document resume so 006 210 educational x-ray of mapleton ... · document resume ed 081 709 so 006...
TRANSCRIPT
DOCUMENT RESUME
ED 081 709 SO 006 210
TITLE Educational X-Ray of Mapleton Public Schools..INSTITUTION Mapleton Public Schools, Denver, Colo.PUB DATE 72NOTE 128p.
EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS Academic Achievement; Community Attitudes; Community
Characteristics; *Curriculum Evaluation; *EducationalAccountability; *Educational Needs; *EducationalObjectives; *Evaluation Needs; MeasurementInstruments; Parent Attitudes; ParticipantSatisfaction; Questionnaires; Rating Scales; SchoolAttitudes; School Community Relationship; Surveys;Test Results
IDENTIFIERS Needs Assessment
ABSTRACTIn order to provide a direction for this school
district's compliance with the Colorado Accountability Act, a needsassessment survey was developed. The method of approach, format anditem selection, testing of the instrument, population shmples, sizesand significance, and processing of the data are described in anintroduction..The Satisfaction Index and Priority Rank Scores foreach curriculum area at the elementary, junior and senior high schoollevels and demographic information for the population are followed bya copy of the Needs Assessment Questionnaire..The School SentimentIndex measured student attitudes. The rationale, administration andinterpretation of results precede the statistical tables for theIndex. Results of five standardized tests administered to measureacademic achievement are given for selected grade levels..(KSM)
EDUCATRONAL X.RAY OF
Lc3 MAPLETON PUBL11C SCHO(Y,S
Spning, 1972FILMED FROM BEST AVAILABLE COPY
MM'LETON PUBLIC SCHOOLSscnom DISTRICT NO. 1, AD MS COUNTY
591 East 80th AvenueDenver, Colorado 80229
EDUCATIONAL X-RAYof
SCHOOL DISTRICT NO. 1
Superintendent of SchoolsGeorge DiTirro
Division of Curriculum and Instruction
Michael Severino, Ed. D.Assistant Superintendent of Instruction
U S DEPARTMENT OF HEALTH.EDUCATION a WELFARENATIONAL INSTITUTE OF
EDUCATIONTHIS DOCUMENT HAS BEEN REPR'DUCED EXACTLY AS RECEIVED FROmTHE PERSON OR ORGANiZATION ORIGINATiNG IT POINTS OF VIEW OR OPiNiONSSTATED DO NOT NECESSARILY RCPRESENT OFFICIAL vATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY
-Margaret W. Carpenter, Ed. D. Robert Doyle,Director of Elementary Education Director of SecOndary
'Spring 1972
Education
ACKNOWLEDGMENTS
Needs Assessment Committee
Dr. Dale AdamsFoster CambellEd DomenicoDr. Joseph Lasky
Dennis McDaniel,
Geraldine LlewellynMarlene O'BrienFred PetrilloMarlene Spano
Administrative Advisor
School Sentiment Index
Ronald Burkhardt
Photography
Kay A. Buri
District Accountability Cornittee
Sandra Miller, Chairman.Clifford Hays, Vice ChairmanMarlene Spano, SecretaryRichard AppugliseSue LayetteSheryl CaprezCarl CecchineConnie CooperPaul CrumpFrancis G. FrancaKeith GrayCharlene HaswellJ. S. LangthornTom MacsDennis McDanielLynn PennettaPatricia PetersPhilip RugglesEdward Simons
Administrative Liaisons
Michael Severino, Ed. D.Margaret W. Carpenter, Ed. D.
ACCOUNTAHILITY
Accountability is a concept designed to improve the quality ofeducation provided for students in District No. 1, Adams County. .rBasic to this concept is the shift of attention from input tooutput.
It has been common for many years, in the United States, tothink primarily in terms of psychological theory or properteaching methods and to look at a school system to sec if itwas following the best theories, and methods known at the time.This was fine, but in many instances, the analysis stopped thereand no one looked very hard at the results of these theoriesand methods. Accountability says that whatever educationalphilosophy you follow, whatever your theories of learning andteaching, the final test of an effective school is what isactually happening to the students - what they are learningand how well.
Tome educators fear that accountability simply means pressurefor more effort on everybody's part to produce results - heavierworkloads, tighter controls, and the like. Actually, accounta-bilityreans working sarter, not harder: How do we mobilizeavailable resources so they are used more effectively? How dowe reorder priorities to focus the resources we have on the bigproblems? How do we isolate the right problemsso that we don'tgo rushing off to costly solutiOns or gimmicks that don't reallyfit the problem?
Most of the pitfalls of an accountability system center arounthe misunderstanding and misapplication of measurement and evalu-ation. In the name of accountability, one can emphasize the'easily or most directly measureable, the trivial and tlie me-chanical. One therefore ignores such critical aspects of edu-cation as attitudes, creativity, problem solving, appreciations,personal growth and other subtleties. This can.be avoided bycarefully matching the available measurement tools to the ob-jective desired - not insisting on precision where rough measureswill do until more precise measures-are available.
Measurement is the hand-maiden of instruction. Without measure-ment there can be no evaluation. Without evaluation there canbe no feedback. Without feedback there cannot be good knowledgeof results. Without knowledge of results there can be no im-provement in learning.
Lastly, an accountable system is perforce a humanized system.To achieve results, a district must treat students and staffas individuals, recognize everyone's potential, and meet every-one's needs. A very large order indeed, and - indeed - theonly way to achieve this is by using more systematic methods.
This new system starts with a demand that every child succeed,as measured by real - world, tests. .Underlying this demand is thefirm belief that the majority of children can learn if giventhe opportunity to do so at rates which are consistent withtheir capabilities of learning.
'NEEDS ASSESSMENT
SECTRON
1.13EDS ASSESSMENT
The reginninci
Where had we failed or succeeded? That programs should we change,to what degree and hew? These were not our questions but thoywere the questions posed by the Colorado Legislature in the r.demands called the Accountability Act. Should the District complyin the most expedient, probably superficial, manner? Sho. d therebe a conscientious effort exerted to produce data of significantvalue and to obtain information that could be applied beyond thelegislated situation?
The dileva-na was eventually resolved by the appointing of a CON,-mittee made-up of,' guidance and Special Services personnel whomet rcca:ently to desicn a total plan of attach. 'The feasibilityof a valid survey ultimately decided the direction for the pro-ject. The District could in fact expect long range benefitswhich wore commensurate with the cost and effort that would berequired.
The Descriptive Arm2ach
The selection of an appropriate method of approach was virtuallyautomatic. The major purpose of descri.ptive research in educationis to tell "wliat is". We wanted to gc further ald obtain infor-mation not on).y about the strengths ant:, weaknesses of the currentcurriculum but to elicit recommendations for change. The de-scriptive research method still seemed appropria:te.
The survey tool of the descriptive research method is the question-naire. The committee realized this was required, but they alsoknew the terrible reputation of questionnaires in both educationand public surveys. Study results would pivot on our ability tosecure an unusually accurate and inviting instrument. It wasquickly determined that a ready-made questionnaire would notbe adequate to the needs and specifications of this project.Only a specially designed instrument could hope to answer accu-rately the questions about our 1:-l2 program and to generate dataon other issues unique to this District's future, plans. Thebusiness of constructing a suitable instrument was started.
Format and Item Selection
Since attitudes and opinions were to be solicited,(a Likert-typescale was choSen. This closed form of response best suited therequirements of easily reducing the data to quantitative categories,shortening the time and effort required to answer the questions,and contributing to the variance within an item which would beessential to subsequent interpretation of results. A five pointscale seemed the best compromise between brevity and variance.Factual questions, such as demographic information; were fittedto appropriate categories.
The decision to computerize the dath was made prior to formatdiscussion. Limitations were thus imposed by certain key punchrequirements. Hand tabulation of results would have limitedthe potential utility and interpretation of the data.
While the Likert scale nicely handled the "what is" aspect ofour project, it did not suit the "How it should be ouestion.The subjective establishment of priorities called for a rank-order procedure. The usual technique becomes extremely tediouswhen the number of items to be sorted goes beycnd ten items.This problem was eventually solved by an innovative method ofdetachable items in the vuestionnaire which permitted the more.efficient Q-sort technique. This tactic provided the formatfor generating data to answer the "How it should be".question.
The next step eras to collapse the domain of the R-12 curriculuminto a manageable. yet comprehensive list of choices. Two primaryconsiderations wore defined: (1) The language and form must besuitable to the comprehension of the total sampler studentsthru professionals; (2) The list of choices must accurately re-flect the needs and expectations of the constituent population.
The second consideration posed the more difficult challenge.It required going to the same popUlation as would eventually besampled by the questionnaire. Since, hcwever, only terms andideas sere required, a very simple fora could be employed.The committee undertook tercentact approximately one hundredindividuals from the ranks ck parents, teachers, and students.This pilot sample was asked to list, their own words, the"most imeortant needs of children". Resuonses included choicessuch as "reading ", "math", "self-confidence", and "moral.training". The goal of securing a broad spectrum of appropriatelabels was accomplished. It was now necessary to sort theselabels into manageable groups.
A matrix was constructed which accommodated all the solicitedtopics into thirty cells. This matrix essentially provided theguide for selection of questionnaire items. The elementary cur-riculum fitted comfortably into twelve categories; the secondarycurriculum required fifteen broad categories to reach a similarlevel of comprehensiveness.
It should be emphasized here that the pool of constituent re-sponses contained many labels for needs which were heretoforenot directly related to the existing courses in the District.Self-confidence, respect for authority, and techniques of conflictresolution are examples of a few affective goals of educationthat were mentioned. The frequency of such labels insisted thatthey be prominent among the choices if indeed our domain of se-lection was to be representative of the communit's perceivedneeds.
