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

*U.S. Department of Education*

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

Name of Principal [Mr. Lavern Turner]{.underline}

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

Official School Name [Cooks Corners Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_ \_\_\_[358 Bullseye Lake
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

City [Valparaiso]{.underline} State
[\_\_\_\_\_IN\_\_\_\_\_\_\_]{.underline} Zip Code+4
\_\_[46383-1978]{.underline}\_\_\_\_

County
[\_\_\_\_\_\_Porter\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
State School Code
Number\*\_\_\_[6897]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 219 ) 531-3040]{.underline} Fax [( 219 ) 531-3041
\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Web site/URL [http://www.valpo.k12.in.us/ccel/index.php]{.underline}
E-mail [vturner@mail.valpo.k12.in.us\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* ­­­­\_\_\_\_\_\_\_[Dr. Michael Benway]{.underline}

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

District Name [Valparaiso Community Schools]{.underline} Tel. [( 219)
531-3000]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

Name of School Board

President/Chairperson[\_\_\_\_ Mr. Douglas
McMillan]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT**

1\. Number of schools in the district: [8]{.underline} Elementary
schools

[2]{.underline} Middle schools

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

[1]{.underline} High schools

Other

[11]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$10,330]{.underline}\_\_

Average State Per Pupil Expenditure: [\_\_\_\$9,627]{.underline}\_\_\_­­­\_

**SCHOOL**

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\. [33]{.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**       31        23                     **54**       **8**                             

  **1**       31        20                     **51**       **9**                             

  **2**       32        20                     **52**       **10**                            

  **3**       30        27                     **57**       **11**                            

  **4**       28        33                     **61**       **12**                            

  **5**       29        21                     **50**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   325
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [88 %]{.underline} White

the school: [2 %]{.underline} Black or African American

[6 %]{.underline} Hispanic or Latino

[3 %]{.underline} Asian/Pacific Islander

[1 %]{.underline} American Indian/Alaskan Native

**100% Total**

**(**Indiana recognizes six standard categories for reporting the
racial/ethnic composition of a school.)

7\. Student turnover, or mobility rate, during the **past year**:
\_\_[12]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      23
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      13
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    36
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 308
                            the school as of October 1  

  **(5)**                   Total transferred students  .117
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           11.7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[3\_\_\_]{.underline} %

[\_\_\_9]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[6]{.underline}\_\_\_

Specify languages: Spanish, Arabic, Mandarin, Greek, Vietnamese, Hindi

9\. Students eligible for free/reduced-priced meals:
\_\_[12]{.underline}\_\_\_\_%

Total number students who qualify: \_\_[40\_]{.underline}\_\_\_

10\. Students receiving special education services:
\_\_\_[14]{.underline} \_ %

\_\_\_[44]{.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.

\_\_[5]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[3]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[6]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[24]{.underline}\_Speech or Language
Impairment

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

> \_\_[6\_]{.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 \_\_\_[11]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_\_1]{.underline}\_\_\_
\_\_\_\_[7]{.underline}\_\_\_

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

> Support staff \_\_\_\_[2]{.underline}\_\_\_
> \_\_\_\_[5\_]{.underline}\_\_
>
> Total number \_\_\_\_[15]{.underline}\_\_ \_\_\_\_[24]{.underline}\_\_

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

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

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

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

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

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

  Teacher turnover rate     5%          0%          5%          5%          0%

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

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

**PART III ‑ SUMMARY**

Cooks Corners Elementary School is a fully accredited North Central
Association elementary school. The building is located in Valparaiso,
Indiana about fifty miles from Chicago, Illinois. The city of Valparaiso
is the county seat and the home of Valparaiso University. Over one
hundred and ten years of education have been completed at the current
school location. A wooden structure predated the site of the first brick
building which was built in 1894. Following the razing of that building
in 1966, the current facility was completed.

Today, the school is a model of the traditional elementary schools built
in the sixties. It is a one story brick structure. There have been two
additions since it opened in 1967. They are the kindergarten wing in
1974 and the art/music addition in 1983. During the summer of 1994,
there were physical changes including air conditioning, telephones, and
both a video and data distribution network.

Our mission statement reflects the commitment of the entire school
community to making students successful learners: "Cooks Corners School
will provide a positive, caring, enthusiastic, and disciplined climate
for learning. Working together, the school's staff, parents, and
community will strive to prepare each child to be a lifelong learner and
a contributing member of an ever-changing society. Each child will be
expected to participate and cooperate in attaining academic, expressive,
social, and physical skills."

The student body is very homogeneous. The majority of the families are
two parent homes. Most of the families have an adult who has earned a
college degree. The majority of the parents are white-collar workers.
The average family income is above the community average and well above
state and national averages. Cooks Corners does not qualify to be a
Title I school. More than 88% of the students are white. There is a near
balance of students by gender. Student ability and achievement are above
average. Scores on the state tests are consistently some of the highest
in the State of Indiana. Cooks Corners has been an Indiana Department of
Education Four Star School eighteen times. Currently, Cooks Corners is
an Indiana State Test for Educational Progress Plus (ISTEP+) Exemplary
School in all categories.

