DOCUMENT RESUME Meeting the Challenge 1995 ...DOCUMENT RESUME ED 393 212 EA 027 477 TITLE Meeting...

DOCUMENT RESUME

ED 393 212 EA 027 477

TITLE Meeting the Challenge 1995. Education Progress inIndiana.

INSTITUTION Indiana State Dept. of Education, Indianapolis.

PUB DATE Nov 95

NOTE 237p.; Photographs may not reproduce well.

PUB TYPE Reports Evaluative/Feasibility (142)

EDRS PRICE MFOI/PCIO Plus Postage.

DESCRIPTORS Academic Achievement; Attendance; Child Health;Dropout Rate; Drug Abuse; Educational Improvement;*Educational Objectives; Elementary SecondaryEducation; Higher Education; Mathematics Achievement;Minority Groups; Parent Participation; Performance;Pregnant Students; Professional Development; SchoolReadiness; Science Education; *State Action; *State

Programs; *State Standards; Teacher Qualifications

IDENTIFIERS *Indiana

ABSTRACTThis publication reports on progress made by the

state of Indiana toward the National Education Goals. It describes

state programs, initiatives and strategies that were developed to

achieve each goal. Each national goal is conceptualized in long-term

objectives. Strategies to meet various indicators of each goal arehighlighted and data on progress toward reaching individualindicators are provided. A list of state agency contacts is included.

(LMI)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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TO THE EDUCATIONAL RESOUINFORMATION CENTER IERICI

MEETING THE CHALLENGE 1995EDUCATION PROGRESS IN INDIANA

OFFICE OF THE GOVERNORINDIANAPOLIS,.INDIANA 46204-2797

EVAN BAYIIGOVERNOR

November 1995

Dear Fellow Hoosiers:

The photograph you see on the left records one of my proudest moments as Governor of IndianaThe young people surrounding me, resplendent in their high school graduation colors, madehistory in the Spring of 1995.

What remarkable accomplishments earned them this exceptional acclaim? They stayed offdrugs. They worked hard in the classroom. They graduated from high school. And now, they areall going to college.

Many would respond that tens of thousands of young people receive their high school diplomasand head for higher education every year in Indiana, c -id that is true. But these kids are uniquefor one important reason: they weren't expected to make it.

"At risk" is the label often attached to them. But in Indiana, a program called 21st CenturyScholars is replacing "at risk for failure" with "on track for success

The young people with me on that glorious day in May plus over 1,700 more made up the first

class of 21st Century Scholars on their way to higher education and bright futures the first groupof its kind in the country! Statewide, over 27,500 students have signed a pledge to be drug-free,studious, and high school graduates. In return for assuming responsibility, they will receive full-tuition scholarships.

Our 21st Century Scholars program is a shining example of what can be achieved whengovernment works with citizens, not for them.

Without the hard work and responsibility of the students, future opportunities are severely limited.Without the guidance and patience of educators, essential skills and knowledge remain out ofreach. Without the strong support and encouragement of parents and loved ones. graduationday is only a dream.

The 21st Century Scholars program is only one example of our shared success Indiana continuesto meet the challenge of the National Education Goals and make significant progress inimproving education for all our citizens for one simple reason: we work together

Please join us.

Sincerely,

Pflnrn jonn

..01111111111

12 BEST Che'iV3

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DEPARTMENT OF EDUCATIONINDIANAPOLIS, INDIANA 46204-2798

DR. SUELLEN REEDSUPERINTENDENT

November 1995

Dear Fellow Hoosiers:

As we all strive to meet the challenges present in our everyday lives, it is important that we look

toward the fast-approaching 21st century and the skills that will be needed to drive Its workforce.

In order to meet these needs, the National Education Goals Panel and the United States Congress

have set eight National Education Goals that the country can strive to achieve to improve its

educational system.

From achieving school readiness to increasing parental participation, these goals address the

critical areas that involve each of us as Americans and certainly each of us as Hoosiers. We must

meet these goals and attain the economic growth and success inherent to them through

our varied roles as educators, parents, students, business leaders, and community members.

This year, 1995, serves as a benchmark year for the National Education Goals. While Indiana has

made progress toward achieving the goals, a great deal of work still must be done if Indiana can

compete in a global ::onomy.

I urge each of you to involve yourself in some way to help Indiana meet the National Education

Goals by the year 2000. As a parent, ensure that your children are prepared for school each day;

as a community, explore ways to keep students in schools; as teachers, engage in basic skill

building that translates to applied abilities in core subject areas, especially math and science; as

community and business leaders, seek out literacy and continuing education opportunities for

your community members; as members of the school community, we all need to ensure that our

schools provide an atmosphere free of drugs and violence; as colleges and universities and

legislative bodies, provide increased and improved opportunities for teachers to improve their

professional skills to better serve their students; and, finally, as educators and as parents we must

find ways to serve the needs of Indiana schoolchildren through a partnership of school and

parental involvement.

Meeting the Challenge reports on the progress we have made while also furnishing a sense of the

work that remains before us. I applaud all Hoosiers involved with this effort, and I wish you the very

best as we continue our efforts to meet the challenges contained in the National Education

Goals.

Sincerely,

/01.Dr. Suellen K. ReedSuperindent of Public Education

t;

Mt t TI,EC 1,11 CHALEE rJ,,L 1 995TABLE OF CON IENTS

INC'DENCE O LCN BIRTH WEIGHT16

S.7.,:s OF CH,LDREN18

GETEPAL .Eau,19

Nu\IBR OF CHILDREN H SPECIAL 1,EEDS22

EDUCARE23

PARENTS AS 'HE CHILD'S 1::RST L.E1D BE51 1EACHER5 25MEASuRrS

26

31Num,9:-P ;RADE LE'vEL 32

. ................ 335cHoui. GPADum-,c,r) RATc

353536

45ASSESSMENTS 46

S7J:;p: f

47

RFECR1.1 it, TEACHER PREPARAT,01, E. TCTO60

PRCFICENCv-DRIvErE STANDARDS AND ASSESSMENTS .--Cr TEACHER PREPARATION,. ................... ..... .............. ..... 61,,c,c-.,r,E7 FY 62Sr.. CCP ip".,..);.E ;A,

6364

,J;::ELOPMEni ALPVITIES 6567

PAR77+ER'7,"'P'' p. '7q Pr?'-)Cj)M.'S rr'D PROFESSIONAL DE vELOPMENT OF EDUCATORS 69

1 617

(NINTH GRADE ENROLLMENI rJ ALGEBRA 1 75

ENROLLMENT IN CHALLM:GING MATHEMATICS AND SCIENCE COURSES76

ENROLLMENT IN COLLEGE LEVEL MATHEMATICS AND SCIENCE COURSES AT THE POST SECONDARY LEVEL 77

BACr-ALAJAEATE Arin) pEGQE-is %.1/JHEMATICS AND SCIENCE 78

..-)

SKILLED WORKFORCE85

Hic,H SCHOOL GRADUATES PREPARED EOR WORK AND POSTSECONDARY EDUCATIOT 86

ADu,rs EAR",ING GEDs CR HIGH SCHOOL DIPLOMAS 88

POSTSECONDARY PARTICIPATION RATE89

AFRICAN-AMERICAN ENROLLMENT IN HIGHER EDUCATION 90

ASSOCIATE DEGREE COMPLETION RATE91

BACCALAuREATE DEGREE COMPLETION RATE 92

ADULT EDUCATior; DET1IVERY SYSTEM94

POSTSECUNDARy UDEIS NvOLvET) COMML,% TY SFRV,Ci 95

/./

uSE LIT,AI?ETTEs, ALLuHt.../L, MARtJuANA AND C6CA,I4E AGES 12-17 104

A .E2AGE AGE OF FIRST uSE OF ALCOHOL AND TOBACCO 106

PERCENTAGE GE H,GH SCHOOL `,ENIORS 'WHO DRINK HEAVILY107

ALCOHOL AND OTHER DRUG INCIDENTS WITHIN 1,000 FEET OF SCHOOL PROPERTY 108

SCHOOL vIOLENCE109

PARENTS ARE CHILDREN'S ERST AND BEST TEACHERS 116

PArT iORGAN;ZATIC',NS 116

ME vmc, TUE C tiAL ENC,E 1995

irlIRODuC T

In 1989, the nation's governors and the President metin Charlottesville, Virginia to plot a course to improvethe nation's education system. Together theyestablished the six National Education Goals, whichserve as a framework for progress In 1994, two newgoals were established. The goals are not an end inthemselves but rather a target of where we want ourschools and our students to be by the year 2000.

The National Education Goals Panel was establishedto report annually on the progress by the nation andstates in meeting the National Goals. The GoalsPanel's fifth annual Goals' Report was released inNovember 1995. Governor Bayh has been a memberof the Goals Panel since its inception in 1990 andserved as chairman of the National Goals Panelthroughout 1994-95.

Indiana is committed to achieving the NationalEducation Goals. Great strides have been made inthe areas of early childhood education, dropoutprevention, math and science education, schoolreform, literacy, and worker training. However, there ismuch more to do.

This report marks the fifth time the State of Indiana hasreported on its progress toward the National Goals.The report is a collaborative effort of numerousindividuals throughout state government. A list ofparticipating entities and agencies is included at theend of this report to assist the reader in obtaining.-nore information.

This report is designed to enable the reader to quicklyunderstand what needs to be done to achieve eachgoal. Future reports will continue to mark ourprogress

r: 0

The following terms are used:

ir

What is being measured. Each goal contains severalindicators.

Rationale for why the indicator was chosen. The issuestates the relationship between the indicator and thegoal.

The current level of achievement toward the goal.1995 was the Benchmark year for Indiana. The Statussection of each Indicator will explain progress towardthe Benchmarks.

The amount of progress which must be achieved bythe year 2000.

Programs and policies to be used in achieving thegoal.

2 1

rV1L ; C L 1'295

ACHIEVING SCHOOL READINESS

BY THE YEAR 2000,all children in America will start schoolready to learn.

Too many children come to school hungry and sick,some with bruised bodies and hearts from abuse andneglect. Considering that on national average,children spend only four hours each day doingschoolwork, time for learning is precious. Childrencannot afford, nor can society, the costs of the long-term effects of preventable barriers to learning.

If today's children are going to succeed in anincreasingly demanding world, they have to be readyto learn every day from the moment they step intothe classroom. Hoosiers across our state make vitallyimportant contributions daily to the combined effortto protect and improve the lives of our children andfamilies.

Some generously give their time to help coordinateand improve the delivery of social services throughthe county-based Step Ahead process. Others assistfamilies in need by providing school-based breakfastand lunch programs, so children won't go hungry atschool. Working parents are helped with after schoolchild care programs.

And professionals like Cindy Andress of New Albanylabor every day to improve the health of Indiana'schildren; their efforts are making a dramaticdifference.

r-,u

r,ndr Andress0,r. 4,0(7,r A t)(1-.

MEETING THE CHALLENGE 1995


Statewide immunization programs now ensure thatnearly all children receive basic defense againstcommon diseases. Just 20 years ago, only abouithirty-five percent of children had been immunizedagainst rubella and diphtheria/tetanus (DPI) by thetime they enTered first grade.

Today, thanks to the Indiana Immunization Task Forceand the "All Their Shots While They're Tots" program,immunization rates have climbed to 91% fordiphtheria/tetanus (DPT3), 88% for influenza (HIB), 85%for measles/mumps/rubella (M MR), and 80% for polio.

Cindy, who is a public health nurse and the clinicdirector of the Floyd County Health Department,reports that "with the Shots for Tots program, peoplebegan to look from every possible angle to determinehow we could remove all obstacl6s that werehindering some parents from getting their childrenimmunized."

By continuing to work together, education, socialservice and health professionals along with Hoosierparents can guarantee our children the care cndattention they need to be ready to learn.

Tvi( CHAt LE ti(,[ 1995

ScHoo RE ADWF.;5`,

INDIANA INITIATIVES

STFP AHEAD/IND1ANACOLLABORATION PROJECT

Governor Bayh established the Step Ahead process in1991 in an effort to streamline the large number offederal and state programs for families and children.

In October of 1993. Indiana submitted for federalapproval a Consolidated State Plan that streamlinedthe implementation of over 199 federal and stateprograms to Hoosiers.

The Step Ahead/Indiana Collaboration Projectimproves services for children and families by focusingon local control and by fostering effective cross-program operations. The Step Ahead/IndianaCollaboration Project is one of the most significantexperiments in redesigning state government. Stateagencies have formed new partnerships andconnections up and down the ladders of governmentso they can collaboratively solve problems. Thisstructure advances the abilities of counties to mobilizepeople and organizations. There is now a system for afamily to solve problems using the expertise of localStep Ahead Councils, state agencies, Region Vfederal officials and the White House Emr owerrneniBoard.

P I .1

ri 0

SCHOOL BREAKFASTS

Over 62% of Indiana schools participated in theSchool Breakfast Program during the 1994-95 schoolyear. The increase in participationup from 48% in1993-94is in direct response to the 1993 state lawthat required that school breakfasts be madeavailable to children in schools where 25% or more ofthe enrolled students were eligible for free orreduced-price lunches.

Federal reimbursements totaling $10.5 million weremade to Indiana schools partic:pating in the SchoolBreakfast Program. This program continues to grow.Projections indicate that an additional 11,000 studentswill benefit from the program in 1995-96 as moreschools add the School Breakfast Program to theirfood service operations.Contrict Sneda Horn a?,15

ALL THEIR SHOTS WHILETHEY'RE TOTS

Knowing that "an ounce of prevention is worth apound of cure," Governor Bayh invested heavily inhealth prevention initiatives. He created the IndianaImmunization Task Force to ensure that Indiana'schildren get all of their vaccinations at the propertime.

The goal of the Indiana Immunization Task Force isthat by the year 2000, 90% of Indiana's children, agedtwo years and under. will have received all of their

2.9

vaccinations at the appropriate time. The Task Forcestrives to communicate to families the importance ofimmunization.

FAMILY HELPLINEAII Indiana families are encouraged to call theIndiana Family Help line's toll-free number. The He !pinestaff provides Hoosiers with needed information andreferrals to a variety of services and programsincluding early prenatal and child health care;Medicaid; Special Supplemental Nutrition Programsfor Women, Infants and Children (WIC); Children'sSpecial Health Care Services; emergency shelters,food and utility assistance; and literacy andvocational education services.

SCHOOL-AGE CHILD CAREEvery day, school-age children across the countryreturn to empty houses after school. It is no longerunusual in our society; it is the norm, Unfortunately,children who are home and unsupervised often getinto trouble. In Indiana, every school corporation mustoffer after-school programs for families unable toprovide supervision when classes let out. Funding toassist with these programs is found in general funddollars, c federal Child Care and Development BlockGrant, and a Dependent Care Development Grant.

ot)

M f ;Irv- THI 1 ,E 1995

!IIC SCHOOL RE

HEALTHY FAMILIES INDIANAHealthy Families Indiana is a voluntary home visitationprogram designed to promote healthy children andfamilies through a variety of services. Overburdenedor at-risk families receive intensive home-basedservices including child development, parenteducation and health care information. Service plansare developed from risk assessments completed atthe time of birth (or within three months of birth). Thefocus of the home visitation program is to providelong-term benefits to Indiana's families by enhancingfamily functioning.

Significant early results from six counties indicate that363 families were served with a 98% success rate forprevention of child abuse and neglect. Added dataindicates that 100% of the children receivedimmunizations, and the families were linked tomedical care,

31 P I

NA TH CHALLHIC,E 1995


INDICATOR 1:

INCIDENCE CE LOW BIRTH WEIGHT

ISSUE

An infant's birth weight is a major determinant of his orher potential for survival and future development.

Nationwide, about 6.9% or 260,000 children each yearare born at below-normal weights and are atincreased risk of medical complications and of schoolfailure. Children born below 3.3 pounds are at aparticularly high rate of risk for visual and auditoryimpairment and learning disorders, including impairedlanguage skills requiring remedial instruction.

An expectant mother with no prenatal care is threetimes as likely to have a low-birth-weight baby.Approximately 81% of women in Indiana receiveprenatal care in the first trimester; rates areconsiderably lower for minority groups.

A strong relationship between maternal weight gainduring pregnancy and infant birth weight has beendemonstrated consistently, and low maternal weightgain is considered a risk factor that may be improvedby intervention. In 1980, the proportion of low weightbirths declined from 13.9% when weight gain was lessthan 16 pounds to 6.1% for gains of 21 to 25 pounds,and to 4% when mothers gained 36 pounds or more.

Young mothers have a greater risk of bearing low birthweight infants. In addition to the risk of infant deathand developmental problems associated with low

birth weight, young mothers often face significantproblems and disruption of schooling, high rates ofrepeat pregnancy, and public dependency. InIndiana the number of births to mothers ages 10 to 17years has increased from 3,963 in 1987 to 4,249 in1993.

The effects of the use of substances such as tobacco,alcohol, cocaine, and marijuana on the fetus andinfant have been well documented and include lowbirth weight, growth retardation, prematurity, centralnervous system dysfunction, birth defects and stillbirth.

INFANT MORTALITY RATE PER1,000 LIVE BIRTHS

25

20 -

15 -

10 -

5

"Total

1988 1989 1990

smIrce Indiana Perartment of Health

1991 1992 1993

10

PERCENT OF Low BIRTHWEIGHT INFANTS*

1988 1989 1990 1991

than 2300 gram-. or 3.3 round,`-.11:,.; IcrAT Pltn ot

STATUS

1992 1993

The percentage of low birth weights in Indianaincreased slightly from 6.5% in 1987 to 7.0% of all livebirths in 1993. The incidence of very low birth weighthas remained stable at 1% of all live births. Whiteinfants are less likely to be of low birth weight thannon-white infants. The percent of low birth weightsvaries greatly from county to county, in Indiana froma low of 3.2% to a high of 10.5% in 1993.

LONG-TERM OBJECTIVE

Reduce the incidence of low birth weight less than2,500 grams or 5 5 pounds to no more than 5% of livebirths and maintain the incidence of very low birthweight less than 1,500 grams or 3.3 pounds to no morethan 1% of live births.

ML[TItIC, TI CHALLt-IlL,t 1995

AcHIEVINC, SCHOOL RE ADINP-,s

STRATEGIES

iffri

Gather data and information to develop programs topromote healthy pregnancies, including the following:Perinatal systems assessment epidemiologic studies,PRAMS (Pregnancy Risk Assessment MonitoringSystem), EBC (Electronic Birth Certificates) and aCultural Attitudinal Study.

Continue to develop strategies for dissemination ofcritical data and information to the providers andconsumers who need it.

Assess factors contributing to unwanted or mistimedpregnancies and begin to develop a plan of actionto address those issues such as reproductive healtheducation for K-12 students.

Collaborate with Medicaid and other insuranceproviders to ensure adequate funding for programssuch as care coordination, prenatal care and homefollow-up.

Identify pregnant women early through MaternalChild Health Services (MCH) and the HealthyPregnancy/Healthy Baby Campaign by offering freepregnancy tests.

Continue to develop and promote the Prenatal Carer-oordination as a vehicle for outreach andidentification, risk assessment, and early referral toMedicaid, WIC, and other needed resources andhome follow-up.

Continue to promote access to the Indiana FamilyHelpline, which provides information, advocacy andreferral services.

PA, .f 1 7

MEETING THE CHALLENGE 1 995


Continue to implement and expand the nutritionservice plans for all maternal and child health, familyplanning and prenatal projects.

Continue to provide technical assistance to countiesthat demonstrated need through MCH to improve theprovision of primary care to pregnant women andchildren.

Assess professional education needs and recommendstrategies to improve the supply and distribution ofqualified perinatal providers in the state (includingmedical and non-medical needs.)

Assess treatment and support services (i.e., residentialdrug rehab, the homeless, domestic violence andteen pregnancy) needed by women, identify modelprograms, and make recommendations for theduplication of model programs, the linking ofprograms, and the deletion of duplicated services.Promote the concept of One-Stop-Career Centers,which will address the needs of pregnant women andbabies for medical and supportive services.

Through ISDH screening, intervention and follow-upactivities, continue to identify substance-abusingwomen and link them with needed treatment andsupport services

Develop mass media campaigns to: to reduce risk-taking behaviors among teens, to encouragestudents to stay in school, and to develop massmedia campaigns to promote healthy pregnanciessuch as early prenatal care, smoking cessation,nutrition, etc.

3 6

Promote the SIDS "Back to Sleep" Campaign toeducate consumers regarding the importance ofbabies sleeping on their backs or sides.

INDICATOR 2:

NUTRITIONAL STATUS OF CHILDREN

ISSUE

The development of young children depends on thequantity and quality of their diet. Lack of financialresources may prevent parents from providing anadequate or appropriate diet for their children duringcritical periods of growth and development. Hungercauses sickness and absenteeism and depriveschildren of important opportunities to be creative andlearn.

STATUS

Based on results from a survey conducted in CentralIndiana during 1992, one in 20 of the state's childrenunder the age of 12 is hungry; an additional one in six,or 16.6%, is at risk of hunger.

The number of Indiana children of mothers enrolled inthe Special Supplemental Nutrition Program forWomen, Infants, and Children (WIC) has increasedfrom 117,315 in 1987 to 173,016 in 1994.

3"

250,000

200,000

150,000

100,000

50,000

0

CHILDREN ENROLLED IN WIC *

1989 1990 1991

!no:,;es or,!en,rom t,r to f:ve yea's o.,T

5cce :nctona Deportment of Eclucol,on

LONG-TERM OBJECTIVE

1992 1993

By the year 2000, improve the nutritional status forchildren younger than age 6.

STRATEGIES

Promote the participation of parents in IndianaManpower Placement and Comprehensive Training(IMPACT) and improve employment opportunities toincrease family income by getting parents off welfareand into paying jobs.



/iContinue to expand the WIC Program and continueto increase the number of children who can beserved as a result of the infant formula agreementbetween an infant formula company and the State ofIndiana.

Provide nutrition education to parents, including thosewho are homeless, through the Step Ahead process,MCH clinics, and WIC program to enable children toreach their full potential.

