Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.
| Question | Grade/ Group | Strongly Agree |
Agree | Disagree | Strongly Disagree |
Don't Know |
|---|---|---|---|---|---|---|
| 7th Grade: My teachers give me more than one chance to do well on an assignment or test. |
7 - All | 30% (28/92) | 47% (43/92) | 9% (8/92) | 3% (3/92) | 9% (8/92) |
| Primary Students: My teachers give me more than one chance to do well on an assignment or test. |
7-7 - All | 30% (28/92) | 47% (43/92) | 9% (8/92) | 3% (3/92) | 9% (8/92) |
| 8th Grade: My teachers give me more than one chance to do well on an assignment or test. |
8 - All | 23% (26/113) | 29% (33/113) | 14% (16/113) | 7% (8/113) | 23% (26/113) |
| Primary Students: My teachers give me more than one chance to do well on an assignment or test. |
8-8 - All | 48% (54/113) | 67% (76/113) | 21% (24/113) | 10% (11/113) | 30% (34/113) |
| 9th Grade: My teachers give me more than one chance to do well on an assignment or test. |
9 - All | 19% (12/63) | 25% (16/63) | 21% (13/63) | 10% (6/63) | 30% (19/63) |
| Primary Students: My teachers give me more than one chance to do well on an assignment or test. |
9-9 - All | 105% (66/63) | 146% (92/63) | 59% (37/63) | 27% (17/63) | 84% (53/63) |
| 10th Grade: My teachers give me more than one chance to do well on an assignment or test. |
10 - All | 9% (8/86) | 22% (19/86) | 19% (16/86) | 15% (13/86) | 30% (26/86) |
| Primary Students: My teachers give me more than one chance to do well on an assignment or test. |
10-10 - All | 86% (74/86) | 129% (111/86) | 62% (53/86) | 35% (30/86) | 92% (79/86) |
| 11th Grade: My teachers give me more than one chance to do well on an assignment or test. |
11 - All | 4% (4/97) | 31% (30/97) | 22% (21/97) | 11% (11/97) | 27% (26/97) |
| Primary Students: My teachers give me more than one chance to do well on an assignment or test. |
11-11 - All | 80% (78/97) | 145% (141/97) | 76% (74/97) | 42% (41/97) | 108% (105/97) |
| 12th Grade: My teachers give me more than one chance to do well on an assignment or test. |
12 - All | 11% (9/84) | 30% (25/84) | 31% (26/84) | 5% (4/84) | 24% (20/84) |
| Primary Students: My teachers give me more than one chance to do well on an assignment or test. |
12-12 - All | 104% (87/84) | 198% (166/84) | 119% (100/84) | 54% (45/84) | 149% (125/84) |
| Parents: My child's teachers give students more than one chance to do well on an assignment or test. |
Parent - All | 7% (2/30) | 33% (10/30) | 33% (10/30) | 7% (2/30) | 20% (6/30) |
| Community: Teachers at the above school give students more than one chance to do well on an assignment or test. |
Community - All | n < 10 | n < 10 | n < 10 | n < 10 | n < 10 |
| Faculty: I give students more than one chance to do well on an assignment or test. |
Faculty - All | 44% (14/32) | 34% (11/32) | 3% (1/32) | 3% (1/32) | 16% (5/32) |
| Question | Grade/ Group | Strongly Agree |
Agree | Disagree | Strongly Disagree |
Don't Know |
|---|---|---|---|---|---|---|
| 7th Grade: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
7 - All | 28% (26/92) | 49% (45/92) | 8% (7/92) | 1% (1/92) | 10% (9/92) |
| Primary Students: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
7-7 - All | 28% (26/92) | 49% (45/92) | 8% (7/92) | 1% (1/92) | 10% (9/92) |
| 8th Grade: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
8 - All | 27% (30/113) | 36% (41/113) | 8% (9/113) | 8% (9/113) | 17% (19/113) |
| Primary Students: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
8-8 - All | 50% (56/113) | 76% (86/113) | 14% (16/113) | 9% (10/113) | 25% (28/113) |
| 9th Grade: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
9 - All | 27% (17/63) | 52% (33/63) | 2% (1/63) | 3% (2/63) | 11% (7/63) |
| Primary Students: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
