##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [√]{.underline}
Elementary [√]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Scott T. Stewart]{.underline}

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

Official School Name [Christ the King Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address [5858 N. Crittenden Ave.]{.underline}

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

[Indianapolis Indiana 46220-2896]{.underline}\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Marion]{.underline} State School Code Number [C585]{.underline}

Telephone [(317)257-9366]{.underline} Fax [(317)715-4781]{.underline}

Website/URL [www.cks-indy.org]{.underline} E-mail
[sstewart@cks-indy.org]{.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\* [Mrs. Annette "Mickey" Lentz]{.underline}

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

District Name [Roman Catholic Archdiocese of Indianapolis]{.underline}
Tel. [(317)236-1430]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Kenneth LaRose]{.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**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**       20        13          **33**

  **K**       27        22                     **49**       **8**       23        16          **39**

  **1**       17        25                     **42**       **9**                             

  **2**       23        19                     **42**       **10**                            

  **3**       25        17                     **42**       **11**                            

  **4**       22        19                     **41**       **12**                            

  **5**       25        22                     **47**       **Other**                         

  **6**       27        15                     **42**                                         

                                    **TOTAL                                                   **377**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [93]{.underline} White

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

[2]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100 % Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      4
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    4
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 377
                            the school as of October 1  

  **(5)**                   Total transferred students  .0106
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1.06
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

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

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [1]{.underline} %

Total number students who qualify: [5]{.underline}

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

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

[34]{.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. Do not add additional categories.

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

\_\_\_\_Deafness [6]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [16]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [8]{.underline} Speech or Language
Impairment

\_\_\_\_Hearing Impairment [1]{.underline} Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [23]{.underline} [0]{.underline}

Special resource teachers/specialists [1]{.underline} [0]{.underline}

Paraprofessionals [0]{.underline} [2]{.underline}

> Support staff [4]{.underline} [3]{.underline}
>
> Total number [29]{.underline} [5]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[16]{.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.

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

  Daily student attendance   98%         97%         97%         97%         97%

  Daily teacher attendance   98%         97%         96%         97%         98%

  Teacher turnover rate      8%          16%         20%         16%         8%

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

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

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

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

**PART III ‑ SUMMARY**

**Summary of Christ the King Catholic School**

Christ the King is a fully accredited, K-8 Catholic elementary school
located in Indianapolis, Indiana. Christ the King is the parish school
of Christ the King Church established in 1939. The school first began at
5858 N. Crittenden Avenue in 1945 with an enrollment of 149 students.
The enrollment peaked in the mid 1950's with approximately 800 students
packed into 16 classrooms. In the last 20 years, enrollment has teetered
between 300 and 400 students. Currently, Christ the King Catholic School
is home to 377 students.

Christ the King has a long and rich tradition of quality Catholic
education. High expectations in the Catholic tradition challenge
students to excel both academically and spiritually. This continuous
development of the whole child empowers students to leave Christ the
King with a solid, foundational understanding of their God-given talents
and the desire to share their talents to build God's kingdom. Our
Mission Statement proclaims, "Christ the King Catholic School teaches
and follows the example of Jesus Christ, our King, so that our students
will attain their spiritual and academic potential. We are a family of
parents, students, faculty, staff, and parish members providing a
Christ-centered atmosphere that instills stewardship, respect and
responsibility toward self and others, and a lifelong commitment to
faith formation rooted in Catholic doctrine and prayer." The school
mission is exemplified through the actions of students, staff, and
parents on a daily basis. Christ the King students participate in
numerous volunteer opportunities including providing food, clothing, and
money to those in need, visiting the elderly in nursing homes, tutoring
students with special needs, and working at local food banks.

Currently, 93% of Christ the King students are Caucasian/Non-Hispanic
and the remaining seven percent are African American, Asian, and
Hispanic. Fifty-five percent of the students are male while 45% are
female. The majority of Christ the King students are drawn from the
parish and 20% of the student population is not Catholic.

