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

*U.S. Department of Education*

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

Name of Principal [Mrs. Annette Marie
Jones\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Immaculate Heart of Mary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [317 East 57^th^
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_[Indianapolis]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Indiana]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[46220-2517\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_[Marion]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code
Number\*\_\_\_[C600]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 317 ) 255-5468 \_\_\_\_\_\_\_Fax]{.underline} [( 317 )
475-7379 \_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL
[www.ihmindy.org\_\_\_\_\_\_\_\_\_\_](http://www.ihmindy.org__________/)
Email
[ajones@ihmindy.org]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

(Principal's Signature)

Name of Superintendent\* [Ms. Annette "Mickey"
Lentz\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Archdiocese of
Indianapolis\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} Tel. [(317)
236-1430\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. John Christ

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

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

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

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

\_\_\_\_\_ Other

[N/A]{.underline} TOTAL

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

Average State Per Pupil Expenditure: [N/A]{.underline}

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

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

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

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

[N/A\_\_\_]{.underline}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**    0         0                      **0**        **7**       22        24          **46**

  **K**       23        19                     **42**       **8**       20        24          **44**

  **1**       22        26                     **48**       **9**                             

  **2**       24        25                     **49**       **10**                            

  **3**       26        24                     **50**       **11**                            

  **4**       30        24                     **54**       **12**                            

  **5**       26        24                     **50**       **Other**                         

  **6**       19        20                     **39**                   212       210         

                                    **TOTAL                                                   422
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 97.75 % White

the students in the school: .25 % Black or African American

.40 % Hispanic or Latino

1.60 % Asian/Pacific Islander

0 % 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
(2004-2005): .47%

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

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

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

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

  **(4)**                   Total number of students in 422
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .0047
                            by total in row (4)         

  **(6)**                   Amount in row (5)           .47
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 0 %

0 Total Number Limited English Proficient

Number of languages represented: N/A

Specify languages: N/A

9\. Students eligible for free/reduced-priced meals: 0 %

Total number students who qualify: 0

> 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: 8%

34 Total Number of Students Served

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

0 Autism 0 Orthopedic Impairment

0 Deafness 0 Other Health Impaired

0 Deaf-Blindness 22 Specific Learning Disability

1 Hearing Impairment 10 Speech or Language Impairment

0 Mental Retardation 0 Traumatic Brain Injury

1 Multiple Disabilities 0 Visual Impairment Including Blindness

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 0

Classroom teachers 23 2

Special resource teachers/specialists 1 2

Paraprofessionals 5 2

> Support staff 2 2
>
> Total number 33 8

12\. Average school student-"classroom teacher" ratio: 18:1

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

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

  Daily student attendance  97.4%       97.0%       97.2%       97.4%       97.2%

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

  Teacher turnover rate     8%          \*24%       11%         19%         \*39%

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

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

\*Family relocations, maternity leaves, and career change opportunities
account for the higher teacher turnover rate.

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

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

**PART III ‑ SUMMARY**

Immaculate Heart of Mary School is a fully accredited Catholic
elementary school (kindergarten through grade eight) located in the
Meridian-Kessler neighborhood in Indianapolis, Indiana (Archdiocese of
Indianapolis).

**Community:** Immaculate Heart of Mary School is blessed with a true
spirit of community and is extremely family-oriented. Immaculate Heart
of Mary School students are drawn almost entirely from our predominately
Caucasian parish community. The socio-economic level falls between the
middle class to upper-middle class range. Parents choose this community
school because they desire to have their children learn in a Catholic,
academically challenging, structured, and service-oriented environment.

**Mission Statement:** Immaculate Heart of Mary School is committed to
the spiritual, academic, social, and emotional growth of each child.
Faculty and parents strive to meet these objectives:

\*To promote within each student the knowledge, pride, and appreciation
of Catholic, Christian heritage and values.

\*To challenge each student to meet his or her academic expectations.

\*To call each student to Christian behavior toward self and others.

\*To encourage each student to develop and maintain a sense of
self-discipline, accepting the responsibility that accompanies maturity.

"Community is at the heart of Christian education; not as a concept to
be taught, but as a reality to be lived."

**Spiritual:** The theme for this school year is "Sowers of God's
Kindness". Daily prayer and reflection are integral parts of each day.
Students participate in weekly Masses. Retreats for students in grades
two, four, six and eight are incorporated into the curriculum. Christian
values and life skills are reinforced in and out of the classroom.
Community service is expected of all students. Our school has a special
relationship with a school in Nuevo Paraiso, Honduras.

