##### *REVISED*

##### *April 13, 2005*

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

## U.S. Department of Education

Name of Principal: Mr. Sean Conner

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

Official School Name: Zionsville Middle School

(As it should appear in the official records)

School Mailing Address: 900 N. Ford Road

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

Zionsville IN 46077-1143

City State Zip Code+4 (9 digits total)

Tel.: (317)873-2426 Fax: (317)733-4001

Website/URL: www.zcs.k12.in.us/zchs/index.htm E-mail:
sconner@zcs.k12.in.us

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

Date: November 14, 2023

(Principal's Signature)

Name of Superintendent: Dr. Howard Hull

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

District Name: Zionsville Community Schools Tel.: (317) 873-2858

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: November 14, 2023

(Superintendent's Signature)

Name of School Board President/Chairperson: Mr. Mark Englert

(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: November 14, 2023

(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 of Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: 5 Elementary schools

1 Middle schools

0 Junior high schools

1 High schools

0 Other (Briefly explain)

7 TOTAL

2\. District Per Pupil Expenditure: \$10,200

Average State Per Pupil Expenditure: \$9,100

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

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

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

4\. 5 yrs 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 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**                                                     **7**       173       213         386

  **1**                                                     **8**       182       197         379

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**       193       169                    362          **12**                            

  **6**       165       172                    337          Other                             

                                    **TOTAL                                                   1464
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 96 % White

the students in the school: 1% Black or African American

1% Hispanic or Latino

2% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 4%

(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 31
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 31
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        62
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1464
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .04
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4%
              100                                
  ----------- ---------------------------------- ------------------------

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

3 Total Number Limited English Proficient

Number of languages represented: 2

Specify languages: Spanish and Shangzhai

9\. Students eligible for free/reduced-priced meals: 5%

66 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%

189 Total Number of Students Served

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

13 Autism 3 Orthopedic Impairment

0 Deafness 55 Other Health Impaired

0 Deaf-Blindness 65 Specific Learning Disability

17 Emotional Disturbance 20 Speech or Language Impairment

0 Hearing Impairment 1 Traumatic Brain Injury

12 Mental Retardation 0 Visual Impairment Including Blindness

3 Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) 2 0

Classroom teachers 68 2

Special resource teachers/specialists 5 0

Paraprofessionals 15 4

> Support staff 5 4
>
> Total number 95 10

12\. Average school student-"classroom teacher" ratio: 19:1

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

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

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

  Daily teacher attendance 95%         95%         95%         94%         95%

  Teacher turnover rate    6%          10%         5%          10%         2%

  Student dropout rate     0%          0%          0%          0%          0%

  Student drop-off rate    \%          \%          \%          \%          \%
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

  ----------------------------------------------------- -----------------
  Graduating class size                                 

  Enrolled in a 4-year college or university            

  Enrolled in a community college                       

  Enrolled in vocational training                       

  Found employment                                      

  Military service                                      

  Other (travel, staying home, etc.)                    

  Unknown                                               

  **Total**                                             
  ----------------------------------------------------- -----------------

**PART III ‑ SUMMARY**

Zionsville Middle School is the only middle school in the Zionsville
Community School Corporation. It is located near the intersection of
Interstate 65 and Interstate 465 in Zionsville, Indiana, in a
predominantly upper middle class socioeconomic area. There are
approximately 1400 students in grades 5 through 8. The school and
community have little diversity. Approximately 11% of students receive
special education services that are provided through West Central Joint
Services Cooperative.

The mission of ZMS states:

> In conjunction with parents, community members and staff, the mission
> of Zionsville Middle School encourages the growth of each student to
> transform from an elementary learner into a middle school student who
> is prepared to succeed into the high school setting.

ZMS Visions and Beliefs are:

a)  Students act honestly, respectfully, and responsibly.

b)  Interdisciplinary curricular activities exist in a teaming
    environment.

c)  School-wide policy on discipline is presented, explained, and
    enforced.

d)  Zionsville Middle School staff recognizes the importance of modeling
    life-long learning to all students in grades 5 through 8.

ZMS puts student learning foremost in every decision made. We
meaningfully involve the community in the schools and the schools in the
community to create a community and parent-friendly school climate. The
community as a whole understands, appreciates, and takes pride in having
a truly "premier" system and consequently willingly supports providing
the resources necessary to obtain a "premier" status. ZMS fosters active
parent groups including PTO, athletics, fine arts, academics and the
Zionsville Education Foundation. Our curriculum guides and instructional
practices challenge and educate our students with academic knowledge and
skill that will prepare them and allow them to be free to pursue what is
best for them as individuals. We explore new and innovative methods for
delivery of instruction. We expect our students to be the best they can
be in all ways, always.

