Creslane School Board Report

June 13, 2007

 

Calendar:  June 12:  Field Day – Grades 3, 4, 5 (8:45-11:15)

                                                Grades 1, 2 (12:30-2:00)

                   June 12:  Kindergarten “Teddy Bear” Picnics (10:15 and 12:00)

                   June 12:  Site Council – 4:00

                   June 13:  Last Day of School – Dismissal 11:30

June 19:  TAG Parents’ meeting (7:00 Library)

August 2, 3 and 15:   ODE “Guidance and Counseling K-12

Plan Development” Training

 

Curriculum: 

Math Curriculum:  We have finished our Bridges math training.  The Creslane staff members now have the skills and will be busy this summer planning for the implementation of the new Bridges’ math curriculum next year.  Bridges was developed in Portland with support from The National Science Foundation and covers all of the National Math Standards.  The major mathematical concepts spiral throughout the year so students review them in a variety of contexts and at deeper levels of understanding.  Bridges has two components: Number Corner and Bridges.  Number Corner is a whole group problem-solving component that takes about 30 minutes a day.  It is practiced using game formats, discussion, patterning, and skill practice. Number Corner uses the calendar as its center focus and incorporates money, place value, computational strategies, time, measuring and algebraic thinking.

 

This new curriculum is more complete and intricate than anything we have ever used before.  It is also kindergarten through fifth grade, so our students will experience the same vocabulary and same format all the way through elementary school.  This will be the first time since 1989 that Creslane students will have the same process and mathematical concepts taught school-wide.

 

Reading Curriculum:  Harcourt developed a reading curriculum called “StoryTown” that has many of the components Creslane teachers are looking for in a reading curriculum.  It also has a writing component that on the outset looks better than the writing components of other reading curriculums we’ve seen. We hope it is as good as it looks.  We know about two other writing programs that are excellent, but are separate programs, requiring more money and more teacher time to integrate them with the reading.  We know from the work done under Dr. Stuber’s Success Team meetings that better reading and writing achievement occurs when the two contents are connected.  If after some investigation we find that the writing component isn’t as good as we would like, we will request the purchase of one of the really good programs available.  According to Lane ESD the writing component of all the other reading curriculums has a lot to be desired.

 

“StoryTown” has whole group and small group lessons that follow the same theme and comprehension objectives for all the different reading levels.  This means that the whole class will meet for a portion of the reading time learning about the concept for the day.  Then when the students are regrouped to work at their appropriate learning level (lower, at or above grade level) they will work on the same theme or concept but at a higher or lower reading level.  We are excited to think about the new curriculum doing a better job of coordinating instruction for our TAG students, the implementation of the Response To Intervention (RTI) model to identify Learning Center students (Special Education), and our Title 1 programs.

 

TAG Grant: 

The Chintimini Fund provided Creswell an opportunity to apply for a grant from  “The Oregon Community Foundation Small Grant for High Potential Students” program.  Creslane was awarded $7,000 to purchase supplies and materials to enrich the educational opportunities for our TAG students and students with high potential.  The grant proposal is two pronged:

·        providing challenge and enrichment in the regular classroom, and

·        creating a volunteer program for our gifted population, similar to the SMART program.

We have a core group of parents who are very interested in working to motivate and support our gifted students.  Creslane also has a large portion of its teaching staff also interested in challenging and meeting the needs of this unique group of learners.

 

We will be meeting with interested parents on Tuesday, May 19th at 7:00 to brainstorm and discuss ways to implement, modify and help this grant increase community awareness and support of these great students.

 

 

 

DIBELS: 

Our end of the year results are in!

          Kindergarten:  We are happy with the end of the year results as shown through our DIBELS (Dynamic Indicators of Basic Early Literacy Skills) tests.  This year 52.3 % of our kindergartners are reading at the “established” benchmark (that’s where we want them).  This is super compared to last year’s 36%.  We believe that three things have contributed to this improvement: (1) the use of the ReadWell kindergarten program, (2) regrouping the kindergartners during small group reading instruction, and (3) the use of RTI to the students who were having the most difficulty.  The kindergarten teachers used the time their classroom students were in PE or Music and worked with kindergarten students who were at risk with their reading from the other classrooms.  It worked!

