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

*U.S. Department of Education*

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

Name of Principal [Mr. Bill Lakes]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [13200 North Street]{.underline} (If address is
P.O. Box, also include street address)

[Dillsboro IN 47018-9602]{.underline}

City State Zip Code+4 (9 digits total)

County [Dearborn]{.underline} State School Code Number\*
[1141]{.underline}

Telephone [(812) 432-5438]{.underline} Fax [(812) 432-5203]{.underline}

Website/URL [venus.net/\~dills2/index.html]{.underline} E-mail
<bplakes@seidata.com>

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. Thomas Book]{.underline}

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

District Name [South Dearborn Community School Corporation]{.underline}
Tel. [(812) 926-2090]{.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. Daryl Cutter]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,376]{.underline}

Average State Per Pupil Expenditure: [\$9,033]{.underline}

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

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

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

4\. [28]{.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**       20        25                     **45**       **8**                             

  **1**       18        28                     **46**       **9**                             

  **2**       24        22                     **46**       **10**                            

  **3**       25        23                     **48**       **11**                            

  **4**       24        22                     **46**       **12**                            

  **5**       21        17                     **38**       **Other**                         

  **6**       16        14                     **30**                                         

                                    **TOTAL                                                   **299**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [98]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

\% Hispanic or Latino

\% 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:
[5]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      8
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      7
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    15
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 299
                            the school as of October 1  

  **(5)**                   Total transferred students  .050
                            in row (3) divided by total 
                            students in row (4)         

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

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

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

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [21]{.underline} %

Total number students who qualify: [63]{.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: [22]{.underline} %

[67]{.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 [0]{.underline} Orthopedic Impairment

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

[0]{.underline} Deaf-Blindness [7]{.underline} Specific Learning
Disability

[4]{.underline} Emotional Disturbance [34]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [14]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [1]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [1]{.underline}

Classroom teachers [13]{.underline}

Special resource teachers/specialists [2]{.underline} [4]{.underline}

Paraprofessionals [4]{.underline}

> Support staff [9]{.underline}
>
> Total number [29]{.underline} [4]{.underline}

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

students in the school divided by the FTE of classroom teachers: [21:
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         96 %        96 %        96 %        96 %        96 %
  attendance                                                            

  Daily teacher         96 %        96 %        97 %        95 %        N/A
  attendance                                                            

  Teacher turnover rate 10 %        5 %         14%         5 %         0.0 %

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

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

**PART III ‑ SUMMARY**

**Snapshot of the School**

Dillsboro Elementary School's mission statement is reflective of the
commitment the school has to providing the community with a quality
educational program.

*Dillsboro Elementary School provides the opportunity for students to
develop to their full potential*

*academically, socially, physically, and emotionally. In partnership
with parents and community, we*

*foster academic excellence in our students while striving to instill a
sense of values, personal*

*responsibility, and a positive self-image. Students are provided with a
safe, nurturing, and stable*

*environment. The education our students receive provides a solid
foundation for success in the next*

*level of education, promotes a lifelong desire to learn, and encourages
them to become productive*

*members of society.*

The staff of Dillsboro Elementary School shares the following beliefs:

• Every child is important and deserves the opportunity to learn.

• Every child is important and deserves to feel that he is part of a
safe environment.

• Our responsibility is to take each child and provide the appropriate
instruction the child needs.

• The education of the child is a shared responsibility between the
school and the home.

Dillsboro Elementary School is one of three kindergarten through sixth
grade buildings in the South Dearborn Community School Corporation. The
elementary staff currently consists of thirteen full‑time teachers. Six
of the thirteen teachers have been employed at Dillsboro since the
current organization in 1978. Five additional staff members divide their
time between the Dillsboro Elementary School and other corporation
schools. The five teach in the areas of art, music, physical education,
speech and remedial reading. Two classrooms are provided for special
needs students. One class provides services for students who are
Learning Disabled, Mildly Mentally Handicapped or Emotionally
Handicapped. The other provides services for students who are Moderately
Mentally Handicapped or Severe and Profound. One full‑time
administrator, the principal, is responsible for the administrative
areas. The school was established as a K‑8 building in 1978. In 1998,
the South Dearborn Community School Corporation opened a new middle
school, which took grades seven and eight from Dillsboro, Moores Hill,
Manchester, and Aurora. The current enrollment (K-6) of 299 is comprised
of 150 girls and 149 boys.