Cooks Corners Elementary School's Parent Teacher Association is one of
the oldest in Porter County. Sponsored activities include Book Fair,
Birthday Book Club, Art Appreciation, Sundae Sunday, special student
convocations, grade-level field trips, recycling, school pictures, Riley
Hospital Skate Night, Fifth Grade Recognition, student awards, and
playground equipment projects.

The school is proud of all the special programs. There is a learning
disability resources room, a moderately mentally handicapped classroom,
and speech/language therapy room. A special reading teacher helps with
remediation and phonemic awareness. All grades participate in the
Accelerated Reading Program provided by Renaissance Learning. The school
social worker provides individual and group support to all students.
Fifth grade students participate in orchestra and band. A conflict
manager program for students has helped to prevent and solve playground
disputes. Creating a Safe School (CASS), a special anti-bullying
program, was started two years ago. Part of that program is a peer buddy
program at all grade levels.

Extra curricular activities are available to all students. Both the math
and spelling teams have won regional competitions and placed in the top
ten in Indiana. The student council has been a state honor council for
the last ten years. The advisor for the council is the Advisor of the
Year for Indiana. A service learning club meets regularly to plan and
complete projects to assist many community organizations. Scouting
groups serve all grades. There are after-school sports for fourth and
fifth grade students which include soccer, basketball, volleyball, and
bowling. There is an annual variety show for all grades.

The school motto and sign is "Thumbs up!" We try to remember to think
positively about each other and enjoy our successes.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Assessment Results:**

All of the schools in Indiana participate in Indiana Statewide Testing
for Educational Progress (ISTEP+). This testing program was created in
1987 and first administered in 1988. In 1995, the test was changed to
ISTEP+, which required a norm-referenced test to allow comparisons of
Indiana student achievement with national norms. In November 2000, the
State Board of Education adopted the Indiana Academic Standards that
represent learning outcomes deemed necessary for successful performance
in school, at work, and in the community. In 2002 grades 3, 6, and 8
ISTEP+ tests were modified to reflect these new standards. The standards
were incorporated into new tests for grades 4, 5, 7, and 9 in the fall
of 2003. In addition the national norming of the test was dropped.
Currently, students are tested in the areas of English/language arts and
mathematics, with science being added to the testing schedule in grade
5. The state disaggregation summary reports do not compute a value for
groups with fewer than ten students. Information may be found on the
state system at <http://www.doe.state.in.us/asap/data.html>. Cooks
Corners Elementary School information can be found at
<http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=6897>.

Since the inclusion of the state standards in ISTEP+ in fall, 2003,
Cooks Corners students have scored near or above the 95^th^ percentile
in both English/language arts and mathematics. This reflects the overall
ability and achievement of all of our students.

**ISTEP+ Percent Passing Both English/LA and Math**

  ------------- ------------- ------------- -------------- ---------------
  **Year**      **Grades      **State       **95^th^       **Cooks
                Tested**      Average**     Percentile**   Corners**

  2003-2004     3             62 %          88%            89%

  2004-2005     3,4,5         63%           88%            89%

  2005-2006     3,4,5         64%           88%            90%

  2006-2007     3,4,5         64%           88%            85%
  ------------- ------------- ------------- -------------- ---------------

The English/language arts portion of the ISTEP+ includes reading
comprehension, writing application, and language development. Cooks
Corners students perform above the state average in this important area.

**ISTEP Percent Passing English/ LA -- 2006-2007**

  ----------------------- ----------------------- -----------------------
  **Grade**               **State Average**       **Cooks Corners**

  3                       75%                     86%

  4                       76%                     95%

  5                       74%                     91%
  ----------------------- ----------------------- -----------------------

The mathematics section of the ISTEP+ includes computation, number
sense, and problem solving. Cooks Corners students perform above the
state average in this area as well.

**ISTEP Percent Passing Math -- 2006-2007**

  ----------------------- ----------------------- -----------------------
  **Grade**               **State Average**       **Cooks Corners**

  3                       73%                     88%

  4                       75%                     92%

  5                       77%                     87%
  ----------------------- ----------------------- -----------------------

In addition, Cooks Corners students met Adequate Yearly Progress (AYP)
in all of the student groups that apply including special education and
attendance.

**2. Using Assessment Results:**

The ISTEP+ results are only part of the assessment program at Cooks
Corners. ISTEP+ results are used for placement in a summer remediation
program. There is a regular summer school program which begins shortly
after the end of the school year. In addition, there is a two week Jump
Start Program in August which is intended to ready students for the
coming school year. It helps to overcome the usual summer "slump" and
the resulting need for review. The ISTEP+ is considered to be only an
important snapshot.

Ongoing assessments are used throughout the year. The Valparaiso
Community Schools have developed a series of Criterion Response Tests
(CRT) which are given at the end of the first semester and again at the
end of the year. There are tests for state and local standards in
communication arts, math, and social studies. Students are tested in
grades one through five. Pretests are given in the fall and again at the
semester. Results are used by teachers for remediation and instructional
planning.

