##### U.S. Department of Education 

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

**Cover Sheet**

Name of Principal \_\_\_\_\_\_\_[Mr. Alan
Stephens]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name \_\_\_\_[Paul I. Miller School
114]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address [2251 South Sloan Avenue\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_]{.underline}

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

[Indianapolis, IN\_\_\_\_\_\_\_ 46203-4849\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 317 ) 226-4114]{.underline} Fax [( 317 ) 226-3511]{.underline}

Website/URL [www.ips.k12.in.us]{.underline} E-mail
\_\_[stephena@mail.ips.k12.in.us\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* \_\_\_\_[Dr. Duncan N.P. Pritchett]{.underline}

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

District Name [Indianapolis Public Schools]{.underline} Tel. [( 317 )
226-4000]{.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 [\_\_\_\_\_\_\_Ms. Marianna R.
Zaphiriou\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

*\*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.) **Yes**

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

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

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

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. **Yes**

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. **Yes**

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. **Yes**

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. **Yes**

**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: [49]{.underline} Elementary
schools

[14]{.underline} Middle schools

[N/A]{.underline} Junior high schools

[8]{.underline} High schools

[8]{.underline} Other: 1 (K-12), 2 (6-12), 5 (K-8)

[79]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,600]{.underline}

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

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

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

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

4\. [8 years]{.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**       38        36                     **74**       **7**                             

  **1**       47        31                     **78**       **8**                             

  **2**       43        38                     **81**       **9**                             

  **3**       36        42                     **78**       **10**                            

  **4**       38        36                     **74**       **11**                            

  **5**       34        46                     **80**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   465
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 57% White

the students in the school: 41% Black or African American

2% Hispanic or Latino

0% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[46]{.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 104
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 107
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        211
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    456
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .46
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    46
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: English and Spanish

9\. Students eligible for free/reduced-priced meals: [93]{.underline} %

[436]{.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: [30]{.underline}%

[132]{.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.

[16]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [13]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [21]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [29]{.underline} Speech or Language
Impairment

[36]{.underline} Mental Retardation [0]{.underline} Emotionally
Handicapped

[16]{.underline} Multiple Disabilities [1]{.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 [25]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [10]{.underline} [7]{.underline}

Paraprofessionals [14]{.underline} \_\_\_\_\_\_\_\_

> Support staff [7]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [57]{.underline}

.

12\. Average school student-"classroom teacher" ratio:
[19:1]{.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 97.3        96.1        96.5        96.4        96.5

  Daily teacher attendance 97.9        97.4        97.9        98.2        97.9

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

  Student dropout rate                                                     

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

**Part III: Summary**

**School 114 Summary**

Paul I. Miller School 114, located at 2251 South Sloan Avenue in
Indianapolis, Indiana is one of forty-nine elementary schools within the
Indianapolis Public Schools system. In 1972, it was built as an open
concept building, but through the years, the open concept philosophy has
been replaced with a more traditional style. The student population of
Paul I. Miller School 114 is a mix of African-American, Caucasian, and
Hispanic students. The school is located within a predominately low
socio-economic neighborhood. Until recently, the school was next door to
a vacant and dilapidated housing complex. The school houses a
special-needs preschool, a developmentally, physically, and emotionally
challenged kindergarten, two severe disabilities programs, a Title One
full-day kindergarten program and a half-day kindergarten program. Other
special needs students learn through the first through fifth grade
inclusion program.

The mission statement of Paul I. Miller School 114 is the following:
**With love, care, and excellent teaching, each child will be given the
opportunity to be successful in all areas of learning. Paul I. Miller
School 114 has high expectations for each child's future and is
committed to expanding the students' communication skills to reach their
full potential as lifelong learners.**

The dedicated teaching staff understands the importance of maintaining a
partnership with the community in order for the children to reach their
full potential. A good example is how well the school collaborates with
a local Kiwanis chapter to offer incentives and rewards for improving
academic skills. The chapter then sponsors celebrations throughout the
year to recognize those students who have improved their grades and to
encourage others to strive for excellence. The staff at Paul I. Miller
School 114 is also a professional development site for Indiana State
University and Franklin College. The collegians participate in
practicums and student teaching.

