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

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

**Cover Sheet**

Name of Principal [Mrs. Dorothy S. Davis]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [408 W. Tenth St.]{.underline}

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[LaPorte IN]{.underline}
\_\_\_\_\_\_\_\_[46350-5539]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 219 ) 362-2561]{.underline} Fax [( 219 ) 362-1428]{.underline}

Website/URL [www.lpcsc.k12.in.us]{.underline} E-mail
[ddavis@lpcsc.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)

Name of Superintendent\* [Dr. Kenneth Blad]{.underline}

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

District Name [LaPorte Community School Corporation]{.underline}
Tel.[(219) 362-7056]{.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 Mr. Mitchell Feikes

President/Chairperson

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_8\_\_ Elementary schools

\_\_\_2\_\_ Middle schools

\_\_\_0\_\_ Junior high schools

\_\_\_1\_\_ High schools

[N.A]{.underline}. Other (Briefly explain)

[11]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5402.04]{.underline}

Average State Per Pupil Expenditure: [\$5629.56]{.underline}

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

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

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

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

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students 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**       30        28                     **58**       **7**                             

  **1**       43        31                     **74**       **8**                             

  **2**       32        28                     **60**       **9**                             

  **3**       26        19                     **45**       **10**                            

  **4**       35        33                     **68**       **11**                            

  **5**       23        23                     **46**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   351
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [82 %]{.underline} White

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

[14 %]{.underline} Hispanic or Latino

[.9 %]{.underline} Asian/Pacific Islander

[.1 %]{.underline} American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_27]{.underline}\_\_\_\_\_%

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

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

  **(2)**     Number of students who transferred 48
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        94
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    354
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .27
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    27
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[\_\_\_4\_]{.underline}\_\_\_%

[\_\_\_13\_\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_\_\_[2\_\_\_\_\_]{.underline}

Specify languages:

English

Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[48]{.underline}\_\_\_\_\_%

[\_\_\_168\_\_\_\_\_]{.underline}Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_\_[11\_]{.underline}\_\_\_%

[\_\_\_\_39\_\_\_\_]{.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.

\_\_[3]{.underline}\_\_Autism \_\_[1]{.underline}\_\_Orthopedic
Impairment

\_[\_0]{.underline}\_\_Deafness \_\_[3]{.underline}\_\_Other Health
Impaired

\_\_[0\_\_]{.underline}Deaf-Blindness \_\_[9]{.underline}\_\_Specific
Learning Disability

\_[\_2]{.underline}\_\_Hearing Impairment \_[21]{.underline}\_\_Speech
or Language Impairment

\_\_[3\_\_]{.underline}Mental Retardation
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_\_[0]{.underline}\_\_Multiple Disabilities
\_\_[0]{.underline}\_\_Visual Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[17]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_ [2]{.underline}\_\_\_\_
\_\_\_\_[6]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[13]{.underline}\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

> Support staff \_\_\_ [5]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[38]{.underline}\_\_\_
> \_\_\_\_[7]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[20.6]{.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.)

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

  Daily student attendance 308.24      316.19      312.99      312.56      348.61

  Daily teacher attendance 96%         96.5%       99%         96%         96.5%

  Teacher turnover rate    0           0           24%         0           0

  Student dropout rate                                                     

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III -- SUMMARY**

Handley Elementary School is the third largest of eight elementary
schools in a system that serves 6,285 students. Handley offers
kindergarten through fifth grade classes with options for multi-age
education at each grade level. The current student population of 351
includes students with learning disabilities, as well as students
identified as mildly mentally handicapped, autistic, hearing impaired,
and other health impaired.

Handley School has a tradition of high expectations and high achievement
in academics. An excellent staff including teachers, instructional
assistants, custodians, cafeteria workers, and office personnel, is
visible throughout the building. Part-time services include a nurse,
guidance counselor, school psychologist, speech/language therapist, and
English as New Language (ENL) tutor. All work together to support the
diverse needs of Handley students.

Parent involvement is an important component at Handley School. Parents
are encouraged to share in the decision-making process concerning
curriculum, discipline, extra-curricular activities, and social events.
Many parent volunteers work in the classrooms on a regular basis. The
Handley Parent Teacher Association provides monthly events that bring
parents into the school to share academic and social activities with
their children. Handley also sponsors opportunities throughout the year
to help those who are interested to sharpen parenting skills.