ZMS is an extremely competitive middle school.  The curriculum presents
a rigorous challenge as the students prepare for the high school
setting.  Students are required to take seven classes per day, which
includes the core areas of language arts, math, science, and social
studies. Students' other courses include an additional language arts or
foreign language (Spanish, German or French) course, four nine-week
exploratory courses (choices include physical education, health,
industrial technology, computer skills, research, general art and
general music), and a fine arts course (band, chorus, orchestra or art).
All core academic areas (including foreign language) include both
regular and academically talented (AT) levels to ensure an appropriate
challenge for each student.

As a public school, Zionsville Middle School participates in the ISTEP+
exam. All of our students are assessed twice a year using the Northwest
Educational Assessment. These assessments are given with the intention
to help our students and school understand in what areas we need to
improve and grow.

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

1\. Description of School's Assessment Results

The Indiana Statewide Test of Educational Progress Plus (ISTEP+) is a
rigorous assessment, administered to all students in Indiana public
schools in grades three through grade ten each September. The assessment
is a criterion referenced examination which is used to measure student
achievement on the state standards. The format of the test requires
middle school students to read a variety of genre selections, and, then
write analytical, 15-20 minute constructed responses to the literature,
as well as answer several multiple choice questions. The ISTEP+ assesses
not only the ability to read and comprehend, but also the ability to
analyze, evaluate, and apply literature to everyday situations.
Similarly, the math format contains problems that require 15-20 minute
written answers explaining thinking processes. This test requires
students not only to compute, but also to apply learned strategies to
new situations. The math test also has standard computation problems.
Both reading and math assessments test student achievement in all levels
of Bloom's Taxonomy. Students who are advanced or proficient on the
assessment have a very high degree of skill in the areas being assessed

Reading and math scores are reported by the state to the schools as a
percentage of students scoring at the Pass Plus, Pass, and Did Not Pass
levels. The state also provides statewide averages in each area. Over
the past five years an average o62.6% of our students have scored at the
advanced or proficient levels in reading while only 38.4% of students
statewide have scored advanced or proficient. In the last year
Zionsville Middle School placed 64% of students in the advanced or
proficient levels; statewide only 39% of the students placed in the
advanced or proficient categories. Analyzing yearly data shows small
fluctuations created by the changing characteristic of the small number
of students in our school.

The English/Language Arts portion of the ISTEP measures students'
performance on sixteen different standards.  In 2003-04 the percent of
students reaching mastery level on each standard ranged from 92-94%. 
These results compare to a state average of 69% passing and represent
the highest scores of any middle school in Indiana. Additionally, ISTEP+
includes an extended essay for students to demonstrate their skills in
writing development and proper use of the English language.  These areas
are measured using a 6-point rubric and a 4-point rubric respectively. 
 Zionsville Middle School students consistently score among the highest
in the state on the writing portion of ISTEP + with 68% of the students
scoring in the top 40% of the state results.

The mathematics portion of the exam measures students' performance on
seven different standards.  93-94% of ZMS students tested in 2003-04
reached a mastery level on each of the different standards.  As a result
93% of all students tested achieved a passing score on this portion of
the ISTEP+.  This compares to a 72% state average. ZMS students have
consistently scored this high over the past two years since the
implementation of Indiana's revised test and standards.

In order to meet the needs of all learners, ZMS staff have disaggregated
data and analyzed the results of special populations to include special
education and lower socio-economic groups. Although the achievement
rates of these students is lower than their ZMS peers, these students
perform nearly as well or better than the state average for general
education students and the free and reduced lunch recipients

In summary, the students of Zionsville Middle School consistently lead
the state of Indiana in achievement levels on a very challenging state
test. However, the staff and faculty are dedicated to continuous
improvement and will not rest until all students are performing at the
maximum level possible.

2\. Use of data for school improvement

The State of Indiana's school accountability and improvement program
requires every school in the state to review school progress and
improvement each year. In turn, Zionsville Middle School has created a
school improvement committee. This committee is comprised of school
administration, teachers, parents, and students. Each year the committee
gathers several times to review, modify, or abandon current plans, and
create new plans for the future. The committee looks to assessment data,
both current and historical, as one of the key indicators as to how we
should attempt to make changes. By examining the trends in this data,
comparisons are made that lead to discussions among school staff
regarding improvement of student performance based on school and state
standards, and creation of staff development programs that reinforce
professional skills needed to enhance student learning within the
classroom.