**Academic:** Students score above state and Archdiocesan averages on
the Indiana Statewide Testing for Educational Progress (ISTEP+) Testing.
A majority of graduates continue their education at local Catholic high
schools and achieve a high level of success as indicated on our former
student surveys.

**Faculty and Staff Members:** Immaculate Heart of Mary School is
fortunate to have a balance of outstanding experienced teachers and
dedicated new teachers. The pastor is extremely supportive of the
school. The part-time social worker received the Indiana Social Worker
of the Year Award in 2003.

**Parental Involvement:** The parental involvement at Immaculate Heart
of Mary School remains outstanding! The parent volunteers touch many
areas of the school, including School Commission, Home and School
Association, fundraising activities, math lab, classroom volunteers,
lunch and recess duty helpers, coaching, and field trip volunteers.

**Accreditation:** Immaculate Heart of Mary School is fully accredited
by the Indiana Department of Education and is an applying member of the
North Central Association, Commission on Accreditation and School
Improvement. Based on a comprehensive school profile, Immaculate Heart
of Mary School is working toward the achievement of these three goals:

**\***All students will improve their problem-solving skills across the
curriculum.

\*All students will improve their writing skills across the curriculum.

\*All students will improve and demonstrate decision-making based on
Catholic faith and values.

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

**1a.)** Immaculate Heart of Mary School complies with the
state-mandated testing program by administering the Indiana Statewide
Testing for Educational Progress (ISTEP+) in the fall. All students in
grades three, six and eight take the mathematics and language arts
assessments. Therefore, the number of students reported at each grade
level is 100% of the student population for that grade. No alternative
assessments are given. For the data below, the percentages indicate the
percentage of students passing the ISTEP+ testing. Immaculate Heart of
Mary School students have shown consistent academic excellence in recent
years.

The ISTEP+ data shows the solid performance of the third grade students
in the mathematics and language arts assessments. In analyzing the
mathematics results, the students have shown high mathematics
achievement since the 2000-2001 school year, scoring 92% (00-01), 86%
(01-02), 94% (02-03), and 92% (03-04) and 100% (04-05). For the language
arts results, the third graders have exhibited outstanding performance
since the 2000-2001 school year, scoring 96% (00-01), 97% (01-02), 96%
(02-03), 96% (03-04), and 96% (04-05). Overall, for the 2004-2005 school
year, the third grade mathematics score (100%) and language arts score
(96%) clearly placed Immaculate Heart of Mary School third grade
students in the top 10% in Indiana.

The ISTEP+ data shows the strong performance of the sixth grade students
in the mathematics and language arts assessments. In analyzing the
mathematics results, the students have shown high mathematics
achievement since the 2000-2001 school year, scoring 93% (00-01), 89%
(01-02), 92% (02-03), 96% (03-04), and 100% (04-05). For the language
arts results, the sixth graders have exhibited outstanding performance
since the 2000-2001 school year, scoring 93% (00-01), 89% (01-02), 94%
(02-03), 96% (03-04), and 100% (04-05). Overall, for the 2004-2005
school year, the sixth grade mathematics score (100%) and the language
arts score (100%) clearly placed Immaculate Heart of Mary School sixth
grade students in the top 10% in Indiana.

The ISTEP+ data shows the steady performance of eighth grade students in
the mathematics and language arts assessments. In analyzing the
mathematics results, the students have shown high mathematics
achievement since the 2000-2001 school year, scoring 87% (00-01), 96%
(01-02), 88% (02-03), 89% (03-04) and 98% (04-05). For the language arts
results, the eighth graders have exhibited outstanding performance since
the 2000-2001 school year, scoring 98% (00-01), 100% (01-02), 100%
(02-03), 98% (03-04), and 96% (04-05). Overall, the 2004-2005 school
year, the eighth grade mathematics score (98%) and the language arts
score (96%) clearly placed Immaculate Heart of Mary eighth grade
students in the top 10% in Indiana.

**b.)** Immaculate Heart of Mary School has no significant subgroups
based on this data: Ethnicity (Caucasian) 97.75%, Free and Reduced Lunch
0%, and Special Education Services 8%.

**c.)** The Indiana Statewide Testing for Educational Progress (ISTEP+)
has three levels: pass plus, pass, and did not pass. In 2004-2005 for
the third grade assessments, the highest/lowest scale score possible is
600/100. The cut score for pass plus is 510 and for pass is 404. For the
sixth grade assessments, the highest/lowest scale score possible is
740/135. The cut score for pass plus is 570 and for pass is 472. For the
eighth grade assessments, the highest/lowest scale score possible is
770/175. The cut score for pass plus is 611 and for pass is 516.

