Indiana Department of Education
G~n~rC!llnfQJmC!t19n
Mooresville Christian Academy, # C96S Phone: (317)831-0799 Fax: (317)831-5364
Box 637
Grade Span: PK-09 Not State Accredited
Open Date: 09/12/1975
Mooresville, IN 46158-0637
--~--------------------------~
t;nrQ Um~nt[)atCl( Pi:J9JrnJ
Year
IQta!
t;nr9Jlm~nt
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
209
236
257
294
285
257
300
331
Administrators (CElCP, MF forms)
Year
Sheryl Stovall
Documentation
I
-
PrincipaJ 9urrently, Master File
Indiana Department of Education
School Snapshot, Morrison-Mock School #1495
Morrison-Mock School
Grades: PK-05
3701 W Godman Ave
Schedule: Traditional
Muncie, IN 47304-4298
)
I M'
, c'
Phone: (765) 747-5416 Fax: (765 747-5418 Locae: Id-slze Ity
5 Year Accreditation
Enrollment: 200
Corporation: Muncie Community Schools
IEthnicity I
•
White 90%
III
Black6%
•
IFree Lunch I
Asian2%
Multiracial 2%
Hispanic 1%
•
•
Paid72%
Reduced 6%
Free 23%
E:;lJ=:::~:::::::=':1'
~
6%)
6%
,
i
Mgp
Principal:
Mr Fred Christopher
Teacher Roster
Certified Nonteaching
Roster
Avg Teacher Salary:
$41,606
Avg Teacher Age: 43
yrs
Average Percent Passing ISTEP(all tested grades)
85%
80%
•
75%
State Average
Morrison-Mock School
70%
65%
60%
Benchmarks
++
+++
++
+++
Attendance Rate
AY!:![ggeJ:'erce!ltP!l$~!ngJ~IEP(f!!Jle.§.tegg[9Qe$)
~.mdg;i..Pct Pas$lngJSTEP~f!.llil!.@9!:!..8!1$$JgD..d!lJ.Q
Grade 3 Pct Passing ISTEP Math Standard
School Profile InformatiQJJ
ISTEP Results
lSJEP Langualle Arts angMgU:LH~J?J,lJJ$_CJ:9J?.§.Tgbu@1~g
LSTE P _~_Q.gdemlG_Standards Resu ItsCros$Tabu lated
PI~dicted Performance-------··
. --------S_Ghools j,,tke QYI$
$J~J~ct Qlbe r_$cbQQ!.$...fQLC_QffiRgJ:t$QO
Indiana Accountability System for Academic
Progress
©2002 Indiana Department of Education
Indiana Department of Education
G~n~Ial
InfQrmali9n
Morrison-Mock School, # 1495 Phone: (765)747-5416
Fax: (765)747-5418
3701 W Godman Ave
Grade Span: PK-05
5 Year Accreditation
Muncie, IN 47304-4298
MuncieComml.JnjtySChQQJ$ Open Date: 09/01/1966
Tyge of Locale = Mid-size City
Year
AUe.ndam:e
Bal~
Ay'g_P_c;t
Ere.~
R~dltq~.d
Pa~~LI19
.I",YOc;l}
.I",YJ1Ch
P~Ic;~nt
F"r~~
ISII;PCQYJ!t
CQynt
I"Ym::h
15
12
22
13
20
11
26.0%
25.0%
27.0%
26.0%
20.0%
23.0%
66.0%
81.8%
82.0%
64.7%
67.3%
63.2%
95.9%
95.7%
95.6%
95.2%
95.4%
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
School Incentive Awards
Per Pupil Award
$4.16
$5.12
$10.74
Year
1995-96
1996-97
1997-98
I
-
52
51
53
52
38
45
Enrollment Data (PE form)
Year
Enrollment
1994-95
252
1995-96
215
1996-97
197
205
1997-98
1998-99
198
1999-00
199
2000-01
187
2001-02
200
2001-02 Ethnic Breakdown
white
black
hispanic
asian
amer indian
multiracial
2000-01 Retention Rate:O.O%
NY_l)1be.r
Year
(E1tt'-lim~
EgYi"La1~nn
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
24.2
20.9
21.1
21.1
21.3
16.7
18.5
21.6
Ieachet.D-"tt~tLC_ElC.PJ9rmJ
All~
Average
Experience
Ay~[a9.e
~Cllary
42.5
43.1
44.1
42.9
44.5
46.5
44.0
42.6
12.9
13.4
14.6
14.2
14.8
15.5
14.1
13.8
$35,531
$36,958
$37,856
$37,624
$39,893
$41,717
$40,894
$41,606
Ay..e.r.ag~
Average
Supplemental
Salary
$ 632
$147
$ 303
$85
$108
$568
$ 220
$ 260
Administrators (CElCP, MF forms)
Year
2001-02
89.5%
6.0%
1.0%
1.5%
0.0%
2.0%
Mr Fred Christopher
FRED J CHRISTOPHER
Principal Currently, Master File
Elementary School Principal CElCP
P~r
I~ach~r
10.4
10.3
9.3
9.7
9.3
11.9
10.1
9.3
-
Year
Grade
Pupils
Tested
1994-95
1994-95
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2
3
6
3
3
3
3
3
3
3
21
19
19
14
25
11
25
17
26
19
ISTEP Test Performance
Percent
State Avg
Meeting State
Meeting
Standard
Standard
47.6%
63.2%
50.0%
78.6%
60.0%
81.8%
72.0%
58.8%
61.5%
52.6%
71.5%
65.6%
60.0%
83.1%
52.9%
58.3%
58.7%
60.7%
56.9%
57.6%
ISTEP
Total Batten'
NCE
54.4
67.7
55.2
61.7
55.8
73.1
62.5
56.2
69.7
65.9
State Avg
Total Battery
NCE
66.2
66.3
61.6
67.2
61.3
60.3
59.0
61.3
62.0
I~Ir;Jl Sl!~tft~J~~QIf:!S J:lf:!lativ~JQJ~I~C!j~t~g2_Q_QJ-Q2
Subject
above predicted
above predicted
above predicted
near predicted
near predicted
above predicted
Language Expression
Language Mechanics
Math Concepts and Applications
Math Computation
Vocabulary
Reading Comprehension
Standard
Deviation
Actual
Score
1.4
0.6
1.3
0.0
-0.1
0.8
64.6
65.1
73.1
60.7
57.1
61.4
Curriculum (CElCP Form) 2000-01
Schools with block scheduling may appear to have higher costs per pupil because they may be teaching only part of the total number of students, for a
given subject, in the fall semester when the information is collected.
Pupils
-
Teachers
(Full-Time
Equivalent)
Cost per
Pupil
(Salary Only)
State Avg
Cost
per Pupil
3.00
4.00
0.36
6.50
2.00
2.00
0.50
0.17
$3078
$1295
$138
$1976
$3145
$5313
$164
$1384
$1566
$720
$106
$1800
$1810
$2091
$132
$2737
34
124
131
145
25
14
110
6
DQCqrnentation
Subject
Combined Class
Communication Handicapped (Speech & Hearing)
Exploring Music
General Elementary
Mildly Mentally Handicapped
Multiply Handicapped
Physical Education
VisuClUy Handicapped
Morrison-Mock Elementary
Responses
4
9
k-1
2nd-3rd
4\ti'lJ.atn' . . ·····i .• •.
.• . . . . .....}
1\ . . { ....2
Multiple
Total
1
16
Distribution by Grade Level
Morrison-Mock Elementary
6%
56%
r-··-~-·---·~-·----
-~
.-.~-
- - -.. -----
-.~
--~··~·--l
. 0 k-1 02nd-3rd D 4th-6th 0 Multiple
I
l~
_______
_
K-1
responses
read
yes
no
na
1# of issues read
1
2
3
4
Easy to Understand?
na
yes
no
na
4th~~tJ
2nd-3rd
4
4
0
0
0
0
0
4
0
4
0
0
9 1i
9
o
o
. multiple
... ····4
.... 2
. ............ Q
...... 0
0
1
••
11> ........••.... ()
.••....~ 0
3 1{
6
0
9 ..
........
-_.