Continue to integrate WIC services with other healthand social services at the local level.

Continue to increase the number of family day careproviders who participate in the Child Care FoodProgram. (In 1991, more than 1500 providersparticipated; in 1992, 1,900 providers participated,and in 1993, the provider participation rate increasedto 2,157.)

INDICATOR 3:

GENERAL HEALTH OF CHILDREN

ISSUES

Childhood is a critical time for physical and emotionalgrowth. Children are at special risk for vaccine-preventable illnesses, unintentional injuries, abuse,neglect, cid lead poisoning. Mnny of these problemscan adversely affect their ability to !earn

':nPnr,i 19

ME E I Inc, Itif CHAN I IJ,,F 1995


Prevention, early identification, and intervention areessential elements in improving the health of children:(a) Children who are immunized are less likely tocontract or sprea ' communicable diseases. (b)Elevated levels of lead in the blood are associatedwith serious damage to the central nervous system,including developmental delays, growth deficits andpoor motor coordination. (c) Providing education andsupport services to parents around the time of thebirth of a child can significantly reduce the risk factorsassociated with child abuse; the earlier theintervention, the greater the likelihood of success. (d)Early Periodic Screening Diagnosis and Treatment(EPSDT) in conlunction with the Hoosier Healthwisemanaged care program, ensures that poor childrenhave access to preventive, primary and specializedphysical and mental health services.

S TAT

(a) Results from a 1995 Indiana State Department ofHealth survey of 2-year old children being served inpublic health clinics indicated that 72.9% of thosechildren had received 4 DTP, 3 OPV, 1 MMR and 3 HIBvaccines. The DOH survey reported vaccinecoverage rates for 2 year old children in 1995 as: 91%for four DTP's, 80% for three OPV's, 85% for MMt2, 88%for three HIB's, and Hepati' s was not measured in1995. The 1994-95 school ..irvey demonstrated that96% of school-aged children had proper vaccinationcoverage

40

80

70

60

50

40

30

20

10

IMMUNIZATION RATES OF CHILDREN

Two YEARS OF AGE IN INDIANA*

62% 68%

.10. 4= 1993 MP 41:11*Determined by review of children immunized in public health clinics, 1991 -1995. In 1994 the definition of 'Complete" changes to include Haemophilisinfluenza b. Data was not collected in 1993.

(b) In 1993, five percent of children who werescreened between the ages of 6 months and 5 yearshad elevated blood lead levels greater than 15ug/dL.

(c) the rate of unsubstantiated abuse and neglect ofchildren in Indiana under age 18 was 20.7 per 1 oeochildren in 1993.

(d) The 1992 statewide participation rate for EPSDTwas 15 9%; participation among Indiana's 92 countiesranges from a high of 62.4% to a low of 0.5%.

(e) In June, 1995, 34 counties, parts of counties, orpopulation groups in Indiana had too few primarycare physicians based upon the ratio of one primarycare physician per 3,500 residents Forty-six counties,

4 1

parts of counties or population groups had a shortageof medical services and were designated asmedically underserved areas.

REPORTED CASES OF ABUSE AND

NEGLECT IN CHILDREN UNDER 1 8*1 8000

1 5000

12000

9000

6000

3000

80217705

10,096

13,639

16,415

14,899 14,838

1987 1988 1989 1990 1991 1992 1993

S."

LONG-TERM OBJECTIVE

(a) By the year 2000, ninety percent of preschool-aged children will be age-appropriately vaccinated,and a 95% vaccination coverage level will be

NACIThrIG THE CHAIF IICA 1995


maintained for school-aged children, (b) By 2000, theprevalence of blood lead levels exceeding 15 ug/dLamong children screened will be reduced to 2.5%.(c) By 2000, the rates of substantiated child abuseand neglect of children under age 18 will be reducedto 14.5 per 1000 children. (d) By 2000, 100% of childreneligible for EPSDT will be screened. (e) By 2000,100% ofchildren will have an identified primary care provider.

STRATEGIES

Implement the State-based Plan for Access to PrimaryHealth Care for the Medically Underserved Populationby County, Indiana 1995-1997, to help communitiesstrengthen their primary care system. This includescare for children.

Continue to support the Indiana University School ofMedicine Primary Care Scholarship Program. Themission of the program is to encourage trainedprimary care physicians to deliver quality health careservices in shortage areas designated by the IndianaState Department of Health. A ratio of one primarycare physician per 2,000 residents is utilized for thisprogram.

Implement the Indiana Medical and Nursing GrantFund. This program is administered by the IndianaState Department of Health. Grants are provided tocommunities to use to recruit primary care physiciansand registered nurses to provide care in underservedareas. The grant is given to the recruited physicians ornurses.

21



Continue to support the development of nurse-managed clinics in areas that are medicallyunderserved.

Continue to support the development of medicaltraining centers that encourage physicians toestablish practices in rural areas.

Implement the Department of Health's ImmunizationAction Plan, "All Their Shots While They're Tots," toachieve, by the year 2000, a 90% vaccination rate forchildren 2 years of age.

Screen children in Indiana between the ages of 6months and 6 years for lead poisoning through localhealth departments, private providers, the WICpiogram, MCH clinics, and in partnership with StepAhead.

Implement the state level interagency agreement tostrengthen coordination of health, income, housing,education and nutrition programs in order to providebetter opportunities for vaccination and otherneeded health and human services.

Develop interagency agreements at the local level tostrengthen coordination of health, income, housing,education and nutrition programs in order to providebetter opportunities for vaccination and otherneeded health and human services.

Support efforts of the Indiana Commission for HigherEducation to attract more Indiana resident medicalstudents to choose specialty training in primary care,

Promote school corporations' efforts to collaboratewith others to provide on-site Medicaid reimbursedprimary care services.

PA. 2t 2 2

Provide technical assistance and funding throughMCH to develop pediatric primary care systems in allcounties.

Monitor the Juvenile Code Study Commission's reviewof sections of the Indiana Juvenile Code that relate tochild abuse.

INDICATOR 4:

NUMBER OF CHILDREN WITHSPECIAL NEEDS

ISSUES

Providing early intervention to infants and toddlerswith disabilities minimizes developmental delays,reduces educational costs to the state, andmaximizes the developmental potential of each childwhile enhancing the ability of families to meet theirchildren's special needs.

Providers of early care and education rnust havetraining and/or specialized skills in order to provideappropriate early childhood education and healthcare for infants, toddlers and preschoolers withspecial needs,

Through appropriate prevention and earlyintervention, the number of three and four year-oldchildren needing special services can be reduced.

STATUS

Estimates suggest that every year approximately 4,000babies are born in Indiana with special needs.Approximately 6,800 infants and toddlers withdisabilities currently receive services in Indianathrough "First Steps." During the 1994-95 school year,7,484 three- and four-year old children, or 74% of allthree and four-year old children with special needs,were enrolled in public school special educationservices.

LONG-TERM OBJECTIVE:

By the year 2000, the percent of three- and four-yearold children receiving special education services inpublic school will be 90%.

STRATEGIES:

Continue to develop and provide public schoolservices for preschool children with disabilities toensure ihat all eligible children are identified andserved.

With Step Ahead taking the lead, develop statewideleadership in the First Steps Early Intervention Systemto ensure that all eligible infants and toddlers areidentified and receive needed services with parentaland professional participation.

Strengthen local interagency collaboration andprovision of services through the Step Ahead processamong education/developmental services, health/medical services, and other family support services.



Coordinate all existing funding sources with StepAhead action plans to foster the development ofadditional resources in each county.

Encourage continuing education and promote theEarly Childhood Special Education License forteachers working in ear;y intervention, andencourage all universities to offer the 24-hour SpecialEducation minor.

Continue the effort to provide an articulated programc study for child care at all of Indiana's colleges anduniversities.

Plan and implement lifelong training on a statewidebasis to address the needs identified through theDepartment of Education and First StepsCumprehensive System of Personnel Developmentana the Unified Training Plan.

Assist families through the Step Ahead process toenhance their children's development and to fullyparticipate in the implementation of theIndividualized Family Services Plan.

INDICATOR 5:

EDUCARE

Educare refers to all services relating to the educationand care of children.

PAGE 23

ISSUE

MFETING THE CHAl LENGE 1995

A c HIEVING SCHOOI RCAolf IFSS

Currently, two-thirds of all mothers of preschoolersand four and five-year olds are working. The majorityof their children will spend a significant part of theirearly years in child care. These settings must providequality care and stimulating learning experiences forchildren to grow and develop. They will needappropriately trained staff to do so.

STATUS

Indiana has 3,193 licensed child care centers andfamily day care homes. Currently, 69 child carecenters and family day care homes are accreditedby the NAEYC and NAFDC, respectively. All 92Indiana counties are covered by Head Startprograms; however, only 22% of children eligible forHead Start are being served.

LONG-TERM OBJECTIVE

(a) By the year 2000, twenty-five percent of licensedchild care centers will be NAEYC accredited. (b) By2000, twenty-five percent of licensed family day carehomes will be accredited by NAFDC. (c) 50% of alleligible children will be served by Head Startprograms.

STRATFGIES

Establish the Indiana Professional Standards BoardAdvisory Group to revise the rules concerning thelicensing of early childhood (pre-kindergarten)teachers.

P. 2,1 48

Work with local officials through Step Ahead to makesure there are sufficient developmentally appropriatechild care opportunities in each county.

Implement a quality recognition system for all earlychildhood programs through Step Ahead and providetechnical assistance to providers for obtaining NAEYCand NAFDC accreditation.

Implement Guaranteed Child and Transitional ChildCare support services statewide to IMPACTparticipants in collaboration with Step Ahead so thatthose on welfare will be able to have their childrencared for while they train for a new job.

Increase the number of staff members of licensedchild care centers who hold Child DevelopmentAssociate (CDA) credentials by seeking corporatesupport to train trainers of personnel seeking CDAcredentials.

Through cooperation between Step Ahead and theDepartment of Corrections, improve safety in licensedchild care centers by upgrading playgrounds inlicensed child care centers.

Through cooperation between Step Ahead and theDepartment of Commerce, use HousingDevelopment Funds to rehabilitate and remodelfamily day care facilities in order to upgrade andexpand home licensing.

Improve transition to public schools and to child carefacilities for Head Start families through collaborationwith Step Ahead Councils.

Continue to improve access to training for "hidden"family day care providers, who are not licensed and

49

are therefore hard to identify and reach, through PBSprograms during nap time. (First 6-week series of 18programs aired in 1992.)

Facilitate the expansion of existing Head Startprograms through the use of state, local, and privateresources.

Working through the Indiana Department ofEducation, develop a knowledge base in publicschools, particularly among kindergarten teachers,that defines readiness and the importance of schoolsbeing ready for children.

Continue to prepare child care workers throughvocational education programs.

INDICATOR 6:

PARENTS AS THE CHILD'S FIRST AND BESTTEACHERS

ISSUE

A generation ago, young parents learned theirparenting skills by talking with and observing others intheir extended families. In today's complex society inwhich extended families are scattered, parents needother means of support and access to familyeducation services.

STATUS

Local Step Ahead Councils across the state submittedneeds assessments that reflected a great demand for

5 0



quality parenting education programs. In fact, allcounties made developing more parenting programsa priority. Thirty percent of the counties haveexpanded parent education, and 90 countieshlaveimplemented consumer education programs.

LONG-TERM OBJECTIVE

By the year 2000, quality parenting educationopportunilies will be available for families in everycounty.

STRATEGIES

Through the Step Ahead process, assist localorganizations in developing parent educationprograms.

Provide technical assistance to counties with multipleparenting education programs to ensureeffectiveness and to promote collaboration.

Develop and implement family education programsfor young parents in collaboration with the IMPACTprogram and Step Ahead.

Develop state policies to encourage activeinvolvement of families in local schools as volunteers,as decision makers, and as partners in educationalactivities in the community.

Raise awareness in the business community of themodel established by the Governor's proclamation tothe state agencies that state employees should begranted flex time in order to participate in their child'sschool-related activities.

5 1 PAGE 25

C ,11.-1 1995)( )1 RI ADINI

Increase the participation rate in each Head Startfacility to at least 90%.

Improve the transition to public school and to childcare facilities for Head Start families in collaborationwith Step Ahead.

INDIANA MEASURES PROGRESS

HEALTH STATUS INDICATORS FOR HEALTHYHOOSIERS 2000

The Indiana Department of Health is working tohelp Hoosiers be healthier through progress in thefollowing set of indicators:

1. Total deaths per 100,000 (age-adjusted)2. Infant mortality per 1,000 live births3. Prevalence of low birth weight4. Percentage of mothers delivering live infants

who receive prenatal care in the first trimester5. Reported incidence (number of cases) of

measles6. Percentage of total births to adolescents

(ages 10-17)7. Reported incidence (per 100,000) of syphilis8. Reported incidence (per 100,000) of AIDS9. Motor vehicle crash deaths per 100,00010. Suicides per 100,00011. Homicides per 100,00012. Work-related injury deaths per 100,000

employees13. Reported incidence (per 100,000) of

tuberculosis14. Lung cancer deaths per 100,00015. Female breast cancer deaths per 100,000

females16. Cardiovascular disease deaths per 100,00017. Percentage of persons living in counties

exceeding U.S. Environmental ProtectionAgency Air Quality Standards

5 3

1 9Y5

INCREASING SCHOOL COMPLETION TO90% BY 2000

By THE YEAR 2000,the high school graduation rate willincrease to at least 90 percent.

A _mob

14

IVIEETING THE CHALLENGE 1995

INCREASING SCHOOL COMPLETION TO 90% BY 2000

Fifty years ago, economic security was virtuallyguaranteed if only one was dependable and workedhard. In the modern economy, similar stability isimpossible without a high school diploma. Today,students who drop out of school will earn only half ofwhat a student with a high school diploma will earn.

Governor Bayh has pioneered bold initiatives toencourage persistence and hard work in high school.The 21st Century Scholars program, for example, is thefirst of its kind in the nation. At-risk eighth graders areinvited to sign a pledge to stay off drugs, stay out oftrouble, maintain good grades, and graduate fromhigh school. In exchange, the state promises thesestudents full tuition college scholarships.

Over 27,000 students statewide have taken up thischallenge of personal responsibility and academicachievement. Aaron Ishman and Eeka Prude, both ofGary, are members of the first graduating class of 21stCentury Scholars.

"I was looking at people who had alreadygraduated," remembers Aaron. "They weren't really

A Litur I i3tiffitif I OfrU ktint321s! Cortury Schuars. Gory

doing anything, and I didn't want to be like them, so Istarted focusing on my future." Now a freshman atthe Fort Wayne campus of Indiana University, Aaronhopes to find his future in radio and televisionbroadcasting. This dream, he says, was madepossible by the 21st Century Scholars program.

Eeka, salutatorian of her high school class, calls theprogram "the perfect way to give young students thecourage to do better in school." She says theprogram gave her "a more optimistic state of mind inhigh school" because she knew if she met thechallenge, college would become a reality. Eekaplans on studying biochemistry and going to medicalschool.

By graduating, Aaron and Eeka fulfilled a pledge ofacademic achievement, not only to the state, but tothemselves. In so doing, they became scholars for the21st century. Their accomplishments can be, must be,repeated in every school in the state of Indiana. Ourfutures depend on it.

29

Mr THE CHAT LE-T-ic,F 1995

IrECTREAT3ir1C; SCHOOL COMPT ETlOri re 90% BY 2000

INDIANA INITIATIVES

INDIANA 2000Indiana 2000 is the legal framework that enables aschool, in concert with its community, to create andwork toward a vision of the ideal school in which allstudents can learn. Indiana 2000 is a voluntaryprocess. Currently, 204 schools are officiallydesignated by the State Board of Education asIndiana 2000 schools. Each fall, approximately eightyschools enter the Indiana 2000 process. Schoolcommunities work for approximately one school yearto complete the application. The application itself isreally the plan for what type of school a communitywishes to have in the future and how it will createsuch a school. The community, in its application, alsoaddresses its plans for meeting the national goals. Ingeneral, schools with successful applications receivedesignation in May of any given school year.ConTac' ,,e^e

SCHOOL.-TO-WORKRegional partnerships with business, industry, labor,parents, and educators will offer new opportunities forIndiana youth. Students will have experience in theworkplace that will show them what and why theyneed to learn. They will have the chance to shadowworkers, participate in an internship, enjoycooperative education, and even become anapprentice. Every experience, including the

6 0

classroom learning, will reinforce and teach to highacademic and technical standards.

Educators have the opportunity to work with theircustomerthe employer. They will work closely withthem to develop effective curriculum and teachingmethods. Through the School-to-Work Institute,partners will be trained to work with one another andwith the student. By working together, we will be sureHoosier youths gain knowledge and skills to succeedin high-skill workplaces and in post-secondaryeducation.Contact Peggy O'Malley (317) 232-1832

21ST CENTURY SCHOLARSThrough the 21st Century Scholars program, Hoosierat-risk eighth graders who pledge to keep off drugs,avoid delinquency, earn at least a "C" average,apply for financial aid, and graduate from highschool will receive tuition assistance for a collegeeducation. That assistancea tuition scholarship atany Indiana public or private college or universityprovides great opportunities for students in return forpersonal responsibility.

Currently, there are 24,000 students enrolled in the 21stCentury Scholars program. In May, 1995, six thousand21st Century Scholars graduated from Indiana highschools and 2500 of those scholars are planning to goto college next year.Cotact Phil ';eabrook ,317, 232 2350

MEETING THE CHAtlENCA 199 5


GE D-oN-TVMore than 9,000 Hoosiers who dropped out of schoolhave decided to come back and try again in theprivacy of their own home with the help of publictelevision around the state. This is a convenient wayfor people who cannot physically make it to school toattain their General Education Development degree.Over 3,400 people have earned their GED on TV and

are now on their way to bigger and betteropportunities.

Pr)nertsOn 747 5353 1 90C 248 7999

NEW LAWS TO KEEP KIDS IN

SCHOOL

Governor Bayh signed into law new incentives toencourage children to stay in high school andgraduate. Indiana students must now wait until theyare 18 years old to drop out of high school withoutparental permission. In addition, all schools must nowconduct exit interviews with prospective dropouts,their parents, the principal and appropriate teachersto hear firsthand why children are choosing to leaveschool early and to provide information on educationchoices after dropping out. Governor Bayh alsosponsored changes in law to allow children who havebeen dropouts for at least one year to re-enroll at anypublic school in Indiana.CoroaCt Weon MrDnort411 317;232-35)4

INDICATOR 1:

ATTENDANCE RATE

ISSUE

2

When students are chronically absent from school,their educational progress is interrupted. As absencesmount, achievement drops, and students fall behind.Inconsistent attendance often leads, eventually, todropping out.

According to a study by the Food Research andAction Center, hungry children from low-incomefamilies are 2 to 3 times more likely to have healthproblems than non-hungry children from low-incomefamilies. Children who report specific health problemsare absent from school almost twice as many days asthose not reporting such problems.

STATUS

Based upon Department of Education data, thestatewide average daily attendance rate hasincreased from 94.99% in school year 1987-88 to95.28% in school year 1994-95, bringing Indiana evencloser to its long-term objective of a statewideaverage daily attendance rate of 96.5% by the year2000.

During the 1994-95 school year in Indiana, about 99.5million school lunches and 16 million breakfasts wereserved to school children. Of these, about 34.7 millionneedy students received lunch at a reduced price orfree and 12.8 million students received breakfast at areduced price or free.

P.., 31



LONG TERM OBJECTIVE

By the year 2000 the average attendance rate willincrease to 96.5%.

Number of Schools Below theTarget of 95% Attendance

Elementary

Year Total #Below %Below

Middle School

Total #Below %Below

High School

Total #Below %Below

1989 1180 269 23 271 149 55 352 216 62

1990 115 174 i 5 208 123 4o J51 202 58

1991 1177 161 4 273 97 36 352 179 51

1992 1147 145 13 323 102 37 357 167 47

1993 1142 1 9 10 331 107 32 356 167 47

1994 1138 150 13 335 104 31 360 171 48

STRATEGIES

Through Step Ahead, increase collaboration with localhealth and social service agencies to provide forstudent needs.

Increase preventive measures, such as the number ofmothers receiving prenatal care, the number ofchildren receiving immunizations and healthscreenings, and the number of children participatingin quality educare through Step Ahead, thus reducingthe likelihood of students subsequently dropping outof school.

Increase the availability of free school breakfast andlunch programs for low-income children.

6,1

Provide alternative learning environments for studentswho do not achieve in the conventional classroom.

INDICATOR 2:

NUMBER OF STUDENTS ACHIEVING AT

c---,RADF LEVEL

IssuE

Numerous studies indicate that students who havebeen retained at grade level do not experiencelong-term academic gains, except in specialinstances. Students who have been retained are 5times more likely to drop out. Students who haverepeated two grades have nearly a 100% chance ofdropping out.

In the school year 1994-95, 13,310 Indiana studentswere retained at their grade level, as compared to14,054 in 1993-94. In 1995, at the request of GovernorBayh and State Superintendent of Public InstructionDr. Suellen Reed, the General Assembly dramaticallyincreased funding for remediation; this investment willenable greater numbers of students to receiveassistance.

LONG-TERM OBJECTIVE

By the year 2000, 90% of students in grades 3, 6, 10,and 12 will successfully complete a performancebased assessment.

f; 5



STRATEGIES

Continue efforts to increase remediation programs forstudents who fall below proficiency standards on theISTEP Program.

Continue Prime Time to ensure low class sizes in theearly years so that students get a good start.

Expand 4R's, a K-1 technology program that givesstudents a firm beginning in reading, writing, andmath and provides daily remediation opportunities forstudents in grades 1-3 so children do not fall behind

Continue to expand and encourage participation inthe Indiana 2000 Program and the Re: LearningProgram in order to give teachers the flexibility tomeet individual student learning needs.

26

24

22

20

18

16

14

12

STUDENTS RETAINED INGRADE LEVEL

1987-88 1987-88 1989-90 1990-91 1991-92 1992-93 1993-94 1994.95

lor.b.ma I ),rirlutcPtt 10 I ltIL wor

r_ct,a2

Provide alternative learning environments for studentswho do not succeed in the regular classroom, andoffer up-to-date information on alternative schools.

