##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Doris J.
Thompson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Charity Dye Elementary School
#27\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [545 E. 19^th^
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Indianapolis]{.underline} \_\_[IN\_
46202-1735\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(317 ) 226-4227]{.underline} Fax [( 317 ) 226-4808
\_\_\_\_\_\_]{.underline}

Website/URL [http://www.ips.k12.in.us]{.underline} Email
[thompsdj@mail.ips.k12.in.us]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. D.N. Pat Pritchett]{.underline}

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

District Name [Indianapolis Public Schools]{.underline} Tel. [( 317 )
226-4411\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 [Rev. Michael D.
Brown\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 II ‑ DEMOGRAPHIC DATA]{.underline}**

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

[1.]{.underline} Number of schools in the district:
[\_\_55\_]{.underline} Elementary schools

[\_\_17\_\_]{.underline} Middle schools

[\_\_ 0\_\_]{.underline} Junior high schools

[\_\_\_7\_\_]{.underline} High schools

[\_\_79\_]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$5,169\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\_\$7,900\_\_\_\_]{.underline}

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[5]{.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**       22        19                     **41**       **7**                             

  **1**       27        28                     **55**       **8**                             

  **2**       25        21                     **46**       **9**                             

  **3**       18        22                     **40**       **10**                            

  **4**       23        21                     **44**       **11**                            

  **5**       28        23                     **61**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   287
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [13.70]{.underline} % White

the students in the school: [81.76]{.underline} % Black or African
American

[2.03]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_\_81\_\_\_\_%]{.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 49
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 50
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        99
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    287
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .34
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    34
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[\_\_\_0\_\_\_%]{.underline}

[\_\_\_0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: [\_\_\_2\_\_\_\_]{.underline}

Specify languages: English and Spanish

9\. Students eligible for free/reduced-priced meals:
[\_\_\_\_93\_\_\_%]{.underline}

[\_\_\_266\_\_\_]{.underline}Total Number Students Who Qualify

> If this method is not 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:
[\_\_24]{.underline}\_ %

[\_\_69\_ Total Number of Students Served]{.underline}

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

\_5\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_19\_ Specific Learning Disability

\_\_\_\_Hearing Impairment \_21_Speech or Language Impairment

\_20_Mental Retardation \_\_2_Traumatic Brain Injury

\_\_2_Multiple Disabilities \_\_\_\_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]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[18\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_ 2\_\_\_\_]{.underline}
[\_\_\_1\_\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_5\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff \_\_\_[5\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [\_\_31\_\_\_\_]{.underline}
> [\_\_\_\_1\_\_\_\_]{.underline}

12\. Student-"classroom teacher" ratio: [\_1:25\_\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 97.8%       98.0%       98.1%       97.4%       96.8%

  Daily teacher attendance 97.7%       98.5%       98.1%       97.8%       97.6%

  Teacher turnover rate    20%         10%         10%         5%          5%

  Student dropout rate                                                     

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

**[PART III -- SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Charity Dye Elementary School #27, located at 545 E. 19^th^ Street in
Indianapolis, Indiana, is one of 55 elementary schools within the
Indianapolis Public Schools system. The student population of Charity
Dye Elementary School #27 is predominately African American, with a
small percentage of children that are Caucasian and Hispanic. The school
is located within a predominantly low socio-economic neighborhood. The
school houses a special-needs preschool; a developmentally, physically
and emotionally challenged kindergarten; a Title 1 full-day kindergarten
program; and a half-day kindergarten program. Our first- through
fifth-graders learn within an inclusive environment.

The mission of Charity Dye Elementary School #27 is to nurture and teach
all children. We have a dedicated teaching staff that depends on
positive reinforcement to guide students. All staff members reinforce
positive behaviors with our children through praise for good behavior.
This builds a positive self-image in our students.

We respect the dignity of each child. We recognize and accept the fact
that each child and each family has a cultural heritage and unique way
of life. Our teachers recognize that families from minority cultures are
neither deficient nor deprived. We know that to deny or downgrade a
family's culture may damage a child's self-image. We believe all
children are born with the innate ability to rise above their
circumstances through education.