1
0
2
0
0
01
0
••••
total
1
1
0
0
0
0
0
1
0
1
0
0
16
16
0
0
1
1
3
12
0
16
0
0
)
)
)
Morrison-Mock Elementary
6
5
II)
(I)
II)
4
+--------------.--.---------------,....----
c:
c..
II)
o
(I)
0::: 3
'0...
(I)
.0
E
:::I
Z 2
c~~TI~~_~]f
nr
a
______llL_
2
!
3
Set Up
,
4
5
1
2
3
!
4
i 5
Opening Letter
na
3
2
!
4
Expectations
Newsletter Category
!Ok-102, 3-04, 5, 6 Omultiple
---~-----,-----------
- ------
-T-------1
I
na
I
2
!
3
4!
5
Great Math Activities
!
na
I
I,
Evaluation Oata- Morrison-Mock Elementary
k-1
1
Set Up
2
3
4
5
1
2
Opening Letter
3
4
5
na
1
2
3
4
Expectations
5
na
Great Math Activities
1
2
3
4
5
~ime
no materials
had at home
homemade materials
na
none
0-1 hours
1-2 hours
2-3 hours
3-4 hours
4+ hours
na
Iyes
no
na
yes
no
na
yes
no
na
preference
story time
games
1
2
3
none
all
variety
Iyes
no
na
yes
no
na
2 3
0
0
0
1
3
0
0
2
0
2
0
0
0
0
1
3
0
0
0
3
0
1
0
0
1
2
0
0
1
0
3
1
0
4
0
0
2
2
0
1
2
0
1
1
0
3
1
0
4
0
0
4$6···• · .•... multiple total
0
0 r •. • . ·.··{iO
0
0 1(.)·)·\ \>0
11.·.·.··•.·i?···. ij
( ·····0
4 Ii .•. . . .•.
4 Ii .•. . ••..
<
01 .• • · . i
0
-••• .··.0
0/·.·•
1
2 ..............
1
•••
2. i.··. . •••.. .•. /0
5 . . . / . •. . . J
o-CC\ 7 . . 0
0 .'. <>0
0 i i> ••. 0
3i •..•• / ·.·• 1
21 . .·•. ·•· • · • •·.0
4ILL;C-:.1
ot • •. ·i .•.••.•.•.. 0
1 ................
0
O. <\<.0
2.···• •. « .•. . J
2 . . •. >\.·)i.O
4 . •.• ·•·• • ·••. )7 • .• 4
0 .•·•·• ....< «{}
Oli ···.I ·•. ·1
4 ............ 0
3( .• ·· • ·ii ... · .. 0
1 . . . . t ····0
0
....•.. }<
o· . . .• •. .i
.......0
0
0 .•. \i ···.1
7
10
'.
2 .•.•....•.•..•..•.•.••
<~
0 •. ) .••..•••••. \0
7 ••••••••••••
0
2
i···· ··.·2
0 •. i\ •.• · >0
5
( . •.·iO
. >•.•. .•.•·2
41
0
0
1
0
0
0
0
1
0
0
0
0
0
1
0
0
0
0
1
0
0
0
1
0
0
0
0
0
0
1
0
0
1
0 / >\0
07 . -: •.•. ()
2 ..... / ···0
0 / . .•. \' ··.·.0
0
0
1
0
0
0
0
4'····· .••.. ••.• ··• ·i2
1
}i >0
0
0
0
0
1
0
••••••
3
o
>/ ····.·.··.···0
7 . <>\~·• ~2
1 L ..••...••.•. > '•. 0
11···· .··.i···i.O
n·
11 .
1
...........
1
.• •. . . •. >.• . Q
)/(j
0
1
0
0
2
5
9
0
0
5
2
9
0
0
0
4
3
9
0
1
0
6
3
6
0
1
6
5
1
0
1
1
10
6
0
11
5
0
7
9
0
1
4
0
8
4
0
12
2
2
12
1
3
r
Morrison-Mock Elementary
Comments
K-l
•
I really enjoyed "story time"!
•
The "What to Expect from Your Child" section was very helpful!
•
None
2-3
4-6
Multiple grade levels
• None
Attitude
K-l
•
Very interested in money counting.
•
•
•
More eager to learn new concepts.
Very excited
More responsive to learning.
•
Better.
2-3
4-6
Multiple grade levels
• Eager to learn more.
Performance
K-l
•
He refuses help. He now wants to figure things out, count, etc. all alone.
•
•
Makes better grades.
Making good progress.
•
Better grades ..
2-3
4-6
r
Multiple Grade Levels
• Improved a lot.
School Snapshot, Storer Elementary School #1423
Indiana Department of Education
Grades: KG-05
Storer Elementary School
Schedule: Traditional
3211 Mansfield Dr
Muncie, IN 47304-2597
Phone: (765) 747-5360 Fax: (765) 747-5363 Locale: Mid-size City
5 Year Accreditation
Enrollment: 366
Corporation: Muncie Community Schools
IEthnicity I
•
White 7!i%
Black 1:;%
Hispanic 1%
iii
•
IFree Lunch I
Asian 6%
Multiracial 4%
•
Paid63%
•
Reduced 8%
Free 29%
4%----~
13%
63%
8%
Mi:ip
Principal:
Mrs Nancy Wean
Teacher Roster
Certified Nonteaching
Roster
Avg Teacher Salary:
$43,205
Avg Teacher Age: 44
yrs
75%
Average Percent Passing ISTEP(all tested grades)
90%
85%
•
80%
State Average
Storer Elementary School
75%
70%
65%
Sc,::bool.E.rofil~JntQrm_atioo
LSTI;EJles~lt~
Benchmarks
++++ Attendance Rate
++++ A\!~C9,g~P~Jc..eoH)J!§§lrl.-9~IEf(<'!!! test~c;tg[i;!~
+++
GJade 3 Pet Pasmog IST£P_bflD..9Uage Arts_SJflDJtcmi
++++ Grade 3 Pct Passing ISTEP Math Standard
LSIEP Lqnguage Arts_9.DO MCitilBesJJlt~CrQss_T;:iJJ!,d@l~c;l
lSII;P AGad~mi~ Stf:l.DQf:l.Ld~B~SJJ[l~C[QssTgQI,tlgleQ
E[§dici~dJ?J:~rtQrmance
SCh091s Like Our~
S.~1~gQjheLS.Qb9..QLs_tor C.9JIlJ,}g[isQO
Indiana Accountability System for Academic
Progress
©2002 Indiana Department of Education
-
HOOLOATA
Indiana Department of Education
G~Il~r~!Jntorm~tiQn
Storer Elementary School, # 1423 Phone: (765)747-5360
Fax: (765)747-5363
3211 Mansfield Dr
Grade Span: KG-05
5 Year Accreditation
M!J[lcie Commlmity $<;:bOOls Open Date: 08/31/1988
Muncie, IN 47304-2597
Type of Locale = Mid-size City
Year
P.~rfQrmC!Jl<;~a~$~dAcc:r~dJtaliQI1P<:lta
AY-9Pc:tFt~~
Atl~ndJ!lJc(!