Regular assessment is given in coordination with the Valparaiso
Community Schools Curriculum which includes all of the Indiana
standards. Short assessments for units of instruction are given. Daily
lesson plans incorporate the standards. First grade students who are
progressing slowly are selected to participate in a Fluent Reading Is
Our Goal (FROG) program. In addition, students in grades two and three
are selected to participate in a Valparaiso University Tutor program.
This is a reading program that was developed in coordination with the
university and students studying education. There is also a special
after-school tutorial program at the local Boys and Girls Club. Other
students with continuing achievement problems are referred to a General
Education Intervention Team. The team considers the student's strengths,
weaknesses, and possible interventions. This is a problem solving
approach that was developed at Indiana State University.

Lastly, the school improvement plan (Indiana Public Law 221) is reviewed
by all teachers at least twice a year. This includes goal,
interventions, and a regular plan for implementation.

**3**. **Communicating Assessment Results:**

Student progress including assessment results is reported every nine
weeks in a printed report card. Currently, the Valparaiso Community
Schools are investigating a new standard based reporting system with the
help of Dr. Robert Marzano of Colorado University. A computerized
grading system, Grade Quick, will be used next year. Parental portals
will be available for regular updates. This system is supplemented by a
mid-term deficiency report for those students who are having difficulty.
There is also a parent teacher conference at the end of the first nine
weeks of instruction as well as the end of the year.

ISTEP+ results are received from the state department of education in
January. Results are mailed to parents. There is a detailed computer
generated Student Report which addresses English/LA and math sections.
Scores are reported for both the objective and the applied skills
sections of the test. A special meeting is held for those parents
wanting more information about this important test.

Daily communication regarding assessment is provided by email and
"backpack". All third, fourth, and fifth grade students are required to
complete daily assignment books and transport them home as needed. The
principal has a list of all parents that wish to receive regular email
messages about school. In addition, teachers communicate with parents
through a commercial website, SchoolNotes. Teachers also use STAR
Reading and STAR Math tests to check progress, plan for instruction, and
meet with parents.

The year begins with a parent curriculum night. Every teacher explains
not only their instructional plan but also their method of communicating
test results and grades. The reporting of assessment results is a daily,
weekly, grading period, and annual process.

**4. Sharing Success:**

The Valparaiso Community Schools have regularly scheduled meetings at
the elementary level. All elementary principals meet once per month with
the Assistant Superintendent for Elementary Schools. Curriculum and book
adoption committees meet many times a year to update a highly structured
curriculum based on Indiana and local standards. Regular faculty and
support staff meetings are held for informational and planning purposes.
Teachers also meet at the building level at least once per month to
review curriculum and school improvement plans. At these traditional
meetings there is always time for sharing successes.

The school community is informed in a variety of ways. There is a large
school sign that is kept current with school events and successes. The
principal has a parent email list for sending and spreading the good
news. Local newspapers are willing to publish articles about school
projects and accomplishments. The Cooks Corners PTA publishes a monthly
newsletter that includes all categories of school news.

Individual student successes are shared in many ways too. There is a
Bringing Up Grades student assembly which is held after the second and
third marking period. The purpose is to announce students who have
improved on their report card. A hallway video system has a continuous
Power Point presentation running that announces Accelerated Reader Star
Students, birthdates, and team competition results. There is also a
special Accelerated Reader Principal's Club bulletin board in the main
hallway for students who earn a posted photograph by exceeding required
reading. Students that perform acts of kindness, sportsmanship, and
other good citizen characteristics visit the principal for a special
Thumbs Up card to take home to parents.

Lastly, teachers communicate almost daily with parents. Classroom phones
allow for private conversations with parents. Regular work is sent home
daily. Teachers call at the beginning of the year to introduce
themselves. All teachers have email availability for communicating with
parents. When calls come to the principal with questions regarding the
high rate of success that Cooks Corners students have on statewide
testing, one part of the response is the need for constant positive
communication with parents.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1. Curriculum:**

The teachers and administration of the Valparaiso Community Schools have
created a well defined curriculum at all grade levels. Faculty
committees have written a plan for every discipline that matches and
even exceeds the demands of the Indiana Academic Standards. The learning
needs of local students are the core of each area. The plan includes
instructional maps and learning outcomes for every discipline and every
grade level. It was originally developed with the help of Dr. Richard
Manatt of Iowa State University. With curriculum guides in hand,
teachers from all grade levels can direct their instruction to the needs
of their students, community, and state. Classroom instruction is guided
by the curriculum and not the textbook publishers.

Language Arts: This area of the curriculum includes reading, language,
spelling, and handwriting. The reading program will be discussed at
length in the next section of the document. The Harcourt Basal Reading
series is used at all grade levels. The corresponding Harcourt Language
Program is used for language instruction. The D'Nealian handwriting
system is used for manuscript and cursive instruction. Cursive
instruction begins in the second grade. Workbooks are used for all
sections of the language arts.

Mathematics: The Scott Foresman Math program is utilized in grades K-5.
Math Our Way is taught in the primary grades as a supplement. Hands-on
and manipulative methods are used at all levels. Teachers utilize the
Problem of the Day to start each school day. STAR Math is used to assess
students at the beginning of the year. All students use the computer lab
for Math Facts in a Flash.