INDICATOR 3:

RELEVANT CURRICULUM

Dropouts often find school work to be of littlerelevance to their everyday lives and to their futures.Indiana Department of Education survey dataindicates that lack of interest in curriculum is thenumber one reason students drop out. For thatreason, the Indiana Department of Education hasworked hard to increase the number of restructuringschools from 126 in 1992 to 230 in 1995

STATUS

During 1993-94, school counselors reported that themost prevalent reason for leaving high school prior tograduation continued to be a lack of interest incurriculum. According to Indiana Department ofEducation data, slightly more than 51% (6,732) ofdropouts in 1992-93 reported leaving school for thisreason.

L G-TE RM OBJLCIIvi

By the year 200n, the number of eleventh nnd twelfthgraders who drop out aue to lack ,Dt 1Werest in schorilwill decrease to 15'0

PAUf 33

STRATEGIES

MiE TI! . THE CHat Li tj(,f- 1 995

INCREASING SCHOOL COMPLETyTh To) 90% BY 2000

Expand the Indiana 2000 Program and Re: Learningrestructuring efforts that encourage the design ofschools in which the role of the teacher becomes oneof an educational guide instead of lecturer and inwhich students become active learners

Increase teacher aevelopment opportunities thatprepare them for their new role in the classroom.

Expand Tech Prep, an approach to instruction thatinvolves the student as an active learner.

Continue efforts to fully integrate academic and

900c

85%

80%

75°-.

INDIANA HIGH SCHOOLGRADUATION RATES

;;9-90 92 9: c3 93 94 94, 95

School Year

f)'

vocational education so that students have theopportunity to learn how knowledge is applied.

Continue efforts to train and upgrade the skills ofIndiana's principals through such programs as theIndiana Principal Leadership Academy and ThePrincipal's Technology Leadership Program. Theseefforts seek to make principals Instructional Leaders intheir school communities.

REASONS FOR STUDENTS DROPPING OUT OF SCHOOL

Reason 1991-92 1992-93 1903-94

( I) Disinterest in curriculum 6460 6223 6732

(2) Incorrigibility 1711 1460 1224

(3) Record of school failure 975 1000 978

(4) Need or desire to earn

money

683 686 872

(5) Pregnancy 637 649 596

(6) Poor home environment 532 422 918

i7) Interpersonal problems 276 337 342,

8) Pnor henIth 281 290 282

(9.) Marriage 171 160 180

(10) Frienost.peer pressure 90 91 124

(11) Drug abuse 78 60 76

j2) Deslre for yocat:onal 1,arn!ng 148

not offered in school

27 82

( IA) Armed services enlistment 13 4 12

UrAno.vn 955

Other Akid 404 ..31

Total 13,408 12.688 13,307

EW

MEE HNC; THi CHALLENGE 1 995


Implement the statewide School-to-WorkOpportunities System so students learn what isrequired in the workplace and the relevance of whatthey learn in the classroom.

Expand educator workplace internships and workerinternships in schools so curriculum, instruction, andassessment are based upon relevant careerrequirements.

Increase effective marketing to be sure stuaents havegood information about jobs and careers.

INDICATOR 4:

MnrT m;;H

Issur

SC,HOOL GRADUATIO1',1

High school retention and graduation are especiallyserious issues for minorities. Withdrawal rates fromsecondary schools continue to be about 50% higherfor African-Americans and Hispanics than forCaucasians--and even higher for Native Americans.

STATUS

The Indiana Deportment of Education reports thatduring the school year 1993-94, the minoritygraduation rate from high school was 76.6% In

comparison the graduation rate for all students

was 82 7°0.

LONG-TERM OBJECTIVE

Increase the high school graduation rate of minorities

so that the gap between the minority and non-minority rates is less than 5%.

Strategies

Provide alternative learning environments for students

who do not achieve in the regular classroom.

Encourage low-income minority students toparticipate in the 21st Century Scholars Program so

they have the option to pursue higher education.

Continue the At-Risk Youth Program, which providesfunds for schools to assist students at risk of dropping

out.

Increase minority participation in higher education sothat the number of minority teachers andadministrators who are successful role models is

increased.

INDICATOR 5:

RETRIEVAL Or DROPOUTS

ksuiIndividuals who leave high school prior to graduationare faced with barriers which decrease the likelihoodthat they will return to formal education.

35

ST.".T

!MEETING THE CHALLENGE 1995

INCREASING SCHOOL COMPLETION TO 90% Es), 2000

Ho Indiana's graduation statistics have traditionallyPc-- y n,gner Than the national average. tar toomany 0; voL:no poonle arnp c t schooany credentiais or skills for success in life During the1993-94 school year, a total of 13,325 students dropped)ur of Inc:liana public schools While the number ofUrcbouts in Indiana has deciined substantially from20 355 in 1987-88 to 13 325 n 1993-94 the port remains7riat the dropouts or today Cc, not possess the skills fo

trt__ 4LZ Ui t0TriOrfrWi

One o'omis:ng program continues to be the GEDugram, v., h oti provides a huj huo equivalency-ert.'.cate to students who were unable to complete

- YUCL.1 ft? LI,ED dna in09 = II ari,;f5 similarly successful

Rase:inn Cora collected from 1992 and 1993 itanrears that .no stute is wet, Qn its way ot meeting'he ph>no.---ark r- -] '1.-g for 7.1)('2 dropouts to return to(Dna cc,mplete tmj'. ortner a hcr

L. T

-

S.

't-o? r;'rrn'r n r

PA, 36

'nut perr,--pr, rtur,c)

Provide opportunities for adults to obtain anddemonstrate skills through the adult assessment ofessential skills at Workforce Development Centers.

Use the Office of Workforce Literacy to encouraaeemployers to help their workers return to school orobtain their GEDs.

Continue GED-on-TV so that adults can earn theirGEDs in the privacy of their own homes.

COntinue 10 support Aault Basic Education and AdultSecondary Credit programs.

INDICATOR 6:

TEEN PREGNANCY RATE

in 1991, pregnancy was reported as one of theloading reasons females dropped out of school.SurvrvOi often becomes the issue, with young mothershaving no time Or resources available tor educationand long-term self-improvement. Teenage)7egnoncies result in added responsibilities and

ourdens for the student mother and father, thestudents families, and the community. Many teenageparents find themselves without the child Care,rrenatal core. transportation, alternative schedules,guidance, and other support systems necessary toroman n schonl

---

NA t 1111. 11,11 CH A If 1'1 1 995

INCREASING SCHOOL COMPLETION 10 90% BY 2000

Because a child's educational attainment is linked tothe educational attainment of the mother, children ofteens who drop out of school are at risk of droppingout, even before they begin school.

STATUS

According to data from the Indiana StateDepartment of Health, 5% of all Indiana births are toadolescents between the ages of 10 and .17. In 1993,more than 4,200 young women between the ages of10 and 17 were at risk of dropping out of school inIndiana because of childbearing.

PREGNANCY RATE, AGES1 5 1 750_

4 0

30 _

20

10

1988 1989 1990

Indiana Ih-partmtnt

r 4

1991 1992

The rate per 1,000 females of adolescentpregnancies between the ages of 15 and 17 hasincreased from 38.5 in 1988 to 42.3 in 1992 down froma high of 43.2 in 1990.

Pregnancies Ages 10-14350 340

325325 326

317322

309

300ci)t 275

z250

225

2001987 1988 1989 1990 1991 1992

Sooce InOtono Deportment 01 Health

The number of reported pregnancies among girlsages 10 through 14 has declined slightly from 340 in1987 to 322 in 1992.

LONG-TERM OBJECTIVE

Reduce the number of pregnancies among girlsages 10 through 14 to zero. Reduce pregnanciesamong girls ages 1 5 through 17 to no more than 35per 1,000 adolescents.

rPA',1 3 7

STRATEGIES



Raise awareness among teens of the consequencesof irresponsible sexual behavior.

Provide alternative learning environments that willkeep teen mothers in school.

Encourage school-based prenatal and child healthservices as needed.

Ensure that pregnant teens have adequate prenatalcare to prevent the learning problems associatedwith low birth weight infants.

Ensure the proper nutrition of teen mothers to preventerratic attendance due to poor health.

Through Step Ahead, increase availability of childcare and other support services to teen mothers whostay in school.

Continue the vocational education strategy ofproviding and expanding support for and services topregnant teens and teenage parents.

Connect teens with the workplace through a formalschool-to-v,,ork system.

P.,


GOALS OF THE STATE BOARD OFEDUCATION

The State Board of Education, in order to fulfill itsresponsibilities to the school children of Indiana,the Legislature, and the Governor, establishedthe following goals for the State Board ofEducation to pursue:

1. Facilitate the development of an innovativevision for schooling in Indiana.

2. Promote the implementation of a long-rangestrategy for adequate and equitable financingof public education.

3. Establish performance standards for students,promote strategies for their attainment, andcreate student and school assessmentmeasures.

4. Attract, develop, and retain effective schoolpersonnel and policy makers.

5. Promote innovation in schooling and ensurethat the public school curriculum and learningenvironment are responsive to the diverSeneeds of students and lead to optimal life-longlearning.

6. Promote the effective influence ofextracurricular experiences.

BOOSTING STUDENT ACHIEVEMENT

AM) CITIZENSHIP

BY THE YEAR 2000,American students will leave grades four,eight, and twelve having demonstratedcompetency over challenging subjectmatter including English, mathematics,science, foreign languages, civics andgovernment, economics, arts, history, andgeography; and every school in Americawill ensure that all students learn to usetheir minds well, so they may be preparedfor responsible citizenship, further learning,and productive employment in ournation's modern economy.

4

I

, 4

WI

10,

4

"'400040

0

44,

I

t

f

`Lc

.Y

£JiEi T,Nk; ftiE CHALLELICA 1995

Boosnr4c, STUDENT ACHIEVEMLNT AND CIHZEtisi-he

rno often .ive hear stories of students who have a highsrhool diploma hut cannot road and write ManystL;derls are moving through our school systemwithout learning the basic skills that are necessary toland a good paying job or succeed in college.jiuderifs drid tuchcr,s cfc,orve a curriculum thatrepresents skills and knowledge in an engaging anduserui way tor both the college and work-bound

Taddy, Onght minas are more alued than strongbacks. The modern workplace values individualingenuity, adaptability, and problem solving. Altemployees ore called upon to improve products andservices, not just upper-level managers. To put itsimply, workers must be thinkers, not lust doers The

Tech Prep (Technology Preparation) curriculum, whichcombines rigorous academic standards with:nnovative, applied !earning, is designed to createthose thinkers

Lee Naylor, a sentor from Columbus, has participatedin Tech Prep for Two years. Lee spends half of his dayin classes at C3lumbus East High School and half atCummins trgine Company, working in their draftingdepartment Loch of Lee's auudernic Courses useri ar:facs, as fr- hing tnOlc The integration

'

4.) 1..

of work experience and classroom st,idy is the key toTech Prep's appeal, says Lee, because it "is gettingme ready to go to work and teaching me real lifeskills."

Tech Prep is a model program because itaemonstrates the power of partnerships betweenschools and the community. The involvement ofbusiness and industry, giving students on the jobtraining in the cor:-.;Ji of their choice, is vital to thesuccess of the program. Cummins Engine, forexample, is so impressed with Lee's training andeducation that they have alreacty offered him a jobafter graduation.

Tech Prep is just one of the strategies Indiana is usingto meet the challenge posed in Goal Three. Ourcomprehensive system of high standards, exams andremediation will help all Hoosier students, like Lee,become better prepared for the r.lodern workplaceand education and training after high school.

Liu,11

(-1( (1/3 MEETING THE CHALLENGE 199 5

BOOSTING STUDENT ACHIEVEMENT AND CITIZENSHIP

INDIANA INITIATIVES

STATE STANDARDS TASK FORCEThe State Standards Task Force is a bipartisan group ofeducators, business people, labor leaders, and highscnool students that is appointed Jointly by theGovernor and the Superintendent of Public Instructionand that is chaired by the Superintendent

Under the Indiana Statewide Testing for EducationalProgress (iSTEP r.rugiuii. the Tusk Force is chargedwith recommending educational proficiencystandards, or statements of the skills and knowledgenose expected of a student for a particular subject(yea, to the State Board of Education. The Task Forceals.- will make recommendations concerning thecontent ana format ot the ISTEP program and thej),-Issina scores required at various grade levels.

STATEWIDE ASSESSMENT

A; newly revised by the Indiana General Assembly in1995, beginning in 1995-96, the Indiana Statewide Testfor Educational Progress (ISTEP), Indiana's statewideassessment, will be administered in grades 3, 6, and1") A (JP-IC:illation examinahon will be given at a grc.ide4)vel (that is yet to be determined) to students who

grok.fuk.thi kit.? yuar 2000 and subsequent yearsISTFP wI!! include Untvl CI nationally norm-referenced

P A

componen: and a criterion-referenced componentthat measures student achievement relative to theestablished educational proficiency standards. ISTEPquestions will test basic and applied skills

The basic purposes of ISTEP are to provide informationto parents and educators, to compare theachievement of Indiana students to the achievementof students on a rational basis, to measure thestrengths and weaknesses of school performance.and to assess the effectiveness of state and localeducational programs.

RE:LEARNING SCHOOLSRe:Learning is a school restructuring program basedon the research of Dr. Theodore Sizer, Chairman ot theCoalition of Essential Schools. Dr. Sizer conducted aten-year-long study in high schools in the UnitedStates. He determined that there are nine commonprinciples around which effective high schools shouldbe organized so that all students can learn.Re:Learning reflects the unique needs and interests ofthe local schools and communities.

Key elements of Re.Learning schools include requiringeach student to master a limited number of essentialskills, teaching and learning in the most personalizedmanner possible, expecting students to know how tolearn and thus how to teach themselves as theyprepare. to be life-long learners, and awardingdiplomas only after students can demonstratemastery of key subjects and skills. Currently, there ore120 Re learning Schools in Indiana

MEL TiNG THE CHALLENGE 1995


Teams from Re:Learning schools begin therestructuring process by attending a week-longsession during which all parts of the educationalprocess in their schools are examined in depth. Schoolteams then decide if each part is still valid for today'sstudent needs or should be discarded for moreeducationally sound practices

J .3 3.6.n..1

INDIANA 2000Indiana 2000 is the legal framework that enables aschool. in concert with its community, to create andwork toward a vision of the ideal school in which allstudents can learn. Indiana 2000 is a voluntaryprocess. Currently, 204 schools are officiallydesignated by the State Board of Education asIndiana 2000 schools. Each fall, approximately 80schools enter the Indiana 2000 process Schoolcommuniiies work for approximately one school yearto complete the application The application itself is

really the plan for what type of school a communitywishes to have in the future and how it will achievethe creation of such a school The community, in itsapplication, also addresses its plans for meeting thenational goals. in general, schools with successfulapplications receive designation in May of any givenschool year

FREEWAY SCHOOLSThe 1995 Indiana General Assembly passed a bill thatallows public and private schools to become freewayschools by entering into a contract with the IndianaState Board of Education to: suspend operation ofcertain statutes and regulations that regulate schoolcorporations: provide a school-by-school strategy inwhich character education is demonstrated to be apriority: and establish quantifiable educationalbenefits that the freeway school will achieve as acondition of retaining its freeway school status.

TECH PREPStudents often complain to teachers mat they don'tcare about closswork, because it doesn't have anyrelevance to their future.

In order to keep these students interested in school,Indiana has esta:plished the Tech Prep (TechnologyPreparation) program, which combines rigorousacademic standards with innLvative, appliedlearning. Upon graduation. Te( h Prep students will

have developed the technical abilities andacademic skills to pursue a post-secondary educationand whatever career they want

r 43

MEE IING THE CHALLENGE 1 995


CORE 40Core 40. a program that started in the fall of 1994,

requires ninth grade students to work with theirparents and guidance counselors to create careerand course plans. The plans will direct students towardachievement of life goals beyond high school, Bydefining requirements for success in future educationand work, Indiana Core 40 guides this process.

incilana Core 40 is a set of essential academic andelective courses that each student is expected toTaKe in order to graduate from high school and go onto higher education These educational expectationswere developed by education, business, labor, andgovernment leaders

Students who meet the Core 40 standard will beconsidered for regular admission to Indiana four-yearcolleges or universities The Core 40 standards will helpHoosier students succeed in whatever course of stuaythey choose

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CORE 4 0 REQUIREMENTS

1. Take 28 to 30 credits from this list.

SUBJECT C. COURSESLanguage Arts 8 Literature, Composition, SpeechMathematics 6-8 In courses from the following:

Algebra I. Geometry, Algebra II,Trigonometry, Calculus.

Science 6 In laboratory science from thefollowing:2 Biology and2 Chemistry or Physics and2 more from Chemistry, Physics.Earth/Space Science, Adv.Biology, Chemistry, Adv. Physics.

Social Studies 6 In courses from the following:2 U.S History1 U.S. Government1 Economics1 World History and/or

Geography1 additional Social Stuares

course.Physical Education 1 (two semesters)Health & Safety 1 (one semester)

2. Choose 8 credits In courses from the list above or the list

below:Foreign Lang( ige *Such as Chinese, French, German,

Italian, Japanese, Latin, Russianor Spanish.

Affc *Visual Arts, MuSic,Theutru Arts orDance:

Cornpi item *Computer ApPlitalions. ComputerProgramming;

Career Area 6 In a logical sequence from atechnical career area

3. Choose 2 to 4 more credits from any course at the school

' Number of credits not soocifredSource indiona Department of toucof,,,,,

1VIEE1!I1C, THE CHALLFIJGE 1995

BOOSTIrAG STUDENT ACHIEVEMENT AHD CITIZENSHIP

INDICATOR 1:

SCHOOL IMPROVEMENT

in the past, a ,-)rimary function of schools was to sortstudents into workers and managers so they couldassume the assigned role in an industrial setting. Toaccomplish this, students were often assigned to rigid-tracks," which led to one or the other type of work. Iftne students decided to try to take a different pathafter high school, they often found their options!imited due to a narrow high school preparation withlow expectations. However, back then, students whohad dropped out of high school could often findgood paying lobs in industry. As we moveprogressively toward a high technology/informationsociety, students will not only need to learn vastlydifferent and more complex skills from previousgenerations. but will need continuing educationbeyond high school to keep abreast of a rapidlycnanging world. The fut. le of our nation depends onhoN well students can think and make judgmentsubout the critical issues facing us. Having a positiveattitude toward life-long learning will also be required.Schools must change in order to meet the learningneeds of students in today s world

17-()/ these ir-T iportant reasons. Indiana has made it agoal that by 1997, school restricturing wifi oe takingoia,:_e in 75", of Indiana scho,,Is

400

300

RESTRUCTURING SCHOOLS

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100

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126

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1992 1.7)93 1994 1995

Lor:(2,-TERM OBJECTIvi

By the year 2000, all Indiana schools will understandthe need for school restructuring and will have theopportunity to participate in school reEtructuringthrough Indiana 2000 and/or Re.Learning.

STPATC(;IES

Provide technical assistance. the latest researchinformation and a quick response to requests fromindividual schools for restructuring support,

Work with communities and superintendents inencouraging their schools to seek Indidno 21h',ndesignation

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NAE F rIrJ( rHr CHAt LI tJU.F 1995


Encourage and support schools in applying forIndiana 2000 designation by offering them planninggrants.

Provide opportunitps for professional developmentthrough Indiana 2000, Re:Learning, the AdvancedPlacement program, Tech Prep, and the Office ofProgram Development.

Provide opportunities to network with other schools inorder to provide support to each other's restructuringprocess. Networking opportunities will also beprovided to schools that are just beginning theprocess so they may learn from individuals who areexperienced in the restructuring school's process.

Create a statewide rietwork of persons with expertisein areas related specifically to restructuring. Create amechanism through which this expertise is availableto interested schools.

Complete the work of Performance-BasedAccreditation, the North Central Association, andIndiana 2000 to consolidate the three applicationprocesses, thus making it easier for a school to quahfyfor all three

Continue the local development of SchoolImprovement Plans through Performance-BasedAccreditation

. 46

INDICATOR 2:

WORLD-CLASS STANDARDS ANDCOMPREHENSIVE ASSESSMENTS

Issue

Educators and policy-makers alike have recognizedthat standardized assessments alone do notadequately measure student achievement. However,they are a key tool in providing information to parentsand educators Assessments allow the state tocompare the achievement of Indiana students to theachievement of students on a national basis, tomeasure the strengths and weaknesses of schoolperformance, and to assist the effectiveness of stateand local educational programs.

STATUS

Currently, student achievement is measured throughthe Indiana Statewide Testing for Educational Progress(1STEP) program.

As newly revised by the Indiana General Assembly in1995, the Indiana Statewide Test for EducationalProgress (ISTEP), Indiana's statewide assessment, willbe administered in grades 3, 6, and 10, beginning in1995-96. A graduation examination will be given at agrade level (that is yet to be c'etermined) to studentswho will graduate in the year 2000 and subsequentyears 1STEP will include both a nationally norm-referenced component and a criterion-referencedcomponent that measures student achievementrelative to the established educational proficiencystandards.1STEP questions will test basic and appliedskills

ISTEP Scores90

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In addition, based on recommendations fromGovernor Bayh and State Superintendent of Pubhc!nstruction Dr Suellen Reed, the General Assemblyappropriated a substantial increase in dollars for

student remediation.

Loki° Ti.RM OBJE:CrIVE

By the year 2000, standards and assessments will testskills and knowledge in English, mathematics, science,nistery. and geography for grades 3, 6, and 10.

L

C.,:ntnue to update essential skills standards and thecomprehensive assessment system.

Adnpt essential skills content standards for thedesignated grade levels in English. Language Arts,

UrIC. viath,emotkos.

INDICATOR 3:

STUDFHT ACHIEVEMENT

ISSUE

For the last decade, Indiana students have rankednear the bottom when state-by-state studentachievement scores are compared with studentachievement nationally.

