Creslane’s School Board Report

September 2009

 

Calendar:  

          August 31 – Sept 3:  Inservice Week (see attached schedule)

            Sept 8:    Drop-In Day (Open House format 11:00-6:00)

            Sept 9:    First day of Regular Classes/Kindergartner screenings begin

            Sept 10:  School-wide reading testing begins

            Sept 14:  PBIS meeting

            Sept 15:  Creslane Site Council (4:00-5:00)

            Sept 17:  Crosswalk Training (1:00)

            Sept 23:  Data meeting in lieu of Staff Meeting (explained below)

            Sept 29:  Lane ESD OAKS Training (administrators only)

            Oct 6:     Creslane Site Council (4:00-5:00)

            Oct 9:     School Pictures

Every Wednesday Creslane has a staff meeting from 2:30-3:15.  Exceptions to the regular meetings will be included in the list above.  Child Study Team (CST) meetings occur every Tuesday from 2:30-3:45 (or when finished).     

 

SchoolWide Title:  (see attached)

 

Positive Behavior and Instructional Support (PBIS):  (see attached)  On Thursday, August 20th at the Middle School, five Creslane staff members joined representatives from the middle school, high school and other districts.  We met to plan this coming year’s effort to improve behavior, thereby hopefully increasing academic achievement.  A PBS grant from Lane ESD paid staff members a stipend for attending.  Creslane’s action plan has two major sections:  one section shows efforts to improve what is happening in the school and the other section has a student behavioral consequence. 

          To create our action plan we used the results of a survey Creslane’s staff completed at the beginning and end of the 2008-2009 school year.  We analyzed the areas of highest priority compared to whether or not these items were “in place,” “partially in place,” or “not in place.”  From this data we were able to determine that Creslane’s staff wants to use more data-driven decision making, involve more parents in behavioral issues, and improve support so classroom instruction can continue even when problem behaviors occur.  We also want to decrease the number of office referrals since every minute a student spends in the office is a minute away from instruction.  The entire Creslane PBIS team has not approved this plan, but it meets the conditions we discussed at the end of the year.  We will certainly inform you of any revisions as soon as they are agreed upon, and then a final report of this action plan will be in Creslane’s June report.

Last year, Creslane’s Positive Behavior and Instruction Support (PBIS) team received training on “Team Initiated Problem Solving” (TIPS) from Lane ESD and Anne Todd.  We received the training for free because we participated as a part of a research project.  TIPS includes running a meeting using data as the driving force for the discussions and subsequent action.

 

Guidance and Counseling:

When most people hear the term “guidance and counseling” they think of high school counselors talking to students about college and careers. However, over the last three years, we have learned this is an incredibly diminished view of a very powerful module to learning.  Creswell School District has been invited to participate with Oregon Department of Education (ODE) in developing a kindergarten through twelfth grade “Comprehensive Guidance and Counseling” plan.  This invitation has been accepted by four consistent staff members of our district; Ken Donner and Lauri Thomas (middle school) and Amber-Dawn Krupicka and Jacque Robertson (elementary school).  Mary Lou Christiansen, Debra Weber and Jan Ophus have also participated at various trainings. 

 

The basic premise of the “Comprehensive Guidance and Counseling” framework is much more district-wide and inclusive than the traditional “guidance and counseling” concept.  Cal Crow, Ph.D. of “Center for Learning Connections” and ODE has helped us understand that children will learn if they understand how the knowledge is connected to their strengths, skills, talents, interests, and dreams.   If a school really believes we are here to prepare students for success, we must address not only the knowledge level (things of the “head”), but we must also engage their hearts and souls.  This can only happen if we take time to listen to each child’s dreams, know their strengths, skills, talents, and interests, and use that information to enhance their learning.  Students should always be able to describe what they are learning (not doing), why it is important to know and how they might use it when they are no longer in school.  If they cannot do this, there will be little enthusiasm or participation in the school process.  Before the students can set meaningful and realistic goals, they must have a vision of where they want to be.  This cannot and will not occur without our intervention.  We cannot fathom what children of today will be doing in ten years in the way of a career, so we have to give them the tools of self-efficacy, resiliency and a sense of “planfulness” so they are ready for the unknown.  We must start the process in elementary school and continue throughout until they graduate if we really want to prepare our students for success.

