##### Revised: 3/25/05

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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary [X]{.underline} Middle
\_\_ High \_\_ K-12

Name of Principal: [Mr. Kent DeKoninck]{.underline}

Official School Name: [Clay Middle School]{.underline}

School Mailing Address: [5150 East 126^th^ Street]{.underline}

[Carmel, IN 46033-9747]{.underline}

County: [Hamilton]{.underline} School Code Number\* [2506]{.underline}

Telephone: [(317) 844-7251]{.underline} Fax: [(317)
571-4020]{.underline}

Website/URL <http://www.ccs.k12.in.us/clj/front.htm> E-mail:
<kdekonin@ccs.k12.in.us>

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Barbara Underwood]{.underline}

District Name: [Carmel Clay Schools]{.underline} Tel. [(317)
844-9961]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson: [Mr. Bruce Breeden]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 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: [10]{.underline} Elementary
schools

[3]{.underline} Middle schools

Junior high schools

[1]{.underline} High schools

Other

[14]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,600 (2003-04]{.underline})

Average State Per Pupil Expenditure: [\$9,100 (2003-04]{.underline})

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

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

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

4\. [1.5]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 (04-05) enrolled at each grade
level or its equivalent in applying school only:

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

  **PreK**                                                  **7**       207       178         385

  **K**                                                     **8**       178       158         336

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       182       185                    367                                            

                                    **TOTAL                                                   1088
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [86]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  42
            the school after October 1 (03 -- 04) until  
            the end of the year.                         

  **(2)**   Number of students who transferred           39
            ***from*** the school after October 1 (03 -- 
            04) until the end of the year.               

  **(3)**   Subtotal of all transferred students \[sum   81
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 1578
            October 1 (03 -- 04)                         

  **(5)**   Subtotal in row (3) divided by total in row  .0514
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          5.14
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

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

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

Specify languages: [Danish, Korean, Mandarin, Spanish, Taiwanese,
Telugu]{.underline}

9\. Students eligible for free/reduced-priced meals: [5]{.underline} %

Total number students who qualify: [58]{.underline}

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

10\. Students receiving special education services: [9]{.underline} %

[96]{.underline} Total Number of Students Served

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

[8]{.underline} Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [19]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [52]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [5]{.underline} Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

[2]{.underline} Multiple Disabilities [9]{.underline} Emotional
Disability

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) [3]{.underline} [1]{.underline}

Classroom teachers [55]{.underline} [8]{.underline}

Special resource teachers/specialists [6]{.underline} [3]{.underline}

Paraprofessionals [14]{.underline} [2]{.underline}

> Support staff [33]{.underline} [1]{.underline}
>
> Total number [111]{.underline} [15]{.underline}

12\. Average school student-"classroom teacher" ratio:
[18.6]{.underline}

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

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

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

  Daily teacher attendance  97%         98%         98%         98%         98%

  Teacher turnover rate     7%          7%          3%          5%          6%

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

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

**PART III ‑ SUMMARY**

Clay Middle School (CMS) in Carmel, Indiana, is a three-year middle
school that serves 1,088 students in grades 6, 7, and 8. It is part of
the Carmel Clay School District, which is home to ten elementary
schools, three middle schools and one high school. Clay is currently
undergoing extensive renovation, which upon completion in 2006 will
cover approximately 258,000 square feet.

The certified staff at CMS consists of 76 full and part-time staff
members, which includes 2 counselors, 1 social worker, 1 media
specialist, and 4 administrators. The school also has 50 full and
part-time paraprofessionals and support staff, which include 4
secretaries, 1 nurse, and 1 computer technician. The services of a
school psychologist, an occupational therapist, a physical therapist, a
music therapist, and a recreational therapist are available to Clay
students. The dedicated staff members at Clay continually work towards
educating not only the students as CMS but themselves as well. More than
62 percent of the faculty members have earned masters or advanced
degrees, and the average length of teaching experience is 15 years. Clay
also prides itself on being the home of the 2004 Indiana Teacher of the
Year.

Clay embraces the middle school philosophy. Students are divided into
interdisciplinary teams to promote a smaller, student-centered learning
environment. Sixth grade students are on teams of three teachers, as
they graduate to seventh and eighth grade they move to larger teams of
five teachers. Clay fosters a long tradition of excellence in academics,
athletics, performing arts, and other competitive events. The
traditional school year consists of 182 instructional days, 410 minutes
in length, excluding lunch. CMS students consistently score higher than
state or national norms on standardized tests. On the most recent
Indiana Statewide Testing for Educational Progress Plus (ISTEP+), 8^th^
grade students ranked third in the state of Indiana. Clay Middle School
has repeatedly attained the Four Star School Rating, placing it in the
top twenty-five percent of all Indiana schools, for thirteen of the past
fifteen years. This rating is based upon ISTEP+ performance in
mathematics and language arts as well as attendance.