STATUS

The number ot students earning Academic HonorsDiplomas increased from 2.8% of graduating seniors in1988 to 3.9% in 1989, 5.5% in 1990, 7.7%in 1991, 9.1% in1992, 10.1% in 1993, 11.8% in 1994, and 13% in 1995.

Indiana fourth-graders scored better than thenational average in the first ever state-by-state resultsof a national test of r :Kling proficiency conductedby the National Assessment of Educational Progress.Hoosier students ranked tenth, tied with 6 of the other41 states tested for overall proficiency.

The state began paying the fee for students to takethe English lanuage and composition AdvancedPlacement exam in 1991, which resulted in a 700%increase in the number of students taking the examand a 45% increase in the number of students scoringwell enough to earn college credit.

The Advanced Placement Program was expanded in

1994 to include pf]yment of student testing fees inEnglish language and composition, along withbiology, col ulus, chemistry, and physics.

MEETING THE CHAILENGE 1995


Once the state's assessment policy is resolved,benchmarks will be set regarding studentparticipation in statewide comprehensive assessment.

LONG-TERM OBJECTIVE

By the year 2000, Indiana students will rank at least atthe national average in student performancemeasures in English, mathematics, science, history,dna geography.

Improve the likelihood of student success by ensuringsound early childhood experiences through StepAhead.

Continue Prime Time to ensure low class sizes in theprimary grades.

Increase opportunities for daily remediation through4R's end the Buddy System so that students do not fallbehind

Encourage more students to earn Academic HonorsDiplomas.

Ensure that high school students take challengingcourses by replacing lower-level courses with a"hands-on" approach to challenging curriculathrough Tech Prep.

Encourage students to take challenging courses byexpanding the Advanced Placement Program toinclude other academic and technical areas inaddition to mathematics and science.

Prayiae alternative learning environments tor studentswho are not able to achieve in the regular classroom

P

Provide professional development opportunities forteachers through Indiana 2000 schools, Re:Learning,the Advanced Placement program, Tech Prep, andother new programs.

Certify student achievements as part of theirpermanent records and portfolios.

Establish Certificates of Achievement to providecertification of student competency and collegecredit in academic and technical skill areas.

Identify mathematics and science competencies forboth Tech Prep and college prep courses so all Core40 courses meet college admissions requirements.

STUDENTS QUALIFYING FOR ADVANCED PLACEMENT

1990* 1991* 1992 1993 1994 1995

U.S. History 253 344 412 386 381 411

Biology 84 278 268 360 470 580

Chemistry 94 209 274 330 358 459

Computer Science 09 27 19 13 30 37

Economics 63 82 137 127 216 168

European History 67 86 70 83 66 106

Government 124 85 115 140 135 176

Calculus 259 764 912 1253 1446 1415

Physics 19 149 129 205 272 225

English 666 676 771 845 1512 1661

Total 1758 2700 3107 3742 4886 5238

5 7

I 1111( MI CHAL '.1(.1_ 1(7)95


ISTEP

PROFICIENCY CONTENT STANDARDS, GRADE 3

I. Mathematics Fundamentals

-Solve word problems.-Use logical reasoning to solve problems.-Develop a sense of whole numbers.-Develop place-value concepts for wholenumbers,

-Develop a sense of fractions and decimals.-Develop computation and estimation skills forwhole numbers.

-Recognize, describe, draw, classify, andcompare geometric objects.

-Develop spatial sense.-Estimate and measure using standard andnonstandard units.

-Use data analysis and probability to analyzegiven situations and outcomes ofexperiments.

II. Mathematics Applications

-Develop problem-solving abilities.-Communicate understanding ofmathematics.

-Develop reasoning skills.-Recognize and develop mathematicalconnections.

g8

III. Reading Comprehension

A. Select and cipply effective strategies forreading.

1. Understana the meaning of words on the basisof their context.

2. Determine the literal meaning of written text.3. Elaborate on meaning.

B. Comprehend developmentally appropriatematerials, including: familiar signs; picturebooks; predictable books, nursery rhymes,poems, and fairy tales; textbooks and learningmaterials; and other materials.

1. Gather information from written text.2. Distinguish between reality and fantasy.3. Determine cause/effect relationships.4. Make predictions from what is read.5. Categorize.

IV. Language Mechanics and Vocabulary

-Understand accepted punctuation rules andconventions.

-Understand correct rules and conventions ofcapitalization.

-Recognize synonyms, antonyms, andhomonyms,

-Understand origins/development of words.

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0 CA Pi- I dY

RA , C , 1995STUDENT AUHIE vErv1ENT AND CITIZENSHIP

V. Writing

Write for different purposes and audiencesto produce picture books; stories; rhymesand poems; and personal and informationalmessages with emphasis on content.

Communicate effectively with readers andfollow accepted conventions (grammar,wor-' ge, mechanics) of writtenlar ,uage.

Use literature, predictable books, andpoems as a stimulus for writing.

Write drafts with emphasis on content,

BEST COPY AVAILABLE

1 0

!STEPPROFICIENCY CONTENTS STANDARD,"

GRADE 6

I. Mathematics Fundamentals

-Solve word problems.-Use logical reasoning to solve problems.-Reinforce an understanding of the place-value,,system for whole numbers and decimals.

-Reinforce an understanding of fractions, ancr.7-:`

develop an understanding of percent,integers, and irrationals. .7,-

-Develop computational proficlency within the.stL:set of real numbers,

-Develop estimating skills with whole numbers,fractions and decimals with applications tomeasurement, geometry, and problem -

solving. .

-Develop an understanding of geometric terrrisand concepts and apply those concepts to"problem-solving activities.

-Develop measurement skills using customaryand/or metric units.

-Collect, organize, analyze, and interpret datathrough the use of fundamental analysisprocedures and communicate appropriateconclusions.

-Develop an understanding of the basicconcepts of probability and an ability to applythese concepts to making appropriatepredictions.

10 1

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B( ,USfINU S UD L N I AC H I F V t Mt t 1 I A rjH CIH .1/I.

-D Dve lop an understanding of ratios,proportions, and pPrceJ its with applications toproblem solvin-j.-

-Develop explorations of algebraic conceptsand processes.

IL. Mathematics Applications

-Develop strategies for solving problems throughtranslating data into mathematical language.

-Develop and practice effectivecommunication using the language ofmathe,-natics.

-.Develop reasoning skills and apply them to..problem-solving activities.`-Recognize and make connections.

III. Reading Comprehension

A. Siect and apply effective strategies forreading.

1. Understand the meaning of words on the basisof their context.

2. Determine the literal meaning of written text.3. Choose the best word, phrase, or sentence for

clarity, coherence, unity.4. Understand elements of story structures,

including theme, characters, setting and plot.5. -Make comparisons and predictions from what

is read.6. Draw conclusions.

102

B. Comprehend developmentally appropriatematerials, including: stories, chapter books,textbooks and informational materials, studentwriting, audio-visual media, and referencematerials.

1. Gather information from various sources.2. Identify reference/information sources.

C. Use prior knowledge and content areainformation to make critical judgments.

1. Make inferences from written text.2. Distinguish between reality and fantasy.3. Determine cause/effect relationships.4. Distinguish between fact and opinion.


1. Understand accepted punctuation ru'es andconventions.

2. Understand correct rules and conventions ofcapitalization.

3. Recognize correct spelling of words.4. Identify correct use of grammar and

conventions in written materials.5. Recognize synonyms, antonyms, and

homonyms.6. Understand origins/development of words.

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M c, 1995

BTiNc; STUDI-11r Ac F f\lk rif AND CITI:ENHIP

V. Writing

Write for different purposes, includingpersonal narratives; messages; letters; logs ofideas and information; lists and charts; andresponses to literature.

Produce final proaucts that communicateeffectively with readers and followaccepted conventions (grammar, usage,mechanics) of written language.

Use literature as a stimulus for writing.

104

1STEP

PROFICIENCY CONTENT STANDARDSGRADE 10

1. Mathematics Fundamentals

-Solve word prohlems.-Use logical reasoning to solve problems.-Develop an understanding of basic algebraicconcepts and skills, and apply those skillsrequiring algebraic manipulation to solveequations and inequalities.

-Develop an understanding of elementaryfunctions, their graphs, and their applicationsto the real world.

-Develop an understanding of two-and three-dimensional geometric figures as they apply torealistic problems.

-Develop an understanding of descriptivestatistics.

-Develop an understanding of probability.-Use computational skills and concepts withappropriate technology and/or paper andpencil to solve simple word problems.

105

N./11

BOOSTING STUDENT ACHIE \..,F ME NT AHD Cw1t t1; HIT'

II. Mathematics Applications

-Select and apply problem-solving methods ina realistic context.

-Communicate orally and in writingmathematical ideas, as well as their powerand usefulness, as they apply to the real world.

-Use inductive and deductive reasoning tosolve problems.

-Understand the connections and relationshipsbetween various mathematical topics andtheir applications to the real world.

III, Reading Comprehension

A. Select and apply effective strategies forreading

1. Read from and understand more than onepoint of view.

2. Make and defend judgments about material.3. Use context to determine meaning of words

and/or text.4. Choose the best word, phrase, or sentence for

clarity, coherence, unity.

B. Comprehend developmentally appropriatematerials, including, but not limited to a broadvariety of literature, including adolescentnovels; magazines and newspapers; anddirections on forms and products.

Acquire information from a variety of printsources.

1 06

C. Use prior knowledge and content to makecritical judgments.

1. Distinguish between relevant and irrelevantinformation.

2. Recognize and understand the use oflanguage to influence the reader's opinion.

3. Make critical judgments.4. Distinguish between objective and subjective

presentations of inforrnation and events.5. Compare and contrast presented material.6. Distinguish between fictional and nonfictional

accounts.7. Identify cause and effect relationships.8. Make inferences from written text.


1. Understand accepted punctuation rules andconventions.

2. Understand correct rules and conventions ofcapitalization.

3. Recognize correct spelling of words.4. Identify correct use of grammar and

conventions in written text.5. Recognize synonyms, antonyms, and

homonyms.6. Use correct language syntax.7. Understand origins/development of words.8. Understand correct noun/verb agreement.

1 0 7

V. Writing

Write for different purposes and audiences toproduce personal and informational essays,reflective pieces, persuasive pieces, businessletters, simple forms, and directions.

Understand the process of writing and knowa variety of strategies to organize andgenerate ideas.

Write a draft, rethink and revise content asappropriate for audience and purpose; editand proofread for grammar, word usage,mechanics, and spelling.

Prepare a final draft that follows acceptedlanguage conventions.

Synthesize and analyze information.

(.._,1;, it '1(,,C 1995BaosriNc, ST ODE NI ACHIEVEMENT AND CITIZENSHIP

I_ 108109

MEEHNG THE CHALIENGE 1995

CONTINUING TEACHER EDUCATION ANDPROFESSIONAL DEVELOPMENT

BY THE YEAR 2000,the nation's teaching force willhave access to programs forthe continued improvement oftheir professional skills and the opportunityto acquire the knowledge and skillsneeded to instruct and prepare allAmerican studentsfor the next century.

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CONTINUING TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENTVPq

When Marcia Capuano began teaching in 1965,educating children was much like manufacturingproducts. In the days before intense globalcompetition and pervasive high-technology, thefocus of schools and workplaces was quantity, notquality.

At that time, the most important thing in factories wasto keep the assembly line running, to meet the quotaand stack the inventory. Faulty products anddefective parts were accepted as the occasionalresult of human-driven mass production. On theassembly line, wages were high, skills were low.

Thirty years ago, education meant teaching theprocess of delivering knowledge, not receiving it.When Marcia Capuano left college, teachingcertificate in hand, she was confident of her ability todo as she was trained. She would lecture: herstudents would listen.

In 1965, few were concerned with the results. Didevery product work? Did every child learn? Therewas room for waste and there were always jobs to fill.So much has changed.

Locked in a worldwide economic battle, today'sbusinesses must continuously improve. Simply put, tostop advancing means to stop existing. We havereached a time when every product must be perfectand every employee must perform at his or her

maximum itential. Low wages and economicinsecurity await those who cannot be trained andretrained, and retrained again.

Today, Marcia Capuano is recognized as one of thecountry s finest educators because she has not onlyembraced these dramatic transformations, she hasharnessed change to work for the betterment of allchildren.

The national award-winning principal of H.L.Harshman Middle School in Indianapolis constantlyseeks out professional development opportunities forherself and her staff. "Educators today mustunderstand the complexities and demands of theenvironment in which we send our students," saidMarcia. "What is changing? How do we adapt andprepare ourselves and our students to meet newchallenges?"

"Knowing that all children must leave our schoolstoday equipped with the ability to think and problemsolve in order to be lifelong learners has stimulatededucators to constantly ask ourselves, 'Is learningtaking place?" Marcia stressed.

Indiana prides itself on the experience andprofessionalism of all of our educators, and wecommit ourselves to continuing to expandopportunities to maintain their exceptional quality.

1. b

1 ik rC r, 1995CONTINUING TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT

INDIANA INITIATIVES

PRINCIPALS' TECHNOLOGYLEADERSHIP TRAINING

The Principals' Technology Leadership TrainingProgram (PTLT) involved 704 principals who wereintroduced to the use of technology in schooladministration and to the use of electronic messagingand database access via IDEAnet (the toll-free,statewide Indiana Department of Education AccessNetwork). After completing sessions in hands-oncomputer training, principals were given $500 by thestate toward the purchase of equipment and/orsoftware for their schools.

Tf-c-FiNOL OGY ASSOCIATES

The Technology Associates program is designed toassist local schools with staff development for K-12teachers A cadre of 150 experienced educators hasdesigned training programs to respond to theindividual needs of requesting schools.

Indiona has put staff training ahead of capital6.xpenditures in its effort to prepare teachers for newtechnology. As a result of the state's 1985 landmarklegislation that required teachers to take computerliteracy courses, 26,000 teachers enrolled in classes atregional centers. Staff training is now in the hands oflocal school corporations with the assistance of theTechnology Associates' cadre.

LE,

The Technology Associates Program conductsapproximately 100 training sessions each school yearand 50 to 60 specialized workshops during thesummer.Cortact Carvyr ,+p- to 317 232 Q182

C.L.A.S.S. (CONNECTING LEARNINGASSURES SUCCESSFUL STUDEriTs)

Since 1990, the Indiana Department of Education hasfunded a professional development initiative calledC.L.A.S.S. (Connecting Learning Assures SuccessfulStudents). C.L.A.S.S. is designed to transform thetraditional school into a community of lifelonglearners. Teachers learn about cooperative learning,thematic instruction, and other educationalinnovations. With follow-up coaching, they learnhow to tailor these innovations to their own individualteaching styles, to the needs of their students, and toan overall school vision.

For a school to be eligible for C.L.A.S.S., the principaland the corporation superintendent must agree inwriting to a two-year commitment to the program.Participating schools receive a small stipend perteacher to help cover release time and supplies. Thenumber of C.L.A.S.S. schools has grown from 5 in 1990-91 to 115 in 1994-95, with another 30 schools fromearlier training sessions continuing to participate attheir own expense. In 1993-94, 1,578 teachersbenefited from the C.L.A.S.S. professionaldevelopment process.

PeJersen.. 3' ; 48, 20()C

N/lt,1',- 1,11 ,1 1995

CONTINUINO TEACHER EDUCATION AND PROEFSSIONAI DEVELOPMENT

RULES REVISIONThe Indiana Professional Standards Board (IPSB) hasinitiated rules revisions for the preparation andlicensure of educational professionals. The IPSB hasapproved the formation of sixteen advisory groups,composed primarily of prekindergarten throughgrade six educators, to develop standards forteachers of various subjects and studentdevelopmental levels.

In addition, three collaborative initiatives were begunto link external groups with the Board's redesignefforts. First, the Indiana Association of Colleges forTeacher Education appointed three task forces tomake recommendations for the rules revision process.Second, the Indiana Association of School Principalssponsored a standing external committee to makerecommendations concerning the preparation,licensure, assessment, induction, and continuingeducation of building-level administrators. Third, apanel composed of the chairpersons and twomembers from four policy-making groups coordinatedand collectively supported Indiana's pre-kindergartenthrough grade 12 reform efforts. The policy-makinggroups involved include the Indiana ProfessionalStandards Board, the State Board of Education, theCommission for Vocational Technical Education, andthe Commission for Higher Education.

TEACHER LEADERSHIP ACADEMYThe Central Indiana Education Service Centerinitiated the Teacher Leadership Academy. Thisprogram offers the most current research-basedmethodology and technology for master teachersover a 2-year period encompassing 20 days of in-service. The teachers completing the TeacherLeadership Academy program will be TeacherLeaders in their school districts, This program hasreceived national recognition and six states outside ofIndiana will be replicating the program model nextyear.Lonla,:t Torn Pogon 17. ;+87

TEACHER TECHNOLOGYFELLOWSHIPS

Teacher Technology Fellowships of up to $2.000 wereawarded to 31 teachers involved for two years ormore with the C.L.A.S.S. (Connecting Learning AssuresSuccessful Students ) program. The fellowshipreinforces effective teaching practices withtechnology. Fellows learn to use technology instudent portfolios, multimedia production, student-produced newspapers, video production, integrationof the arts into the curriculum, distance education,and problem solving.I ,..

PA. ,E 59

r-je 01/44; NALF TiNc, 'HE CHAE tENC,E 1995

CONTINUING TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT

SHARED INFORMATION SERVICES

The Shared Information Services (SIS) is comprised offour lending libraries that offer teachers,administrators, and parents a variety of commercialand locally developed materials for gifted/talentedclasses. The SIS centers average 500 visits annually toindividual schools and were used in 1993-94 by 7,107patrons at the four locations. in addition, the StateInstructional Material Service provided high qualityinstructional video programs and otler materials topublic and non-public elementary and secondaryschools at the lowest practical cost. In the past year,94% of school corporations usea the service with anaverage of 45 items of curriculum-related instructionalmaterial ordered each school day.

INDICATOR 1:

RD101M IN TEACHER PREPARATiONAND INDUCTION

ISSUE

Reforms in teacher preparation and induction mustbe accompanied by changes in continuingprofessional development practices.

STATUS

Currently, incentives and requirements are notdesigned to encourage pre-kindergarten through

P- 61)

higher education faculty to participate in professionaldevelopment activities linked to school reform orgoals for student achievement. As part of the IPSB'srules revision process, requirements for re-licensureand continuing education will be addressed

Since 1987-88, first-year teachers with stcndard orreciprocal licenses have been required to serve one-year internships under the guidance of a mentorteacher. The mentor is responsible for observing,advising, and supporting the beginning teacher. Theschool principal formally evaluates the beginningteachers and is ultimately responsible for determiningthe success of the internship.

Local school corporations tailor their own internshipprograms according to general guidelines providedby the state. Since 1987, fewer than 3% of allbeginning teachers have had to repeat the programor have been denied continued certification. Thestate has allocated about $1.8 million per year to theprogram, which has served nearly 12,000 Indianateachers since its inception

LONG-TERM OBJECTIVE

State and local incentive systems (salary, promotion,re-licensure policies) will be implemented, which willresult in increased faculty participation in professionaldevelopment activities. By the year 2000, all neweducation professionals (teachers, administrators,etc.) will participate in a structured induction process.

Mr FitrIC; 1Ht CHALtr-HGt 1995


STRATEGIES:

Consider changes in state requirements for re-licensure to enable teachers to receive re-licensurecredit for either college courses or state-approvedrenewal units.

Design courses and other programs for re-licensurethat focus on teaching knowledge and skills linkedwith school improvement plans.

Consider local and state initiatives for teachers whocomplete the process for certification by the NationalBoard for Professional Teaching Standards.

Consider the use of portfolio assessment for beginningteacher induction and granting of local "professionaldevelopment units" and state renewal units.Strengthen requirements for professionaldevelopment for campus-based teacher educo4'pnfaculty.

Ensure that higher education faculty has opportunitiesto develop expertise in Indiana's teacher educationand student reform efforts.

increase the number of experienced teachers whoare serving as mentor teachers for the first time.

Promote continued funding of the Beginning Teacherinternship Program.

:C1-=g-

INDICATOR 2:

PROFICILNCY-DRIVEN STANDARDS ANDASSESSMENTS FOR TEACHER PREPARATION

ISSUE

Teacher preparation, induction, and licensurerequirements must be congruent with studentacademic achievement expectations.

STATUS

A movement of reform in teacher education,induction and licensure is underway. The IndianaProfessional Standards Board (IPSB) has committeditself to revising its rules based on proficiency-drivenstandards. The Board has adopted ten corestandards describing the knowledge and skills to beexpected of all teachers upon entering theclassroom.

Two pilot advisory groups were appointed by the IPSB

to recommend proficiency-driven standards formathematics and early adolescence/generalistteachers that would build on the core standardsadopted by the Board. In 1995, standardsrecommended by these groups were disseminated toeducation stakeholders across Indiana for commentand revision.



LONG-TERM OBJECTIVE

All students will achieve at higher levels due in part toincreased competence of their teachers.

STRATEGIES

Appoint committees to consider implications ofproficiency standards and assessments for rulesgoverning the preparation, licensure, induction andre-licensure of education professionals.

Distribute advisory group recommendations statewidefor extensive feedback and revision.

Implement pilot teacher preparation, induction andcontinuing professional development programsbased on proficiency-driven standards andassessments.

Continually evaluate new standards and assessmentsto ensure that they are linked to Indiana studentacademic achievement expectations.

P.,. 62

INDICATOR 3

NUMBER OF EMERGENCY LICENSED TFACHERS

ISSUE

In order to ensure that all students have well-qualifiedteachers, there must be an effective means ofreducing the number of emergency licensedteachers.

STATUS

During 1994-95, the number of individuals teaching onlimited licenses increased by 7% from 1993-94. Whilethe number of limited licenses issued is small (828),they are still of concern, because most are issued toteachers of special education classes in urbanareasIndiana's most at-risk population.