Along with seeking the support of the community at-large, Paul I. Miller
School 114 works closely with parents to provide them with the tools to
extend learning from school to home. The Parent Liaison, along with
Title One staff, provides the parents with enriching experiences. They
organize monthly workshops that provide the tools parents need to assist
their children in strengthening their math and reading skills.

Along with creative ways to engage students as learners, the staff
relies on research-based strategies to encourage student success,
including:

-   A focus on reading and language arts instruction.

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

-   Infusing multicultural materials into lesson plans.

> The staff of Paul I. Miller School 114 believes every child can be
> successful.

Students are given the opportunities to discover, explore, be
challenged, and use problem-solving strategies. These strategies will
help the students grow to be independent, self-confident,
self-controlled, and responsible citizens of the United States. The
staff is proud to be the nurturers of tomorrow's leaders.

**Part IV: Indicators of Academic Success**

**Assessment Results in Reading and Mathematics**

The third graders from Paul I. Miller School 114 take the ISTEP (Indiana
Statewide Testing for Educational Progress) in September. Over the past
three years, Paul I. Miller School 114 has consistently had a passing
rate of over fifty percent (50%) in English/Language Arts and at or
above seventy percent (70%) in Math. The passing rate for both
English/Language Arts and Math over the past three years has also been
over fifty percent.

The school is located in a predominately low socio-economic
neighborhood. In the past three years, seventy percent (70 %) or more of
the children qualified for free lunch. The success of the students is a
result of continual assessments throughout the year. Benchmarks are
given three times a year to plot the students' growth. Strengths and
weaknesses are noted and instructional strategies are developed to
improve the students' achievement. The NWEA (Northwest Evaluation
Association) is also given in the fall and again in the spring to
measure the growth of each individual student. Paul I. Miller School 114
has additional informal assessments throughout the year.

In 2002-2003, Paul I. Miller School 114 had an exemplary year.
Eighty-seven percent (87%) of the sixty-seven students tested passed
ISTEP in English/Language Arts and ninety-one percent (91%) of those
students passed math. The passing rate for both was eighty-three point
six percent (83.6%). This ranked School 114 eleventh in the metro area
for assessment results and thirty-fourth in the state. The state's
average passing rate in English/Language Arts was seventy percent (70%);
Paul I. Miller School 114's passing rate was eighty-eight point eight
percent (88.8%). The state's average passing rate in Math was
seventy-two percent (72%); School 114's passing rate was eight-five
percent (85%). These outstanding scores were the best in the
Indianapolis Public School system. These results showed exceptional
achievement, but it is also very important to note the impressive
improvement each year.

In 2001-2002, the ISTEP results were also very good. Of the sixty-nine
students tested, fifty-seven percent (57%) passed English/L.A. and
seventy percent (70%) passed math. Fifty-two point two percent (52.2%)
passed both English/L.A. and math.

In 2000-2001, of the sixty-four students tested, fifty-eight percent
(58%) passed English/L.A. and seventy-two percent (72%) passed math.
Fifty-six point three percent (56.3%) passed both English/L.A. and math.

These ISTEP results indicate that the students at Paul I. Miller School
114 are consistently improving. The educational needs of the whole
school population are being met. In 2002-2003, the results were
outstanding and showed tremendous gains through the efforts of students
and teachers. All subtest scores (language expression, language
mechanics, math concepts and applications, math computation, vocabulary,
and reading comprehension) were far above predicted for these students.
These test scores represent very high achievement in an urban school
that faces many educational and behavioral challenges.

**How Assessment Data is Used to Improve Student Performance**

The test results have been a valuable tool for teachers at Paul I.
Miller School 114 to understand and improve school performance. Teachers
have used the assessment data to plan instructional strategies to target
areas where the students have had the most difficulty. When analyzing
the test scores over the past five years, it was evident that the
students needed tools to improve creative writing.