The mission of Clay Middle School is the driving force behind all
educational decisions. Clay's administration, faculty, and staff work
together to promote a process of continuous school improvement. The
purpose of this unified effort is to support **"an environment which
promotes education and well being regardless of ability, age,
appearance, gender, nationality, race, religion, sexual orientation, and
socio-economic status."** All students are challenged and encouraged to
achieve their potential. Clay offers advanced placement in mathematics
and language arts. As a part of optional participation in the Midwest
Talent Search, many Clay students take the SAT or the PSAT. While Clay
staff members take great pride in a rigorous standards-based curriculum
and the students' high level of achievement, they constantly examine
programs and curriculum to ensure that all students achieve.

The school is fully accredited by the North Central Association of
Colleges and Secondary Schools (NCA). The Clay Middle School Improvement
Committee coordinates all school improvement programs, including
professional development and the school improvement plan as addressed by
PL221. Increased reading and writing skills are the focus of our
improvement plan. The committee surveys parents, teachers, staff, and
former students regarding the effectiveness of the middle school
experience at Clay.

Clay teachers continually research best practice, examine curriculum,
and collaborate in both whole faculty study groups and professional
learning communities to improve student learning. In 2003, the North
Central Association peer review team commended Clay "for their diligence
in working toward continuous school improvement." To that end, NCA added
that "an atmosphere of trust, respect, and collegiality exist among the
staff, students, parents, and administration."

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

**Meaning of Clay Middle School's assessment in language arts and math**

Clay Middle School uses multiple assessment tools to determine all
students' performance in language arts and mathematics. One of the
assessment tools is the Indiana Statewide Testing for Educational
Progress Plus (ISTEP+). Sixth and eighth grade students' scores are
measured and published for the public. For the first time, the state
will be scoring seventh grade scores as well and sharing those results
with all stakeholders. Overall, Clay Middle School students have
consistently achieved scores in the upper echelon in relation to other
schools in the state.

The scoring of the test is broken down in three categories: Pass Plus,
Pass, Did Not Pass. In the fall of 2004, Clay Middle School's 6^th^
grade students' overall Pass rate (students who passed both the math and
language arts components combined) was 93 percent. The statewide average
for 6^th^ grade was 73 percent. Clay Middle School's 8^th^ grade overall
Pass rate was 94 percent. The statewide average for 8^th^ graders was
70.5 percent. A Pass Plus rating indicates students who not only meet
the passing standard, but also demonstrate high achievement in the
knowledge and skills of the content area. At Clay, 23 percent of sixth
grade students and 22 percent of eighth grade students scored in the
Pass Plus category in language arts. In mathematics, 40 percent of sixth
grade students and 43 percent of eighth grade students achieved a Pass
Plus score.

Even though these scores are incredibly high, student scores continue to
improve. In the fall of 1999 only 86 percent of Clay Middle School's
6^th^ graders passed both the language arts and math components and 92
percent of the 8^th^ graders passed both. The results are more
impressive when considered with the fact that Clay Middle School is part
of one of the largest school districts in the state. As a result, we
have a student population that is among the highest in the state and
Clay's scores exceed many public and private schools in the state of
Indiana.

The state of Indiana breaks down the ISTEP+ results into specific areas
within the language arts and math curricula. This data is distributed to
every teacher at CMS for disaggregation. Although the scores are high,
areas of weakness are addressed and teachers collaborate to develop
school goals to help students become more successful in these areas.
Overall, language arts scores, more specifically reading comprehension
and writing applications, have been the focus of school improvement.
When looking at the scores of our different ethnic groups, the disparity
of the results lessens. Due to a recent shift in our student population,
the current ISTEP+ scores indicate a gap between the achievement of
students who received free or reduced lunches and those who do not. This
is an area the school will monitor in the future. Further breakdown of
Clay Middle School ISTEP+ data is available by visiting the following
website <http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=2506>.

The school has focused on the areas of reading comprehension and writing
across the curriculum since these have continually been areas of
weakness for our students as reported via ISTEP+ results. The results of
this process are twofold in that this also helps the school meet the
requirements of Indiana's Public Law 221, Indiana's school improvement
initiative. Teachers use this information, combined with classroom
observations of their individual students, to modify and improve
classroom instruction.

**How Clay Middle School uses assessment data to understand and improve
student performance**

In an effort to measure improvement and growth, and in accordance with
Public Law 221, Clay Middle School has adopted goals targeting student
learning and achievement in the areas of reading comprehension and
writing applications. These goals were formulated with the assistance of
various stakeholders, who examined the current curricular program in
conjunction with the state standardized ISTEP+ test scores.

In order to devise the most appropriate goals centered on student
achievement, Clay Middle School uses multiple sources of assessment data
to address student needs, identify areas requiring greater instructional
emphasis, develop teaching goals, and evaluate teaching strategies. All
staff members participate and are devoted to achieving progress toward
school goals.