P!l~$ingl".J.Lncb
Bc:ite
Year
1995-96
1996-97
1998-99
1999-00
-
Total
Enrollment
1994-95
429
1995-96
347
1996-97
351
1997-98
348
1998-99
358
1999-00
353
2000-01
356
2001-02
366
Perc:~nt
free
c.o_ym
ISII:;P
CQunt
19
85.6%
82
30
77.6%
79
22
88.5%
88
29
80.4%
103
23
78.9%
94
28
82.0%
106
School Incentive Awards
Per Pupil Award
$5.32
FourStar Scb_ool.:::*
$7.64
[Qur Star Scb.QQ1*.:'~:
FOJJL StacS!;:hQQL".*:*
$5.40
[pur Sy~.,(.sGhQQL*::*
Enrollment Data (PE form)
97.1%
96.9%
96.9%
97.1%
96.5%
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
B~dYc:~d
!"Yn~h
I"Ync;:JJ
23.0%
23.0%
25.0%
29.0%
26.0%
29.0%
Year
2000-01 Retention Rate:O.O%
Ie~c:heLPata LCElCP
Year
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2001-02 Ethnic Breakdown
white
75.4%
black
13.1%
hispanic
1.4%
asian
5.7%
amer indian
0.0%
multiracial
4.4%
Num.b.er
(B!!LILme
I;gYiJl.a!eJlt)
23.6
20.4
17.7
19.0
19.5
21.5
23.4
23.2
Average
form)
Age
Average
Experience
Avernge
S_alary
49.9
49.3
49.5
50.7
51.7
47.0
48.5
44.0
23.3
23.1
22.9
23.5
24.3
19.7
20.6
15.6
$41,590
$41,715
$42,370
$42,875
$44,880
$42,930
$44,862
$43,205
Average
Supplemental
Salary
$ 672
$ 539
$ 662
$ 278
$170
$94
$ 780
$ 603
Administrators (CElCP, MF forms)
Year
2001-02
Mrs Nancy Wean
NANCY A. WEAN
Principal Currently, Master File
Elementary School Principal CElCP
$l~dent$
Per
Teacher
18.2
17.0
19.8
18.3
18.4
16.4
15.2
15.8
-
Year
Grade
Pupils
Tested
1994-95
1994-95
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2
3
6
3
3
3
3
3
3
3
54
57
58
49
52
78
48
56
45
75
ISTEP Test Performance
Percent
State Avg
Meeting State
Meeting
Standard
Standard
74.1%
71.5%
82.5%
65.6%
82.1 %
60.0%
94.0%
83.1%
80.8%
52.9%
69.2%
58.3%
85.4%
58.7%
71.4%
60.7%
71.1 %
56.9%
74.7%
57.6%
Subject
Language Expression
Language Mechanics
Math Concepts and Applications
Math Computation
Vocabulary
Reading Comprehension
far above predicted
above predicted
far above predicted
above predicted
above predicted
above predicted
Curriculum (CElCP Form) 2000-01
ISTEP
Total Battery
NCE
68.7
74.4
71.2
77.6
74.5
67.9
70.8
72.8
73.6
72.1
Standard
Deviation
1.8
0.7
2.0
0.8
0.6
0.5
State Avg
Total Battery
NCE
66.2
66.3
61.6
67.2
61.3
60.3
59.0
61.3
62.0
Actual
Score
71.0
69.7
81.3
70.3
63.3
64.5
Schools with block scheduling may appear to have higher costs per pupil because they may be teaching only part of the total number of students, for a
given subject, in the fall semester when the information is collected.
-
Pupils
11
31
14
339
356
339
339
Teachers
(Full-Time
Equivalent)
1.00
2.00
0.40
1.00
17.00
1.00
1.00
Documentation
Cost per
Pupil
(Salary Only)
$4530
$1920
$1424
$141
$2102
$147
$147
State Avg
Cost
per Pupil
$4159
$1566
$720
$106
$1800
$132
$115
Subject
Autism
Combined Class
Communication Handicapped (Speech & Hearing)
Exploring Music
General Elementary
Physical Education
Visual Art
Storer Elementary
Responses
5
k-1
2nd-3rd
14
\ ' .•. . . .
•.• • 7
2
Muttiple
Total
28
Distribution by Grade Level
Storer Elementary
7%
25% .
50%
K-1
responses
read
yes
no
na
'If. of issues read
0
0
1
2
3
4
Easy to Understand?
na
yes
no
na
~th::6th
2nd-3rd
5
5
1
0
0
2
2
4
1
0
...... 7
14
14
..
oc
T
< ... Q
0 . . . ·.............. 0
3 ... \
1
,> ......... .2
1
1
9
0
14
0
0
multiple
total
2
2
28
28
0
0
0
0
6
1
0
....
· . . i/O
1
.•
··• ·4
0
0
.•·•·• ·0
.
>
.
...
....
7
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1
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5
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had at home
homemade materials
na
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0-1 hours
1-2 hours
2-3 hours
3-4 hours
4+ hours
na
Iyes
no
na
yes
no
na
yes
no
na
preference
story time
games
1
2
3
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all
variety
yes
no
na
yes
no
na
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0
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Storer Elementary
Comments
K-1
• I thought the newsletter had useful information in it. We didn't get around
to the activities, but I did save the newsletters for future use. I also have a
preschooler and can share the activities and apply the expectations to
her.
2-3
•
Although I read the newsletters every time, we didn't always have time for
the activities. I also used the newsletters to access my child's level
whether or not she had already mastered an area in math or was still in
the learning process.
• You did a great job Miss Ksander. You put forth much material, well
prepared, and of professional quality. [The newsletter] was very
informative and helpful to my third grader. The time to produce this and
quality of this newsletter is outstanding! It is packed with such a variety of
useful ideas relating to the subject of math. I give you an "A+" as a
parent on this newsletter, I learned along with my son! Your ideas
(activities) makes math fun which my son appreciated! What a great
idea! I thank you! We (son and I) will miss these newsletters. P.S. Do you
think writing elementary math textbooks or math resource materials could
be a possibility in your future? You are very talented in this area. Your
illustrations add to the content as well.
• Although I read through the newsletters, there were two reasons we didn't
use the activities.
1. My third grader's homework and activities related to school already
take a big enough chunk out of the afternoons and evenings.
2. She is already an excellent math student and the activities seemed a
bit too simple for her.
Thank you for your effort and good luck with your work.
• I would like to see a multiplication table for my child. I thought by the third
grade, she would be working on them.
• Thank you for the great newsletters! I've enjoyed it and plan to use many
of the activities this summer when we have more time together.
• This newsletter was very helpful. I love having specific ways I can
supplement at home. Sometimes parents don't know specific concepts
their children need nor do we understand what we can reasonably
expect at our children's grade levels. Thanks for the help!
4-6
•
The flier was fine. We just didn't take the time to do the activities.
Multiple grade levels
• Different learning styles.
Attitude
K-l
• She wants to do math all the time.
2-3
•
•
•
•
She will be taking part in the school's math enrichment.
She seems to enjoy math.
My child is growing in interest about learning addition. He enjoys having
me ask him math problems in the car.
My child is very interested in learning multiplication. He can't wait to get
started.
Tries to figure out problems better.
•
•
•
•
He loves math.
He seems to enjoy it more.
My child has always liked math.
He likes it the same amount.
•
4-6
Multiple grade levels
• none
Performance
K-l
• Better at it.
2-3
•
•
•
•
Doing well.
He now counts to two hundred and loves simple addition problems.
Doing more difficult subtraction now. Math performance is about the
same as last years-A' s.
Math is getting harder by third grade, but the interest is much greater.
Math enrichment has been wonderful also, [this is my child's] third year to
participate. Keep your positive thinking-great job Amy!
4-6
•
•
About the same
He does just as well as last year.
Multiple Grade Levels
•
r
none
-
Indiana Department of Education
School Snapshot, Washington Elem School #0265
Washington Elem School
Grades: PK-05
Schedule: Traditional
1015 W Wash Blvd
Fort Wayne, IN 46802-5943)
I M"d" C"
Phone: (260) 425-7474 Fax: (260 425-7491 Loca e: I -size Ity
5 Year Accreditation
Enrollment: 265
Corporation: Fort Wayne Community Schools
IEthnicity I
•
White 44%
Black 31l%
Hispanic; 12%
II
•
II
Asian 3%
Indian 0%
Multiracial 3%
IFree Lunch I
•
Paid 18%
•
Reduced 6%
Free 75%
3%------..