Students in Kindergarten through grade five are in self-contained
classrooms, while grades six through eight are in a middle school
setting with content area teachers for English/language arts, science,
social studies, religion, Spanish, and math. Students also receive
instruction in technology, art, music, physical education, and library.
Time for various practical arts applications, as well as time for an
advisory session, are built into the middle school schedule.

Most Christ the King students continue in Catholic education by
attending local Catholic high schools. Feedback from these institutions
confirms that Christ the King graduates achieve at a high level and
partake in advanced coursework. A survey of former students indicated
our graduates feel extremely well prepared for high school courses.

The administration consists of a principal, business manager/technology
specialist, and the school secretary. A leadership team of four level
chairs assists administrators as curriculum specialists and liaisons.
Additionally, four teachers serve as North Central Association state
accreditation chairs. They lead our entire staff in professional
development and implementation of our school wide goals. There are 24
full-time licensed teachers on staff and two part-time teachers' aids.
Christ the King teachers follow the Indiana Academic Standards and
curricula from the Archdiocese of Indianapolis. One full time licensed
special needs instructor and a school social worker are available to
support our students' special needs.

The pastor serves as the leader of the parish and the school and is the
immediate supervisor of the principal. The School Commission, an elected
body made up of parishioners, supports the principal. The School
Commission is involved in the development of goals and yearly
objectives. They formulate policies, approve the educational budget,
assist with development of school goals, receive and communicate
reports, and help insure that local, state, and Archdiocesan policies
are implemented and followed.

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

**Assessment Results Show High Achieving Students**

Christ the King Catholic School administers the Indiana Statewide
Testing of Educational Progress (ISTEP+). One hundred percent of the
students in grades three through eight are tested with no pupil
excluded. The ISTEP+ was administered only to grades three, six, and
eight prior to 2003, but is now administered to all students in grades
three through eight. ISTEP+ measures basic skills in reading, writing,
and mathematics based upon the Indiana academic Standards. Overall, our
performance exceeds ninety-five percent of all schools in Indiana.

The English/Language Arts portion of the ISTEP+ measures student
performance in reading and writing, which includes reading skills,
reading comprehension, grammar, and writing skills. Christ the King
students attained an overall passing rate in the 2004-2005 academic year
that exceeded 98%. Ninety-eight percent of our third grade students
passed the English/Language Arts portion of ISTEP+. One hundred percent
of our sixth grade students passed ISTEP+ and 98% of our eighth grade
students passed.

Although the pass rates for English/Language Arts are very strong, study
over several years led us to place an increased emphasis on writing and
grammar. To this end, we instituted a systematic writing and grammar
process that is in place for grades one through eight. Our strong
multi-sensory phonics program, which is integrated into a strong basal
reading series, produces strong readers and writers. The above test
scores are evidence of this success.

The mathematics portion of the ISTEP+ measures computation skills,
understanding of math concepts, and applied skills problem solving.
Christ the King students achieved an overall passing rate of 96%.
Ninety-three percent of our third grade students passed the Mathematics
portion of the ISTEP+. Ninety-seven percent of our sixth grade students
passed ISTEP+ and 98% of our eighth grade students passed.

Again, despite strong scores, we were able to identify areas for growth.
Measurement and problem solving have been identified as areas for
improvement. Curriculum and instructional changes enhancements have been
instituted to address identified needs.

Assessment data was obtained from ISTEP+ reports sent to the school and
from the Indiana Department of Education website
([www.doe.state.in.us](http://www.doe.state.in.us/)). Verification was
given through the Indianapolis Office of Catholic Education that the
2004-2005 test results would place Christ the King in the top ten
percent passing rate for schools in the state of Indiana. Data tables
and charts shown in the appendix indicate superior scores attained by
Christ the King school as compared to state averages. Test data
indicates high achieving students and an exemplary education.

**Use of Assessment Results**

Christ the King continually seeks to improve the achievement level of
each and every student. Data from standardized assessments,
teacher-created tests, and daily student work is analyzed and used to
monitor student growth and make adjustments in instruction. Teachers
meet regularly in multi-grade level groups to evaluate state standards,
track student progress, and discuss instructional strategies for
improved student learning. Teachers are held accountable for monitoring
student growth and using data to determine specific areas of
improvement.