Clay has adopted three specific strategies to target reading and writing
scores. The reading and writing strategies that are consistently used
across the curriculum by all teachers are Power Trees, Somebody Wanted
But So (SwaBS), and Context Clues. Power Trees is a graphic organizer to
help focus and outline writing. SWaBS is a reading strategy used to
break down text to assist with reading comprehension. Context Clues
assist student understanding of difficult vocabulary. These strategies
have been identified to help students focus on writing, expand
vocabularies, and understand reading materials in classroom work. All
teachers employ these strategies with the intent of teaching students to
transfer skills to everyday practice.

Clay Middle School has also formed a Data Committee composed of
classroom teachers. This committee compiles and organizes data from
different local and state assessments. All information is entered into a
matrix to facilitate interpretation and evaluation of the data. This
information is then disseminated so that classroom teachers may identify
areas of student need, areas requiring instructional emphasis, and
monitor progress toward the school's writing improvement goals.

**How CMS communicates student performance to parents, students, and the
community**

Clay Middle School uses a plethora of resources to regularly communicate
student performance to parents, students, and the community. Results
from the ISTEP+ help guide educators and parents in planning the most
successful academic track for students. In addition, Clay teachers
communicate frequently with parents by way of telephone, e-mail, or
conferences to answer questions and provide the best educational
services possible. Also, the Guidance Department, comprised of two
counselors and one student services coordinator, works diligently to
support the academic and personal needs with students and parents. The
student services coordinator facilitates student groups to address
personal tribulations of middle school students to positively impact
their academic experience.

Technology also facilitates open communication among Clay stakeholders.
Educators at Clay Middle School use the software program ParentConnect
to track a student's progress. ParentConnect is also available via the
Internet for parents and students alike to continually monitor the
student's progress in each class. CMS teachers regularly update grades
so all parties have the most current grade information available for a
student. Also, allowing students the ability to access grades builds
accountability and responsibility.

Clay Middle School is always seeking new methods to better inform and
communicate with parents and community members. The school's website is
a helpful source. On the homepage one can find a link to a section in
which each teacher operates an individual homework page that is updated
weekly. Each academic team at CMS is redesigning and creating team web
pages with specific information geared for their classes. The Parent
Teacher Organization (PTO) distributes a monthly newsletter that is also
linked on the CMS homepage. Academic, athletic, and extra-curricular
news is reported in each PTO newsletter. Furthermore, Clay's journalism
classes create a monthly news magazine and an annual yearbook.

In addition, Clay staff, administration, and parents are involved in
regular district-wide collaboration meetings and strategic planning
sessions. At these meetings, current assessment data is shared and goals
are set to improve student achievement.

**How Clay Middle School shares its success with other schools**

Clay Middle School enjoys strong partnerships with surrounding schools,
which allows for the sharing of strengths and successes. Many members of
the staff have been trained in the Carmel Clay Mentor Program, which in
turn allows them to mentor and direct teachers from various curricular
areas. Also, on staff we have the recipient of the 2003-2004 Indiana
Teacher of the Year Award. This honor has allowed Mr. Mark Weaver to be
the Teacher in Residence for the state of Indiana during the 2004-2005
school year.

The teachers in the science department regularly present successful
teaching strategies at the Camp Gallahue, an environmental workshop
targeting field studies involving hand-on activities matching Indiana's
science and math standards. The administrative assistant has presented
at both the Interscholastic Athletic Administrator\'s Conference and the
National Athletic Director\'s Conference. Clay's special education
department chair presented at a consortium of principals, directors, and
superintendents at Ball State University, which highlighted the
successes of Clay's special education program. Clay has hosted teachers
from many neighboring schools who are interested in modeling parts of
Clay's academic program. A guidance counselor is serving as a mentor for
a 1st year counselor through a program sponsored by the Indiana School
Counselor Assoc. (ISCA). The journalism teacher sends out issues of *the
Clay Classic/Clay Factor,* our school news magazines, to keep local
schools updated with middle school journalism.

A Clay science teacher, Mr. Mark Weaver, was honored as a Disney
American Teacher Award Honoree in 2003. Since receiving this honor Mr.
Weaver and Clay's principal have been asked to share their experience
and knowledge of professional development strategies with new recipients
of this Disney award.

Finally, teachers from each core curricular area at all three middle
schools in the corporation meet once each semester to exchange ideas,
align curriculum, and share successful endeavors they have experienced
in their classrooms.

**PART V -- CURRICULUM AND INSTRUCTION**

**Clay Middle School Curriculum Summary**

The curriculum at Clay Middle School is designed to meet the standards
set by the Indiana Department of Education and to ensure that all
students achieve at high levels, not just in their core classes, but in
all areas of the curriculum. The following provide specific examples
that demonstrate commitment to these standards:

**Science** **--** Clay provides a rich and challenging science
curriculum by asking students to analyze, research, synthesize, and
problem solve. The proper use of the Scientific Method, metric system,
and science equipment is also stressed. Science teachers created an
outdoor lab, approximately one acre in size, adjacent to the school by
bringing in certain species of plants and animals to live and grow in an
ecosystem. Teachers have developed lesson plans to integrate this
wildlife setting into the curriculum. In sixth grade, students are
introduced to concepts of environment and ecosystems by using the pond.
Seventh grade heavily relies on the outdoor lab for the animal and plant
life identification units. Eighth grade students utilize the pond to
conduct chemical tests of the water and soil to master some chemistry
standards.