-44%
-
Mgp
Principal:
Mr Shawn Caldwell
Teacher Roster
Certified Nonteaching
Roster
Avg Teacher Salary:
$36,222
Avg Teacher Age: 38
yrs
Average Percent Passing ISTEP(ali tested grades)
80%
70%
•
State Average
Washington Elem School
60%
50%
~_GJJ9_QlProfj IeJ nfQrmgiiQJJ
Attendance Rate
t~TE;£B~~!Jlt$
ISTEEJ.,gngu~A.rt§.~nqMgJbB§l_~.Y~Q[Q~~I9bulgl~g
A\!emg!LE~IQ.en1EH$_!>[r)gLSIfE(ali tested_Q@Q.e,5)
<3radJ~~E.ct P_gJ)J)lngJ~I);P LatJguage Arts Standard
I§IEP Acg..9.e..mic_S.tlindards ResultsCross Tabulated
erndi.cted_Performance ---- --------- --------
Grade 3 Pet PaSSing ISTEP Math Standard
§ghools Lili-e Our~
Se!§lgtQther. S<:-'1901$ fOL~QmQgLi§Qn
Benchmarks
++
+
+
++
Indiana Accountability System for Academic
Progress
©2002 Indiana Department of Education
" "tliY
&CH()Ol,.. O.ATA
Indiana Department of Education
G~n~r~IJ!1fQrm@liQn
Washington Elem School, # 0265 Phone: (260)425-7474
Fax: (260)425-7491
1015 W Wash Blvd
Grade Span: PK-05
5 Year Accreditation
Fort Wayne, IN 46802-5943
EQr1\'Y~yn~CQmr:DLJnitySGhQQls Open Date: 09/01/1929
Type of Locale = Mid-size City
Year
e~rfQrm@Jl~~a!l~eJ:tA_~_~JedU~tiQnJ:)!lt!l
A....gP~t
free
AUenct!loce
P~~~J!1g
L.I,IJJ~h
B!lle
lS.TI;P
~QYJlt
Year
1995-96
1996-97
1997-98
1999-00
-
r
Per~ent
LYncJl
Free
LYnch
~9\JJlt
19
37.0%
362
31
46.8%
397
37
45.1%
286
25
61.5%
158
26
67.5%
177
17
56.3%
199
School Incentive Awards
Per Pupil Award
$5.97
$5.04
$7.69
$7.52
93.5%
93.8%
97.6%
94.1%
95.4%
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
BedY~ect
72.0%
71.0%
111.%
69.0%
69.0%
75.0%
Enrollment Data (PE form)
Year
Total
Enrollment
1994-95
397
1995-96
468
1996-97
502
1997-98
559
1998-99
258
1999-00
230
2000-01
258
2001-02
265
Year
NYmbef
(fJ,I!LTime
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
I;gYiy.alent)
23.0
27.0
26.0
28.0
15.0
14.0
16.0
18.0
2000-01 Retention Rate:O.O%
Ayerag~
2001-02 Ethnic Breakdown
white
43.8%
black
38.5%
hispanic
11.7%
asian
2.6%
0.4%
amer indian
multiracial
3.0%
AY~r!lge
Age
Average
Experience
36.9
37.7
35.2
35.0
35.1
36.8
36.3
37.8
7.9
10.2
8.0
8.0
9.3
8.8
6.4
7.7
$33,047
$34,517
$32,857
$32,622
$35,440
$34,020
$34,260
$36,222
~@Jary
Average
Supplemental
Salary
$155
$ 233
$ 244
$166
$172
$ 276
$ 348
$ 248
Administrators (CElCP, MF forms)
Year
2001-02
Mr Shawn Caldwell
SHAWN M CALDWELL
Principal Currently, Master File
. Elementary School Principal CEICP
s.t\Jctent~
Per
Iea~her
17.3
17.3
19.3
20.0
17.2
16.4
16.1
14.7
Year
Grade
Pupils
Tested
1994-95
1994-95
1995-96
1996-97
1997-98
1999-00
2000-01
2001-02
2
3
3
3
3
3
3
3
58
47
46
69
79
39
40
32
ISTEP Test Performance
State Avg
Percent
Meeting State
Meeting
Standard
Standard
51.7%
71.5%
29.8%
65.6%
69.6%
83.1 %
22.2%
52.9%
32.9%
58.3%
51.3%
60.7%
45.0%
56.9%
40.6%
57.6%
ISTEP
Total Battery
NCE
54.2
47.1
58.1
44.6
50.7
53.5
61.8
60.3
Standard
Deviation
2.1
2.1
2.1
0.9
0.5
0.9
Subject
Language Expression
Language Mechanics
Math Concepts and Applications
Math Computation
Vocabulary
Reading Comprehension
State Avg
Total Battery
NCE
66.2
66.3
67.2
61.3
60.3
61.3
62.0
far above predicted
far above predicted
far above predicted
above predicted
above predicted
above predicted
Actual
Score
57.6
67.3
69.1
60.3
50.2
52.0
Curriculum (CElCP Form) 2000-01
Schools with block scheduling may appear to have higher costs per pupil because they may be teaching only part of the total number of students. for a
given subject. in the fall semester when the information is collected.
Pupils
-
28
255
27
15
282
282
OQGurnentatiQO
Teachers
(Full-Time
Equivalent)
1.00
11.00
1.00
1.00
1.00
1.00
Cost per
Pupil
(Salary Only)
$1514
$1480
$1198
$2306
$107
$111
State Avg
Cost
per Pupil
$587
$1800
$355
$1475
$132
$134
Subject
Basic Skills Development
General Elementary
Language Arts
Learning Disabled
Physical Education
Vocal Music
School Snapshot, Washington Elementary School #5965
Indiana Department of Education
Grades: KG-05
Schedule: Traditional
Washington Elementary School
1500 Lake Ave
Plymouth, IN 46563-2427
Phone: (574) 936-4072 Fax: (574) 9364073
5 Year Accreditation
Locale: Small Town
Corporation: Plymouth Community School
Corp
Enrollment: 332
,----------------------------------,
IEthnicity I
•
White 87%
BlackO%
II
IFree Lunch I
Hispanic 7%
Multiracial 5%
•
•
Paid68%
Reduced 6%
Free 26%
5% -------~,
~~~,
60/0
Principal:
Mr Larry Holloway
Teacher Roster
Certified Nonteaching
Roster
Avg Teacher Salary:
$50,779
Avg Teacher Age: 48
yrs
Average Percent Passing ISTEP(ali tested grades)
r
80%
75%
•
State Average
Washington Elementary School
70%
65%
60%-+<-.;......;..;=
Benchmarks
+++8!t§rlQ<=!D.£e Rate
+ + + t\.X§Iil,.Qe PercentPil,_sIDD.9JSTI;J~..(rut testeQ-.9[!l,rt§s)
+++
+++
Grade 3 Pet Passing ISTEP Language Arts Standard
Grade 3 Pet Passing ISTEP Math Standard
School Profile Information
ISTEP Results
ISTEP Language Arts and Math Results Cross Tabulated
ISTEP Academic Standards Results Cross Tabulated
Predicted Performance
Schools Like Ours
Select Other Schools for Comparison
Indiana Accountability System for Academic
Progress
©2002 Indiana Department of Education
Indiana Department of Education
Gener~J .lnfQrm~ti9n
Washington Elementary School, # 5965 Phone: (574)936-4072
Fax: (574)936-4073
15QQJ"ake Ave
Grade Span: KG-05
5 Year Accreditation
Plymouth, IN 46563-2427
PlymOlJlhCornrTll.Jnity$GhOQICO[p Open Date: 09/01/1883
Type of Locale - Small Town
Performall~e_ea~~gACCledjtanQoD~ta
Year
#\Uendance
R~le
97.0%
97.0%
97.0%
96.7%
96.3%
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
Year
1994-95
1995-96
1996-97
1999-00
AY9.P.c_t
free
Re.gl,J~ed
Pa.~~ing
!"Ynch
C.QYot
.!...YD..c.!1
L$TI;P
'cQynt
19
36
23
16
16
19
fl.erc_eO t
Er~.e
!"Yo.c_h
82.6%
66
78.7%
59
69.6%
76
79.2%
62
64.4%
70
73.6%
87
School Incentive Awards
Per Pupil Award
$7.24
$7.46
EQlJJSJgLS.GbQ.QJ*:::
EQl.JL $l.Q.LSGb.QoL~~**
$4.23
Enrollment Data (PE form)
22.0%
18.0%
22.0%
19.0%
21.0%
26.0%
Year
Total
Enrollment
1994-95
317
321
1995-96
1996-97
303
1997-98
322
1998-99
340
1999-00
327
2000-01
339
2001-02
332
Year
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2000-01 Retention Rate: 1.8%
NYm.ber
{Ey!Lllme
l;.QyjYaJ!!nt)
16.1
17.3
16.2
16.1
16.3
16.9
16.3
16.9
Aver~g~
2001-02 Ethnic Breakdown
white
87.3%
0.3%
black
hispanic
6.9%
asian
0.0%
amer indian
0.0%
multiracial
5.4%
AveI.~ge
Age
Average
Experience
43.2
44.0
43.1
44.1
45.2
46.0
47.2
48.5
17.2
16.9
16.2
17.2
17.5
18.5
20.3
21.0
$37,380
$36,347
$39,807
$41,917
$42,038
$45,845
$46,984
$50,779
SaJary
Average
Supplemental
Salary
$ 385
$493
$ 851
$ 977
$1,114
$1,468
$1,620
$1,674
Administrators (CElCP, MF forms)
Year
r
2001-02
Mr Larry Holloway
LARRY E HOLLOWAY
Principal Currently, Master File
Elementary School Principal CEICP
SJygel1ts
Per
IeJ~Cller
19.7
18.5
18.7
20.0
20.9
19.4
20.8
19.6
-
Year
Grade
Pupils
Tested
1994-95
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2
3
3
3
3
3
3
3
3
38
59
37
46
54
56
48
73
55
ISTEP Test Performance
Percent
State Avg
Meeting State
Meeting
Standard
Standard
94.7%
71 .5%
73.3%
65.6%
97.3%
83.1%
73.9%
52.9%
66.7%
58.3%
57.1%
58.7%
66.7%
60.7%
53.4%
56.9%
67.3%
57.6%
Subject
Language Expression
Language Mechanics
Math Concepts and Applications
Math Computation
Vocabulary
Reading Comprehension
State Avg
Total Battery
NCE
66.2
66.3
67.2
61.3
60.3
59.0
61.3
62.0
ISTEP
Total Batten'
NCE
78.2
68.3
77.5
70.4
63.3
59.7
64.6
60.1
66.6
far above predicted
above predicted
far above predicted
above predicted
far above predicted
far above predicted
Curriculum (CElCP Form) 2000-01
Standard
Deviation
1.8
0.9
1.7
1.5
2.2
2.2
Actual
Score
62.8
62.9
71.0
66.9
62.2
62.8
Schools with block scheduling may appear to have higher costs per pupil because they may be teaching only part of the total number of students, for a
given subject, in the fall semester when the information is collected.
