##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Dr. Diane Cargile]{.underline}

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

Official School Name [Rio Grande Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [5555 E. Rio Grande Ave.]{.underline}

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

[Terre Haute IN 47805-9661]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 812 ) 462-4307]{.underline} Fax [( 812 ) 462-4309]{.underline}

Website/URL [vigoschools.org]{.underline} E-mail <wdc@vigoschools.org>

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. Daniel Tanoos]{.underline}

(Specify: Ms., Miss, Mrs., Dr., [Mr.,]{.underline} Other)

District Name [Vigo County School Corporation]{.underline} Tel. [( 812 )
462-4216]{.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. Mike Tom]{.underline}

(Specify: Ms., Miss, Mrs., [Dr]{.underline}., Mr., Other)

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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: [18]{.underline} Elementary
schools

[6]{.underline} Middle schools

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

[5]{.underline} High schools

\_\_\_\_\_ Other (Briefly explain)

[30]{.underline} TOTAL

2\. District Per Pupil Expenditure: [7,300]{.underline}

Average State Per Pupil Expenditure: [8,300]{.underline}

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

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

[NA]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**       40        40                     **80**       **7**                             

  **1**       49        43                     **92**       **8**                             

  **2**       46        39                     **85**       **9**                             

  **3**       47        50                     **97**       **10**                            

  **4**       48        59                     **107**      **11**                            

  **5**       53        57                     **110**      **12**                            

  **6**                                                     Other                             

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

6\. Racial/ethnic composition of [95.8]{.underline} % White

the students in the school: [3.4]{.underline} % Black or African
American

[0.5]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 46
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 39
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        85
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    577
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .147
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    14.7
              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: [24]{.underline} %

[195]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [13]{.underline} %

[75]{.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.

[2]{.underline} Autism [2]{.underline} Orthopedic Impairment

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

[0]{.underline} Deaf-Blindness [16]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [36]{.underline} Speech or Language
Impairment

[7]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[38]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [1.0]{.underline} [.0]{.underline}

Classroom teachers [26.0]{.underline} [.0]{.underline}

Special resource teachers/specialists [2.0]{.underline}
[3.0]{.underline}

Paraprofessionals [3.0]{.underline} [2.0]{.underline}

> Support staff [2.0]{.underline} [3.0]{.underline}
>
> Total number [34.0]{.underline} [8.0]{.underline}

12\. Average school student-"classroom teacher" ratio:
[16.9]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.9        96.9        97.0        96.5        96.3

  Daily teacher attendance NA          NA          NA          NA          NA

  Teacher turnover rate    .03         .00         .00         .00         .03

  Student dropout rate     NA          NA          NA          NA          NA

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Rio Grande's vision is to become a school where children are engaged in
authentic and relevant experiences. Students will be active participants
in the decision-making and goal setting process. The philosophy is that
all students can learn. When given the proper environment and academic
programs, teachers and students strive for academic excellence.
Diversity is embraced in order to assist every individual in reaching
his maximum potential. Teachers and parents work to foster respect and
responsibility. Learning is meaningful and connected to real world
experiences. The staff at Rio Grande encourages all students and
educators to reach their highest potential in becoming lifelong learners
and productive citizens. Rio Grande is a place where students love to
be, teachers love to teach, and visitors feel welcome and at home.

The school community accepts the responsibility to work together to help
each student become prepared to live in an ever-changing society. A
variety of teaching and learning opportunities abounds to peak student
and staff interest. They include: Service Learning, C.L.A.S.S.
("Connecting Learning Assures Successful Students"), The Terre Haute
Alliance for Character Program, Kids Hope USA, Portfolio Night, business
partnerships, Reading Recovery, International Day, Career Day, Geography
Bee, Spelling Bee, Science Fairs, Riley Read-A-Thon, Rudy Jacobsen
Read-A-Thon, Humane Society projects, Nursing Home visits, and
Pre-service students from Indiana State University, St. Mary of the
Woods College, and Rose Hulman College. Parents are a vital part of the
school community. The Parent Teacher Association is actively involved in
school governance, food drives, fundraiser and student activities.

Rio Grande is unique not only for its pace setting staff but also
because it has changed its design structurally to meet the needs of
today's youth. Three years ago Rio Grande changed from its original 1972
open concept design to self-contained classrooms with walls. The
brightly colored walls and spacious hallways are conducive to team
teaching, individualized, large and small group instruction. The newly
renovated structure is located on thirty-two acres that includes a
student maintained Nature Center, half mile trail and playground area.
In this nurturing environment, students are allowed to discover,
explore, grow and learn while accepting and valuing uniqueness and
individuality.

