By Jake Christiansen

Something remarkable is happening at Eastview Elementary in Connersville, Indiana.  

During the 2025-2026 school year, Eastview saw its ILEARN math proficiency rise from 28.8% to 46.2%, an impressive 17.4 point increase that ranked the school third in year-over-year improvement among 220 comparable Indiana schools.  The gains were particularly remarkable in fifth grade, where mathematics proficiency jumped from 19.1% in 2025 to 64.3% in 2026, an extraordinary 45.2-percentage-point increase.

As success unfolds at Eastview, so does a story of commitment, growth, and dedication to education that Vimme is so proud to be a part of.  

But Eastview’s story is about more than improving mathematics proficiency. It’s about building a culture where students embrace challenges, develop confidence, and take ownership of their learning. 

For fifth-grade teacher Cami Scott, this culture and philosophy is more than an instructional approach.  It’s something she brings into her classroom everyday and is built into the fabric of who she is as an educator and person. And as Eastview’s results suggest, this philosophy and commitment to growth is worth taking a closer look. 

A School That Celebrates Growth 

At Eastview, that commitment to growth is something students and teachers experience together every week, with Vimme helping to bring that shared enthusiasm for math to life.  

In Mrs. Scott’s class Thursdays have become something of a weekly gameday.  It’s Vimme assessment day, and she approaches it with the excitement of a coach preparing her team for the big game. Wearing her Vimme shirt, Scott encourages her students to embrace the challenge, trust their preparation, and give their best effort. 

“I think the culture of our building is we celebrate everybody as much as possible,” Scott explained.

Beyond Scott’s own fifth-grade classroom, the excitement extends to the rest of the school staff as well.  She recalls how even the art department have purchased their own purple shirt to join in on the team Vimme culture.  Throughout the building, teachers recognize one another’s Vimme achievements, celebrate students’ milestones, and eagerly anticipate the weekly results to see which classrooms and individuals have demonstrated the greatest growth. 

Behind that enthusiasm is an instructional philosophy rooted in consistency, encouragement, and growth  Utilizing Vimme’s approach on emphasizing spiral review and consistent assessment gives students repeated opportunities to revisit challenging concepts, strengthen their skills, and see their own progress over time.  

No longer are assessments viewed as a simple final measure of success or failure.  Rather, Eastview teachers use the results as opportunities for encouragement, reflection, and continued learning. Scott believes that the attitude teachers bring into their classrooms plays an essential role in shaping how students approach math. 

“I think with positive attitudes from our teachers, [it] changes the culture of kids’ attitudes,” Scott shared.

That belief is reflected in how Eastview approaches both success and setbacks.  Whether celebrating a new achievement or identifying an area for improvement, the focus remains on moving forward together. 

Vimme has helped provide a common foundation for that shared commitment, bringing teacher and students together around a simple but powerful idea: Success isn’t just about where students finish, but how much they grow along the way. 

The Teacher Who Never Stopped Asking Why

For Cami Scott, the belief that every student can grow and succeed in mathematics comes from a deeply personal place.  Long before she became a fifth-grade teacher at Eastview Elementary, she was a student who struggled to understand math herself.  

“Math was very hard for me growing up,” Scott recalled. “Because I never understood it, and I would always ask why.”  Too often, the answer she received from her teachers was a simple yet frustrating response: “That’s just how you do it.” 

The experience would ultimately shape her entire approach to education.

“I vowed to myself that I would never tell a student that ‘That’s just how you do it,’” Scott explained. 

Scott spent ten years teaching first grade, where she developed a deeper appreciation for the foundations of math and the importance of helping students understand not just how to solve a problem, but why the solution works. Today, that same foundation remains at the heart of her teaching philosophy with her fifth-grade classroom.  It’s also one of the reasons Vimme’s approach to math resonates so strongly with her. 