It is anticipated that the proficiency-based rulesrevision begun by the Indiana Professional StandardsBoard will help to alleviate this situation in at least twoways: licensing areas are expected to bebroadened, thus enabling more teachers to meet thestandards in more areas: and teacher educationrequirements will become more flexible, thus enablingprogram providers to develop innovative programs tomeet the needs of the state. A committee formed bythe Indiana Association of Colleges for TeacherEducation is currently examining alternativeapproaches to teacher preparation that could meetthe state's need for teachers in specific areas andalso address the experience and capabilities ofpeople wishing to enter the teaching profession as asecond career.

( t



LONGTERM OBJECTIVE

All students will be taught by teachers who meetIndiana's licensing standards.

STRATEGIES

Develop alternative preparation routes.

Develop additional preparation programs in shortageareas.

Develop incentives for students to enter preparationprograms in shortage areas.

Expand Beginning Teacher Internship Program toinclude all new teachers.

Streamline licensure system so that licensing areas arebroader and less cumbersome.

INDICATOR 4:

SUPPORT FOR PROFESSIONALDEVELOPMENT

ISSUE

Professional growth among teachers will not occurwithout the active support of building principals,superintendents, school boards, and parents.Teachers and administrators need to receive supportfor in-service education or professional development.

I C

STATUS

Indiana requires schools to plan for professionaldevelopment as part of the state accreditation andschool improvement process. It permits schools to"bank" time for teachers' professional developmentby extending the school day. Schools are alsoencouraged to be innovative, as long as a clearstrategy for overall school improvement prevails.These policies are expected to encourage teachersto participate in and profit from professionaldevelopment.

LONG TERM OBJECTIVE

By the year 2000, all Indiana school corporations will

have adopted a district policy that supportsprofessional development.

STRATEGIES

Review the research on uses of instructional time tolearn how schools, districts, and the state mightreschedule days and years to free teachers forprofessional development.

Consider funding for multiple types or forms ofprofessional development initiatives to best meet theneeds of the state, schools, and practitioners.

Continue funding professional development grants toteachers and school corporations.

Continue to link professional development to schoolimprovement plans.

Encourage local school districts to establish a line itemin their budgets to support professional development.

PACA 63


CONTINUING TEACHER EDUCAlION AND PROFESSIONAL DEVELOPMENT

PROFESSIONAL DEVELOPMENT PROGRAMS AND POLICIESLOCAL POLICIES

Funding of Release Time forTeachers to AttendState and national conferencesInservice Programs

STATE PROGRAMSPerfornance-Base Accreditation

School Improvement Plans

FEDERAL PROGRAMSTitle I: HelpingDisadvantaged ChildrenMeet High Standards

Salary SchedulesGraduate courseworkAdvanced degrees

Gifted/Talented EducationIndiana Principals'Leadership Academy

Title II: EisenhowerProfessional Development

Accumulated (Banked) Time Indiana 2000 Learn and Serve America

Professional Commitment toPersonal Development

Department of EducationTopical Workshops

Technical AssistanceProfessional Training

Title III: Technology for Education

Collective Bargaining ContractsTime beyond State required180 days of student instructionAssociation sponsored inservicesLocal orientation activities

Beginning TeacherInternship Program

Title IV: Safe and DrugFree Schools and Communities

Re:Learning Educate America Act

PRIME TIME Title V: Promoting EquityConnected Learning AssuresSuccessful Students (CLASS)

Title VI: InnovativeEducation Program Strategies

INDICATOR 5:

SUPPORT THROUGH FORMAL TEACHFRN DUCTIOH PROGRAMS

ISSUE

Experienced teachers have a savvy born ofthousands of practical encounters with realclassrooms that not even their brightest colleaguesfresh out of teacher education programs can match.

r 61

Frequently, new teachers are put into "sink or swim"situations with nc' lg more than student teachingexperiences on wnich to rely. New teachers shouldhave frequent opportunities to learn fromexperienced and successful teachers who haveproven their excellence. This means providing timeand materials for the experienced and new teachersto meet and develop strategies for increasingteaching skills and improving student learning.



STATUS

Since 1988-89, all first-year teachers have beenrequired to serve one-year internships under theguidance of mentor teachers. The mentor isresponsible for observing, advising, and supportingthe beginning teacher. The school principalperiodically evaluates the beginning teacher and isultimately responsible for determining the success ofthe internship.

Local school corporations develop their owninternship programs based on general guidelinesprovided by the state. Since 1988, fewer than 3percent of all beginning teachers have had to repeatthe program or have been denied continuedcertification. Mentor teachers generally receive a$600 stipend and five days of release time to carry outtheir responsibilities. The state has allocated about$1.8 million per year to the program, which has servednearly 10,000 Indiana teachers since its inception.

The number of beginning teachers continues to rise.In 1994-95, 1,477 teachers entered the BeginningTeacher Internship Program. This program wascreated by statute in July 1992 and is directed by theIndiana Professional Standards Board. Beginningteachers totaled 1,446 in 1992-93 compared to 1,374in 1989-90

LOrl(-;-Ti PM OP IF

By the year 2000, all first-year teachers will have amentor teacher assigned to them.

j

STRATEGIES

Increase the number of experienced teachers whoare serving as mentor teachers.

Promote continued funding of the Beginning TeacherInternship Program.

Hold seminars periodically throughout the year for thebeginning teachers, their mentors, principals, anduniversity educators for the purpose of addressingvarious issues that first-year teachers face.

INDICATOR 6:

PARTICIPATION IN PROFESSIONALDEVELOPMENT ACTIVITIES

ISSUE

The main reason professional development is soimportant today is that teachers are being asked todo more than ever before, and they need additionalskills to do it. Because Indiana's teaching force isrelatively experienced, much of this training will needto come in the form of professional development for

'acticing teachers.

The average teacher in Indiana has been teachingfor 15 3 yenrs, slightly nhavn the natiannl overage cif14.5 years. Almost two thirds of Indiana teachershave over 10 years of experience, according to IDOEfigures. Moreover, when schools hire teachers, theydo not always hire new teachers straight out of

131 PAGF 65

MELTING THE C HALLE NC,E 1995

CONTINUING TEACHER EDUCAT'ON AND PROFESSIONAL DEVELOPMENT

college. According to a recent RAND study, in thelate 1980's almost 60 percent of new hires in Indianawere experienced teachers. Therefore, it is essentialthat large percentages of teachers andadministrators, if not all, should participate in variousprofessional development programs throughout theschool year.

STATUS

Professional development in American public schoolsis very complex. Federal dollars fund professionaldevelopment programs such as the Eisenhower Mathand Science Programs, as well as the localprofessional development components in specialeducation, vocational education, and Title 1.

The Indiana Department of Education (IDOE) heldfocus groups with teachers and others to determinethe best strategies for providing professionaldevelopment programs. Last fall, two initiatives wereimplemented for mathematics and language artsteachers. The goal of both programs was to helpteachers understand how to assess students' needsand how to use assessment instruments to improvetheir students' skills.

The mathematics program has trained 75 facilitatorswho offered 12 MATHA (Mathematics Assessment.The Hoosier Alternative) workshops to schoolpersonnel. Over 2,000 K-8 math teachers participatedin the workshops, after which teachers discussed thenew assessment system with other faculty members.

PRIME TIME teachers and instructional assistants hadaccess to professional development through

workshops, summer camps, and school visits toimplement developmentally appropriate practices.Teachers were able to realize the benefits of class-sizereduction and gain a better understanding of earlychildhood research.

The IDOE sponsored four professional developmentactivities that addressed change based on theCoalition of Essential Schools' Nine Principles. Theseworkshops offered 150 teachers and administratorsinsights and strategies for redesigning their classroompractices. The activities presented were developedby classroom practitioners who shared their ownexperiences in restructuring their classrooms.

Over 800 principals participated in the IndianaPrincipal Leadership Academy (IPLA). The Academyprovides public school principals with a professionaldevelopment experience intended to blend botheffective leadership and efficient managementpractices essential to systemic school improvement.Encompassing 18 days over a 2-year period, IPLAtakes principals in cohort groups of 20 through 4critical phases of growth: 1) Leadership; 2)Communications; 3) Culture; and 4) Programs.Participants are guaranteed each day that they willleave with at least one idea of immediate "bac k-home" application.

The Technology Connection Teaching and Learningprogram has designated the school library mediacoordinator as head of a team to develop strategiesfor training teachers who then support other teachers.This program has provided grants to 60 school districtsto enhance technology at the local level.

IVI I WI, C.:11.\.1111..1 19(25

C ()Hilt TE A('EiE EDUCATI(..)fl All() PRk )1 E HIA1 Di vi >E'rif ii

About 1,800 Indiana educators attended a 2-day"effectiveness conference" to share ideas andresearch on family involvement and self-esteem inreading and mathematics achievement A series ofParent Improvement Institutes also was conducted forbuilding-level teams comprised ot 530 parents,teachers, administrators, and Chapter 1 staff Theteams assist in developing research-based plans forenhancing their Chapter 1

LOE1C-TE RNA OBJFCIIVE

By the year 2000, all Indiana teachers will activelyparticipate in one or more professional developmentactivities

STRATEGIE-S

Encourage schools to develop long rangeprorf)ssional development plans for its teachers.

Encourage schools to make better use 01 technologyin providing professional development opportunities.

Continue to use a cadre of teachers to assist the IDOEin providing staff training on curricular innovations.

Continue the development of a video training seriesto assist local school districts in providing flexibleprofessional development opportunities

134

COMPONENTS OF EFFECTIVE TRAINING

*Duration: a series of workshops spaced overtime.

*Scheme: theory/demonstration/practice/feedback/coaching.

*Follow-up: some form of structured interactionamong participating teachers, whether peercoaching or study groups.

*Cadre: a group of teachers who receiveadditional training and who can continuetraining when the outside consultants depart.

INDICATOR 7:

TI H R 1jl U .,(H(')C,1Pk.)I IC `1, pl.tlJJt1JO, AMP ri ACEIII

lssur

As school districts continue to examine the merits ofsite-based management and decision making, it hasbecome evident that classroom teachers should beincluded in developing school policies. Under manysite-based management plans, teachers carry theresponsibility to forge a coherent vision for the school

Most of the literature regarding professionaldevelopment suggests teachers should have time toconduct self-assessments and peer reviews: they alsoneed time to plan strategies All of these things requiregreater autonomy for the classrcom teacher Schools

135-

(P''1171 IV1F U TING THE CHALLENGE 1995

CONTtNuMG TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT

must be prepared to schedule school-orientednrofess;ono development to permit teachers to work

-)S for school improvement

S

the State Board of Education was directed'.; ostaaksh a performance-based accreditation

=;-vsterr, for schools' in the state Professionalis spe(itically addressed in PBA's schoolnklr.r.r..,-1;;;,acess :T is on,7 of nine

t,dr S._:'yJOis must :hcarporuto in their.% irnor:,v-rnent

3,

-r consultation services to; Ongoing small-group

(jation about compliance with,iidarcis and tcylch analysis of student

ci hr schuclsourr'rg ,nitiotive which hos

neCOSSOry fOr school reform;tc,,rs :iv; engaged throughout the

olopr-,,ht foctisod on

.JsPs the Essential Sch()ol chode' tn,te rogitnet in

grcL,p ThIS

n thi.2 voat O,,aludt,:ahri report c. r prodress they are making

Tt orf, n cijrricilliim and5htUt,2 Viir.Pi t It2 011OW sesSICA1

( f

ek.". 1 36

The IDOE Office of Program Development focuses oncurriculum, instruction, and assessment in fine arts,foreign languages, mathematics, language arts,physical education, science, and social studies. Eacharea developed curriculum proficiency guides andconducted professional development activities forteachers in elementary, middle, and high schools.The staff conducted over 500 curriculum proficiencyworkshops that were attended by 14,000 teachersand administrators The workshops focused onauthentic performance assessment and contentintegration

'DOE produced nearly 200 staff training videotapes toassist approximately 194 school districts inimplementing their professional developmentprograms. Videotape training assures that all schooldistricts receive the same information: it also enablesschool districts to conveniently schedule trainingopportunities for independent study at the learner'sconvenience The cost of the video-based training ismuch lower than the cost of ..aditional training

ACTIVITIES THAT PROMOTECOLLABORATION IN SCHOOLS

*Teacher involvement in designing andimplementing professional development activities

*Peer observation *Peer coaching

*Discussion groups *Study groups

*Leadership teams *Teacher networks

*Computer networks

1 37



LONG-TERM OBJECTIVE

By the year 2000, all Indiana teachers will be activelyinvolved in the development and implementation ofindividual school policies and school improvementplans.

STRATEGIES

Shift primary responsibility for professionaldevelopment design and implementation to theschool site.

Encourage schools to involve teachers in the designand implementation of professional development.

Encourage schools to use flexible scheduling to allowteachers an opportunity to work together to developand carry out plans for school improvement.

Develop a comprehensive state policy for thecreation of school-oriented professional developmentplans.

INDICATOR 8:

PARTNERSHIPS THAT PROVIDE SUPPORTPROGRAMS FOR THE PROFESSIONALDEVELOPMENT nF EDUCAMRS.

ISSUE

The educational community and its partners are in

agreement that the classroom teacher is the keyeducator. Nonetheless, education literature

encourages the establishment of partnerships that willpromote community stakeholders' involvement andsupport of schools and professional developmentprograms for educators.

STATUS

The 1994-95 school year saw professionaldevelopment activities focused around the area ofassessment and in meeting individual needs within theclassroom. Some of the activities included: portfolioassessment, choosing appropriate technology,counseling for career awareness, teaching visualliteracy, middle level education, using the internet inthe classroom, gifted and talented, and makingreading connect to science and math.The nine regional Education Service Centers and theIndiana Council for Economic Education haveassisted the IDOE in promoting cooperative planningand helping participating school districts meetspecific educational needs.

The Education Services Centers provide professionaldevelopment activities such as in-service training forK-12 educators based on the needs identified bymember schools. The centers continue to expandtheir professional development resource library basedon member recommendations.

The Southern Indiana Education Service Centerhouses the Professional Video Library for all IndianaEducation Service Centers. During the 1994-95 schoolyear, over 1,500 professional development videoswere lent to Education Service Center memberschools throughout the state. The Professional VideoLibrary consists of over 300 titles of current professional

PAGE 69

M1 ElING THE CHAI LENGE 199 5


development videOS that are available to all Indianaeducators who are members of an EducationalService Center.

The Indiana Economic Education Council conducted160 workshops which involved approximately 4,000teachers. The Junior Achievement also conductedworkshops and in-service programs throughoutIndiana, often using IDOE curriculum materials. IDOEspearheaded the third annual Econ Expo regionalconference for economic educators, K-12. Over 220teachers from Indiana, Kentucky, Ohio, and Illinoisattended the conference.

LONG-TERM OBJECTIVE

By the year 2,000, all school districts will haveformulated educational partnerships that helpsupport professional development.

STRATEGIES

Support the continued funding of Education ServiceCenters.

Promote school/business partnerships.

Identify ongoing education collaboration efforts toinvolve community stakeholders.

/11

EDUCATION SERVICE CENTERWORKSHOPS

: Cehter. ..--.

Workshiips.

.

- . . . .. ...

:#Teqcheii..:. #Principals #0thers '.. .

. . ... .

Southern'^cl.an.c.

I Se 3243 469 466 instructionalosststonts 138

ii-;'arricentsn%..omu lea,leis52 i stAen,s

I.8'8 715C ,nstluCtiOnai

CSSISs0^'S

Ce-,,c1SQ 32 rst!'..xt,oro

ass.sto-lsoate^'s

EVCen,r0

'ci 2444 "i'X' 182 s'uaen's ' 7rst,ucr,Ona.OSSISIOr,S

....,_zzO DaTrIs Yi

,k,{; .,--,,, 1'

4

a_r_ 45 212 rs', c*4-3Ossrstarts

So nstrc.tot'sassistants IS'

oatehts

_ ' X 'Cr -s'r u c ' .7,- ]

oaten's

Totals 612 14 655 1628 1345 Instructional=Wants, 364parents. 1257students, 72communityleaders

Njlt L r,1- 1995

MAKING AMERICA FIRST AGAIN IN SCIENCE

AND MATHEMATICS

BY THE YEAR 2000,U.S. students will be first in theworld in science and mathematicsachievement.

i2

,

4

144

aria;gr.6.,4

*

r

'41A,

1 4 5

11

MEETING THE CHALLENGE. 1995

MAKING AMERICA FIRST AGAIN IN SCIENCE AND MATHEMATICS

In today's high-tech, fast-paced world, we areexposed to a constantly changing technologicalenvironmen;. Robotic arms have replaced humanones in moving products down assembly lines.Computers are found on nearly every desk in theworkplace. Students today must be proficient in basicmath and science courses just to keep up with theneeds of modern jobs.

We must find ways to encourage more Hoosierchildren to be excited by science and math theirfuture success depends on it. Parents can help bystressing the value of science and math backgrounds,and stimulating their children's curiosity in the worldaround them.

Getting parents involved is exactly what Indiana'sBuddy Project hopes to accomplish. By sendingcomputers home with fourth and fifth grade students,schools have found a way to continue educationoutside of school doors and encourage parentalinvolvement by bringing the "classroom" into thehome.

Mary Eckrich, a fifth grader from Muncie, Indiana, andher parents found their Buddy Program computerindispensable. "I would call-up the Ball StateUniversity Library on my computer to get informationfor reports and my teacher would send my parents

u^d E k'',Jr7r",( TYJn'S

e-mails every night that bold them what homework Ihad," said Mary.

The National Council of Teachers of Mathematicsrecommended that all students should use computersand calculators in the classroom. The Buddy Projecttakes that one step further by giving studentscomputers to use at home.

Math and science courses are crucial to all students.The College Board recognizes math as the"gatekeeper" to higher education. Taking highschool mathematics is more indicative of futuresuccess in higher education than demographicfactors. For example, the difference between theproportion of minority and white students who attendcollege is almost nonexistent among students whoenroll in high school geometry. Algebra is aprerequisite for geometry.

Indiana has made great strides in promoting Algebra Ito high school students. In the school year 1993-94,70% of Indiana ninth graders were enrolled in AlgebraI or higher level mathematics courses. This is anincrease from 47% in 1991-92 and clearly placesIndiana ahead of the 1995 Benchmark that called for55% of ninth graders to successfully completeAlgebra I.

1. " p, 0 73

1,, r t 1995AMEPIlr'A Ftr;,,yr A.:.Air ri SciLrIcE rin MATHEMATIC`j

INDIANA INITIATIVES

ADVANCFD Pt ACFMFNT EXAMSGovernor Bayh recognized that Hoosier high schoolstudents who strive to attain a higher standing incollege science and math courses may have adifficult time paying for Advanced Placement tests.Hoosier students no longer worry about paying for theA.P. Tests.

Over 7,566 students have taken advantage ofGovernor Bayh's program that eliminates the cost oftaking the AP test for math and science. The numberof students taking AP exams in all academicdisciplines, including math and science, increasedfrom 1,882 in 1990 to 9,126 in 1994. In addition topaying the costs of Advanced Placement tests,Indiana also provides funding for teacher training inmath and science Advanced Placement instruction.Efforts such as these are successful in encouragingIndiana students to excel in science and math.

F.e':- 50 .=2.2 :"'..7?

PROJLCI 4RProject 4R's, for reading, writing, arithmetic, andremediation, extends educational technologies toIndiana's kindergarten and first grade students inpublic elementary schools. This project enhanceslearning by integrating technology into theelementary curriculum. When used in a

developmentally appropriate manner, technologyengages the child intellectually, physically,emotionally, and socially and addresses individuallearning styles. The following successes have beenachieved by 1995:a) 517 of Indiana's elementary schools have

Project 4R's,b) 230 of Indiana's school corporations have received

technology grants, andc) 127 of Indiana's school corporations have received

technology grants for all of their elementaryschools.

.:32 9175

STATF PLAN FOR IMPROVINGSCIENCE AND MATH TEACHINGThe rapid advancements in science and math requirethat special efforts be made to keep teachersabreast of new developments so that their teachingcan always be fresh and relevant to students. Indianais making extra efforts to assist Hoosier science andmath teachers. In May 1993, the Indiana Commissionfor Higher Education adopted a multi-year plan toeffectively target federal education funds to supportthe programs science and math teachers need most.Over the past two years, the Commission hasawarded $2.2 million for projects meeting theguidelines of that plan.

4.ra.

:



BUDDY PROJECTComputers have become ideal tools for educators tointerest and excitestudents about classwork. In aneffort to bring some of that excitement to homework,Indiana's Buddy Project was created.

The Buddy Project is available to students when theyreach the fourth grade. Currently, fourth and fifthgraders in 52 schools across the state are providedwith computers in school and at home to help withhomework. The Buddy Project has provided 6,000students with computers, and the results of the effortshow that the cnildren spend more time on homeworkand on independent study when a Buddy Projectcomputer is at home.

'317464-n74

INDICATOR 1:

NINTH GRADE ENROLLMENT IN ALGEBRA 1

ISSUE

The College Board recognizes math as the"gutekeeper" to higher education. Taking high schoolmathematics is more indicative of future success inhigher education than demographic factors. Forexample, the difference between the proportion ofminority and white students who attend college isalmost nonexistent among students who enroll in highschool geometry. Algebra is a prerequisite forgeometry.

Results of a recent study conducted by the NationalAssessment of Educational Progress sucigest thateighth graders' achievement in mathematics may belinked to how much teachers emphasize algebra andgeometry in their classrooms. The study surveyedstates to determine the percentage of students withteachers emphasizing geometry and algebrafunctions. Indiana ranked thirty-fourtn out of fortystates and territories surveyed, focusing more ontraditional aspects such as numbers, operations, andmeasurement.

STATUS

In the school year 1993-94, 70% of Indiana ninthgruders were enrolled in Algebra I or higher levelmathematics courses. This is an increase from 47% in1991-92 and clearly places Indiana ahead of the 1995Benchmark that called for 55% of ninth graders tosuccessfulIy complete Algegra I.

LONG-TERM OBJECTIVE

By the year 2000, 70% of Indiana ninth graders willsuccessfully complete Algebra I.

STRATEGIES

Encourage eighth grade mathematics teachers toplace greater emphasis on algebra and geometry intheir classrooms.