The Indianapolis Public School system is involved in a multi-year
partnership with the National Urban Alliance (NUA) to increase literacy
achievement in all IPS schools by providing continuous professional
development. Under the partnership, IPS uses NUA's expertise to conduct
a district-wide needs assessment; to conduct reading awareness training
for staff; to help educators develop a district-wide reading plan; and
to work with principals and teachers in implementing the plan in
schools.

At Paul I. Miller School 114 intensified instruction was provided in
prewriting activities, writing, proofreading, and publishing finished
products. Many NUA strategies (i.e. thinking maps, think, pair and
share, metacognition thinking, and cubing) have been used to assist
students with writing. Open Court strategies have been used to increase
more creative and thoughtful writing. Data has shown that student
performance has increased.

Based on the data, staff determined that the students needed to improve
their critical math vocabulary. This was necessary for the students to
answer mathematical problems in narrative format. Paul I. Miller School
114 has now focused on vocabulary as a means to improve student
performance. The assessment data indicates that teachers need to focus
on vocabulary in order to increase comprehension and higher level
thinking skills. Interactive word walls are being used in the classrooms
to increase mastery of critical vocabulary.

Formal and informal assessments identify students needing placement in
at-risk (Title 1), Gifted and Talented, or Special Education programs.
Grade level assessments determine the strengths and weaknesses of
students and then the teachers implement the necessary remediation and
enrichment activities. Lessons are developed to meet the areas of need
by using differentiated instruction. Staff researches best practices and
strategies that will appropriately match the needs of the students.

In addition to adjusting instructional methods, data analysis also
provides the staff with a direction for professional development.
Workshops, presentations, and peer sharing opportunities allow teachers
to enhance teaching methods based on areas in most need of improvement.
Teachers give input as to possible books, educational materials, or
software that could supplement and enhance student as well as school
performance.

**Student Performance**

An important piece of the success at Paul I. Miller School 114 is the
communication between school personnel and the students, parents, and
community. Students are aware of the pride that is part of Paul I.
Miller School 114. Teachers conference individually with students to let
them know what is expected of them in the classroom. Through these
conferences, students know that teachers have high expectations for them
and will accept nothing less than their best work. Rewards play a role
in the celebration of success. Students are recognized at Honor's Day,
Writer of the Month parties, Kiwanis celebrations, as well as in the
classrooms on a weekly and monthly basis. Paul I. Miller School 114
staff strongly believes that the school needs parent support in order to
be successful. There is open communication between school personnel and
the children's guardians. Weekly parent bulletins, report cards, phone
calls, and home visits are all part of the communication network with
parents. There is a full-time parent liaison that coordinates
informational meetings with parents. Parent participation at Parents In
Touch conferences averages about eighty-five percent. Parents also have
opportunities to conduct individual conferences with teachers and write
responses on report cards.

Paul I. Miller School 114 partners with McDonalds to display the
children's work for the community to view. Paul I. Miller School 114 has
many visitors to the building and it encourages the community to visit
anytime. School personnel are aware of the academic achievements and
freely discuss the program with others. Paul I. Miller School 114
participates in the Young Authors program, where the school's own Young
Author books are displayed in the public library every spring. This
gives the community an opportunity to see the books that students at
Paul I. Miller School 114 have published.

The staff has the opportunity to submit students' accomplishments to The
Achiever, the school district's community newsletter that is produced
through the Indianapolis Public Schools' Community Relations Department.
This publication is distributed throughout Marion County to
approximately 200,000 homes and businesses. School test results are
published in The Indianapolis Star and on the IPS and Indiana Department
of Education web sites. Student performance is highlighted in a variety
of ways because there is great pride among the students, staff and
parents.

**Sharing Successes**

Sharing Paul I. Miller School 114's success is an important step for
change. Paul I. Miller is able to share what has been successful for the
students in a variety of ways.

Paul I. Miller School 114 has been designated a Vanguard School through
the National Urban Alliance partnership. This is a reform model to
ensure NUA strategies are firmly in place in each classroom. This model
requires schools to study data to drive instructional decisions and to
use NUA strategies to support teaching to local, state and national
standards.