Zionsville Middle School uses individual student data in two major ways.
If a student has done poorly on assessment, his or her results are
examined to determine if remediation programming is necessary. This
information may also be used in determining if a student is in need of
some additional academic supports through General Education
Interventions or Special Education. The data might also be used for
high-achieving students to help in the determination of placement into
foreign language or Academically Talented classes.

3\. Communication of assessment data

Assessment results are distributed from ZMS in a variety of ways.
Results are distributed to students by classroom teachers. Parents of
students with non-passing results are called by the guidance counselors
to discuss the student's progress and make plans for remediation
programming.

School-wide results are reported in local media. When results are first
made public by the State, reporters will seek out interviews for stories
related to ISTEP. This is not the only time the school makes use of news
outlets. Throughout the year articles will be submitted to the local
paper for publication regarding ISTEP preparation, results reporting,
and school improvement efforts. Zionsville is a growing area with
increasing student enrollments. Local taxpayers are asked on a regular
basis to continue their financial support of the schools through
building projects and increased staff sizes. Their strong performance on
the ISTEP helps community members without children to be aware that
their money is being used to produce outstanding results.

4\. Sharing Success with Other Schools

The Zionsville Middle School faculty members are very active within
their respective professional organizations. They have presented at
conferences such as HASTI, Indiana State Teachers Conference, and the
Indiana State University Bloomberg Foundation. The special education
department has presented its success in literacy at a Florida reading
conference. The administration and staff also work to have open dialogue
with schools in our areas that are similar to ZMS and have developed
curricular supports and sharing through the ten schools in our athletic
conference. Likewise, ZMS is known to seek information from other
schools that are doing work in areas identified for improvement. These
exchanges are rarely one way. Through our growth as a school we have
developed a substantial network of schools that we draw ideas and
philosophies from as well as share our ideas and successes.

ZMS's website contains a wealth of information on its standards,
benchmarks, curriculum, and student progress. This makes the program
readily accessible to the wider community. The faculty, administrators
and board members have volunteered many hours to help other schools in
areas in which ZMS had particular expertise, including curriculum,
differentiation and assessment.

Zionsville Middle School staff have developed curriculum maps and posted
them on the ZMS website. These maps include sequenced curriculum, the
alignment with state standards, activities, critical questions, field
trips, and associated vocabulary. This information is available to
anybody who has access to the internet and in fact, schools across the
nation have contacted ZMS for additional information regarding
curriculum delivery and instruction.

Not only are ZMS staff members involved in sharing successes, but the
PTO and parents are equally committed to the well being of the school.
They bring their professional expertise from a variety of fields to the
school as well as take information from ZMS to their interactions with
schools and organizations in the area. In this manner, the influence of
ZMS is not only in the academic field, but blurs the walls between
school and community and has established a shared, collegial environment
of professionalism.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Outline of core curriculum

The core of Zionsville Middle School's curriculum guides and uses
instructional practices that challenge and educate our students with
academic knowledge and skill that will prepare them and allow them to be
free to pursue what is best for them as individuals. Our curriculum
provides for daily success and establishes quality preparation for the
high school setting. Students are required to take seven classes per
day, which includes the core academic areas of language arts, math,
science and social studies. Students' other courses include an
additional language arts or foreign language (Spanish, German or French)
course, four nine-week exploratory courses (choices include physical
education, health, industrial technology, computer skills, research,
general art and general music), and a fine arts course (band, chorus,
orchestra or art). All core academic areas (including foreign language)
include both regular and academically talented (AT) levels to ensure an
appropriate challenge for each student. These areas are described below.

Science

The science curriculum is an inquiry-based program that centers on
laboratory and research experiences. Students integrate concepts of
life, earth and space, physical and environmental science processes with
the significance of scientific endeavors while exploring their world.

Social Studies

The social studies curriculum is a standards-based curriculum focusing
on government, citizenship, cultural diversity, economics, historical
significance and geography. The curriculum also develops critical
thinking skills, specifically the ability to analyze, interpret and
evaluate primary and secondary sources. A variety of performance
assessments are used to measure student achievement.

