          NA          NA
  (Pass+)                                                                             

                                                                                      

  **STATE SCORES**                                                                    

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

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

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

**Norm-Referenced Assessment**

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

Subject: \_[Reading\_\_\_\_\_\_]{.underline}
Grade[\_\_3]{.underline}\_\_\_ Test: \_\_[Terra Nova (2003-2004) &
ISTEP+ (2001-2003)\_\_\_\_\_]{.underline}

Edition/Publication Year 2003-2004 Publisher[\_\_\_
CTB_McGraw-Hil\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month: September      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 85   | 80   | 69   | 77   | 71   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 80   | 61   | 68   | 85   | 66   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | NA   | NA   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | NA   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | NA   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (No subgroup scores available)  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**Norm-Referenced Assessment**

Subject: \_\_\_[Math\_\_\_\_\_\_]{.underline}
Grade\_\_[3]{.underline}\_\_\_ Test: \_\_[Terra Nova(2003-2004) & ISTEP+
(2001-2003)\_\_\_\_\_]{.underline}

Edition/Publication Year 2003-2004 Publisher \_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month: September      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 84   | 84   | 71   | 89   | 76   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 80   | 61   | 68   | 85   | 66   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | NA   | NA   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | NA   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | NA   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (No subgroup scores available)  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**Norm-Referenced Assessment**

Subject: \_[Reading\_\_\_\_\_\_]{.underline}
Grade[\_\_2]{.underline}\_\_\_ Test: \_\_[Terra Nov]{.underline}a

Edition/Publication Year [1997]{.underline} Publisher[\_\_\_
CTB_McGraw-Hil\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month: September      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 80   | 87   | 82   | 74   | 67   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 68   | 83   | 74   | 68   | 70   |
+---------------------------------+------+------+------+------+------+
| > 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               | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (No subgroup scores available)  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**Norm-Referenced Assessment**

Subject: \_[Math\_\_\_\_\_\_]{.underline} Grade[\_\_2]{.underline}\_\_\_
Test: \_\_[Terra Nov]{.underline}a

Edition/Publication Year [1997]{.underline} Publisher[\_\_\_
CTB_McGraw-Hil\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs \_\_\_\_ Scaled scores
\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month: September      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 69   | 74   | 75   | 68   | 59   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 68   | 83   | 74   | 68   | 70   |
+---------------------------------+------+------+------+------+------+
| > 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               | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (No subgroup scores available)  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+