Science: The Scott Foresman Science series is used as the text for this
area. It is supplemented with many science kits, supplies, and classroom
lab activities. The fourth grade visits the local Indiana Dunes State
Park three times during the school year. The fifth grade attends the
Challenger Learning Center Program at Purdue University Calumet.

Health: The McGraw Hill Health series is utilized for all grades. This
program is supplemented with a personal safety unit for all grades,
BABES in the second grade, Challenge Education in the fourth grade, and
a maturation unit at the fifth grade level. This includes state required
AIDS instruction.

Social Studies: All grades utilize a text for this area. The primary
grade use McGraw Hill and the upper grades Scott Foresman. All grades
take local field trips. Weekly news magazines are used in grades 1-5 for
current events. Many thematic units are used at various grade levels.
Students are instructed in cooperative groups to complete their
learning.

Technology: Integration of technology into all disciplines is stressed.
There is a Valparaiso Community Schools Technology curriculum. It is
taught in the context of regular computer laboratory visits for word
processing, presentation preparation, and Internet research. Students
and teachers are supported by parents and instructional assistants who
help in the lab.

Physical Education: Students work twice a week with a half time special
instructor. There is a state and local curriculum. In addition to
regular physical activity, students are tested on game rules. The
President's Physical Fitness test is given to all students in May. There
is a city wide Fit City Program and Cooks Corners students have been
honored by the mayor for their level of participation.

Music: Students meet with a special music teacher twice a week. The new
McGraw Hill Music series is used. It is supplemented with guitar, piano,
CD, and computer programs. There is a fourth and fifth grade choir that
performs twice year at a holiday concert, "This Is Our Story", and a
fifth grade recognition program at the end of the year.

Art: Visual arts are taught weekly by a special teacher to all grade
levels. The program is supplemented by an art textbook and a PTA
sponsored art appreciation program. There are art shows in community
locations three times a year.

Learning Disability Resource Room: Students who are identified with
learning disabilities have a resource room that is staffed by a part
time special education teacher and a paraprofessional. Students receive
direct and support services as prescribed in the state and federal
special education laws.

Least Restrictive Environment Room: Students that are identified with a
moderate mental handicap are taught by a full time teacher and three
paraprofessionals.

Speech Therapy Room: A fully qualified part-time speech therapist works
with identified students.

FROG Room: Fluent Reading is Our Goal is a remedial reading program. A
part time teacher provides instruction to identified students. Cooks
Corners does not qualify for Title I funds. This is a locally funded
program.

**2. Reading Curriculum:**

The core of reading instruction is a basal reading series, Harcourt
Collections. However, the Indiana Academic Standards determine the use
of the basal and other supplementary activities. Daily lesson plans
include instruction in phonemic awareness, phonics, vocabulary, and
reading comprehension. Regular oral reading and listening are also a
part of this instruction.

Writing application is an important part of the ISTEP+. As a result,
many reading assignments are followed by coordinated writing
assignments. There is a system-wide applied skills writing sample taken
twice a year and reported to the central administration office. The
integration of reading, writing, spelling, and handwriting is included
in all lesson plans.

Supplementary programs strengthen the basal program. The Renaissance
Learning STAR Reading test is used to test students in the fall as a
baseline. As the year progresses, students participate in the
Accelerated Reading Program to strengthen their reading comprehension.
All classes have a weekly subscription to current events magazine and
this is read and discussed together. Young Hoosier Books are evaluated
by all students. The PTA sponsors an annual Book Club where students can
earn more books by reading so many hours. Many classes utilize the Pizza
Hut Book It! Program to encourage outside reading as well.

Remedial reading is taught in many ways. There is a part-time reading
specialist who works with kindergarten and first graders. She presents
phonemic awareness to the entire class. She works with individual
students from the kindergarten and first grade to strengthen their
reading skills. Valparaiso University has provided reading tutors for
the past two years. These trained education students work with
identified second and third graders during the school day. The State of
Indiana under Project Primetime has also funded Instructional Assistants
for the primary classrooms for one-on-one instruction.

**3. Additional Curriculum Area: Mathematics**

The Cooks Corners staff recognizes that in today's world communication
and problem solving are essential to success. As a result, in order to
prepare students to be contributing members of a dynamic society another
essential curriculum area is mathematics. The State of Indiana also
recognizes this need and includes math computation and problem solving
in the ISTEP+.

The core of math instruction is a mathematics series, Scott Foresman
Math. However, the Indiana Academic Standards determine the use of this
series and other supplementary instruction. Daily lesson plans include
instruction in number sense, computation, and problem solving.

Supplementary instruction takes many forms. Each class uses an
introductory Problem of the Day when students arrive at school. STAR
Math is used to determine a math baseline. Math Facts in a Flash,
another Renaissance Learning Program, is used to strengthen the learning
of math computational facts. A teacher video training program, Mastery
Math Facts, was used to train all classroom teachers in the latest
research and methods for teaching math facts. Several teachers have been
trained in the Discrete Math Method at nearby Valparaiso University.

Remedial instruction is accomplished by using the Instructional
Assistants for one-on-one help. Two teachers are piloting the
Accelerated Math computer program for possible use for remediation.
Several teacher meetings have been devoted to problem solving strategies
and Indiana Math standards.