Data helps determine each student's need for additional support and
remediation. Instructors work closely with our resource teachers and
administration to establish individualized plans for students in need of
further instruction. Christ the King provides targeted tutoring
sessions, summer remediation in language arts and math, and after school
study opportunities for all students. Additionally, Christ the King
provides on-line access to teacher grade books for parents and students
alike. Data provided by timely feedback of student progress creates open
lines of communication between parent, student, and teacher. This
program is monitored throughout the school year and aids in determining
the level of growth for each student.

As a school we have set, through use of assessment data among other
methods, two clearly defined goals. All professional development
programs and academic decisions are filtered through our school
improvement goals. ISTEP+ scores and data along with daily assessments
helped to determine the need for improvement in writing across the
curriculum. Data gathered from Archdiocesan *Faith 2000* testing along
with daily assessments guided us to a goal of increased service to our
community.

Data drives instruction. Textbooks and supplementary teaching materials
are selected and adopted to match the Indiana Academic Standards. Daily
assessments and a growing understanding of the academic standards guide
teachers as they make instructional plans and implement strategies for
improved student learning.

**Communicating Assessment Results**

Christ the King Catholic School statewide testing performance result
information is located on-line at the state website
([www.doe.state.in.us](http://www.doe.state.in.us/)). In addition, a
detailed report of initial results is provided to parents and community
through the school newsletter. A report that includes analysis and
recommendations is presented to the faculty and the School Commission.

Parents receive an individualized report for each child with a follow-up
meeting with the Principal and classroom teacher if a need for
significant improvement is determined. The Principal makes personal
contact with all parents of students who fail the state test. The
teacher puts an improvement plan into place with consult from the
Principal, student, parent, and resource teacher.

Communication of student progress is essential. Students take home
completed assignments and tests in a weekly "Friday folder" to share
with parents. Students in grades two through eight keep assignment
notebooks as a means of helping students and parents track short-term
and long-term projects and assessments. Progress reports are available
on-line at the Christ the King school website

(www.cks-indy.org). On-line progress reports are updated weekly and
parents are strongly encouraged to view them regularly. Electronically
generated report cards that include personal teacher comments are
distributed every nine weeks. Parent-teacher conferences are scheduled
and held at the conclusion of the first and third quarters. Follow-up
conferences are scheduled as needed.

**Sharing Success**

Christ the King Catholic School has been blessed with masterful
teachers, dedicated staff, supportive parents, talented students, and a
community of faith-filled parishioners. We eagerly invite all visitors
to come and experience firsthand the facilities, instruction, and
engaging learning that transpires on a daily basis.

Christ the King is an active member of the school system of the
Archdiocese of Indianapolis, a member of the Indiana Non-Public
Education Association, the National Catholic Education Association, the
Indiana Association of School Principals, and the North Central
Association. Each of these venues allows Christ the King administrators
and teachers to engage in powerful dialogue with other professionals and
to share school successes.

Our teachers and administrators participate in a wide-range of shared
learning opportunities. We serve on committees in many areas and present
at conferences. Our teachers helped to guide curriculum development and
program review for the Archdiocese. Our school is a regular stop for
college education students who wish to visit and learn from experienced
veterans.

Christ the King Catholic School successes are touted on the school web
site, newsletters, local newspapers, and the parish bulletin. Our
teachers, students, and staff have been blessed with talents and gifts
from our creator and look forward to continually sharing these blessings
with others. Being a *No Child Left Behind Blue Ribbon School* would be
a wonderful success to share!

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum**

The Christ the King curriculum reflects the school mission, values and
beliefs regarding how a child learns. It is rich with academic
opportunities that are both challenging and rigorous, yet individualized
to meet the needs of all students. The curriculum has a spiritual
foundation and follows the teachings of the Catholic Church. Academic
standards from the state of Indiana and the Archdiocese of Indianapolis
are at the core of the curriculum. The curriculum provides real- life
experiences that are relevant and personally meaningful to each student.
The curriculum is enhanced by academic competitions, guest speakers, and
study trips offered in addition to traditional classroom learning. A
natural curiosity, love for learning, and spiritual growth are the
ultimate goals.

