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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_X\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal: [Mr. John W. Dizney]{.underline}

Official School Name: [Speedway Junior High School]{.underline}

School Mailing Address: [5151 West 14^th^ Street]{.underline}

[Speedway, Indiana 46224-6410]{.underline}

County: [Marion]{.underline} State School Code Number:
[5889]{.underline}

Telephone: [(317) 244-3359]{.underline} Fax: [(317)
486-4845]{.underline}

Website/URL: [http://www.speedway.k12.in.us]{.underline} E-mail:
<jdizney@speedway.k12.in.us>

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: [Mr. N. Andrew Wagner]{.underline}

District Name: [School Town of Speedway]{.underline} Tel. [(317)
244-0236]{.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. William H. Scott]{.underline}

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

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [4]{.underline} Elementary
schools

[0]{.underline} Middle schools

[1]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8, 600 (2004-2005)]{.underline}

Average State Per Pupil Expenditure: [\$9, 600 (2004-2005)]{.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
>
> \[X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [4]{.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**       84        75          159

  **K**                                                     **8**       67        78          145

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   304
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [66]{.underline} % White

the students in the school: [25]{.underline} % Black or African American

[8]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[29%]{.underline}

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

  ------------ ----------------------------------------- -----------------
  **(1)**      Number of students who transferred        41
               ***to*** the school after October 1       
               (04-05) until the end of the year.        

  **(2)**      Number of students who transferred        43
               ***from*** the school after October 1     
               (04-05) until the end of the year.        

  **(3)**      Total of all transferred students \[sum   84
               of rows (1) and (2)\]                     

  **(4)**      Total number of students in the school as 285
               of October 1 (04-05)                      

  **(5)**      Total transferred students in row (3)     .2947
               divided by total students in row (4)      

  **(6)**      Amount in row (5) multiplied by 100       29.47
  ------------ ----------------------------------------- -----------------

8\. Limited English Proficient students in the school: [9%]{.underline}

[27]{.underline} Total Number Limited English Proficient

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

Specify languages: [French, Haitian Creole, Spanish, Macedonian, Shona,
Maay]{.underline}

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

Total number students who qualify: [122­­­ ­]{.underline}

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

10\. Students receiving special education services:
[\_\_11%\_\_]{.underline}

[\_\_33\_\_\_\_]{.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.

[\_ \_\_]{.underline}Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [\_\_3\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_21\_]{.underline}Specific Learning Disability

[\_3\_\_]{.underline}Emotional Disturbance [\_\_1\_]{.underline}Speech
or Language Impairment

[\_1\_\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [\_4\_\_]{.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) 2 0

Classroom teachers 13 4

Special resource teachers/specialists 3 0

Paraprofessionals 2 0

> Support staff 12 0
>
> Total number 32 4

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

students in the school divided by the FTE of classroom teachers:
[19.1]{.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.

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

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

  Daily teacher attendance  95%         96%         95%         95%         97%

  Teacher turnover rate     17%         11%         17%         28%         11%

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

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

**PART III ‑ SUMMARY**

Speedway Junior High School is located on the west side of Indianapolis
in the Town of Speedway. The building that currently houses Speedway
Junior High School and Fisher Elementary students was erected in 1948
and at that time served as the town's high school. There have been
several renovations done to this facility but the original building is
still used to this day. Speedway Junior High School serves 304 students
in grades seven and eight. The staff includes: 13 full time certified
teachers, 1 licensed special education teacher, 4 related arts teachers
that are shared half the day with Speedway High School, 1 media
specialist, 1 counselor/athletic director, 2 teaching assistants, an
assistant principal, and a principal. The student body at Speedway
Junior High School has rapidly changed and is becoming more diverse.
Today the ethnicity of the students at Speedway Junior High School
consists of 66% White, 20% Black, 8% Hispanic, 5% Multiracial, and 1%
Native American. The social economic status of Speedway Junior High
School has also shown recent change. To date, 41% of our families
qualify for the free/reduced lunch program and textbook assistance as
compared to 15% qualifying in the 1996-97 school year.

The Educational Program at Speedway Junior High School places emphasis
on the core subject areas, especially Language Arts and Mathematics.
This is accomplished within a Trimester format that allows our students
to receive the equivalence of three years worth of instruction in Math
and Language Arts in just two years. Students at Speedway Junior High
School attend seven, 53-minute periods of instruction, each day. During
a student's two years at the junior high they receive daily instruction
in Social Studies, Science, Language Arts, and Mathematics. An
additional period each day is also devoted to Language Arts and
Mathematics. Students also receive instruction in Physical
Education/Health and have a choice of experiencing one of our five
offerings in the Related Arts area. The Related Arts classes offered at
Speedway Junior High School includes: Art, Keyboarding, Technology
Education, Family and Consumer Science, and Instrumental or Vocal Music.

