Welcome to Mintonye Elementary School
Mintonye Elementary School is located in a rural setting ten miles southwest of Lafayette and is on the same campus as Southwestern Middle School. Constructed in 1967, the Mintonye building received an expansion and renovation project completed in 1993. The building continues to be upgraded with improvements on an annual basis, rivaling newly built facilities. The community is proud of the outstanding condition of the facilities in the TSC.
Mintonye serves approximately 480 students in preschool through grade five. The average class size is 22 students. Greater Lafayette Area Special Services has a program for K-5 students with severe disabilities located at Mintonye, as well as a special education preschool class.
- Instructional Strategies
- Analysis of Student Achievement
- Parent Participation
- Technology as a learning tool
- Cultural Compentency
- Professional Development
The teachers of Mintonye Elementary School utilize the proven, research-based framework of direct instruction when planning lessons. Planning begins with an objective aligned with the Indiana Academic Standards. Objectives are posted in classrooms daily. Lessons contain the necessary components of direct instruction in an effective sequence.
Within this framework, teachers use effective instructional strategies such as hands-on activities, visual supports, cooperative learning groups, technology, differentiated instruction, note-taking, and nonlinguistic representations to engage students in learning. Teachers also incorporate strategies from Lemov’s book, “Teach Like A Champion”. Students are encouraged to be active participants in discussions and activities during lessons.
Mintonye teachers use the WriteSteps Writing curriculum which is aligned with the Indiana Academic Standards. Rubrics are used to assist teachers in the assessment of 10 student composition. Based on the standards, the writing rubric lets students and parents know which writing skills are strengths and which are concerns. The rubric may also serve as a motivator for students wanting advance to higher levels on the rubric. Further, the rubric assists teachers in making sound instructional decisions for the class or individual students.
Each grade level team of Mintonye teachers has created an Annual Plan for Reading, Language Arts, and Math. The Annual Plans outline how the curriculum will unfold each month of the school year. This assists the teachers in pacing themselves, ensuring that they teach the Indiana Academic Standards within the school year.
Programs that have been implemented in recent years to bolster instruction as well as provide tier 2 and tier 3 interventions include Houghton Mifflin Journeys Reading, Michael Heggerty Phonemic Awareness, Zoo Phonics, Mountain Math, Read Naturally, Leveled Literacy Intervention, BURST, IXL, Acuity Resources, Accelerated Reader, WriteSteps Writing, and Ready Math.
The achievement of students at Mintonye Elementary is a source of pride for the school and community. Mintonye’s ISTEP+ passing percentages have consistently exceeded the state average, as well as the Tippecanoe School Corporation average. Mintonye has also received the I.D.O.E.’s Four Star School Award seven times in recent years. 100% of our third grade students passed the IREAD3 2012 and 2015. 99% passed IREAD3 in 2013, 2014, and 2016. Our attendance rate has been consistently above the state and TSC average.
Results from the spring 2016 ISTEP indicate that the weakest Math areas overall for Mintonye were: Number Sense in third grade, and Algebraic Thinking & Data Analysis in fourth grade, and Computation in fifth grade. The weakest English Language Arts areas were: Vocabulary in third grade, Writing Conventions in fifth grade. Fourth grade students did not exhibit any areas of concern in English Language Arts.
Growth Model data for 2016 is not available. 2015 reports median growth in English/Language Arts for Mintonye students is 50%, which is on the low end of satisfactory. In Math, median growth for Mintonye students was 47.5%, which is lower than desired. Performance for the Growth Model is an area of needed improvement.
2016 Acuity data is not available. The third administration of the Acuity assessment in February 2015 reported English/Language Arts passing percentages of 60% for third grade, 67% for fourth grade, and 46% for fifth grade. In Math, passing percentages were 61% for third grade, 68% for 4 th grade, and 58% for fifth grade. This data assisted teachers in identifying specific skills needing instructional intervention for individual students, as well as for their overall grade level. 11
Data derived from the 2016 End-of-Year administration of mCLASS Reading 3D TRC assessment reports 73% of kindergarten students were Proficient or Above Proficient, 82% of first grade students were Proficient or Above Proficient, and 96% of second grade students were Proficient or Above Proficient. First and second grades made the expected minimum percentage of 80% at benchmark. For students not meeting benchmark, teachers reviewed individual student data and implemented interventions to address concerns.
The NWEA will be used for math data in 2016-2017. Data derived from the 2015 End-Of-Year administration of the mCLASS Math assessment indicates that 63% of Mintonye kindergarten students, 49% of first grade students, and 47% of second grade students met the overall Math E.O.Y benchmark. These percentages are cause for concern, prompting reviews of individual student data, as well as classroom and grade level data.