With this phase of the project completed, we now had the basicformat of the instrument ready to subject the design to, theessential tests of validity land reliability.
I
Testing the Instrument
District No. 1 enjoys the luxury of a Parent Advisory Committeeand this group was asked to pre-test the instru=nt and to makesuggestions related to its clarity, style, and utility. Changeswere incorporated as recommr?.nded by this group until the facevalidity met with their standards.
The group was then asked to complete the questionnaire in earnest.Two weeks later a re-test was made with the same group of patrons.The reliebility of the instrument was established by computinga correlatim between test one and test two. The agreement was.95 which assured the cuomittee of defensible results.
While these procedures were time consuming, the eventual utilityof the data was vitally dependent upon establishing such sta-tistical support.
Pesulatien Sat-poles. Sizes and Sianificance
The total population of District No. 1 was estimated to be ap-proximately 47,000. It was determined the population strati-fied itself into: students-7,000; teaching and administrativestaff-400; parents-14,000; patrons-25,000. The data, in orderto be factually representative, must accurately reflect thisstratification. Using a published tab's of Sample Size forSignificance it was discovered that a eemple of 13,551 would berequired if o= results were to be interpreted with 99t1 confi-dence. The collection of this size sample' was not feasible,but by reducing tha significance to a 95!t level a sample of 934would be required. This figure was well within our capability.
The significance level of 95% was meaningful only if the es-sential rules for randomization were carefully followed. Thecommittee set about to develop a procedure to randomize samplesof those populations which could not be assessed in total. Theseincluded parents, students, and patrons. School personnel wouldbe sampled in mass.
It was decided that each building in the District would be respon-sible for supplying a random sample of the parents of thatcatchment area. A building representative was selected and athorough in-service time provided to instruct these people inthe accurate process of randomization. Briefly, this procedure
. required a complete list of pareses, including home address,phone, name of student, and any pertinent information aboutcontact time. From this list the required number of contactswas selected using a table of random numbers. The names ofthose selected were typed on 3x5" cards and a 10 percent con-tingency was added to each building's sample.
One of the most serious liabilities in the questionnaire methodis the poor general response to mailed materials. It was decidedthat we would avoid this quandry by using Only face to face contactwith our sLmple. Personnel to conduct such a census was not
readily available co the idea of using student assistants wasinstituted. nigh school classes were solicited for interestedstudents and a group of approximately 50 responded. Again, anindoctrination session was required. Student representativeswere instructod in the procedure of the questionnaire, giventhe selected cards from the rand=ization, and sent out tocontact the parent sas.ple. No questionnaires were loft withrespondents. 'Ale student:: waited until the iters were completedand gave directiens and assistance to the participants. Eachstudnt was -.z'.. c: twenty parents and was compensated withan hourly war:e plus course credit for this public relationexperience.
The same buileing representatives were responsible for ad minis:-tering the qvestionnaircs to the faculty in their building.The student r.e%ple was restricted to secondary buildings only.The xepxesenati'ves also took the responsibility for the studentsamples.
Randomization of the patrcn group, those residents withoutchildren in sc;:ool, was found to be impossible. This sampleeventually generated frsm student representatives' knowledgeof their neigh!Jornoods and general opportunities arising withinthe community .c. Adult Education night, shopping center contacts,etc.
The final sar.pling included the followi:Ig group of constitutents:teachers, administrators, secretarial and clerical school persol.nel, econda,:y students, parents of elem2ntary and secondarystudents, patrons and Special Services personnel. The totalsample eventually reached beyond 1200 responses.
Processing the Data
Reference was made earlier to the advantages of covputerizeddata. The requirements for this process had been observedthroughout the program design. New it was a simple matter tokey punch the results and send the data to the computer fortabulation. The full utility of the data came into focus aplanning for variations in tabulation began.
Comparisons seem nearly unlimited. For example: a subject areasuch as Communication Skills, can be assessed by buildings, bystudents of a particular building, by geographical area, or bytotal group. Decisions to place experimental or pilot programscan now be assisted by locating specific groups of parents andteachers who indicated a high priority for needs in a givenskills area. Substantial enlargement of vocational programscan be earmarked for those schools whose students and parentsexpressed the highest priority. With the data now in processingform, the initial tabulations are truly just a beginning to theultimate contribution of the survey. Future questions willrequire only a variation in thecomputer program and new datacan be retrieved.
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EA
01 GR
OU
P
.
96 1 4. 67
'51
II
AR
EA
if 2 GR
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P .
63 1 .4.
s 4-/
1
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113
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P
57 1 . 6.z
5
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AR
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04 GR
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P
55 1 6.7/
5
ii
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0
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5 GR
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51 t7 ,X 9J? -
.
1
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U)H
r4 0<M4H
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H Hw;:.1 .:-...
V) 0 1-4
:: 0 11:11:-10 ; ;.-:._...- i)--I ?--1 "
0 H nH ....'-' 0;:--1 ::-4 r-10 0< ''&4:14 e... >I:.:1 -1
H < ,..,H ::-/ ...," " ID
15 :41
:I:0F.-I 00 ;,4
l:4 I-1a1.1
6H:-4 F.-I
::: 4
,F; re;.--, fr,
>4 tt'&4 0ii::=4_ ;:l0 ::-.H CCe4 UC-4 (I)
HE4<0e.
U)
H Pare.
E-13 `48 20 :::
(-4>4 0E-4H 0
Hr-; ::4al 0;.*-4
C ..4...1
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>4 i-1&, K.H 1.4Z (.::1C4) E-1
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a, ci
1
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rA Ai: il .
M 0%."Het S l<1 1 I Is,
ImmirAw4ft 0
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.
TOTL SURV:3Y GROUP fr1 7) ,- -:.,.4
._/
ADMINISTRATOR GROUPell/0 I 4.
_,".1.).
1
I
_
,PARENT GROUP
4i
I
I .6 7 6 0
1
/ 1 IA
SECRETARY/CLERK GROUP . L3 1 4.4) :5
SPECIAL SERVICES GROUP in 11
1 7t7 7--e1
1 .1
STUDENT GROUP .o 1
1 c4.6// /1
1
TEACHER GROUP 63I 7y g
4 I
1
..
. AREA 41 GROUP gi
1
1 6 9/ /
1
1
AREA 0 2 GROUP '7 91
1
6.3,? 3I
i
AREA #3 GROUP '7 51
1 5.- 9 6 /I
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1
SS 31
I
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ri 14 ..
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5:. c"t 4:7.1-1.÷.)..÷ ;Ca r, .1.1
t. i.: I.' Z2.ELEI.IEll TA RY_JUKIOR HIGH.
a -LetS]:11;IOR. HIGH
.
TOTAL SURVEY GROUP
._ .,.' 164. !....-..-_ ..;
'''..1"":$7
I i
1 I4. adI
5 1 IADMINISTEI, TOR GROUP (fA.
Pil RENT cnour 6 3. I
1 7 / gi / I .
. .
SECRETARY/CLERK GROUP 621
1 6.1,_I
SPECIAL SERVICES CROUP dBI
15. a r S I
1
STUDEN9.' GROUP & (>II
737 g
TEACHER GROUP 1/5I
1 .57 V 5-*I
1
AREA *1 GROUP 65i
1 .6 77 G
i
i
AREA 11 2 GROUP 105
I----T---I 7 J5 d -7 t ,
AREA 4 3 GROUP 6 II
I 7 74 7I
1
.
AREA 4 4 GROUP - 6/ 1
1
to2 VI
AREA 45 GROUP 5 1
....._................._________, 1P, a 1.: A :
Personet.1 Valti.e. 5 a
A sse+s
LEA/CZ,:
LLETARYHIGH
rd:: SENIOR 'HIGH
TOTAL SURVEY Gnour
ADINISTR74TOR GROUP
PARENT GROUP
SECRETARY/CLERK GROUP
SPECIAL SERVICES GROUP
STUDENT GROUP
IyE.-4 0
46,4 E4
.12 oMY47 :4r4 1 ail
C) C4U P4 r-
C) r4
:< a 11
:4 :4
Hal
. HHc)c4
V) :4et
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0A
.
Hre.
H
110
01.1
Csi
0
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t:410
00 r:H U
:14
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- LJ1
I
TEACHER GROUP
AREA 01 GROUP
AREA 02 GROUP
AREA 03 GROUP
AREA 04 GROUP
AREA 05 GROUP
4/
61
103
60
I
3.63 /6.96 3
7 42 9
3/9
64.2 5 I
I
I
IZactriect.fion Ski il s
L.C,VcidLLI.4.41;liTARYJUNIOR HIGHSENIOR HIGH
TOTAL SURVEY GROUP
ALIINISTP.7 TOR GROUP
PAIIENT GROUP
SECRETARY/CLERK GROUP
SPECIAL SERVICES GROUP
STUMM.' GROUP
TI ACIIER GROUP
CnHEl
0ru
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Ll :4C.1 L CIC)C., (4 r
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o :DH MI 0
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:
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ARIA 01 GROUP go
a
,ollowwwm.
I
I
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AREA V 2 GROUP /3 I
AREA #3 GROUP
AREA 04 GROUP
10
62 Af4
a
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AREA f5 GROUP42. I
,-
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Lf/V..4E).12MENTA 1).Y.7UNIOR HICP.SENIOR HIGH
TOTAL SURV LY GROUP
AMIN'S TRA TOR G;ZOUP
SECRETARY/CLER:: GROUP
SPECIAL SERVICES GROUP
F4
(14
C)
to44OUU)
:4 0:4 :4
F4 A71 U)
HF4
()4 E4
i44
F4 g(4
to 4
P4
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L.3
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141
411
:74
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of
111
/ri %ea:.