**Math --** The math program has three levels of math at each grade
level. Sixth grade offerings are Math 6, Advanced Math, and Honors Math.
Seventh grade offerings are Math 7 (includes all seventh grade Indiana
math standards), Pre-Algebra (topics considered 8^th^ grade standards),
and Algebra (topics considered 9^th^ grade standards.) The eighth grade
courses follow the same pattern: Pre-Algebra includes the Indiana math
standards for grade eight while Algebra covers topics one year above the
standards and Geometry covers topics two years above the standards. In
all courses, students are required to communicate math ideas and
concepts through writing to support the school improvement goals. The
math department administers final exams at the end of each semester. To
improve student achievement, teachers complete item analysis forms on
all exams and use this data to guide their instruction.

**Social Studies --** The social studies curriculum is as follows: sixth
grade students study Europe and the Americas, seventh grades students
study Africa, Asia, and the Southwest Pacific, and eighth grade students
study American History. Throughout all grades, map skills, cause and
effect relationships, and current events are emphasized. The teachers
frequently use simulations to teach lessons so students can re-enact
critical events to gain a better understanding of historical
significance.

**World Languages --** For students at CMS, taking a world language is
part of the core curriculum. There are five languages to choose from:
German, French, Spanish, Latin, and Japanese. Sixth grade students
choose a language and participate in that language throughout middle
school. At the end of the eighth grade year, students have completed the
equivalent of a first year high school course and can enter Carmel High
School in the second year of the same language [or]{.underline} choose a
different language during high school.

**Performing Arts --**All students have the option to participate in
band, choir or orchestra. Two-thirds of Clay students participate in at
least one of these programs. Many of the students also participate in
private lessons outside of school to further advance their skills.

**Art --**In the sixth grade, students are exposed to all mediums:
drawing, painting, ceramics, and crafts. In seventh or eighth grade,
students can choose area to study in more depth. All students are
encouraged to use their artistic skills to interpret the world around
them.

**Practical Arts --** There is a wide variety of experiences within the
practical arts curriculum: family and consumer science, technology
education, digital video productions, keyboarding, and computer
applications. All of these courses are hands-on and promote
problem-solving skills. Reading and writing activities are included
throughout the curriculum to support the school-wide goals.

**Clay Middle School's English Language Curriculum**

English courses are designed to lay a foundation in the areas of
literature, composition, grammar, and speech. Students are placed in a
regular English or in an honors English class. The literature study
covers classical and contemporary works with emphasis on theme and
characteristics of genre. Class sets of novels are available to
supplement the reading series. In addition, through the program Reading
Counts, students' reading outside the curriculum and specific reading
levels are monitored. The grammar study at Clay covers parts of speech,
sentence structure, mechanics, and sentence combining. Vocabulary
building is also an integral part of the English class. Composition
stresses organization, accuracy, and effectiveness. Formal writing
assignments are scored with a district writing rubric which models the
ISTEP+ assessment rubric. The writing of reports, narratives, journals,
and essays is required to reinforce the importance of communication
skills. Therefore, to further ensure student achievement at high levels,
teachers across the curriculum are encouraged to include in lesson plans
daily writing assignments, vocabulary activities, and frequent oral
presentations.

As part of the offerings in this department, journalism is available to
sixth grade students. Students learn the beginning skills of writing for
publications and the ethics involved in reporting the news. Seventh
grade students can choose to participate in newspaper. Yearbook is
offered to our eighth grade students.

Students struggling with English skills can receive after school
tutoring three days a week. The tutoring is provided by current CMS
language arts teachers and financially supported by the PTO. If a
student is lacking basic skills or reading below grade level, they
participate in Essential Skills classes. These classes are based on the
standards and provide opportunities for students to focus on the
specific areas of weakness. These classes are usually comprised of 8 to
12 students to allow the students more one-on-one feedback. Students who
qualify for our special education program receive support in their
regular education classroom or in a Basic Language Arts Class.

**Clay Middle School's Wellness Curriculum**

Wellness -- At Clay Middle School, a unique experience has been created
for students by integrating the traditional health and physical
education classes into one course\--wellness. The benefit of combining
these two courses is that all of the students have a wellness class for
a 90 minute block of time every other day for the entire school year.
This integrated approach and longer block of time allows the wellness
teachers to introduce a concept, such as heart rate, and then direct
students change into their uniforms to participate in various exercises
that will test the concept they just learned. The focus of this
curriculum has also evolved to promote sports that can lead to life-long
participation rather than competition. For example, students are
learning games like tennis and golf rather than kickball.