Forty-eight percent of Handley students participate in textbook
assistance and free/reduced breakfast and lunch. Although approximately
twenty percent of the student population changes each school year
because of transience, Handley\'s focused, action-oriented atmosphere is
not only meeting the needs of today's child but is visionary enough in
its purpose to meet the needs of children in the future.

"Handley School provides a safe, child-centered environment where
students learn and grow to be successful." This is the Handley School
mission statement. The Handley School staff, parents, and community
members believe in this mission, and we also have the following beliefs:

-   We believe in the C.L.A.S.S. (Connected Learning Assures Successful
    Students) philosophy.

-   We believe all children can learn.

-   We believe active parenting is important.

-   We believe in home-school communication.

-   We believe in active community involvement.

-   We believe in a child-oriented environment.

-   We believe Handley School is a safe and nurturing place.

-   We believe the Handley School staff shares responsibility and cares
    for all students.

-   We believe some students benefit by participating in a multi-age
    educational program.

It is the goal at Handley Elementary School to provide for continuous
improvement in student achievement. Data suggest that Handley
outperforms the majority of schools in Indiana and that our achievement
level is well above what is expected. Of this, we are very proud.

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

**[1. Language Arts and Mathematics Assessment Results]{.underline}**

The formal assessment (ISTEP+ Test -- Indiana Statewide Testing for
Educational Progress-Plus) provides data which help us understand
Handley School's assessment results in Language Arts and Mathematics.

When looking at data provided by the Indiana Department of Education, it
is evident that third grade students at Handley School have performed
above the state average in the area of Language Arts since the 2000-2001
school year. In school years 2000-01 and 2001-02, 84 % of Handley third
graders passed the ISTEP Language Arts standard compared to the state
average of 65% and 67% respectively. In the 2002-03 school year, that
percentage improved to 90% whereas the state average was at 73%.

Mathematic Standards proved to be even more impressive at Handley
School. Third grade students again performed above the state average in
all three years from 2000-01 to 2002-03. In school year 2000-01, 92% of
the Handley third graders passed the ISTEP standard in Mathematics
compared to the state average of 71%. In school year 2001-02, Handley
jumped to 95% of the third graders passing the Mathematics standard
compared to 71% state average. In the 2002-03 school year, that
percentage was at 93% whereas the state average was at 67%.

The overall significance of the data suggests that Handley School
students outperform the majority of Indiana students and exceed levels
of expectation.

**[2. Using Assessment Data for Improvement]{.underline}**

Formal assessments, such as ISTEP+ testing, as well as assessments based
on Essential Skill testing as mandated by the LaPorte Community School
Corporation, are used at Handley School to measure academic success and
areas in need of improvement. The Essential Skills are aligned at each
grade level with the State Standards in Reading/Language Arts and
Mathematics. These assessment tools give teachers information they need
to provide appropriate instruction for each student. The primary
emphasis is placed on using the data for diagnostic purposes. Students
are tested, remediated as necessary, and retested to an expected mastery
of 87% or higher. Identifying student strengths and areas of need are
necessary to provide appropriate instruction for students. Using the
data provided, grade level teams meet and create instructional goals to
increase student achievement. The teams also assess test scores and
create both individual instructional goals as well as school-wide goals
for the purpose of increasing student achievement.

Students at all grade levels (kindergarten through five) are given
quarterly process writing assignments. These are scored using rubrics
aligned to the writing requirements of the Indiana Academic Standards.
The data collected from the rubrics identify areas where additional
writing instruction or modeling is needed.

**[3. Communicating Student Performance]{.underline}**

Handley School communicates student performance to parents, students,
and community members in a variety of ways. Assessments based on
Essential Skill testing as well as process writing scores are shared
with parents through the fall parent/teacher/student conferences.

When ISTEP results arrive at school, parents and students are invited to
a parent/teacher/student conference to discuss each particular child's
achievement on the test. Formal assessment data is also relayed to
parents and community members through a televised school board meeting
in which the principal of the school talks in generalities about Handley
School test results. The community and parents are further informed with
data shared through an end-of-year community report card about Handley
School.