For a teacher who once struggled to understand the “why” behind mathematics, Vimme’s emphasis on foundational understanding, consistent practice, and spiral review aligns naturally with the approach Scott has spent her career developing. For her, the goal isn’t simply to teach students how to arrive at the right answer, but to help them develop the understanding and confidence to believe they can find it themselves. 

Trusting The Process: Vimme In Action

For Scott, helping students develop a deeper understanding of mathematics requires more than introducing a concept and moving on.  It requires consistency, patience, and opportunities to revisit concepts they’ve already learned. That’s where she believes Vimme is making a meaningful difference at Eastview and in her classroom. 

Having spent more than a decade teaching another math program, Scott understands how easily students can fall behind when challenging concepts aren’t revisited. 

“Your only review was at the back of a homework page with four questions. And you never taught the concept again,” she recalled. 

With Vimme’s spiral review approach, however, students continue encountering previously taught standards throughout the school year, allowing them to strengthen their understanding alongside new material.

“It spirals so much that the students that don’t get it on week one, by week four are going to be getting the things they struggled on week one,” she explained. 

That structure is reflected in her weekly class routine.  Scott typically introduces new material on Fridays, dedicates Mondays and Tuesdays to instruction and differentiated practice, and uses Wednesdays for cumulative review before Thursday’s Vimme assessment takes place. But the assessment itself is only part of the process.  What happens afterward is equally important.

“Im also able to see instant feedback where I can see where I struggle,” Scott said. “And so it gives me real-time feedback where I can see where I need to improve.” 

Using Vimme’s assessment data, Scott can identify specific standards that need additional attention and adjust her instruction accordingly. Rather than moving forward without addressing those gaps, she can bring students together for targeted review and provide additional practice.

“I can make a small group of kids who struggled on question two from last week’s test and pull them back and review that standard with them,” she shared.

Vimme’s Combination of consistent review, actionable feedback, and flexible instructional resources helps teachers at Eastview meet students where they are while continuing to challenge them to grow. To struggle with a concept doesn’t mean failure, it means opportunity for the students at Eastview. 

Beyond The Scores: Eastview’s Growth With Vimme

At Eastview Elementary, the most meaningful measure of success isn’t always found in a perfect assessment score. Sometimes, it’s found in a student who finally believes they can succeed. 

“I celebrate every little bit of success and every little bit of growth,” Scott shared. 

In her classroom, students are recognized not only for academic achievement but for their perseverance and improvement. Through her classroom’s recognition system, students earn stars for demonstrating growth, working toward the opportunity to become a “Living Legend,” an honor that earns them a lasting place on her classroom wall. 

Scott recalls one student who began the previous school year struggling deeply with mathematics.  At times, the frustration was overwhelming enough to bring her to tears. 

Scott’s message to the student was simple: “Just trust the process. It’s going to be okay.”

As the year progressed, the student continued working through VImme’s lessons and assessments, gradually developing a stronger understanding of math and a greater confidence in their abilities.  By the end of the year, the student had even achieved a perfect score on one or two of her final assessments. For Scott, the transformation represented something much greater than a number on a screen. 

“The number doesn’t define who you are,” she explained.”What you do with that number is where we go from here.” 

At Eastview, when students move from one grade level to the next, Vimme’s consistent approach provides opportunities to build upon previously learned skills. Teachers have noticed that students entering their classrooms with Vimme experience are increasingly familiar with the rigorous expectations and challenges ahead of them. That continuity, combined with the dedication and consistency of Eastview’s teachers, is helping create an environment where students are encouraged to see math not as something to fear, but as something they can understand and master through persistence. 

It’s a winning philosophy that has translated to a 17.4 percentage-point increase in proficiency, and is an achievement worth celebrating.  It reflects the dedicated teachers who refuse to give up on their students, a student body learning to trust their own abilities, and a school community committed to making every opportunity for growth count. 

For Vimme, Eastview’s journey is a powerful example of what can happen when purposeful instruction and a culture of encouragement work hand in hand.