More to come……stay tuned! J

 

Enrollment: 

This chart shows our enrollment at the beginning of last year, where we ended and where we are right now.  These numbers are actual enrolled students, but there are several enrollment packets still out, and we are enrolling new kindergartners and others every day.

                       September 2008                   May 2009             September 2009

Total                       =    614                       600                                599

Kindergarten   =   89                         86                                  83

First               =    92                         88                                  97

Second           =    96                         91                                  92

Third             =    112                       111                                95

Fourth          =    123                       122                                109

Fifth               =    104                       102                                123

 

Discipline: 

We have had another perfect behavior month in August!  There were no office referrals again (well, except one – which was a minor).  Our data sheets tell us we do really well during this time of year! J 

 

 

Positive Behavior Support (PBS) Team Action Plan

School: Creslane Elementary School

Year: 2009-2010

Implementation Goals:

1.  Data-driven decision making concerning academics and behavior will become meaningful to at least 25% of Creslane’s staff as indicated by the PBS Self-Assessment Survey.

2.  Parent involvement with behavioral issues will increase staff support of PBS efforts from 8% to 58%.

3.  When problem behavior occurs in the classroom, 25% more teachers will be able to continue classroom instruction because of the new and improved support options available.

 

Strategies

Who

When

Resources Needed

Results Indicators

1.a. Time will be allowed at every staff meeting following a Positive Behavioral Instructional Support (PBIS) meeting for PBIS members to share information with their grade level teams.  Full group interaction will be allowed for discussion.

Jacque will schedule into mtgs.

PBIS team members will hold discussions.

Once a month after PBIS meeting.

 Time

PBS Self-assessment survey results under “Classroom #10” will show desired improvement.

1.b.  The Child Study Team (CST) meetings will include behavioral concerns as well as the traditional academic concerns.

CST teachers

PBIS team members

Appropriate classroom teacher

Tuesday afternoons during CST meetings

Time

PBS Self-assessment survey results under “Individual #3” will show desired improvement

1.c.  SchoolWide Title, District goals, and Response To Intervention (RTI) efforts will provide opportunities for full staff to develop skills in using data to drive decision-making efforts.  PBIS team members will provide instruction to staff using the “Team Initiated Problem Solving” (TIPS) model.

Jacque will provide Data meetings every 6-8 weeks.

 

PBIS team members will provide instruction on using data for meeting discussions.

 

District will conduct “The Oregon Data Project” survey and provide necessary professional development when appropriate.

Every 6-8 weeks.

 

District will initiate survey at 1st staff meetings

Survey

Time

Data sheets

PBS Self-assessment survey results under “Non-classroom #8” will show desired improvement

 

District survey results

2a.  Parents will be invited to be a member of the PBIS team

PBIS team

Sept. ’09

Time

Appropriate appreciation gift at end of year

 

PBS Self-assessment survey results under “Individual #6 and #7” will show desired improvement

2.b.  Information about Creslane’s behavioral support efforts will be sent home schoolwide.

PBIS Team

Sept. ‘09

Paper and copying

Friday Folders

PBS Self-assessment survey results under “Individual #6 and #7” will show desired improvement

2.c.  Parents will be invited to Child Study Team (CST) meetings when behavioral issues are brought to the “table.”

Learning Center staff

Teaching staff

Sept. ’09 – June ‘10

Time

SWIS data sheets

Training on holding said mtgs.

SWIS data will show a 10% decrease in office referrals

3.a.  Functional Behavioral Assessment components will be discussed with Creslane staff.