We do not make generalizations about various ethnic groups or types of
handicaps. Staff meetings and in-service training sessions are planned
to increase understanding of a variety of cultures and disabilities.

Among the strategies we use to help students achieve are:

-   A focus on reading and language arts instruction.

-   Conflict resolution training, which provides students with the
    ability to effectively communicate with one another.

-   Infusing multicultural materials into lesson plans.

-   Working hand-in-hand with parents to extend learning into the home.
    For example, we lead "Make It and Take It" workshops to model to
    parents ways to assist their children with reading, writing and math
    skills.

The staff of Charity Dye Elementary School #27 believes that if we give
students the opportunities to discover, explore, be challenged, and
problem-solve through direct experiences and diverse choices this can
lead to independence, self-confidence, self-control, and a sense of
responsibility. Children will become excellent students and productive
citizens of the United States of America and the world. We are training
life-long learners. Our job is to teach and provide meaningful
experiences for our students.

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

> **For Public and Private Schools**

1.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Assessment is an on-going process at Charity Dye School #27. In addition
to the ISTEP+ (Indiana Statewide Testing for Educational Progress +),
Indiana's required, criterion-referenced assessment, the school uses a
"Stop, Analyze, Strategize and Re-teach" formula. Each nine weeks,
teachers must report students who earn a 75 percent or less on skills to
be mastered. An individualized lesson plan is developed for each of
these students, and the student's abilities are re-evaluated at the end
of the next nine-week period.

We also administer benchmark tests to second- and fifth-graders six
times a year. Teachers create grids depicting which skills individual
students and classrooms of students need to improve.

Each fall, students in grades 3, 6, 8 and 10 take the state-mandated
ISTEP+ test. Beginning this year, IPS students in grades 2 through 5
will take the Northwest Evaluation Association's Measures of Academic
Progress (MAP). The key benefits of this test include the ability to
track individual student growth over time and the opportunity to
immediately identify areas needing improvement.

Other assessments offered at our school include the Developmental Tasks
for Kindergarten Readiness-II (DTKR II) test for kindergartners and the
Signposts Early Literacy Battery test.

Along with standardized tests, we use observation and written
assessments to get a clear picture of the skills of our students. We use
descriptive records, sample files, video and audio recordings, student
journals, charts, calendars, checklist and portfolios during our
assessments.

2.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

Each year we host a number of interactive activities and hands-on
workshops for our parents to attend. We inform parents about happenings
by sending home a packet of information that spells out academic
standards, homework procedures and expectations. We also send home
weekly newsletters and flyers about upcoming school events. We provide
take-home books for children at all grade levels, including Open Court
(phonics instruction) books in grades 1 and 2, and Accelerated Reader
books in grades 2 through 5. By working with our parents and sending
home these books, we stress the importance of nightly reading.

Because of the diverse nature of the population, events such as
luncheons and workshops also are tailored to grandparents, many of whom
are raising their grandchildren. Even grandparents who are not the
primary caretakers for their grandchildren are encouraged to attend
family events.

Other communications tools include sending home weekly progress reports,
mid-term reports and quarterly progress reports. If necessary, daily
progress reports are sent home to parents.

In addition to parent conference throughout the school year, Charity Dye
School #27 each fall participates in the district's Parents In Touch
Day, a day-long opportunity for parents to meet with teachers about
their children's progress.

Charity Dye Elementary School #27 recognizes that much of our success is
due to the strong partnerships we have forged with businesses and
organizations. For example, the Indianapolis Kiwanis Club assists our
students through incentives and guest speakers in developing good
character traits. 100 Black Men of Indianapolis sponsors Scholastic
Basketball and Scholastic Track and Field. Through these programs,
students earn the right to participate in sporting events by excelling
in the classroom.

3.  Describe in one-half page how the school will share its successes
    with other schools.

The Indianapolis Public Schools is made up of five regions. Charity Dye
Elementary School #27 shares our successes regularly with other IPS
schools through monthly regional meetings. Staff members are released
throughout the year to train educators in other schools. Staff members
also serve as presenters at district- and statewide conferences.

The district publishes a community newsletter called *IPS Is*, which is
available on the first Sunday of each month school is in session in *The
Indianapolis Star*. The newsletter is distributed to more than 200,000
homes in Indianapolis. This is one tool we have to share successes with
schools both in our own district and in the wider community.