[Religion]{.underline}: The teachings and traditions of the Catholic
Church are key to our religion curriculum. Each day begins and ends with
prayer. Regular worship, study of Holy Scripture and service to God's
people guide our teachers, students, and school community.

[Language Arts]{.underline}: Heavy emphasis on reading, writing, and the
language arts set the tone for English education at Christ the King. The
excellent Kindergarten program that is in place allows most students to
enter first grade with basic reading skills. Our primary reading
"specialist" intervenes early to provide support for students
struggling. Primary grades use principals of the Orton-Gillingham
multi-sensory approach to phonics, reading, and writing. Also used
throughout the curriculum is the systematic "Shurley" method to teach
English grammar and to develop writing skills. A strong basal reading
series with literature emphasis is also used in primary grades. Upper
levels stress literature-based reading. Spelling and vocabulary are
generally measured above grade level.

[Mathematics]{.underline}: Math skills and math applications are
emphasized at all levels. Heavy use of manipulative techniques builds a
solid concept base, which is verified by standardized testing.
Elementary grades make use of differentiated instruction in homerooms
and our middle school offers both pre-algebra and algebra.

[Science]{.underline}: Physical, earth, and biological sciences are
taught at all elementary grades. Science stresses both content knowledge
and hand-on experiments and activities to help make that knowledge real
to students. Our middle school covers biological sciences in greater
depth with use of an active lab component. Physical sciences are taught
with similar emphasis, including lab experiences.

[Social Studies]{.underline}: Citizenship, civics, local history, state
history, United States history, world history, culture, and geography
are key curriculum areas in social studies. Many elementary teachers
specialize in social studies, which give students a high level of rigor
in instruction. There is also a middle school specialist in social
studies with a civics emphasis in sixth grade, a world human geography
emphasis in seventh grade, and a U.S. History emphasis in eighth grade.

[Music]{.underline}: Our music program provides general music
appreciation experiences for all levels. We offer instrumental
instruction starting in fifth grade and general band as an option in
middle school. Primary, intermediate, and middle school students have a
variety of performance opportunities throughout the year.

[Art]{.underline}: The art program covers a wide range of experiences
and media. Art appreciation and experiences are integrated with other
areas of the curriculum. Art at Christ the King is a hands-on
experience, which includes learning art from pottery to watercolors and
much more.

[Technology]{.underline}: Technology is used to provide support for
basic skill instruction, Internet usage, word processing, typing,
presentation software usage, and spreadsheet software usage. Mastery at
a functional level is expected by eighth grade. Computer technology is
available in a fixed computer lab, a mobile wireless lab, and in each
classroom. Technology is regularly integrated into instruction at all
levels.

[Physical Education]{.underline}: The K-8 physical education program
emphasizes lifetime fitness, instruction in both individual and team
activities. Students participate in various physical fitness tests and
programs throughout the course of the school year.

[Spanish]{.underline}: Spanish is part of the middle school curriculum.
Seventh and eighth grade students develop verbal and written skills, as
well as cultural understanding.

**(Elementary Schools)** **Reading**

Christ the King Catholic School invests significant time and resources
in primary language arts. The primary language instruction includes a
two hour dedicated block each morning. The block includes phonics,
taught with multi-sensory strategies developed by Orton-Gillingham. It
is systematic phonics instruction that uses a wide range of activities
that insures that students truly integrate the phonics skills into
reading. Cursive writing is included as part of the second grade
curriculum. The result is fewer problems with reversals than with
manuscript. The students are excited about learning and are successful
with this new skill.

Spelling instruction in primary grades follows the phonics instruction
cycle. Students have a significant word and vocabulary base that matches
their reading and writing level. Spelling and vocabulary are drawn from
the content areas, in addition to traditional sources. The result is
that student performance is typically above grade level.