Physically, the school plant consists of two additions, which have been
joined to constitute one building. The original addition was constructed
in 1957 and contains approximately 27,000 square feet. This area houses
two sixth grade classes, one fifth grade class, a music room, a
teacher's workroom, a gymnasium, and a school cafeteria. A new addition
consisting of 28,000 square feet was opened in August of 1990. This
addition houses all elementary grades, two special education classes,
media center, computer lab, speech center, reading lab, unified arts
room, and administrative office. The administrative area consists of the
principal's office, nurse's room, health room, teacher's workroom and
conference room. Along with the new addition, the existing playground
was enlarged, and the parking areas were redesigned to improve safety
for bus and parent traffic. The South Dearborn School Corporation has
approved a building project for Dillsboro Elementary, which should start
during the 2006-2007 school year. A new cafeteria will be constructed
along with major renovation to the 1957 wing of the school.

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

1\. **Assessment Results**

Dillsboro Elementary School, like all Indiana schools, participates in
the Indiana Statewide Testing for Educational Progress (ISTEP), which
was created by the Indiana General Assembly 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
adopted the Indiana Academic Standards that represent learning outcomes
deemed necessary for successful performances 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. 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 at
<http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=1141>
concerning Dillsboro Elementary School ISTEP+ results. General
information on the state assessment system may be found at
<http://www.doe.state.in.us/istep/welcome.html>.

The purpose of testing at Dillsboro Elementary School is primarily
formative in nature and is used to support and establish proper
instruction. The state required ISTEP+ is the "report card" for Indiana
schools and vital to a school's AYP. The Northwest Evaluation
Association (NWEA) is the provider of Measures of Academic Progress
(MAP), Renaissance Learning's STAR Reading and STAR Math, and
teacher-made tests, rubrics, and textbook tests complete the non-ISTEP+
assessment program.

  ------------- -------------------- --------- --------------------------------
  **Dillsboro                        ** **     
  Elementary                                   
  School**                                     

  Proficiency                                  
  Performance                                  

  ***ISTEP and                       *** ***   
  ISTEP+                                       
  Result***                                    

  Percentage of                                
  Students                                     
  Meeting                                      
  Indiana                                      
  Academic                                     
  Standards                                    

  Grades 3 & 6  English/Language               Mathematics
                Arts                           

                2001 2002 2003 2004            2001 2002 2003 2004 2005
                2005                           

  Dillsboro     90/77 85/93 92/89              83/80 81/95 94/92 81/92 79/93
                95/95 83/87                    

  SDCSC         72/61 76/81 90/89              75/70 74/75 82/78 74/84 81/78
                89/79 87/73                    

  State         67/54 73/70 75/71              71/62 67/69 72/74 74/75 74/79
                76/71 76/72                    
  ------------- -------------------- --------- --------------------------------

With the exception of one school year, Dillsboro Elementary School has
exceeded the state and local corporation averages. The data indicated
that there is more consistency between grades 3 through 6 in the area of
English/language arts than mathematics. The overall average for 3^rd^
graders in English/language arts over the five-year period is 89% while
the 6^th^ grade is 88%. Using the same five-year span in mathematics,
there is a 6-point percentage improvement from the 3^rd^ grade (84%) in
comparison to the 6^th^ grade (90%).

The only significant subgroup, socioeconomic status (free and reduced
lunch), comprise 11% of the students eligible to participate in the
ISTEP+ testing program in grades 3, 4, 5, and 6. During the most recent
testing cycle, 2005-2006, 75% of those students met the Indiana academic
standards in English/language arts while 59% passed the mathematics
portion of the test.

2\. **Using Assessment Result**s

Dillsboro School believes that assessment must be ongoing and diagnostic
in nature. A variety of tests and tools to evaluate student progress,
the effectiveness of teaching strategies, and curriculum are used
throughout the school year. Classroom teachers use the adopted textbook
tests, teacher-made tests and rubrics to assess daily instruction and
monitor classroom student performance. Renaissance software programs are
used to help determine the student's current level of performance and
level of growth over a specific period of time in reading and math. The
STAR Reading test and the STAR Math test yield standard scores. The STAR
Reading test is also used to determine the student's Instructional
Reading Level (IRL) and the Zone of Proximal Development. The ZPD, which
defines the reading level from which a student should be selecting books
for optimal growth in reading without frustration, guides the teacher in
providing the appropriate level of book selection for each student.
Teachers use both tests throughout the school year to monitor student
progress. A pre-test and post-test are given at the beginning and ending
of the school year to determine the growth of each student. Growth
reports are used to inform parents of student progress and to help
teachers evaluate teaching strategies used in the classroom.

Formal testing begins in grade two. The Northwest Evaluation Association
(NWEA) is the provider of the Measures of Academic Progress (MAP) test,
which is administered in grades two through six. MAP is given in the
fall and the spring. ISTEP+ (Indiana Statewide Testing for Educational
Progress) is administered in grades three through six. The results of
the assessments are used to monitor student progress and are part of the
formula used to determine class placement and student eligibility for
remedial and accelerated programs, such as, Remedial Reading and the
summer programs for Jumpstart and accelerated science. The data is also
used to assist in making staff development plans, and evaluate
curriculum and suggest revisions if necessary.