/3
STUDENT GROUP 611 9(2
TEACHER GROUP
AREA el GROUP
//37 //I 15? /9
AREA 02 GROUP GPI 6/
ARta # 3 GROUP 110
AREA 0 4 GROUP 579 P9 /a
AREA # 5 GROUP
74 /3
/1 42 /01
I
ri 1- 1.11,
SCArl Cc,
....IWO._
Livc,...:.... ur.......win...,71.:::nnt lExcli..24s=v4 HIon
TOTAL SURVEY GROUP
ADMIRMTLWOR GROUP
PARENT GROUP
is 0 L.:
O 0 04i- C't
UV) Ll O I-4
.y0WEsr:
::: 4C.)
O C.LI:
U :-.1r..; > :-:a, ..', H
4a LI
c".r.1I
it; r-40C-4 9
4./) Urz: .... i:;.) 114Ie.
,:: fa. .,
...3 0 :::. ... . 1
i-1 -, F I 0 £4 ... ... L) :-1 i.-C: i U) ::: (.) rI-I t. 1-4
e:4 :7-4 :4 CN. Li
....:% E-4:% p H 0 LI. r..: re. -.1 ......, .., M 0 < . .r ...... 1-1 1--' -71.-. fr. :.: :.4 .... ...
r-4:
0:4 r,,4 >4
:4 r''' :Le : ' L-4I-1 -.
:4 ........ -1 et: Z3 ,
A ...... ....1 0 L-H 4 H5 t..5 0Cl) E-4 P4
3
SECRETARY/CLERN GROUP
SPECIAL snnvIcEs GROUP e 33 /6
.541C,7 4.-
$
I
I
I
STUDENT GROUP Ti 1 I
1.efg 3.1
TEACHER GROUP
AREA 01 GROUP
AREA 02 GROUP
AREA 63 GROUP
10er1
7
AREA 14 GROUP
AREA 05 cnoup
(\-.
.
U)Hw
fk0140:0UU)
>I ---1
1-4 14al >:e. wH AZ U)0 HH *.7.:
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c..)
I:4 <H r..:E-4 t4
fai
.
COHwE-4
E-1 0H E-4,:.
;4t4 --c..1 i.--4 Cl0 (NIU rt NL') 0 ti:-.:..` 4.'..1 '.. r..4 4H ,...1 ..
:11 U) aA0 1--IH ::: 0..:4
0 t..7.74
t:-t < >I
H rr: >r.--i :-3 ;::
Ci. .;?)
I
0Fri 0<E14 .-4
0 g;-4 U)C:4 il.... ....
H:,4 z-I::: <:4 e:..--; ;.4.K.4 -H"11 r.:
>4 t:.,
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ti
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f.-4
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ill
.
ClNN
O.--1'.
0Ei IIy1:.4
CI..
;..1.1 C4L4::: CH 0:4... -1.: .
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'.-. Zil::)
>4:7(H0 E.--I
izi
ral ti
pt 0 /- r.II I i t: Pi 6.
. i r% C I; 1!,.Sociaj toclence ,)i-..iii,a
-----
/../.7.1:17.,;
........ )3L)::IMT1MYJUNIOR IIICH1.----;.....::: SENIOR HIGH
I
.
TOTAL rURVEY GROUP.:''''yn))i :,:....e,,,,-!:
AmiNIST11/W0R GROUP
rliI F' 6/ 9 1
i1
PAIIENT CROUP
1
rill0 I
(-77(/
?
1 1
4.i
1 1
ASECRETRY/CLERN GROUP 75 77,.... i
7 J
SPECIAL SERVICES GROUPI
9! I
1I5 I
g.P3' 19
7 96 /4
.
ISTUDENT GROUP
.TEACHER CROUP If6-1 9../ /4 i
AREA el GROUP 77 1 0.66 /4I
1
AREA Ii2 GROUP .
I
70 1 779 ? ..
AREA II 3 GROUP 1.2 1 7 p?3 7
11 1 g.6 //AREA Q4 GROUP
.
AREA # 5 GROUP _ 125 .5p g pg' /4 .
.!
.
cf)1-4 0
Cf) I-4 C\H E--1 1-1 E-4 CV
5 NH,.. H :V. H t r-i
ii. \ 1't 11..:i or. !7{ H El -1 P4 E-1 II
0 .-- U :4 U) 0;41 "-- Z r-:.:
:: H a c:1
r s.-;
e ' C!' ILIa: Z 4 CI
44 :1" M 44aVC) Ca:Iiil On C.k. / .0 i'f. I t i S o o c\I n c.4
U u r.:, (-- a In . a r:U) LI 0 t--4 F.-- HI 0 r: E1 .-.,- ...
a a as H ..71 H cH a H a . H -....
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I 4* et j,f.0 ; 0 H 0 H '..D ,..5 .,::; H I r.,:).
..,......... EL E....E.; 'in. PsY H ';:-.: H :-1 '.:_3 .-., gr, re. 0 ... -0
.,---...,aUla01 HIGH U U 0 >4 :14 >4 ,:.< E-4 < El 2-1 0 :_i ', 1 Ei
,..1:::. SEIII0:: HIGH r:4 z r., < : H o ;L: i HC.1 CI) ::1 :4 :-1 5' i 'H r.: 1,71 K.: >4, 0 r-', --1 -.1
HE-i rq Z-4 il:1 rat H C .4(-4 < g :-.) ."4 U t--4 Ei ..,,,.]
(.1) (i) :1) P.4 En
I
TOTAL SURVEY GROUP (;6.:-_;i! I 7;(-wi'j....1 I
211XIINISTE:1.1.11OR GROUP b?.... I FP 7 1 t
I i E
PARENT GROUP 611 I i6 / Q 1
SECRETARY/CLERK GROUP 7 7 1 ..?3 74 1 i
ti
SPECIAL SERVICES GROUP 5 G 1
7 ....40. $
$
. i
STUDENT GROUP 0 1 7 7/ y.
1 1
TEACHER GROUP LI t., i 74/ 7 1
1
AREA 01 GROUP tD14 1 7 6 3 9 1
I
AREA 42 GROUP 19T''''I g $18` /d II'---i----
AREA 4 3 GROUP 67 I 7,/p /4 l
AREA 4 4 GROUP194
,
s7 9',.z. PEA
.
AREA 4 5 GROUP Is' 7o/
SENIOR HIGH NEEDS ASSESSnENT SUMMARY
1.
2.
PRIORITY RAI:RING SATISFACTION INDEN-TOTAL onoup
Communication Skills
Inter-Personal and Intra-Groilp Skills
70
59
3. Personal Values and Assets 59
4. Math 'Skills 77
5. Attitudes About Becoming a Successful Employee 59
6. Information About Social Issues 64
7. Personal Goals Around Social SyStems andSocial Institutions 60
8. Science Skills 74
9. Vocational Skills 63
10. Social Science Skills 72
11. Foreign Languages 60
12. Artistic Skills 74
13. School Environment 60
14. Recreation Skills 74
15. Curricular Activities 74.
-DENIOGL-PH:C
IIN
AS SEEN E:
THE LENGTH or TE2 SCEOOL YEAR SEOULD DE:
6 no...:TEs 9 MONTHS 12 EONTHS
STUDTS 31 64 5 5,14
T:DACHERS , 1 75 24 298
ADMINISTR2:TORS 10 62 29065
PARES 6 77 17 -I 743
SPECIAL SERVIC2S . 3 63 . 33 [ 034
,
_PATRON 15
.
80. 51 020
i
!
SECRETARY-CLERICAL 0 66 :32 026
.. .
.
.
.
.
.
I .
.
. ,
--- ----
AS SE= E7:
THE LENGTH 01' THE SCHOOL YEAR SHOULD LE:
6 MONTHS 9 ONTIIS 12 nmms
TOTAL G.:1CUP IN:
AREA 1 13 70 17 690
ARE\ 2 12 80 8 183
AREA 3 13 77 10 310
AREA 4 18 68 14 055
,
.
.
.
SUNDAY NONDAY TUESDAY WEDNESDAY THURSDAY niDAY SATUaDAY
SCHOOL UEEir.SHOULD DE:THE LENGTH CF THE
AS
STUDENTS I 544
4 DAYS 5 DAYS
37
298
ADnINISTRATORS 03.5"
PARI,...17213 743
41
21
9
SPECIAL SERVICES 034 56
PATRON 020 30
GO
58
76
84
40
70
G DAYS
3
1
3
0
SECRETARY-CLERICAL 026 20 80 0
SUIDAY MONDAY TUESDAY WEDNESDAY TIIURSDAY FRIDAY SATURDAY
e''
THE LENGTH OF THE SCHOOL WEEK SHOULD BE:
AS SEEN BY: n= 4 DAYS 5 DAYS 6 DAYS
TOTAL G: :CYO? 1.77:
AREA 1 690 18 77 5
AREA 2 183 14 82 4
AREA 3 310 16 77 7
AREA 4
,
- 055 28 58 .14
..
. .
.. ,
..
.1
.
. .
.
.
..
. . .
.
.
..
,
r
I.3731.r..s-w.....' ... t: % ...
of'' - .,- - l'
....I., i .I.- .
-., . .
S......"..1.
-.....
`,..........
....- -.4, 7... .2 a. .....-
SCHOOL BUILDINGS SHOULD
IN OPila.ATION WITH TEACHERS
ON DUTY :N
AS SEEN' 1.7;.': )1= 4 HOURS 8 1:OURS; 12\
STU-DENTS 544 19 70
298 83
A-0:4 11:I S T a?!.;.'0 1Z .`.;
PARENTS
SPECIAL SERVICES
PATRON
SECRETARYCLERIC:1L
743
034
020
026
5
4
75
85
6 63
15 70
10
10
19
30
15
0 100 0
:""4:11116.7411114.4",
".