9-9 - All | 116% (73/63) | 189% (119/63) | 27% (17/63) | 19% (12/63) | 56% (35/63) |
| 10th Grade: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
10 - All | 14% (12/86) | 40% (34/86) | 7% (6/86) | 9% (8/86) | 27% (23/86) |
| Primary Students: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
10-10 - All | 99% (85/86) | 178% (153/86) | 27% (23/86) | 23% (20/86) | 67% (58/86) |
| 11th Grade: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
11 - All | 19% (18/97) | 39% (38/97) | 11% (11/97) | 3% (3/97) | 24% (23/97) |
| Primary Students: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
11-11 - All | 106% (103/97) | 197% (191/97) | 35% (34/97) | 24% (23/97) | 84% (81/97) |
| 12th Grade: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
12 - All | 19% (16/84) | 55% (46/84) | 12% (10/84) | 1% (1/84) | 13% (11/84) |
| Primary Students: My teachers give me many ways to show what I have learned such as tests, portfolios, projects, reports, and essays. |
12-12 - All | 142% (119/84) | 282% (237/84) | 52% (44/84) | 29% (24/84) | 110% (92/84) |
| Parents: My child's teachers give students many ways to show what they have learned, such as tests, portfolios, projects, reports, and essays. |
Parent - All | 7% (2/30) | 67% (20/30) | 7% (2/30) | 7% (2/30) | 13% (4/30) |
| Community: Teachers at the above school give students many ways to show what they have learned such as tests, portfolios, projects, reports, and essays. |
Community - All | n < 10 | n < 10 | n < 10 | n < 10 | n < 10 |
| Faculty: I give students many ways to show what they have learned, such as tests, portfolios, projects, reports, and essays. |
Faculty - All | 44% (14/32) | 44% (14/32) | 6% (2/32) | 0% (0/32) | 6% (2/32) |
| Question | Grade/ Group | Strongly Agree |
Agree | Disagree | Strongly Disagree |
Don't Know |
|---|---|---|---|---|---|---|
| Faculty: I give students assignments and end-of-unit tests that are aligned with the Indiana Academic Standards. |
Faculty - All | 56% (18/32) | 34% (11/32) | 3% (1/32) | 0% (0/32) | 6% (2/32) |
1. What procedure has the school used to review and revise if needed its definition of mastery grade? Data from 2005-2006
2. What does the school do to help parents understand the school's "mastery grade?" Data from 2005-2006
3. Grading Pattern: How does the percentage of students earning the mastery grade in math compare to the percentage passing ISTEP / ECA this year? Data from 2004-2005
4. Grading Pattern: How does the percentage of students earning the mastery grade in language arts compare to the percentage passing ISTEP / ECA this year? Data from 2004-2005
5. Grading Pattern: How does the percentage of students earning the mastery grade for Algebra I (second semester) compare to the percent passing the Core 40 End-of-Course Test? Data from 2004-2005
6. Grading Pattern: How does the percentage of students earning the mastery grade for Algebra II (second semester) compare to the percent passing the Core 40 End-of-Course Test? Data from 2004-2005
7. Grading Pattern: How does the percentage of students earning the mastery grade for Biology (second semester) compare to the percent passing the Core 40 End-of-Course Test? Data from 2004-2005
8. Grading Pattern: How does the percentage of students earning the mastery grade for English 11 (second semester) compare to the percent passing the Core 40 End-of-Course Test? Data from 2004-2005
Chart ID: 54
| Student Group: | Juniors and Seniors |
| Benchmark: | Took one (or more) Advanced Placement test in 2004-2005 |
| Data Source: | School records |
| Notes: |
Data for year: 2004-2005
| Population | # in Student Group | Took one (or more) AP test | |
|---|---|---|---|
| # | % | ||
| All Students | - | ||
| Female | - | ||
| Male | - | ||
| Native American | - | ||
| Black | - | ||
| Asian | - | ||