3\. **Communicating Assessment Results**

It is the belief of Dillsboro Elementary School that a yearlong plan for
communicating assessment results to school staff, parents, students, and
the community is an essential part of being a successful school. It is
important for everyone affected by the assessment process to be
continually informed. They should know what tests are being
administered, the purpose of the tests, what the past results show, and
how the current results are used, to improve student and school
performance.

In an effort to fulfill this responsibility, the school provides the
following:

• Report cards are issued to students at the end of each nine-week
grading period.

• Mid --term reports are issued to all students at the end of each four
and one-half weeks.

• Parents may request weekly or bi-weekly grade reports if they feel
that student progress needs to be

monitored on a more frequent basis.

• Parents are notified either in a classroom newsletter, an office
newsletter, and/or by a specific letter,

of upcoming tests and testing dates concerning the ISTEP+ and NWEA MAP
testing.

• ISTEP+ test results are sent to the homes with an explanation of the
test results and a letter

encouraging parents to conference with the teacher or principal if
student results are not satisfactory.

• ISTEP+ test results for all corporation schools are published in the
county newspaper.

• ISTEP+ test results are shared with parents and community members
during the appropriate monthly

Parent-Teacher Organization meeting.

• The Indiana Department of Education website enables parents and
community members direct access

to disaggregated ISTEP+ scores in English/language arts and mathematics.
The website address is

made known to all parents.

• The NWEA MAP test results are sent home twice per year and provide
parents and students with a

chart signifying student progress. MAP testing begins in grade 2 and
continues through grade 10.

• Individual classroom tests such as, STAR Math and STAR Reading, are
sent home by the classroom teachers indicating individual progress in
math and reading.

4\. **Sharing Success**

South Dearborn Community School Corporation is comprised of four
elementary, one middle school and one high school. Administrative
meetings are held twice per month. During these meetings, discussions
are held concerning academic successes as well as academic problems. It
is the thought, that in a similar type building, success in an academic
area or with an academic program can move from one school to another.
This sharing among administrators has been successful to the point of
observation of other classroom teachers, utilization of technology
programs, and the one-on-one sharing of ideas. Each school administrator
is also responsible for submitting school news to be used by the county
newspaper or the local corporation newsletter.

The accomplishments of our school have been noted by other schools and
this has resulted in phone conversations centering on the improvement in
the school's ISTEP+ scores. The sharing of the different components of
our mathematics program and reading program has hopefully helped other
schools succeed.

The teaching staff of Dillsboro Elementary has taken an active role in
chairing committees dealing with textbook selection and curriculum
revisions. At the beginning of each school year, the corporation holds a
school-wide organizational meeting. An important part of this meeting is
the grade level session where teachers discuss school strategies with
peer teachers. Teachers are presented with an opportunity to glean
information that will be useful in the classroom.

Technology has been an important part of the success of our school.
Workshops have been held at our school with the teaching staff playing
an active part in conveying how the programs are incorporated into their
daily lessons. The school has a website \[www.venus.net/\~dills2/\] that
is updated with school information. Several classroom teachers are in
the process of developing classroom websites. The school has always
taken a leadership role in the area of technology. Dillsboro has always
been open for visitations from corporation schools as well as any
neighboring schools.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

In 2000, the Indiana State Board of Education adopted academic
performance standards in English/language arts, mathematics, science,
and social studies. These standards clearly outlined student expectation
in each subject, at each grade level. An assessment instrument, ISTEP+
(Indiana Statewide

Testing for Educational Progress), was developed to measure student
progress in relation to these standards. Dillsboro Elementary School has
established a curriculum based on these standards and the needs of the
students.

Indiana requires school corporations to adopt textbooks on a six-year
cycle. A textbook committee is established with a representative from
each of the corporation's four elementary schools. Textbooks from a
state approved list are reviewed on an individual teacher basis, with
the final selection being determined by a one school, one vote
procedure. Preference is given to books that are aligned to the Indiana
Academic Standards.

The corporation selected McGraw-Hill as the core language arts program.
The program correlates with the Indiana Academic Standards for
English/language arts. McGraw-Hill is an integrated language arts
program that includes instruction in literature, skills and practice in
phonics/phonemic awareness, grammar, spelling, writing, vocabulary
development, and language support.

The Saxon Math program is used in grades kindergarten through six.
Teachers in grades four through six are in their second six-year cycle
with this math series. Teachers in grades kindergarten through three are
in their second year of the first six-year cycle. The Saxon program is
an integrated curriculum. Concepts in each math strand are broken into
small increments that are interwoven together to create mathematical
connections. Once taught, the increments are systematically distributed
and practiced throughout a full year of instruction. No skills are ever
dropped. It is a consistent process of review and practice, which makes
the difference in student achievement. The staff credits the
coordination of this series with the Accelerated Math program as major
factors in the positive increase in the school's mathematic scores.