The mission statement of Speedway Junior High School helps to keep our
community of learners and staff focused on educational decisions. ***The
mission of Speedway Junior High School is to instill in individuals the
skills needed to master state proficiencies and to develop attitudes as
productive, life-long learners in an ever-changing, diverse, and
technical society. Our "Community of Learners" will cultivate an
environment that will stimulate, nurture, and enrich developmentally
appropriate learning experiences.*** Our curriculum and school
environment challenges and encourages all students to reach their
potential.

Because teachers believe in the mission statement and look for ways to
implement the best practices of education, students attain levels of
success in the classroom and on standardized tests that lead the state.
On the most recent Indiana Statewide Testing for Educational Progress
Plus (ISTEP+), Speedway eighth grade students ranked first in Marion
County, Indiana. Speedway Junior High School has been named a Four Star
School three times. This rating is based on ISTEP+ performance in
mathematics, language arts, language arts and mathematics results
combined, and student attendance rate. Speedway Junior High School's
presence in the top quartile in each of these categories generally
places the school in the top ten percent of schools in the state.

Through the collaboration of students, teachers, administrators,
parents, and community, Speedway Junior High School has become a school
that provides an excellent opportunity for all students to excel. The
commitment of all the groups involved will allow Speedway Junior High
School to produce continuous educational opportunities and excellence
for many years to come.

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

**1. Description of School's Assessment Results (Language Arts and
Mathematics):** Speedway Junior High School uses multiple assessments to
determine student performance in both language arts and math. One of
these assessment tools is the Indiana Statewide Testing for Educational
Progress Plus (ISTEP+). This assessment is a criterion-referenced
examination that is used to measure student achievement on Indiana State
Standards. ISTEP+ is administered to all students in Indiana public
schools in grades three through ten each September. Language arts and
math results on this test are reported by the state to the schools as a
percentage of students scoring at the Pass Plus, Pass, and Did Not Pass
levels. A score of Pass indicates that a student has shown grade level
proficiency in math, language arts, or both. A Pass Plus score
demonstrates that a student performance exceeds proficiency on Indiana
Academic Standards. Until the fall of 2003, only students in grades 3,
6, 8, and 10 were tested with this assessment tool. Beginning with the
2003-2004 school year, grades 4, 5, 7 and 9 were also tested using the
ISTEP+ assessment. In addition, the Pass Plus achievement category was
not part of the scoring component until the 2002-2003 school year.

Students at Speedway Junior High School have performed well, compared to
their peers, on the ISTEP+ test for the past five years. But our most
significant gains came in the 2004-05 school year. During this year we
had an increase in percentage of students passing the language arts
portion of the test rise from 66% to 81% at the eighth grade level and
from 65% to 88% passing at the seventh grade level on the language arts
test. On the math test we again made increases in percentage of students
passing. The eighth grade increased from 83% to 85% passing on the math
test while the seventh grade increased from 78% to 81% passing in math.
It is also important to note that these percentages of students passing
are at least 14 percentage points above the state average in both
language arts and math at the eighth grade level.

*No Child Left Behind* requires the school to not only look at the total
number of students passing ISTEP+ but also the individual breakout
groups such as Socioeconomic Status, Special Education, Race, and
Gender. The ISTEP+ results for both seventh and eighth grade students at
Speedway Junior High School indicate that an achievement gap exists in
each of these breakout categories. At first glance, the disparity in
achievement does appear to be closing over a five-year trend, but at a
slow rate. A closer look at Speedway Junior High School over the past
five years shows a change in demographics. Areas with the most
significant change are the number of students that qualify for free or
reduced lunches, the number of students with learning disabilities, and
the number of students that lists their race as something other than
white or Caucasian. Speedway Junior High School has also seen a large
increase in their mobility rate over the past five years. Although we
are experiencing these changes in our schools and community, we view
this as a challenge and an opportunity to make a positive impact on a
more diverse population. As we continue to analyze our data,
administration and teachers will focus their efforts on continuing to
close the achievement gap.

Indiana's Department of Education website has specific information on
Speedway Junior High School's ISTEP+ results. The website address is:
http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=5889

**2. Using Assessment Results:** The State of Indiana's school
accountability and improvement program, Public Law 221, requires each
school to annually review its academic progress and to identify areas of
improvement. When examining student assessment data, discussions among
school staff and School Improvement Committee Members determined that
Speedway Junior High School had areas of strength and also areas needing
improvement. The areas in need of improvement, according to the
assessment data, were reading comprehension and writing skills. In
accordance with this law, Speedway Junior High School adopted goals
targeting student improvement in the areas of reading comprehension and
writing applications. Staff development programs were then developed to
teach or reinforce professional skills needed to enhance students'
performance in these goal areas.