Mintonye Elementary School enjoys strong parental support and participation, which is an important factor in the school’s success. The frequent communication between the teachers and parents has built a strong foundation for the students’ achievement and behavior. Attendance at Parent-Teacher Conferences averages over 98%.
The Mintonye PTO provides an array of school and community services, and provides financial assistance for several school projects. The Parent Volunteer program is quite active and provides much support for teachers and students. Parent volunteers assist teachers in the classroom and in our tutoring program. Our specialty areas teachers also have parent volunteers who assist them, and each grade level has parent volunteers who serve as parent representatives at PTO meetings. At any time, on any day, volunteers can be found assisting at Mintonye. Mintonye also has the All Pro Dads program, which holds monthly breakfast meetings for students and their fathers. We also participate in Read To Succeed, which brings community volunteers into the building to work on reading skills with the children.
Effectively integrating technology into the instructional process has the potential to positively impact the educational experiences for students at the Tippecanoe School Corporation. The availability of technology and quality digital resources allows for students to demonstrate creativity and innovation, to communicate and collaborate, to research and evaluate information, and to think critically. Digital tools, resources, and practices are embedded into the curriculum to support the corporation’s instructional goals and enhance student achievement.
The TSC is continually enhancing its network to support school-based technology initiatives. This year, wireless switches and access points were replaced at each of the middle schools. Next year, as part of an E-Rate Category 2 project, wireless switches and access points will be replaced at each of the eleven elementary schools and at both high schools. Additionally, new uninterrupted power supply units will be installed in each of the networking closets corporation-wide.
Professional Development Focus
Providing relevant professional development that is both timely and of high quality is an ongoing goal for the TSC Technology Department. We are in the process of implementing Canvas as the LMS at our secondary schools and have been delivering a variety of professional development experiences on this topic. Other areas of focus include Google Apps for Education (K-12), integrating iPads into the classroom (K-2), and leveraging the power of Chromebooks (3-12).
Budgeting & Sustainability
When implementing technology initiatives, plans for sustainability must always be taken into consideration. Historically, the TSC has been dependent upon Common School Loans and STAA Loans to sustain its 1:1 initiative. Because we view the device as an integral part of curriculum delivery, we have transitioned to a model that will ultimately enable the initiative to be self-sustaining as a result of a technology rental fee paid by students.
The TSC will be expanding its 1:1 initiative for the 16-17 school year to include each of its six middle schools. Plans are currently underway to identify the most suitable technology option for intermediate students at the elementary level. Once this determination has been made, the goal is to deploy classroom sets of devices at these grade levels. Stakeholder Collaboration: A great deal of collaboration takes place between curriculum leaders, technology staff, principals, and teachers at each stage of technology deployment. Both instructional and tangible goals (e.g. what do we want the students to do with the technology?) are taken into consideration, as well as a host of other factors. Before a large-scale implementation, we typically utilize a pilot group to gather input, identify professional development needs, and assess the overall scalability of the project.
Mintonye Elementary makes every effort to provide an inclusive environment by meeting the needs of all students. Serving a small population of students from different cultural backgrounds as well as students with all types of disabilities, the staff at Mintonye has received professional development that has prepared them for understanding the needs of varied populations. As the population of the school will likely continue to evolve, the staff is comfortable with further professional development that may be required to equip them with the tools necessary to meet the needs of new populations.
Professional development activities are ongoing with our daily Instructional Improvement Block before school (8:15 a.m. to 8:45 a.m.). Examples of how this time is used include: training and follow-up of new initiatives, assessment data review to identify areas of needed improvement, grade level planning to maintain curricular cohesion, and training in new hardware and software.
The most recent professional development activities in which Mintonye teachers have participated include implementation of NWEA, Ready Math, IXL, Reading Eggs, Google Classroom, WriteSteps Writing program, Indiana Academic Standards, Houghton Mifflin Journeys Reading series, Leveled Literacy Intervention, Bullying Legislation, STAR Enterprise, Google Apps, and Student De-escalation. The PD360 video series has also been used to provide professional development on topics such as Brain Research and the Common Core State Standards.
Additionally, professional development opportunities are provided by the school district after school and during the summer. Professional reading is generally in the form of electronically sharing articles concerning educational issues and initiatives, and faculty book studies. Due to funding deficiencies, it has become increasingly difficult to provide professional development opportunities outside the school corporation.