**4. Instructional Methods:**

Classroom instruction is traditional and research based. The classroom
teachers utilize best practices and methods based on brain-based
learning and framed in Indiana Academic Standards. Teachers utilize
visual, auditory, kinesthetic, and tactile techniques that are
integrated to ensure that all children are reached. All teachers are
trained in cooperative learning techniques. Large group, small group,
one-on-one, and programmed learning sessions are held every day.

Other methods are used in addition to traditional instruction. Field
trips are scheduled throughout the year. The fourth grade does a two day
overnight camping trip to Camp Tecumseh in Brookston, Indiana. The
students study pioneer living. The fifth grade has a special trip to the
Challenger Space Center at Purdue University Calumet in Hammond,
Indiana. The students take part in a simulated space journey while
acting as control center personnel and astronauts. Cooks Corners has a
video/data connection in each classroom making it possible to utilize
Internet programs like United Streaming for standard based videos. A
thirty computer laboratory is utilized by all classes to integrate
technology with instruction.

Individualized plans assist students as they learn. Valparaiso
University Tutors visit the school. Student teachers from many
universities work with teachers as supervisors. High school exploratory
teachers help for a semester as part of a high school class. Parents
help in all of the classrooms. They act as tutors, small group
instructors, and special topic instructors. Identified students visit
special education classrooms for assistance or direct instruction.
Instructional assistants work with "English a New Language" (ENL)
students. A specially trained General Education Intervention Team meets
regularly to plan for instruction for students who need help.

Lastly, students help other students. Peer tutoring is encouraged. Cross
grade buddies meet regularly to read and share special projects.

**5. Professional Development:**

The Indiana Department of Education directs annual professional
development in compliance with Public Law 221. The Valparaiso Community
Schools set aside four or five days every year for staff development.
Students are dismissed early. System wide or building level meetings are
held with school improvement plans or North Central accreditation as the
direction. At Cooks Corners, professional development efforts have been
directed toward creating a safe school, math problem solving, and
writing development.

Recent professional development activities at Cooks Corners have
included:

-   Regularly scheduled teacher release time at all grade levels to
    review math standards

-   Training for all teachers in the Grade Quick electronic grading
    program

-   Video training for all classroom teachers in "Mastery of Math Facts"

-   Attending a "6+1 For Writing" training workshop

-   Attending the Indiana Computer Educators Conference in Indianapolis

-   "Discrete Math Training" at Valparaiso University

-   Special training for mentors and new intern teachers

-   Renaissance Learning training sessions for Accelerated Reader and
    STAR

-   Attendance at planning meetings for the new standard based reporting
    system

State funding is used to pay for professional development training. As
such, the annual plan is reviewed every spring and a new plan is
submitted to the Department of Education. Since professional development
is the energy behind school improvement every effort is made to make
time and resources available.

**[PART VI - ASSESSMENT RESULTS]{.underline}**

**STATE CRITERION-REFERENCED TESTS**

**I**STEP+ (Indiana Statewide Testing of Educational Progress-Plus) was
created by the Indiana General Assembly in 1987 and was administered for
the first time in 1988. In its original form, ISTEP consisted of a
multiple choice component administered in March and a writing component
administered in December. ISTEP originally was given to grades 1, 2, 3,
6, 8, 9, and 11. The General Assembly eliminated the writing portion of
the test and also testing in grades 1 and 11. Minor changes were made in
test forms between 1987 and 1995, but the general structure and content
of ISTEP did not change prior to passage of new legislation in 1995.

The 1995 law change required a norm-referenced test to allow comparisons
of Indiana student achievement with national norms as well as a
criterion-referenced component. The criterion-referenced component
included a basic skills assessment with multiple-choice questions and an
applied skills assessment containing short answer or essay questions
along with the solving of mathematical problems.

The law required that the new ISTEP+ must provide criterion-referenced
scores based on questions that measure student achievement relative to
the academic standards established by the State Board of Education. The
criterion-referenced component has always been by far the most important
part of ISTEP+. Today, it is the ONLY component.

The State Board established in 1995, that beginning with the 1996-97
school year ISTEP+ would be administered to grades 3, 6, 8, and 10 in
the fall rather than the spring. The State Board enacted this change to
enable schools to implement more flexible instructional approaches and
programs to remediate students during the school year in which ISTEP+ is
administered as well as the summer.

In November 2000, the State Board adopted the Indiana Academic Standards
that represent learning outcomes deemed necessary for successful
performances in school, at work, and in the community. In 2002, the
ISTEP+ Grades 3, 6, 8, Tests were modified to reflect these new
standards. National norms and the ability section of the test were
dropped. The standards were incorporated into new Grade 4, 5, and 9
Tests in the fall of 2003. In fall, 2004, the Grade 10 Graduation
Qualifying Examination was revised to also reflect the new standards.
The latest test still includes multiple choice and applied skills
sections.

Students receive three scoring designations: [Did Not Pass, Pass, or
Pass +.]{.underline} Values are not computed for groups with fewer than
ten students. [The only Cooks Corners measurable subgroup is
gender]{.underline}.