The focus of the curriculum in science/health is to help students
realize the importance and relevance of these courses in their daily
lives. By providing hands-on, high interest lessons, the students learn
to combine experiments and reasoning in order to solve and understand
scientific problems and develop a positive attitude toward science and
health. The school provides an accelerated science program for high
achieving students in grade four during the summer.

The goal of the social studies curriculum is the development of
informed, responsible citizens who participate effectively in our
democracy. The academic standards for social studies address this goal
by integrating a strong knowledge base with the skills for inquiry,
thinking, and participation. The standards are organized around five
content areas: history; civics and government; geography; economics; and
individuals, society, and culture. Social studies is taught in
kindergarten through grade six, with state history designated to grade
four.

Art, music, and physical education are part of the curriculum for all
students in grades one through six. Students receive instruction in
these areas twice per week from a licensed teacher. Students in grades
five and six may choose band as an elective in addition to general
music. Band classes are held three times per week. Activities in these
areas are aligned with the Indiana State Academic Standards.

The school's curriculum and instruction within that curriculum, is
standards-driven, uniform within the grade level, and articulated across
grade levels. Each year the curriculum is reviewed in an effort to meet
the needs of all students.

2a. (**Elementary Schools)** Reading

The Dillsboro Elementary School, in alignment with the corporation's
adopted series, uses McGraw-Hill as the core-reading/language arts
program. The teachers use the basal for direct instruction to lead to
reading success. Daily lesson plans include reading instruction in
phonics/phonemic awareness, comprehension, vocabulary development, and
study skills that correlate with the Indiana Academic Standards. Success
in developing communication skills is greatly enhanced by integrating
the language arts in connected and purposeful ways. Therefore, lesson
plans also include a writing-process lesson, a spelling plan,
emphasizing spelling patterns and spelling rules, and a grammar plan,
focusing on proper grammar, mechanics, and usage. This integration helps
students to understand the need for proper writing, grammar, and
spelling. Recent research emphasizes the need to make connections
between and across subject areas. McGraw-Hill Reading incorporates this
approach by offering activities in each reading selection that tie in
with social studies, language arts, geography, science, mathematics,
art, music, health, and physical education. Reading and language skills
are applied to a variety of genres, balancing fiction and nonfiction.
Meeting individual needs is a high priority at Dillsboro Elementary
School. Research points out that diverse individuals with unique needs
and abilities must be addressed with frequent intensive opportunities to
learn with engaging materials. McGraw-Hill provides leveled books for
easy, independent, and challenging reading. Leveled practice is provided
in Reteach, Practice, and Extend skill books. To address various
learning styles and language needs, the program offers alternative
teaching strategies, prevention/intervention techniques, and language
support activities.

Meeting individual needs is a challenging task for teachers that
requires an eclectic approach to teaching reading. Therefore, teachers
at Dillsboro Elementary School use the adopted basal as the
core-reading/language arts program, along with additional programs, to
ensure that every child is afforded the opportunity to learn by
providing the appropriate instruction to meet the child's individual
needs. Technology is a key feature of two of the additional programs.
The Writing to Read program is used in kindergarten and first grade to
provide opportunities for writing, reading, speaking, and listening.
Accelerated Reader is used school-wide to motivate reading practice and
to develop a lifelong love for reading.

3.  **Mathematics**

The Dillsboro Elementary School, in alignment with the corporation's
adopted series, uses Saxon Math in grades kindergarten through six. The
Saxon Math program is a success-oriented program that enables all
children to develop a solid foundation in the language and basic
concepts of all areas of mathematics. The instruction, practice, and
assessment of related concepts are distributed throughout the entire
school year. This consistent review and practice make the difference in
helping all students achieve long-term success. Research shows that
Saxon's distributed approach produces significantly higher levels of
learning across a range of levels.

In grades kindergarten through three, Saxon Math provides a foundational
program especially designed to align with how young children learn and
build fluency with math skills. Each math lesson begins with The
Meeting. The Meeting is a whole-group activity that reinforces
previously learned concepts that take time to master and help students
develop fluency of the foundational skills needed to learn more advanced
math concepts. Daily Fact Practice helps students use and build upon
their prior knowledge of math facts as they learn additional facts.
Guided class practice followed by independent practice is always
integrated practice of both new and previously taught skills and
concepts. This continual review provides the time many students need to
reach mastery and fluency.

Saxon Math programs in grades four through six continue with the same
approach used with students in Kindergarten through three. The
distributed practice and review throughout the school year moves
students from understanding to mastery to fluency. New concepts are
modeled through engaging math conversations, but rather than
teacher-directed instruction as in the primary grades, the shift is to
student-directed learning. Assessments in Saxon Math are frequent and
cumulative. Assessments follow every fifth lesson to help teachers
frequently gauge student's progress. Since each of the assessments is
cumulative, teachers are also able to monitor students' retention of
skills. The Saxon Math strategies are based on foundational research
showing that effective assessment is frequent and cumulative rather than
infrequent or related only to content covered since the last test
(Dempster, 1991).