Pupils
-
288
339
288
287
Documentation
Teachers
(Full-Time
Equivalent)
0.72
14.50
0.68
0.37
Cost per
Pupil
(Salary Only)
$96
$1988
$115
$50
State Avg
Cost
per Pupil
$106
$1800
$132
$115
Subject
Exploring Music
General Elementary
Physical Education
Visual Art
Washington Elementary, Plymouth
Responses
23
17
k-1
2nd-3rd
tl1,i.6tfi? . .
4
... ·.·.·.
.·
.. ...... . ' .....:'.... i
.> . ,. . .• • •. •. . ·• • 1> ....................
~~
3
Multiple
Total
55
Distribution by Grade Level
----------~--
-- --
----------------~
------~-
Washington Elementary
5%
42%
r-------- --- ----- - -- ------ ----- ---~ __ ~ _____ ~
------~-
10 k-1 02nd-3rd D4th-6th 0 Multiple
________ L __
-=-=-__
~==-~~=_=__ _~_ =--=-:~=-____=__===~
K-1
responses
read
Iyes
no
na
1# of issues read
1
2
3
4
Easy to Understand?
na
Iyes
no
na
4tn-$th
2nd-3rd
23
23
0
0
4
2
2
14
1
22
0
1
17
15
..
'
multiple
i12
. . i/"m
.··.2
1 . • . .• • r . . .• 0:
6 ". <)i ·. . 1
1 'i ••.•.•.••.
01) .......-•...••..••••• ,
. .... 0
1
10 , •.• -.07 7
'
01···.• /i . •.
.....
________________~____________:
2
17 ".
10
0 ..•·• •. ( -.-.-.' .'·0
0 •••••.•.•· •..•• · ·.··1
total
3
3
0
0
1
0
0
2
0
3
0
0
55
51
3
1
12
3
3
33
3
52
0
2
-)
)
)
Washington Elementary, Plymouth
12
I
10
r.n
Q)
r.n
8
c:
0
Q.
r.n
Q)
a.:
....0
6
JL
i~~~_~~
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Expectations
Newsletter Category
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------
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Great Math Activities
na
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Evaluation Oata- Washin ton Elemen ary, Plymouth
k-1
Set Up
o
16
16
5
9
1
22
o
o
o
na
1
2
3
4
5
na
1
2
3
4
5
no materials
had at home
homemade materials
none
all
-
story time
igames
variety
Iyes
no
na
Iyes
no
na
1
o
6
8
7
1
1
o>() ..••..... ····1
O,i·.·.···············T . . Q
7
······.·3
1 •••••••••..•••.•.•
31.·..
..•. 3
01> · •••• i . . . ··0
01< •. . . • . . 1
o
3
10
8
1
2
2
7
8
4
3
5
3
3
2
a
7
19
a
4
o
9
12
1
1
2
3
7
3
a
9
3
17
3
o
14
1
19
1
2
o
o
o
o
2
1
22
o
o
3
2
2
1
20
0\ .•••..•••. ·•·•. )0
0····.·.······•. ··.··(0
3 .•.•.• ·\/<2
o
o
15
9
o
3
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o
7
21
4
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o
6
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o
12
3
36
15
3
36
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34
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8 .• •. • ?
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31
o
11
16
o
na
none
0-1 hours
1-2 hours
2-3 hours
3-4 hours
4+ hours
na
yes
no
na
Iyes
no
na
Iyes
no
na
if>reference
2
0
6
8
5
time
o
o
2
3
4
2
3
4
Great Math Activities
total
o
0
1
Expectations
4,Si $ \ . . multiple
o .i . ·/ .·. ·.0
1
na
Opening Letter
2,3
13
...•••• '.•
a
1
2
12
1
19
o
6
3
39
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o
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41
4
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1
Washington Elementary, Plymouth
Comments
k-l
• You did a very nice job. We appreciate the time and effort you put in on
this project.
• I felt a lot of these ideas were designed by a person who doesn't have
children. I am not going to give my child pudding to learn math. We play
Skipbo, Dominoes, Aggrivation with 2 dice so we can add and play
addition games in the car. Most of the games required setting up the
game then taking time to do the game. My son gets off the bus at 4pm
and goes to bed at 7:30. We have to do homework, read, bathe, and
eat in three and a half hours. Math needs to be incorporated in every
day things, counting groceries, adding up the cost of things, dividing
portions, and playing quick and easy games. I felt the ideas would work
better in a class setting and many of the ideas were done in my son's
preschool. I did not find your papers helpful.
• I read the newsletter, but rarely followed through with the activities. I
concentrated on getting math homework done and reading. I never
remembered to take the newsletter to the library, so therefore did not use
suggested books. I also recognize the time and effort you put into
creating this newsletter. It is attractive and well organized. It has been my
negligence that I have not put your information to use. I have kept each
newsletter with thoughts of using them as a possible summer activity.
2-3
• [This newsletter] did not interest me.
• Our family read the information you supplied. We did not apply the
worksheet to our homework routine. Our normal day-to-day routine
exceeds our time limits.
• We already had plenty of homework and activities. I didn't feel like we
had time to add any more. Perhaps if my child were having trouble
keeping up, I would have tried it. I can tell you put a lot of work into this
project.
4-6
•
•
•
Good newsletter, just too many family time constrictions ot use.
[This] did not interest me.
I am sorry, I didn't read [the newsletter].
Multiple grade levels
• none
Attitude
K-l
• Really wants to learn more about math and other subjects.
• She is very interested [in math].
• Very positive mindset with math.
• He enjoys math and always has.
• She seems to understand math better.
• She seems more excited to practice.
• She really enjoys it.
• He is very excited to start adding and subtracting larger numbers.
2-3
• She is eager to do her math papers and loves to work with fractions.
• [Math is] very challenging and he likes it.
• Good.
• She has always liked math.
• Doing better.
• I try to encourage her to study harder.
4-6
•
•
•
•
•
Really no change-enjoys math and numbers.