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

**1.** When the data is disaggregated into sub sections, six sections
were analyzed in English/Language Arts. They included Reading
Vocabulary; Reading Comprehension; Literacy Responses and Analysis;
Writing Process; Writing Applications; and Language Conventions.
Students scored at the 90^th^ percentile in Reading Comprehension and
Writing Application. Students scored at the 88^th^ percentile of mastery
in Reading Vocabulary and Literacy Responses and Analysis; Writing
Process and Language Conventions were all at the 87^th^ percentile of
mastery. These three areas while high would be the three areas that
educators and students would focus on.

Ninety-eight students participated in the Fall 2003 criterion reference
ISTEP test. Scores are calculated in percentage. Eighty-six students or
88% passed the English/Language Arts Test. Twenty-four or 24% scored in
the pass plus category. The cut score for pass plus was 510; the cut
score for pass was 404. Twelve students or 12% did not pass the
English/Language Arts. The significant data here is that in the special
education subgroup nine or 69% of the thirteen special education
students passed the test. One student or 8% received a pass plus. This
data is significant because it shows that special education students'
needs are being met. The data also indicates an increase in the total
number passing over the previous year.

The mathematics data shows even more significant gains. Of the 98
students tested 92 or 94% passed. Thirty-one students or 32% received a
pass plus. The cut score was 491; the cut score for pass was 393. Again,
the data was ever more impressive with special education students. Ten
of the 13 students passed the math portion of the test. Three students
or 23% received pass plus status. This was an increase in the number
passing over the 2002-03 school year. Total passing was 91% or 96 of the
105 students taking the test. During the 2002-03 year only seven special
education students took the test. Indiana requires at least ten students
before data is calculated for a sub group. The data shows growth from
one year to the next in both mathematics and English/Language Arts. When
comparing Rio Grande to the other seventeen schools in Vigo County, Rio
Grande continues to be a leader. Teachers will continue to use
assessments to guide instructional activities and curriculum. The data
indicates that students are exceeding state standards on state criterion
referenced tests. The data also shows that when divided into subgroups,
the subgroups are exceeding state standards. The data indicates that
teaching and learning is the norm for children at Rio Grande School.

**2.** Assessment directs instruction, staff development and grade level
discussions. Evaluation and assessment tools used by Rio Grande teachers
include the Indiana Diagnostic Reading Assessment for Grades 1 and 2 the
Terra Nova Test, Harcourt/Brace Language Arts Assessment for grades 3-5;
and ISTEP+ scoring rubrics for grades 3-5. Quarterly assessments
provided by the Vigo County School Corporation Curriculum Department
provide assessment that targets the Indiana Academic Standards. The
principal and grade level teachers who administered the test analyzed
the data. They make recommendations based on their findings. The
recommendations are shared with the total staff. Data from assessments
guides the research based instructional practices that help meet
students' needs. The strategies are used daily by teachers to enhance
the teaching and learning in their classrooms. Assessment data has
indicated that Rio Grande students could benefit from more in depth
instruction across the curriculum in problem solving and writing.
Teachers can gauge student progress on essential skills by using the
quarterly assessments provided for Language Arts and Mathematics.
Classroom assessments evaluate students understanding of specific
objectives in respect to the Indiana Academic Standard indicators being
addressed by the activities. Process assessments encourage students to
think about how they generated a particular response about a concept.
Assessments help determine student individual needs and provide the
teacher with more insight into the needs of each student.

**3.** Parents are made aware of ISTEP+ (Indiana Statewide Testing for
Education Progress) results of their children by individual letters
home. Results for each child are mailed home with a letter of
explanation from the school. In the letter, parents are made aware of
how they can arrange for conferences to explain results and what the
data means. A parent meeting is held at the school where school results
are shared. This evening meeting is conducted during a monthly PTO board
meeting. The School Improvement Committee comprised of community
leaders, teachers, parents and administrators is another vehicle for
communicating school assessment data to the community. This committee
meets quarterly to assess how well the school is performing in meeting
the needs of students.

The school community is made aware of the school goals, and the
assessments, through the school newsletter, which is printed monthly and
sent home with each child. Report cards with letter grades give parents
feedback on how well students are performing on State standards. Report
cards are issued every six weeks, and four times during the school year.
Interim reports also keep parents abreast of students' progress. Interim
reports are sent home with students mid way through each grading period.