Fine Arts, Technology

The fine arts curriculum is an active, intellectually stimulating
program that incorporates the Indiana standards. Students are offered a
full year of band, choir, orchestra, or pleasure reading in grades five
and six. Students exiting our computer program are proficient in
Microsoft Office software including PowerPoint, Word, Excel, and
Publisher.

Foreign Language

Students in grades seven and eight are encouraged to study Spanish,
French, or German. Advanced students take the same course that is
offered in the high school. Other students study one year of the
language spread over two school years. These courses are structured upon
the Indiana language standards.

PE/health

The physical education program provides a well-balanced program,
consisting of traditional team sports blended with a variety of lifetime
sports unique to the local environment. The traditional portion of the
curriculum focus is on team sports and fitness, while the lifetime area
centers on the personal fitness and wellness. Health classes focus upon
concepts of wellness and information on body systems. Both areas work
synergistically to promote positive individual decisions and lifetime
health.

Special Education

To the maximum extent possible, students with special needs are educated
in the general academic program with appropriate supports. These
supports may be provided through resource study halls or through
tutoring, individual accommodations. For more seriously handicapped
students, supports are provided through more intense services such as
special courses, adjusted curriculum or modified delivery approaches.
Regardless, students in this category have as many opportunities to
interact with general education students as appropriate.

ZMS has worked diligently to provide an educational environment where
all students can thrive and achieve to the maximum of their potential.
The continuous review of course offerings, curricula, and instructional
styles allows the students to receive the benefits of the school and
community's resources.

2\. English and Reading Curriculum

The English language arts curriculum is a four-year program based on the
state standards in reading, writing, speaking and listening. Reading of
classical and contemporary fiction, poetry, and non-fiction fosters
discussions of literary analysis, critical thinking, cultural
differences and reading strategies. The formal writing focuses on the
6-Trait writing system while free writing is in the form of daily
journal entries. In addition, writing is integrated into other core
subjects. Similarly sharing of work in formal and informal situations
teaches listening, thinking and speaking skills in all areas.

It is the expectation that every course in the department includes the
development of students' skills in all of these areas. The core of the
department is established around grade level English courses. For each
of the courses the standards are incorporated together to provide
students with a rich academic experience. Student reading is followed by
class discussion, explanation, and writing. Students are expected to
participate and make presentations to the class about the subject being
studied. Grammar skills are reinforced through student writing. As a
school, tremendous focus has been placed on student writing and the
development of those skills. The English curriculum reflects that
commitment. Students are expected to produce writings on a regular basis
and those writings are expected to show improvement in writing skill.
The majority of the students attending our school are reading at or
above grade level. This can be attributed to the strength of the
programs throughout the school corporation. It is understood that one of
the best ways to improve reading skill is through exposure. Those
students that are struggling with reading skills are generally involved
in special education programming. In these cases students are given
appropriate accommodations for success in the general education
classroom and provided additional reading assistance through the
resource room. ZMS makes use of General Education Interventions when
students with low reading skills do not qualify for special education.
These include assistance and accommodations through the general
education teachers.

3.Curriculum Related to Mission: Math

As reflected in our mission statement, middle school is a time of change
in a student's life, and our curriculum supports this concept through
modification of the mathematics curriculum, pacing, and instructional
delivery. A comprehensive effort is made to identify students who are
ready for an additional challenge in the area of math and promote the
concept that math is important for every student's future success. As a
result, each grade level offers three levels of math -- a regular grade
level curriculum, an academically talented level, and a transition
course in which students are able to accelerate from one level to the
next. The mathematics curriculum focuses on the content standards with a
large emphasis on the process standards. Students work on developing
procedural fluency on a daily basis. Also, groups are engaged in
activities that build each individual student's level of understanding
of the content, while practicing the skills needed to be effective
problem solvers.

Reflecting the understanding that middle school students grow and learn
at different rates, math skills are accelerated according to the
interests and ability of the learners. At this point, nearly 50% of all
eighth grade students are completing Algebra I prior to matriculating to
the high school. In addition to these courses, a small percentage of our
middle school population engages in coursework normally reserved for
high school students. Four percent of our 8^th^ grade student population
will enroll in honors geometry in the 2005-2006 school year. This
compacting of curriculum provides learners with ample access to advanced
mathematics in the four years of high school as well as complements a
strong science program that incorporates math concepts. Equally
important, the faculty analyzes the curriculum and identifies essential
components for those students who may struggle with math concepts.
Through effective focus on these essential components and curriculum
compacting, students are assisted in mastering concepts that will
encourage them to progress to increasingly complex math courses.