Smart enough to do it but he gets too laxed and loses interest sometimes.
Takes challenge and puts in effort.
I have a hard time with her in math. She doesn't want to pay attention
when I try and explain something.
Continuing to enjoy it.
I
Multiple grade levels
• More confident
Performance
K-l
• Improving in adding and counting.
• Improving.
• Good math student- school has strong math curriculum.
• I have noticed a drastic change in her addition and subtraction.
• Big improvement on last year.
2-3
•
•
•
•
•
She is maturing and enjoying math. I believe her grasp of the concepts is
improving.
Overall he's doing very well.
Good.
She is always confident when doing her math work.
Getting better.
r
·
Trying her best.
4-6
•
•
•
•
I feel he is getting better at it. Also I got him some multiplication and
division flash cards.
Is improving due to the goals he has set for himself.
Average good performance.
She continues to try to give her best in learning.
Multiple Grade Levels
• Improvement on timed testing.
-
School Snapshot, Webster Elementary School #5969
Webster Elementary School
1101 S Michigan St
Plymouth, IN 46563-3111
Phone: (574) 936-2520 Fax: (574) 9354976
5 Year Accreditation
Indiana Department of Education
Grades: KG-05
Schedule: Traditional
Locale: Small Town
Corporation: Plymouth Community School
Corp
Enrollment: 377
IEthnicity I
•
White 85%
II
Black 1%
Hispanic 9%
•
IFree Lunch I
Asian 0%
Multiracial 6%
•
Paid 67%
•
Reduced 10%
Free 24ro
10%
67%
-
Principal:
Ms Donna
Burroughs
Teacher Roster
Certified Nonteaching
Roster
Avg Teacher Salary:
$46,091
Avg Teacher Age: 47
yrs
Average Percent Passing ISTEP(all tested grades)
80%
75%
•
State Average
Webster Elementary School
70%
65%
Benchmarks
++ + +
++ +
+++
+++
A!1!2lli!.aQQlLE@.te
AYen!g.E:LEe.rcE).DlPasslngJSJE P(all teste~~Lg@lLeru
Grade 3 Pct Passing ISTEP Language Arts Standard
Grade 3 Pct Passing ISTEP Math Standard
School Profile Information
ISTEP Results
ISTEP Language Arts and Math Results Cross Tabulated
ISTEP Academic Standards Results Cross Tabulated
Predicted Performance
Schools Like Ours
Select Other Schools for Comparison
Indiana Accountability System for Academic
Progress
©2002 Indiana Department of Education
.Indiana Department of Education
G~n~I~IJnfQrmi:ltiQn
Webster Elementary School, # 5969 Phone: (574)936-2520
Fax: (574)935-4976
1101 S Michigan St
Grade Span: KG-05
5 Year Accreditation
Plymouth, IN 46563-3111
F'lymouthCQrnrTJ.wnity$GbQQI COrp Open Date: 09/01/1898
Type of Locale = Small Town
PerfQrman~~'te~l$e.dAccr~91tatiQn_Qata
AVgPct
Ere~
Year
Atten.dallce
Ft~t~
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
-
I
P~$~ing
!STEP
75.4%
79.2%
74.0%
76.8%
76.0%
73.6%
96.9%
97.1%
97.2%
97.0%
97.0%
L,Yn.cn
CQynt
70
79
80
71
89
90
BeJ:tY.ce.d
L_YJ1CJl
CQYJ'1J
39
47
52
32
39
36
PeJc~nt
Free
L,LJnc!1
19.0%
22.0%
21.0%
20.0%
25.0%
24.0%
School Incentive Awards
Per Pupil Award
$6.85
$8.50
$7.43
$6.68
Year
1994-95
1996-97
1997-98
1998-99
Enrollment Data (PE form)
Year
Total
Enrollment
1994-95
350
1995-96
349
1996-97
369
1997-98
354
1998-99
373
1999-00
360
2000-01
363
2001-02
377
2001-02 Ethnic Breakdown
white
84.9%
black
0.5%
hispanic
8.8%
asian
0.3%
amer indian
0.0%
multiracial
5.6%
2000-01 Retention Rate:0.8%
Ie~J~.h~J:J>ata !CElCP191m)
f':tYmb~I
Year
(FJ,!IlTim~
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
!;gylva!ent)
16.1
17.1
18.4
18.4
18.4
18.4
19.0
19.5
Average
A~
Average
Experience
Average
Salary
45.9
43.3
43.5
44.5
45.7
45.5
46.1
47.2
13.6
13.3
13.6
14.6
15.6
15.3
14.8
15.4
$34,459
$34,393
$37,725
$39,777
$42,088
$42,914
$43,310
$46,091
Average
Supplemental
Salary
$ 347
$ 337
$ 398
$ 460
$ 767
$ 916
$1,016
$ 744
Administrators (CElCP, MF forms)
Year
2001-02
Ms Donna Burroughs
DONNA BURROUGHS
Principal Currently, Master File
Elementary School Principal CEICP
$ly.dent~
P~r
Ie~cJ:wr
21.8
20.4
20.1
19.3
20.3
19.5
19.1
19.3
-
Year
Grade
Pupils
Tested
1994-95
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2
3
3
3
3
3
3
3
3
54
47
55
60
60
50
56
52
72
ISTEP Test Performance
Percent
State Avg
Meeting State
Meeting
Standard
Standard
74.1%
71.5%
72.3%
65.6%
77.8%
83.1 %
66.7%
52.9%
66.7%
58.3%
64.0%
58.7%
67.9%
60.7%
65.4%
56.9%
62.5%
57.6%
State Avg
Total Battery
NCE
66.2
66.3
67.2
61.3
60.3
59.0
61.3
62.0
ISTEP
Total Battery
NCE
68.3
69.0
62.3
70.0
64.2
62.9
60.5
70.4
67.3
ISIf;PSI..lt>test. SC9Ies. Be!~tLyelQ.P.redicted2()01 ~02
Subject
Language Expression
Language Mechanics
Math Concepts and Applications
Math Computation
Vocabulary
Reading Comprehension
near predicted
near predicted
above predicted
above predicted
above predicted
near predicted
Curriculum (CElCP Form) 2000-01
Standard
Deviation
0.5
0.0
1.3
0.7
0.6
-0.4
Actual
Score
63.8
64.2
75.6
67.4
62.0
60.1
Schools with block scheduling may appear to have higher costs per pupil because they may be teaching only part of the total number of students, for a
given subject, in the fall semester when the information is collected.
Pupils
380
346
298
298
Documentation
r
Teachers
(Full-Time
Equivalent)
1.37
16.50
0.68
0.45
Cost per
Pupil
(Salary Only)
$140
$1990
$103
$63
State Avg
Cost
per Pupil
$106
$1800
$132
$115
Subject
Exploring Music
General Elementary
Physical Education
Visual Art
Webster Elementary
Responses
23
34
k-1
2nd-3rd
4fH--$tt"l \ . . >
•.•. . . .•.
3
Multiple
Total
77
Distribution by Grade Level
Webster Elementary
4%
44%
K-1
resl29nses
read
Iyes
no
na
1# of issues read
0
1
2
3
4
na
Easy to Understand? Iyes
no
na
4th~th
2nd-3rd
23
22
1
4
3
2
13
0
22
0
0
multiple
34 I:··: :.<17
33 It .• . ···1~
11 :•. \ <Ii
Olf ...... i ···:·<0
r ·.:·2
8
. i
.:
3
1
19
~
..
..
....
3
...
11
0
. . .• . ·.}O
2
I
•....• 17
31
·.· . 0
...
11
11 iii ·. . ···•• 0
total
3
3
0
0
0
0
0
3
0
3
0
0
77
74
3
0
14
9
3
46
2
73
1
1
)
)
)
Webster Elementary
20
18
16
14
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CI)
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c0 12
0.
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0
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4
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2
3
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ill [[l,Hiill ilillll JlU , OB-- OH--1---r n r
T
!
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--.