Each fall, parents have an opportunity to participate in parent teacher
conferences. Curriculum Unit test and corporation quarterly assessments
are administered to determine how students are performing on state
standards. This data along with local assessments are communicated to
parents during Parent/Teacher conferences. The four half day conferences
allow all parents to attend. Rio Grande has achieved 100% attendance for
the past three years.

**4.** School successes are shared in a variety of ways. During Vigo
County School Corporation Administrators' meetings principals share
their success stories. School leaders can then take their ideas back to
their respective schools where they have many similar populations. Rio
Grande has experienced good attendance on half days of student
attendance. The strategy of motivating students to come to school for a
cause was shared during a recent Administrators' meeting. Students were
allowed to pay a quarter to wear a hat. The donations went towards a
contribution for rebuilding of the recently destroyed Holocaust Museum.

Rio Grande teachers have shared their expertise and resources with other
teachers from schools throughout the Vigo County School Corporation
during grade level staff development meetings. Teachers have presented
the Everyday Math Program during corporation sponsored staff development
days. Teachers from surrounding school corporations have visited Rio
Grande to see the Four Block method and EveryDay Math Program being
taught in the classrooms. Teachers from Kindergarten through fourth
grades have spent time observing teachers teach math and language arts.
In March of 2004, the principal and several teachers will present Rio
Grande's successes during the National Conference for North Central
Association: Commission on Accreditation and School Improvement (NCA
CASI) in Chicago, IL. Over two thousand participants are expected to
attend the conference.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** The curriculum for Rio Grande reflects the need for children to
grow into life long learners. The curriculum is designed to build
responsible citizens who can communicate and solve problems. Student
growth begins in the primary grades as knowledge is built and
communities of learners are established. The ***Language Arts*** program
is part of kindergarten through twelfth grade curriculum, designed to
provide students with a variety of integrated language experiences
through a balanced approach. Rio Grande teachers recognize that all
students do not learn in the same manner and need a variety of
experiences in reading, writing, listening and speaking daily. The Four
Block Framework is used to guide the language arts program as well as
the science and social studies programs. Literacy is the key to success.
Reading goals are accomplished as student read fiction and non-fiction.
Helping students become strategic readers will help prepare them to be
responsible, literate citizens.

Indiana Academic Standards are the basis for instruction in
English/Language Arts, Math, Science, Health, Social Studies, Physical
Education and Art. The ***Social Studies*** curriculum is organized
around the K-8 Indiana Academic Standards. Age appropriate concepts are
listed under each of the five standards. The five content area standards
are (1) History, (2) Civics and Government, (3) Geography, (4)
Economics, (5) Individuals, Society and Culture. Skills for thinking,
and participation in a democratic society are integrated throughout the
grade levels. The ***Math*** curriculum emphasizes the Indiana Academic
Standards in Mathematics. Kindergartens through third grades have six
standards. They include number sense, computation, algebra and
functions, geometry, measurement and problem solving. Data analysis and
probability are standards added to grades four and five. The
***Science*** curriculum aligns instruction to the Indiana Academic
Standards for Science. Six standards are taught from Kindergarten
through Grade 5. The standards include; The Nature of Science and
Technology; Scientific Thinking; The Physical Setting; The Living
Environment; The Mathematical World; and Common Themes. Science is
taught in the classroom. ***Health*** is also taught in the classrooms
and follows the Indiana Academic Standards. They include seven
standards. The ***Art*** Curriculum has standards that emphasize the
importance of the artistic, expressive, and cultural development of each
child. The ultimate goal of the fine arts curriculum is to enable
students to be proficient creators, performers, critics, listeners, and
observers of the arts. Students receive instruction from a licensed
teacher for thirty minutes a week in first, second and third grades.
Students in grades Four and Five received forty minutes a week of Art
instruction. Students in first through fifth grades receive at least
forty minutes of organized ***Physical Education*** each week. The
licensed instructor provides organized games and activities aligned with
the Indiana State Academic Standards for Physical Education. The
standards center around seven proficiencies. Students receive at least
thirty minutes a week in ***Music*** instruction from a licensed music
teacher. Fifth grade students receive lessons in instrumental music in
addition to their thirty minutes of vocal music. Students receive a
varied curriculum at Rio Grande, as educators strive to meet the
ever-changing needs of each child.