Students will become aware of the importance of fitness in their
everyday lives and gain responsibility for their own health and well
being through an active lifestyle. Students are encouraged to keep
health diaries on what they eat, how much exercise they get, how many
calories they eat per day, and how much fat, carbohydrates, protein and
sodium is in their diets. By participating in such activities, the
students are developing athletic and social skills as stated in the
school's mission statement.

The CMS staff and administration believe this new program change will
help to provide the opportunity for movement that adolescents need
during this time of development and promote healthy ways to fight teen
obesity.

**Different Instructional Methods used at Clay Middle School**

Clay Middle School seeks to preserve the best of traditional educational
practices, and, at the same time, meet the individual learning styles of
all students. CMS teachers are sensitive to the unique changes, both
physical and emotional, that young adolescents experience during middle
school. With these thoughts in mind, teachers plan lessons to include
cooperative and collaborative learning, but with individual assessment.
Critical thinking and problem solving are more important than rote
memorization of dry facts---students are asked to explain *why* in
critical response questions rather than True/False or multiple choice.
In math they are asked to explain the thought process followed to
reaching an answer. The idea of "hands-on" learning is a goal for all of
the CMS staff. The core teams of teachers are encouraged to create
interdisciplinary units and look for connections between curricular
areas, enabling students to see the "bigger picture" of integrated
concepts, rather than isolated concepts. In daily lessons, teachers make
many references to the real world and then let students apply their
knowledge to real life problem solving. English classes may write
letters to outside agencies to obtain information or have students
complete resumes. A Family and Consumer Science unit on consumerism has
students evaluate advertisements. Teachers also use simulations,
debates, and presentations as other methods to deliver instruction of
material.

Students participate in decision-making within their classroom in a
variety of ways. For example, they choose current events or research
topics, participate in the design of rubrics used to assess learning,
and help determine project due dates. Many teachers offer students the
opportunity to select from a menu of assessment activities, such as
preparing a speech, writing a report, creating a PowerPoint
presentation, or conducting an interview. Additionally, students may
assist in the development of classroom rules, complete interest surveys,
or choose whether to work alone or with a partner.

**Clay Middle School's Professional Development Program**

As a member of the North Central Association (NCA) of Colleges and
Schools, Clay Middle School undergoes an extensive self-evaluation every
six years and implements a comprehensive school improvement plan that
focuses on enhancing student learning. As a result of our self study in
2003, the faculty and administration of CMS set improvement goals in two
areas---reading and writing. In its implementation of Indiana's Public
Law 221 (PL 221) and the creation of a school improvement plan, the CMS
School Improvement Committee focused on the NCA goals by training the
entire school staff to use two reading strategies (SWABS---Somebody
Wanted to But So and Context Clues) and a writing strategy (Power
Trees.) All teachers are expected to integrate one of these strategies
into their weekly lesson plans and each department has selected one of
the strategies to focus on, based on how effectively it matches the
curriculum.

As part of the professional development plan, teachers frequently meet
in teams and by departments to share and discuss data from the ISTEP+,
the writing rubric benchmarks and the students' reading inventories.
They identify trends in student populations as well as individual
student needs. After analyzing the data, teachers make adjustments to
instructional methods to better meet the needs of the students.

To further support Clay educators, teacher leaders have been identified
in the building. These teachers serve the staff as department chairs and
team leaders. Retreats were planned by the administrative team outside
of school for these teachers to collaborate together and grow as
leaders. Throughout the year, the administrative team continues to
monitor the needs of these leaders as they work with other staff members
and students.

**PART VII - ASSESSMENT RESULTS**

## STATE CRITERION-REFERENCED TESTS

**Grades:** 6 and 8 **Test:** ISTEP+

## 

**Edition/Publication Year:** 1997 CTB/McGraw-Hall and Indiana State
Department of Education

**Number of students in the grades in which the test was
administered\*:** 367 sixth graders

332 eighth graders

**Number of students who took the test\*:** 365 sixth graders

329 eighth graders

\*These numbers reflect the 2004-2005 ISTEP+ exam.

**What groups were excluded from testing? Why and how were they
assessed?** Students who are placed in the moderate to severe mentally
handicapped program are exempt from standardized testing. They are
assessed using ISTAR (Indiana Standards Tool for Alternate Reporting).