4\. Instructional Methods Used to Improve Student Learning

The staff at Zionsville Middle School employs a number of different
instructional strategies to help student learning. Teachers practice
differentiated instruction in their classes to help provide
appropriately leveled instruction for the students' abilities. Within a
single classroom a teacher will make use of visual aides, oral lecture,
small group discussion, and kinesthetic activities. Each of the
activities allow for different students to have the content reinforced
through their predominant learning style. Beyond these forms of
instruction teachers will also make use of multiple types of assessment
to allow students to demonstrate their knowledge level in a variety of
ways. In addition to the traditional tests and quizzes, students are
also allowed to demonstrate their knowledge through group projects,
individual projects, role-playing and creating movies. These techniques
have moved out of the realm of innovation into standard practice through
teachers' commitment to sound practice that is fair and equitable to all
students.

5\. Professional Development Programming

Zionsville Middle School uses many different methods for providing
professional development to teachers. While the programming is
established around a general theme each year, if teachers find
opportunities they feel are important to pursue the administration is
supportive. A combination of techniques are used for the delivery of
staff development activities including guest speakers, outside
workshops, peer taught sessions and small group or departmental work.
These activities are reinforced by setting time aside at monthly faculty
meetings for review and additional activities. These faculty-meeting
presentations may include additional information, reporting by other
faculty members about topics learned at a workshop or internal reporting
from individuals or departments about how they are implementing new
strategies within their practice.

**PART VI - PRIVATE SCHOOL ADDENDUM**

Not Applicable

**PART VII - ASSESSMENT RESULTS**

ZIONSVILLE MIDDLE SCHOOL

ASSESSMENT FOR STATE CRITERION-REFERENCED TESTS

Subject: English/Language Arts Grade: 6 Test: Indiana State Test of
Educational Progress Plus

Edition/Publication Years: 2000-2004 Publisher: McGraw Hill

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

  Testing month                      Sept.       Sept.       Sept.       Sept.       Oct.

  **SCHOOL SCORES**                                                                  

  \% At or Above Proficient (Pass)   92%         94%         92%         85%         80%

  \% At Advanced (Pass +)            25%         25%         21%         N/A         N/A

  Number of students tested          335         363         325         305         265

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

  Number of students alternatively   2           0           N/A         N/A         N/A
  assessed\*                                                                         

  Percent of students alternatively  0%          0%          N/A         N/A         N/A
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Special Education Students                                                       

  \% At or Above Proficient (Pass)   33%         50%         48%         29%         14%

  \% At Advanced (Pass +)            0%          0%          0%          N/A         N/A

  Number of students tested          41          34          23          27          17

  2\. Receiving free or reduced                                                      
  lunch                                                                              

  \% At or Above Proficient (Pass)   \*\*        54%         0%          \*\*        N/A

  \% At Advanced (Pass +)            \*\*        0%          0%          \*\*        N/A

  Number of students tested          9           13          11          4           N/A

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Proficient (Pass)   70%         69%         68%         52%         52%

  \% At Advanced (Pass +)            8%          7%          7%          N/A         N/A
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*Explanation of alternative assessments:

Students who perform significantly below grade-level may have personal
learning goals that cannot be adequately measured with a grade-level
standardized test, such as ISTEP. These students are assessed using
ISTAR. ISTAR is the measure of accountability for the progress of these
individual students within Indiana\'s assessment system.

\*\*Value not computed for fewer than 10 students.

ZIONSVILLE MIDDLE SCHOOL

ASSESSMENT FOR STATE CRITERION-REFERENCED TESTS

Subject: Math Grade: 6 Test: Indiana State Test of Educational Progress
Plus

Edition/Publication Years: 2000-2004 Publisher: McGraw Hill

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

  Testing month                      Sept.       Sept.       Sept.       Sept.       Oct.

  **SCHOOL SCORES**                                                                  

  \% At or Above Proficient (Pass)   86%         94%         90%         87%         N/A

  \% At Advanced (Pass +)            35%         36%         27%         N/A         N/A

  Number of students tested          335         363         325         305         265

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

  Number of students alternatively   2           0           N/A         N/A         N/A
  assessed\*                                                                         

  Percent of students alternatively  0%          0%          N/A         N/A         N/A
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Special Education Students                                                       

  \% At or Above Proficient (Pass)   6%          51%         39%         33%         8%

  \% At Advanced (Pass +)            0%          13%         9%          N/A         N/A

  Number of students tested          41          34          23          27          17