          First Grade:  In the middle of this year, 33% of our first graders were at benchmark and at the end of the year, 46.7% were at benchmark (remember, only 36% of them were at benchmark last year as kindergartners).  This is almost the same as last year’s percentages.  At the beginning of the year 46% of our first grade students were in need of intensive interventions due to their reading deficits.  We were able to help 15% of them.  However, this isn’t as high as we would like.  We believe that the new curriculum will help raise these percentages.  We want more children reading at grade level at the end of first grade.  We are also ready to implement some RTI responses next year to help our struggling readers.

          Second Grade:  At the beginning of this year, only 47% of our second grade students were reading at grade level.  At the end of the year 51.5% were at grade level.  This is better, but not good.  It is generally agreed that 80% of the students should be able to achieve grade level expectations with any good curriculum.  We have a ways to go!

 

SMART Final Report:

The SMART volunteers read with students for 602 hours!  The students and their volunteers read 4,400 books.  Collectively the volunteers read with 349 students over the seven months!  And, 549 books were given to students.  Incredible!! 

 

Schedules (see attached chart): 

Due to the increase of office referrals this year, we have designed a schedule for next year, in which there’s only one grade level at a time on recess and in the cafeteria. We have shortened the lunch recess period for our younger students into two shorter periods.  They will have one recess in the morning and one at lunch.  We have noticed from our data that most of the office referrals have come between 11:15 and 11:45.  In this 30-minute period there are 300 different students on the playground, not all at the same time, but there are that many people going in, out and on the playground.

 

We are also trying to work the kindergarten mealtime around so the morning session, specifically, won’t spend so much of their class time eating.  They start the day with 15-20 minutes spent on breakfast, and then two hours later, they have lunch for 30 minutes.  The afternoon session only has the 30-minute lunch period before their classes start, so it isn’t as detrimental as the morning sessions.  We are also looking at the feasibility of having the kindergartners eat in a nearby classroom.  We believe that with a more controlled environment, they will learn better manners, enjoy their time more, and parents will feel better about leaving their children in a calmer atmosphere.  This will also ease the cafeteria noise and confusion.

 

The large white blocks of time indicate common grade level times.  The grades use these blocks of time for regrouping for large instructional blocks, leveled instruction (small group reading and math) and/or team teaching activities (social studies, science, art, health, etc.)  During the grey “Music/PE” blocks there are still small blocks of time for additional instruction.  These are printed so grade levels know that some classes in those grades will be in Music or P.E. during that time. 

 

Contributions: 

A $100 down-payment was donated to Creslane’s Library from a group that used the library once a week for several months.

 

Dean Karcher was awarded a $250 grant from the Creswell Education Foundation for bookshelves.  The money will be used to purchase the material, and the high school shop students will build the shelves.  What a great cooperative, service project!

 

 

 

 

 

 

 

 

Discipline:

Year

Month

Days Count

Referral Count

Avg Referrals

2006

Aug

0

0

0.00

2006

Sep

19

58

3.05

2006

Oct

22

49

2.23

2006

Nov

19

35

1.84

2006

Dec

13

21

1.62

2007

Jan

17

35

2.06

2007

Feb

19

73

3.84

2007

Mar

17

58

3.41

2007

Apr

20

44

2.20

2007

May

22

59

2.68

2007

Jun

9

0

0.00

2007

Jul

0

0

0.00

Totals

177

432

 

 

Thirty office referrals occurred on the first three school days of May.  One incident involved 14 second graders during a make-believe game in which one group was tigers and the other group was horses.  It was a little more involved than that, but you can almost see how a “horse” might try to protect itself from a “tiger.” J