Creslane Board Report

April 2008

 

Calendar:   April 4 – Fifth Grade field trip to Recycling

                        April 7 – State Records Day

                        April 10 – Third/Fourth/Fifth Grade Talent Show (1:00 and 6:30 p.m.)

                        April 10-11 – Lion’s Eye Screening

                        April 14-25 – Greg Gurly’s Mime classes from Lane Arts Council

                        April 17 – Guidance and Counseling meeting

                        April 23 – Secretary’s Day

                        April 24 – Positive Behavior Support meeting (2:30)

                        April 28-May 2 – Volunteer Appreciation Week

                        May 5 – Kindergarten field trip to Hult (Winnie the Pooh)

                        May 6 & 13 – Title 1 Pizza Party for Parents

                        May 11 – Mothers’ Day

                        May 12 – 23 – Lane Arts Council: clay works

                        May 13 – Creslane Choir Concert (7:00)

 

Every Tuesday (2:30) = Special Education Child Study Team meetings.

Every Tuesday and Thursday (2:15-3:00) = Creslane Choir practice

Every Wednesday (2:30) = staff meetings at Creslane.

 

Enrollment:       March 2008                April 2008

Total:                  597                              596                                                
Kindergarten         89                                89  

First                       88                                87         

Second                106                               106   

Third                   114                               114   

Fourth                 101                               101    

Fifth                     99                                 99

 

Discipline:  (Please see the attached graph.)  Nice results, but it was hard work!

We credit the improved behavior report to a major focus on the positives with morning “celebrations,” paper acknowledgments during the day, and daily prizes for a few lucky winners.  Ms. Krupicka, the office secretaries and I also met with the students who had the most office referrals every recess to reinforce expected behaviors, generate ideas on appropriate games to play, how to get help, and practice when to get help.  We also spent hours getting outside help for the most severe of the students with behavior problems.

 

A couple months ago at Creslane’s Site Council meeting a question was asked in relation to behavior and when recess occurs. 

Question:  Are behaviors better if students eat before they go out for recess?

 

Data: 

·        Group “A” is comprised of two grades (second and third) that have recess before they eat.  There were 55 office referrals from these two grades during the recess/lunch period.  This equals about .25 office referrals per student.  55% of the referrals occurred during recess and 45% of them occurred in the cafeteria.

·        The three grades that have recess after lunch (first, fourth and fifth) make up Group “B”.  There were 74 office referrals during recess/lunch from this group.  This also equals about .25 office referrals for each student in these grades.  In this case, 73% of the office referrals came from recess and the other 27% occurred in the cafeteria.

Analysis:  It does not appear that eating lunch decreases conflicts (although the Creslane office staff certainly make sure this principal eats lunch before they make a request! J).  Both groups had the same average number of referrals per student and the majority of the office referrals originated from the playground. However, there was a significant difference between the two locations in regards to when the students ate lunch.  Group “A” was more evenly divided in conflicts in the cafeteria and on the playground,  whereas Group “B” had a lot more office referrals in the playground and a lot fewer in the cafeteria.  This may be due to the fact that the students who got playground office referrals from Group “B” ate lunch in the office waiting to meet with the principal, so were not in the cafeteria.

 

Curriculum:

Writing Scores:  This year the writing scores for our fourth grade students once again indicated our strength in writing is in “Voice” and our greatest weakness is in “Conventions.”  We were strong in “Ideas and Content” and “Word Choice.”  We had more difficulty in “Organization” and “Sentence Fluency.” 

 

Two different judges evaluate each paper.  There are basically 5 points possible in each category.  To “meet” the benchmark a student must receive at least a “4” from both judges in the different categories.  If one of the judges evaluated one or two categories with a “3” but the other judge evaluated it with a “4” the student receives a “conditionally met.”  The District can qualify that student with a “met” if their usual work meets the criterion for a “4.”  Anything lower than a “3” from both judges constitute “Does Not Meet.”  To “exceed” the benchmark the writer must receive a score of “5” from both judges in every area.

 

This Year:  Thirty-four percent (34%) of our students “met” the benchmark.  Twenty-one percent (21%) were at the “conditionally met” category.  A disappointing forty-three percent (43%) “did not meet.”  Three percent (3%) exceeded the benchmark.

 

 

School-wide Title 1 Exploration:

Last month on March 11th (not February as listed in last month’s report), seven teachers visited two Oregon City schools that went through the process of moving from Targeted Title to School-wide Title.  The seven teachers represented every grade and Title.  As hoped they came back with ideas of how it is possible to “do business differently.”  What they saw will not work at Creslane, but they were able to start envisioning beyond our historical methodology.  We will be sending another team of teachers to view a couple other state-approved school-wide Title schools later this month.  It was also suggested by ODE to employ the guidance of some of their specialists in working our way toward this goal.

 

Guidance and Counseling Workshop: 

Debra Weber, Lauri Thomas, Mary Lou Christiansen, Ken Donner, Amber Dawn Krupicka, Lane ESD employee Kathryn Henderson and I attended a workshop on implementing systemic change.  This was an extremely helpful training when thinking through the changes the District will need to consider for the Comprehensive Guidance and Counseling Plan and for Creslane as we attempt to move from the Targeted Title to a School-wide Title 1 model.  We learned the steps we need to proceed through before we can expect compliance and success.  We learned the pitfalls and hurdles that have to be overcome and some of the ways to make the pitfalls and hurdles learning tools.

 

 

 

 

 

 

Discipline Data:
Generated: 04/03/2008, 1:32:40 PM
All Referrals & Minors
2007-08

Year

Month

Days Count

Referral Count

Avg Referrals

2007

Aug

0

0

0.00

2007

Sep

19

32

1.68

2007

Oct

22

58

2.64

2007

Nov

15

36

2.40

2007

Dec

15

62

4.13

2008

Jan

17

38

2.24

2008

Feb

20

63

3.15

2008

Mar

16

42

2.63

2008

Apr

21

4

0.19

2008

May

21

0

0.00

2008

Jun

6

0

0.00

2008

Jul

0

0

0.00

Totals

172

335

 

 

Days: 172

Referrals: 335