Student report cards are sent to parents quarterly. These reports are
generated using the technology program, *Easy Grade Pro*, providing a
detailed listing of all assignments given and the student's progress on
each. At Handley School, we do not give the traditional A, B, C, D, and
F grades, but rather we encourage students with "Rapid Progress,"
"Steady Progress," "Progressing with Help," and "Not yet Mastered." This
is just one way that we let students know that, "All students can
learn." No one at Handley is a failure.

**[4. Sharing Successes]{.underline}**

The excitement of the Handley staff over this Blue Ribbon nomination has
been "contagious" throughout the LaPorte community. The other elementary
schools from the LaPorte district are anxious to know about the programs
that help make Handley successful, and the Handley staff has been very
accommodating as to sharing ideas and program explanations.

Many schools from around the state of Indiana and Illinois have called
asking to what we attribute our success. We invite them to visit and
observe our programs in action. Handley teachers have gone to other
schools and trained teachers in successful teaching strategies. Handley
School has invited teachers and principals from other schools to observe
our HOSTS (Help One Student To Succeed) language arts program. A Handley
teacher is conducting a college level course on the multiple
intelligences for other educators. We have been a host school for
C.L.A.S.S. (Connected Learning Assures Successful Students) meetings
where teachers from around the state of Indiana visit our classrooms and
converse with our teachers and students to learn about Handley's
success.

In addition, Handley School welcomes future teachers from area
universities to do observations, course work, and student teaching. We
share our successful strategies and program ideas with these people who
will, we hope, eventually take what they have learned at our school and
apply it in the classroom, positively affecting even more children.

**PART V -- CURRICULUM AND INSTRUCTION**

**[1. Curriculum Description]{.underline}**

The district curriculum under which Handley School operates is based on
Indiana's academic standards. Teachers have organized the standards of
all curricular areas into a meaningful, conceptually designed framework.
They are developing integrated year long plans which include various
topics of study connected to the standards. Essential Skills testing in
Reading/Language Arts and Math is aligned with the Indiana Academic
Standards.

In terms of the core curriculum of English/Language Arts, students at
Handley School are engaged with significant content based on high
standards. Students begin with phonemic awareness in kindergarten and
learn to read basic words, sentences, and paragraphs. In the primary
grades, students continue on their trek of learning to read and write
through vocabulary and concept development, reading comprehension,
language conventions, and writing applications. As we move up into the
intermediate grades, students read to learn and concentrate on
application of skills acquired through such activities as writing
pen-pal letters, publishing a newspaper, researching topics using
technology, and taking part in speaking applications.

The mathematics curriculum at Handley School focuses on content and
processes that help students understand what they need to know and be
able to do with mathematical ideas. Teachers at Handley recognize that
there is more than one way for students to learn mathematical concepts,
and, therefore, students need to be presented material in a variety of
ways. Students must learn mathematics with understanding and move
sequentially from the concrete level in kindergarten to the application
level in the intermediate grades. Standards of mathematics include
number sense, computation, algebra and functions, geometry, measurement,
and, most important, problem solving.

At Handley School, the goal of social studies education is the
development of informed, responsible citizens who participate
effectively in our democracy. The state standards which are taught at
Handley are organized around five content areas: history; civics and
government; geography; economics; and individuals, society, and culture.
It is through the use of lifeskills (integrity, perseverance,
resourcefulness, caring, etc.) that are repeatedly reinforced at every
level and from every staff member at Handley that our students will
develop into good, responsible citizens.

Because of a rapidly changing world, it is the goal of the Handley
instructional staff to actively engage our students in exploring how
their world works. The state standards for science which are taught at
Handley are organized around the nature of science and technology,
scientific thinking, the physical setting, the living environment, the
mathematical world, and the role of change in the environment. We
encourage our students to explore, observe, ask questions, discuss
observations, and seek answers. It is through science investigations and
key points that students at Handley learn science concepts and seek to
know more.

**[2. Reading Curriculum]{.underline}**

The kindergarten classes are divided into literacy groups of five to
eight students per group. The groups are instructed by three teachers, a
Title I teacher, an ENL tutor, classroom assistants, and parent helpers.
Instruction focuses on letter, sound, and word recognition.