SCHOOL BUILDINGS sIzcuLD
IN °PI:RATION TE7:CHERS
ON DUTY :
AS SEEN 11::: nr: 4 110UP.S 8 I:OURS 12 i:. ^.::::°
TOTAL GROUP I27:
AREA 1 690 9 81 10
AREA 2 183 11 81 8
AREA 3 310 5 79 16I
AREA 4 055 13 70 15
. ..
..
..
..
.
. .
AM: OP roa 1:1;IC:1 A ::.onnAL
EDUCATIO:: c -c= s: o2:.:) is nOVID:0:
t . .. ..., -i
. / ;. L!/0",--;-'
I
( fCIA/j'n
4.. '.1'4.
0II
t..)
,...
.-.,
t,
.. ,h
L.,
.4.....-;b
.t /0
.
A;
W
-..
. .b
,,.,
s 4
. .
.,
:10o .
.-,n
r%
)<V., .....
Vi
..c---
/,...) .. ... . ... Li:. .
STUD7.:NTS 544 2 4 22
..........
44
_
27
Wi:CHERS 290 1 15 53%. 25
.
ADNnISTIIATOM ew s I 6
1
17 53 1 13
PARENTS 743 1 6 22 51 I 20
.
smcIAL simvicEs. 034 3 le
..
39 27.
12
PATRON. 020 5 0 10 55 30
SECRETARY-CLEP.ICAL . 026 0 0 .12 64
,
24
. .
.
.
.
. .
. .
,
..
__ _
AGE OF TM: crat,r) ro:t mitcy.1.: DUC AT I 0:: rrIC4 :170,1
-. .:..4,
...\*.Z... . , . ,.. 'i ri..:f .- -
_....
...
II -;';( (. . 1
'' f ' ..._. ...L. .. e-,../ '.., /____ ........__ _______ .
is:. . :LI::: ::.... :
>cn
0P:1
r:
:,t,
Ll
0tI
V;
. I
.00trj
...
VI
1.1:-I
00.,.:
L::
c%
......
4 .t..
:
C....:
...
TOT:11, GnOUP I:: : ___ . I
.
AREA 1 690 3. 5 1 21 51- 21
An I; A 2 183 3 6 24 4S 19
ARrn 3 33.0 1 6 21 50 :.on "
4s
ea
ARBil 4 055 4 8 .' 20 42 26
. .......14
. .
. .
am.* 17141 11.11%.1146
r...
,
r.
1.:01t1,1) YOU l'AVO:1 A
f.37:7D....::::fg TO in: 7:::
AL1OUT i-CLICIZS
1.7:vms:
rzc::
STUD3:1:111:,* r 1 ..4..), 4 7 85 l . ,...
713PC.111:: 298 40 65 fir.)
AD: :13:1`;'2:1ATC.:IS Oar 43 . 1 72 87
Pi1121;!...".::'S 743 361 ..
69 85.......-
r.;,..
S MC IAL Si;::.' IC3S 034 51.
73 94
PATRON 020 30 60 80
SECTZET717-ZIAL -CI..F.11I CAL 026 27.
64.
78
, .
1.-----
4.1.
A
WOULD YOU rAvozz A rx,=m Ma=
1:X=SABOUT SC=01., l'CLICIEZ?
r, 1Co. I
LULLS:
s=ren
TOTAL cnour IN: ---
AREA 1 690 40 71 CS
AREA 2 103 39 65 06....
AREA 3 310 39 74 08
AREA 4 055
[
.43 76 94
ST LI 1.1 ;! I(11 r: ITl.. Co . el" . -
1.1:P
.1
fit:rti . U
P-
SHOULD ST''D=T-At:2IEVR::ErT
REPORTED BY TE USE OF LETTER
GR;DS OR SI:CULD ANOTI:ER LVf
B DEVELCPED?
thone in favor ofletter grade:;.
n= ELE:.:ENTAitY JuNion sE:uon
STUD1:::2:1 r.471
TEAC:"-IS
ADnII:ISTaATC::S
rAnvnTs
29
31
743 70 76
SPECIAL SERVIC7.S 03/1 22 28 .
35
40
76
34
PAT:10N 020 42 52 58
SECRETAIW-CLEnICAL 026 58 56 62
'
.ST U. D t! T
R P Dr;:*c
1)-
SHOULD STUD:2NT ACEIE=ENT BE
REP=ED El' '2= USE OF LETTER
GRADES OR SHOULD ANOTHER WAY
BE DEVELOPI;D?
Score in:nicates tholle in fv.vor ofletter
.
AS SEI:N 1:Y: n= I LE="2:ZY JUNIOR HIGH SENIC:: H'.!C::
;20WIL GRC",.:: IN:
7,R'-.:A 1 690 68 73 6.9.\
AREA 2 183 70 81 75
ARn 3 310 61.
74.
77
2U 4 055 .74 78 68
..
. .... .
.
.
INDEX OP TI:OSE FAVORALLE ASC.T A-
PROGRAM IN Ti E UND:N1STANDF.G ?.ND
USE OF .1.:F=ATION .713OUT RELIGIONS.
AS SEEN n ETIELEY.Er.T.7.av J..".2"..IC R GH SNO"il HIGH
STUDTS 544 50 59. 59
,
aT,Aci:Eas
.
996 55 rr 66 .
72
.
. ADmirTsTaATen.y 03C I
'
I 51 63 72.,
PARENTS 743 61 68 69
SPECIAL SERVICES 034 54 64 77
.
. PATRON .
020 .
60 .
65 .
62 .
SECRETARY-CLERICAL " 026 52 GO . *62 .
'
. .
. .
. .
ill
INDEX OF =SE FAVORA:LE A7CUT A.
PROGRA:.: IN TIIE UrDE:ISTArD:::G ArD
USE OF I..:FC!:::ATIOr AF.C.IST RELIGIOrS.
AS Si;:-:: SY: n= ELE21E::W..?.1: JUrIOR NIG:i SErICR
TOTAL G:ZOUP Ir:
AREA,
1 690 59 56.
67 -
AREA 2 13 52 . 59 61
AREA 3 33.0 53 57 57.
AREA 4 055 49
.
49 .. 55
:.,
.
.
I
.
.
..
..... -
-.-
. .
ts.: ger VITIIPCOV ' I 1ce. 611,1 *lb
ETHNIC GROUP.
.. .: !..E.'"..t,......t.710rennoscr.;.
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743 80 15 3
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PARENTS 4 2 77
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PATRONS
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.
TEACHERS 298 7
.
5 ..... . 7 . 7 3 92
ADIIIVISTRATORS .035. 8 5 -2 0 89
SPECIAL SERVICES 034 0 3
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SECRETARY-CLERICAL 02G 0 4 .0 8 0 88
TOTAL GROUPS
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TOTAL GROUI TN:
P.REA 1
AREA 2
6891 277
183 87
11 .1 2 .7
18 3 5 5.
84
69
AREA 3 310 136 15 3 5 2
AREA 4 055 16 21 10 64
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YEARS OF SCii0CL CO:IPLITED
Id .p igurcs indicate %
r
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0
VI tiiJ i<
0 :='n7 L7
PARENTS 743 5 2 4 13 52 20
PATI:017S 020 5 0 7 i 60 27
0 .. 1. 3
2 5 28 7
0 0 0 3
0 0 67 21
6 15 32
TEACHERS 298 8
ADMINISTnATORS
SPECIAL SERVICES 034
SECRETARY-CLERICAL 026
TOTAL GROUPS 1729
5
12
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7
87
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YEARS OF SC1:CCL C=PL:,:':;'_)
Figures indicate
GROUP
TOTAL GRCUP In:
0
1-3
AREA 1
AREA 2
AREA 3
AREA 4
AREA 5
689 37
103 16
310
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22 21 37
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TE7.CMRS . 298 8 0 2 41 16 17 23
AMINIST::ATORS . 035* 7 2.
9 12 17 9C 33
SPECIAL sEnviczs 034 0 0 0 15 15 26 44.
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SECRETARY - CLERICAL 026 2 0 21 8 8 29%
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TOTAL GROUPS 1729 601 2 9 37 23 15 15..
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PUBLIC SC:ICCLS
Figures ineicate 5
GROUP n= 011ITS 1 2 3 4 5 6--.-
TOTAL C:1CUP: 1729 937 14 22 20 9 3 3
AREA 1 06. 249 18 30. 29 13 I r 4
AREA 2 0183 085. 22 33 29 14 2 4
AREA 3 0310 142 21 34 26 13 2
PArEA 4 - 0055 019 24 32 21 8 3 8
AREA 5 0408 382 3 2 2 .3 .6 .3
COPY orNEEDS ASSESSNENT QUESTIONNAIRE
Mapleton Public SchoolsSCHOOL DISTRICT NO. 1, ADAMS COUNTY
591 East 80th Avenue Denver, Colorado 80229Phone: 288-6681
This questionnaire has been designed to help you expressyour own expectations and ideas about public education., Itwill report your suggestions in a way that will assure thatMapleton's school program reflects accurately the ho,,Es andconcerns of the community it represents. The direct_,N1 ofeducation must change 'with the increasing amount of knowledgeand new needs of students; only by school-community coopera-tion can we be certain that today's program is based on today'sneeds.
Generally, you will find that this questionnaire coversthe total educational environment and asks that you indicateyour personal preferences from a very large and important listof choices. Fortunately you all have known about school frompersonal experience. Please use this experience to select youranswers. There are no "right" or "wrong" answers, your honestopinions are the vital information we are requesting.
Sincerely,
..A.4151: _AAA)eorge iTirro
Superintendent
1.