Speedway Junior High School uses the results of ISTEP+, Northwest
Evaluation Association (NWEA) assessment, classroom grades, STAR reading
assessment, and an Applied Writing Skills Evaluation to measure a
student's academic progress. Committees of teachers, parents, and school
administration gather the results of these assessments and use the data
to make adjustments in programs, individual student schedules, and
teaching strategies. If a student is not making adequate academic
progress, his or her results are examined to determine what type of
support or remediation is necessary. These assessments may also be used
in determining if a student is in need of General Education
Interventions or if the student is in need of Special Education support.

**3. Communicating Assessment Results:** Assessment results are
regularly communicated to students, parents and the community from
Speedway Junior High School in a variety of ways. In the classroom, a
policy was established that requires teachers to provide each student
with assignment grade sheets. These grade sheets are placed in the front
of individual student folders for students to log their classroom grades
in each subject area. In addition, every teacher in the building has a
laminated poster that displays graded assessments and point values
assigned to each assessment. Students have found this to be an excellent
method of keeping track of their grades in individual classes. Formal
Report Cards are mailed home at the end of each six-week grading period.
Mid-term reports are either given to students every three weeks or
mailed home if a student has a grade average of 74% or less. In
addition, individual ceremonies recognizing student's achievements in
the areas of academics, attendance, athletics, and citizenship occur
each year.

Teachers and administrators frequently communicate with parents by way
of postal mail, telephone, and e-mail. In addition, parent/teacher
conferences are scheduled and occur on a regular basis to discuss
student's academic progress. Technology also helps facilitate
communication to parents at Speedway Junior High School. Parents utilize
Parent Connect via the Internet to monitor their child's progress in
each class throughout the grading period. Through the Internet, parents
can also access a software program called Datamine that enables them to
view attendance, discipline, demographic, and academic data of their
child.

In addition, school-wide results of the ISTEP+, Honor Roll, and other
academic achievements are reported to the local media. Multiple articles
appear on a weekly basis in the local newspaper recognizing student
performance and success. Speedway Junior High communicates information
on the Speedway Public School Website
([www.speedwayschools.com](http://www.speedwayschools.com/)).

# 4. Sharing Success: The Speedway Junior High School staff has shared their successes and strategies in many different ways with a variety of different audiences. The secondary principals in the School Town of Speedway are members of the Marion County Secondary Principals Association. This association has a large membership consisting of all principals of secondary schools in Marion County. The group meets on a monthly basis, which provides an excellent opportunity to share successes and strategies with other middle school and high school administrators. Speedway principals are active participants in this association and attend these meetings regularly, participating in this exchanging of ideas and data from student assessment results. As a result of this sharing, Speedway Junior High School has become a model site for other Indiana schools to visit. Most recently, requests for site visits have come from Connersville Middle School and New Palestine Middle School.

Within our own school community, the Speedway Administrative Team, which
is composed of all principals and superintendents, meets twice a month.
A major portion of these meetings is discussing data from various
assessments and sharing strategies for improvement. One agenda item for
each meeting is a "Spotlight Feature" in which each principal has an
opportunity to share a best practice strategy that has worked for
him/her in raising student achievement. In this way successes and ideas
are continuously exchanged and dialogue remains ongoing and open.

Speedway Junior High School's web page has an abundance of information
on standards, curriculum, and student progress. Links are also provided
to the Indiana Department of Education's web site, which contains
extensive data on test results, demographics, and many other important
school-related items. After reviewing this data, it is not uncommon for
schools to email Speedway Junior High School's staff and inquire about
programs that are in place and strategies that have been used to obtain
the percentages of students passing ISTEP+ that our students have been
able to achieve over the past five years.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Speedway Junior High School Curriculum Summary:** The curriculum at
Speedway Junior High School is designed to meet the academic standards
set by the Indiana Department of Education and to ensure that all
students achieve at high levels, not just in their core classes, but in
all areas of the curriculum. The following provides specific examples
that demonstrate commitment to these standards:

> **Social Studies:** The five areas of study in our Social Studies
> curriculum are: History, Civics and Government, Geography, Economics,
> and Individuals, Society and Culture. At the seventh grade level the
> curriculum focus is on the study of Africa, Asia, and the Southwest
> Pacific. The eighth grade curriculum places emphasis on studying the
> history of the United States. Students are assessed through
> exploratory projects, general classroom tasks and tests, and
> service-learning projects. Mapping skills, cause and effect
> relationships, and historical perspectives are emphasized. In
> addition, students utilize skills for critical thinking, inquiry, and
> participation in a democratic society throughout the school year.
>
> **Science:** The areas of study in our science curriculum are: The
> Nature of Science and Technology, Scientific Thinking, Physical
> Environment, Living Environment, Mathematical World, Historical
> Perspectives, and Common Themes. At the seventh grade level the
> curricular focus is on Life Sciences and at the eighth grade level the
> emphasis is on Physical Sciences. Scientific investigation occurs
> through a number of different means including inquiry, fieldwork, lab
> work, general observation and experimentation. These various
> approaches to understanding and comprehending science are assessed
> within and out of the classroom through the tools of scientific
> writing, daily journals, lab reports, special project constructs,
> dissection, and diversified testing.
>
> **Foreign Language:** All eighth grade students at Speedway Junior
> High School are enrolled in either Spanish I or Exploratory Spanish.
> After taking Spanish I, students may go on to Spanish II at the high
> school level. Both classes, Spanish I and Exploratory Spanish,
> emphasize the five goals of Communication, Cultures, Connections,
> Comparisons, and Communities as noted in the Indiana Academic
> Standards for Foreign Language. To cover these standards, students
> engage in group activities, videos, audiotapes, and speaking Spanish
> in real life settings. Students are assessed in a variety of ways,
> including tests, quizzes, and group projects that measure their
> abilities in speaking, writing, listening and reading Spanish.
>
> **Family and Consumer Science:** In FCS, students learn critical
> thinking skills, problem-solving, interpersonal communication skills,
> effective listening, and conflict resolution. Cooperative learning
> activities, hands-on projects and games, food and sewing labs,
> cross-curriculum activities, worksheets, and tests assess student
> achievement. Math, science, social studies, and technology are
> integrated in our program on a weekly basis.
>
> **Performing Arts:** All students have the option of participating in
> either vocal or instrumental music. Two-thirds of the students choose
> to participate in music classes. In these classes students are
> improvising melodies and accompaniments, composing and arranging music
> within specified guidelines, listening to, analyzing, and describing
> music, understanding relationships between music, the other arts, and
> disciplines outside of the arts, and understanding music in relation
> to history and culture.
>
> **Special Education:** To the maximum extent possible, students
> identified with special needs are educated in the general academic
> program with appropriate supports. These supports may be provided
> through study skills classes and tutoring. For more seriously
> handicapped students, supports are provided through more intense
> services such as special courses, adjusted curriculum, or modified
> delivery approaches. Regardless, students in this category have as
> many opportunities to interact with general education students as
> appropriate.
>
> **Physical Education and Health:** Every student is assigned to a
> Physical Education/Health class each year. The focus in Physical
> Education classes is on personal wellness achieved through
> participation in team sports and individual activities. A student\'s
> success in this program is measured by participation, effort,
> improvement, and new skill development. In health classes students
> learn about healthy life-style choices, human body systems, and
> first-aid techniques. Student competency is assessed through written
> work, individual and group projects, and tests.
>
> **Technology:** Technology classes are available to all students
> because economic survival in the 21st century requires that students
> know and understand both basic and technical concepts of business as
> well as possess the ability to apply these concepts in a variety of
> settings. Spreadsheets, Word documents, PowerPoint projects, and
> databases are all practiced in this class. Student achievement is
> measured by the ability of the student to take raw information and
> assimilate it into a professional looking document.
>
> **Visual Art:** All students have the opportunity to take a visual art
> class. Topics covered in art include elements and principles of
> design, color theory, and linear perspective. Students describe,
> analyze, and interpret works of art and apply this knowledge to their
> own work. Students are involved in performance tasks and creative
> thinking. Students make informed judgments and theorize on different
> philosophies such as emotionalism, intuitionalism, or formalism.

**2. English Curriculum at Speedway Junior High School:** Language arts
courses are aligned with and developed around the Indiana State
Standards. They are designed to improve a students' reading
comprehension, develop writing techniques, and reinforce grammar and
vocabulary. Students are either placed in a regular education English
class or in a special education English class. A case conference
committee determines Special Education offerings and an Individualized
Education Plan drives the instruction. Eighth grade language arts
classes meet each day for 53 minutes. Seventh grade language arts
classes are double-blocked which allows each seventh grade student to
receive 106 minutes of language arts instruction each day.

The focus on reading comprehension includes the utilization of
Accelerated Reader, Academy of Reading, literature circles, and a
balance of group and partnered reading discussions. In addition to using
the class literature book, class sets of novels are available for
students. There is a multitude of choices within each student's reading
level. Other sources of reading materials used in the classroom are the
newspaper, magazines, and other supplemental materials. The focus on
writing includes three administered writing prompts, the use of 6+1
Writing Traits, and peer editing and revision sessions. Students are
guided through the entire writing process from brainstorming ideas to
the actual written document ready for publishing. Vocabulary building is
also a focus of the language curriculum. There is an added emphasis on
recognizing context clues, which in turn increases higher level thinking
skills. Our double blocked seventh grade language arts classes, and
overall small class sizes, allow for more personal emphasis on
individualized instruction. Individual student growth is assessed by
classroom exams, NWEA testing, ISTEP+ examinations, writing prompts
scores, and STAR Reading tests.