## 

**Number excluded: 5** (2 sixth grade students, 3 eighth grade students)

**Percent excluded: .7%**

**Percentage of students tested whose performance on the Indiana ISTEP+
exam was in the category of Pass or Pass Plus:**

The ISTEP+ exam tests sixth and eighth grade proficiencies in language
arts and math for all students, excluding those mentioned above, in the
fall of the school year. Students must obtain the following cutoff
scores to be in the Pass category on each section of the test:

Sixth Grade Language Arts: 472

Sixth Grade Math: 464

Eighth Grade Language Arts: 516

Eighth Grade Math: 517

The ISTEP+ recently instituted a Pass Plus category for students who
show exemplary achievement on the ISTEP+ exam. Students must obtain the
following cutoff scores to earn a Pass Plus distinction for each section
of the test:

Sixth Grade Language Arts: 570

Sixth Grade Math: 559

Eighth Grade Language Arts: 611

Eighth Grade Math: 629

If students did not earn Pass or Pass Plus distinction in one or both
subjects, they are placed in a remediation class for the second semester
of that school year that focuses specifically on the skills tested on
the ISTEP+.

The seventh grade class began taking a version of the ISTEP+ exam during
the 2003-2004 school year. However, scores for that year were only
reported in pass and fail. The results of this year's test will be more
detailed, but they will not be released to the schools until later in
February of 2005.

## STATE CRITERION-REFERENCED TESTS, continued

+--------------------------------------+-------+-------+-------+-------+
| GRADE 6 ISTEP RESULTS---Language     | **20  | **2   | **20  | **20  |
| Arts                                 | 04-** | 003-2 | 02-** | 01-** |
|                                      |       | 004** |       |       |
|                                      | **2   |       | **2   | **2   |
|                                      | 005** |       | 003** | 002** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | Sept. | Sept. | Sept. | Sept. |
+--------------------------------------+-------+-------+-------+-------+
| # SCHOOL SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 23%   | 21%   | 15%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 92%   | 92%   | 91%   | 76%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 8%    | 7%    | 9%    | 23%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 365   | 527   | 511   | 518   |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students tested           | 99.5% | 99.6% | 99.2% | NA    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 2     | 2     | 2     | NA    |
| assessed using ISTAR                 |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0.5%  | 0.4%  | 0.4%  | NA    |
| assessed using ISTAR                 |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| ENL/Language Excused                 | 0     | 0     | 2     | NA    |
+--------------------------------------+-------+-------+-------+-------+
| **SUBGROUP SCORES**                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **1. Ethnicity**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| White                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 21%   | 21%   | 15%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 93%   | 92%   | 92%   | 76%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 7%    | 7%    | 8%    | 23%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 307   | 475   | 467   | 433   |
+--------------------------------------+-------+-------+-------+-------+
| Asian                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 43%   | 36%   | 20%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 94%   | 100%  | 84%   | 87%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 6%    | 0%    | 16%   | 13%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 35    | 25    | 25    | 31    |
+--------------------------------------+-------+-------+-------+-------+
| **2. Students with Disabilities**    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Special Education with               |       |       |       |       |
| Accommodations                       |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 0%    | 3%    | 0%    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 70%   | 52%   | 38%   | 28%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 30%   | 48%   | 63%   | 70%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 23    | 29    | 32    | 47    |
+--------------------------------------+-------+-------+-------+-------+
| Special Education without            |       |       |       |       |
| Accommodations                       |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | \*    | 0%    | 0%    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | \*    | 91%   | 94%   | 75%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | \*    | 9%    | 6%    | 25%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 5     | 11    | 16    | 12    |
+--------------------------------------+-------+-------+-------+-------+
| **3. Socioeconomic Status**          |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Paid Lunch                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 24%   | 21%   | 15%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 93%   | 93%   | 91%   | 77%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 7%    | 7%    | 9%    | 23%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 347   | 520   | 498   | 515   |
+--------------------------------------+-------+-------+-------+-------+
| Free/Reduced Lunch                   |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 6%    | \*    | \*    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 67%   | \*    | \*    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 33%   | \*    | \*    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| \# of Students Tested                | 18    | 5     | 3     | 3     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 8%    | 7%    | 7%    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 71%   | 69%   | 68%   | 52%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 29%   | 30%   | 30%   | 46%   |
+--------------------------------------+-------+-------+-------+-------+
| State Mean Score                     | 497.6 | 496.6 | 494.8 | 533.4 |
+--------------------------------------+-------+-------+-------+-------+

\* The value is not computed for fewer than 10 students.

\- Percentages that do not equal 100% are due to undetermined scores.

\- Between the 2001--2002 and 2002--2003 school years the state of
Indiana made major adjustments in further aligning the ISTEP+ test with
state standards. In addition, the Pass Plus category was added.