Sharing opportunities are endless within the school. Teachers share at
grade level meetings, staff meetings, and at Vanguard sharing sessions.
These meetings are held weekly and monthly. Everyone is welcome to share
what has worked well in their classroom.

Teachers from Paul I. Miller School 114 also participate in other
learning opportunities throughout the school district and the community.
Teams of teachers attend NUA Leadership and Vanguard meetings that are
held four or five times a year. These meetings provide an opportunity
for staff to learn and share brain-based strategies that are
successfully working for other teachers and students.

The school is also a professional development site for students from
Indiana State University and Franklin College. This partnership allows
the staff to keep in touch with a higher educational community. A
steering committee meets six times a year to discuss how improvements
can be made for teachers to become better leaders and instructors.

Paul I. Miller School 114 is also a Title One School. The Title One
staff attends monthly regional meetings to share strategies that work
for the identified at-risk students. They also visit other schools to
observe classroom lessons and strategies that utilize best practices.

Successful strategies must be shared with others whenever given the
opportunity. Creating a learning environment for all staff and students
at Paul I. Miller School 114 is necessary for continual success.

**Part V: Curriculum and Instruction**

**1. School's Curriculum**

Paul I. Miller School 114 uses a curriculum framework developed by the
Indianapolis Public Schools and based on the state and national
standards. The content of the curriculum is placed on a timeline called
the Curriculum Framework Pacing Guide. The pacing guide is a tool
teachers use to ensure the curriculum is effectively and thoroughly
taught throughout the school year. In all areas of the curriculum,
vocabulary is emphasized as a means to improve its usage and strengthen
reading comprehension for the students. The curriculum focuses primarily
on the area of language arts. The primary and intermediate grades use
comprehensive language arts programs that are linked closely to the
state and national standards. Throughout the elementary experience,
students have numerous opportunities to increase writing and reading
skills. The primary grades utilize a phonics-based instruction, which
includes phonemic awareness, reading high frequency words and building
oral language. These basic skills are built upon year after year. When
students arrive in the intermediate grades, they have learned and
practiced concepts such as reading comprehension and writing strategies,
as well as literary elements. All students are required to participate
in daily writing activities using NUA strategies and other best
practices. For example, students gain exposure to the writing process
using thinking maps, journaling, and creating Young Authors books.
Students practice writing skills in order to be selected as Writer of
the Month.

Paul I. Miller School 114's math curriculum, also aligned with the state
and national standards, begins by teaching students concrete concepts
and building up to more abstract areas. Some of the math concepts taught
at Paul I. Miller School 114 include basic computation, money, time,
geometry, fractions, and algebraic problems. Math manipulatives are used
by all teachers to help students understand new math concepts.
Vocabulary is also used in the area of math to enrich the students
understanding of mathematical concepts. This helps students better
comprehend math concepts and allows them to apply what they learn to
real life situations. Teachers use problem-solving techniques in an
effort to encourage students to apply math skills and use higher-level
thinking skills.

The science and social studies curriculums are taught by following the
state and national standards, the IPS curriculum framework and pacing
guide, and adopted textbooks. Teachers enhance learning by presenting
concepts through various methods. For example, teachers use learning
centers, manipulatives, demonstrations, guest speakers, and discussions
as a way to teach science and social studies. These curriculums are
filled with new vocabulary for students; therefore an increase in
vocabulary activities is needed. Paul I. Miller School 114 uses NUA
strategies, such as webbing and journaling, to aid in vocabulary
comprehension.

Paul I. Miller School 114 also participates in professional development
activities to keep abreast of the changes and current trends in
education. In order to ensure that students receive a full education,
vertical teaming (teachers sharing expectations with pre and post grade
levels) is used. Special area teachers are also involved to help create
cross-curricular activities. Paul I. Miller School 114 effectively
educates its students by integrating the curriculum with differentiated
instruction, best practices, and setting high expectations for its
students.

**2. School's Reading Curriculum**

Paul I. Miller School 114 implements Open Court Reading in the primary
grade levels. This reading program is used by all elementary schools in
the IPS district. This is due, in part, to the high mobility rate within
the school system. Open Court Reading is rooted in research and is a
comprehensive language arts program. It focuses on phonemic awareness,
systematic and explicit phonics, fluency, vocabulary, and text
comprehension. These components work together to produce successful
readers and writers at the primary level.