A strong basal reading series is used in grades K-5. This series allows
for common core instruction but allows teachers to differentiate trade
book reading options based upon individual needs. Upper elementary and
middle school reading is primarily literature-based, incorporating
novels, short stories, and poetry. A wide range of reading materials
allows teachers to challenge students based upon their needs.

English grammar and writing uses a systematic instructional process
known as the Shurley Method. This process uses a structured, cyclical
pattern for English grammar and writing. All homeroom teachers teach
using this method, even in upper levels, where subjects become more
specialized. We have found that this results in stronger integration for
high expectations in writing across the curriculum. Our graduates report
that they are well prepared for high school English. Our state
standardized test (ISTEP) scores in English support this notion.

This combination of strong, phonics based, primary reading and
challenging, literature-based, upper level reading brings real success.
Consistent emphasis on grammar and writing across the curriculum has
improved overall writing and our students' preparation for high school.

**Christ the King Religion Curriculum**

Catholic religion class is one important distinction of Christ the King
school. The faith and spiritual life of students are most directly
affected by this curricular component. The religion curriculum goes
beyond daily religion instruction; it encircles all aspects of students'
lives. A new school wide theme is selected every year to give focus to
our common spiritual journey. This year's theme, "Life is Christ,"
encourages all community members to put Christ first and foremost in our
hearts and minds.

The religion curriculum, adopted from the Archdiocese of Indianapolis,
teaches morality, doctrine, and service. Daily prayer, weekly Mass, and
internal reflection of God's word guide the development of the spiritual
child. Reading and interpreting the Bible, role playing, cooperative
discussions, and projects are a few of the instructional techniques used
while teaching formalized religion classes. Students are challenged to
extend their Catholic faith beyond the four walls of the classroom by
attending religious retreats, preparing for the sacraments of
Reconciliation and Eucharist, and by serving the less fortunate. In
addition, middle school students realize the importance of individual
actions and consequences through a program entitled, *A Promise to Keep,
God's Gift of Human Sexuality*. This program is sponsored by the
Archdiocese and is facilitated by high school students. Key elements
include dealing with negative pressures, consequences of pre-marital
sexual relationships, and understanding sexually transmitted diseases.
All information is presented within the context of the Catholic faith.

Outreach projects embrace the goal of sharing time, talent, and
treasures with others. Students partake in various food and clothing
drives, missions to assist the needy, and visits to residents in nursing
homes. Christ the King students pray for and write to troops overseas,
as well as, collect Christmas items for homeless children. By
participation in service, students show that truly, "Life is Christ."

Christ the King students in grades three, six, and eight participate in
the Archdiocesan religious assessment survey entitled, "Faith 2000."
Data from this survey is used to modify religious instruction and
evaluate the specific needs of each child.

**Instructional Methods**

Christ the King Catholic School uses a wide variety of strategies to
meet various student-learning styles. Administration, faculty, staff,
and parents work collaboratively to offer a multitude of opportunities
for students to experience success. Integrated instruction between
curricular subjects develops students' sense of flow and oneness across
the curriculum.

Whenever possible, technology is integrated with other curricular areas.
Students use presentation software skills to do reports on various
subjects. Internet research projects are added to traditional library
research. Students work with the computer teacher to update various
segments of the school website.

By using various assessment materials we were able to identify an area
for growth in grammar and writing. A unified English teaching process
known as the "Shurley Method" was implemented. This process has proven
successful and has been expanded and used throughout the school. Because
of this approach, all teachers of content areas expect the same high
level of performance as an English teacher. Students are truly improving
their writing skills across the curriculum.

Kindergarten through fourth grade students are grouped in heterogeneous
classrooms. Assessments and data from classroom activities allow
teachers to identify individual learning styles and then to create
group-learning opportunities for specific skills and concepts. Grouping
arrangements within a classroom consist of whole class, small groups,
pairs, and individuals. Instructional group composition is varied to
best accomplish the goal of each lesson.

