Creslane’s School Board Report

Oct. 11, 2006

 

Calendar:   Oct 9 – TESA training for trainers

                   Oct 9 – Courageous Kids starts

                   Oct 10 – SMART orientation (10:00)

                   Oct 10 – CES Site Council (4:00 library)

                   Oct 11 – BRIDGES math curriculum introduction

                   Oct 13 –State Inservice Day

                   Oct 20 – Kindergarten Field Trip to “Plant Cycles of

Pumpkins”

                   Oct 21 – “Sweet Night Out” in CES cafeteria

                   Oct 26 – Fifth Grade Field Trip to Hult “Back To The Musical

Future”

                   Oct 27 – Entertainment Book sale ends

                   Oct 27 – Sally Foster Fund Raiser begins

                   Oct 31 – First Grade Field Trip to study “Fall and the

Mayflower”

                   Nov 7 – Girl Scout Leaders’ mtg. In library (6:30-7:30)

 

Enrollment:

 

              September 1, 2006                                 September 30, 2006

Total:              582                                                        576

Kindergarten    69                                                                     75

First                 93                                                                      94

Second           111                                                          108

Third               98                                                            94

Fourth             95                                                            90

Fifth               116                                                          115

 

Reasons for change in enrollment since September 1:

·        One family moved out of state with three children last week.

·        All the other decreases are attributed to “no shows” – these students were enrolled last year, but did not show up this year.  Many families have moved to Springfield and some to Eugene.

 

Discipline:

Wow!  What a blowout!  The data looks pretty bad, but there’s information we can use to make adjustments and improvements within the system.

We have had 47 office referrals in September equaling an average of 2.53 office referrals per day.  That’s the highest average Creslane has had since we’ve been compiling data.  (Remember this data represents children involved in incidents, not the number of incidents.  For example, one office referral involved 6 girls therefore this is recorded as six office referrals.)

·        There were actually thirty-three separate incidents involving 47 students.

·        33 of the referrals were for fighting, 16 for defiance, and 8 for harassment. 

·        Thirty of them occurred on the playground, sixteen were on the bus,  and eight have occurred in the classroom. 

·        One-half of the playground infractions occurred around 11:15, which is about halfway through the fifth grade recess and at the beginning of first grade recess. 

·        Two students have had three office referrals already and ten have had two. 

·        Twelve referrals occurred between September 11th-15th (cold, rainy weather).  On the 19th there were 5 separate incidents and on Sept. 20th six girls were involved in one.

·        Ten girls caused eleven of the referrals. Boys caused the other 36 referrals.

·        First Graders = 13 referrals (half of which occurred on the bus) Second Graders = 10 referrals

Third Graders = 1 referral

Fourth Graders = 13 referrals

Fifth Graders = 11 referrals

Hooray for the third graders!

 

DIBELS:

Section 1:  This section compares different students each year:

We started giving students the DIBELS tests in the fall of 2004-05.  That year 46% of our first graders needed intensive instruction due to their deficits in reading and only 15% were at benchmark.  The next year, we saw a slight decrease in students requiring intensive instruction (42%) but a major increase in students at benchmark (35%).  This year, 45% of the first graders need intensive instruction, but 41% are at benchmark.

 

Given that this data is about first graders’ reading skills at the beginning of the year, we need to look at what happened during the previous kindergarten year for explanations to the improvements.

We are working hard to keep kindergarten class sizes smaller.  In 2003-04 there were 25 kindergartners per session, the next year we were able to decrease it to 19 per session, and last year we got it down to 16 per session. We also increased their reading instruction by implementing ReadWell Kindergarten halfway through the year and regrouped the kindergartners in reading skill levels.  We believe these steps are positive steps in student reading achievement.

 

We still need to look at what it will take to help the 45% requiring intensive instruction. 

 

Tests given at the beginning of the year in second grade are showing similar improvements:

In 2004-05, 44% of our second grade students were deficit in reading achievement and 36% were at benchmark.  The next year (2005-06) 34% were deficit and 38% were at benchmark.  This year, 33% are deficit, but 45% began the year at benchmark levels.

 

We started using ReadWell as the core-reading program at first grade and increased reading assistant time in 2003-04.  We believe this has had some  positive impact.

 

Section 2:  This section of the report compares progress of the same students over a period of time – September Testing Results:

Kindergarten (2004-05)           First (2005-06)     Second (2006-07)

Intensive Needs  39%                         42%                        33%

Benchmark          29%                      35%                         45%

 

First Grade (2004-05)             Second (2006-07)

Intensive Needs  46%                 34%

Benchmark        15%                  38%

 

This data shows that progress is being made over time with the same group of students as more students are at benchmark levels of reading achievement even after the summer breaks.

 

Section 3:  This section looks at the data collected this fall on students who have had reading instruction during the summer as part of the Extended Year for Special Education and Title 1 students.

 

There were 25 kindergarten and first graders served during the summer of 2006.

48% of them made gains from their skill levels last spring

20% of them were able to maintain their skill level

32% lost some ground over the summer

 

These students were significantly below grade level expectations before the summer began.  In all probability they would all have lost ground over the summer without the summer reading program.  (We haven’t had time to determine the percentages of students who did not receive extra summer instruction.)

 

State Inservice Day Agenda-October 13:

This year, the Creslane staff has agreed to stay at Creslane on the State Inservice Day.  The following agenda describes the work that we will attend to.

          Morning Session – Math Curriculum

8:00-9:00    Review rationale for a school-wide math curriculum adoption

and compare the math curriculums in grade level groupings

9:00-10:00 Discuss grade level preferences in mixed grade groups

10:00-10:30          Determine preferred math curriculum in whole group

10:30-11:30          Discuss the interrelatedness of Response To Intervention, No

Child Left Behind, Title School identification/plan, EBS,

and academic achievement

11:30-12:30          Lunch

          Afternoon Session – Language Arts Issues

12:30-1:30  Analyze data from DIBELS, EBS, Lexile levels, and State

Scores in reading, and the recommendations from the

Writing Success Team last year.

1:30-2:30    Begin the planning process changing Creslane from a Targeted

Title school to a School-wide Title School following the

procedures as outlined by the  state department.

2:30-3:30    Discuss different reading/writing programs currently used, and

identify curriculum programs to be considered for

adoption.

3:30-4:00    Closure and celebration

 

 

 

Fund Raisers:

The money earned this year from Entertainment Books, Sally Foster and Cookie Dough will be used to supplement our reading program.  We will purchase additional workbooks, group sets of literature books, reading incentives, and Reading Counts comprehension tests.

 

Again, tremendous thanks go to Barbara Sears for her dedication and hard work to give Creslane students the supplementary things that make learning more accessible.