In third through fifth grades, emphasis is placed on acquiring new
vocabulary, developing writing skills, and understanding the elements of
literature to further reading comprehension. The materials used to
accomplish these goals are the Scott Foresman reading, SRA Corrective
Reading, and Accelerated Reader programs.

Using fiction and nonfiction selections, the Scott Foresman reading
program targets specific skills which are necessary to improve reading
comprehension. The included activities are aligned with the state and
national standards for reading. SRA/Corrective Reading provides
intensive intervention for students who are reading below grade level.
This program includes sequenced, carefully planned lessons that give
students the structure and practice necessary to become fluent readers.

**3. Other Curriculum (Science)**

Paul I. Miller School 114's science curriculum is based on the state and
national standards. Teachers either create lessons using these standards
or use the lesson plans and ideas already developed by the Indiana
Department of Education. The science curriculum is rich in vocabulary.
Therefore, learning the vocabulary aids students in understanding and
mastering science concepts. The knowledge of these concepts allows
students to make sense of the world and connect it to the students' own
lives. This makes the science skills and concepts taught at Paul I.
Miller School 114 critical for the students. The science curriculum is
effectively taught to all students by using differentiated instruction
and other various teaching strategies. Teachers may choose to present
new science concepts through the use of manipulatives, guest speakers,
visuals, trade books, and demonstrations. These strategies engage
students and help them make mental connections. Concepts may be
reinforced through extra practice and science centers which are set up
for small groups. All areas of the curriculum, including science, are
integrated with writing. Students have the opportunity to write and
reflect about what has been learned using the new vocabulary. Teachers
observe which students demonstrate an understanding of the concept and
are able to apply this to real life situations. Paul I. Miller School
114's mission is to allow all of the students to be successful, expand
communication skills, and help students become lifelong learners. Paul
I. Miller School 114 uses the science curriculum as a means of achieving
the mission. It gives the students the tools needed in order to question
the world and discover answers on their own.

**4. Different Instructional Methods**

Teachers at Paul I. Miller School 114 use various instructional methods
daily in the classroom, which include, but are not limited to active
learning strategies, phonics-based reading programs, vocabulary
development, small group learning, and individual learning projects. The
learning strategies that teachers use as different instructional methods
in the classroom have been identified as best practice instruction and
include graphic organizers, word walls, list-group-label, think pair and
share, and questioning techniques related to learning. These have been
introduced to the staff of Paul I. Miller School 114 over the past five
years by the National Urban Alliance.

Identifying students' strengths and weaknesses is a priority. The Title
One program uses instructional methods of small group learning to assist
children who have been identified as at-risk students. These students
receive extra assistance, focusing primarily on reading and math skills
to improve academic weaknesses. The special education program at Paul I.
Miller School 114 also uses various instructional methods to benefit
each individual child. Special education students receive extra services
in the cognitive areas according to their IEP (Individual Education
Plan). The gifted and talented program uses methods such as individual
learning projects, Young Author books, and accommodations in lesson
plans to provide challenging work.

A dominant focus at Paul I. Miller School 114 is vocabulary development
that leads to greater comprehension. All grade levels use accelerated
language development strategies such as identifying patterns, word
analysis, word meaning using picture clues, context clues, and dancing
definitions (putting rhythm and motions to vocabulary definitions).
Grade level teams collaborate to provide the most unified approach to
lessons that meet the state and national standards.

**5. Professional Development Program**

The staff of Paul I. Miller School 114 strongly believes professional
development has a deep impact on improving student achievement. Each
grade level's team of teachers collaborates to select a list of
vocabulary words for students to master by the end of the academic year.
The team formulates/develops a benchmark at the beginning of the year to
enable the teachers to track each student's progress throughout the
year. At each grade level, the team has selected an educational book,
relevant to the student needs and approved by the school's principal,
for each team member to read. Once every nine weeks, the team then
discusses the selected piece of literature during the designated
professional development days.