Rhonda Ehlers

Amber-Dawn Krupicka

Oct. ‘09

Staff mtg. time

PBS Self-assessment survey results under “Schoolwide #7” will show desired improvement under “in place.”

3.b.  Creslane staff members will receive increased support/ideas for students with problem behavior.

Jacque

PBIS Team

Sept. ’09- June ‘10

Staff mtg. time

PBS Self-assessment survey results under “Schoolwide #7” will show desired improvement

3.c.  Recess supervisors will receive training and evaluation to improve supervision.

Jacque

Sept. ’09 – June ‘10

Lane ESD:  Anne Todd

Video:  “Active Supervision”

Goals and evaluation procedures

PBS Self-assessment survey results under “Non-classroom #3” will show desired improvement

3.d.  PBIS team will implement improved and increased practice of TIPS training

PBIS Team

Sept. ’09 – June ‘10

Anne Todd

TIPS notebook received during ’08-’09 training.

PBS Self-assessment survey results under “Individual # 5 and #6” will show desired improvement

 

Positive Behavior Support (PBS) Team Action Plan

School: __Creslane Elementary ____

Year: 2009-2010__

Student Outcome Goal:

There will be a 10% reduction of the office referrals committed by students with 5 or more office referrals.

 

Strategies

Who

When

Resources Needed

Results Indicators

1.  Parents will be invited to become involved earlier as the Creslane (CES) staff become aware of a student needing extra behavioral intervention

Jacque

CST Team

PBIS Team

Sept. ’09 – June ‘10

Time

SWIS data

2.  Students with high behavioral support needs will be referred to CST

Creslane staff

CST Team

PBIS Team

Sept.’09 - June ‘10

Time

SWIS data

SWIS data

3.  Creslane staff (all) will receive training on “Bully Proofing” curriculum

Lane ESD:  Anne Todd

Amber-Dawn Krupicka

Fall ‘09

Bully Proofing curriculum

Time

SWIS data will show a reduction from the 18 harassment/bullying incidents referred to the office in 08-09

4.  Recess supervisors will receive training and evaluation to improve supervision of students

Jacque

Lane ESD:  Anne Todd

Sept. ‘09

Jan. ‘10

May ‘10

Anne Todd

Video “Active Supervision”

Goals and evaluation procedures

PBS SAS results will improve under “Non-classroom #3”

 

Creslane Title I Program – 2009-2010 School Year 

 

Janet Bubl (ODE) and I met over Creslane’s proposed 2008-2009 SchoolWide Title plan.  It was not accepted as it was designed, but Ms. Bubl was able to help me arrange things so we will still be able to do most of what we want and still maintain the restrictions of a Targeted Title model.  This year, we will try some of the changes discussed last year, evaluate what worked well and determine what needs to change.  This will be put into the revised plan, and we should be completely SchoolWide next year.

 

Our reading goal for the 2009-2010 year:  Increase Reading scores: from 75-80% to 85-90% as assessed by the Oregon State Assessment Tests for grades 3-5 and DIBELS end of the year results school-wide.

 

Goal #1:  Use data to drive decision-making

We will have all assistants trained to give the DIBELS test K-5 and Reading Counts tests (a reading “blitz”).  Every student will receive a DIBELS test, a Harcourt (our core reading curriculum) test and students in grades 2-5 will also take a Reading Counts test.  We can use teachers’ best guess (based on last year’s scores and experience in class) for placement of first grade students until the test results are tabulated.  We will start testing the second day of school.   We won’t be testing kindergartners on DIBELS until winter – they do a screening that will take the place of DIBELS at the beginning of the year.  Kindergartners will still do a Harcourt test and a teacher’s best guess to get the year started. 

 

Each child’s data will be reviewed on a consistent basis.  We are creating a data sheet for each student in our building, showing where they began the year on the various tests, the progress they are making (or not), and where we expect them to be at the end of the year.  Every child’s reading scores will be evaluated every 6-8 weeks, so no one should “fall through the cracks.”  The new Secretary I position at Creslane will collect and collate the data.  The staff will review each data sheet during our data meetings, discuss possible improvements or interventions, and celebrate successes. 