Through the IPS Office of School and Community Relations, Charity Dye
Elementary School #27 is often suggested to local media as the source of
positive news stories. For example, when the state's ISTEP+ scores were
released, print and broadcast media visited our school. Our principal
also was interviewed in-studio on radio. This allowed residents of
Central Indiana to learn the successes of our school.

Additionally, IPS hosts its own television facilities. Staff members and
parents have appeared on the cable television shows "IPS Open Line" and
"IPS Digest."

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

1.  Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.

Our school's curriculum is based on state and national standards. The
Indianapolis Public Schools has developed its own curriculum framework
based on both state and national standards. This curriculum prepares our
students with essential knowledge, skills, attitudes, and experiences.
Our students are actively engaged in the learning process through
problem-solving, high-level questioning and inquiry-based instruction.
Our curriculum is divided into sections that give information on the
following subjects: English/Language Arts, Mathematics, Social Studies,
Health and Science. Our curriculum also includes the use of technology.
Our teachers are asked to monitor Internet web sites to ensure the
appropriate content for our students.

IPS also offers a Curriculum Framework Pacing Guide. The pacing guide
contains concepts, content, and process skills. It gives us the order in
which all skills should be taught. The pacing guide is the schedule we
use to plan which skills will be taught within a nine-week grading
period. All lesson planning conscientiously infuses multiculturalism,
technology, and career awareness into daily activities.

In English/Language Arts, our Curriculum Framework focuses on skills
such as word recognition, fluency and vocabulary development, reading
comprehension, literary response and analysis, writing process, writing
applications, written English, listening and speaking skills, strategies
and applications.

The Math Curriculum Framework pinpoints number sense, computation,
algebra and functions, geometry, measurement, data analysis and
probability and problem solving.

In the area of Social Studies, our Curriculum Framework targets history,
civics and government, geography, economics, individuals, society, and
culture.

The Science Curriculum Framework focuses on the nature of science and
technology, scientific thinking, the physical setting and the living
environment.

Our curriculum motivates students and helps them to develop good study
habits. It encourages them to care about learning. It actively engages
the students so they use what they learn. It is based on the students'
understanding of the subject matter. We highlight reading and writing in
all subject areas. We are encouraging the students to be thinkers. We
want our children to go beyond the facts and the surface to explore
deeper meaning in all subjects. We encourage students to ask questions
for clarification, and we want students to learn from their mistakes and
correct themselves. We encourage our children to become excited about
their education. Our curriculum tries to anticipate the need for
alternative plans. We consider and plan for special needs requiring more
staff, special equipment, materials, visitors, trips, safety and
supervision. Our curriculum considers the students' needs as reflected
by their ability, previous experience, opportunity, ethnic culture,
geographic environment, and economic situation.

2.  (**Elementary Schools**) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.

The district's reading curriculum was selected after much input from
teachers, parents and the community at-large. Charity Dye Elementary
School #27 uses SRA/Open Court reading curriculum for kindergarten
through second grade. We use Scott Foresman reading curriculum for third
through fifth grade.

SRA/Open Court is based on a generation of intense empirical research
that identifies the factors that lead to success in early reading. It
uses explicit phonics and comprehension skills. Instruction is balanced
with extensive reading of both decodable texts and quality literature.
Children experience a wide variety of literary forms and genres by using
this program. It provokes the children's curiosity about text. It
conveys awareness that text has meaning. The program offers both
teachers and students the opportunity to model critical reading
strategies such as clarifying, predicting, and summarizing. It
demonstrates and supports the various reasons for reading text. Reading
for pleasure, reading to find out about the world around them, reading
for useful information, and reading for new skills.

Scott Foresman reading curriculum includes multiple exposure to critical
skills and strategies and instructional techniques to meet diverse needs
and learning styles. Each story covers all subjects: language, spelling,
social studies, science and writing prompt. The reading curriculum helps
the students prepare for the state standardized test. Scott Foresman's
scope and sequence correlates with all major national exams for a
balanced and targeted approach to instruction. Students become familiar
with test formats. Practice pages, selection test and unit skill test
all reflect common standardized test formats. The lessons assess the
student's understanding of the target skill. There is ongoing
assessment. The lessons help diagnose student progress.