**d.)** Information on the Indiana state assessment system may be found
at this website: www.doe.state.in.us.

**2.** Immaculate Heart of Mary School has implemented specific
strategies for ensuring academic excellence and has measured student
progress effectively through detailed analysis of assessment data.
First, the school's master schedule was revamped to include common
planning time, called Team Time, for groups of teachers. Team Time
enables administrators and teachers to discuss assessment data, review
curriculum standards, and plan lessons or activities together on a
weekly basis. Our first step for achieving student improvement has been
consistent communication among administrators, faculty, and staff
members.

The administrators, faculty and staff members utilize formal and
informal data to determine strengths and weaknesses in our curriculum
based on Indiana Academic Standards. All staff members are responsible
for assessing data and determining how they can contribute to improving
the students' scores in critical areas. Each staff member has ownership
in the data analysis process. In addition to ISTEP+ data, the educators
utilize informal assessments to monitor students' progress and improve
students' performance. The staff members review Faith 2000 data
(Archdiocesan Religion Assessment, grades 3,6,8), Accelerated Reader
data (grades 4-8), tests, quizzes, essays and daily homework.

Finally, professional development activities are based on our students'
needs, problem-solving skills and writing skills, as identified through
the North Central Accreditation Process. Administrators and teachers
have attended numerous professional development conferences in order to
acquire current methods and instructional strategies. During faculty
meetings, the teachers share the new instructional strategies with each
other, so all students and teachers can benefit from a workshop or
conference.

**3.** Immaculate Heart of Mary School believes in communicating student
performance, including assessment data, to parents, students and the
community. Teachers and parents hold formal and informal conferences
about student performance throughout the year. Parent-Teacher
Conferences are scheduled at the end of the first quarter. Parents of
students in kindergarten through grade six have traditional
Parent-Teacher Conferences. Seventh and eighth grade students meet with
their parents and advisors during Student-led Conferences. In addition,
teachers often confer with students about their grades and provide
additional assistance or study sessions for students.

Parents of students in grades four through eight receive formal academic
reports eight times during the school year. Formal progress reports are
prepared and distributed at the mid-point of each quarter. Report cards
are sent home at the end of each quarter. Students in grades five
through eight have the opportunity to achieve three levels of honor
roll: Principal's List (4.00), High Honor Roll (3.99-3.50), and Honor
Roll (3.49-3.00). All honor students are presented certificates at a
school-wide assembly and their names are published in our school
newsletter. Periodically, students and faculty members are recognized
for their accomplishments at school-wide assemblies.

In order to converse more adequately with parents about academic
standards, teachers have copies of the Indiana Academic Standards and
the Indiana Frameworks books. Teachers have participated in school-wide
meetings and team meetings focusing on the Indiana Academic Standards.
Teachers lead discussions and track students' academics and interests
using the Indiana Guidance Portfolio system. All parents are given a
copy of the Indiana Academic Standards booklet annually. Also, parents
receive a letter and a copy of their child's ISTEP+ results. School-wide
ISTEP+ results are published in the school newsletter, local newspapers,
and are available on the Indiana Department of Education website and the
Immaculate Heart of Mary School website.

**4.** Immaculate Heart of Mary School has shared its successes with
other schools. Immaculate Heart of Mary School has hosted numerous
professional development opportunities in our building. Our faculty and
staff members have invited educators from other buildings and have
answered questions about our scheduling, curriculum, programs, and
activities. Likewise, our teachers have observed and attended meetings
at other schools. Our students have benefited from these mutual
exchanges of information.

Immaculate Heart of Mary School teachers have provided outreach to other
professionals in the community. Several teachers have hosted college
students for college practicums and student teaching experiences. Some
experienced faculty members have presented at conferences and have
served as mentors in our building or as mentor trainers for the
Archdiocese of Indianapolis. These experiences enable the faculty
members to share their knowledge, experiences and successes.

Immaculate Heart of Mary School administrators have shared successes
with other schools. The principal has organized and attended monthly
North Deanery Principals' meetings. Through the principal's attendance
at Indiana Principal Leadership Academy (IPLA) seminars, Indiana
Department of Education meetings, North Central Accreditation (NCA)
workshops, and Indianapolis Public School meetings, she has been
involved in maintaining meaningful dialogue with other administrators in
the state. In addition, the principal has mentored new administrators
and teachers. The assistant principal has attended meetings involving
standardized testing, special education, and safety issues. Both
administrators value opportunities to learn from other educators and
share ideas with them.

Immaculate Heart of Mary School will continue to share our successes by
communicating with our parents, students, colleagues, and community
leaders. The school's successes will be published in the school
newsletter, parish bulletin, and on the parish and school websites.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** The curriculum at Immaculate Heart of Mary School reflects its
mission statement as it presents each child with a challenging academic
program rooted in the beliefs and values of the Catholic faith. The
Indiana Academic Standards and the Archdiocesan Curriculum Guides
provide a template for the instructional scope and sequence.