CIRCLE ONE CHOICE FOR EACH ITEM:
1. I am a Student 1 Teacher 2 Administrator 3 Parent 4 Special Services 5
Resident without school children 6 Secretarial / Clerical 7
2. I live in Area 1 Area 2 Area 3 Area 4 Area 5 (See map)
3. I have completed this many years of school:
Eight or less 1 Nine to ten 2 Eleven to twelve 3 College 1-2 years 4
College 3-4 yesrs 5 College 4 or more 6 Vocational Training 7
ADULTS ONLY
4. I am a member of the following ethnic group:
Spanish American 1 Black American 2 Oriental American 3 American Indian 4
Other 5
5. My combined annual family income is:
$4,000 or leas 1 $4,00) - $6,000 2 $6,000 - $10,000 3
$10,000 - $12,000 4 $12,000 - $15,000 5 $15,000 or more G
STUDENTS AND ADULTS
6. I attend or work at the following Secondary School:
Mapleton High 1 Highland High 2 John Dewey Jr. High 3 York Jr. High 4
7. I attend or work at the following Elementary School:
Bertha Reid 1 Clayton 2 Lucy Auld 3 Mapleton 4 Meadow ;-Monterey 6 Valley View 7 Western Hills 8
PARENTS ONLY
8. I have the following number of children in Mapleton Public Dchools: (circle correct number)
1 2 3 4 5 6 or more
9. They attend: (circle all schools your children attend)
Mapleton High 1 Highland High 2 John Dewey Jr. High 3 York Jr. High 4
10. They attend: (circle all schools your children attend)
Bertha Heid 1 Clayton 2 Lucy Auld 3 Mapleton 4 Meadow 5
Monterey 6 Valley View 7 Western Hills 8
DIRECTIONS:
You are asked to make decisions about two major questions. How is the Mapleton Districtmeeting student needs now? How should the district change to do better? The questions axedivided into three sections: Elementary, Junior High, and Senior High. Some questions are thesame for all three sections but many are different. Please read each question carefully
Task One: Begin by answering how things are being dcne now in various instructional areas.Work only on the left side of the page. Circle a number for each statement using the followingguide.
1 -- indicates the District is doing the task VERY WELL
2 -- indicates the District is doing the task WELL
3 -- indicates the District is doing the task FAIR
4 -- indicates the District is doing the task POORLY
5 -- indicates the District is doing the task'VERY POORLY
The examples listed for each statement are designed to give you a general idea of the areaand are not meant to be inclusive or complete.
IJ
3
Nvootxt. It;
4
52741 AVENUE
Circle one (1) number for each statement
1 - very well, 2 - well, 3 - fair,
4 - poorly, 5 - very poorly
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
***************************** **
ELEMENTARY LEVEL
****************************
1.
The understanding and use ofSOCIAL SCIENCE SKILLS
Ex: Geography, Natural RIElory,Man and His Environment.
2.
The understanding and use ofPERSONAL VALUES AND ASSETS
Ex: Self-esteem, self confidence,self motivation, individual crea-tivity, feeling successful, personalchoice making.
3.
The understanding and use ofCOMMUNICATION SKILLS
Ex: Reading, spelling, writing,speech development, Literature,grammar, remedial reading.
4.
The understanding and use ofINTERPERSONAL AND INTRAGROUP SKILLS
Ex: Accepting others, respectfor others, trusting others,friendship techniques, resolvingconflict, acceptance from otherst
5.
The understanding and use ofRECREATION SKILLSEx: Physical Education, Intra-
murals.
6.
The understanding and use ofSCHOOL ENVIRONMENT
Ex: Building, materials ana-----supplies, Hot Lunch, transportation,breakfast, nurses, P.T.A. fieldtrips.
7.
The understanding and use ofATTITUDES ABOUT BECOMING A SUCCESSFUL
EMPLOYEEEx: Respect for the world ofwork, healthy appreciation forauthority, comfort with personalstrengths and weaknesses, individualdecision making.
8.
The understanding and use ofINFORMATION ABOUT SOCIAL ISSUES
Ex: Drug Education, mino..ityproblems, student unrest
Circle one (1) number for each statement
1 - very well, 2 - well, 3 - fair,
4 - poorly, 5 - very poorly
1 2 3 4 5
13. 1st choice is14. 2nd choice is15. 3rd choice is16. 4th choice is17. 5th choice is18. 6th choice is19. 7th choice is
20. 8th choice is21. 9th 'choice is22.. nth choice is23. .11th choice is24. 12th choice. is
4. A ***1101111***
L 1ENTARY* *
9.The understanding and use of
MATHEMATICS SKILLSEx: Addition, subtraction,division, multiplication,decimals, fractions.
10.The understanding and use of
PERSONAL GOALS AROUND SOCIAL SYSTEMS ANDSOCIAL INSTITUTIONS
Ex: Myself in politics, myselfas a family member, myself in theschool, myself and prejudice
I 1.
11.The understanding and use of
FOREIGN LANGUAGESEx- Spanish
12.The understanding and use of
ARTISTIC SLILLSEx: Music, Band, Art:
I I I
INSTRUCTIONS: Now that you have judged all (12)areas for the Elementary Section, Please indicate"how things should be" by sorting the same (12)areas in terms of the most important to the leastimportant. Tear alongEgg perforations untiraaof the (12) areas are separated. Now sort themaccording to your own preferences. When you havethem all arranged with the moat. important on top
and the least important on the bottom, write in yourselections on the lines numbered 13 through 26.Use the number on the area slips
Circle one (1) number for each statement
1 - very well, 2 - well, 3 - fair,
4 - poorly, 5 - very poorly
1 2 3 4 5
1 3 4 5
1 2 3 4 5
1 2 3 4 5
5.INSTrUCTIONS: Use rame procedure in fillingout the junior High and Senior High :!cction as youused in the Elerwntary Section. irst rate theareas on the left side, then tear out, sort, and-write your selections on lines 40-54.
**************** ********* **** *
MIDDLE SCHOOL LEVEL* *or
* JUNIOR HIGH SCHOOL LEVEL
A *** AAAAJFAA:I* ******
1.
The understanding and use ofINTESPI:ESONAL AND GROUP SKILLS
Ex: Developing trust in others,respect for difference in people,techniques for fric.^.:2,;.ip, how toresolv- conflict, receiving respectfrom others.
t .1
2.
The understanding and us c ofTANGUAGES
Lx: .
3.The understanding aud L.
ATTITUDES LT:P.::: ''O LI,COnING AS UCC::::SSVULi:T;110-7itri
Ex: Respect for the world of work,healthy appreciation for authority,comfort with aptitudes and weaknesses,personal decisie glakinj.
.....
The understanding and use ofSCHOOL ENVIRONMENT
Ex: Buildings, playgrounds, materialsand supplies, Hot Lunch, transportation
5.The understanding and use of
VOCATIONAL SKILLSEx: Woodshop. etalt,hcp, PlastucsDrafting, Engines
!'6.
The understanding and use ofSOCIAL STUDIESSKILLS
Ex: American History, World Govern-ment, Econemics, Current Soc.:al Pro-blems, World Cultures, Anthropology,Geography.
7.
The understanding and use ofCOMMUNICATION SKILLS
,Ex: Reading, Speech, Literature,:Journalism, Grammar, Composition,Remedial Reading
Circle one (1) number for each statement
1 - very well, 2 - well, 3 - fair,
4 - poorly, 5 - very poorly
1 2 4 5
1 2 3 4 5
6.
* MIDDLE SCHOOL LEVELor
* JUNIOR HIGH SCHOOL LEVEL
141, ....8.
The understanding and use ofPERSONAL GOALS IN RELATION TO SOCIAL SYSTE:'S
AND INSTITt"Ex: Myself in politics, myself asa family member, myself in the school,myself and prejudice.
1 2 3 4 5
1 2 3 4 5
9.
The unders+Anding and use ofSCIENCE SKILLSEx: General Science, Personal
Health and Hygiene, Biology.
10.
The understanding and use ofINFORMATION ON SOCIAL ISSUES
Ex: Drug Education, minorityproblems, student militancy,student unrest.
11.The understanding and use of
ARTISTIC SKILLSEx: Art, Music, Band, Chorus,Crafts.
12.1 2 3 4 5The understanding and use of
MATHEMATICAL,. SKILLSEx: Basic Math, Business, Math,Algebra.
! , 1
1 2 1 4 513.
The understanding and use ofPERSONAL VALUES AND ASSETS
Ex: Developing selni1-155.2713, self-confidence, discovering creativity,how to feel successful, personalchoice-making.
) 1
14.1 2 3 4 5The understanding and use of
CURRICULAR ACTIVITIESEx: Organized sports, Pep Club,dances, publications, student organi-zations, playa.
1 2 3 4 5 15.
The understanding and use of.1 11:
lst,choice is2nd choice is
1_ 42. 3rd choice is43. 4th choice is
7. 44. 5th ct:oice is45. 6th choice is:6. 7th choice is47. 8th choice is
48.--- 49.
50.51.52.53.54.
9th choice is10th choice is11th choice is12th choice is13th choice is14th choice is15C, choice is
Ex: Physical Education,Intra-murals.
RECREATION SKILLS
Circic one (1) number for each statement.
1 - very well, 2 - well, 3 - fair
4 - poorly, 5 - very poorly
a
1 3 4 5
1 2 3 4
1 2 3 4
7.
* SENIOR HIGH LEVEL *.
1.
The understanding and use ofscrirmric SKILLS
Ex: Jeneral Science, Physics,Chemistry, Personal Health andHygiene
2.
The understanding and use ofINFORMATION ABOUT SOC .AL ISSUESEx: Drug Educaibn,TUOrity
Problems, Student Militancy.
3.
The understanding and use ofFOREIGN LANGUAGE SKILLS
Ex: Spanish, French, German, Latin,Russian
4.