Beginning in fifth grade, students are placed in leveled math clusters.
Placement is determined with use of a specific mathematical formula,
teacher experience, and parental input. Middle school students are
ability grouped for Pre-Algebra and Algebra. No other curriculum area is
ability-grouped.

Parent volunteers and instructional assistants regularly help individual
or small groups of students. Our resource teacher provides supplementary
assistance during school hours and at after-school tutoring sessions.
Enrichment opportunities such as Student Council, Academic Olympics,
school-wide Spelling Bee, Geography Bee and Math Pentathlon offer
students extensions beyond the traditional curriculum.

**Professional Development**

Christ the King Catholic School has embarked on a school improvement
process through the *North Central Association on Accreditation and
School Improvement* (NCA). This process relies heavily on student
achievement scores and goal setting. In the first year of this six-year
process, school goals were identified through triangulation of data.
Improving writing across the curriculum was recognized as our academic
goal. To improve our Catholic identity, we saw a need for increased
service to the community and a deeper understanding of prayer. All
professional development is aligned with these two NCA goals. Our school
wide adoption of the "Shurley English" method of teaching grammar,
writing, and more has provided and will continue to provide professional
development opportunities for the entire staff.

Professional development funds are used to send teachers to workshops
focused on our goals. Whenever possible, a team is sent and they then
report back what they learned to the larger groups with recommendations
for implementation. We are developing a core of "teacher leaders" who
are able to model best practices for other teachers and spread the
knowledge.

This emphasis on improving instruction from within the staff has brought
success. Teachers are able to motivate and challenge one another. The
development of documentation and analysis of assessment data is helping
us to measure growth and verify improvement.

Every teacher has clear expectation for growth and opportunities to
pursue it. The key, for us, has been developing ownership of the change
process from within.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

1.  Private school association(s): [National Catholic Education
    Association]{.underline}

[Indiana Non-Public Education Association]{.underline}

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
    [X]{.underline} No \_\_\_\_\_\_

3.  What are the 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$ [3,050]{.underline} \$ [3,050]{.underline} \$ [3,050]{.underline} \$
[3,050]{.underline} \$ [3,050]{.underline} \$ [3,050]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$ [3,050]{.underline} \$ [3,050]{.underline} \$ [3,050]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$ [2,220]{.underline}

12^th^ Other (K ½ Day)

4.  What is the educational cost per student? \$ [4,561]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$ [66]{.underline}