| Hispanic | - | ||
| White | - | ||
| Multiracial | - | ||
| Free/Reduced | - | ||
| Paid Lunch | - | ||
| Non-Limited English | - | ||
| Limited English | - | ||
| Special Ed - IEP | - | ||
| General Ed | - | ||
Chart ID: 1
| Student Group: | Graduates |
| Benchmark: | Took the SAT or ACT Test at least once during any year of high school in 2004-2005 |
| Data Source: | School records |
| Notes: | These data show the percentage of Seniors who take the ACT and SAT test. |
Data for year: 2004-2005
| Population | # in Student Group | SAT Test Takers | ACT Test Takers | ||
|---|---|---|---|---|---|
| # | % | # | % | ||
| All Students | - | - | |||
| Female | - | - | |||
| Male | - | - | |||
| Native American | - | - | |||
| Black | - | - | |||
| Asian | - | - | |||
| Hispanic | - | - | |||
| White | - | - | |||
| Multiracial | - | - | |||
| Free/Reduced | - | - | |||
| Paid Lunch | - | - | |||
| Vocational | - | - | |||
| Non-Vocational | - | - | |||
| Non-Limited English | - | - | |||
| Limited English | - | - | |||
| Special Ed - IEP | - | - | |||
| General Ed | - | - | |||
Chart ID: 3
| Student Group: | Sophomores |
| Benchmark: | Took the PLAN test in 2004-2005 |
| Data Source: | School records |
| Notes: |
Data for year: 2004-2005
| Population | # in Student Group | Took PLAN test | |
|---|---|---|---|
| # | % | ||
| All Students | - | ||
| Female | - | ||
| Male | - | ||
| Native American | - | ||
| Black | - | ||
| Asian | - | ||
| Hispanic | - | ||
| White | - | ||
| Multiracial | - | ||
| Free/Reduced | - | ||
| Paid Lunch | - | ||
| Non-Limited English | - | ||
| Limited English | - | ||
| Special Ed - IEP | - | ||
| General Ed | - | ||
Chart ID: 2
| Student Group: | Sophomores and Juniors |
| Benchmark: | Took the PSAT test in 2004-2005 |
| Data Source: | School records |
| Notes: |
Data for year: 2004-2005
| Population | # in Student Group | Took PSAT | |
|---|---|---|---|
| # | % | ||
| All Students | 101 | - | |
| Female | - | - | |
| Male | - | - | |
| Native American | - | - | |
| Black | - | - | |
| Asian | - | - | |
| Hispanic | - | - | |
| White | - | - | |
| Multiracial | - | - | |
| Free/Reduced | - | - | |
| Paid Lunch | - | - | |
| Vocational | - | - | |
| Non-Vocational | - | - | |
| Non-Limited English | - | - | |
| Limited English | - | - | |
| Special Ed - IEP | - | - | |
| General Ed | - | - | |
1. What are the benefits of giving end-of-course tests (or end of year tests) that align with the Indiana Academic Standards?assists teachers in aligning curriculum and identifying problems Student progress can more easily be measured That’s what each student is suppose to know Gives you data to see what student were able to retain Can prove that standards are being met Show what areas need improvement2. Do you agree with the idea of providing students with multiple chances to demonstrate mastery? Why or why not?Yes, student learn from mistakes Yes, it puts more emphasis on student responsibility No—it encourages laziness Yes—Mastery of a skills is not something you can expect without multiple activities to build that skill. Yes—But this does not mean the retaking, retaking of tests. Yes—some students are not good test takers.3. What type of assessment models would address different learning styles?portfolios, oral Assessment should be done after the learning has taken place. A good assessment should tell us whether learning has taken place. Tests as you go through the material A variety which challenges students to watch, read, participate, ponder about topics (evaluation needs to be varied) MC, free response, opened types of questions. Also presentations give students opportunity to show strengths and talents4. What possible Areas of Concern related to Assessment were identified in the Living By Our Vision activity?