In addition to Saxon Math, the Accelerated Math and Math Facts in a
Flash programs are used

school-wide to provide additional math practice.

4.  **Instructional Method**

Dillsboro Elementary School implements instructional methods that are
similar to those presented in *"Best Practice -- New Standards for
Teaching and Learning in America's Schools"* by Zemelman, Daniels, and
Hyde. The staff, like the authors of "Best Practice", believes that
students learn best in schools that are student centered, experiential,
democratic, and collaborative -- yet rigorously challenging. To create
this environment, the school stresses devising a curriculum that
correlates with the Indiana Academic Standards and affords children the
opportunity to meet the standards. Dillsboro teachers have found that in
addition to traditional instructional practices, like the basal,
alternative and supplemental methods that help students learn more must
be incorporated. The Dillsboro teachers have incorporated many
additional programs to help develop the desired environment. They credit
the School Renaissance Program as being instrumental in attaining this
environment.

The School Renaissance Program is a comprehensive school improvement
model that helps make the current curriculum more effective, more
efficient, and more accountable. It is based on four fundamental
concepts: professional development training, time on task, a focus on
core reading and math skills, and learning information systems. By
bringing together the four components, Renaissance has helped the
Dillsboro staff achieve improvements in test scores and help students
meet state standards.

The Accelerated Reader Program (AR) and Reading Renaissance correlate
with the qualities of best practice in teaching reading in many ways.
Some considered the most important by the Dillsboro School are:

**•**Reading is the best practice for learning to read.

Accelerated Reader requires independent reading practice time daily.

•An effective reading program exposes students to a wide and rich array
of print and goes beyond the basal. Choice is an integral part of
literate behavior.

Dillsboro School has classroom libraries, and a well-equipped school
library offering fiction, and nonfiction books with a wide range of
reading difficulty and student interest. There are 8989 AR quizzes
available for student selection.

5.  **Professional Development**

In compliance with Indiana Public Law 221, a professional development
plan has been submitted to the state as part of Dillsboro Elementary
School's improvement plan. The corporation has made a commitment to
assist all school units in fulfilling its professional development
program. The South Dearborn School Corporation has provided the
following workshops for school staffs:

• "A Framework for a Understanding Poverty" -- Ruby Payne workshop
presented by Penny

Gaither

• "ISTEP+ Writing Rubrics" -- understanding the rubrics used in grading
ISTEP+ tests presented

by Julie Kemp

• "Teaching Tools For The 21^st^ Century" -- presented by Carolyn Coil

• "Adapting Your Teaching to Any Learning Style" -- presented by Dr.
David Ebeling

• "Processed Based Writing" -- presented by Helen Hollingsworth

• "Curriculum Design -- EdVision" -- presented by Jackie Carrigan

• "Bully Prevention" -- presented by SDCSC staff

At the school level, teachers have access to forty-eight different
technological programs, which may be integrated into the curriculum.
In-house technology specialists as well as outside resources have been
used to conduct workshops for teacher training. Dillsboro teachers have
received training for the following programs and currently use them in
their curriculum:

• Accelerated Reader • Accelerated Math • STAR Reader

• STAR Math • MathFacts in A Flash • STI Classroom

• Microsoft Power Point • Microsoft Word • NWEA MAP Testing

• Microsoft Excel • Writing To Read • Perfect Copy

• Renaissance Reading • Renaissance Math • Indiana Principals Leadership
Academy

Teachers credit the use of Renaissance training and the Accelerated
Reader and Accelerated Math programs for significant gains in their
student's ISTEP+ scores.

Professional development is the energizing force behind school
improvement and the key to implementing the school's mission plan.
Professional development must be evaluated to understand the impact on
classroom practices and, ultimately, student achievement

**PART VII - ASSESSMENT RESULTS**

The Indiana Statewide Testing for Educational Progress test is mandated
by state law to help determine a students' academic progress. ISTEP+, as
it is commonly known, is a criterion-referenced test. It consists of
items that assess a student's performance with respect to the Indiana
Academic Standards established by the State Board of Education. The most
valuable application of criterion-referenced information is to identify
a students' strengths and needs in order to plan appropriate
instruction. The No Child Left Behind Act (NCLB), requires that student
achievement be reported in terms of at least three performance levels.
Based on their ISTEP+ scale score, students are placed into one of three
performance levels: Did Not Pass (DNP), Pass, and Pass+. For Indiana
students, the performance level labeled "Pass" is the proficient level.