3.  Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.

Charity Dye Elementary uses Houghton Mifflin Math Central math
curriculum. The essential skills are key components for building a
strong knowledge base for our students and are the building blocks for
preparing students to engage in higher-level thinking. Students must
possess the ability to use reasoning and problem-solving skills and show
proficiency in oral, written and symbolic communication.

Houghton Mifflin Math Central math curriculum provides direct
instruction and discussion. It encourages whole-class participation in
collecting, examining, and discussing data that changes daily. It uses
concepts continuously while at the same time introducing new ideas. The
students work individually, in small groups or in pairs. This curriculum
encourages classroom projects, literature and math at home.

Successful application of the math curriculum is essential to our school
goals. Charity Dye Elementary School #27 wants all students to
demonstrate a growth in math computation skills. Our goal is for all
students to demonstrate math computation accuracy and the ability to
compute math problems and explain the steps taken to solve the problems.
Students will know math facts for addition, subtraction and
multiplication.

Our mathematics curriculum is based on constructivist teaching
practices. We build upon a student's existing strengths and knowledge
base. Activities are student-oriented. We incorporate essential skills
as a foundation so students may become proficient in their areas of
study.

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

Mardena Blake's first-grade class at Charity Dye School 27 knows how to
have fun. Students signal success in spelling a word by doing the "hand
jive" or "Walking like an Egyptian." But the students in Blake's class
also learn.

It's the interactive teaching strategies used by Blake and the other
teachers at School 27 that have helped 77 percent of third-graders pass
both the math and language arts skills assessed on the state-mandated
ISTEP+ test. That beats the state average of 59 percent.

Charity Dye Elementary School #27 uses many instructional methods to
enhance student learning. We use active thinking processes that engage
our readers before, during and after reading the text. We try to vary
the experiences we give the students with listening, speaking, and
writing. Our classroom environment encourages active participation,
which reduces fear of failure. Classroom activities stem from what is
known about the students' cultural backgrounds. Our students work
collaboratively and learn from one another. Instructional skills and
strategies are integrated with writing, speaking and listening
activities. Staff takes part in ongoing best practices training in
literacy skills and strategies to develop, maintain and improve
effectiveness in the classrooms.

We focus on several critical experiences for developing literacy. We ask
our students to respond to a variety of texts. We compose orally and
through writing. We ask our students to study for mastery of language
patterns. We used sustained reading of a variety of self-selected books.
We give our students frequent opportunities to learn how to learn. We
focus on giving them a base to acquire a repertoire of strategies for
learning, retaining, and applying new skills and information. We teach
the students how to plan and manage their time, work cooperatively with
others to complete tasks, and evaluate their own work and their work
habits.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

Thanks to a unique partnership between the Indianapolis Public Schools
and the National Urban Alliance, our teachers take part in intensive,
research-based reading instruction training. By using tools such as
thinking maps, bubble maps and word walls, our students can visualize
word structure and usage. The result is students who are better readers
and writers.

IPS is a leader nationally in the infusion of technology into the
curriculum. Many of our teachers have participated in training that
allows them to use web-based applications in the classroom, including
the ANGEL environment, which allows staff to post homework and grades
online.

Staff has volunteered to serve as lead teachers as the district
implements a math initiative that has resulted in increased test scores
for the past three years.

Other staff development opportunities include:

-   SRA/Open Court/ Houghton Mifflin/Scott Foresman training

-   Writing rubrics workshops

-   Conflict resolution workshops

-   Accelerated Reader workshops

-   Journaling workshops

-   Shurley Language Method training

-   Daily Bite curriculum training

-   Fostering Algebraic Thinking training

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: [3]{.underline} Test: [Indiana Statewide Testing for Educational
Progress (ISTEP+)]{.underline}

Edition/publication year: [Same year as administration]{.underline}
Publisher: [CTB/McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.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. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

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)

The population of Charity Dye Elementary School is predominantly
African-American and eligible for free/reduced price lunch. In only two
cases are cell sizes by race/ethnicity, limited English proficiency,
special education or socioeconomic status large enough to warrant
reporting for other than African-American students and students eligible
for free/reduced price lunch. (In Indiana, the minimum cell size for
reporting is 10.) Those two cases involve white students tested on
ISTEP+ in fall of 1998 and 1999.