Teachers are trained to use the vocabulary software the school
purchases. The vocabulary software includes quizzes on vocabulary taken
from selected books available in the school's media center. This
training offers an opportunity for teachers to develop skills needed to
analyze and evaluate student growth in vocabulary development.

In addition, the school's professional development team submitted a
proposal to Indiana State University (ISU) for approval and funding. ISU
is Paul I. Miller School 114's Professional Development Site partner.
When approved, the funding will allow each homeroom teacher in the
school to select and order a research-based periodical to use in the
classroom and to share among the grade level teams. A workshop also will
be presented to Paul I. Miller School 114's staff (teachers and
assistants) by an ISU professor. The topic is writing and vocabulary.
The intent is to gain new strategies and ideas for improved writing and
incorporating new vocabulary. An additional professional development
workshop is scheduled for grade level teams to convene meetings for
planning and developing lesson plans, units and activities intended to
aid the students in reaching the goals of vocabulary development and
improved comprehension skills. Finally, Vanguard has scheduled before
and after-school sharing sessions for the staff to come together and
share ideas, successes and failures.

Paul I. Miller School 114 also is very fortunate to have an
instructional coach demonstrating lessons in the classroom using best
practices. The instructional coach provides assistance in the classroom,
which allows classroom teachers to do peer coaching.

**Part VII: Assessment Results**

**Paul I. Miller Elementary School 114**

**Indianapolis Public Schools**

# Indiana Statewide Testing for Educational Progress Plus (ISTEP+)

# Indiana Statewide Testing for Educational Progress Plus (ISTEP+), published by CTB/McGraw-Hill, is the state of Indiana's criterion-referenced assessment. It has been given, along with a norm-referenced component that has since been dropped, since 1997. All students in grades 3, 6, 8 and 10 have been assessed on the English/Language Arts and Mathematics standards. The Fall 2002 administration was the first assessment of the new Indiana Academic Standards measured on a vertical scale and reported in three categories -- did not pass, pass, and pass+. The applied skills portions of ISTEP+ are new each year. 

# The [Guide to Test Interpretation]{.underline}, developed and published by CTB/McGraw-Hill LLC, under contract with the State of Indiana Department of Education, gives the following definitions of the cut scores that define the categories of performance on ISTEP+:

# Cut scores are scale scores that separate and define the performance levels. The cut scores define three general levels of knowledge and skill as follows:

# Pass+: The student who scores at or above the cut score in English/Language Arts or Mathematics and is high achieving in these subjects.

# Pass: The student who scores at or above the cut score in English/Language Arts or Mathematics and demonstrates proficiency in these subjects.

# Did Not Pass: The student who scores below the cut score in all likelihood needs remedial assistance to be successful at the current grade level.

The [Guide]{.underline} further describes the new Indiana Academic
Standards for grades 3, 6 and 8:

To promote student academic achievement, the State Board of Education
has adopted challenging standards. These standards are defined by a
description of what a student should know and be able to do at the grade
level completed by the student during the previous school year. The
standards for English/Language Arts include Reading Vocabulary, Reading
Comprehension, Literary Response and Analysis, Writing Process, Writing
Applications, and Language Conventions. The standards for mathematics
include Number Sense, Computation, Algebra and Functions, Geometry,
Measurement, Data Analysis and Probability, and Problem Solving.

ISTEP+ results reported for Paul I. Miller Elementary School 114 are
from the administration at the beginning of grade 2, assessing second
grade standards. Because of the change in assessment, and standards
assessed, the results from Fall 2002 are not directly comparable with
those from previous years.