Subject: [English/language arts and Mathematics]{.underline} Test:
[Indiana State Testing for Educational Progress-Plus]{.underline}

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

**ISTEP/ISTEP+ Results By Sub-Groups**

Students Passing Both English/language arts and Mathematics

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

  Testing month                  September   September   September   September   September

  **SCHOOL SCORES\***                                                            

  \% At or Above Meets State     86%         87%         92%         90%         83%
  Standards**\* (Pass**)                                                         

  Number of students tested      153         147         72          83          85

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

  Number of students             4           5           2           0           0
  alternatively assessed                                                         

  Percent of students            3%          3%          3%          0           0
  alternatively assessed                                                         

                                                                                 

  SUBGROUP SCORES                                                                

  1\. [Female]{.underline}                                                       
  (specify subgroup)                                                             

  \% At or Above Meets State     75%         77%         85%         77%         74%
  Standards                                                                      

  Number of students tested      75          75          33          43          47

  2\. [Male]{.underline}                                                         
  (specify subgroup)                                                             

  \% At or Above Meets State     85%         79%         82%         90%         76%
  Standards                                                                      

  Number of students tested      81          72          39          40          38

  3\. [White]{.underline}                                                        
  (specify subgroup)                                                             

  \% At or Above Meets State     82%         77%         84%         84%         77%
  Standards                                                                      

  Number of students tested      153         147         72          83          85

  4\. [Paid Lunch]{.underline}                                                   
  (specify subgroup)                                                             

  \% At or Above Meets State     84%         81%         84%         87%         78%
  Standards                                                                      

  Number of students tested      125         128         68          70          73

  5\. [Free/Reduced                                                              
  Lunch]{.underline} (specify                                                    
  subgroup)                                                                      

  \% At or Above Meets State     65%         58%         NA          62%         62%
  Standards                                                                      

  Number of students tested      31          19          NA          13          13

  6\. [Special                                                                   
  Education]{.underline}                                                         
  (specify subgroup)                                                             

  \% At or Above Meets State     58%         76%         42%         53%         54%
  Standards                                                                      

  Number of students tested      31          17          12          15          13

  7\. [General                                                                   
  Education]{.underline}                                                         
  (specify subgroup)                                                             

  \% At or Above Meets State     86%         78%         92%         90%         79%
  Standards                                                                      

  Number of students tested      125         130         60          68          73

  **STATE SCORES\***                                                             

  \% At or Above Meets State     73%         72%         71%         69%         65%
  Standards\* (Pass)                                                             

  SUBGROUP SCORES                                                                

  1\. Female (specify subgroup)                                                  

  \% At or Above Meets State     58%         62%         65%         62%         58%
  Standards                                                                      

  2\. Male (specify subgroup)                                                    

  \% At or Above Meets State     53%         58%         60%         60%         61%
  Standards                                                                      

  3\. White (specify subgroup)                                                   

  \% At or Above Meets State     60%         65%         67%         68%         69%
  Standards                                                                      

  4\. Paid Lunch (specify                                                        
  subgroup)                                                                      

  \% At or Above Meets State     64%         68%         71%         72%         73%
  Standards                                                                      

  5\. Free/Reduced Lunch                                                         
  (specify subgroup)                                                             

  \% At or Above Meets State     34%         39%         42          44%         46%
  Standards                                                                      

  6\. Special Education (specify                                                 
  subgroup)                                                                      

  \% At or Above Meets State     15%         18%         22%         24%         25%
  Standards                                                                      

  7\. General Education (specify                                                 
  subgroup)                                                                      

  \% At or Above Meets State     61%         65%         68%         69%         71%
  Standards                                                                      
  ------------------------------ ----------- ----------- ----------- ----------- -----------

Subject: [English/language arts and Mathematics]{.underline} Test:
[Indiana State Testing for Educational Progress-Plus]{.underline}

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

**Indiana Statewide Testing for Educational Progress (2001-2002)**

**Indiana Statewide Testing for Educational Progress-Plus (2002-2006)**

**Pass & Pass + for Grades 3, 4, 5, & 6**

(A value is not computed for subgroups having fewer than 10 students.
Therefore, data concerning level progress of subgroups is limited.)

Student test results for English/language arts by grade level

  ------------------------------ ----------- ----------- ----------- ----------- -----------
  SCHOOL SCORES                                                                  

  **Grade 3**                    2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  \% Meeting state standards     83%         95%         92%         85%         90%
  (Pass)                                                                         

  Number of students tested      42          42          36          27          42

  \% Exceeding state standards   19%         12%         25%         11%         NA
  (Pass+)                                                                        

  Number of students             3           1           0           NA          NA
  alternatively assessed                                                         

  Percent of students            7%          2%          0%          NA          NA
  alternatively assessed                                                         

  Female - % At or Above Meets   86%         90%         94%         87%         86%
  State Standards                                                                

  Number of students tested      21          21          16          15          28