## 

## 

## 

##  

## STATE CRITERION-REFERENCED TESTS, continued

+--------------------------------------+-------+-------+-------+-------+
| GRADE 6 ISTEP RESULTS\--Mathematics  | **20  | **2   | **20  | **20  |
|                                      | 04-** | 003-2 | 02-** | 01-** |
|                                      |       | 004** |       |       |
|                                      | **2   |       | **2   | **2   |
|                                      | 005** |       | 003** | 002** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | Sept. | Sept. | Sept. | Sept. |
+--------------------------------------+-------+-------+-------+-------+
| # SCHOOL SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 46%   | 39%   | 36%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 96%   | 93%   | 92%   | 85%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 4%    | 7%    | 8%    | 15%   |
+--------------------------------------+-------+-------+-------+-------+
| \# of students tested                | 365   | 527   | 511   | 518   |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students tested           | 99.5% | 99.6% | 99.2% | NA    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 2     | 2     | 2     | NA    |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively    | 0.5%  | 0.4%  | 0.4%  | NA    |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| ENL/Language Excused                 | 0     | 0     | 2     | NA    |
+--------------------------------------+-------+-------+-------+-------+
| **SUBGROUP SCORES**                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **1. Ethnicity**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| White                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 38%   | 39%   | 35%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 94%   | 93%   | 92%   | 85%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 6%    | 7%    | 8%    | 15%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 307   | 475   | 467   | 433   |
+--------------------------------------+-------+-------+-------+-------+
| Asian                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 69%   | 60%   | 60%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 100%  | 100%  | 96%   | 97%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 0%    | 0%    | 4%    | 3%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 35    | 25    | 25    | 31    |
+--------------------------------------+-------+-------+-------+-------+
| **2. Students with Disabilities**    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Special Education with               |       |       |       |       |
| Accommodations                       |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 13%   | 10%   | 3%    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 70%   | 55%   | 50%   | 47%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 30%   | 45%   | 50%   | 53%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 23    | 29    | 32    | 47    |
+--------------------------------------+-------+-------+-------+-------+
| Special Education without            |       |       |       |       |
| Accommodations                       |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | \*    | 36%   | 25%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | \*    | 82%   | 88%   | 92%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | \*    | 18%   | 13%   | 8%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 5     | 11    | 16    | 12    |
+--------------------------------------+-------+-------+-------+-------+
| **3. Socioeconomic Status**          |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Paid Lunch                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 41%   | 39%   | 36%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 94%   | 93%   | 92%   | 85%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 6%    | 7%    | 8%    | 15%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 374   | 520   | 498   | 515   |
+--------------------------------------+-------+-------+-------+-------+
| Free/Reduced Lunch                   |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 22%   | \*    | \*    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 89%   | \*    | \*    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 11%   | \*    | \*    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 18    | 5     | 3     | 3     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 16%   | 14%   | 11%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 75%   | 73%   | 68%   | 61%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 25%   | 27%   | 31%   | 37%   |
+--------------------------------------+-------+-------+-------+-------+
| State Mean Score                     | 501.0 | 496.2 | 487.6 | 537.3 |
+--------------------------------------+-------+-------+-------+-------+

\* The value is not computed for fewer than 10 students.

\- Percentages that do not equal 100% are due to undetermined scores.

\- Between the 2001--2002 and 2002--2003 school years the state of
Indiana made major adjustments in further aligning the ISTEP+ test with
state standards. In addition, the Pass Plus category was added.

## STATE CRITERION-REFERENCED TESTS, continued

+--------------------------------------+-------+-------+-------+-------+
| GRADE 8 ISTEP RESULTS---Language     | **20  | **2   | **20  | **20  |
| Arts                                 | 04-** | 003-2 | 02-** | 01-** |
|                                      |       | 004** |       |       |
|                                      | **2   |       | **2   | **2   |
|                                      | 005** |       | 003** | 002** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | Sept. | Sept. | Sept. | Sept. |
+--------------------------------------+-------+-------+-------+-------+
| # SCHOOL SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 22%   | 18%   | 18%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 93%   | 88%   | 92%   | 95%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 7%    | 11%   | 8%    | 5%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 329   | 529   | 500   | 474   |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students tested           | 99%   | 99.8% | 99.6% | NA    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 3     | 1     | 1     | NA    |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively    | 1%    | 0.2%  | 0.2%  | NA    |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| ENL/Language Excused                 | 0     | 0     | 1     | NA    |
+--------------------------------------+-------+-------+-------+-------+
| **SUBGROUP SCORES**                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **1. Ethnicity**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| White                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 19%   | 17%   | 17%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 93%   | 88%   | 92%   | 95%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 7%    | 11%   | 8%    | 5%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 282   | 468   | 436   | 402   |
+--------------------------------------+-------+-------+-------+-------+
| Asian                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 54%   | 44%   | 26%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 89%   | 97%   | 93%   | 88%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 11%   | 3%    | 7%    | 12%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 28    | 35    | 46    | 34    |
+--------------------------------------+-------+-------+-------+-------+
| **2. Students with Disabilities**    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Special Education with               |       |       |       |       |
| Accommodations                       |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 0%    | 0%    | 0%    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 63%   | 43%   | 57%   | 61%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 37%   | 47%   | 43%   | 39%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 19    | 47    | 35    | 38    |
+--------------------------------------+-------+-------+-------+-------+
| Special Education without            |       |       |       |       |
| Accommodations                       |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | \*    | \*    | 7%    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | \*    | \*    | 86%   | \*    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | \*    | \*    | 14%   | \*    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 4     | 5     | 14    | 5     |
+--------------------------------------+-------+-------+-------+-------+
| **3. Socioeconomic Status**          |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Paid Lunch                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 22%   | 18%   | 18%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 93%   | 89%   | 92%   | 94%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 7%    | 10%   | 8%    | 6%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 313   | 520   | 494   | 471   |
+--------------------------------------+-------+-------+-------+-------+