First, second, and third grade instruction follows the Four Blocks
Model. This model divides instruction into guided reading, writing,
working with words, and silent reading. The Title I teacher co-teaches
with the first grade teachers during the guided reading block. Some
students in grades two and three receive help through the HOSTS (Help
One Student To Succeed) Program. This program brings in community
members and high school students, all specially trained for the program
to work one-on-one with a student. The students receive thirty minutes
of tutoring four times per week. Currently over one hundred mentors are
involved in the Handley HOSTS program each week.

The intermediate teachers teach reading through good literature in the
form of trade books. Books are chosen for high interest and theme
connection. Skills are taught and concepts developed through this
literature program. Reading comprehension is reinforced through
technology programs. Also, every Friday morning, all classes are
involved in "Friday Focus." This is a one hour, uninterrupted time, when
all staff members are involved in the various classes working on the
remediation and reinforcement of state indicators and Essential Skills.

These approaches to teaching reading have been chosen at Handley because
data collected over a period of five consecutive years have proven these
methods to be successful.

**[3. Another Curriculum Area -- Writing]{.underline}**

The Handley School mission includes, "Helping students learn and grow to
be successful." In order for our students to be successful, we believe
they need to be able to communicate clearly and effectively through
their writing. It is for this reason that, at all grade levels, Handley
School has placed an emphasis on process writing and the correct use of
grammar, punctuation, and capitalization. We recognize that writing is a
process. A minimum of four times per year, all students do a formal
writing activity that is used for assessment purposes---not only
assessment for students on how well they are applying the skills
learned, but assessment for teachers on what skills need to be targeted
for the next grading period. The process is as follows: Students are
given a writing prompt. They engage in a pre-writing and planning phase
in which they organize and get their ideas on paper. Students then
compose a draft getting their thoughts down in sequential order. During
the revision stage, students focus on the content, organization of
ideas, and overall meaning of the writing. Editing is the next important
step in which students focus on the correct use of grammar, punctuation,
and capitalization. Students then complete a final draft. Only this
final draft is scored.

Besides this formal writing activity, at each grade level students are
given many opportunities to do practice writing. All students at Handley
write in daily journals. Writing is also incorporated in response to
literature, science, and social studies. Students in the intermediate
grades work on writing articles for a school newspaper. They are also
involved in writing pen-pal letters to students from another school.
These are just a few of the many ways that students are involved in
daily writing so as to sharpen their skills to becoming better written
communicators.

**[4. Instructional Methods]{.underline}**

Handley offers traditional one year programs as well as multi-age,
two-year academic programs. In the multi-age continuous progress
classrooms, students stay with the same teacher/s for two years.
Students set achievement goals and progress at their own rate without
regard to grade-level barriers. The multi-age classrooms promote unity,
diversity and success through developmentally appropriate practices
according to how children learn.

With the help of C.L.A.S.S. (Connected Learning Assures Successful
Students) coaches,

teachers have organized meaningful curriculum in a brain compatible way
using best practices. Early intervention, mastery learning, emphasis on
the writing process, questioning techniques, interdisciplinary learning,
use of concrete materials, and extension of background knowledge are
just a few examples of best practices used on a daily basis. Teachers
understand that not all students learn in the same way, so lessons are
taught using the multiple intelligences (oral for the auditory learner,
visuals for the visual learner, movement activities for the kinesthetic
learner, etc.) Flexible groupings, cooperative learning, peer tutoring,
and study buddies are ways teachers group students for activities.
Differentiation has been a school-wide goal and students are given
opportunities for learning experiences based on diagnosis of student
readiness or interest. In the classrooms, teachers incorporate learning
games, touch math, interest groups, individualized spelling, and inquiry
projects. Technology is used as a teaching tool for reinforcement and
remediation of skills as well as for enrichment activities. At Handley
School it is the belief of the teaching staff that children learn best
when supportive adults push them slightly beyond where they can work
without assistance.