**2.** Rio Grande's data indicated that students could benefit from a
literacy approach to reading. Four Blocks was selected as the best
research based approach to meet students' needs. The components of the
Four Blocks are Guided Reading, Self-Selected Reading, Writing, and
Working with Words. Daily instruction in all Four Blocks provides
numerous opportunities for students to grow, explore and develop in
reading and writing. The multilevel format of each block provides
substantial instructional support for all learners. In the Guided
Reading Block, children are exposed to a wide range of literature,
taught comprehension strategies, and taught difficult text. Children
develop a love of reading during the Self-Selected Reading Block.
Teachers help students to develop a habit of reading. Mini libraries are
housed in each classroom with a wide range of reading abilities and
interest. The Working with Words Block is the phonetic component of the
Four Blocks. Students learn to decode and spell difficult words. They
also learn to read and spell high frequency words. Most classrooms have
word walls. The Writing Block provides a model for children of what
writers do. Children engage in the writing process from starting a new
writing, to finishing their writing, revising, editing, and illustrating
their writing. Another component of the Writing Block includes a
conference with the teacher. This conference leads to a finished product
and a published work. In each classroom, teachers have an Author's
Chair. Children celebrate their writings by sharing their work with the
class and providing support for each other. Writings are posted on the
walls inside and outside the classrooms.

**3.** Teachers and students at Rio Grande are in the midst of an
exciting journey through mathematics. The second, third, fourth, and
fifth grades are part of a program piloting Everyday Mathematics. This
pilot program is the result of a \$6.2 million grant awarded to Indiana
University by the National Science Foundation to help Indiana's
elementary and high school teachers develop more effective ways to teach
math. The grant supports a partnership between the Center for
Mathematics and the Indiana Mathematics Initiative. This project
connects elementary, middle and high schools with the university. A
strong point of the grant is the involvement of mathematicians. Everyday
Mathematics actively involves students, parents, and teachers. It
provides a strong link between home and school. The curriculum it
delivers is challenging, thought provoking, and comprehensive. It
addresses basic facts, computation and technology. It balances skills
and concepts allowing children to work toward higher levels of
conceptual understanding. This program recognizes that children need
lots of practice to develop competency. Everyday Math allows the
systematic review of essential skills on a daily basis throughout the
course of the school year. It also systematically introduces, in small
bits, essential skills and concepts at early grade levels that are
addressed more fully in later grade levels. Children at Rio Grande are
learning that the answer to a problem, knowing how you got the answer,
and knowing how to apply this knowledge are all-important. Children at
Rio Grande often find themselves being teachers. Everyday Mathematics
exposes children to a variety of alternative procedures and algorithm
for solving math problems. Children love going home to "teach" their
parents the new algorithms they have learned at school. Teachers and
students at Rio Grande feel very fortunate to be a part of the Everyday
Mathematics pilot program.

***4. Four Block*** instructional strategies have provided the framework
for Language Arts, Science, Social Studies and Health. Four Blocks is
comprised of four components, Working with Words, Guided Reading,
Self-Selected Reading and Writing. The instruction within each block is
multilevel in order to meet the needs of students with a wide range of
literacy levels. Students develop best as readers and writers when this
daily balanced instruction is provided. ***Reading Recovery*** is
another instructional practice used to improve literacy at the first
grade level. Struggling readers are identified and given one on one
instruction in fluency, phonemic awareness, reading comprehension and
writing. The 30 minutes daily pull out lessons provide intensive
literacy instructions. The ***Gifted and Talented*** program recognizes
that all students have unique abilities. The program for high ability
students offers a differentiated curriculum, which challenges intellect,
promotes self-realization, and develops exploration. Students are
motivated to achieve excellence in academic areas through independent
study, which enables them to reach their potential. Trained
professionals meet the needs of Learning Disability, Mildly Mentally
Handicapped, Other Health Impaired and Communications Disorder students
in pull out ***Special Education*** ***Resource*** Programs. Each
student has an Individualized Education Plan, which dictates the student
program. Special education students are mainstreamed into general
education classes and spend most of their day with general education
classmates.

**5.** Teachers and staff participate in staff development to develop
and sharpen teaching strategies that will best meet the identified needs
of students. In-services are planned during the school year as well as
during the summer. Literacy is the major component of our staff
development plan, and more specifically the writing process and writing
application. Four Block instruction is a research based literacy
approach to balanced literacy. It is the approach our school corporation
has adopted based on the needs of our children. Teachers are released by
grade level from across the district to meet as a group once a year.
Follow up is provided at the school with a school coach. The teacher
coach provides assistance to classroom teachers as they implement the
components of Four Blocks in their classrooms. Research based staff
development is provided at periodic meetings of the NCA staff
development activities. Monthly staff meetings provide additional time
to sharpen skills. Teachers share strategies during their monthly grade
level meetings. The School Improvement Committee provides leadership for
directing and guiding staff development activities.