The understanding and use ofPERSONAL GOALS AROUND SOCIAL SYSTEMS AND
INSTITUTIONSEx: Myself as a family member, myselfin the public school, myself and pre-judice, myself as a marriage partner.
5.
The understanding and use ofATTITUDES WHICH LEAD TO BECOMIAG A
SUCCESSFUL EMPLOYEEEx: Respect for the world or work,healthy appreciation for authority,comfort with personal aptitudes andweaknesses, individual decision-making.
6.
Inc understanding and use ofMATHEMATICAL SKILLSEx: Basic Math, Business Math,
College Preparatory, ScientificMath.
7.
The understanding and use ofINTERPERSONAL AND GROUP SKILLS
Ex: Developing trust in others,developing respect for others, friend-ship techniques, how to resolve conflict,being involved in life.
......... t ............ 6 OOOOOOOOOOOOOOOOO
8.
The understanding and use ofCOMMUNICATION SKILLSEx: Remedial Reading, spela,
Creative Writing, Journalism,rtnh+4..,
8. 9.1 7 3 4 5 The understanding and use of
VOCATIONAL SKILLSEx: Auto Mechanics, Drafting,Cabinet Making, Electronics,Cosmetology, Nurses Aide.
10.1 2 3 4 5 The use and appreciation of
SCHOOL ENVIRONMENTEx: Buildings, materials and supplies,Hot Lunch, transportation, field trips.
1 2 3 4 5
1 2 3 4 5
11.
The understanding and use ofARTISTIC SKILLS
Ex: Band, Chorus, Crafts, Ceramics
12
The understanding and use ofSOCIAL SCIENCE SKILLS
Ex: American History, WahistoryGovernment, Psychology, Sociology
1
1
2 3
2 3
4
4
5
5
13.
The understanding and use ofPERSONAL VALUES AND ASSETS
Ex: Self-esteem, sar=6.5Eridence,developing self-motivation, individualcreativity, feeling successful, choice-making.
,1166
14.The understanding and use of
CO-CURRICULAR ACTIVITIESEx: Organized Sports, Pep Club,Drama Productions, dances, Pub-lications, student organizations.
,, ,
15.1 2 3 4 5 The understanding and use of
RECREATIONAL SKILLSEx: Physical Education, Intra-Murals
70. 1st choice 78. 9th choice71. 2nd choice 79. 10th choice INSTRUCTIONS: Go to the next page - follow the72. 3rd choice 80. 11th choice instructions givenYor each item.73. 4th choice 81. 12th choice74. 5th choice 82. 13th choice75. 6th choice 83. 14th choice76. 7th choice 84. 15th choice77. 8th choice
9.
If changes in the druation and schedule of the school year coLld be made without additionalcost, circle your preference for one of the following:
85. The length of the school year should be:1 6 months
2 9 months
3 12 months
86. The length of the school week should be:
1 4 days
2 5 days
3 6 days
87. School buildings should be in operation with teachers on duty:
1 4 hours
2 8 hours
3 12 hours
88. Ageof the child for which a formal ec program should be provided:
1 2 years of age
2 3 years of age
3 4 years of age
4 5 :ears of age
5 6 years of age
- - -- Would you favor a program which encourages students to be involved in the process ofmaking decisions about school policies? (select one for each level)
StronglyFavor Favor Undecided Opposed
Sv lnglyOpposed
89. Eleme..ta:-/ 1 2 3 4 5
90. Junior 11;qh 1 2 3 4 5
91. Senior Klgh 1 2 3 4 5
---- Would favor a program in the understanding and use of information about sex education?(Selec: one for each level
StronglyFavor Favor Undecided Opposed
StronglyOpposed
92. Eleme-rary 1 2 3 4 5
93. Junior li',.gh 1 2 3 4 5
94. Senior High 1 2 3 4 5
---- Indicate your opinion on the coustion of how student achievement should be reported.
95. Elementary - letter grades 1 Develop other way 2
96. Junior High - letter grades 1 Develop other way 2
97. Senior High - letter grades 1 Develop other way 2
---- Indicate your opinion about a program in the understanding and use of information aboutreligions. (Circle one for each level)
Strongly Favor Undecided Opposed StronglyFavor Opposed----I- --a- --a- -.AL-- -5--
--1.- --.11.- --.2-- .1L__ __1 --2.- --A.- -.1--- 5--
98. Elementary
99. Junior High
100. Senior High
..=41..vemo..rwwwraM....6 ...Mo.% ..011
s T 11N'i)
SECTRON' illl
SCHOOL S=IMITT 1=x
Description and Rationale
In this inventelry, stxdents responded by marking "true" or"untrue" to a ah:ies of statments reqarAng school. Theseresponses indicated whether or not the szatel7ent wos trueor untrue for the individual student. The stateents involvedstudent perceptions of, or attitudes toward, various aspL,ccsof school, rather than a Licre objective reporting of theseaspe.:ts.
This self-report device attemptld to secure, in a ratherstraightforward fashion, a stut:ent's responses tc statementsper Lo five c:11);_cts of at;:i.:ude or 1,erocptions towardschool. :!-;:."ples of ech Cimenion (for w:ich cereswere obtained) ar: (1) Tcacher: "My teacher ::a::es sure Ialways untrstand what she wants ve to do." (motIn of imtruction);"My teach,r2r tre,:s me.air1,7." (authority and control); "Ilike my teacher." (interpersonal relationships). (2) Learnina:"I would rather learn a new game than play one I already(3) School :;ocial st.:ueturn. flc.1 elipate: "The principal of myschool ls the enliciren." (4). Peer: "I reallylike working with the other children in my class.'r (5) General:"I often get Ileadaches at school."
Administration of Index
1. The entire 75 items of the School Sentiment Index were readto the students.
2. All fourth grade students in the district were administeredthe inden with the exception of students at Bertha Heid andWes4-ern hills. A random smple was selected from students atBertha Heid and Western Hills. Ninety -eight were selected atBertha Heid and ninety were selected at Western Hills.
3. The index was administered iii groups ^f approximately 30students at a time.
Interpretation of Results
The results of the index are listed by area and by individualquestion. Each area and individual question has listed afterit a satisfaction ifIdex, a ranking, a range of satisfaction anda district satisfaction index. Where two numbers are shown,identical results occurred.
1. The Satisfaction Index is the percentage of students whoanswered that particular question in the positive direction.This means that if a question should be answered "untrue" toindicate a positive attitude, the satisfaction index is thepercentage of students answering that question "untrue".
Further, the hiher the satisfaction index, the more positiveare students' attitudes. Vhether a particular question shouldbe ammered "true" or "untrue" in order to indicate a positiveattitude should be evident by reading the question.
2. The Rankino indicates where your school ranl:s in corparisonwith the oulev elementary schools on each question, in each areaand for the total index. Thcrc were six schools whose studentswere administured the index. This means that a particularschool can have a ranking of from one to six on each question,area and on the total index.
3. The Rrtme of Satisfretion indicates the highest and lowerercentage iOr.eacn qtActital, area and on the total index.
4. T e 1)3.trict Satsfaction Index indicates the percentage ofsatis averzlgeu o,,er tne six schools for each question,area and on the total index.
.1
A
SCHOOL SENTIMENT INDEX
EC
DDISTRICT
it1
I K
E M
N=
. .)
930
l.3pa
ill-!
058
6149
9032 B
GB
LIG
L.0
y s
25 r 1
57 t h
:.:...
.T
..2-2_
y s 68
j r 1 s 70
ila
t h
679
206
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100 C i r 1
[
406
1
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I
Teachers:
Mode of Instructions
B 0i00
i00i
0-0i
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0i00
y
G r 1 s
B t h
B y s
G11
3
r lh
s
t
.:3 y slhal
G r
B t
13 y
G r
S t
2.
My teacher always tells me when
she is pleased with my work.
ro67
61?
15
77
(1.--.)
5-3
_35
(1-1
)G
.59
,G'`;
.56
7.
8.
My teacher gives me work that
a, is
too hard.
----
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10.
My teacher seldom tells me
whether my work is good or bad.
8878
338.
586
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16.
My teacher gives me work that
is too easy.
6364
075
0 66
55e_
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694
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18.
My teacher tries to make school
interesting to me.
1-2
73(3
)73
95(Q
b 68
6° E
6,93
90c
.175
9i)a
8691
ea
7882
()24.
My. teacher does not give me
enough time to finish my work.
5819
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545
Q.:.
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126.
In school I have to remember
too rany facts.
37+
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D63
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40 1
7
,557
aq 76
3-7
80
13-9 0
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72
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19 fi.5
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4)
Si".
,
4432.
My teacher makes sure I
always understand what she
......ksassta-me-te-de.
39.
I get tired of hearing my
teacher talk all the time.
6o.6
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307S
6q11
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9.
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1.50
55 2
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172
4152
IP 3
75
4551.
My teacher grades me fairly.
rz7-
6O
7768
(3)
1435
7"68
78(.
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at76
074
9049
I
II
SCHOOL SENTIMENT INDEX
AE
GC
DD
IST
RIC
TPa
ge A
N m
Mode of Instruction:
4S-7,5
930
2:1
,338
.!0
,U41
49.;0
31i5
57
!223
4,:.1
20,
20u
4iA,-1
131
o1
t1
hI
15 0 y s
G i r 1
13 0 t h
13 0 y s
G i r lhslhs
1 0 t
1.1 0 y
' i r .
13 0 t
13 0 -
y
G 1. r 1 s
13 o t h-sl
13
se y
G r
13 o t h
s o y s
G i r 1 s
1; o t,y
h
13 o s
G i r 1 s
62.
My teacher is often too busy to
help me when I need help.