6.  What percentage of the annual budget is devoted to [1]{.underline} %

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? [6]{.underline} %

**Part VII -- ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

+------------------------------+-------+-------+-------+-------+-------+
| **Grade 3-Language Arts**    |       |       |       |       |       |
|                              |       |       |       |       |       |
| ISTEP+ (Indiana Statewide    |       |       |       |       |       |
| Testing for Educational      |       |       |       |       |       |
| Progress)                    |       |       |       |       |       |
|                              |       |       |       |       |       |
| Edition/Publication Year     |       |       |       |       |       |
| 2004 Publisher-CTB McGraw    |       |       |       |       |       |
| Hill                         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **Year**                     | 2004  | 2003  | 2002  | 2001  | 2000  |
|                              | -2005 | -2004 | -2003 | -2002 | -2001 |
+------------------------------+-------+-------+-------+-------+-------+
| **Testing month**            | Sept  | Sept  | Sept  | Sept  | Sept  |
|                              | ember | ember | ember | ember | ember |
+------------------------------+-------+-------+-------+-------+-------+
| **Christ the King Catholic   |       |       |       |       |       |
| School Scores\***            |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 98%   | 98%   | 95%   | 93%   | 79%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 2%    | 2%    | 5%    | 7%    | 21%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 40    | 46    | 41    | 42    | 38    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100%  |
| tested                       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | 0%    | 0%    | 0%    | 0%    | 0%    |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES (Average)**   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 76%   | 75%   | 73%   | 67%   | 65%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 24%   | 25%   | 27%   | 33%   | 35%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| *\*ISTEP+ scores were not    |       |       |       |       |       |
| reported in leveled          |       |       |       |       |       |
| categories until 2002-2003.* |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| **Grade 3-Math**             |       |       |       |       |       |
|                              |       |       |       |       |       |
| ISTEP+ (Indiana Statewide    |       |       |       |       |       |
| Testing for Educational      |       |       |       |       |       |
| Progress)                    |       |       |       |       |       |
|                              |       |       |       |       |       |
| Edition/Publication Year     |       |       |       |       |       |
| 2004 Publisher-CTB McGraw    |       |       |       |       |       |
| Hill                         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **Year**                     | 2004  | 2003  | 2002  | 2001  | 2000  |
|                              | -2005 | -2004 | -2003 | -2002 | -2001 |
+------------------------------+-------+-------+-------+-------+-------+
| **Testing month**            | Sept  | Sept  | Sept  | Sept  | Sept  |
|                              | ember | ember | ember | ember | ember |
+------------------------------+-------+-------+-------+-------+-------+
| **Christ the King Catholic   |       |       |       |       |       |
| School Scores\***            |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 93%   | 83%   | 83%   | 83%   | 87%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 7%    | 17%   | 17%   | 17%   | 13%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 40    | 46    | 41    | 42    | 38    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100%  |
| tested                       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | 0%    | 0%    | 0%    | 0%    | 0%    |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES (Average)**   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 74%   | 72%   | 67%   | 71%   | 71%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 26%   | 28%   | 33%   | 29%   | 29%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| *\*ISTEP+ scores were not    |       |       |       |       |       |
| reported in leveled          |       |       |       |       |       |
| categories until 2002-2003.* |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+

**Part VII -- ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

+------------------------------+-------+-------+-------+-------+-------+
| **Grade 6-Language Arts**    |       |       |       |       |       |
|                              |       |       |       |       |       |
| ISTEP+ (Indiana Statewide    |       |       |       |       |       |
| Testing for Educational      |       |       |       |       |       |
| Progress)                    |       |       |       |       |       |
|                              |       |       |       |       |       |
| Edition/Publication Year     |       |       |       |       |       |
| 2004 Publisher-CTB McGraw    |       |       |       |       |       |
| Hill                         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **Year**                     | 2004  | 2003  | 2002  | 2001  | 2000  |
|                              | -2005 | -2004 | -2003 | -2002 | -2001 |
+------------------------------+-------+-------+-------+-------+-------+
| **Testing month**            | Sept  | Sept  | Sept  | Sept  | Sept  |
|                              | ember | ember | ember | ember | ember |
+------------------------------+-------+-------+-------+-------+-------+
| **Christ the King Catholic   |       |       |       |       |       |
| School Scores\***            |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 100%  | 90%   | 92%   | 90%   | 79%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 0%    | 10%   | 8%    | 10%   | 21%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 32    | 38    | 40    | 30    | 43    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100%  |
| tested                       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | 0%    | 0%    | 0%    | 0%    | 0%    |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES (Average)**   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 71%   | 71%   | 70%   | 54%   | 53%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 29%   | 29%   | 30%   | 46%   | 47%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| *\*ISTEP+ scores were not    |       |       |       |       |       |
| reported in leveled          |       |       |       |       |       |
| categories until 2002-2003.* |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| **Grade 6-Math**             |       |       |       |       |       |
|                              |       |       |       |       |       |
| ISTEP+ (Indiana Statewide    |       |       |       |       |       |
| Testing for Educational      |       |       |       |       |       |
| Progress)                    |       |       |       |       |       |
|                              |       |       |       |       |       |
| Edition/Publication Year     |       |       |       |       |       |
| 2004 Publisher-CTB McGraw    |       |       |       |       |       |
| Hill                         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **Year**                     | 2004  | 2003  | 2002  | 2001  | 2000  |
|                              | -2005 | -2004 | -2003 | -2002 | -2001 |
+------------------------------+-------+-------+-------+-------+-------+
| **Testing month**            | Sept  | Sept  | Sept  | Sept  | Sept  |
|                              | ember | ember | ember | ember | ember |
+------------------------------+-------+-------+-------+-------+-------+
| **Christ the King Catholic   |       |       |       |       |       |
| School Scores\***            |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 97%   | 82%   | 94%   | 87%   | 86%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 3%    | 18%   | 6%    | 13%   | 14%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 32    | 38    | 40    | 30    | 43    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100%  |
| tested                       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | 0%    | 0%    | 0%    | 0%    | 0%    |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES (Average)**   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 75%   | 73%   | 69%   | 62%   | 64%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 25%   | 27%   | 31%   | 38%   | 36%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| *\*ISTEP+ scores were not    |       |       |       |       |       |
| reported in leveled          |       |       |       |       |       |
| categories until 2002-2003.* |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+