**Religion:** The religion curriculum includes daily prayer and
reflection, weekly liturgies, study of Church history and traditions,
service to the local and international community (Honduras), and
character (values) education.

**Mathematics:** Students master computation skills and utilize higher
level thinking skills in their daily work. Students "see" and "feel"
mathematical concepts by using manipulatives. Eighth grade students
learn algebra in preparation for the high school curriculum. After
school, students have an opportunity to receive additional mathematics
instruction twice a week in the Math Lab, sponsored by the junior high
math teacher and parent volunteers.

**Science:** Through experiments and cooperative activities, students
demonstrate their content knowledge. An interactive approach to
scientific discovery enables students to develop logical reasoning and
critical thinking skills. The curriculum is enhanced through projects,
lab activities, models, Science Fair (grades five through eight), and
field trips, such as the Challenger Program (space education).

**Social Studies:** Students learn geography, culture, citizenship,
local, state, United States and world history through debates, projects,
videos, guest speakers, field trips, Veterans' Day ceremony, and the
International Fair. Fifth and sixth grade students become active
participants in government and businesses through the Exchange City
Program. The goal is to develop knowledgeable and caring citizens who
are prepared to make informed choices.

**Language Arts:** The reading program focuses on phonics, vocabulary,
comprehension, literature, writing process, higher level thinking skills
and research skills. Effective speaking, listening, and writing
standards are emphasized and linked to all other subject areas. Students
enhance and enrich their skills through reports, creative writing,
student-created books, and presentations. Seventh and eighth grade
students complete an extensive research paper relating to the Science
Fair or International Fair.

**Spanish:** Students in kindergarten through grade eight receive
Spanish instruction. The Spanish teachers emphasize vocabulary,
conversational skills, sentence structure, grammar, cultural
information, and current events.

**Music:** All students participate in the general music program and
perform in school-wide concerts. Students may select choir, beginning
band or advanced band as extra-curricular activities.

**Physical Education:** Physical fitness and health concepts are taught
through individual and team activities, lectures, and guest speakers.
Students participate in Field Day, Jump Rope for the Heart, and the
President's Physical Fitness program.

**Technology:** Students utilize their computer skills in the classroom,
computer lab, and at home. Students learn basic skills, word processing,
research, electronic mail, Internet, and presentation skills. Teachers
link computer skills to classroom instruction.

**Art:** Students learn about art history, artists, pottery,
printmaking, sketching, painting, chalk, and numerous other art skills.
In the spring, the full-time art teacher hosts an incredible Art Fair
showcasing the students' work throughout the year.

**Library Skills:** Students are regularly exposed to quality
literature. Fourth through eighth grade students participate in the
Accelerated Reader program, a computerized learning information system
designed to monitor students' reading comprehension.

**Extra-Curricular Activities:** Students have the opportunity to
participate in these school programs: Spelling Bee, Spell Bowl, Student
Council, Young Hearts to Honduras program, Academic Olympics, essay
contests, Geography Bee, Choir, and Beginning and Advanced Bands. The
majority of students are involved in athletics sponsored by the Catholic
Youth Organization (CYO). The Home and School Association (parent
organization) organizes after school enrichment clubs in the areas of
chess, art, drama, mathematic games, etc.

**2.** Immaculate Heart of Mary School has maintained a strong language
arts program by combining quality resources, excellent instructional
strategies, and appropriate professional development. The Indiana
Academic Standards and the Archdiocesan Curriculum Guides are the basis
for our reading decisions.

At the kindergarten level, the teacher and full-time aide focus on
letter recognition, sound recognition, phonics, sight word vocabulary,
writing skills, and listening skills. The teachers in grades one through
six currently use novels and the McGraw-Hill Reading program in their
classrooms. The junior high teachers incorporate novels and a
literature-based program, EMC Masterpiece. The language arts program is
taught in an extended time format, which allows ample class time for
reading and analyzing the text, exposing students to various literary
styles, and promoting critical thinking skills. The students focus on
grammar and English skills and demonstrate their knowledge of the
academic standards through creative and analytic written responses.
Overall, the reading program uses whole group and small group
instruction focusing on phonetic skills, vocabulary, comprehension,
writing process, higher level thinking skills, and study skills.

Immaculate Heart of Mary School is fortunate to have a full-time reading
specialist on staff. She provides whole group instruction and works with
special needs' students in small groups. Her teaching strategies include
a multi-sensory approach in order to reach all students. Also, a
part-time resource teacher works with students in grades five through
eight in all curricular areas. She divides her time among classroom
assistance, small group instruction, and whole group instruction.

