Creslane Board Report

June 2009

 

Enrollment: 

On May 30th we had a total of 600 students.

                             April 2009                                        May 2009

Total                              = 604                                                600

Kindergarten         = 88                                                 86

First                     = 88                                                 88

Second                 = 91                                                 91

Third                    = 112                                                         111

Fourth                  = 123                                                         122

Fifth                      = 102                                                         102

 

 

DIBELS:

“Established” means the students have adequate reading skills to experience academic success.

 

Beginning

Middle

End

Kindergarten

------

34.6% Established

64.2% Established

First Grade

35.7% Established

38.1% Established

62.5% Established

Second Grade

38.4% Established

54.7% Established

47.7% Established

We are thrilled with the results of the first grade and kindergarten readers!  Second grade scores went down at the end of the year.  In our discussions we are wondering if the testing date might have had something to do with the down-turn.  There were two classrooms with lower than expected results (29% and 39%).  These students were tested the day after the Memorial Day weekend (too many s’mores?)  The three classrooms that were tested the following day showed significantly higher scores (56%, 53% and 60%).  However, every second grade class had fewer students meeting “established” criterion at the end of the year than there were at the mid-year testing.

 

History of DIBELS and State Test results:  These figures represent the percentages of students who have “met or exceeded” reading expectations.

 

2006-2007

2007-2008

2008-2009

 

Beginning

End

Beginning

End

Beginning

End

Kindergarten

--------

52.3%

---------

49.4%

--------

64.2%

First Grade

33%      

47.6%

37.5%

52.5%

35.7%

62.5%

Second Grade

47.4%

51.5%

41.6%

61.7%

38.4%

47.7%

Third Grade

 

77%

 

84%

 

78%

Fourth Grade

 

------

 

85%

 

87%

Fifth Grade

 

79%

 

75%

 

76%

 

Fund Raisers: 

Our fund raisers primarily provide the extra reading material an elementary school requires to fill the curriculum gaps created when we try to individualize student instruction.  With next year’s move toward School-wide Title, we will use this money to purchase the intervention material we will need.  We also use fund raiser money to purchase prizes and motivators for student behavior for our PBIS efforts.

·        Box Tops:  We just received a check for $652.00 from all the box tops folks have been sending to Creslane.  We use this money to support our reading program.  Thank you everyone who has supported us in the endeavor, and a special “thank you” to Jackie Odegaard for her supervision of this fund raiser.  In totality, Creslane collected enough box tops to equal $1,438.  This does not include the amount we receive from EScript.

·        Flower Sale:  approximately $400

·        Cookie Dough:  $4,000

 

 

School-wide Title Efforts:

We are moving from a “targeted” Title I program to a School-wide Title program.  We are considered eligible for Title Federal dollars because of our poverty level.  Creslane is about 43% - 47% poverty level. 

 

Currently, Creslane is considered a Targeted Title school.  This means we “target” a certain group of students by their scores and provide interventions until they are able to meet grade level expectations.  Creslane has “targeted” students with low reading skills in grades K, 1, 2, and 3.  When we become a “School-wide” Title school every student becomes a Title Student who can receive help at any level in any subject. 

 

Goals:         Increase Reading scores: from 75-80% to 85-90%

                    Increase Math scores: from 70-80% to 80-90%

                    Increase Writing scores:  from 30-50% to 50-70%

Figures represent percentages of students meeting/exceeding expectations.

         

Sub-Goals:          Involve parents more

·        Presentation nights (increase “audience”)

·        Parent training evenings

                             Increase instruction time

·        Improve behavior –decrease classroom disruption

·        Decrease transition time

·        Provide reading/writing instruction during ELD instruction

·        Change some classrooms into student workstations for intervention work closer to classroom so students don’t spend so much time traveling

·        Move specialists to teacher workstations in one room (except for speech – speech therapy requires quiet)

·        Use assistants to provide teacher support and interventions

                             Use data to drive decision making

·        Train assistants to administer tests throughout the school at least 3 times a year.

·        Staff meet every six weeks to review student diagnostic data to determine “next steps” 

                             Provide more small-group intensive interventions

of 6-8 weeks duration

·        Skill deficiencies groups

·        TAG reading groups

·        Behavior: social skills groups

 

TAG:

This year, Rhonda Ehlers (Creswell School District’s School Psychologist) tested 25 students for Talented And Gifted (TAG) identification.  Eight students were found as eligible for TAG and one was put on a “watch” for potential TAG.  The rest of the students tested as bright, capable students but did not qualify with the 97% percentile scores required for TAG eligibility.