4
Set Up
5
I
na '1
2
3
i
4
5
,
i
na i 1 : 2
I
I 3
' 4
I
' 5 • na
Expectations
Opening Letter
Newsletter Category
o 3,~ __E.:l~,_!5, 6
I
0 multiple,
i
l' 2
3: 4
5
Great Math Activities
! na
Evaluation Data- Webster Elementary
K-1
1
SetUp
2
3
4
5
na
1
2
3
4
5
Opening Letter
na
1
2
3
4
Expectations
5
na
Great Math Activities
1
2
3
4
5
na
none
0-1 hours
1-2 hours
2-3 hours
3-4 hours
4+ hours
na
no materials
yes
no
na
had at home
Iyes
no
na
homemade materials Iyes
no
na
1
Ipreference
2
3
none
all
variety
story time
Iyes
no
na
Igames
I yes
no
na
time
2,3
0
0
3
5
14
0
0
0
6
4;S~p i
0 Ii •. . . •.•.•
1L i
9
multiple
0
. . . . iO
....' ·.... 1
.i /
13 •.• ~ . .••• / \ 4
11 . •••.. . .••••.••.• ito
0 . .••.•. .•. . . . . . •.• ·•.• 2
0
· · · · · . ..•·····.··0
••.. . ·tQ
0
.
10 .... •..... • • 2
5
12 ....•.... )
11
0
0
0
5
4
13
0
0
1
5
4
13
1
3
4
8
4
0
2
1
17
5
0
17
5
0
13
9
0
1
6
3
6
2
0
20
1
1
20
0
2
11 .........•.
1 1.' .•. i.··••
....
.. 4
jO
'..••••.
1
·.• • r· i .1
1
o . .•. . . . •. »1
8 ...... ·•· •. i •..• ·····iO
18 ..... i J13
8·' .•.....••......•....•••• $
.... <i
0
0
0
8
13
i)
1
:" .. i "1
...••.•...••• \ 1
.• • ··</3
.....
·"i$
•....•• \ \.1
5
7
. . .•. . . ·:-.-3
................ /
4
14
1
·.•·4
.
. • ·L i 3
4 .•. · •
.'. . . . •. . ···.1
3
...
1 .
••• 0
1 JT . .• \~IT1
6 ..........••.•..•.•.····3
22 ........
• • ··.·>10
5.··• .• ·..• \ ••.•. . . $
2 ..•.••..••• . iO
20
···. .··/i·. ··.·;g
7
. ••••
21
·4
i(O
....
5
23 ,
1
f
•..•. . . •••.. >12
•··.\0
•
51\
<i . . .Jt
9 1 .'. i
OiL .•........
·•••. 1
·······6
13 I. > ..•••.•" 1
0 Ii . •.• · •. i ··.·.i P
oli ·········\i 0
25 i' •••• 11
1 ..
>1
4 ......•...... > i 1
I·.·•.••
23
•••
1
5
......
.·. ·····.·······.·11
..•...•...•••. iC)
'.. //2
total
0
0
0
2
1
0
0
0
0
3
0
0
0
0
0
3
0
0
0
0
3
0
0
0
0
1
1
0
0
0
1
3
0
0
2
0
1
2
1
0
1
2
0
0
0
0
2
0
1
2
0
1
0
1
13
24
36
2
0
0
18
24
32
2
2
1
13
28
30
1
1
2
19
23
19
11
8
23
16
8
1
4
11
52
13
2
48
16
3
21
45
1
14
18
9
20
2
0
58
3
7
56
1
10
Webster Elementary
Comments
K-l
• The newsletters was easy to understand. The activities was'nt easy to
understand. Things with legs, making tangrams, and making a quilt were
great activities.
• When I was a kid the teachers done the teaching not the parents. My son
went to a private school last year and by the way it going he will be back
there next year.
• We've done a lot of these activities in the past. But they were great
reminders. Good Luck!
• Liked same and different.
• We really enjoyed making materials and then using them.
2-3
•
Ir"
I'm sorry but I have trouble with math, so it makes no sense to me. I have
trouble, but I would anyway. We work on homework, that's alii can
manage, with math anyway. She does pretty well at math on her own or
with help at school. I am barely able to help her with her homework, so I
wouldn't be any help to her at all. Like I said, she is doing pretty well. I am
sorry I am such an idiot with math.
• I believe January was the first issue I've seen.
• I liked Shape Sleuth!
• Glanced through.
• Your letter is very informative and has some good ideas on improving a
child's math understanding as well as forming a fun "bonding" between
parent and child. However I am going thru a divorce which has lasted
over a year with no end in sight. The stress on me is incredible, and trying
to keep up with my home, animals, my child takes a lot of time. So I didn't
do these activities with my child. I feel terrible about this, but I can only do
so much. I am very proud of my child for the hard work he has put into his
studies with my lack of help and thru all the stress he has at home and my
shortness with him at times. He has kept up his grades and that makes me
very proud of him.
• The information in the newsletter is worthy of saving, the intent is to use it
as reference. It is not part of our schedule yet, but the information,
exercises, and suggestions are great. Thanks for all the hard work and the
great stuff. Your challenge to do math with our kids at home will not go
uncontested. Good luck with your studies.
• Too busy, however, if my child needed extra help in math I would have
most definitely used this resource. My child understands math and picks
up new info very quickly, therefore, when I devote extra time to working
with him, I choose areas that he is weak in.
4-6
•
I feel the 1 % to 2 hours a night is plenty of time already for her to be doing
school work. I also have a hard time getting her to just do the math she
already has to do and want her to start liking math, not push her so she
dislikes it more.
• Well done-enjoyed!
• Note: homework takes up all of our time. These suggestions would have
been great in previous years.
• We did not to the extra math activities. We have math homework almost
every night. My children usually have 20-30 problems to do every night
and with the additional homework and reading by the time we eat
dinner, bathe, check homework, study for the tests. It's time for bed. We
do not do TV or play video games during the week. I especially think
some of this material would be great for summer break. I usually get my
children a math workbook at Staples for them to work on 20 minutes a
gay in the summer. I do not like the gact that the kids have a 10 week
summer break and some kids do no reading or math. We look over the
work together. You have done a wonderful job in presenting your
material. It looks as if you have put a lot of work in your materials and
research. I think it is great for younger children to get some hands on
experience with math, and develop a love of math. I often had my
preschoolers helping in the kitchen, counging, building, adding and
subtracting, and they didn't even know it was math. Maybe some
summer ideas would be a big help with parents and children. Good luck!
• We have several children and have developed a homework pattern we
feel works for our family. I did not take the time to read the newsletters
very carefully I will admit. After 27 years of parenting and you have your
routine down. I did notice that your newsletters were very well done. I do
appreciate the work that you have done. Good luck with your thesis. I
regret that I cannot be more helpful.
Multiple grade levels
• none
Attitude
K-l
• Strong desire to start learning more.
• More willing to solve problems on his own.
• Seems to understand math a bit better now.
• She is understanding math and numbers very much more and even gets
excited about new findings.
•
•
•
•
•
•
My child has always really liked math.
He has much more confidence when doing math activities.
She is very strong in math already. So I didn't use the activities. She's very
independent and didn't want help.
Has always liked math.
He is very eager to learn more and more every day. I'm very proud of
him. He loves to learn.
He's more interested than I thought he would be.
2-3
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Loves math, just rushes his work.
Understands easier, things are explained and repeated.
She seems to be gaining confidence in her math abilities.
He continues to enjoy math and strives to do his best.
More open to learn.
My son likes math, he likes addition, and he seems to do pretty well in
math.
Better thought processes in problem solving.
He needs more practice with his "timed" math facts, but overall I see a
dramatic improvement this year after switching from a different school.
She appears to be a little fearful.
Sometimes not very interested because she says it's too hard and can't
understand!
Excitement in learning and understanding.
Things are starting to come (know where math is coming into their life).
Michael goes in stages of doing good then goes down.
I believe my child is enjoying math a lot more this year.
4-6
•
•
•
•
•
•
She enjoys math and does fairly well in it.
More confident.
Increased understanding and enjoyment.
It's harder for him, but he's beginning to understand more now. He finds it
easier to understand now.
No longer worried if she doesn't get something the first time.
She thinks it's more challenging.
Multiple grade levels
• Seems more frustrated
r
Performance
K-l
• Doing better
• Faster, more sure of herself
•
•
•
•
•
•
He is doing very well
Doing very well
A little better.