To enhance their reading curriculum, students in grades four through
eight participate in the Accelerated Reader program, a computerized
learning information system designed to motivate, monitor and manage
student reading practice. Students select their own reading materials
and take comprehension quizzes on the computer. The teachers set
individual goals quarterly and monitor the students' progress via
diagnostic reports. The Accelerated Reader program has fostered a love
of reading among students and assisted teachers with detecting students
who may be struggling with reading skills, especially comprehension.

Immaculate Heart of Mary School has chosen this approach to reading to
ensure success for our students. The teachers have noted great increases
in the students' abilities with decoding, comprehension, vocabulary,
grammar, analyzing literature and writing creative and analytical
pieces.

**3.** As a school community, we believe that the religion curriculum
plays an essential role in reinforcing the school's mission statement:
Immaculate Heart of Mary School is committed to the spiritual, academic,
social, and emotional growth of each child.

Our pastor, Fr. Jeff Godecker, is very involved with the students'
spiritual development. He celebrates the children's liturgy weekly,
focusing on topics that are age-appropriate and pertinent to their
lives. Students plan, create and participate in the school liturgies.
Fr. Jeff has worked with our eighth grade students to perform the Mime
of the Passion for the student body and the school community. He has
been very willing to listen and offer counsel concerning family and
student situations. Prayer and Scripture have been integrated into the
curriculum as a personal and communal experience.

The challenging academic standards have been maintained and enhanced by
the special atmosphere of our Catholic school. Students at each grade
level attend a regularly scheduled religion class. The curriculum
includes instruction in prayer, Catholic tradition, and values. Students
study the Mass, the Church calendar, saints, customs, and history.
Students are taught to recognize gifts from God and to use their gifts
fully. Religious discussions give students a forum to express and
reflect on their values and beliefs. Numerous students participate in a
teacher-led Lenten Prayer Group.

Many service projects reflect our mission statement of respecting others
and living our Christian values. Students bring their stewardship
envelopes to the weekly liturgies. Students are involved with
collections to support local and international missions. Our parish and
school leaders have developed a close connection with a community in
Honduras. The teachers started a Young Hearts to Honduras Club, leading
our students to pray and plan service projects benefiting the Honduran
people. Immaculate Heart of Mary School students witness and participate
in a service-oriented and outward reaching community.

**4.** Immaculate Heart of Mary School believes in academic excellence
for all students. To achieve this goal, students' needs and learning
styles are the primary considerations for organizing the curriculum and
instruction.

Immaculate Heart of Mary School has an excellent support staff that
addresses and accommodates the individual needs of the students. We have
employed five full-time instructional aides and two part-time aides who
work throughout the building. For a recent class, one instructional aide
"followed" the students from sixth grade until eighth grade graduation
due to the high percentage of special needs students. In addition, the
school is fortunate to have a full-time reading specialist who primarily
works with students in kindergarten through grade four. The two
part-time instructional aides and the part-time resource teacher assist
students in grades five through eight. The junior high math teacher and
parent volunteers provide a free math lab to students twice a week.
Teachers host review sessions for students as they prepare for tests and
large projects, such as term papers, the International Fair, or the
Science Fair. Finally, our assistant principal is the liaison between
Immaculate Heart of Mary School and the public schools in the area. She
organizes documentation, communicates with teachers and parents, and
attends case conferences of our special needs students serviced by our
public schools.

ISTEP+ scores and teacher assessments are used to group students for
instruction within the classroom. Students may learn material in whole
group, small group, or individual formats. Both heterogeneous and
homogeneous grouping are utilized throughout the building. Students'
instruction involves note taking, lab work, lecture, cooperative
learning groups, team-building activities, learning centers, Accelerated
Reader program, dramatization, field trips, and individual learning.
More capable students are challenged and students who have special needs
receive accommodations, such as copied notes, Alpha Smart technology,
oral testing, multi-sensory approaches, and extended time.

The combination of an outstanding support staff, a variety of
instructional strategies, and regular parental involvement enables our
students to meet or exceed their academic potential.

**5.** Immaculate Heart of Mary School rewards excellence in teaching
and encourages professional development to improve student achievement
and to promote collegiality among staff members. Professional
development is aligned to our school goals, as defined through the North
Central Accreditation Process, teacher goals, State and Archdiocesan
standards and assessments. The teachers and administrators are primarily
focusing on problem-solving and writing improvement.