Moderately mentally handicapped children at Cooks Corners are tested
using the Indiana Standards Tool for Alternate Reporting (ISTAR). The
ISTAR is an individualized assessment of academic and life skills that
is aligned with Indiana Academic Standards. It is completed by the
special education teacher.

+---+-------+---+---------+---+----------------------+---+----------------------+
| * |       |   |         |   |                      |   |                      |
| * |       |   |         |   |                      |   |                      |
| I |       |   |         |   |                      |   |                      |
| S |       |   |         |   |                      |   |                      |
| T |       |   |         |   |                      |   |                      |
| E |       |   |         |   |                      |   |                      |
| P |       |   |         |   |                      |   |                      |
| A |       |   |         |   |                      |   |                      |
| v |       |   |         |   |                      |   |                      |
| g |       |   |         |   |                      |   |                      |
| P |       |   |         |   |                      |   |                      |
| c |       |   |         |   |                      |   |                      |
| t |       |   |         |   |                      |   |                      |
| P |       |   |         |   |                      |   |                      |
| a |       |   |         |   |                      |   |                      |
| s |       |   |         |   |                      |   |                      |
| s |       |   |         |   |                      |   |                      |
|   |       |   |         |   |                      |   |                      |
| - |       |   |         |   |                      |   |                      |
| A |       |   |         |   |                      |   |                      |
| l |       |   |         |   |                      |   |                      |
| l |       |   |         |   |                      |   |                      |
| T |       |   |         |   |                      |   |                      |
| e |       |   |         |   |                      |   |                      |
| s |       |   |         |   |                      |   |                      |
| t |       |   |         |   |                      |   |                      |
| e |       |   |         |   |                      |   |                      |
| d |       |   |         |   |                      |   |                      |
| G |       |   |         |   |                      |   |                      |
| r |       |   |         |   |                      |   |                      |
| a |       |   |         |   |                      |   |                      |
| d |       |   |         |   |                      |   |                      |
| e |       |   |         |   |                      |   |                      |
| s |       |   |         |   |                      |   |                      |
| E |       |   |         |   |                      |   |                      |
| n |       |   |         |   |                      |   |                      |
| g |       |   |         |   |                      |   |                      |
| l |       |   |         |   |                      |   |                      |
| i |       |   |         |   |                      |   |                      |
| s |       |   |         |   |                      |   |                      |
| h |       |   |         |   |                      |   |                      |
| / |       |   |         |   |                      |   |                      |
| L |       |   |         |   |                      |   |                      |
| A |       |   |         |   |                      |   |                      |
| a |       |   |         |   |                      |   |                      |
| n |       |   |         |   |                      |   |                      |
| d |       |   |         |   |                      |   |                      |
| M |       |   |         |   |                      |   |                      |
| a |       |   |         |   |                      |   |                      |
| t |       |   |         |   |                      |   |                      |
| h |       |   |         |   |                      |   |                      |
| * |       |   |         |   |                      |   |                      |
| * |       |   |         |   |                      |   |                      |
+---+-------+---+---------+---+----------------------+---+----------------------+
|   | **Y   |   | **95th\ |   | **State Average\     |   | **Cooks Corners**    |
|   | ear** |   | Perce   |   | (Public and          |   |                      |
|   |       |   | ntile** |   | Nonpublic)**         |   | **Elementary School\ |
|   |       |   |         |   |                      |   | **                   |
+---+-------+---+---------+---+----------------------+---+----------------------+
|   | 20    |   | 93%     |   | 73%                  |   | 90%                  |
|   | 06-07 |   |         |   |                      |   |                      |
|   |       |   |         |   |                      |   |                      |
+---+-------+---+---------+---+----------------------+---+----------------------+
|   | 20    |   | 93%     |   | 73%                  |   | 94%                  |
|   | 05-06 |   |         |   |                      |   |                      |
|   |       |   |         |   |                      |   |                      |
+---+-------+---+---------+---+----------------------+---+----------------------+
|   | 20    |   | 93%     |   | 72%                  |   | 93%                  |
|   | 04-05 |   |         |   |                      |   |                      |
|   |       |   |         |   |                      |   |                      |
+---+-------+---+---------+---+----------------------+---+----------------------+
|   | 20    |   | 92%     |   | 71%                  |   | 92%                  |
|   | 03-04 |   |         |   |                      |   |                      |
|   |       |   |         |   |                      |   |                      |
+---+-------+---+---------+---+----------------------+---+----------------------+

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

Edition/Publication Year [Same year as test administered]{.underline}
Publisher\_\_[CTB McGraw-Hill]{.underline}­­

  ------------------------------------- ----------- ----------- ----------- -----------
                                        2006-2007   2005-2006   2004-2005   2003-2004

  Testing month                         September   September   September   September

  **SCHOOL SCORES**                                                         

  \% "Meeting" (Pass) and "Exceeding"   86          91          93          94
  State Standards                                                           

  \% "Exceeding" State Standards (      20          25          11          16
  Pass+)                                                                    

  Number of students tested             56          57          44          52

  Percent of total students tested      98          100         98          100

  Number of students alternatively      1           0           1           0
  assessed                                                                  

  Percent of students alternatively     2           0           2           0
  assessed                                                                  