Beginning in fall of 2002, the Indiana Academic Standards define three
categories of student achievement in English/ language arts and
mathematics (Pass +, Pass, and Did Not Pass). (Until the new assessment
of the new Indiana Academic Standards was implemented for the first time
in grades 3, 6 and 8 in fall 2002, a single proficiency cut score
yielded only the percentage of students "passing" is reported for fall
of 1998 through 2001.) These levels were defined by the State Board of
Education as follows:

Pass + Meets the passing standard and demonstrates high achievement in
the knowledge and skills of the content area.

Pass Meets the passing standard.

Did Not Pass Fails to meet the passing standard and in all likelihood
will need remedial assistance.

Student achievement levels relative to the Indiana Academic Standards
are reported by the ISTEP+ as scale scores in English/language arts and
mathematics. These three-digit, equal-interval scores are expressed on
unique scales by content area. The proficiency cut score in
English/language arts for grade 3 is 404, with the cut score for pass +
510. The mathematics proficiency cut score for grade 3 is 393, and the
cut score for pass + is 491.

ISTEP+ is composed of secure, reused multiple-choice items and a new set
of applied skills items each year that is released after the test
administration. Reports include individual student performance overall
and on each of the state's standards, class and school level performance
in relation to both the performance and content standards, and an item
analysis on each of the applied skills items. The ISTEP+ [Teacher's
Scoring Guide]{.underline} for each year's applied skills items at each
grade level shows the items themselves, the Indiana Academic Standards,
scoring rubrics and anchor papers. The Teacher's Scoring Guide for grade
3 is provided to all teachers in grades 1 through 3.

Briefly, the third grade state criterion-referenced results for Charity
Dye Elementary School 27 show a pattern of steady improvement in
mathematics from the fall 1997 administration (26 percent passing) to
2001 (87% passing). In that same period, the percentage of all third
graders in the state meeting the English/language arts standard has
remained relatively stable at 71 percent, with a one-time increase in
1999 to 74 percent. With the new, more rigorous standard set for fall
2002, 87 percent of Charity Dye's third grade students met the standard,
while 67 percent of third graders statewide met that standard.

In language arts, Charity Dye's third grade students rose from 1997 to
1999 from 29 to 47 percent passing, fell in fall 2000 to 35 percent,
then rose precipitously to 70 percent in fall 2001. Statewide during the
same time frame, the percentage of third graders meeting the
English/language arts standard ranged from 65 to 70 percent passing. On
the new state standard in fall 2002, 79 percent of Charity Dye's third
graders met the standard, as did 73 percent of third graders statewide.

On the norm-referenced test, Terra Nova, a relatively stable pattern of
performance is seen for third, fourth and fifth graders in reading,
language and mathematics, with the highest performance in mathematics.
However, test scores in first and second grades have risen dramatically
over the three-year period, 2000 to 2002.

  ------------------------------ --------- --------- --------- ----------- ---------
  Percentage of Students Passing                                           
  English/Language Arts                                                    

  Year                           2002-03   2001-02   2000-01   1999-2000   1998-99

  Testing Month                  Sept.     Sept.     Sept.     Sept.       Sept.

  **SCHOOL SCORES**                                                        

  **TOTAL**                                                                

  \% At or above standard        79        70        35        47          34
  (proficient)                                                             

  \% Pass Plus                   18        NA        NA        NA          NA

  Number of students tested      39        47        49        59          62

  Percent of total students      100       100       100       100         100
  tested                                                                   

  Number of students excluded    0         0         0         0           0

  Percent of students excluded   0         0         0         0           0

  **SUBGROUP SCORES**                                                      

  **1. Free/reduced lunch**                                                

  \% At or above standard        82        74        35        47          34
  (proficient)                                                             

  \% Pass Plus                   21        NA        NA        NA          NA

  Number of students tested      33        38        49        59          62

  Percent of total students      100       100       100       100         100
  tested                                                                   