Educators and staff members are dedicated to participating in various
means of professional development. At workshops and conferences,
educators have experienced professional development on individual,
grade, team, school-wide, state, and national levels. Teachers have
shared their knowledge and new instructional strategies in weekly team
meetings and in monthly faculty meetings. The shared information
directly results in increased student achievement. In addition, the
principal and assistant principal observe faculty members regularly to
assess, improve, and expand the best practices in teaching.

Specifically, teachers and staff members have gained knowledge through
school-wide workshops and training. The computer teacher and the
technology committee members have provided training on various
technology topics, such as the Internet, Microsoft Outlook, web pages,
and software. These workshops have provided techniques and ideas of
implementing the acquired knowledge directly into the classroom setting.
This professional development process has shown a direct impact on
student achievement, as the students are taught these skills.

During this school year, several teachers have completed professional
development in a Multi-Sensory course taught by the reading specialist.
The teachers learned common terminology to discuss students' reading
achievement and strategies for instruction. In order to improve
students' writing, all educators and administrators have completed the
6+1 Traits Writing Program. Since their training, school-wide
terminology and new writing strategies have been introduced to the
students.

Overall, professional development has impacted student achievement as
demonstrated by the classroom improvement and standardized testing gains
that have been noted. At Immaculate Heart of Mary School, both
professional development opportunities and dedication to the students
drive the educators to explore and excel in their many fields.

**PART VI - PRIVATE SCHOOL ADDENDUM**

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

1.  Private school association(s): Roman Catholic, National Catholic
    Education Association, Indiana Non-Public Education Association

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

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes X
    No

3.  What are the 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$2,320 \$3,320 \$3,320 \$3,320 \$3,320 \$3,320

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

\$3,320 \$3,320 \$3,320 \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$4,023

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$47.39

6.  What percentage of the annual budget is devoted to 1%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? 2%

**Part VII: ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

  ------------------------ --------------- --------------- --------------- --------------- ---------------
  **Grade 8: Math**                                                                        

  **ISTEP+ (Indiana                                                                        
  Statewide Testing for                                                                    
  Educational Progress)**                                                                  

  **Edition/Publication                                                                    
  Year 2003**                                                                              

  **Publisher: CTB McGraw                                                                  
  Hill**                                                                                   

                                                                                           

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

  **Testing Month**        **September**   **September**   **September**   **September**   **October**

                                                                                           

  **IHM Scores Total %     98%             89%             88%             96%             87%
  Pass**                                                                                   

  **% Pass Plus**          34%             22%             12%             N/A\*           N/A\*

  **% Pass**               64%             67%             76%             96%             87%

  **% Not Pass**           2%              11%             12%             4%              13%

  **% Undetermined**       0%              0%              0%              0%              0%

                                                                                           

  **Number of students     44              45              42              46              47
  tested**                                                                                 

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

                                                                                           

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

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

                                                                                           

  **State Scores: Percent  72%             72%             68%             67%             65%
  Pass**                                                                                   

  **State Scores: Percent  28%             28%             32%             33%             35%
  Did Not Pass**                                                                           
  ------------------------ --------------- --------------- --------------- --------------- ---------------

**\*ISTEP+ scores were not reported in leveled categories until
2002-2003.**

  ------------------------ --------------- --------------- --------------- --------------- ---------------
  **Grade 8: Language                                                                      
  Arts**                                                                                   

  **ISTEP+ (Indiana                                                                        
  Statewide Testing for                                                                    
  Educational Progress)**                                                                  

  **Edition/Publication                                                                    
  Year 2003**                                                                              

  **Publisher: CTB McGraw                                                                  
  Hill**                                                                                   

                                                                                           

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

  **Testing Month**        **September**   **September**   **September**   **September**   **October**

                                                                                           

  **IHM Scores Total %     **96%**         **98%**         **100%**        **100%**        **98%**
  Pass**                                                                                   

  **% Pass Plus**          **23%**         **27%**         **31%**         **N/A\***       **N/A\***

  **% Pass**               **73%**         **71%**         **69%**         **100%**        **98%**

  **% Not Pass**           **2%**          **2%**          **0%**          **0%**          **2%**

  **% Undetermined**       **2%**          **0%**          **0%**          **0%**          **0%**

                                                                                           

  **Number of students     **44**          **45**          **42**          **46**          **47**
  tested**                                                                                 

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

                                                                                           

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

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

                                                                                           

  **State Scores: Percent  **69%**         **66%**         **65%**         **69%**         **69%**
  Pass**                                                                                   

  **State Scores: Percent  **31%**         **34%**         **35%**         **31%**         **31%**
  Did Not Pass**                                                                           
  ------------------------ --------------- --------------- --------------- --------------- ---------------