                                                                            

  **SUBGROUP SCORES**                                                       

  1\. Gender : Male                                                         

  \% "Meeting" (Pass) and "Exceeding"   86          88          100         91
  State Standards                                                           

  \% "Exceeding" State Standards        17          32          14          29
  (Pass+)                                                                   

  Number of students tested             29          25          22          34

  2\. Gender : Female                   85          94          86          100

  \% "Meeting" (Pass) and "Exceeding"   22          19          9           33
  State Standards                                                           

  \% "Exceeding" State Standards        27          32          22          18
  (Pass+)                                                                   

  Number of students tested                                                 

                                                                            

  **STATE SCORES**                                                          

  \% "Meeting" (Pass) and "Exceeding"   75          76          76          75
  State Standards                                                           

  \% "Exceeding" State Standards        12          12          12          13
  (Pass+)                                                                   
  ------------------------------------- ----------- ----------- ----------- -----------

Subject [Mathematics]{.underline} Grade [3]{.underline} Test
[ISTEP+]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year [Same year as test administered]{.underline}
Publisher\_\_[CTB McGraw-Hill]{.underline}­­

  ------------------------------------- ----------- ----------- ----------- -----------
                                        2006-2007   2005-2006   2004-2005   2003-2004

  Testing month                         September   September   September   September

  **SCHOOL SCORES**                                                         

  \% "Meeting" (Pass) and "Exceeding"   88          91          84          90
  State Standards                                                           

  \% "Exceeding" State Standards (      46          42          20          31
  Pass+)                                                                    

  Number of students tested             56          57          44          52

  Percent of total students tested      98          100         98          100

  Number of students alternatively      1           0           1           0
  assessed                                                                  

  Percent of students alternatively     2           0           2           0
  assessed                                                                  

                                                                            

  **SUBGROUP SCORES**                                                       

  1\. Gender : Male                                                         

  \% "Meeting" (Pass) and "Exceeding"   97          96          91          91
  State Standards                                                           

  \% "Exceeding" State Standards        48          60          27          32
  (Pass+)                                                                   

  Number of students tested             29          25          22          34

  2\. Gender : Female                                                       

  \% "Meeting" (Pass) and "Exceeding"   78          88          77          89
  State Standards                                                           

  \% "Exceeding" State Standards        44          28          14          28
  (Pass+)                                                                   

  Number of students tested             27          32          22          18

                                                                            

  **STATE SCORES**                                                          

  \% "Meeting" (Pass) and "Exceeding"   73          74          74          72
  State Standards                                                           

  \% "Exceeding" State Standards        13          13          13          13
  (Pass+)                                                                   
  ------------------------------------- ----------- ----------- ----------- -----------

Subject [English/Language Arts]{.underline} Grade [4]{.underline} Test
[ISTEP+]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year [Same year as test administered]{.underline}
Publisher\_\_[CTB McGraw-Hill]{.underline}

­­

  ------------------------------------- ----------- ----------- ----------- -------------
                                        2006-2007   2005-2006   2004-2005   2003-2004\*

  Testing month                         September   September   September   September

  **SCHOOL SCORES**                                                         

  \% "Meeting" (Pass) and "Exceeding"   95          98          96          95
  State Standards                                                           

  \% "Exceeding" State Standards (      20          22          37          36
  Pass+)                                                                    

  Number of students tested             60          45          52          42

  Percent of total students tested      98          96          100         100

  Number of students alternatively      1           2           0           0
  assessed                                                                  

  Percent of students alternatively     2           4           0           0
  assessed                                                                  

                                                                            

  **SUBGROUP SCORES**                                                       

  1\. Gender : Male                                                         

  \% "Meeting" (Pass) and "Exceeding"   96          100         94          95
  State Standards                                                           

  \% "Exceeding" State Standards        30          22          39          35
  (Pass+)                                                                   

  Number of students tested             27          23          31          20

  2\. Gender : Female                                                       

  \% "Meeting" (Pass) and "Exceeding"   94          65          100         95
  State Standards                                                           

  \% "Exceeding" State Standards        12          23          33          36
  (Pass+)                                                                   

  Number of students tested             33          22          21          22

                                                                            

  **STATE SCORES**                                                          

  \% "Meeting" (Pass) and "Exceeding"   76          75          74          \*
  State Standards                                                           

  \% "Exceeding" State Standards        11          11          11          \*
  (Pass+)                                                                   
  ------------------------------------- ----------- ----------- ----------- -------------

\*Denotes that this was a baseline/pilot year for Fourth Grade ISTEP+.
As a result, all scores

were considered to be unofficial.