4756
5(73
).,_._
v61
c-,0
37)O
1'37
'43
(13
.66
7.2
7.?)
,1.5704-:.,-1
757
..5-
66.
My teacher usually explains
things too slowly.
436-
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Di
7377
(/C
-53
40(1
713)
516%
4955
6805
565
,----.
t.,L,
")'59
65O
gr,
74.
We change from one subject to
another too often in my class.
iff
1-7
(Ig)
7064
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%41
50(454
59, _
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.-6
065
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5762
071
,
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3 154
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5965
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a ft
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SCHOOL SENTIMENT INDEX
AC
DTnT9TrT
1.142VC 4
N rit
Authority and Control:
..3
55
)4
_to
'2;
',.1
JB
.5B
,B
32
b721
is
G 1
man=
L o h
B o s
mu
-ou 1
li oiooioo
y s
G r 1 Ss
t h
B y
G r lhL
i t
B y slhs
G r .
o t
' o y
G i r 1 -
13 tyrtyrty
h
13 o s
G 1
13 ooi
G i 1
-i
B o t!
h
6.
In our class, we often get a
chance to make decisions
toaether.
5;67
11/5
050
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71-
0(1
75)66
4,3-
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6,1
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23.
I yet as many chances as other
children to do special jobs
in n.
classroom.
.5
19 0
50
('7%
.:f
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(-7:
4447
r0.5
`)74
kKID
1;1)
1
31.
by teacher treats me fairly.
--ilatrald
58 56
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40)
'30
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61
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6.1
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9.3
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8-?.
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41
71-
CV
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to tell my teacher
when I don't understand
something.
38.
My teacher unfairly punishes
the whole class.
3-7
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43.
My teacher scares me.
yz ,56
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85
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OIL
77
68 86
("77
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8
.657
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347
87
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i--
I
r, .9
1 ,49.
My teacher is mean.
lee
1-e my teacier
oesn
like me when I do something
wronc.
f5(9
1.5
461T
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e20
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431
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40.1
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Whfn I do something wrong, my
t._.scher corrects me without
58.3
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61 C
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165
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61.
I know what my teacher expects
ofmin
-72
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.111
111
page
SCHOOL SENTIMENT INDEX
DISTRYi!T
4A
pE
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2
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N mg
Authority and Control:
lr"
o yrtyrtyrtyrtyrtyrtyrt
s
Gli
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1h
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is oG s
It11
64.
Ny teacher does not scare the
chi dren.
5--3
.5-
5 Pie
lio
36af
' ,50
4o54
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7aK
6,8
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i76
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f57
72.
My tea
er bosses the children,
around.
73.
The chil ren in my class nearly
always obey the teacher.
12 'f
15 ,5/IN
5 17
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106
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2
SCHOOL SENTIMENT INDEX
ED
N ...
Inter-personal Relationship of
Teachers to Pupils:
111.111E3MHUMILUIMMULIO
13 o yrtyrtyrtyrtyrtyrtyrte
s
G i 1 S
I3 o Ii
13 o s
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B o
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13 -o
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U O h
13 o s
G i 1 S
U o h
U 0 s
G i 1 S
I; onio
h
B s1 S
h1
'
3.
My. teacher is interested in the
things I do outside school.
0 -
3 II
225
2.78
10g ra
12 .5-6
20 71-
l't ---(
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24 7e-,
6 6- )
(915
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i ).17 3.
17 76
0 011.
My teacher listens to what I
have to say.
//90
-K6
6020.
My teacher does not care about
Me.
/27,
5 0
79"/
N.5
't6
70
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3498
.4;0
'16
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)79
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qa28.
My teacher doesn't understand
me.
4f58
086
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7.2
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.317
'3(
-
41.
I wish Ly class could have
this teacher .text year.
144
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51-
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6-c
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47.
My teao1er is not very friendly
with the children.
677
6-9
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455
5(
748
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56.
My teacher likes some children
better than others.
2/ -
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41:3
1-17
2)16
2017
27,3
'y(3
:?)j 88
5t. '76
r-I. (,)- 73
186-
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I like my teacher.
6587
083
93034
6:5 7
56e
TS
98
I.
.
.a
IIr
lillM
Mff
il68
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46is
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(67)
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1111
1111
1111
0160
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llMi6
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il
SCHOOL SENTIMENT INDEX
AE
CDISTR:CT
page 6
N se
.30
8,
20
59
4l
t.-MIMI oc
'J.-)
-(jo
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School-Social structure and Climate:
is o y s
G i r 1 s
B al t h
13G13
y s
i r 1 s
o t h
B o y slh.s
G i r s
13 o t
B..
o y
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u o t h
-13 o.iooio
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s1
13 t h
13 y s
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it o y s
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la
1
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ti
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5.
This school is like a jail.
.:16
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4.70
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I often feel rushed and nervous
in school.
445-
3
73
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I follow the rules at school.
511
1 C
: =
rr
activities at school from which
choose what I would like
7.5
-40
1..s
,_jam
15.
When I do something wrong at
school, I know I will get a
nerma ebnner-
f/ 4-
3 -1"
1,1M
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1022.
The prihcipal of my school is
friendly toward the children.
76 /5
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r/A
30.
The principal's main job is
to punishchildren.
4o61 35
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37.
I get scared when I have to
go to the office at school.
,6o
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447
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my4
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15
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Who
I have a problem on the
play
grou
ndat
recess, .1 know I
M I
I
..1:r
86
447
3) 4
0 68
R.,.
10.:;
::-;,.
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50.
I am embarrassed to be in the
.class I'm 1.11.
76
4-9)q 9.& :139
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cA
9,.
14(9
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11
1.
SCHOOL SENTIMENT INDEX
DISTRICT
N m
School - Social Structure and '",imate:
I43
5'.i
130
iil G i r 1 S
*.
3
13 o t h
REVIEUNIEMBOILEINI
13 o y 8
G IS-
r 1 S
B 0 yrt-yrtyrtyrt
s
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s $
230(
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1140
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13
.
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13 oh o S
G i 1 S
h o h
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54.
There are too many children in
my class.
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93 9
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I have to share books with
other children too often at
school.
fa 78
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I often feel lost at school.
67.
There'i no privacy at school.
/- .3
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69.
At school other people really.
care about rie.
71._ I would rather eat lunch at
home than at school.
64-
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SCH
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Learning:
-
31
55
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90
32z,
57,'2
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SA
.:0:,
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11 o
G i r 1 S
II o t h
13 o y s
G 1 .
13 h
13 o y- s
C i r 1
Li 0BGBBG6
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0 t h
0 y s
i r 1
0 tL o y
G i r 1
L o t h
27.
I like to do school work at
home in the evenings.
2127
1-O
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73-7
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ci57
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34.
Iwould rather
earn a
new
game than
play
one
Ialready
/276
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7,4
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Ilik
etrying to work difficult
?au z z les .
el&
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48.
The biggest reason
I co
me
to
scho
ol is
to learn.
'71
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377--T-lcol unham it I don't
learn something new in school
each
day.
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70.
I w
ould
rattler
get b
ooks
for
my
-birthday
than
toys or clothes.
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7
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' page 9
A
SCHOOL SENTIMENT INDEX
FG
CDISTRICT
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SCHOOL SENTIMENT INDEX
age 10
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It is hard for me to stay happy
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School gives me a stomachache.
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I like school better than my
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RESULTS
DAV,,S REic,,),_7\AN\ G TES':
MAPLETON PUBLIC SCHOOLS
SCHOOL DISTRICT NO. 1 ADAMS
COUNTY
Davis Test Results
Grauc S
1970-71
1971-72
Top quartile
149/502
29.7%
162/531
30.5%
75th percentile orhigher
Second quartile
172/502
34.30
174/531
32..8%
SOth percentile or higher
At SOth percentile orhigher
64.0%
63.3%
Third quartile
83/502
16.5
81/531
15.3%
25th percentile or
higher
Bottom
quartile
98/502
19.5%
114/531
21.4%
0-24th percentile
Below SOth percentile
36.0%
36.7%
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VOCABULARY
REMEDIAL
OR BELOW
18.0
AT OR
ABOVE
82.0
33.3
66.7
29.4
70.6
27.9
72.1
20.5
79.5
11.1
88.9
099.9
411
NELSON TEST RESULTS
DISTRICT - GRADE 3
COMPREHENSION
TOTAL
Post-Test
REMEDIAL
OR BELOW
AT OR
ABOVI
REMEDIAL
OR BELOW
AT OR
ABOVE
23.8
76.1
19.2
80.7
RANGE OF RESULTS
41.2
58.8
35.3
64.7
35.7
64.3
31.3
68.6
35.3
64.7'
31.0
69.0
29.6
70.4
20.5
79.5
14.1
85.9
10.7
89.3
8.0
92.0
3.2
96.8
No Pre-Test Results Available
MAPL(...'0N PUBLIC SCHOOLSSCHOOL DISTRICT NO. 1, Anns COUNTY
591 East 80th AvenueDenver, Colorado 80229
Rcport to the Board on Nelson Reading Test Results - 3rd Year
The Eelson Reading Test was administered as a pre-test to a sampleof the district third graders in mid -September. A different formwas administered to all district third graders as a post-test duringthe last two weeks of April. The following resultant data is offeredfor your infor=tion.
Post-test: Number of students tested - 572
Actual grade equivalent of students at the time of testing - 3rdyear MI month (3,8)
RES11Lr.i'S:
One hundred and ten students (19.2%) achieved a grade equivalent .
score of 3.1 or lower, We arbitrarily classified these studentsas "remedial" cr "below grade level".
One hundred and sixty-throe students (28.5%) achieved grade equiva-lent scores ranging from 3.2 to 4.1. These students were arbitrarilyclassified as being "at grade level".