  2\. Receiving free or reduced                                                      
  lunch                                                                              

  \% At or Above Proficient (Pass)   \*\*        77%         91%         \*\*        N/A

  \% At Advanced (Pass +)            \*\*        31%         0%          \*\*        N/A

  Number of students tested          9           13          11          4           N/A

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Proficient (Pass)   75%         66%         64%         61%         62%

  \% At Advanced (Pass +)            16%         7%          7%          N/A         N/A
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*Explanation of alternative assessments:

Students who perform significantly below grade-level may have personal
learning goals that cannot be adequately measured with a grade-level
standardized test, such as ISTEP. These students are assessed using
ISTAR. ISTAR is the measure of accountability for the progress of these
individual students within Indiana\'s assessment system.

\*\*Value not computed for fewer than 10 students.

ZIONSVILLE MIDDLE SCHOOL

ASSESSMENT FOR STATE CRITERION-REFERENCED TESTS

Subject: English/Language Arts Grade: 8 Test: Indiana State Test of
Educational Progress Plus

Edition/Publication Years: 2000-2004 Publisher: McGraw Hill

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

  Testing month                      Sept.       Sept.       Sept.       Sept.       Oct.

  **SCHOOL SCORES**                                                                  

  \% At or Above Proficient (Pass)   91%         92%         91%         91%         93%

  \% At Advanced (Pass +)            14%         26%         17%         N/A         N/A

  Number of students tested          373         336         304         304         276

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

  Number of students alternatively   1           0           N/A         N/A         N/A
  assessed\*                                                                         

  Percent of students alternatively  0%          0%          N/A         N/A         N/A
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Special Education Students                                                       

  \% At or Above Proficient (Pass)   35%         55%         39%         50%         40%

  \% At Advanced (Pass +)            0%          0%          6%          N/A         N/A

  Number of students tested          34          29          23          22          17

  2\. Receiving free or reduced                                                      
  lunch                                                                              

  \% At or Above Proficient (Pass)   73%         \*\*        82%         73%         N/A

  \% At Advanced (Pass +)            18%         \*\*        9%          N/A         N/A

  Number of students tested          11          4           11          11          N/A

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Proficient (Pass)   67%         65%         63%         68%         68%

  \% At Advanced (Pass +)            8%          7%          7%          N/A         N/A
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*Explanation of alternative assessments:

Students who perform significantly below grade-level may have personal
learning goals that cannot be adequately measured with a grade-level
standardized test, such as ISTEP. These students are assessed using
ISTAR. ISTAR is the measure of accountability for the progress of these
individual students within Indiana\'s assessment system.

\*\*Value not computed for fewer than 10 students.

ZIONSVILLE MIDDLE SCHOOL

ASSESSMENT FOR STATE CRITERION-REFERENCED TESTS

Subject: Math Grade: 8 Test: Indiana State Test of Educational Progress
Plus

Edition/Publication Years: 2000-2004 Publisher: McGraw Hill

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

  Testing month                      Sept.       Sept.       Sept.       Sept.       Oct.

  **SCHOOL SCORES**                                                                  

  \% At or Above Proficient (Pass)   93%         93%         90%         93%         90%

  \% At Advanced (Pass +)            38%         42%         27%         N/A         N/A

  Number of students tested          373         336         304         304         276

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

  Number of students alternatively   1           0           N/A         N/A         N/A
  assessed\*                                                                         

  Percent of students alternatively  0%          0%          N/A         N/A         N/A
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Special Education Students                                                       

  \% At or Above Proficient (Pass)   35%         55%         25%         53%         31%

  \% At Advanced (Pass +)            8%          5%          0%          N/A         N/A

  Number of students tested          34          29          23          20          17

  2\. Receiving free or reduced                                                      
  lunch                                                                              

  \% At or Above Proficient (Pass)   91%         \*\*        73%         82%         N/A

  \% At Advanced (Pass +)            9%          \*\*        18%         N/A         N/A

  Number of students tested          11          4           11          11          N/A

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Proficient (Pass)   71%         71%         66%         66%         64%

  \% At Advanced (Pass +)            16%         14%         11%         N/A         N/A
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*Explanation of alternative assessments:

Students who perform significantly below grade-level may have personal
learning goals that cannot be adequately measured with a grade-level
standardized test, such as ISTEP. These students are assessed using
ISTAR. ISTAR is the measure of accountability for the progress of these
individual students within Indiana\'s assessment system.

\*\*Value not computed for fewer than 10 students.