**\*ISTEP+ scores were not reported in leveled categories until
2002-2003.**

  ------------------------ --------------- --------------- --------------- --------------- ---------------
  **Grade 6: Math**                                                                        

  **ISTEP+ (Indiana                                                                        
  Statewide Testing for                                                                    
  Educational Progress)**                                                                  

  **Edition/Publication                                                                    
  Year 2003**                                                                              

  **Publisher: CTB McGraw                                                                  
  Hill**                                                                                   

                                                                                           

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

  **Testing Month**        **September**   **September**   **September**   **September**   **October**

                                                                                           

  **IHM Scores Total %     **100%**        **96%**         **92%**         **89%**         **93%**
  Pass**                                                                                   

  **% Pass Plus**          **28%**         **19%**         **10%**         **N/A\***       **N/A\***

  **% Pass**               **72%**         **77%**         **82%**         **89%**         **93%**

  **% Not Pass**           **0%**          **4%**          **8%**          **11%**         **7%**

  **% Undetermined**       **0%**          **0%**          **0%**          **0%**          **0%**

                                                                                           

  **Number of students     **39**          **47**          **49**          **47**          **45**
  tested**                                                                                 

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

                                                                                           

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

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

                                                                                           

  **State Scores: Percent  **75%**         **73%**         **69%**         **62%**         **64%**
  Pass**                                                                                   

  **State Scores: Percent  **25%**         **27%**         **31%**         **38%**         **36%**
  Did Not Pass**                                                                           
  ------------------------ --------------- --------------- --------------- --------------- ---------------

**\*ISTEP+ scores were not reported in leveled categories until
2002-2003.**

  ------------------------ --------------- --------------- --------------- --------------- ---------------
  **Grade 6: Language                                                                      
  Arts**                                                                                   

  **ISTEP+ (Indiana                                                                        
  Statewide Testing for                                                                    
  Educational Progress)**                                                                  

  **Edition/Publication                                                                    
  Year 2003**                                                                              

  **Publisher: CTB McGraw                                                                  
  Hill**                                                                                   

                                                                                           

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

  **Testing Month**        **September**   **September**   **September**   **September**   **October**

                                                                                           

  **IHM Scores Total %     **100%**        **96%**         **94%**         **89%**         **93%**
  Pass**                                                                                   

  **% Pass Plus**          **28%**         **13%**         **16%**         **N/A\***       **N/A\***

  **% Pass**               **72%**         **83%**         **78%**         **89%**         **93%**

  **% Not Pass**           **0%**          **4%**          **6%**          **11%**         **4%**

  **% Undetermined**       **0%**          **0%**          **0%**          **0%**          **3%**

                                                                                           

  **Number of students     **39**          **47**          **49**          **47**          **45**
  tested**                                                                                 

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

                                                                                           

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

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

                                                                                           

  **State Scores: Percent  **71%**         **71%**         **70%**         **54%**         **53%**
  Pass**                                                                                   

  **State Scores: Percent  **29%**         **29%**         **30%**         **46%**         **47%**
  Did Not Pass**                                                                           
  ------------------------ --------------- --------------- --------------- --------------- ---------------

**\*ISTEP+ scores were not reported in leveled categories until
2002-2003.**

  ------------------------ --------------- --------------- --------------- --------------- ---------------
  **Grade 3: Math**                                                                        

  **ISTEP+ (Indiana                                                                        
  Statewide Testing for                                                                    
  Educational Progress)**                                                                  

  **Edition/Publication                                                                    
  Year 2003**                                                                              

  **Publisher: CTB McGraw                                                                  
  Hill**                                                                                   

                                                                                           

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

  **Testing Month**        **September**   **September**   **September**   **September**   **October**

                                                                                           

  **IHM Scores Total %     **100%**        **92%**         **94%**         **86%**         **92%**
  Pass**                                                                                   

  **% Pass Plus**          **34%**         **32%**         **26%**         **N/A\***       **N/A\***

  **% Pass**               **66%**         **60%**         **68%**         **86%**         **92%**

  **% Not Pass**           **0%**          **8%**          **6%**          **14%**         **8%**

  **% Undetermined**       **0%**          **0%**          **0%**          **0%**          **0%**

                                                                                           

  **Number of students     **50**          **53**          **47**          **36**          **50**
  tested**                                                                                 

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

                                                                                           

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

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

                                                                                           

  **State Scores: Percent  **74%**         **72%**         **67%**         **71%**         **71%**
  Pass**                                                                                   

  **State Scores: Percent  **26%**         **28%**         **33%**         **29%**         **29%**
  Did Not Pass**                                                                           
  ------------------------ --------------- --------------- --------------- --------------- ---------------