Second, third, fourth and fifth grade teachers at Rio Grande are
piloting an Everyday Math Program. This pilot program is the result of a
6.2 million grant awarded to Indiana University by the National Science
Foundation to help Indiana's elementary and high school teachers develop
more effective ways to teach math. Rio Grande teachers were some of the
first teachers in Vigo County to pilot the successful program. Teachers
receive training during the summer and the school year. This pilot
mathematics program provides a strong link between home and school. The
new approach has totally energized the teaching and learning of
mathematics.

**PART VII - ASSESSMENT RESULTS**

> **STATE CRITERION-REFERENCED TESTS**
>
> Grade [3]{.underline}
>
> Test [ISTEP+ English/Language Arts]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [CTB McGraw
> Hill]{.underline}
>
> Number of students in the grade in which the test was administered
> [98]{.underline}
>
> Number of students who took the test [98]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[0]{.underline}

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded [0]{.underline} Percent excluded [0]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> **ISTEP STATE CRITERION-REFERENCED TESTS**
>
> **English/Language Arts**
>
> Sample Data Display Table for Reading (language arts or English) and
> Mathematics

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

  Testing month                                                                      

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               88          85          85          83          74

  \% At or Above Proficient          88          85          85          83          74

  \% At Advanced                     24          21          NA          NA          NA

  Number of students tested          98          105         104         89          84

  Percent of total students tested   100         100         100         100         100

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0           0           0           0           0

                                                                                     

                                                                                     

  1\. Free/Reduced Meals (SES)                                                       

  \% At or Above Basic               NA          83          75          19          17

  \% At or Above Proficient          NA          83          75                      

  \% At Advanced                     NA          24          NA          NA          NA

  Number of students tested          9           41          28          NA          NA

  2\. Special Education                                                              

  \% At or Above Basic               70          NA          NA          NA          NA

  \% At or Above Proficient          70          NA          NA          NA          NA

  \% At Advanced                     8           NA          30          NA          NA

  Number of students tested          13          7           10          8           3

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic General Ed                72          66          63          68

  State Mean Score General Ed                    437         501         499         507

  \% At or Above Proficient Special              39          33          27          35
  Ed                                                                                 

  State Mean Score                               384         447         439         453

  \% At Advanced SES                             59          51          65          69

  State Mean Score SES                           415         457         501         509
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Grade [3]{.underline}
>
> Test [ISTEP+ Mathematics]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [CTB McGraw
> Hill]{.underline}
>
> Number of students in the grade in which the test was administered
> [98]{.underline}
>
> Number of students who took the test [98]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[0]{.underline}

> Number excluded [0]{.underline} Percent excluded [0]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cut point used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cut points. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cut point should
> include students scoring above the proficient and advanced cut points.
> For example, 100% of students are at "basic," 69% are at "proficient,"
> and 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> **ISTEP STATE CRITERION-REFERENCED TESTS**
>
> **Mathematics**
>
> Sample Data Display Table for Reading (language arts or English) and
> Mathematics

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

  Testing month                                                                      

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               94          91          86          90          89

  \% At or Above Proficient          94          91          86          90          89

  \% At Advanced                     32          23          NA          NA          NA

  Number of students tested          98          105         104         89          84

  Percent of total students tested   100         100         100         100         100

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0           0           0           0           0

                                                                                     

                                                                                     

  1\. Free/Reduced Meals (SES)                                                       

  \% At or Above Basic               NA          85          79                      

  \% At or Above Proficient          NA          85          79                      

  \% At Advanced                     NA          15          NA          NA          NA

  Number of students tested          9           41          28          NA          NA

  2\. Special Education                                                              

  \% At or Above Basic               77          NA          40          NA          NA

  \% At or Above Proficient          77          NA          40          NA          NA

  \% At Advanced                     54          NA          NA          NA          NA

  Number of students tested          13          7           10          8           3

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic General Ed                67          70          70          73

  State Mean Score General Ed                    416         508         509         513

  \% At or Above Proficient Special              41          42          39          45
  Ed                                                                                 

  State Mean Score                               375         424         463         478

  \% At Advanced SES                             55          58          71          75

  State Mean Score SES                           397         242         511         514
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)