  Male - % At or Above Meets     81%         100%        95%         83%         100%
  State Standards                                                                

  Number of students tested      21          21          20          12          13

  Paid Lunch- % At or Above      88%         97%         94%         85%         91%
  Meets State Standards                                                          

  Number of students tested      34          38          33          20          35

  Free/Reduced Lunch             NA          NA          NA          NA          NA

  Special Education              42%         NA          NA          NA          NA

  Number of students tested      12          NA          NA          NA          NA

  Gen. Ed. - % At or Above Meets 100%        97%         97%         91%         91%
  State Standards                                                                

  Number of students tested      30          39          30          21          35

                                                                                 

  **Grade 4**                    2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  \% Meeting state standards     87%         91%         81%         NA          NA
  (Pass)                                                                         

  Number of students tested      46          35          31          NA          NA

  \% Exceeding state standards   9%          0%          0%          NA          NA
  (Pass+)                                                                        

  Number of students             1           3           0           NA          NA
  alternatively assessed                                                         

  Percent of students            2.1%        7.9%        0%          NA          NA
  alternatively assessed                                                         

  Female - % At or Above Meets   78%         93%         NA          NA          NA
  State Standards                                                                

  Number of students tested      23          14          NA          NA          NA

  Male - % At or Above Meets     96%         90%         NA          NA          NA
  State Standards                                                                

  Number of students tested      23          21          NA          NA          NA

  Paid Lunch- % At or Above      92%         91%         NA          NA          NA
  Meets State Standards                                                          

  Number of students tested      39          33          NA          NA          NA

  Free/Reduced Lunch             NA          NA          NA          NA          NA

  Special Education              NA          NA          NA          NA          NA

  Number of students tested      NA          NA          NA          NA          NA

  Gen. Ed. - % At or Above Meets 90%         97%         97%         91%         91%
  State Standards                                                                

  Number of students tested      30          39          30          21          35

                                                                                 

  **Grade 5**                    2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  \% Meeting state standards     89%         81%         97%         NA          NA
  (Pass)                                                                         

  Number of students tested      38          32          39          NA          NA

  \% Exceeding state standards   5%          6%          31%         NA          NA
  (Pass+)                                                                        

  Number of students             0           1           1           NA          NA
  alternatively assessed                                                         

  Percent of students            0%          2.5%        2.5%        NA          NA
  alternatively assessed                                                         

  Female - % At or Above Meets   88%         87%         NA          NA          NA
  State Standards                                                                

  Number of students tested      17          15          NA          NA          NA

  Male - % At or Above Meets     90%         76%         NA          NA          NA
  State Standards                                                                

  Number of students tested      21          17          NA          NA          NA

  Paid Lunch- % At or Above      90%         75%         NA          NA          NA
  Meets State Standards                                                          

  Number of students tested      31          24          NA          NA          NA

  Free/Reduced Lunch             NA          NA          NA          NA          NA

  Special Education              NA          NA          NA          NA          NA

  Number of students tested      NA          NA          NA          NA          NA

  Gen. Ed. - % At or Above Meets 91%         83%         NA          NA          NA
  State Standards                                                                

  Number of students tested      32          29          NA          NA          NA

                                                                                 

  **Grade 6**                    2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  \% Meeting state standards     87%         95%         89%         93%         77%
  (Pass)                                                                         

  Number of students tested      30          38          36          56          44

  \% Exceeding state standards   7%          29%         8%          20%         NA
  (Pass+)                                                                        

  Number of students             0           0           1           NA          NA
  alternatively assessed                                                         

  Percent of students            0%          0%          2.7%        NA          NA
  alternatively assessed                                                         

  Female - % At or Above Meets   93%         96%         100%        93%         84%
  State Standards                                                                

  Number of students tested      14          25          17          28          19

  Male - % At or Above Meets     81%         92%         79%         93%         72%
  State Standards                                                                

  Number of students tested      16          13          19          28          25

  Paid Lunch- % At or Above      86%         94%         89%         94%         79%
  Meets State Standards                                                          

  Number of students tested      21          33          35          50          38

  Free/Reduced Lunch             NA          NA          NA          NA          NA

  Special Education              NA          NA          NA          NA          NA

  Number of students tested      NA          NA          NA          NA          NA

  Gen. Ed. - % At or Above Meets 92%         97%         97%         96%         84%
  State Standards                                                                

  Number of students tested      25          32          30          47          38
  ------------------------------ ----------- ----------- ----------- ----------- -----------

Student test results for Mathematics by grade level

  ------------------------------ ----------- ----------- ----------- ----------- -----------
  SCHOOL SCORES                                                                  

  **Grade 3**                    2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  \% Meeting state standards     79%         81%         94%         82%         83%
  (Pass)                                                                         

  Number of students tested      42          42          36          27          42