She can count, add, and subtract.
He is always counting and adding numbers. He learns fast and the most
important think I like he try's his self before asking what the answer is.
Better at writing numbers.
2-3
•
•
•
•
•
•
•
•
•
•
('
Has a hard time comprehending math. Needs a little more help.
She seems to be improving.
He is doing well.
Doing much better, enjoys learning.
On timed test, she is slower, less sure of herself and appears to freeze.
Sometimes we have to repeat problems over two or three times before
she understands or will try!
Keeps positive attitude about always wanting to learn.
Michael learns math quickly when he tries
I think my child does well.
More interested, neater papers, more challenged, talks about it.
4-6
•
•
•
•
•
•
She does her homework without prompting.
Good grades all year.
Improved test scores.
He is understanding and learning more now.
Has more confidence. She only asks for help when needed. I don't feel
like I am doing her homework.
She's a good stUdent, basically no change.
Multiple Grade Levels
• Does really well
r
http://webmaij.l)5u.edu/ exchangelN<IITIlnbox/
Amy.EMl7Ond-open
"~Reply
t1\l
Reply to
all."
Forward
Donna Burroughs [dburroughs@piymouth.k12.in.us]
Te...
Friday, March 1, 200
Arrtj
X.
Close
Sent:
Fri 3/112002 2:56 PM
Kitt, Nancy A.
Cc:
Subject:
Amy
Attachments:
View As Web Page
Dear Nancy,
Just a note to let you know that we appreciated being a part of Amy's math study. Our families enjoyed the math activities and were
complimentary of her efforts.
Thanks for sharing. She deserves high marks!
Donna Burroughs, Principal, Webster Elem.
-
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Evaluation Response
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Attendance 01-02
Mooresville Christian Academy
Levan Scott Academy
Klondike Elementary
Storer Elementary
Forest Dale Elementary
Maywood Elementary
Geyer Middle School
Webster Elementary
Washington Elementary (Plymouth)
Washington Elementary (Fort Wayne)
Abbett Elementary School
Morrison-Mock Elementary
Total
331
313
771
366
547
479
497
377
332
265
360
200
4838
Response
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139
28
0
46
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55
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Great Math Activities
Analysis and Personal Reflection
Looking back over this project and the two-year endeavor it has been
putting my thesis together, it is hard to know where to begin talking about the
things I have learned during the experience. Now at the conclusion of my senior
year, I look back and see that the person I am now is so drastically different from
the one that entered school at Ball State four years ago. The many experiences
over time, within and outside of the classroom have come together to make those
changes. I can see now that this project has been one of those defining
experiences, and it has made a big difference on who I am, as a student, as a
teacher, and as a person.
When I started in the Honors College at Ball State, I thought that I would
never graduate from the program, because there was no way I was going to put
~
(
together a thesis. It just wasn't going to happen. I'd take the classes for a while
and reap the benefits, but I'd drop out before I ever had to think about actually
doing a thesis.
The time came and I was still enrolled in the Honors College. What to do
about a thesis? I started out at the beginning of my junior year and had an
advisor in mind. Soon, I developed a thesis topic. I had nalve and idealistic
notions that I was going to write a monthly newsletter and use it in two or three
schools. It was going to focus on a different manipulative material each month
and parents and their children would make these materials at home. Parents
would embrace the idea of mathematics in their every day life and help to instill
love for math in their children by spending time together working on the
r
activities that I provided. It wouldn't be that big a deal on my part; I'd just put
together 8 issues and I'd be done.
Two years later and looking back, I can see just how wrong I was. Putting
together eight issues of the newsletter for the three different grade level groups
became a full time job for about eight straight weeks. Once they were done, they
were revised and edited and revised again. I thought at times I would never be
finished, but the experience of putting together the newsletters was one of the
most valuable experiences, professionally, of my college career. The process of
going through the state standards for each grade level and finding resources and
selecting activities to match those standards was hugely beneficial to me, because
it allowed me to become very familiar with the standards, and to see what
materials and resources are available to help students meet those standards. It
was an experience that really helped me to prepare for my student teaching
placement and has made me a resource person for others who are looking to
enrich their math curriculum.
In November of 2001, I attended and presented my project at a
professional conference, the annual Indiana Council of Teachers of Mathematics
conference in Indianapolis. Speaking in front of large groups of adults that I
have never met before would never be an experience I would choose for myself,
but at the urging of my thesis adviser, Miss Nancy Kitt, I gave a one-hour
presentation on my project. I am very glad that it is an experience that I have
under my belt. The rest of the presenters were teachers or professors, I was the
only undergraduate. As well as presenting, I attended the conference and
learned many new ideas that I will be able to apply to my own teaching. The
experience was a very positive one in terms of the new ideas I was exposed to,
the speaking opportunity, and all of the positive feedback I received from those
who attended my presentation.
Through the data I received back from my parent evaluations, I realized
just how na"ive my initial vision of my project had been. It was not entirely
uncommon to have a parent say that they were too busy to spend time with their
child or their children. I even had one parent go so far as to say, "when I was a
kid the teachers done (sic) the teaching not the parents." Overall, parents
seemed to like to do activities that required few or no materials and little time, if
they did any activities at all. Not every parent is entirely committed to his or her
child's education. Not every parent, regardless of commitment, has the time or
the resources to spend time with their children outside of what is already
required by school. Although I did find parents like this, there were hundreds of
parents that gave very positive responses and their thanks for helping them to
work with their child(ren}. With a project like this, I could not realistically expect
that one hundred percent of parents would embrace the project. What I did find
was that for everyone who did try the newsletter and the activities, there were
people who liked all of the different parts.
r
If I were to do this project again, I don't think I would change anything.
Some people suggested making the newsletter shorter, but I think that limits the
choices and the opportunities that people have about the kinds of activities they
do. Some people said that they would prefer to have activities with few or no
materials, some said that they wanted ones they could do with materials from
home, and some preferred making their manipulatives and then using them. I
feel that this shows that there was a little something for everyone in the
newsletter, whatever time or resources they had available.
I consider the number of hours people reported they spent on the project
and the positive comments that I received to make the endeavor a success. I
cannot expect to have reached everyone, but it has made the experience of the
r
project worthwhile just to know that I have made a difference for some families.
Most of all, I know that the experience was a success for myself. I pushed myself
to do things that were not the most comfortable, such as speak at a professional
conference; I achieved personal growth. I pushed myself to find resources and
materials; I achieved professional growth. I set the goal to complete my Senior
Honors Thesis" and I met it; I achieved academic growth.
r
Baggett, P. & Ehrenfeucht, A. (1995). Breaking Away from the Math Book: Creative
Projects for Grades K-6. Lancaster, PA: Technomic.
Braddon, K.L., Hall, N.J. & Taylor, D. (1993). Math Through Children's Literature:
Making the NCTM Standards Come Alive. Englewood,
co: Teacher Ideas Press.
Cuisenaire Company of America. (1996). The Super Source: Pattern Blocks
Grades K-2. White Plains, NY: Author.
Cuisenaire Company of America. (1996). The Super Source: Pattern Blocks
Grades 3-4. White Plains, NY: Author.
Cuisenaire Company of America. (1996). The Super Source: Tangrams Grades K-2.
White Plains, NY: Author.
Fong, C. (1995). Curriculinks Grades 5-6. Mountain View, CA: Creative Publications.
Huck, C.S., Helper, S., Hickman, J. & Kiefer, B.Z. (1997). Children's Literature in
the Elementary School (6th ed.). Chicago: Brown & Benchmark.
Indiana Department of Education. (2000). Indiana Standards 2000- Mathematics.
Roper, A. (1995). Curriculinks Grades 3-4. Mountain View, CA: Creative
Publ ications.
Saxe, K. (1995). Curriculinks Grades K-2. Mountain View, CA: Creative Publications.
Stenmark, J.K., Thompson, V. & Cossey, R. (1986). Family Math. Berkeley, CA:
Regents, University of California.
--
Van de Walle, J.A. (1998). Elementary and Middle School Mathematics: Teaching
Developmentally (3rd ed.). New York: Longman.