  -------------------------------------- -------- -------- -------- --------
  Free/Reduced Lunch                                                

  \% scoring Pass Plus                   13%      \*       \*       NA

  \% scoring Pass                        88%      \*       \*       \*

  \% scoring Did Not Pass                13%      \*       \*       \*

  Number of Students Tested              16       9        6        3

                                                                    

  **STATE SCORES**                                                  

  \% scoring Pass Plus                   8%       7%       7%       NA

  \% scoring Pass                        68%      65%      63%      68%

  \% scoring Did Not Pass                31%      34%      34%      29%

  State Mean Score                       537.3    534.2    533.6    553.8
  -------------------------------------- -------- -------- -------- --------

\* The value is not computed for fewer than 10 students.

\- Percentages that do not equal 100% are due to undetermined scores.

\- Between the 2001--2002 and 2002--2003 school years the state of
Indiana made major adjustments in further aligning the ISTEP+ test with
state standards. In addition, the Pass Plus category was added.

## 

##  

## STATE CRITERION-REFERENCED TESTS, continued

+--------------------------------------+-------+-------+-------+-------+
| GRADE 8 ISTEP RESULTS\--Mathematics  | **20  | **2   | **20  | **20  |
|                                      | 04-** | 003-2 | 02-** | 01-** |
|                                      |       | 004** |       |       |
|                                      | **2   |       | **2   | **2   |
|                                      | 005** |       | 003** | 002** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | Sept. | Sept. | Sept. | Sept. |
+--------------------------------------+-------+-------+-------+-------+
| # SCHOOL SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 43%   | 39%   | 34%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 95%   | 94%   | 95%   | 93%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 5%    | 6%    | 5%    | 7%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 329   | 529   | 500   | 474   |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students tested           | 99%   | 99.8% | 99.6% | NA    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 3     | 1     | 1     | NA    |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively    | 1%    | 0.2%  | 0.2%  | NA    |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| ENL/Language Excused                 | 0     | 0     | 1     | NA    |
+--------------------------------------+-------+-------+-------+-------+
| **SUBGROUP SCORES**                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **1. Ethnicity**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| White                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 42%   | 37%   | 31%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 96%   | 93%   | 95%   | 94%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 4%    | 7%    | 5%    | 6%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 282   | 468   | 436   | 402   |
+--------------------------------------+-------+-------+-------+-------+
| Asian                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 75%   | 82%   | 59%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 96%   | 100%  | 98%   | 94%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 4%    | 0%    | 2%    | 6%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 28    | 35    | 46    | 34    |
+--------------------------------------+-------+-------+-------+-------+
| **2. Students with Disabilities**    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Special Education with               |       |       |       |       |
| Accommodations                       |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 16%   | 4%    | 3%    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 63%   | 68%   | 60%   | 63%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 37%   | 32%   | 40%   | 37%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 19    | 47    | 35    | 38    |
+--------------------------------------+-------+-------+-------+-------+
| Special Education without            |       |       |       |       |
| Accommodations                       |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | \*    | \*    | 7%    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | \*    | \*    | 100%  | \*    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | \*    | \*    | 0%    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 4     | 5     | 14    | 5     |
+--------------------------------------+-------+-------+-------+-------+
| **3. Socioeconomic Status**          |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Paid Lunch                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 45%   | 40%   | 34%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 96%   | 94%   | 95%   | 93%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 4%    | 6%    | 5%    | 7%    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 313   | 520   | 494   | 471   |
+--------------------------------------+-------+-------+-------+-------+
| Free/Reduced Lunch                   |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 19%   | \*    | \*    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 81%   | \*    | \*    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 19%   | \*    | \*    | \*    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 16    | 9     | 6     | 3     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass Plus                 | 16%   | 14%   | 11%   | NA    |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Pass                      | 71%   | 71%   | 66%   | 66%   |
+--------------------------------------+-------+-------+-------+-------+
| \% scoring Did Not Pass              | 28%   | 28%   | 32%   | 32%   |
+--------------------------------------+-------+-------+-------+-------+
| Number of Students Tested            | 553.4 | 550.4 | 543.7 | 553.5 |
+--------------------------------------+-------+-------+-------+-------+

\* The value is not computed for fewer than 10 students.

\- Percentages that do not equal 100% are due to undetermined scores.

\- Between the 2001--2002 and 2002--2003 school years the state of
Indiana made major adjustments in further aligning the ISTEP+ test with
state standards. In addition, the Pass Plus category was added.