Two hundred anC ninety-nine students (52.2t) achieved a gradeequivalent score of. 4.2 or higher. These students were arbitrarilyclassified as being "above grade level".
Comparative data was available on 350 students or 61% of the post-test group. These students made an average percentile gain of 28points between the pre and the post test. They made an averagegrade equivalency gain of 1 year and 2 months between the two tests.This figure should be comnared to, the expected grade equivalencygain of 7 months, the actual length of instructional time claspedbetween the administration of the pre and the post-test.
NELSON TEST RESULTS
DISTRICT - GRADE 4
Pre-Tei:
VOCABULARY
COMPREHENSION
TOTAL--
REMEDIAL
OR BELOW
AT OR
ABOVE
RMDIAL
AT OR
OR BELOW
ABOVE
REMEDIAL
OR BELOW
AT OR
ABOVE
24.5
75.5
40.9
59.1
32.0
68.0
RANGE OF RESULTS
49.3
50.7
70.9
29.0
62.4
37.7
36.2
63.7
55.2
44.8
46.6
53.4
25.8
74.2
40.3
59.7
32.2
67.7
19.4
80.7
40.3
59.7
29.0
71.0
10.9
89.0
24.8
75.1
1C,
84.9
10.6
6,93
16.4
.83.6
12.7
87.3
'
NELSON TEST RESULTS
DISTRICT - GRADE A
VOCABULARY
COMPREHENSION
TOTAL
Post-Test
-
REMEDIAL
OR BELOW
AT OR
ABOVE
REMEDIAL
AT OR
OR BELOW
ABOVE
REMEDIAL
OR BELOW
AT OR
ABOVE
19.3
80.6
29.8
70. 1
23.6
76.4
RANGE OF RESULTS
38.1
61.9
41.3
58.7
40.6
59.4
27.9
72.0
33.8
(36.2
29.4
70.6
23.6
76.4
30.9
69.1
25.5
74.5
15.3
84.7
25.5
74.5
18.7
81.3
8.5
91.5
23.6
,76.3
13.9
86.1
6.7
93.3
22.0
78.0
11.9
88.1
MAPLETON PUBLIC UCLaOLSSCHOOL DISTRICT NO. 1, ADAMS COUNTY
George Di'i'irro, Superintendent
Report to the Hoard on Nelson Reading Test Results - 4th Year
The Nelson Reading Test was administered as a pre-test to all ofthe district fourth c:raders in laid-September. A different formof the test was administered to the same aroup as a post-testduring the last two weeks of April. The following resultantdata is offered for your information.
Pre-test: Number of students tested - GOOPost-test: Number of students tested - 620
RESULTS:
Pre-test - One-hundred and ninety-two students (32.0%) achieveda grade equivalent score of 3.5 or lower. These students werearbitrarily classified as "remedial" or "below grade level".
Post-test - One hundred and forty-six students (23.6%) achieveda grade equivalent score of 4.1 or lower. These students werearbitrarily classified as "remedial" or "below grade level".
Pre-test - One hundred and forty-four students (24.0%) achievedgrade equivalent scores ranging from 3 C: to 4.5. These studerd::were arbitrarily classified as being "o'c grade level".
Post-test - Two hundred and forty-two students (39.0%) achievedgrade equivalent scores ranging from 4.2 to 5.1. These studentswere arbitrarily classified as being "at grade level".
Pre-test - Two hundred and sixty-four students (44%) achieved.a grade equivalent score of 4.6 or higher. These students werearbitrarily classified as being "above grade level". .
Post-test - Two hundred and thirty-two students (37.4%) achieveda grade equivalent score of 5.2 or higher. These students werearbitrarily classified as being "above grade level".
Summary Pre PostRemedial or Below grade level 32.0% 77.6saAt grade level 24.0% 39.0%Above grade level 44.0% 37.4%
Comparative data was available on 569 students or 92% of the post-test group. These students made an average percentile gain of16 points between the pre and the post test. They made an averagegrade equivalency gain of .7 months. This figure correspondsto the expected grade equivalency gain. Seven months was theactual length of instructional time which elasped between theadministration of the pre-test and the post-test.
VOCABULARY
NELS.ON TEST RESULTS
DISTRICT - GRADE 5
-
COMPREHENSION
Pre-Test
'
TOTAL
REMEDIAL
OR BELOW
AT OR
ABOVE
REMEDIAL
AT OR
OR BELOW
ABOVE
REMEDIAL
OR BELOW
AT.. OR
ABOVE
26.3
73.7
44.4
55.6
..
31.4
'
68.5
RANGE OF RESULTS
n
45.8
54.1
63.6
,36.3
-
52.0
48.0
33.4
66.6
51.8
-
48.2.
41.0
59.0
.32.8
67.2
50.8
49.2
35.2
.68.8
.
-
25.0
75.0
38.6
61.3
31.b
63.2 .
17.0
83.0
4,
35.0
65.0
20.1.
79.9
13.6
86.4.
24.5
75.5
11.3
88.7
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VOCABULARY
NELSON TEST RESULTS
DISTRICT - GRADE 5
-
COMPREHENSION
Post-Test
TOTAL
REMEDIAL
AT OR
OR BELOW
ABOVE
33.0
66.9
REMEDIAL
AT OR
OR BELOW
ABOVE
45.5
54.5
REMEDIAL
AT OR
OR BELOW
ABOVE
38.1
61.8
RANGE OF RESULTS
'71.4
28.6
49.3
50.7
.
45.7
54.3
44.8
.55.1
39.8
60.1
36.4
63.6
h
53.2
1.9
47.8
52.2
43.4
56.6
39.6
60.3
33.9
66.1
18.2
81.8
47.0
53.0
44.8
55.2
43.4
56.6
36.9
63.1
27.6
72.4
12.7
87.3
APLETON PUBLIC SCHOOLSSCHOOL DIST:UCT NO. 1, ADAMS COUNTY
George piTirro, Superintendent
Runort to the Board on relson Reading Test Results - 5th Year
The Nelson Reading Test was administered as a pre-test to all ofthe district fifth araders in mid-September. A different formof the test was administered to thesay.e group as a post-testduring the last two weeks of April. The following resultantdata is offered for your information.
Pre-test: Number of students tested - 601Post-tcst: Number of students tested - 596
RESULTS:
Pre-test One hundred and eighty-nine students (31.4%) achieveda grade equivalent score of 4.5 or lower. The students werearbitrarily classified as "remedial" or "below grade level".
Post-test - Two hundred and twenty-se,en students (38.1%) achieveda grade equivalent score of 5.1 or lower. These students werearbitrarily classified as "remedial" or "below grade level".
Pre-test - T;:o hundred and ten students (34.9%) achieved grapeequivalent scores ranging from 4.6 to 5.5. These students werearbitrarily cli_ssified as being "at grade level".
Post-test - One hundred end sixty-five students (27.6%) achievedvade equivalent scores ranging from 5.2 to 6.1. These studentswere arbitrarily classified as being "at grade, level".
Pre-test = Two hundred and two students (33.6%) achieved agrade equivalent score. of 5.6 or higher. These students werearbitrarily classified as being "above grade level".
Post-test - Two hundred and four students (34.2%) achieved agrade equivalent score of 6.2 or higher. These students werearbitrarily classified as being "above grade level".
SummaryRemeuia or Below grade levelAt grade levelAbove grade level
Pre Post38.1%
34.9% 27.6%33.6% 34.2%
Comparative data was available on 565 students or 95% of thetotal post-test gorup. These students made an average percentilegain of 8 points between the pre and the post test. They madean average grade equivalency gain of .9 months. This figureshould be compared to the expected grade equivalency gain of 7months the actual instructional time elasped between the adminis-tration of the pre and the post test.
NELSin r_rTST RESULTS
DISTRICT - GRADE 6
Post-Test
VOCABULARY
COMPREHENSION
TOTAL.
REMEDIAL
OR BELOW
AT OR
ABOVE
REMEDIAL
AT OR
OR BELOW
ALOVE
RLLDIAL
OR BELOW
AT OR
ABOVE
40.3
59.6
49.1
50.9
44.5
55.5
RANGE OF RESULTS
70.8
29.2
58.5
41.5
55.8
34.2
39.8
60.2
51.9
48.1
43.2
56.7
39.5
60.5
48.3
51.7
142.9
57.1
35.2
64.8
47.0
53.0
42.5
57.5
No Pre-Test Results Available
MAPLETON PUBLIC SCHOOLSSCHOOL DISTRICT NO. 1, ADAMS COUNTY
591 East 80th AvenueDenver, Colorado 80229
licTort to the Hoard ion Nelson Reading Test Results - 6th Year
The Nelson Reading Test was administered as a pre-test to a sampleof the district sixth graders in mid-September. A different formwas administered to all district sixth graders as a post-testduring April. The following resultant data is offered for yourinformation.
Post test: Number of students tested - 585
Actual grade equiValent of students at the time of testing - 6thyear 8th month (6.8)
RESULTS:
Two hundred and sixty students (43.5%) achieved a grade equivalent-score of 6.1 or lower. These students were arbitrarily classifiedas "remedial" or "below grade level".
Eighty students (13.7%) achieved grade equivalent scores rangin7from 6.2 to 7.1. These students were rrbitrarily classified LFbeing "at grade level".
Two hundred and forty-five students (41.8) achieved a gradeequivalent score of 7.2 or higher. These students were -arbitrarilyclassified as being "above grade level".
Comparative data was available on 311 students or 53% of thepost-test group. These students made an average percentile gainof 11 points between the pre and the post-tests. They made anaverage grade equivalency gain of .8 months. This figure shouldbe compared to the expected grade equivalency gain of 7 months-the actual instructional time elasped between the administrationof the pre and the post-test.
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