  \% Exceeding state standards   12%         21%         19%         4%          NA
  (Pass+)                                                                        

  Number of students             78          1           0           NA          NA
  alternatively assessed                                                         

  Percent of students            7%          2%          0%          NA          NA
  alternatively assessed                                                         

  Female - % At or Above Meets   86%         90%         94%         87%         86%
  State Standards                                                                

  Number of students tested      21          21          16          15          28

  Male - % At or Above Meets     81%         100%        95%         83%         100%
  State Standards                                                                

  Number of students tested      21          21          20          12          13

  Paid Lunch- % At or Above      82%         97%         94%         85%         91%
  Meets State Standards                                                          

  Number of students tested      34          38          33          20          35

  Free/Reduced Lunch             NA          NA          NA          NA          NA

  Special Education              42%         NA          NA          NA          NA

  Number of students tested      12          NA          NA          NA          NA

  Gen. Ed. - % At or Above Meets 93%         97%         97%         91%         91%
  State Standards                                                                

  Number of students tested      30          39          30          21          35

                                                                                 

  **Grade 4**                    2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  \% Meeting state standards     85%         831%        81%         NA          NA
  (Pass)                                                                         

  Number of students tested      46          35          31          NA          NA

  \% Exceeding state standards   9%          0%          0%          NA          NA
  (Pass+)                                                                        

  Number of students             1           3           0           NA          NA
  alternatively assessed                                                         

  Percent of students            2%          8%          0%          NA          NA
  alternatively assessed                                                         

  Female - % At or Above Meets   70%         79%         NA          NA          NA
  State Standards                                                                

  Number of students tested      23          14          NA          NA          NA

  Male - % At or Above Meets     100%        86%         NA          NA          NA
  State Standards                                                                

  Number of students tested      23          21          NA          NA          NA

  Paid Lunch- % At or Above      92%         82%         NA          NA          NA
  Meets State Standards                                                          

  Number of students tested      39          33          NA          NA          NA

  Free/Reduced Lunch             NA          NA          NA          NA          NA

  Special Education              NA          NA          NA          NA          NA

  Number of students tested      NA          NA          NA          NA          NA

  Gen. Ed. - % At or Above Meets 87%         80%         NA          NA          NA
  State Standards                                                                

  Number of students tested      38          30          NA          NA          NA

                                                                                 

  **Grade 5**                    2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  \% Meeting state standards     84%         72%         95%         NA          NA
  (Pass)                                                                         

  Number of students tested      38          32          39          NA          NA

  \% Exceeding state standards   18%         6%          18%         NA          NA
  (Pass+)                                                                        

  Number of students             0           1           1           NA          NA
  alternatively assessed                                                         

  Percent of students            0%          3%          3%          NA          NA
  alternatively assessed                                                         

  Female - % At or Above Meets   71%         73%         NA          NA          NA
  State Standards                                                                

  Number of students tested      17          15          NA          NA          NA

  Male - % At or Above Meets     95%         71%         NA          NA          NA
  State Standards                                                                

  Number of students tested      21          17          NA          NA          NA

  Paid Lunch- % At or Above      84          83%         NA          NA          NA
  Meets State Standards                                                          

  Number of students tested      31          24          NA          NA          NA

  Free/Reduced Lunch             NA          NA          NA          NA          NA

  Special Education              NA          NA          NA          NA          NA

  Number of students tested      NA          NA          NA          NA          NA

  Gen. Ed. - % At or Above Meets 84%         69%         NA          NA          NA
  State Standards                                                                

  Number of students tested      32          29          NA          NA          NA

                                                                                 

  **Grade 6**                    2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  \% Meeting state standards     93%         92%         91%         95%         80%
  (Pass)                                                                         

  Number of students tested      30          38          36          56          44

  \% Exceeding state standards   13%         39%         22%         32%         NA
  (Pass+)                                                                        

  Number of students             0           0           1           NA          NA
  alternatively assessed                                                         

  Percent of students            0%          0%          2.7%        NA          NA
  alternatively assessed                                                         

  Female - % At or Above Meets   93%         92%         88%         93%         79%
  State Standards                                                                

  Number of students tested      14          25          17          28          19

  Male - % At or Above Meets     94%         92%         95%         96%         80%
  State Standards                                                                

  Number of students tested      16          13          19          28          25

  Paid Lunch- % At or Above      100%        94%         94%         96%         82%
  Meets State Standards                                                          

  Number of students tested      21          33          35          50          38

  Free/Reduced Lunch             NA          NA          NA          NA          NA

  Special Education              NA          NA          NA          NA          NA

  Number of students tested      NA          NA          NA          NA          NA

  Gen. Ed. - % At or Above Meets 96%         97%         97%         100%        84%
  State Standards                                                                

  Number of students tested      25          32          30          47          38
  ------------------------------ ----------- ----------- ----------- ----------- -----------