Provide coherent, stalewide professionaldevelopment opportunities for mathematics andsq:ence teachers.

151 PAGE 75



Enhance preparation for challenging high schoolmath courses by encouraging the use of mathproficiencies developed by the Department ofEducation

Integrate theory and application in math and scienceTech Prep courses.

Encourage the integration of math and science withappropriate use of technology.

Increase understanding by students and parents ofpostsecondary options which depend uponmathematics and science through Indiana CollegePlacement and Assessment Center Activities.

INDICATOR 2:

ENROLLMENT IN CHALLENGINGMATHEMATiCS AND SCIENCE COURSES

ISSUE

The fastest growing jobs require much highermathematics and science capabilities than docurrent jobs. America's students do not have a levelof achievement in science and math to allow them tocompete in a global technological society

STATUS

In 1990 Only 527 Indiana students took AdvancedPlacement exams in mathematics and science. By1995, this number had grown to 7,566 placing Indianaahead of its 1995 Benchmark of 7,000 The primary

152

reason for this phenomenal increase was theintroduction of state funding of the AdvancedPlacement exams.

STUDENTS TAKING AP MATH & SCIENCE EXAMS

1990 1991 1992 1993 1994 1995

Biology 121 900 936 1127 1427 1486

Calculus 269 1852 2318 3003 3434 3620

Chemistry 104 1014 1190 1388 1460 1626

Physics 33 579 650 720 881 834

Total 527 4345 5094 6238 7202 7566

Sowc e u,cf.or Deperfr,ei? of Fouco!.o,

Of the 7,566 students who took the AdvancedPlacement (AP) exams in mathematics and science in1994-95, 35% qualified for advanced placement.

STUDENTS QUALIFYING FOR ADVANCED PLACEMENT

1989 1990 1991 1992 1993 1994 1995

Biology 45 84 278 268 360 470 580

Calculus 114 259 764 912 1253 1446 1415

Chemistry 73 94 209 274 330 358 459

Physics 13 19 149 129 205 272 225

Total 245 456 1,100 1583 2148 2546 2679

LONG-TERM OBJECTIVE

By the year 2000 the percentage of Indiana studentsenrolled in advanced mathematics and sciencecourses at the secondary level will be at least as highas the national average

153

IVIF f- TING THE C HAL LF TJGT 199 5

MAKING AMERICA FIRST AGAIN IN SCIENCE AND MAIHEMAIICS

STRATEGIES

Continue state funding of math and scienceAdvanced Placement exams to give students anIncentive to take challenging courses.

Continue to provide summer workshops so thatmathematics and science teachers can upgradetheir skills and knowledge through AdvancedPlacement Programs.

increase students' and parents' knowledge of careersthat depend upon mathematics and science throughinformation provided to students from the IndianaCollege Placement and Assessment Center.

TEACHER PARTICIPATION IN SUMMER

ADVANCED PLACEMENT TRAINING

1991 1992 1993 1994 1995

Biology - 55 53 51 47 35

Chemistry - 66 64 54 48 21

Physics - 34 19 16 26 14

Calculus - 92 52 62 88 59

TOTAL 247 188 183 209 129

artir, lit .-t

154

INDICATOR 3

ENROLLMENT IN COLLEGE tEVi tMATHEMATICS AND SCIETICE COURSES ATTHE POST SECONDARY LEVE I

ISSUE

Sixty percent of college mathematics enrollments arein courses ordinarily taught in high school. High schoolgraduates should be adequately prepared to takecollege level mathematics and science courses intheir first year of postsecondary education.

Status

In 1994, Indiana adopted a high school corecurriculum (Indiana Core 40) that includes three yearsof challenging mathematics and laboratory sciencecourses. Although the state has documentedincreasing enrollments in key high school math andscience courses, as well as an increasing number ofrecent high school graduates who continue directlyinto postsecondary education, its postsecondarydata base does not provide information on course-specific enrollments. The first college matriculantswho will be expected to have taken Core 40 willgraduate from high school in 1998

LONG-TERM OBJECTIVES

By the year 2000, 90% of first-year college students willbe prepared to enroll in college level mathematicsand science courses

P., /7

STRATEG!ES

1995MAkInG AMERICA FIRlir A(../Hrl irj Mi\THEMATIr.

Determine the percentage of college studentsannually enrolled in secondary level mathematics

Replace lower-level high school courses with anapplied approach to challenging mathematics andscience instruction through the statewideimplementation of Tech Prep and Core 40.

Continue teacher development in mathematics andscience through the Advanced Placement teacherdevelopment program

Develop proficiencies for key high schoolmathematics and science courses.

Focus the postsecondary share of Indiana'sEisenhower Program dollars on in-service projectsallied with the state's Core 40 initiative.

INDICATOR 4:

I 1 ! I..' 1 I

In order for the United States to be first in the world inmathematics and science, Indiana must have morecollege graduates in mathematics and scieni e. Inaddition more graduates, especially women .ndminorities. must go on to earn master's degrees

/",

STATUS

In 1993-94, Indiana colleges and universities conferredon Indiana residents 1,903 baccalaureate degrees inmathematics, life/physical sciences, and engineering.This represented a one-year decline (100 fewer) innumber of degrees conferred, and also a one-yeardecline (from 1 1.1% to 10.6%) in share of all eachelor'sdegrees conferred. Although the statistics show adecline in 1993-94, the number of degrees conferredupon Indiana residents in these disciplines hasincreased overall since 1990-91.

BACHELOR'S DEGREESCONFERRED AT ALL INDIANAPOSTSECONDARY INSTITUTIONS

1992-93 1993-94

Degrees Conferred Total Indiana Total IndianaResidents Residents

Total 29,595 20 290 29,132 17 904

Mathematics 414 257 374 185

Life Science 1020 634 1081 595

Physical Science 517 347 479 235

Engineering 2004 1020 2039 888

Math/Science Subtotal 3955 2258 3973 1903

157

(Vh-F Htic: CilAt LtNi:r 1995MA1.1r1( Arm i c Fiw.1 A rdri ii S ii Arn) MAIHI

In 1993-94, Indiana institutions conferred on Indianaresidents 252 master of science degrees inmathematics, life/physical sciences, and engineering.This represented a one-year decline (35 fewer) in thenumber of degrees conferred, and also a slightdecline (from 8.9% to 8.7%) in share of all master'sdegrees conferred. Between 1990-91, and 1993-94,the number of master's degrees conferred on Indianaresidents in these disciplines declined by 67.

MASTER'S DEGREESCONFERRED AT ALL INDIANAPOSTSECONDARY INSTITUTIONS

1992-93 1993-94

Degrees Conferred Total Indiana Total IndianaResidents Residents

Total 6095 3569 6528 2887

Mathematics 85 35 73 21

Life Science 53 33 77 44

Physical Science 108 54 107 35

Engineering 562 165 542 152

Math/Science Subtotal 808 287 799 252

158

LONGTERM OBJECTIVE

By the year 2000 the number of baccalaureate andmaster's degrees in mathematics, science andengineering earned by Indiana residents will increase25% over the number of degrees earned in 1990-91.

STRATEGIES

Improve pre-collegiate preparation in mathematicsand science.

Increase postsecondary participation in mathematicsand science courses.

159 79

ME( TIN° THU CHAt I F ric;E 1995

IMPROVING ADULT LITERACY AND LIFELONGLEARNING, CITIZENSHIP

BY THE YEAR 2000,every adult American will be literateand will possess the knowledge andskills necessary to compete in a globaleconomy and to exercise the rightsand responsibilities of citizenship.

4

--

t. le;

BEST C3PV

Dedicated parent. Hard-wolking employee. Lovinggrandfather. Ed Castor ot Tipton County displaysmany of the qualities we like tc think of asall American.

when he entered the workplace fresh from highschool over thirty years ago, few skills were requited toland and keep a good paying job If one showed upon time, followed orders, and put in a full day's work,career advancement and high wages were almostguaranteed.

Times have changed. workplaces have changed,and too many good people today, like Ed Castor, areat risk of being left behind.

In order to compete globally, modern workplacesdemand higher skills of JII employces. Zero defects,total quality and comcuter automatedmanufacturing are all part of the new language oftoday's factories and businesses. Those who lack theskills to be retrained to meet new demands face theprospect of lower wages or no work at all.

At a time when ova' half of all new jobs in Americamquire some type ot advanced education after highschcol, Indiana must ensure access to andencourage participation in lifelong learningupportunities for all Hoosiers. To fall short of Gaul 6to threaten Indiana's economic security anz4. abty toattract new, high-wage jobs

I

(-le id 6NI: C., t, 1995

L L C 1.71

For Ed Castor, job security depended on taarning toread. "I had a lot of opportunities for job promotions,but I turned them down because I didn't want peopleto know I couldn't read," he confessed.

Thanks to a compassionate supervisor and programsthrough Indiana's Office of Workforce Literacy, Ed'scareer is thriving today and he has become aneloquent messenger for the efforts of the IndianaLiteracy Foundation and Read Indiana.

"It takes more to be classified as literate todaybecause of technological advancements in oursociety," Ed reported recently during a live televisioninterview. "The number one thing that Read Indianais doing is raising public awareness that there exists atremendous literacy need and, more importantly, thathelp is available."

By strengthening the connections between schools,adult education and training programs, and modernworkplaces, Indiana uontinues its efforts to providebusinesses with highly skilled employees and Hoosierswith high-wage jobs.

These days, Ed Castor is known and respected forpossessing a few new talents. Highly skilled worker.Active citizen and advocate. Gifted storyteller.

M. i 1995IMPROVING ADULT LITERACY AND LIFELONG LEARNING, CITIZENSHIP

INDIANA INITIATIVES

WORKFORCE DEVELOPMENTLooking for work or finding job training is difficultohough without having to seek these services fromseveral different locations. Since its creation byGovernor Bayh in 1991, the Department of WorkforceDevelopment has combined unemploymentIf IsUrCllice, employment matching and trainingactivities, vocational and technical education, andworkforce literacy services to make it easier forHoosiers to receive tiaining and get good jobs.Indiana's One-Stop Career Centers exemplify how thestate has re-examined the way it delivers employmentservices. The "one-stop" concept integrates servicesto offer Hoosiers career information, employmentcounseling, labor market information, skills assessment,case management, job development andplacement, skills training, unemployment insuranceand information, and referral to community supportservices all at one convenient location. Sixteen One-Stop Centers are currently in operation, and tenadditional centers will open by 1997.

SCHOOL-TO-WORK SYSTEMRegional partnerships with business, industry, labor,parents and educators will offer new opportunities forIndiana youth Students will have experience in theworkplace that wilt show them what and why theyneed to learn They will have the chance to shadow

H,1

workers, participate in an internship, enioycooperative education, and even become anapprentice. Every experience, including theirclassroom learning, will reinforce and teach to highacademic and technical standards.

Educators have the opportunity to work with theircustomer--the employer. They will work closely withthem to develop effective curriculum and teachingmethods. Through the School-to-Work Institute,partners will be trained to work with one another andwith the student. By working together, we will be sureHoosier youths gain knowledge and skills to succeedin high-skill workplaces and in postsecondaryeducation.

Pegg'w 0 YL; , 7 = .".";

2 1 ST CENTURY SCHOLARS

Thanks to Governor Bayh, affording college is now areality for at-risk Indiana students. Started in 1990, the21st Century Scholars program gives Hoosier eighthgraders, who pledge to not take drugs, study hard,and graduate, the opportunity to receive thefinancial help they need to go to college. Eligiblecandidates receive a financial assistance scholarshipat any Indiana public or private college or university.The results are astounding: nearly 22,400 Hoosierstudents are currently registered to work toward a 21stCentury Scholarship. In May 1995, 6,000 21st CenturyScholars graduated from Indiana high schools and2,500 of those scholars enrolled in Hoosier institutionsof higher education in the fall of 1995.

;


IMPROVING ADULT LITERACY AND LIFELONG LEARNING, CITIZENSHIP

WORKFORCE LITERACYThe Office of Workforce Literacy was created in 1990

to increase awareness of basic skills retraining foremployment and to provide technical assistance andfunding for basic skills services in the workplace. In1992, the Office of Workforce Literacy became part ofthe Department of Workforce Development in orderto better coordinate workplace education with otheremployment training and technical education. In thelast two years, grants totaling more than $200,000have provided basic skills assessment, curriculumdesign, and instruction for small businesses in Indiana.For 1995-97 the state legislature has approved anadditional $200,000 per year to expand this grantprogram, targeting the high wage, high growthindustries for which proficiency standards have beendeveloped.

IMPACT

Breaking the cycle of poverty and welfaredependence is the goal of the Indiana ManpowerPlacement and Comprehensive Training (IMPACT)program. IMPACT emphasizes "work first"complemented by training and education. It stre,ssesthe dignity of work and the importance of the workethic while preparing public assistance recipients forpermanent self-sufficiency. IMPACT providesacademic and vocational skills assessment, basicskills, job skill training, job search skills, on-the-jobtraining, and placement and supportive servicesIMPACT pools available resources to develop

1

comprehensive job services for Hoosiers on publicassistance. In state fiscal year 1995, the IMPACTProgram placed 9,483 clients into jobs. This was anincrease of 104% compared to fiscal year 1994's totalof 4,643.,-n-qact

READ INDIANAThe goal of Read Indiana, a program funded by thenonprofit Indiana Literacy Foundation, is to produce adiscernible increase in the number of Hoosiers whocan read and write at or above functional levels ofliteracy. Read Indiana strives to increase awareness ofopportunities for learners and tutors to participate inlearning programs by engaging in a statewide, multi-media campaign. It also provides training andmaterials for tutors and tutor-trainees free of charge.

, 317'; 233 52C3

INDICATOR 1:

SKILLED WORKFORCE

ISSUF

Many adults in the workforce do not know where toget job counseling, education and training, or otherinformation about skills needed for specific iobs andemployment oppoitunities.

GUPAGE 85

IVILL Tiii CHALLEN(iE 199 5

k1PROvING ADUIT LITERACY AND LIFELONG LEARNING, CITIZENSHIP

STATUS

In order to develop high-wage workers, Indiana mustcreate an effective information and service system.On June 1, 1992, One-Stop Career Centers wereestablished to improve education and trainingservices in all 16 economic regions of the state.

In order to make employment and traininginformation and employment opportunities easilyaccessible, sixteen Workforce Development Centershave been converted to full-service One-Stop-CareerCenters. No Hoosier lives more than 50 miles from acenter. By 1997, 26 One-Stop Career Centers will beproviding employment services. Seventeen "Today'sJobs" computer kiosks have been placed in centrallylocated shopping malls and other public placesaround the state to connect individuals easily tocurrent job openings. With the touch of the screenindividuals can learn what job openings exist in theirlocal community, starting pay information,qualification requirements and how to apply. By 1997a personal computer version of this labor exchangeprogram %NH; be located in many college placementoffices, high school guidance centers, publicassistance offices, libraries and other public locationsaround the state.

JrJc-,-TE PM 1 cnvf

By the year 2000, all Hoosiers will possess theknow'edge aria skills necessary to adt a acoa oh

STRAIT

Raisi? aviarunoss 5Orvic.1), nvn:Inhlo Of Workforco

Development Centers among high school students,the workforce and those seeking employment.

Expand One-Stop Career Centers, including self-helpcomputerized services to ensure 'nat servicesprovided meet worker needs.

Expand and train staff so they can better assistHoosier workers in need of training.

Improve and expand the available labor marketinformation.

Annually bring together leaders in education,business, labor and government to join forces andbridge the gap between the skills that are taught inschools and the current and future skills needed for ahigh-performance work force.

Expand the use and increase the number of kiosksand other presentation sites, which distributecomputerized job information, and place t, iesestrategically throughout the state.

Encourage training efforts supported by businessesand un!ons.

Use data from the State Adult Literacy Survey toidentify populations most in need of literacy services.

INDICATOR 2:

HIGH SCHOOL GRADUATES PREPAREDFOR WORK AND POSTSECONDARY

DUCATION

4

MEETINU Trit CHALLENGE 1995

IMPROVING ADULT LITERACY AND LIFELONG LEARN'NG, CITIZFNSHIP

Indiana's effort to increase postsecondaryparticipation should include assuring the kind ofpreparation that enables students to succeed oncethey have enrolled. "High school courses taken" is alist that helps predict academic success. (Data isgathered from a form completed by students takingthe SAT, in which they report the courses tney havetaken.)

YEARS OF ACADEMIC STUDYPERCENT OF SAT TAKERS REPORTING

20+ yrs.

Year IND Nat'l

18-19 yrs.

IND Nat'l

16-17 yrs. 16-20 Total

IND Nat'l IND Nat'l

1988 23 36 22 26 23 20 68 82

1989 25 39 23 26 23 19 71 84

1990 28 40 23 26 21 18 72 84

1991 31 40 22 26 21 18 74 84

1992 32 41 22 25 19 18 73 84

1993 33 42 21 25 19 18 73 85

1994 33 41 25 27 19 17 77 85

1996 33 41 27 27 19 17 77 85

seurce nco-a Eltzoto^

STATUS

Indiana students report taking fewer academiccourses than their counterparts nationwide. In 1990,

84% of SAT-takers nationwide reported 16 or moreaggregate years of study in 6 academic subjects(English, arts and music, social sciences and history,foreign and classical languages, natural sciences,mathematics). In 1990, in Indiana, the comparablefigure was 72%. In 1995, the corresponding numbersare 85% for the nation and 77% for Indiana.

In order to prepare students for the workplace.Indiana has made significant progress with its School-to-Work initiatives. Students learn academic andtechnical skills in the classroom, through the relevantcurriculum, and at the work site through work-basedlearning opportunities. Combining the resources ofbusinesses and secondary and postsecondaryeducation, the Schoorto-Work system bridges thegap between the skills that are taught in schools andthe current and future skills needed for a high-performance workforce.

To ensure that all students who graduate fromIndiana's high schools are ready to work or go on topostsecondary education, the 1995 Indiana GeneralAssembly recently revised Indiana's statewideassessment system, ISTEP. Beginning in the 1995-96school year, ISTEP will be administered in grades 3, 6,and 10. A graduation examination will be given at agrade level (that is yet to be determined) to studentswho will graduate in the year 2000 and subsequentyears.

P -,(,1 87



LONG-TERM OBJECTIVE

(a) By the year 2000, at least 90% of Indiana highschool gradvating seniors will attain satisfactory scoreson the ISTEP graduation examination; and (b) Indianastudents will have taken an average of 17 aggregateyears in academic subjects.

STRATEGIES

Provide teacher development opportunities toenhance teaching strategies through Indiana 2000,Tech Prep implementation, the Advanced Placementprogram, Re:Learning Schools, and other newprograms.

Increase teacher flexibility by granting waivers toschools that have demonstrated a resolve torestructure in order to better meet student needs.

Develop performance standards and assessments forthird, sixth, tenth, and twelfth-grade levels.

Require students to demonstrate the necessary skillsfor work and postsecondary education in order tograduate.

Ensure that students undertake challenging anddemanding courses of study.

Continue to develop a high quclity statewide School-to-Work system that combines school-based andwork-based learning and prepares students for bothcareers and postsecondary education.

Continue efforts to fully integrate academic andvocational education so that students have theopportunity to learn how knowledge is applied.

PAGE 88

Establish Certificates of Achievement to providecertification of student competency and collegecredit in academic and technical skill areas.

INDICATOR 3:

ADULTS EARNING GEDs OR HIGHSCHOOL DIPL DMAS

ISSUE

High school graduation is the first and most basiccredential required for economic self-sufficiency.When young people drop out of high school, theirlifetime earnings will be half that of a graduate andless than one-third that of a person with anassociate's degree.

$5,000

$4,000

$3,000

$2,000

$1,000

EDUCATION &AVERAGE MONTHLYEARNINGS

.ctkI430 Sctcs4 excroxt Decreeem xres ..A.r.go ->lfrs

0,VegIVKIeTee -)3ei

Vhi Pt irificI 11 q 1;,,,'1,4

T,E CHAI:Er4c.i- 1995


STATUS

The 1995 benchmark that "at least 78% of Indiana'sadults will have attained high school diplomas orGEDs" has been exceeded. By March of 1993, 79.2%of Indiana's adults had attained a high schooldiploma or GED

Indiana has continued to provide adult educationliteracy services through a multi-agency approach.The IMPACT/Jobs program in Indiana has coordinateditsefforts with the Department of Education and withRead Indiana. The Department of WorkforceDevelopment, through its office of Workforce Literacy,has engaged the private sector in an effort to raisethe educational levels of adults. In addition, The GED-on-TV program continues to gain popularity, and theDepartment of Education continues to refine its AdultEducation Delivery System.

LONG-TERM OBJECTIVE

By the year 2000, 85% of Indiana's adults will haveattained at !east a high school diploma or a GED.

STRATEGIES

Assist counties with family literacy needs through StepAhead.

Implement an adult assessment of essential skillsthrough Workforce Development Centers.

Update information about current literacy needs andabout the effectiveness of current efforts.

Expand IMPACT to provide support services forWelfare Mothers whn sPek ecluratIon (Ina training

Raise awareness of the opportunity to earn GEDs athome through GED-on-TV.

Improve and expand use of distance learningtechnologies.

Continue to support and expand Adult BasicEducation and Adult Secondary Credit Programs.

INDICATOR 4:

P OSTSECU,NDARY PARIft:iPATION RAIL

ISSUE

In order for Indiana's workforce to competesuccessfully in a global economy, the number ofHoosiers who pursue postserondary education mustincrease.

STATUS

Indiana has adopted the objective of exceeding thenational average college participation rate by 2010.This requires an increase in Hoosier undergraduateenrollment of 21,000 students between 1991-92 and1996-97. During the first year of the measurementperiod, Hoosier undergraduate enrollment increasedby 8,000 students. In 1993-94, however, Hoosierundergraduate enrollment declined. At the publicinstitutions this decline amounted to approximately5,nr-J0 students.

MIETILC; Trti C4A11F rIGE 199 5

IMP0\fINIG ADUL LITERACY AND LIFELONG LE AprilkiG, CinzEi.;SH,w

L oric -TERM OBJECHv'[.