 

Goal #2:  Increase instruction time:

Betsy Priddle, our Title I teacher will be teaching identified students the skills they need outside the regular reading schedule.  Scheduling when students can be pulled out of their room for this additional reading instruction is a huge and difficult part of our program.  Every time we pull a student out of their classroom they are missing something.  Sometimes the topic/subject they are missing is an area of strength, when the child might feel successful.  This makes it difficult on them because we are “making” them practice in an area that is difficult for them.  Right now, I see the most appropriate time as their writing block.  Hopefully, our interventions will be for shorter periods of time, so they won’t miss out on all of their writing time.

 

We have identified several spaces in the school to provide instruction so students aren’t spending so much time traveling between instructional areas.  They will be spending more time in instruction.  We will use Room 18, Room 14, Learning Center’s north room, and the pods. 

 

In the past, we have had to wait until three adults have given 400+ reading tests to our kindergarten through third grades.  There have been groups of students who have had to wait weeks to receive the help they needed.  With our new school-wide testing “blitz” we will have data more quickly, thereby giving more appropriate instruction earlier in the year. As this testing will require a couple weeks, the teachers will use last year’s scores as a starting place so students may receive appropriate instruction as soon as possible.  After we have had our first data meeting (after this year’s tests results are in) we can make adjustments to those groups. 

 

The most important factor we need to remember is our assistants cannot teach.  They may help identified students practice what the data determines they need, and they may work in the classroom helping students while a teacher teaches small groups of identified students.  We will also be using some of our assistants after school to provide reading practice through homework help, reading together, and for pre-practice for the day to come.  We will be able to use our assistants in all the grades as long as we identify through our data which children need the help. 

 

We will also assign our new secretary to special education and speech to help write IEPs so trained personnel are spending more time with our neediest students.

 

We will also decrease classroom interruptions from the office.  We will find out the best time to contact classrooms to minimize interruptions and refrain from making announcements, calling students with messages, etc. except for those times. 

 

We will include reading/writing instruction with our English Language Learners ELD instruction to increase instruction time. They will spend less time traveling from their homeroom to the ELD room.

 

These changes should increase actual reading instruction time for each child by at least one hour a week.

 

 

Goal #3:  Provide more small group intensive interventions of 6-8 weeks duration: 

The school-wide data collection will help us identify students who will need strategic or intensive intervention help.  These will be the students who receive Title I help.  In the past when a student has been identified as a Title student (a student with at least one year behind grade level) they have been placed in the Title program for help, but never reach grade level.  They are always playing “catch up.”  With better interventions, in shorter but more intensive time frames we hope to accelerate the students’ learning so they not only “get it” but are able to move ahead.

 

If a student does not score well we will determine what the needs are and prepare to meet those needs in the most appropriate and expedient manner.  This intervention will be analyzed at the following data meeting to determine if the intervention is working, if it should be continued, if the child should return to the regular reading group, should we give the student more time each day, or should a new intervention be applied.

 

During our testing “blitz” there will be no special education assistants in the Learning Center (because they will be administering tests).  Dorothy vanWinkle, Katie Bradford  and Amber-Dawn Krupicka will be training IDEA kiddos with the recess staff on rules and social skills during their normal pull-out times.

 

Goal #4:  Increase parental involvement:

After the results of our testing procedures are compiled, and we are able to identify the students needing interventions, we will invite parents in for a “training” meeting.  We will provide the data, how we plan on helping their children, get permission to work with their children, ask for ideas and provide ways they can help their children.

 

Also, because we know students work harder when they know someone is going to view their work we will be having “performance events” throughout the year.  Each grade will have at least one “performance event” in which students will display or demonstrate their increased knowledge and skill.