**\*ISTEP+ scores were not reported in leveled categories until
2002-2003.**

  ------------------------ --------------- --------------- --------------- --------------- ---------------
  **Grade 3: Language                                                                      
  Arts**                                                                                   

  **ISTEP+ (Indiana                                                                        
  Statewide Testing for                                                                    
  Educational Progress)**                                                                  

  **Edition/Publication                                                                    
  Year 2003**                                                                              

  **Publisher: CTB McGraw                                                                  
  Hill**                                                                                   

                                                                                           

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

  **Testing Month**        **September**   **September**   **September**   **September**   **October**

                                                                                           

  **IHM Scores Total %     **96%**         **96%**         **96%**         **97%**         **96%**
  Pass**                                                                                   

  **% Pass Plus**          **34%**         **30%**         **15%**         **N/A\***       **N/A\***

  **% Pass**               **62%**         **66%**         **81%**         **97%**         **96%**

  **% Not Pass**           **4%**          **4%**          **4%**          **3%**          **4%**

  **% Undetermined**       **0%**          **0%**          **0%**          **0%**          **0%**

                                                                                           

  **Number of students     **50**          **53**          **47**          **36**          **50**
  tested**                                                                                 

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

                                                                                           

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

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

                                                                                           

  **State Scores: Percent  **76%**         **75%**         **73%**         **67%**         **65%**
  Pass**                                                                                   

  **State Scores: Percent  **24%**         **25%**         **27%**         **33%**         **35%**
  Did Not Pass**                                                                           
  ------------------------ --------------- --------------- --------------- --------------- ---------------

**\*ISTEP+ scores were not reported in leveled categories until
2002-2003.**

**Part VIII: ASSESSMENT RESULTS**

**NATIONAL NORMS**

+-------------------------------+-----------+-----------+-------------+
| **Grade 2: Math and Reading** |           |           |             |
|                               |           |           |             |
| **Immaculate Heart of Mary    |           |           |             |
| School**                      |           |           |             |
+-------------------------------+-----------+-----------+-------------+
| **TerraNova (Scores are       |           |           |             |
| reported as percentiles.)**   |           |           |             |
+-------------------------------+-----------+-----------+-------------+
| **Edition/Publication Year    |           |           |             |
| 2003**                        |           |           |             |
+-------------------------------+-----------+-----------+-------------+
| **Publisher: CTB McGraw       |           |           |             |
| Hill**                        |           |           |             |
+-------------------------------+-----------+-----------+-------------+
|                               |           |           |             |
+-------------------------------+-----------+-----------+-------------+
|                               | **2004    | **2003    | **20        |
|                               | -2005\*** | -2004\*** | 02-2003\*** |
+-------------------------------+-----------+-----------+-------------+
| **Testing Month**             | **Se      | **Se      | **          |
|                               | ptember** | ptember** | September** |
+-------------------------------+-----------+-----------+-------------+
|                               |           |           |             |
+-------------------------------+-----------+-----------+-------------+
| **IHM Scores**                |           |           |             |
+-------------------------------+-----------+-----------+-------------+
| **Reading**                   | 91%       | 86%       | 80%         |
+-------------------------------+-----------+-----------+-------------+
| **Math**                      | 91%       | 82%       | 82%         |
+-------------------------------+-----------+-----------+-------------+
|                               |           |           |             |
+-------------------------------+-----------+-----------+-------------+
| **Number of students tested** | 49        | 50        | 52          |
+-------------------------------+-----------+-----------+-------------+
| **Percent of total students   | 100%      | 100%      | 100%        |
| tested**                      |           |           |             |
+-------------------------------+-----------+-----------+-------------+
|                               |           |           |             |
+-------------------------------+-----------+-----------+-------------+
| **Number of students          | 0         | 0         | 0           |
| alternatively assessed**      |           |           |             |
+-------------------------------+-----------+-----------+-------------+
| **Percent of students         | 0%        | 0%        | 0%          |
| alternatively assessed**      |           |           |             |
+-------------------------------+-----------+-----------+-------------+

\*On Thursday, December 9, Annette Jones, principal, spoke with Mr. Joe
McTighe, Executive Director, concerning the second grade TerraNova
scores. He requested that the principal provide second grade data for
the last three years only. In addition, he asked the principal to note
this conversation below the graph.

**Indiana Department of Education Contact:**

Mr. Gary Wallyn

Director of School Data Reporting

317-233-3716

<gwallyn@doe.state.in.us>

**Archdiocese of Indianapolis Contact:**

Dr. Ron Costello

Director of Curriculum and Assessment

317-236-1430

<rcostello@archindy.org>