By the year 2000. Indiana will appioach the nationalaverage college participation rate by having enrolledut least 30.000 new Indiana residant undergraduatest:idents at ;ncigona postsecondary institutions.

ILcrease access fc information about postsecondaryL-,pportunittes and financing through the Indiana

Placement und Assessment Center and,trririe Development Centers.

occess to paid education-to-workortunitios involving K-12 education, business and

'0bur

flexibility of postsecondary course schedules.

:hcrease proficiency-based course work. includingt.,,:cble entry exit types

Increase sludent awareness of admissione.rit.-);tgtions ("t postsecondary institutions by!triDiernent ng the Indiana Core 40 curriculum

',I

gi.,c..4)r-,,cu and support for 21st Century,uifIts while they ore still io high school. Including

,r1 the School to Work Sysk. .

' "At fordable to at risk students through' !1-0.jry 5,:_t11..)1a15 Program

{ ospecially of part time students

;;-,n loarning technologies to-,t ess

Improve the fit between postsecondary admissionsrequirements and proficiency requirements for highschool graduation.

Ensuie through Core 40 that students take achallenging and demanding high school curriculumso they will be prepared for postsecondaryeducation.

Increase the promotion and awareness efforts ofIndiana Core 40 to ensure that more of our highschool students are prepared for college study or therigors of the workplace.

INDICATOR 5:

AFRICAN-AMERICAN FNROLI rv1FNT I NI

HIGHER EDUCATION

ISSUE

Too few African-Americans enroll in college Indianamust ensure that opportunities for postsecondaryparticipation and success are equally available to allresidents.

STATUS

In 1993-94, Indiana's colleges and universities enrolled19,469 African-American resident undergraduatestudents. This exceeded by 1,846 the African-American resident undergraduate enrollmentreported for 1991-92. Indiana has made substantialprogress toward meeting its benchmark of increasing

INAE Tit1,1.; THE CHAtif NC-A 1995

IMPROVIC-; ADULI LITERACY AND LIFELONG LEARNING, CITIZENSHIP

AFRICAN AMERICAN AND TOTAL ENROLLMENT

Cumulative percentage change at public institutions

_

7.7

0.

A,'IcOr-ArrerCCIEr-0 Irnen!

70,Ci En'o,rnent

88-89 89-90 90-91 91-92 92.93 93-94

African-Amencan resident undergraduate enrollmentby 5 500 students by 1996-97 over Ma 1991-92 rate.

)ri(,-TFP%1 OBJE.C.:TIVE

By the year 2000African-American postsecondaryenrollment will correspond to the African-Americanchrro ,--)f In 4(.1nO'S population

r OurOge m;ncirity stuaents to partrpipate in thePrr)crirr,

Ir,croase Support ServiceS inp!uding those provided by

the Parents' Project and Job Training Partnership Actsummer youth programs, to encourage 21st CenturyScholars to stay in school.

Through the Indiana College Placement andAssessment Center and other initiatives, raise African-American students' and parents awareness of theimportance cf postsecondary education.

Through Expanded Horizons, inform Indianaveteranswhich include a large number of African-Americansof their education benefits and ofavailable education, training and counseling services

INDICATOR 6:

ASSOCIATE DEGREE (..:OMPLETION RATE

ISSUE

Tao many of Indiana's postsecondary students dropout before completing their degrees. The greatestnumber of students drop out during their first year

STATUS

Indiana tracks degree completion and persistencerates by means of a six-year cohort analysis ofdegree-declared freshmen enrolled at the state'spublic postsecondary institutions. Two such analyseshove been completed, focusing on the freshmencnhc;rts of 19M-85 and 1986-87, and a third.addressing the 1990-91 cohort, has begun Thesesnow dn improvement ,n second-year persistence

P,s 91

ME F CHAN F r.16t 1995

IMPROVING ADULT LITERACY AND LII-ELONG LEARNING, CITIZENSHIP

from 45% to 55% but a decline in graduation ratesfrom 24% in 1989-90 to 21% in 1991-92. The numbersinclude both full-time and part-time students. Severalyears ahead of schedule (1996-97). Indiana hasattained its benchmark of a second-year retentionrate above 50%. Improved second-year persistenceimplies that improved graduation rates will beforthcoming

LONG-TERM OBJECTivf

By the year 2000, completion rates for Hooserassociate degree students at Indiana's publicpostsecondary institutions will e,ceed 3000.

STRATf c;IES

Require students, by means of the State's iSTEP testingprogram. Core 40 and other instruments, todemonstrate the necessary skills for work and highereducation in order to graduate from high school.

Ensure through Core 40 that students take achallenging and demanding hiah school curriculumso they 'mil be prepared for postsecondary

Ci (- Cit CD

improve the transition between secondary andr)ostseconaarv institJtions by means of suchJrrangements as Ivy Teen State College's mode for

pre,p

Increase obiiity to transfer col;eao crodif netwo(,r,state-supported postsecondc,ry ihstitutionSimplementing the 30-hour core of course-specific.transferable credit that ofoS milnda1f74(.1 hy thf-1 irijinj

1

General Assembly and identified by thepostsecondary institutions in 1992.

Increase financial assistance through School-to-Work,21st Century Scholars and other programs.

Develop statewide programs. such as those providedby Ivy Tech State College's ApprenticeshipTechnology model, that make it easier for employedadults to rLtintinue their education.

Implement, experimentally, the Technical Education-to-College (TEC) model, providing postsecondaryinstruction at area vocational centers

INDICATOR 7:

BACCALAUPLATT DLORLL COMPLL110f!rz AT

Issu[

For too many of Indiana's postsecondary studentsdrop out before completing their degrees Thegreatest number of students Crop out during ther firstyear

STAH1;

Indiana tracks degree compli ?flan and persistencerates by means of a six-year cohort analysis ofdegree.declarect freshmen enrolled at the state'spublic post secondary institutions Two such analyses



have been completed, focusing on the freshmancohorts of 1984-85 and 1986-87, am; a third,addressing the 1990-91 cohort, has begun. Theseshow improvements.in second-year persistence from68% to 70%, and in six-year graduation rates from 28%in 1989-90 to 32% in 1991-92. The numbers includeboth full-time and part-time students. Indiana ismaking progress toward its benchmarks of a second-year retention rate of 75% and a six-year graduationrate of 37% by 1996-97.

LONG-TERM OBJECTIVE

By the year 2000, degree completion rates for Hoosierbaccalaureate students at Indiana's publicpostsecondary institutions will exceed 40%.

STRATEGIES

Require students to demonstrate the necessary skillsfor work and postsecondary education in order tograduate from high school.

Ensure through Core 40 that students take achallenging and demanding high school curriculumso they will be prepared for postsecondaryeducation.

Improve transition between secondary andpostsecondary institutions by means ol sucharrangements as Tech Prep and other opportunitiesfor obtaining advanced standing.

Increase siudents' abilities to transfer college creditamong the public postsecondary Institulions byimplementing the 30-hour core of course-specific,transferable uredit mandated by the Ind Iona GeneralAssembly

FRESHMAN PERSISTENC ANDGRADUATION RATE

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

198687 1987-88

Persisting 111111 Graduating

1988-89 1989-90 1990-91 1991-92

Increase financial assistance through School-to-Work,21st Century Scholars, and other programs.

Develop programs and services, such as WeekendCollege, off-campus classes, and open broadcasttele-courses, that make it easier for employed adultsto continue their education.

1S5 93


IMPRCVING ADULT LITERACY AND LIFELONG LEARNING, CITIZENSHIP

INDICATOR 8:

ADULT EDUCATION DELIVERY SYSTEM

ISSUE

A dellvery system is needed that can expand part-time hours and better address the training of staff

STATUS

The 1995 benchmark that stated that quality basic/literacy services would be available for a minimum Of20 hours per week year-round in an additional 4 4Counties was reached in 1993-94 as a result of acooperative effort between the Indiana Departmc;ntOf Education and theIMPACT/Jobs program.

The strategies proposed to assure qualityprogramming have been put into place. All newadult basic-education teachers receive training. Asystem of quality indicators and program evaluation isin place and be:ng refined. All adult L,asic-educationieornelz have incividualized Adult Learning Plans. TheRead Indiana Gateway materials/evaluations havebeen implemented in prisons, welfare offices andrJuolic school programs

LONG-TERM OBJECTIVE

By th,e year 200C, all Hoosier adults will have access toquo;ity basic/literacy education services

F:' -4 94;186

Education Goal of U.S. Adults Ages16-65+ Currently Enrolled in Schooling

Reason Percentage

(1) High school diploma/GED 1 00/0

(2) Vocationalarade 13%

(3) Two-year degree 38%

(4) Four-year degree 19%

Other 7°/0

None 4%

Total 100%

iource Educcroloi 'esIng Serypce rnrionc Stole t.cjuii loefoc?Sufvey

Reasons Why Adults Ages 16-65+ Are NotEnrolling in Schooling or Training ProgramsReason Percentage(1) Lack of time or interest 38%

(2) Inability to pay

(3) Not offered at convenient times 8%

(4) Lack of child care 4%

(5) Lack of info about courses/programs 3°/o

(6) Lock of transportation 2%

Other 25%

Total 100%

Sc.fite Se e SITP. A1,41.'eTY:v

187

MTH. lit11; TH1 CH/111 I 1.1C.1 1995

IMPROVING ADUlT LITERAC AND LIEN ONG LEARNING, CITIZENSHIP

Reasons Why Adults Ages 16-65+ AreStopping Schooling

Reason Percentage

(1) Went to work or into the military 22%

(2) Family or personal problems 170/0

(3) Lost interest or had behavior problems 14%

(4) Financial problems 120/0

(5) Pregnancy 10%

(6) Academic problems 4°/0

Other

Total

20%

100%

;

STRATEGIES

Expand, in collaboration with the IMPACT program,adult basic education prooramming for a minimum of20 hours of instruction in all rural counties.

Provide all new adult basic education teachers anexpanded and revised Adult Basic Education TeacherHandbook, special new teacher training sessions, andopportunities to participate in regional and state staffdevelopment activities

pond training opportunitius tor all adult educationpersonnel through the Indiana Department ofducation's Regional Staff Development System

1 8

Collect measures of Program Quality through astatewide evaluation system, including IndividualLearner Records, Gnd develop standards of ProgramQuality.

Ensure that all adult education students construct, incollaboration with their instructors, an individualizedAdult Learning Plan.

In collaboration with Read Indiana, expand the baseof providers and encourage alternative instructionalmethods.

INDICATOR 9:

POSTSECONDARY STUDENTS INVOLVED INCOMMUNITY SERVICE

ISSUE

Not enough Indiana youth are connected to theircommunities through service.

STATUS

Thousands of college students throughout Indiana arecurrently participating in community service. In fact,the benchmark wnich prescribed that every highereducation institution have students who participate incommunity service activities has been met.

The Indiana Curtipus Compact fosters communityservice learning initiatives at 23 college campuses byoffering workshops and seminars on community

PA 95

THL CHA, L 1 1995IMPROVINC, ADUIT LITERACY AND LIFELONG LEARNING, CITIZFNSHIP

involvement, community need, and volunteermanagement. The ICC also awards mini-grants tostudents for service-learning projects. Over 2000,

college students participate in community service-learning through these efforts.

The Indiana Campus Compact is a coalition of over400 colleges and universities in the state thatpromotes community service.

Indiana AmeriCorps provides grant money directly tonon-profit organizations to enlist young people in ayear of community service. In return for their service.AmeriCorps members earn money for highereducation or to repay their student loans. Nearly 300Americorps members are serving communities inIndiana through the diverse programs.

LONC;-TERM OBJECTIVE

By the year 2000, at least 5% of college students inIndiana will be involved in some form of communityservice.

STRATEGIES

Encourage schools, colleges, and community basedorganizations to develop top quality service-learningPrograms ihat engage students in commurity service.

Emphasize the importance of school success bymeons of tho 21st Century Scholars Program andothers

ipand moriCAs In Indiana to get more youngOeOPIO, involved in community service

o

Assist the 26 member Indiana Commission onCommunity Service in fostering meaningtulcommunity service projects for college students andpeople of all ages

MEE TING THE CHAt E NCE 1995IMPROVING ADULT LITERACY AND LIFEl ONG LEARNING, CITIZENSHIP


COMMISSION tQR HIGHER EDUCATIONPERFORMANCE OBJECTIVES

Reports on Indiana higher education's progresswith respect to state-level performance objectivesbegan with budget recommendations for the1985-87 biennium. After several years of assessingprogress by looking back at what had beenaccomplished, the state began in 1990-91 toassess progress by looking ahead and settingtargets to define success. Indicators were firstadopted in 1991 and further refined in 1993.Indiana's current performance objectives addressthe following subjects:

1. Postsecondary participationa. Hoosier participationb. Minority participationc. 21st Century Scholarsd. Geographic access

2. Affordabilitya. Family affordability indexb. Cost of attendance Index

3. Degree completion ratesa. Baccalaureate studentsb. Associate studentsc. Minority students

4. Medical educationa. Family practice and primary careb. Minority medical students

5. Credit transfer opportunities6. Productivity


DEPARTMENT OF WORKFORCEDEVELOPMENT SCHOOL-TO-WORKINDICATORS OF PROGRESS

Indiana's School-to-Work System is working to helpbridge the gaps between the skills that are taughtin schools and the current and future skills neededfor a high-performance work force throughprogress In the following set of indicators:

1. Percent of public secondary school studentswho have career plans by the end of the 9thgrade.

2. Percent of students enrolled In Core 40 courses.3, Percent of students in occupationally specific,

public supported vocational educationprograms benchmarked to technicalproficiencies and the percent of these earninga Certificate of Technical Achievement.

4, Percent of public secondary school studentsmeeting mathematics and language artsstandards.

5. Percent of students having the option of a work-based learning experience tied to their careerplan.

6. Percent of BAT apprenticeship slots filled byyouths ages 18-22.

7. Percent of graduating students continuing withfurther education.

192 BEST COPY AVAILABLE U13PAGI 97



8. Percent of high school dropouts re-entering theeducation process and re-establishing a careerpathway.

9. Percent of dropouts contacted with informationon vocational and adult educationopportunities in their communities.

10. Percent of teachers, counselors, administratorsand mentors having access to training inSchool-to-Work strategies and methods.

11. Percent of high school graduates whohave been out of school for one year and whohave chosen a work-based experience and areemployed full-time or continuing their formaleducation In the field for which they weretrained.

12. Average personal income of individuals whoreceive Certificates of Technical Achievementas compared to those without Certificates.

,E 93 94

BEST COPY AVAILABLE

195

MEETING fl--1E CHALLEN6E 1995

BUILDING DRUG-FREE SCHOOLS ANDENDING SCHOOL VIOLENCE

BY THE YEAR 2000,every school in the United Stateswill be free of drugs and violence, andthe unauthorized presence of firearmsand alcohol and will offer a disciplinedenvironment conducive to learning.

197

1C)%' a

'1444.

41

'

0

wow

-

DRUG-FSCHOOL

0P00,

\DANA G C

1 1"<4 P. ,L/CrWIIMF

NArET1,1C, !fit CHALLENC,F 199 5

BUILDINC, DRUc,-FREE ScHC,0', ANI) ENDINC, SCHOOL VIOLENCE

In a recent letter to Governor Bayh, Katie Stowell ahigh school senior from Bedford, wrote:

"I always thought of gangs as being only in largecities...but to my surprise, that is not true. In our highschool, we have over five gangs. It's not only in thehigh school, it's in our junior highs and evenelementary schools."

Too often, we think that drugs, violence and gangsare distant problems from which our children areprotected. Tragically, Katie's letter proves themwrong; school violence and drug use reach even intoour smaller communities.

Goal Seven challenges us to free schools of drugs andviolence and offer children a disciplined environmentin which they can learn. Schools cannot take on thischallenge alone parents and communities musthelp.

It is not just outside our homes where children areexposed to ;he world of violence and drugs. By thef.-ne the average child graduates from elementaryschool, he or she will have seen 100,000 acts ofsimulated violence on T.V.

)(r-, eut?-- a' 'n(1.0^0 Gas Dr Sanara Keller' P'rrlevaCru-e rur,e' 0,0 P.I oto 9-0o, st_oen's 0' Sa'0 SCO" '!te Sc',4>a, Tr?'rei-lau'a

In order for schools to be safe, disciplined, and drug-free, families must foster healthy habits andcommunii;9s must surround children and youth withpositive experiences.

All over Indiana, efforts have been made to interestthe business community in the war against drugs inschools. Over 600 schools have partnered with localbusinesses to establish Drug-Free School Zones such asthe one pictured here at Sarah Scott Middle School inTerre Haute.

Sara Scott Middle School, winner ot the NationalEducation Goals Panel's "Strong Families, StrongSchools, Most Promising Practice Award," haspartnered with Indiana Gas to ensure their school isdrug-free. "We have placed our sign in a veryprominent place where every day it reminds ourteachers and students that this is a value that wehold; this school is drug free," said Dr. Sandra Kelley,Principal of Sarah Scott.

The war against drugs and violence can be won ifpartnerships between parents, schools and the entirecommunity are used to help in the fight.

101


BUILDING DRUG-FREE SCHOOLS AND ENDING SCHOOL VIOLENCEr

INDIANA INITIATIVES

SAFE SCHOOLS

Recognizing the need for further measures to preventviolence in our schools, Governor Evan Bayhproposed the creation of a Safe Schools Fund, whichwas approved in 1995 by the Indiana GeneralAssembly. Appropriations for the fund are derivedfrom fees collected from persons convicted of anoffense involving possession of a firearm. The feesrange from $200-$1,000 per offender, and it isestimated that they will generate $800,000 annually.This money will be distributed to school corporationsthat submit a Safe School Plan to the Indiana CriminalJustice Institute in order to fund any of the followinginitiatives:

the purchase of equipment that can detectfirearms and/or enhance safety;the use of dogs trained to detect firearms;the establishment of programs, services or activitiesthat enhance school safety;the effort to combat truancy.

This new legislation also includes a provision thatrequires school corporations to adopt a zero-tolerance policy for the possession of firearms anddeadly weapons on school property. Studentsidentified as being in possession of a firearm must beexpelled for a period of at least one calendar year,returning at the beginning of the first school semesterat the end of the one-year period.

PA' 102 20')

The final portion of the legislation awarded schoolcorporations the statutory authority to adopt dresscodes with the intent that this would curtail gang-related incidents.Contact Kramer Justak (317) 232 1233

GOVERNOR'S COMMISSIONFOR A DRUG-FREE INDIANAThe Commission completed a second strategic reporton long-term strategies in 1994. The first report, issuedin 1990, contained 60 recommended actions, 46 ofwhich have been fully implemented. The new reportcontains 99 recommended actions, developed withextensive input from citizens all across the state.

Indiana's innovative state-community partnershipfunding mechanismthe County Drug-FreeCommunity Funds Programhas been recognized bythe U.S. Department of Justice as a model stateinitiative. In an August 1995 report, the U.S.Department of Justice reviewer commented, "TheIndiana program is an outstanding example of whatcan be accomplished by creating a dedicated fundfor combating problems associated with substanceabuse."Contact Joseph E Mills III (317) 232 4219


BUILDING DRUG-FREE SCHQOLS AND ENDING SCHOOL VIOLENCE

COMPREHENSIVE K-1 2 DRUGEDUCATIONAll 294 school di:,tricts in Indiana have programs andactivities in place to assist children and youth in theeffort to fight drugs in Indiana. In partnership withparents, the continum of services includes prevention,intervention, and referral.

The Drug Abuse Resistance Education (D.A.R.E.)continues to be one of the most successful substanceabuse programs in Indiana. A completely rewrittenelementary curriculum with a strong emphasis ongroup learning and a renewed anti-drug, anti-violence, anti-gang message was implemented in thefifth and sixth grades in 1994-1995. As a part of thissuccessful process, 432 D.A.R.E. officers completedmore than 8 hours of in-service training to upgradetheir skills and prepare them for the new program.Many schools have taken the initiative to expandD.A.R.E. into the middle and senior high schools. Over165,000 students in 78 counties now receive this verypopular program from 132 law enforcement agencieseach year.Contact Gary CayanaJgh (317) 464 2017

LOCAL COORDINATINGCOUNCILSCommunity-based planning and action is thecornerstone of Indiana's strategy to combat alcoholand other drug use. The 1989 decision to aggressivelysupport community coalitions has placed Indiana in

20.1

the forefront in this arena. In each of Indiana's 92counties, citizen volunteers come together to plan,act and evaluate. Over 3,300 citizens are members ofthe decision-making local panels and over 2,000additional persons serve on committees and work onspecial projects. Schools are well-represented onthese local coalitions, forging school-communitypartnerships.Contact Marilyn Bassett (3171 232 4219

HOOSIER ALLIANCE AGAINSTDRUGSWith the uncertainties of federal funding, moreIndiana communities are looking to the private sectorfor assistance in reaching young people withprevention education efforts. Local initiatives throughHoosier Alliance Against Drugs' Drug-Free School ZoneSign Sponsorship program help schools and local drugcoordinating councils respond independently to theircommunities' needs. The Alliance has provided 2,600Drug-Free School Zone signs around 766 schools in 64counties. This year the Partnership for a Drug-FreeAmerica recognized the Hoosier Alliance for itscontinuing leadership in promoting substance abuseawareness among citizens of all ages, includingadults.contact Joel Sten (317 464 2017

205 PA, .f 103

!F:E_ LHCE 1995

BUILDING DRUG-FRFF SCHCTIOL s AND ELIDING SCHOOL VIOLENCE

GOOD CITIZENSHIPCURRICULUMThe 1 995 General Assembly charged the IndianaDepartrnent of Education to develop a plan forintegrating instruction that stresses honesty, respect,personal best, personal responsibility, and other widelyshared values into the existing curriculum.

'C'Cert Pc'c^ '3, 7; 232 9157

DRUG-FREESCHOOL ZONE

INDIANA LAW PROVIDES INCREASEDCRIMINAL PENALTIES COR ILLEGAL DRUG

ACTIVITY WITHIN 1000 FEET OFSCHOOL PROPERTY.