All students are given a Reading and Language Use assessment within the
first two weeks of the school year to determine their individual reading
levels. Once received, this information is shared with teachers,
parents, and students. During the enrollment process, any student
entering Speedway Junior High School after the beginning of the school
year is given these assessments to determine their reading level.
Students that are determined to be struggling with reading are given a
"Tutoring" class where they receive additional assistance in reading.
Students in Tutoring classes are required to participate in the Academy
of Reading software program on a regular basis. Tutoring classes are
also designed to give students additional help with homework, classroom
assignments, and organizational skill development.

**3. Mathematics Curriculum at Speedway Junior High School:** For the
past ten years, Speedway Junior High School has achieved the highest
percentage-passing rate on the mathematics portion of the ISTEP+ in
Marion County, Indiana. This unprecedented success can be attributed to
both our unique design in scheduling and a talented staff.

The most significant characteristic that sets the math curriculum at
Speedway Junior High School apart from other school programs is the
ability to complete three years of math within a two-year time frame due
to the way that students are scheduled into classes. Instead of just
increasing the time that students have with an individual teacher as is
traditionally done with a block schedule, each student is enrolled in
two different mathematics courses at different times of the day. This
alternative schedule works because the mathematics department is in
constant communication with each other regarding standards taught and
the individual needs of students.

Each math class has been aligned with the Indiana Mathematics State
Standards. A proficiency list, based on the state standards, is given to
the students on the first day of class. This proficiency list helps the
teachers to assist each student with mastering the state proficiencies.
Students are expected to check off the proficiencies as they master them
throughout the year. This practice tends to hold students accountable
for what they are learning and motivates them to seek help when they are
unable to check off proficiencies from their lists. Also, at the end of
the year, the seventh grade teacher passes on each student's proficiency
sheet to the eighth grade teacher. This allows the next teacher the
ability to analyze each student's strengths and weaknesses, thus he/she
can make appropriate curriculum decisions.

One of the most important curriculum decisions made for students is
placement into appropriate classes based on individual needs and
assessments. During their seventh grade year, all students take Math-7
for the entire year. At the conclusion of the first trimester, students
enroll in a second mathematics class, Geometry and Measurement, which
lasts for one trimester. During the last trimester of the year, students
are placed in either Math Essential Skills or Pre-Algebra, based on
student's mastery of standards and data driven teacher recommendations.

At the end of their seventh grade year, students meet with their
teachers and parents to determine placement for the upcoming school
year. All students choose either a full year of Pre-Algebra, or, if
proficient, a full year of Algebra I. In addition, every student starts
the year with a second mathematics class, Math Essential Skills-8, which
focuses on re-enforcing concepts learned during the seventh grade year.

**4. Instructional Methods:** At Speedway Junior High School, the staff
uses a variety of instructional methods to effectively deliver a
standards based curriculum. The faculty has been trained on the teaching
technique of differentiated instruction as a way to make learning both
meaningful and accessible for all students. In all curricular areas,
teachers use individualized learning plans to meet the needs of our
ever-changing population. Our teachers and staff members are sensitive
to the unique changes, both physical and emotional, that young
adolescents experience during junior high school.

Teachers strive to meet the individual learning styles of their
students. Inside a typical lesson a teacher may regularly utilize three
or more methods of instructional delivery. These methods may include the
use of visual aids, participation in small group discussion, using
kinesthetic activities, or listening to a lecture. It is not unusual for
students to participate in choice assessments or independent studies as
a way to make learning meaningful. In addition, to make learning
accessible for all students at Speedway Junior High School we have
developed an entire new curricular area called English as a Second
Language to accommodate our students that have come to us that do not
speak or write English fluently.

English as a Second Language learners and students with special needs
are not the only students to receive pullout services and individualized
education plans. For example, students who are reading below grade level
use a program called Academy of Reading that helps them with
comprehension and word recognition. Also, in some math classes students
are using different textbooks that are tailored to the grade level at
which the student is performing. By utilizing these instructional
methods, as well as many others not previously listed, we have been able
to meet the individual learning styles of our students.

**5. Professional Development:** As a member of the North Central
Association of Colleges and Schools (NCA), Speedway Junior High School
undergoes an intensive self-evaluation every six years, and implements a
comprehensive school improvement plan that focuses on best practices for
enhancing student learning. As a result of the school improvement plans
developed both for NCA and Indiana Public Law 221, we identified two
areas of improvement for our school, reading comprehension and writing
skills across the curriculum. Once we decided to improve in these areas,
we began to research best practices for implementing these improvements.
For the past two years, our professional development efforts have
focused on improving instruction in the areas of reading and writing.

We use the teacher as trainer model frequently when doing professional
development. Individuals and teams of teachers are sent to conferences
and in-services opportunities in which they learn the most current
trends and best practices. These teachers then bring back what they have
learned and present their findings to the staff. In this way, we have
developed local "experts" in school improvement. In just the past year,
teachers have presented on hot-button topics such as motivating the
unmotivated student, six plus one writing traits, how the ISTEP+
mathematics test is developed and graded, and differentiated
instruction.

