Creslane Elementary School Board Report

September 8, 2006

 

Calendar:   Sept. 5:  Open House/Drop In Day

                   Sept. 6:  Classes begin & Kindergarten Screening begins

                   Sept. 11:  DIBELS testing begins for Grades 1 & 2

                   Sept. 11:  Scholastic Book Fair begins (4:00-6:00)

                   Sept. 12:  CES Site Council (4:00)

                   Sept. 13:  Scholastic Book Fair Ends

                   Sept. 15:  Fifth Grade Crosswalk Duty Training

                   Sept. 20:  BRIDGES Math Curriculum mtg.

                   Oct. 6:     Fall Pictures

 

Enrollment: 

Last September (2005) Creslane’s enrollment was 564.  Tuesday morning (9/05/06) before our Open House we had 553 students enrolled.  At 3:00 p.m. Tuesday afternoon Creslane’s enrollment was 582.  We are still shy some of our anticipated kindergartners, but all the data has not been compiled at the time of this writing.

 

             September 2005                       June 2006                                 September 2006

Total:              564                                     562                               582            

Kindergarten    78                                         76                                 69

First                104                                        104                              93             

Second             93                               96                                111            

Third               88                                         90                                98    

Fourth            109                            109                                95             

Fifth                92                                87                                116

 

Class Sizes:  September 2006

First:           24 per class

Second:       22 per class

Third:         24 per class

Fourth:       24 per class

Fifth:           29 per class

 

Inservice Day (8/28/06) Report:

At 12:00 Creslane staff reported to the library for a great workshop on Best Practices for Reading.  Language Arts consultants, Betty Shoemaker and Karen Antikajian came and presented research, methodology and insight into the teaching of reading. 

 

A discussion with the entire staff was held on the crucial aspects on Balanced Literacy.

·        Authenticity:  “doing it for school” balanced with “doing it for life”

·        Conversation about literature: teacher talk balanced with student talk

·        Teacher’s Role:  teaching so students gradually become more active in the learning role

·        Curricular Control:  balancing between state controlled curriculum and school controlled curriculum

 

Next, the group spent time understanding the eight critical elements of reading instruction:

·        Phonemic awareness: the ability to hear and manipulate the sounds in spoken words

·        Phonics: the relationship between the letters of written language and their sounds

·        Fluency:  the ability to read text accurately, with expression, and at an appropriate rate

·        Vocabulary:  the words we must know to communicate effectively

·        Comprehension:  the complex cognitive process involving the interaction between the reader and the text to convey meaning

·        Motivation:  a cognitive commitment toward reading to learn

·        Instructional Design:  teaching using modeling, shaping and providing practice

·        Reading/Writing Connection:  reading one another’s writing including one’s own writing, and writing about material being read solidifies skills, motivates, and gives new meaning to reading and writing.

 

At the end of this hour and a half, the staff was divided into a primary group (k-2) and an intermediate group (3-5).  The primary group worked on furthering their ability to teach phonemic awareness, concepts of print, phonics, spelling and fluency.  The intermediate group worked on fluency, vocabulary, and comprehension.  The workshop concluded at 4:00 with everyone back together.  All in all, the staff evaluations indicated this was a good use of our time during the first week of the new school year.

 

 

 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

 DIBELS is an assessment tool Creslane uses to establish the progress our students are making and how our reading program is working.  This is the second year we have used DIBELS, and can now make some comparison evaluations.  All of the following data is based on reading fluency.  The rate of reading, or fluency, has been determined to be the best predictor of reading success.  If we are able to read quickly enough, we are better able to comprehend what we are reading.

 

Kindergarten:

We started using Kindergarten ReadWell last year after the Winter Break.  We are very happy with the progress the children made.

 

January, 2006:     32% of the students were meeting mid-year goals

                             38% of the students were almost meeting mid-year goals

                             30% of the students had significant deficits in their

reading skills.