TotalSigns

Public Non-publicCounties

Schools Schools

92-93 2100 65** 88 50

93-94 2350 625 92 59

94-95 2500 650 95 62

95-90 2600 667 99 64

P I 0,1 2u6

INDICATOR 1:

MONTHLY USE OF CIGARETTES, At COHOL,MARIJUANA AND COCAINE

AGES 1 2-1 7

ISSUES

Data from schools, health and treatment agencies,and the Criminal Justice Department confirmed in1995 that Indiana is experiencing a rise in the use ofsome specific drugs, primarily tobacco, marijuana,cocaine and psychedelics, although this increase isnot as severe as the national increase. Progresscontinues to be made in reducing alcohol,amphetamine, tranquilizer and inhalant use. While therates of use in all categories are far below those ofearlier years, the data reminds us that the problem iscomplex, pervasive and requires long-term strategiesthat must be constantly evaluated for effectiveness.

STATUS

Because alcohol is the most frequently used drugamong 12-17 year olds, much attention has loe-,ngiven to the prevention of alcohol use over the pastseveral years. The data on alcohol use rates suggeststhat the focused attention has succeeded inreducing not only monthly use of alcohol, but alsobinge drinking. However, the rates of cigarette,marijuana and cocaine use by students haveincreased.

Our ambitious goal to reduce the prevalence ofalcohol and drug-related incidents by 1995 did not

21)7


BUILDING DRUG-FREE SCHOOLS AND ENDING SCHOOL VIOLENCE

MONTHLY MARIJUANA USE MONTHLY CIGARETTE USEBY GRADE BY GRADE

"E 16

c.)12 -

n_

8

.mt II II II 11 liii4 -

8 9 10 11 12

Grade LevelPrec, 11111,11 RINInat e (. enter

anticipate a nation-wide upsurge in youth drug use, aphenomenon that appears to have transcendedstate and local programs and strategies. This dataserves as a reminder that multiple factors determinewhich and to what extent drugs are used, and thatthe problem requires sustained strategies that span arange of drug classifications.

LONG-TERM OBJECTIVE

Lower the use rate within the past month to no morethan 15.0% using alcohol, 12.0% using cigarettes, 2.0%using marijuana and 0.3% using cocaine.

12!IS

40

I 4I4

30

a)

'05 20 -a_

10

I6 7 8 9 10

Grade LevelRe,,I01.(' Centel. Indiana 1.1111TrIt II

11 12

MONTHLY ALCOHOL USEBY GRADE

60

50 _

"E 40 _

30a)a.

20 _

10 _

1004

6 7 8 9 10Grade Level

'111'41.'111 . th1,1 i'51.1.1.1/15,// kl.,q1/1 5 CHIC, f,

11 12

2uJ PA(,i 105

STRATEGIES



Identify schools and communities where drug usesurvey data shows lower thar, average rates of useand analyze factors that may be contributing tosuccess.

Step up efforts to eliminate tobacco sales to minors.

Develop and maintain consistent state-wide anti-drugmessages through coordinated public awarenessefforts.

Assist communities in developing local legislative,advocacy, service and action strategies to addressalcohol and other drug use by youth.

INDICATOR 2:

AVERAGE AGE OF FIRST USE OFALCOHOL AND TOBACCO

ISSUE

The earlier young people begin using tobacco,alcohol and other drugs, the greater the risk that theuse will contribute to a decline in schoolperformance. According to the American PsychiatricAssociation, "It takes 5 to 15 years for an adult tobecome an alcoholic; an adolescent can becomean alcoholic, by contrast, in 6 to 18 months of heavydrinking." There is also a higher risk of alcohol andother drug-related physical, mental and emotionalproblems.

PAr,i 106 2.0

STATUS

In 1992, the average first use of cigarettes self-reported by Indiana children and adolescents was11,9 years of age. In 1995, the age of first use wasslightly lower at 11.4 years of age.

LONG-TERM OBJECTIVE

Raise the average age of first use of alcohol asreported by school-age youth to 14, and raise theaverage age of first use of tobacco to 13.

STRATEGIES

Decrease access to alcohol and other drugs to minorsthrough improved and coordinated communitymobilization responses, public awareness, andincreased penalties for violations of sales to minorslaws.

Enforce restrictions on sale of tobacco to childrenunder 18.

Increase parent and community awareness ofalcohol and other drug use in media programmingand advertisements.

Counter the glamorization of alcohol and other druguse in media programming and advertisements.

Increase attractive alternative activities anddecrease the amount of time that children are leftunsupervised before and after school.



INDICATOR 3:

PERCENTAGE OF HIGH SCHOOL SENIORSWHO DRINK HE.:\VILY

ISSUE

High school students who engage in episodes ofexcessive alcohol consumption risk immediatephysical harm to themselves and others. Periods ofintoxication impede educational progress and maylead to risk-taking behaviors such as driving whileimpaired, unsafe sex, and acts of violence.

BINGE DRINKING AMONGHIGH SCHOOL SENIORS

40 _

35 _ 38.7%

30

25 _

20

15 _

10 _

5

1991 1992 1993 1994 1995

tioun r !whim SuINtarier ,4hu,r Prever;tion Re,ohrer Cotter, Indrarm Unwer,ttli

212

STATUS

Considerable attention has been given to alcohol-related issues in Indiana during recent years, ascompared to other drugs. Historically, Indiana's youthshave consumed alcohol at a rate higher than thenational average, and the rate of binge drinking byhigh school seniors has teen Much higher than inother states. The year 1994 marked the first time inseveral years that the binge drinking rate had turnedupward. The 1995 data, however, reveals that wehave resumed progress toward narrowing the gapbetween the Indiana and national rates, with theIndiana rate falling from 38.7% of seniors reportingbinge drinking in 1991 to 33.3% in 1995.

LONG-TERM OBJECTIVE

Lower the incidence of binge drinking within the pasttwo weeks to no more than 25% of high school seniors.

STRATEGIES

Counter glamorization of alcohol and other drug usein media programming and advertisements.

Assist students in resisting negative peer pressure.

Increase awareness among parents and communityof risks and consequences of alcohol and other drugabuse.

Decrease access to alcohol by young adults underthe age of 21.

E ncourage the development of student assistanceprograms for all high schools and higher educationinstitutions.

' 13 PAGE 107

7lie -aMEETING THE CHALLENGE 1995


INDICATOR 4:

ALCOHOL AND OTHER DRUG INCIDENTSWITHIN 1,000 FEET OF SCHOOLPROPERT(

in order to ascertain the level of safety andprevalence of illegal substances in Indiana's schools,the number of incidents that occur on or near schoolproperty must be determined. Methods of coHectinginformation on drug incidents allow us not only todetermine the severity of the problem but also to takeappropriate preventative measures to provide for aconducive learning environment in our schools.

STATUS

A central repository is in place to collect informationon alcohol and other drug crimes that occur at ornear schools. The repository is part of a programknown as Incident Based Reporting (IBR). IBR collects100 pieces of information on each criminal incidentthat occurs in the jurisdiction of a participating lawenforcement agency. That information is passed onto a state central repository. Although completedata is not yet available through the IBR program,other sources of data are being used to provideinformation on alcohol and drug crimes.

Funds made available through the National Safe andDrug-Free Schools and Communities Act of 1994 willhelp to further Indiana's efforts to eliminate drug useamong youth This revenue will complement Indiana's

108

Safe School Program and fund drug prevention andeducation programs in schools, particularly those withhigh rates of drug and alcohol use.

LONG-TERM OBJECTIVE

Reduce the number of alcohol and other drugincidents at school by 50% by the year 2000.

STRATEGIES

Improve reporting of incidence of alcohol and otherdrug incidents at school through the new IncidentBased Reporting system.

Communicate the data concerning alcohol andother drug incidents to schools, parents andcommunity groups.

Decrease the availability of alcohol and other drugsat school.

Decrease the economic incentive to sell alcohol andother drugs.

Collect reports of drug-related activities in the schoolas reported by the local Drug-Free SchoolCommittees.

Post Drug-Free School Zone signs around schools.

Promote comprehensive planning for strategies toreduce violence and substance abuse.


BUILDING DRUG-FREE SCHOOLS AND ENDING SCHOOL VIOIENCE

INDICATOR 5:

SCHOOL VIOLENCE

ISSUE

The number of incidents of violence involving studentsthat occur on or near school property is the keyindicator of how safe schools are. More effectivemeans and accurate mechanisms for reportingviolence would enable each community to betterdefine problem areas and devise strategies to reduceviolence. Furthermore, school corporations must k",eprovided with the authority and financial ability toimplement these strategies.

STATUS

Indiana policy makers have made eliminatingviolence in our schools a top policy priority byenacting several pieces of legislation to combat thisproblem. School personnel will now be authorized totake any disciplinary action necessary to promotestudent conduct that conforms with an orderly andeffective system.

In addition, revenue from the Safe School Fund willprovide the means for school corporations to carryout their safe school plan. By using data such asincident Based Reporting to determine the schoolswith the highest rate of violence, revenue from theSafe School Fund will be efficiently allocated. Thesenew measures will not only empower schoolcorporations to address the problem of violence intheir schools but also provide the resources to end

violence in Indiana's schools that previously had notbeen available.

LONG-TERM OBJECTIVE

Reduce the incidence of violence within 1,000 feet ofschool property by 50% by the year 2000.

STRATEGIES

Improve reporting of incidence of violence throughthe new Incident Based Reporting system.

Make schools aware of the level of local gangactivity.

Decrease the availability and use of handguns andother assault weapons.

Require schools to adopt a zero-tolerance policy forweapons in schools.

Provide early intervention and alternative programsfor violent youths.

2 I "

PAGE 109

l'7" M I 995_pB D. F iiS


ALCOHOL AND OTUER DRUG ABUSEINDICATORS

In 1992, a set of twelve indicators was developedby the Governor's Commission for a Drug-FreeIndiana to monitor progress being made in thequest for a drug-free state. The data from tlannual reports will assist the state and eachcommunity to target responses to keepmomentum in the progress toward a drug-freeIndiana.

Indicator 1:

Indicator 2:

Indicator 3:Indicator 4:Indicator 5:

Indicator 6:

indicator 7:

Indicator 8:

Deaths caused by alcohol andother drug-related motor crashesSingle vehicle nighttimeaccidentsDeaths caused by cirrhosisDeaths caused by other drugsEmergency room visits involvingalcohol and other drugsAverage age of first use ofalcohol and tobaccoIncidence of monthly rates of useof alcohol, marijuana, cocaine,tobacco, and heroin by youthages 12-17Incidence of monthly rates of useof alcohol, marijuana, cocaine,tobacco, and heroin by youthages 18-25

218

Elyinii( S( )01 Vi:)I

Indicator 9:

Indicator 10:

Indicator 11:Indicator 12:

Average per-capita annualconsurnotion of alcohol

Incidence of heavy drinking byhigh school seniors and collegestudentsAverage cost of street drugsIncidence of alcohol and otherdrug-related negative birthoutcomes

218

20

INCRFASING PAREINTAL PAPHCIP,MOH

BY THE YEAR 2000,every school will promote partnershipsthat will increase parental involvementand participation in promoting thesocial, emotional and academicgrowth of children.

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Parents are a child's first and best teachers. Parentshave an invaluable role to play in their children'sformal education by encouraging an interest inschool, helping their children learn to read, andcultivating a thirst for knowledge.

Recognizing parents' special role in their children'seducation, innovative partnerships between schools,parents, and the community must be encouraged. Toaccomplish these partnerships, we must foster newstrategies to promote interaction between parentsand schools. All parties need to acknowledge the fullspectrum of parental involvement, from checking achild's homework or meeting with teachers tobecoming an active participant in the school.

Linda Wallace created a model partnership betweenparents and schools when she began the SecurityDads program. When Linda's daughter started atArlington High School in Indianapolis, she noticedmany safety problems, especially at sporting events.Concerned for her daughter, she decided to rallyother parents to her cause of creating a safer schoolenvironment. The result was Security Dads.

The idea is simple but revolutionary. Volunteer fathersin Security Dads t-shirts show up at after schoolactivities and weekend games, walk around and talkto students. Their presence discourages inappropriate

L 700 'r

,"; -) - S224


INCREASING PARENTAL PARTICIPATION

behavior and has made an impact on the school'senvironment. The Dads also provide an example ofstrong, caring, involved fathers. Students often cometo them for advice, or just to talk about problems intheir lives.

According to Linda, a big part of the program'ssuccess is the willingness of Arlington's administrationto nurture Security Dads and involve thern in theschool. "Mrs. Greenwood [Arlington's principal] and Ihave worked together since Day One," Linda says,"without her support and input, Security Dads wouldnot have been possible. Too often parents feelunwelcome in schools. With Security Dads, our schoolenthusiastically opened its doors and allowed parentsto have a mission."

For Indiana to have students prepared to meet thechallenges of the global economy, parents andschools must follow the example of Linda Wallaceand Arlington High School and work together to makeeach child's social, emotional, and academic growth

priority.

Linda Wallace has received national attention forSecurity Dads. In fact, in August of this year, theNational Governor's Association awarded Linda theirDistinguished Service Award.

113

MELTING THE CHALLENGE 1995

INCREASING DARENTAL PARTICIPATION

INDIANA INITIATIVES

2 1 ST CENTURY SCHOLARSPARENTS' PROJECTThe Parents Project is a state-wide programcomposed of nine (soon to be twelve) pare-t supportgroups for parents and guardians of Twenty-FirstCentury Scholars. In an effort to offer Scholars anenvironment that fosters their academic achievementand social success, the program seeks to unify andenrich the crucial components of the students' lives:school, community, and family. When parents signtheir enrollment contracts, they do more than simplyagree to participate in the Parents' Project supportgroups, they agree to commit to their children'seducation, their communities' futures, and their ownsuccesses as parents and people.-NncY:t Ph" o Secrro,k 31' 2'1' :11"

INDIANA FAMILY, SCHOOL ANDCOMMUNITY PARTNERSNETWORK

The Partners Network is a state-wide, community-based parent information, support, and education/training center serving Indiana families with children,and the professionals who work with these families.The Network aims to promote shared commitments byfamilies, schools, and communities to act jointly and

Ptc,,r 11/1

synergistically for children's learning and to build thecapacity of Indiana families to work effectively athome.Contact Kate arKressley (317, 929-0626

BUDDY PROJECTThe Buddy Project, which allows schoolchildren totake a computer home with them, has shown goodresults in getting parents more involved in theirchildren's learning. Over 60% of parents reportedtaking more interest in their child's day to dayeducation because of the Buddy Project.Additionally, 76% of teachers report that the BuddyProject has resulted in better communicationsbetween teachers and the students' parents.Contact Alan Hill (317; 464.2074

PARENT POWERParent Power is a not-for-profit organization whosemission is to promote projects which increasemeaningful parent involvement in schools. The ParentPower newsletter highlights current educationimprovement initiatives and is offered free to parentsthrough IndicAna's public libraries. Parent Power alsoadministers the TeleParent project in Marion County.TeleParent, which is sponsored by Parent Power,WRTV6 and Ameritech, is a computerized voicemessaging system which allows daily two-waycommunication between parent and teacher. It isoffered free of charge to schools. Parent Power isalso offering a parent advocacy video to interested

schools and parent groups. The video teachesparents how to represent their child regardingeducation issues at the classroom, building, district,and state levels.Contac, Sue Pichardson 31 7, 573 8222

SPECIAL EDUCATIONOver 119,000 Hoosier parents of children with specialneeds serve on their children's case conferencecommittees. Case conference committees write,implement, and evaluate each child's individualeducation plan (IEP). The parents of studentsidentified as needing the services of a school's specialeducation services play an increasingly active role intheir children's schooling.Contac° Bob Ma:ra ,317, 232 0570

TITLE 1

Title 1 ( formerly Chapter 1) uses a successful formatCollege for a Day and other information sharingworkshopsto attract parents. At sessions held allaround the state, parents learn parenting skills anddevelop resources to form networks within theircommunities and statewide. Almost 5,000 Title 1parents attended workshops in 1995, raising theparental involvement level of Title 1 parents in Indianato new heights.o-;:' , t,



P BA/SCHOOL IMPROVEMENTPLANIn 1995, 415 schools submitted school improvementplans to the Department of Education. These plansinclude mechanisms designed by individual schoolsfor progressive and meaningful improvement in theareas of curriculum, improved instruction strategies,test scores, etc. A strong component of the schoolimprovement plan is the utilization of parents on theschool improvement committee.

Including parents leads to increased communityinvolvement and better communication betweenparents, teachers, and administrators, which results ina stronger unified message to children. This messageincludes the ideas that learning does not stop whenchildren leave the classroom and that schoolactivities should be supported by parents.Contact t,Inry Nit,r kolson 1 71 232_9060

2 °9PAvE 11 5

-jrici78 (MN TING THE CHALLENGE 1995


INDICATOR I

PARENTS ARE CHILDREN'S FIRST ANDBEST TEACHERS,

ISSuE

Parents have always been their children's first andbest teachers, but a link must be forged between thelearning that occurs in schools and in the home.Having More parents actively involved in theirchildren's public education cannot only benefit theparents and the children but also the school systemand the community at large. To that end, everyschool in Indiana should actively engage inpartnerships with parents. These partnerships shouldbe developed by district and by individual schools tobest meet thu needs of the children, the parents, andthe school community at large.

LONG-TERM OBJECTIVE

By the year 2000, all Indiana schools will outline (eitherin their mission statement or school improvementplan) the parental outreach efforts they are pursuing.In addition, they will maintain records of parentalpartnership achievements.

STRATEGIES

Examine and evaluate current communication efforts.

Begr or strengthen communication through the widedistribution of newsletters, monthly/weekly calendars,and improved report cards, test scores, andhomework assignments.

116 23u

Use the following technologies to enhancecommunication: E-Mail to parents, updates onresearch available through IDEAnet, and sharing theIndiana Department of Education newsletter,"Education Matters!"

Encourage teachers to be present at sporting events,plays, concerts, and other extracurricular activities topromote a community feeling and to makethemselves available to parents.

Encourage children to invite their parents to schoolactivities.

INDICATOR 2

PARENT nR(1s,ANIZATIONS

ISSuE

Active parent organizations are key tO maximizingschool/family/community partnerships. Parents havegreat leverage in terms of affecting their children'seducation in a positive manner when theycommunicate and organize with their peers.

LONG-TERM OBJECTivE

By the year 2000, all Indiana schools should have atleasi one active parent organization.

2,31

STRATEGIES

Schools without pareni organizations shouldencourage active and concerned parents to gettoguther. Ask businesses to heip support and promoteparent organizations.

Make schools a community center where parents andcommunity members feel welcome. Hold workshops,breakfasts, lunches, and other activities that will allowstudents, teachers, administrators, parents, andcommunity members to communicate and shareideas.

Begin partnering with local businesses to encourageparental involvement. Invite guest speakers to comeduring school lunch hours (both in businesses andschools).

Promote statewide parent organizations such as theState Parent Teachers Association and the IndianaFamily, School, and Community Partners Network.

7. 3 2



2 j 3

8

1 1 7

_


ACKNOWLEDGEMENTS

Thank you to the many people andstate agencies whose hard work madethis report possible.

GOVERNOR'S OFFICE

(317) 232-4567THOMAS SUGAR, DIRECTOR

CE PLAT,INiNG AND COMMUNICATIONS

PATRICIA LAUTENBACH, PROJECT DIRECTOR

TANYA MARSH, PROJECT EDITOR

DR. WILLIAM CHRISTORFTEP, D

SUSAN CHEANEY

MARY KL:NKOSE

JON BAILEY

FAMILY AND SOCIAL

SERVICES ADMINISTRATION

(317) 232-4454CHERYL SULLIVAN, SEr'+ETAR,

SHERRI BACKEMEYER

BARBARA KEMP';

PHYLL,S KIKENDALL

DIANNA WALLACE

STATE DEPARTMENT OF HEALTH

(317) 383-6400NANCY Cm-4B

DorcE BARNETT

S'E'4F SELLERS

JEAN CHA'IEY

DEPARTMENT OF NATURAL RESOURCES

(317) 232-4020BECkt WEBER, MARFET,,6

JOE NIL NTER, GRAPH'c. Apt s1

234

COMMISSION FOR HIGHER EDUCATION

(317) 232-1900KAREN RASMUSSEN

JEFF WEBER

CRIMINAL JUSTICE

(317) 232-1233KRAMER JUSTAK

DRUG-FREE INDIANA

(317) 232-4219JOE M:LLS

MARILYN BASSETT

PROFESSIONAL STANDARDS BOARD

(317) 232-9000MARILYN SCANNELL

Tom Cox

STATE STUDENT ASSISTANCE COMMISSION

(317) 232-2350PH,Lti, A. SEABROOK

INDIANA COMMISSION ON COMMUNITY SERVICE

(317) 233-4273Am CONRAD WAR,ER

Tim NATION

HOOSIER ALLIANCE AGAINST DRUGS

(317) 464-2017JOEL STEIN

DEPARTMENT OF EDUCATION

(317) 232-6610ROBERT DALTON, PH.D.

BETTY JOHNSON

MARY TIEDE

PEGGY ARNEY

ILENE BLOCK, ED.D.

STEVE DAVIS, PH.D.

JOE DILAURA

ROBERT FALLON, PH.D.

CHRISTINE FRANKLIN

STEVE GRIMES

PHYLLIS LEWIS

RICK PETERS, PH.D.

EVELYN SAYERS

KEVIN MCDOWELL

PATTY SHUTT

JEFF ZARING

BOB MARRA

SHEILA ELAM

JUNE WARD

MELISSA Rusk, SLIMMER INTERN

DEPARTMENT OF WORKFORCE

DEVELOPMENT

(317) 232-7670JEROME HAUER, COMMIss Ot4ER

PEGGY O'MALLEY

PATRICIA MOSS

SONYA PIERCE

CHERVL ORR

BRUCE DOUGHTY, GRAPHIC AR.

FRANCINE DASH-JOHNSON, GRAPH C Ar?1s!

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