[S]{.underline}ubject [Mathematics]{.underline} Grade [4]{.underline}
Test [ISTEP+]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year [Same year as test administered]{.underline}
Publisher\_\_[CTB McGraw-Hill]{.underline}­­

  ------------------------------------- ----------- ----------- ----------- -------------
                                        2006-2007   2005-2006   2004-2005   2003-2004\*

  Testing month                         September   September   September   September

  **SCHOOL SCORES**                                                         

  \% "Meeting" (Pass) and "Exceeding"   92          91          96          98
  State Standards                                                           

  \% "Exceeding" State Standards (      27          33          35          31
  Pass+)                                                                    

  Number of students tested             60          45          52          42

  Percent of total students tested      98          96          100         100

  Number of students alternatively      1           2           0           0
  assessed                                                                  

  Percent of students alternatively     2           4           0           0
  assessed                                                                  

                                                                            

  **SUBGROUP SCORES**                                                       

  1\. Gender : Male                                                         

  \% "Meeting" (Pass) and "Exceeding"   96          96          97          95
  State Standards                                                           

  \% "Exceeding" State Standards        37          43          48          40
  (Pass+)                                                                   

  Number of students tested             27          23          31          20

  2\. Gender : Female                                                       

  \% "Meeting" (Pass) and "Exceeding"   88          86          95          100
  State Standards                                                           

  \% "Exceeding" State Standards        18          23          14          23
  (Pass+)                                                                   

  Number of students tested             33          22          21          22

                                                                            

  **STATE SCORES**                                                          

  \% "Meeting" (Pass) and "Exceeding"   75          76          74          \*
  State Standards                                                           

  \% "Exceeding" State Standards        14          15          13          \*
  (Pass+)                                                                   
  ------------------------------------- ----------- ----------- ----------- -------------

\*Denotes that this was a baseline/pilot year for Fourth Grade ISTEP+.
As a result, all scores

were considered to be unofficial.

Subject [English/Language Arts]{.underline} Grade [5]{.underline} Test
[ISTEP]{.underline}+\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year [Same year as test administered]{.underline}
Publisher\_\_[CTB McGraw-Hill]{.underline}­­

  ------------------------------------- ----------- ----------- ----------- -------------
                                        2006-2007   2005-2006   2004-2005   2003-2004\*

  Testing month                         September   September   September   September

  **SCHOOL SCORES**                                                         

  \% "Meeting" (Pass) and "Exceeding"   91          94          92          89
  State Standards                                                           

  \% "Exceeding" State Standards (      17          27          21          19
  Pass+)                                                                    

  Number of students tested             46          52          52          54

  Percent of total students tested      92          100         98          100

  Number of students alternatively      4           0           1           0
  assessed                                                                  

  Percent of students alternatively     8           0           2           0
  assessed                                                                  

                                                                            

  **SUBGROUP SCORES**                                                       

  1\. Gender : Male                                                         

  \% "Meeting" (Pass) and "Exceeding"   93          91          87          93
  State Standards                                                           

  \% "Exceeding" State Standards        19          24          22          17
  (Pass+)                                                                   

  Number of students tested             27          33          23          30

  2\. Gender : Female                                                       

  \% "Meeting" (Pass) and "Exceeding"   89          100         97          83
  State Standards                                                           

  \% "Exceeding" State Standards        16          32          21          21
  (Pass+)                                                                   

  Number of students tested             19          19          29          24

                                                                            

  **STATE SCORES**                                                          

  \% "Meeting" (Pass) and "Exceeding"   76          77          73          \*
  State Standards                                                           

  \% "Exceeding" State Standards        9           18          12          \*
  (Pass+)                                                                   
  ------------------------------------- ----------- ----------- ----------- -------------

\*Denotes that this was a baseline/pilot year for Fifth Grade ISTEP+. As
a result, all scores

were considered to be unofficial.

Subject [Mathematics]{.underline} Grade [5]{.underline} Test
[ISTEP+]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year [Same year as test administered]{.underline}
Publisher\_\_[CTB McGraw-Hill]{.underline}­­

  ------------------------------------- ----------- ----------- ----------- -------------
                                        2006-2007   2005-2006   2004-2005   2003-2004\*

  Testing month                         September   September   September   September

  **SCHOOL SCORES**                                                         

  \% "Meeting" (Pass) and "Exceeding"   87          98          92          875
  State Standards                                                           

  \% "Exceeding" State Standards (      35          37          15          17
  Pass+)                                                                    

  Number of students tested             46          52          52          54

  Percent of total students tested      92          100         98          100

  Number of students alternatively      4           0           1           0
  assessed                                                                  

  Percent of students alternatively     8           0           2           0
  assessed                                                                  

                                                                            

  **SUBGROUP SCORES**                                                       

  1\. Gender : Male                                                         

  \% "Meeting" (Pass) and "Exceeding"   93          97          91          90
  State Standards                                                           

  \% "Exceeding" State Standards        37          42          22          13
  (Pass+)                                                                   

  Number of students tested             27          33          23          30

  2\. Gender : Female                                                       

  \% "Meeting" (Pass) and "Exceeding"   79          100         93          83
  State Standards                                                           

  \% "Exceeding" State Standards        32          26          10          21
  (Pass+)                                                                   

  Number of students tested             19          19          29          24

                                                                            

  **STATE SCORES**                                                          

  \% "Meeting" (Pass) and "Exceeding"   77          77          73          \*
  State Standards                                                           

  \% "Exceeding" State Standards        15          18          12          \*
  (Pass+)                                                                   
  ------------------------------------- ----------- ----------- ----------- -------------

\*Denotes that this was a baseline/pilot year for Fifth Grade ISTEP+. As
a result, all scores

were considered to be unofficial.