  -------------------- ------------ ----------------- ------------ ----------------- ------------ -----------------
  Paul I. Miller                                                                                  
  Elementary School                                                                               
  114, Indianapolis                                                                               
  Public Schools                                                                                  

  Indiana Statewide                                                                               
  Testing for                                                                                     
  Educational Progress                                                                            
  (ISTEP+) Results,                                                                               
  Grade 3                                                                                         

  Percent of Students                                                                             
  Passing                                                                                         
  English/Language                                                                                
  Arts and                                                                                        
  Mathematics, 2000-01                                                                            
  through 2002-03                                                                                 

                       2002-2003                      2001-2002                      2000-2001    

  Testing month        September                      September                      September    

                       **English/   **Mathematics**   **English/   **Mathematics**   **English/   **Mathematics**
                       Language                       Language                       Language     
                       Arts**                         Arts**                         Arts**       

  **SCHOOL SCORES**                                                                                

  **% Pass**           87           91                57           70                58           72

  **% Pass Plus**      19           31                NA           NA                NA           NA

  **Number of students 67           67                69           69                64           64
  tested**                                                                                        

  **Percent of total   100          100               98.6         98.6              96.9         98.4
  students tested**                                                                               

  **Number of students 0            0                 1            1                 2            1
  excluded**                                                                                      

  **Percent of         0            0                 1.4          1.4               3.1          1.6
  students excluded**                                                                             

                                                                                                  

  **SUBGROUP SCORES**                                                                              

  **1. Female**                                                                                    

  **% Pass**           92           92                64           72                67           85

  **% Pass Plus**      25           31                NA           NA                NA           NA

  **Number of students 36           36                36           36                33           33
  tested**                                                                                        

  **1. Male**                                                                                      

  **% Pass**           81           90                48           67                48           58

  **% Pass Plus**      13           32                NA           NA                NA           NA

  **Number of students 31           31                33           33                31           31
  tested**                                                                                        

  **2.                                                                                             
  African-American**                                                                              

  **% Pass**           84           87                53           60                52           71

  **% Pass Plus**      16           32                NA           NA                NA           NA

  **Number of students 31           31                30           30                31           31
  tested**                                                                                        

  **2. White**                                                                                     

  **% Pass**           88           94                58           76                63           73

  **% Pass Plus**      25           31                NA           NA                NA           NA

  **Number of students 32           32                38           38                30           30
  tested**                                                                                        

  **3. Free/Reduced                                                                                
  Price Lunch**                                                                                   

  **% Pass**           86           90                57           70                58           72

  **% Pass Plus**      19           31                NA           NA                NA           NA

  **Number of students 58           58                60           60                64           64
  tested**                                                                                        

  **4. Limited English                                                                             
  Proficient**                                                                                    

  **% Pass**           NA           NA                \*\*         \*\*              \*\*         \*\*

  **% Pass Plus**      NA           NA                NA           NA                NA           NA

  **Number of students 0            0                 7            7                 8            8
  tested**                                                                                        

  **5. Students with                                                                               
  Disabilities**                                                                                  

  **% Pass**           \*\*         \*\*              \*\*         \*\*              0            10

  **% Pass Plus**      \*\*         \*\*              NA           NA                NA           NA

  **Number of students 6            6                 9            9                 10           10
  tested**                                                                                        
  -------------------- ------------ ----------------- ------------ ----------------- ------------ -----------------

\* Students \"excluded\" are those with severe disabilities who took the
state\'s alternative assessment.

\*\* Results are not reported for fewer than 10 students.

  ---------------------------- -------------- -------------- --------------
  Paul I. Miller Elementary                                  
  School 114, Indianapolis                                   
  Public Schools                                             

  Indiana Statewide Testing                                  
  for Educational Progress                                   
  (ISTEP+) Results, Grade 3                                  

  Percent of Students Passing                                
  English/Language Arts,                                     
  2000-01 through 2002-03                                    

                               2002-2003      2001-2002      2000-2001

  Testing month                September      September      September

                               **English/     **English/     **English/
                               Language       Language       Language
                               Arts**         Arts**         Arts**

  **SCHOOL SCORES**                                           

  **% Pass**                   87             57             58

  **% Pass Plus**              19             NA             NA

  **Number of students         67             69             64
  tested**                                                   

  **Percent of total students  100            98.6           96.9
  tested**                                                   

  **Number of students         0              1              2
  excluded**                                                 

  **Percent of students        0              1.4            3.1
  excluded**                                                 

                                                             