**Part VII -- ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

+------------------------------+-------+-------+-------+-------+-------+
| **Grade 8-Language Arts**    |       |       |       |       |       |
|                              |       |       |       |       |       |
| ISTEP+ (Indiana Statewide    |       |       |       |       |       |
| Testing for Educational      |       |       |       |       |       |
| Progress)                    |       |       |       |       |       |
|                              |       |       |       |       |       |
| Edition/Publication Year     |       |       |       |       |       |
| 2004 Publisher-CTB McGraw    |       |       |       |       |       |
| Hill                         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **Year**                     | 2004  | 2003  | 2002  | 2001  | 2000  |
|                              | -2005 | -2004 | -2003 | -2002 | -2001 |
+------------------------------+-------+-------+-------+-------+-------+
| **Testing month**            | Sept  | Sept  | Sept  | Sept  | Sept  |
|                              | ember | ember | ember | ember | ember |
+------------------------------+-------+-------+-------+-------+-------+
| **Christ the King Catholic   |       |       |       |       |       |
| School Scores\***            |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 98%   | 100%  | 93%   | 88%   | 92%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 2%    | 0%    | 7%    | 12%   | 8%    |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 44    | 34    | 43    | 34    | 36    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100%  |
| tested                       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | 0%    | 0%    | 0%    | 0%    | 0%    |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES (Average)**   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 69%   | 66%   | 65%   | 69%   | 69%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 31%   | 34%   | 35%   | 31%   | 31%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| *\*ISTEP+ scores were not    |       |       |       |       |       |
| reported in leveled          |       |       |       |       |       |
| categories until 2002-2003.* |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| **Grade 8-Math**             |       |       |       |       |       |
|                              |       |       |       |       |       |
| ISTEP+ (Indiana Statewide    |       |       |       |       |       |
| Testing for Educational      |       |       |       |       |       |
| Progress)                    |       |       |       |       |       |
|                              |       |       |       |       |       |
| Edition/Publication Year     |       |       |       |       |       |
| 2004 Publisher-CTB McGraw    |       |       |       |       |       |
| Hill                         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **Year**                     | 2004  | 2003  | 2002  | 2001  | 2000  |
|                              | -2005 | -2004 | -2003 | -2002 | -2001 |
+------------------------------+-------+-------+-------+-------+-------+
| **Testing month**            | Sept  | Sept  | Sept  | Sept  | Sept  |
|                              | ember | ember | ember | ember | ember |
+------------------------------+-------+-------+-------+-------+-------+
| **Christ the King Catholic   |       |       |       |       |       |
| School Scores\***            |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 98%   | 91%   | 90%   | 88%   | 89%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 2%    | 9%    | 10%   | 12%   | 11%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 44    | 34    | 43    | 34    | 36    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100%  |
| tested                       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | 0%    | 0%    | 0%    | 0%    | 0%    |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES (Average)**   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students At/Above Standard   | 72%   | 72%   | 68%   | 67%   | 65%   |
| (Passing)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Students Below Standard (Did | 28%   | 28%   | 32%   | 33%   | 35%   |
| Not Pass)                    |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| *\*ISTEP+ scores were not    |       |       |       |       |       |
| reported in leveled          |       |       |       |       |       |
| categories until 2002-2003.* |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+

#####