In addition, we have devoted some of our professional development time
to helping us understand our rapidly changing population. For example,
our school participated in a district wide study of Ruby Payne's book,
[A Framework for Understanding Poverty.]{.underline} We used the book as
a jumping off platform to better understand the environment and culture
of our students through in-service discussions and scenarios. We also
enlisted the help of the Indiana Department of Education's liaisons for
English as New Learners to better reach our immigrant population. As a
result of these professional development activities, as well as many
others, we have seen dramatic improvements in student achievement for
our special populations.

**PART VII -- ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS (ISTEP+)**

NA = Not Available

+-------------------------------+-------+-------+-------+-----+-------+
| **GRADE 7 ISTEP+ RESULTS**    | 2005  | 2004  | 2003  | 200 | 2001  |
|                               | -2006 | -2005 | -2004 | 2-2 | -2002 |
| **Language Arts**             |       |       |       | 003 |       |
+-------------------------------+-------+-------+-------+-----+-------+
| Testing month                 | Sept. | Sept. | NA    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| SCHOOL SCORES                 |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass or Above      | 74%   | 88%   | 65%   | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass Plus          | 11%   | 15%   | 6%    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| Total number students tested  | 148   | 138   | 148   | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| Percentage of students tested | 100%  | 100%  | 100%  | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| Number of students            | 3     | 9     | NA    | NA  | NA    |
| alternatively assessed        |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| Percentage of students        | 3%    | 6%    | NA    | NA  | NA    |
| alternatively assessed        |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
|                               |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| **Subgroup Scores**           |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| **1. Ethnicity**              |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| *White*                       |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass or Above      | 81%   | 95%   | 73%   | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass Plus          | NA    | 16%   | 8%    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| Total number students tested  | 106   | 96    | 105   | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| *Black (not of Hispanic       |       |       |       |     |       |
| Origin)*                      |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass or Above      | 50%   | 71%   | 39%   | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass Plus          | NA    | 7%    | 3%    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| Total number students tested  | 24    | 28    | 31    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
|                               |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| **2. Students with            |       |       |       |     |       |
| Disabilities**                |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| Special Education with        |       |       |       |     |       |
| Accommodations                |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass or Above      | 35%   | 60%   | 28%   | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass Plus          | NA    | 10%   | 0%    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| Total number students tested  | 20    | 10    | 18    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
|                               |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| **3. Socioeconomic Status**   |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| *Paid Lunch*                  |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass or Above      | 84%   | 95%   | 75%   | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass Plus          | NA    | 19%   | 7%    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| Total number students tested  | 88    | 96    | 88    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| #  Free/Reduced Lunch         |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass or Above      | 58%   | 70%   | 51%   | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass               | NA    | 5%    | 5%    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| Total number students tested  | 60    | 43    | 59    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
|                               |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| **4. State Scores**           |       |       |       |     |       |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass or Above      | 68%   | 60%   | NA    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+
| \% scoring Pass Plus          | 8%    | 9%    | NA    | NA  | NA    |
+-------------------------------+-------+-------+-------+-----+-------+

**Explanation of Alternative Assessments:**

Students who perform significantly below grade-level may have personal
learning goals that cannot be adequately measured with a grade-level
standardized test such as ISTEP+. These students are assessed using
ISTAR (Indiana Standards Tool for Alternative Reporting).

**STATE CRITERION-REFERENCED TESTS (ISTEP+)**

+-------------------------------+-------+-------+-------+-----+------+
| **GRADE 7 ISTEP+ RESULTS**    | 2005  | 2004  | 2003  | 200 | 2    |
|                               | -2006 | -2005 | -2004 | 2-2 | 001- |
| **Mathematics**               |       |       |       | 003 | 2002 |
+-------------------------------+-------+-------+-------+-----+------+
| Testing month                 | Sept. | Sept. | Sept. | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| SCHOOL SCORES                 |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass or Above      | 81%   | 81%   | 78%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass Plus          | 19%   | 16%   | 14%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| Total number students tested  | 148   | 138   | 148   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| Percentage of students tested | 100%  | 100%  | 100%  | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| Number of students            | 5     | 9     | 5     | NA  | NA   |
| alternatively assessed        |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| Percentage of students        | 3%    | 5%    | 3%    | NA  | NA   |
| alternatively assessed        |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
|                               |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| **Subgroup Scores**           |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| **1. Ethnicity**              |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| *White*                       |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass or Above      | 87%   | 90%   | 87%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass Plus          | NA    | 21%   | 18%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| Total number students tested  | 106   | 96    | 105   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| *Black (not of Hispanic       |       |       |       |     |      |
| Origin)*                      |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass or Above      | 63%   | 54%   | 65%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass Plus          | NA    | 0%    | 3%    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| Total number students tested  | 24    | 28    | 31    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
|                               |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| **2. Students with            |       |       |       |     |      |
| Disabilities**                |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| Special Education with        |       |       |       |     |      |
| Accommodations                |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass or Above      | 65%   | 50%   | 28%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass Plus          | NA    | 10%   | 0%    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| Total number students tested  | 20    | 10    | 18    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
|                               |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| **3. Socioeconomic Status**   |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| *Paid Lunch*                  |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass or Above      | 90%   | 91%   | 88%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass Plus          | NA    | 22%   | 19%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| Total number students tested  | 88    | 96    | 88    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| #  Free/Reduced Lunch         |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass or Above      | 68%   | 58%   | 66%   | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass Plus          | NA    | 2%    | 5%    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| Total number students tested  | 60    | 43    | 59    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
|                               |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| **4. State Scores**           |       |       |       |     |      |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass or Above      | 76%   | 58%   | NA    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+
| \% scoring Pass Plus          | 17%   | 15%   | NA    | NA  | NA   |
+-------------------------------+-------+-------+-------+-----+------+