**[5. Professional Development]{.underline}**

Handley School's professional development plan supports achievement
objectives as well as focuses instruction more specifically on students'
needs. To this end, professional development activities have centered on
process writing, use of rubrics, curriculum mapping, Essential Skills
and State Standards, technology, differentiation, and most importantly,
C.L.A.S.S. Through the C.L.A.S.S. staff development program, all staff
members attend training opportunities in specific areas such as the
following:

  ----------------------- ----------------------- ------------------------
  **CLIMATE AREAS**       **COMMUNITY AREAS**     **CURRICULUM AREAS**

  Emotional Hooks         Group-Building          Meaningful Curriculum
                          Activities              

  Welcome Procedure       Community Circles       Integrating State Stds.
                                                  into Key Points

  Agendas                 Behavior Procedures     Integrated Yearlong
                                                  Theme

  Safe Environment        Positive Discipline     Multiple Intelligences
                          Strategies              

  Enriched Environment    Learning Partners       Writing Inquiries

  Character Education     Learning Clubs          Performance Activities

  Lifelong                Collaboration           Assessment Tools
  Guidelines/Lifeskills   Structures              
  ----------------------- ----------------------- ------------------------

The chart shows some of the various topics addressed in the three
strands of the C.L.A.S.S. professional development model: Climate,
Community, and Curriculum. The Handley staff is unified in the belief
that the C.L.A.S.S. professional development model has made the most
impact on improving student achievement at Handley School. It addresses
the whole child with the help of the whole school.

**[PART VII -- ASSESSMENT RESULTS]{.underline}**

**LAUNGUAGE ARTS**

Grade: [3]{.underline}

Test: [ISTEP + (Indiana Statewide Testing for Education
Progress-Plus)]{.underline}

Edition/publication year[: 2003]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Number of students in the grade in which the test was administered:
[69\_\_\_]{.underline}

Number of students who took the test: [68\_\_]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[One Hispanic student was excluded because she has been in the United
States for less than three years and is Limited English Proficient. She
was assessed using ISTAR (Indiana Standards Tool for Alternate
Reporting.) ISTAR is referenced to Indiana Standards. It is a web
based.]{.underline}

2002-03 was the first school year in which Indiana reported scores with
the format of percentage of students with "Pass Plus" scores, "Pass"
scores, and "Did Not Pass" scores. The cut score is the score that
separates the performance levels. For Indiana students, the performance
level labeled "Pass" is the proficient level. The following tables show
Handley data compared to all students in Indiana as well as subgroup
scores. Note that results of groups with fewer than 10 students are
suppressed. (Ethnicity, Special Education). Scores for students in these
populations are combined with the rest of the grade level population.

LANGUAGE ARTS -- Handley School -- 2002-03

  ----------------- ---------------- ------------- ---- -------------- --------
  Testing Month:                                                       
  September                                                            

  Number students                                                      
  tested: 68                                                           

                    **Handley        **Indiana          **Cumulative % **Did
                    School**         Public**           of Pass Plus   Not
                                                        and Pass**     Pass**

  Percentage **Pass 22               10                 90             10
  Plus**                                                               

  Percentage        68               62                                
  **Pass**                                                             

  Percentage **Did  10               27                                
  Not Pass**                                                           

  **SOCIOECONOMIC                                                      
  LEVELS**                                                             

                    **Free/Reduced   **Paid             **Cumulative % **Did
                    Lunches**        Lunches**          of Pass Plus   Not
                                                        and Pass**     Pass**

  Percentage **Pass 11               30                 Free/Reduced   11
  Plus**                                                89             

  Percentage        78               63                 Paid Lunches   7
  **Pass**                                              93             

  Percentage **Did  11               7                                 
  Not Pass**                                                           

  **GENDER**                                                           

                    **Males**        **Females**        **Cumulative % **Did
                                                        of Pass Plus   Not
                                                        and Pass**     Pass**

  Percentage **Pass 16               30                 Males 90       12
  Plus**                                                               

  Percentage        72               64                 Females 94     6
  **Pass**                                                             

  Percentage **Did  12               6                                 
  Not Pass**                                                           
  ----------------- ---------------- ------------- ---- -------------- --------

**Three subsequent years:**

> LANGUAGE ARTS -- Handley School

  ----------------------------- --------------- --------------- ---------------
                                **2001-2002**   **2000-2001**   **1999-2000**

  Testing Month                 Sept.           Sept.           Sept.