  Number of students excluded    0         0         0         0           0

  Percent of students excluded   0         0         0         0           0

  **2. African American**                                                  

  \% At or above standard        72        73        32        49          33
  (proficient)                                                             

  \% Pass Plus                   20        NA        NA        NA          NA

  Number of students tested      25        41        37        47          46

  Percent of total students      100       100       100       100         100
  tested                                                                   

  Number of students excluded    0         0         0         0           0

  Percent of students excluded   0         0         0         0           0

  **3. White**                                                             

  \% At or above standard        \*        \*        \*        58          38
  (proficient)                                                             

  \% Pass Plus                   \*        NA        NA        NA          NA

  Number of students tested      8         5         9         12          13

  Percent of total students      100       100       100       100         100
  tested                                                                   

  Number of students excluded    0         0         0         0           0

  Percent of students excluded   0         0         0         0           0

  **STATE SCORES**                                                         

  **TOTAL**                                                                

  \% At or above standard        72        66        63        68          68
  (proficient)                                                             

  \% Pass Plus                   10        NA        NA        NA          NA
  ------------------------------ --------- --------- --------- ----------- ---------

  ------------------------------ --------- --------- --------- ----------- ---------
  Percentage of Students Passing                                           
  Mathematics                                                              

  Year                           2002-03   2001-02   2000-01   1999-2000   1998-99

  Testing Month                  Sept.     Sept.     Sept.     Sept.       Sept.

  **SCHOOL SCORES**                                                        

  **TOTAL**                                                                

  \% At or above standard        87        87        69        63          37
  (proficient)                                                             

  \% Pass Plus                   23        NA        NA        NA          NA

  Number of students tested      39        47        49        59          62

  Percent of total students      100       100       100       100         100
  tested                                                                   

  Number of students excluded    0         0         0         0           0

  Percent of students excluded   0         0         0         0           0

  **SUBGROUP SCORES**                                                      

  **1. Free/reduced lunch**                                                

  \% At or above standard        88        89        69        63          37
  (proficient)                                                             

  \% Pass Plus                   18        NA        NA        NA          NA

  Number of students tested      33        38        49        59          62

  Percent of total students      100       100       100       100         100
  tested                                                                   

  Number of students excluded    0         0         0         0           0

  Percent of students excluded   0         0         0         0           0

  **2. African American**                                                  

  \% At or above standard        80        88        68        64          37
  (proficient)                                                             

  \% Pass Plus                   24        NA        NA        NA          NA

  Number of students tested      25        41        37        47          46

  Percent of total students      100       100       100       100         100
  tested                                                                   

  Number of students excluded    0         0         0         0           0

  Percent of students excluded   0         0         0         0           0

  **3. White**                                                             

  \% At or above standard        \*        \*        \*        58          38
  (proficient)                                                             

  \% Pass Plus                   \*        NA        NA        NA          NA

  Number of students tested      8         5         9         12          13

  Percent of total students      100       100       100       100         100
  tested                                                                   

  Number of students excluded    0         0         0         0           0

  Percent of students excluded   0         0         0         0           0

  **STATE SCORES**                                                         

  **TOTAL**                                                                

  \% At or above standard        66        70        70        73          70
  (proficient)                                                             

  \% Pass Plus                   9         NA        NA        NA          NA
  ------------------------------ --------- --------- --------- ----------- ---------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade: [1-5]{.underline} Test: [Comprehensive Tests of Basic Skills,
5^th^ Edition, Terra Nova]{.underline}

Edition/publication year: [1996]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

The population of Charity Dye Elementary School is predominantly
African-American and eligible for free/reduced price lunch. As for the
state criterion-referenced assessment, ISTEP+, cell sizes by
race/ethnicity, limited English proficiency, special education or
socioeconomic status are not large enough to warrant reporting. (In
Indiana, the minimum cell size for reporting is 10.)

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest. Not
Applicable.