  **SUBGROUP SCORES**                                         

  **1. Female**                                               

  **% Pass**                   92             64             67

  **% Pass Plus**              25             NA             NA

  **Number of students         36             36             33
  tested**                                                   

  **1. Male**                                                 

  **% Pass**                   81             48             48

  **% Pass Plus**              13             NA             NA

  **Number of students         31             33             31
  tested**                                                   

  **2. African-American**                                     

  **% Pass**                   84             53             52

  **% Pass Plus**              16             NA             NA

  **Number of students         31             30             31
  tested**                                                   

  **2. White**                                                

  **% Pass**                   88             58             63

  **% Pass Plus**              25             NA             NA

  **Number of students         32             38             30
  tested**                                                   

  **3. Free/Reduced Price                                     
  Lunch**                                                    

  **% Pass**                   86             57             58

  **% Pass Plus**              19             NA             NA

  **Number of students         58             60             64
  tested**                                                   

  **4. Limited English                                        
  Proficient**                                               

  **% Pass**                   NA             \*\*           \*\*

  **% Pass Plus**              NA             NA             NA

  **Number of students         0              7              8
  tested**                                                   

  **5. Students with                                          
  Disabilities**                                             

  **% Pass**                   \*\*           \*\*           0

  **% Pass Plus**              \*\*           NA             NA

  **Number of students         6              9              10
  tested**                                                   
  ---------------------------- -------------- -------------- --------------

\* Students \"excluded\" are those with severe disabilities who took the
state\'s alternative assessment.

\*\* Results are not reported for fewer than 10 students.

  ---------------------------- ----------------- ----------------- -----------------
  Paul I. Miller Elementary                                        
  School 114, Indianapolis                                         
  Public Schools                                                   

  Indiana Statewide Testing                                        
  for Educational Progress                                         
  (ISTEP+) Results, Grade 3                                        

  Percent of Students Passing                                      
  Mathematics, 2000-01 through                                     
  2002-03                                                          

                               2002-2003         2001-2002         2000-2001

  Testing month                September         September         September

                               **Mathematics**   **Mathematics**   **Mathematics**

  **SCHOOL SCORES**                                                 

  **% Pass**                   91                70                72

  **% Pass Plus**              31                NA                NA

  **Number of students         67                69                64
  tested**                                                         

  **Percent of total students  100               98.6              98.4
  tested**                                                         

  **Number of students         0                 1                 1
  excluded**                                                       

  **Percent of students        0                 1.4               1.6
  excluded**                                                       

                                                                   

  **SUBGROUP SCORES**                                               

  **1. Female**                                                     

  **% Pass**                   92                72                85

  **% Pass Plus**              31                NA                NA

  **Number of students         36                36                33
  tested**                                                         

  **1. Male**                                                       

  **% Pass**                   90                67                58

  **% Pass Plus**              32                NA                NA

  **Number of students         31                33                31
  tested**                                                         

  **2. African-American**                                           

  **% Pass**                   87                60                71

  **% Pass Plus**              32                NA                NA

  **Number of students         31                30                31
  tested**                                                         

  **2. White**                                                      

  **% Pass**                   94                76                73

  **% Pass Plus**              31                NA                NA

  **Number of students         32                38                30
  tested**                                                         

  **3. Free/Reduced Price                                           
  Lunch**                                                          

  **% Pass**                   90                70                72

  **% Pass Plus**              31                NA                NA

  **Number of students         58                60                64
  tested**                                                         

  **4. Limited English                                              
  Proficient**                                                     

  **% Pass**                   NA                \*\*              \*\*

  **% Pass Plus**              NA                NA                NA

  **Number of students         0                 7                 8
  tested**                                                         

  **5. Students with                                                
  Disabilities**                                                   

  **% Pass**                   \*\*              \*\*              10

  **% Pass Plus**              \*\*              NA                NA

  **Number of students         6                 9                 10
  tested**                                                         
  ---------------------------- ----------------- ----------------- -----------------

\* Students \"excluded\" are those with severe disabilities who took the
state\'s alternative assessment.

\*\* Results are not reported for fewer than 10 students.