Creslane School Board Report

December, 2009


Calendar:    Dec. 7 – PBIS meeting

Dec. 7 – Spin the Wheel

Dec. 7 – PBIS Booster Activity

Dec. 8 – Site Council (4:00 Staff Room)

                        Dec. 8 – Creslane Choir Concert (7:00 p.m. Gym)

                        Dec. 9 – Creslane Choir Performance for school (8:30 a.m. Gym)

                        Dec. 18 – Kindergarten and Parent Gingerbread Houses




        November 2009               December 2009

Total                       =    581                       590                      

Kindergarten   =     94                         93                               

First               =      92                         92                               

Second           =      83                         85                                

Third             =      91                         93                               

Fourth           =    103                       107                               

Fifth               =    118                       120



State Report Card Data:




Does Not Meet













Does Not Meet










Analysis:  We believe that the increased number of students “exceeding” the benchmark in reading and math is a direct result of the school-wide curriculums we adopted and implemented two years ago.  The consistency of vocabulary, practice and process is helping our students retain better skills.

          The increase in the number of students “not meeting” is a result of the new testing expectations for Special Education students.  Last year was the first year that all students were required to take their grade level test no matter what disability they might have (except for the students who are exempt).  This data, however, also gives us information that may be more indicative of the trouble Middle School Special Education students have in passing their tests.  If they are not meeting at the elementary level, they will have even more difficulty meeting at the middle school level.



Since H1N1 we have seen a slight drop in attendance at Creslane but it isn’t bad.  Our usual attendance rate is almost 95% according to the State Report Card.  In October we had little less than 93% (92.9), and in November we had a little over 93% (93.6).  One day, we had a 72% rate, which was a little scary, but fortunately that didn’t last long.


Discipline Report:

In October, we had an average of 6.7 referrals (major and minor) per day, but during November we had 4.62.  This is very good news, especially considering last year we had an increase of referrals in November.  We are especially pleased when we compare the data from the end of last year to the beginning of this year.  From January 2009 through May 2009 we had an average of 13.5 referrals per day, and now we are down to 4.82. 


Right before Thanksgiving Break we sent “congratulations for improved behavior” letters to the families of 28 students.  Last year, these 28 students had in total 346 referrals during the year.  This year those same students have only had 39 referrals.  Even if we projected this out for the rest of the year, they would only have approximately 117 referrals (majors and minors).  Fourteen of these students haven’t even had one referral this year.  Wow!


Major referrals are the ones that end up in the office.  Minor referrals are more like warnings and any of the adults in the school can deal with them.  A minor referral is documented with a “whoa” card and usually involves re-teaching the expected behavior to the student who is having trouble.  For example, a student who is running in the hall the first time is given a verbal reminder that walking in the school is safer and expected.  The second time the student runs in the hall a “whoa” card may be given and will usually include practicing walking in the hall.  The third time the same student is caught running in the hall, they may be sent to the office with a major referral since they have now complicated the safety issue with non-compliance of following the rules and directions.




Goal Implementation: The following insertions are Creslane’s efforts in achieving the District goals.

Goal #2:  To increase the percentages of district students meeting and

exceeding Oregon State Assessment Standards.

Goal #4:  To close the achievement gap and increase the number of

students who graduate from CHS, prepared and motivated for college or technical training opportunities.


Guidance and Counseling:

Amber-Dawn Krupicka and Mary Lou Christiansen presented “improving student success” ideas to the Creslane staff.  A synopsis of the presentation is included below:


Increasing Student Success


Formula for success = Resiliency = the ability to keep getting up even when we’ve been “knocked down.” 

1.     A relationship with a caring adult

2.     High Expectations

3.     The individual has a voice and is able to contribute (self-esteem and self-efficacy)


To have the skills to change and adapt we have to have self-esteem (feeling good about self), and we have to have self-efficacy to “pull it off” (positive self talk). 


To increase self-esteem and self-efficacy we must provide rigor, relevance and relationships: the standards we need to accomplish something.

·        Rigor is set by the adults

·        Relevance is set by the students after being able to answer these three questions:

1.     What am I learning?

2.     Why am I learning it?

3.     What difference will it make in my life? 

·        Relationships are determined by our emotional quotient (EQ) and our EQ is set by our relationships.


Our emotional quotient is based on our confidence in our individual SSTID.

·        S = strengths

·        S = skills

·        T = talents

·        I = interests

·        D = dreams


None of us can set a goal and attain it, if we have don’t have a dream, a thought, an idea of where we are going…a vision.  This dream (vision) can change or be modified as we go along…but we still need to have a vision.  Without the vision we become stuck and there goes our self-esteem, efficacy, resiliency and we find ourselves in a vortex of failure rather than success.  Knowing our dreams and interests direct us in how we use our strengths, skills, and talents.  And our strengths, skills, and talents help us achieve our dreams and interests.


The educator’s mission is to help the students identify their individual SSTID and teach them how to use education toward success in achieving their dreams.


One way in the identification of our SSTID is to acknowledge and understand our “multiple intelligence” areas.  Mind mapping, discussion, and visualization are also other ways to encourage strengthening our SSTIDs.



Rhonda Ehlers and Amber-Dawn Krupicka taught the Creslane teachers how to identify why students are misbehaving.  Rhonda and Amber-Dawn were following up on the data we collected during the Summer PBS workshop at the Middle School.  Teachers at Creslane indicated through a self assessment survey that they needed more help dealing with students with chronic behavior problems.  Using components of Functional Behavioral Assessments, Rhonda and Amber-Dawn helped the teachers understand that by identifying what “reward” a student is getting by misbehaving helps in identifying the solution.  Our behaviors are usually caused by a reward of obtaining something or avoiding something.  For example:  if a student is causing problems in the classroom by refusing to do his/her work and then is sent to the office, maybe the student’s reward is avoiding the work. OR, if a student is talking during class and the teacher stops teaching to redirect him/her, maybe the reward is obtaining “adult attention.”  



Rhonda Ehlers, our school psychologist, tested 18 students for Talented and Gifted qualifications on Tuesday and Wednesday, December 1st and 2nd.  We tested kindergartners, first, second, third and fourth graders.  Rhonda also tested one Middle School student. We will have another testing procedure later this year.