**Explanation of Alternative Assessments:**

Students who perform significantly below grade-level may have personal
learning goals that cannot be adequately measured with a grade-level
standardized test such as ISTEP+. These students are assessed using
ISTAR (Indiana Standards Tool for Alternative Reporting).

**STATE CRITERION-REFERENCED TESTS (ISTEP+)**

+--------------------------------+-----+------+-------+------+-------+
| **GRADE 8 ISTEP+ RESULTS**     | 200 | 2    | 2003  | 2    | 2001  |
|                                | 5-2 | 004- | -2004 | 002- | -2002 |
| **Language Arts**              | 006 | 2005 |       | 2003 |       |
+--------------------------------+-----+------+-------+------+-------+
| Testing month                  | Se  | S    | Sept. | S    | Sept. |
|                                | pt. | ept. |       | ept. |       |
+--------------------------------+-----+------+-------+------+-------+
| SCHOOL SCORES                  |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass or Above       | 83% | 81%  | 66%   | 77%  | 79%   |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass Plus           | 8%  | 14%  | 10%   | 11%  | NA    |
+--------------------------------+-----+------+-------+------+-------+
| Total number students tested   | 133 | 133  | 119   | 118  | 113   |
+--------------------------------+-----+------+-------+------+-------+
| Percentage of students tested  | 1   | 100% | 100%  | 100% | 100%  |
|                                | 00% |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| Number of students             | 6   | 5    | 2     | 0    | 0     |
| alternatively assessed         |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| Percentage of students         | 4%  | 4%   | 2%    | 0    | 0     |
| alternatively assessed         |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
|                                |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| **Subgroup Scores**            |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| **1. Ethnicity**               |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| *White*                        |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass or Above       | 92% | 88%  | 77%   | 87%  | 85%   |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass Plus           | 11% | 17%  | 11%   | 12%  | NA    |
+--------------------------------+-----+------+-------+------+-------+
| Total number students tested   | 92  | 98   | 88    | 92   | 89    |
+--------------------------------+-----+------+-------+------+-------+
| *Black (not of Hispanic        |     |      |       |      |       |
| Origin)*                       |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass or Above       | 52% | 54%  | 40%   | 22%  | 41%   |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass Plus           | 4%  | 4%   | 5%    | 0%   | NA    |
+--------------------------------+-----+------+-------+------+-------+
| Total number students tested   | 27  | 26   | 20    | 18   | 17    |
+--------------------------------+-----+------+-------+------+-------+
|                                |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| **2. Students with             |     |      |       |      |       |
| Disabilities**                 |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| Special Education with         |     |      |       |      |       |
| Accommodations                 |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass or Above       | 40% | 47%  | 20%   | 30%  | NA    |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass Plus           | 0%  | 6%   | 0%    | 0%   | NA    |
+--------------------------------+-----+------+-------+------+-------+
| Total number students tested   | 10  | 17   | 15    | 10   | 9     |
+--------------------------------+-----+------+-------+------+-------+
|                                |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| **3. Socioeconomic Status**    |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| *Paid Lunch*                   |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass or Above       | 91% | 87%  | 74%   | 86%  | 83%   |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass Plus           | 10% | 18%  | 11%   | 10%  | NA    |
+--------------------------------+-----+------+-------+------+-------+
| Total number students tested   | 96  | 84   | 85    | 86   | 90    |
+--------------------------------+-----+------+-------+------+-------+
| #  Free/Reduced Lunch          |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass or Above       | 62% | 68%  | 47%   | 52%  | 61%   |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass Plus           | 3%  | 6%   | 9%    | 13%  | NA    |
+--------------------------------+-----+------+-------+------+-------+
| Total number students tested   | 37  | 50   | 34    | 31   | 23    |
+--------------------------------+-----+------+-------+------+-------+
|                                |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| **4. State Scores**            |     |      |       |      |       |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass or Above       | 68% | 67%  | 65%   | 64%  | 68%   |
+--------------------------------+-----+------+-------+------+-------+
| \% scoring Pass Plus           | 8%  | 8%   | 7%    | 7%   | NA    |
+--------------------------------+-----+------+-------+------+-------+

**Explanation of Alternative Assessments:**

Students who perform significantly below grade-level may have personal
learning goals that cannot be adequately measured with a grade-level
standardized test such as ISTEP+. These students are assessed using
ISTAR (Indiana Standards Tool for Alternative Reporting).