 

June, 2006:          36% of the students were meeting end-of-the-year goals

                             46% of the students were almost meeting end-of-the-year

goals

                             18% of the students had significant deficits in their

reading skills

 

First Grade:

These students did not get “Kindergarten ReadWell”, but had instruction with the regular ReadWell program all year.

 

September, 2005:  35% of the students were meeting beginning-of-the-year

goals

                             22% of the students were almost meeting beginning-of-

the-year goals

                             43% of the students had significant deficits in their

reading skills

 

January, 2006:     23% of the students were meeting mid-year goals

                             34% of the students were almost meeting mid-year goals

                             43% of the students had significant deficits in their

reading skills.

June, 2006:          50% of the students were meeting end-of-the-year goals

                             24% of the students were almost meeting end-of-the-year

goals

                             26% of the students had significant deficits in their

reading skills

 

Second Grade:

These students did not get “Kindergarten ReadWell”, but had instruction with the ReadWell program during all of their first grade and second grade years.

 

September, 2005:           40% of the students were meeting beginning-of-the-year

goals

                             29% of the students were almost meeting beginning-of-

the-year goals

                             31% of the students had significant deficits in their

reading skills

 

January, 2006:     60% of the students were meeting mid-year goals

                             10% of the students were almost meeting mid-year goals

                             30% of the students had significant deficits in their

reading skills.

 

June, 2006:          57% of the students were meeting end-of-the-year goals

                             16% of the students were almost meeting end-of-the-year

goals

                             27% of the students had significant deficits in their

reading skills

 

 

Third Grade:

We don’t use DIBELS at third grade because we have the State Test Results to use as their measurement of success.  However, this information shows

2005-06 State Reading Scores for Creslane’s third graders was 80.2% of them meeting or exceeding the benchmarks.  This is consistent with the last four years of state reading scores.  80% is slightly higher than the percentage of students meeting the DIBELS benchmarks when these students were second graders.  They achieved the following scores on the DIBELS tests last year:

 

June, 2005:          40% of the students were meeting end-of-the-year goals

                             32.7% of the students were almost meeting end-of-the-

year goals

                             27.7% of the students had significant deficits in their

reading skills

 

First Week of School:

The Effective Behavior Support  (EBS) Team met during the summer to create a plan to help the Creslane students be safe, considerate and self-managers throughout the school.  That plan included specific training at each location for every child during the first couple days.  Wednesday, the teachers brought their children through two playground centers, the cafeteria, the hallways, the bathrooms, and in front of the office to learn the rules for arrival and dismissal.  Then on Thursday, they learned bus safety, appropriate assembly behavior, and library rules.  Although we all agree some tweaking needs to occur, the idea is great!

 

We have had to do some scrambling to find enough seats for all of our students during lunchtime.  With the increased student population, our efforts to meet academic scheduling, and due to table replacement difficulties some of our fifth graders had to sit on the floor the first two days.  Over the summer, two old tables were unsafe and discarded and three new tables were ordered.  However, one of the new tables was defective and had to be replaced.  The other two have not arrived yet.  We have increased our order to include two additional tables.  We are using student desks, teaching tables, and Board Room tables to make it through until the new ones arrive.

 

Discipline:

This will probably be the only report I will ever make that has the following data.  We have had no office referrals this month.

 

Fund Raisers:

Entertainment Books at $30 per book are available at Creslane until October 27th.  The proceeds will help us purchase reading materials.

 

The Sally Foster Wrapping Paper fundraiser starts October 27th and ends November 13th.  We’ll probably use those funds to buy new lunchroom tables.  The delivery of those orders will be December 5th.

 

We will be selling Creslane Mighty Mustang t-shirts again this year, but we only cover our costs for that.

 

The Nation’s Report Card:

Creslane has been selected to represent schools across Oregon for the administration of the National Assessment of Educational Progress (NAEP) for 2007.  Our fourth graders will be tested in reading and math between January and March.  This is in addition to the State Benchmark tests.