  ---------------- --------- ---------- ------------ ------------- ---------- ---------- ----------- ---------- ---------- -------------- ---------- ----------
  **Indianapolis                                                                                                                                     
  Public Schools**                                                                                                                                   

  **Spring Terra                                                                                                                                     
  Nova Results:                                                                                                                                      
  Charity Dye                                                                                                                                        
  Elementary                                                                                                                                         
  School 27**                                                                                                                                        

                                        Mean Normal                                                                                                  
                                        Curve                                                                                                        
                                        Equivalent                                                                                                   
                                        (NCE) Score                                                                                                  

  Year             Grade     No.        Rdg.         Vocabu-lary   Rdg.       Lang.      Lang.       Lang.      Math       Math           Math       Total
                             Students                              Compst.               Mechanics   Compst.               Compu-tation   Compst.    Score
                             Tested\*                                                                                                                

  2002             1\*\*     46         73.9         72.5          77.0       75.4                              74.2       76.1           81.0       77.8

                   2\*\*\*   39         67.9                                  70.6                              73.5                                 73.5

                   3\*\*     42         66.1         52.2          60.3       65.5       66.8        68.5       58.5       75.9           69.3       66.1

                   4\*\*     47         48.7         49.5          49.3       50.2       54.7        52.9       51.8       69.5           61.6       54.6

                   5\*\*     47         56.7         61.5          60.6       53.6       67.9        62.0       58.9       79.8           71.6       64.8

  2002             1\*\*     **3375**   **57.7**     **53.5**      **58.2**   **59.6**                          **54.8**   **62.1**       **62.1**   **60.2**

                   2         **2875**   **56.6**                              **59.9**                          **58.3**                             **59.4**

                   3\*\*     **2771**   **55.2**     **53.0**      **54.8**   **56.4**   **64.2**    **61.7**   **55.0**   **61.8**       **59.3**   **58.7**

                   4\*\*     **2767**   **50.0**     **51.2**      **51.0**   **51.3**   **55.3**    **54.0**   **51.2**   **60.2**       **56.5**   **54.0**

                   5\*\*     **2717**   **52.3**     **51.8**      **52.5**   **51.2**   **55.4**    **53.8**   **52.6**   **63.4**       **59.0**   **55.3**

  2001             1\*\*     39         74.5         68.6          75.0       73.8                              69.9       73.4           78.2       75.6

                   2\*\*\*   45         56.5                                  66.9                              67.8                                 65.8

                   3\*\*     39         55.7         52.0          54.3       57.3       65.1        63.0       61.0       75.0           70.7       62.7

                   4\*\*     46         54.4         59.0          58.0       57.3       65.9        63.6       57.2       73.7           66.9       62.9

                   5\*\*     34         52.9         48.5          51.7       52.9       58.8        56.8       56.9       81.2           71.2       60.3

                   6                                                                                                                                 

                   7                                                                                                                                 

                   8                                                                                                                                 

  **2001**         1\*\*     **3407**   **57.4**     **52.0**      **57.2**   **58.6**                          **54.9**   **61.8**       **62.0**   **59.5**

                   2         **3192**   **56.9**                              **60.9**                          **59.5**                             **60.5**

                   3\*\*     **2997**   **55.1**     **52.1**      **54.2**   **55.3**   **64.3**    **61.1**   **54.5**   **62.9**       **59.6**   **58.4**

  ** **            4\*\*     **2937**   **50.6**     **51.7**      **51.6**   **52.4**   **57.2**    **55.8**   **52.3**   **61.4**       **57.8**   **55.3**

  ** **            5\*\*     **2675**   **51.6**     **49.9**      **51.2**   **50.8**   **56.0**    **53.8**   **51.8**   **63.7**       **58.7**   **54.7**

  2000             1\*\*     57         53.5         52.4          55.3       53.8                              50.8       64.7           60.9       56.7

                   2\*\*\*   44         51.2                                  56.5                              54.7                                 54.8

                   3\*\*     52         58.4         53.8          56.8       59.3       68.7        65.7       60.6       73.5           69.3       64.0

                   4\*\*     35         52.0         51.0          51.8       57.0       59.2        59.9       56.4       72.7           66.6       59.2

                   5\*\*     35         53.4         52.2          53.4       55.1       59.1        58.2       55.5       83.4           71.9       61.1
  ---------------- --------- ---------- ------------ ------------- ---------- ---------- ----------- ---------- ---------- -------------- ---------- ----------

\* Number of students with Total Score

\*\* Terra Nova Complete Battery Plus

\*\*\* Terra Nova Complete Battery