**STATE CRITERION-REFERENCED TESTS (ISTEP+)**

+-------------------------------+------+-------+-------+-----+------+
| **GRADE 8 ISTEP+ RESULTS**    | 2    | 2004  | 2003  | 200 | 2    |
|                               | 005- | -2005 | -2004 | 2-2 | 001- |
| **Mathematics**               | 2006 |       |       | 003 | 2002 |
+-------------------------------+------+-------+-------+-----+------+
| Testing month                 | S    | Sept. | Sept. | Se  | S    |
|                               | ept. |       |       | pt. | ept. |
+-------------------------------+------+-------+-------+-----+------+
| SCHOOL SCORES                 |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass or Above      | 89%  | 85%   | 83%   | 85% | 88%  |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass Plus          | 35%  | 33%   | 25%   | 19% | NA   |
+-------------------------------+------+-------+-------+-----+------+
| Total number students tested  | 133  | 133   | 119   | 118 | 113  |
+-------------------------------+------+-------+-------+-----+------+
| Percentage of students tested | 100% | 100%  | 100%  | 1   | 100% |
|                               |      |       |       | 00% |      |
+-------------------------------+------+-------+-------+-----+------+
| Number of students            | 6    | 5     | 2     | 0   | 0    |
| alternatively assessed        |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| Percentage of students        | 4%   | 4%    | 2%    | 0   | 0    |
| alternatively assessed        |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
|                               |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| **Subgroup Scores**           |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| **1. Ethnicity**              |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| *White*                       |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass or Above      | 97%  | 93%   | 92%   | 92% | 93%  |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass               | 45%  | 43%   | 32%   | 25% | NA   |
+-------------------------------+------+-------+-------+-----+------+
| Total number students tested  | 92   | 98    | 88    | 92  | 89   |
+-------------------------------+------+-------+-------+-----+------+
| *Black (not of Hispanic       |      |       |       |     |      |
| Origin)*                      |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass or Above      | 63%  | 54%   | 50%   | 39% | 59%  |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass Plus          | 11%  | 0%    | 0%    | 0%  | NA   |
+-------------------------------+------+-------+-------+-----+------+
| Total number students tested  | 27   | 26    | 20    | 18  | 17   |
+-------------------------------+------+-------+-------+-----+------+
|                               |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| **2. Students with            |      |       |       |     |      |
| Disabilities**                |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| Special Education with        |      |       |       |     |      |
| Accommodations                |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass or Above      | 50%  | 29%   | 33%   | 50% | 63%  |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass Plus          | 0%   | 0%    | 0%    | 0%  | NA   |
+-------------------------------+------+-------+-------+-----+------+
| Total number students tested  | 10   | 17    | 15    | 10  | 9    |
+-------------------------------+------+-------+-------+-----+------+
|                               |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| **3. Socioeconomic Status**   |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| *Paid Lunch*                  |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass or Above      | 97%  | 95%   | 89%   | 92% | 92%  |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass Plus          | 45%  | 45%   | 31%   | 26% | NA   |
+-------------------------------+------+-------+-------+-----+------+
| Total number students tested  | 96   | 84    | 85    | 86  | 90   |
+-------------------------------+------+-------+-------+-----+------+
| #  Free/Reduced Lunch         |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass or Above      | 70%  | 66%   | 68%   | 68% | 70%  |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass Plus          | 8%   | 12%   | 12%   | 3%  | NA   |
+-------------------------------+------+-------+-------+-----+------+
| Total number students tested  | 37   | 50    | 34    | 31  | 23   |
+-------------------------------+------+-------+-------+-----+------+
| []{.mark}                     |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| **4. State Scores**           |      |       |       |     |      |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass or Above      | 72%  | 71%   | 71%   | 66% | 66%  |
+-------------------------------+------+-------+-------+-----+------+
| \% scoring Pass Plus          | 16%  | 16%   | 14%   | 11% | NA   |
+-------------------------------+------+-------+-------+-----+------+

**Explanation of Alternative Assessments:**

Students who perform significantly below grade-level may have personal
learning goals that cannot be adequately measured with a grade-level
standardized test such as ISTEP+. These students are assessed using
ISTAR (Indiana Standards Tool for Alternative Reporting).