  **SCHOOL SCORES**                                             

  \% Passing                    84              84              66

  Number students tested        43              61              59

                                                                

  **SUBGROUP SCORES**                                           

  Free/Reduced Lunches %        64              N.A.            N.A.
  Passing                                                       

  Paid Lunches % Passing        91              N.A.            N.A.

                                                                

  **SUBGROUP SCORES**                                           

  Female % Passing              82              91              70

  Male % Passing                86              76              62

                                                                

  **STATE SCORES**                                              

  \% Passing                    66              63              68
  ----------------------------- --------------- --------------- ---------------

**MATHEMATICS**

Grade: [3]{.underline}

Test: [ISTEP + (Indiana Statewide Testing for Education
Progress-Plus)]{.underline}

Edition/publication year[: 2003]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Number of students in the grade in which the test was administered:
[69\_\_\_]{.underline}

Number of students who took the test: [68\_\_]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[One Hispanic student was excluded because she has been in the United
States for less than three years and is Limited English Proficient. She
was assessed using ISTAR (Indiana Standards Tool for Alternate
Reporting.) ISTAR is referenced to Indiana Standards. It is a web
based.]{.underline}

2002-03 was the first school year in which Indiana reported scores with
the format of percentage of students with "Pass Plus" scores, "Pass"
scores, and "Did Not Pass" scores. The cut score is the score that
separates the performance levels. For Indiana students, the performance
level labeled "Pass" is the proficient level. The following table shows
Handley data compared to all students in Indiana for each category. Note
that results of groups with fewer than 10 students are suppressed.
(Ethnicity, Special Education). Scores for students in these populations
are combined with the rest of the grade level population.

Results of groups with fewer than 10 students are suppressed.
(Ethnicity, Special Education). Scores for students in these populations
are combined with the rest of the grade level population.

MATHEMATICS-- Handley School -- 2002-03

  ----------------- ---------------- ------------- ---- -------------- --------
  Testing Month:                                                       
  September                                                            

  Number students                                                      
  tested: 68                                                           

                    **Handley        **Indiana          **Cumulative % **Did
                    School**         Public**           of Pass Plus   Not
                                                        and Pass**     Pass**

  Percentage **Pass 32               9                  92             7
  Plus**                                                               

  Percentage        60               57                                
  **Pass**                                                             

  Percentage **Did  7                33                                
  Not Pass**                                                           

  **SOCIOECONOMIC                                                      
  LEVELS**                                                             

                    **Free/Reduced   **Paid             **Cumulative % **Did
                    Lunches**        Lunches**          of Pass Plus   Not
                                                        and Pass**     Pass**

  Percentage **Pass 11               47                 Free/Reduced   7
  Plus**                                                93             

  Percentage        82               45                 Paid Lunches   7
  **Pass**                                              92             

  Percentage **Did  7                7                                 
  Not Pass**                                                           

  **GENDER**                                                           

                    **Males**        **Females**        **Cumulative % **Did
                                                        of Pass Plus   Not
                                                        and Pass**     Pass**

  Percentage **Pass 19               42                 Males 94       6
  Plus**                                                               

  Percentage        75               50                 Females 92     8
  **Pass**                                                             

  Percentage **Did  6                8                                 
  Not Pass**                                                           
  ----------------- ---------------- ------------- ---- -------------- --------

**Three previous years:**

> MATHEMATICS -- Handley School

  ----------------------------- --------------- --------------- ---------------
                                **2001-2002**   **2000-2001**   **1999-2000**

  Testing Month                 Sept.           Sept.           Sept.

  **SCHOOL SCORES**                                             

  \% Passing                    95              92              71

  Number students tested        43              61              59

                                                                

  **SUBGROUP SCORES**                                           

  Free/Reduced Lunches %        100             N.A.            N.A.
  Passing                                                       

  Paid Lunches % Passing        94              N.A.            N.A.

                                                                

  **SUBGROUP SCORES**                                           

  Female % Passing              91              97              70

  Male % Passing                100             86              72

                                                                

  **STATE SCORES**                                              

  \% Passing                    70              70              73
  ----------------------------- --------------- --------------- ---------------

Results of groups with fewer than 10 students are suppressed.
(Ethnicity, Special Education). Scores for students in these populations
are combined with the rest of the grade level population.