Creslane Board Report

March 11, 2009

 

 

Calendar:  Next three months: 3rd, 4th, 5th Grade State Testing

                   March 2 – PBIS mtg. (2:30)

                   March 9-20 – Drama Classes with Lane Arts’ Artists

March 10 – Site Council Mtg. (4:00)

March 10 – TAG game night (6:30)

March 13 – Middle School Band Concert (9:30)

March 16 – PBIS mtg. (2:30)

March 19 – Spring Pictures

March 20 – Spirit Day (wear blue and white)

March 23 -27 – Spring Vacation

 

School-Wide Title:  (see attached)

After analyzing 5 years of individual student reading data, we were able to determine that about 1/3 of our student body end their first year at Creslane reading at or above grade level, 1/3 are slightly below grade level, and 1/3 are significantly below grade level.

          Issues that need to be resolved or considered for improvement: 

·        20% of the intact student body (those students who have been at Creslane for at least two years) do not make adequate progress if they end their first year significantly below grade level

·        An additional 8% of the intact student body lost ground in reading during their time at Creslane

·        6% of the intact student body have good reading fluency but have very low comprehension scores

·        21% of the intact student body make enough gains during their time at Creslane to read at or above grade level even if they ended their first year below grade level

·        58% of the intact student body read at or above grade level

 

The Creslane staff members have started brainstorming positive ways to deal with the issues that need to be resolved.  There is an excited, positive force toward implementing Response To Intervention (RTI) strategies in our School-wide Title efforts.  Just to name a few of the discussion items: integrating music and reading, vision screening that includes vision tracking, using assistants in a more productive way, looking at the implications of full-day kindergarten, committing to a mentoring program for our most needy students, and investing time to organize our literature resources for improved efficiency and availability. 

 

Creslane teachers don’t let a little thing like finances slow down their efforts to teach more students better!

 

 

Discipline:

At the beginning of February, we started the “Whoa” program as an extension of our PBIS program.  The “Whoa” slips are given to students who have committed a minor offense.  These are documented and given to the classroom teachers.  The teachers collect these and when they notice a pattern of poor choices, will make an office referral.  We are using the “whoa” tickets to help identify areas, times and behaviors that have potential for major office referrals.  (The data has not been analyzed at the time of this report.)  During February, the office had to input 327 referrals including all “whoa” and major office referrals.  That’s an average of 17.21 infractions per day.  Ouch!  That’s the bad news. 

 

The good news is there were fewer major office referrals.  We had an average of 1.53 major office referrals per day during the month of February, and even the numbers of “whoa” cards were starting to decrease during the last week of February.

 

Enrollment:  As of February 27th Creslane’s enrollment was 602.  We had three students enroll during February and thirteen that left.

                   January, 2009                                   February, 2009

Total                              = 612                                                602

Kindergarten         = 86                                                 86

First                     = 92                                                 91

Second                 = 95                                                 92

Third                    = 110                                                         109

Fourth                  = 126                                                         122

Fifth                      = 103                                                         102

 

 

Lane Arts Council – Artist in Residence:

We have Greg Gurly, a drama coach, returning to Creslane this month.  He will be working with students in second and third grades during the school day for the next two weeks.  Then after school he will work with our fourth and fifth grade students of talent.

 

The fifth grade has been given the opportunity to participate in a project that will be funded by a grant that was written cooperatively with Lane Arts Council and a ecology enterprise.  The goal is to teach ecology integrated through the arts.  Every fifth grade class will get 20 hours of instruction with a trained artist and an ecological scientist.  We hope to provide a couple field trips to the Willamette River and maybe the Garden Lakes project with a combination of the Lane Arts grant money and Creslane’s TAG grant.  We will pay for 60% of the usual cost of the residency using our TAG grant monies.  We are all excited to participate in this incredible opportunity.  We are meeting this month with the “experts” for planning, and then the classes will occur during the month of May.

 

 

Insight on Data sheets:

Data Based on 473 Students who attended Creslane two or more years (intact student body).

 

1)  Fluency does not guarantee comprehension.

2)  Their may be challenges related to reading on the computer versus hard copy reading

3)  There are legitimate arguments that a student is still making gains even though the letter “grade” could be the same year to year.  The concern is the gain may/may not be sufficient for the reader to become an independent learner.

4)  There are a few students who have very unusual scores which need explanation.

 

 

Data:

There were 158 students who began at Intensive Instructional level according to DIBELS (33% of the intact student body):

·         94 (59%)  students remained significantly below grade level (20% of the intact student body) 

·         32 (20%)  students made slight gains toward grade level skills (7% of the intact student body)

·         25 (16%)  students made enough gains to read at the benchmark level (5% of the intact student body)

·         7 (4%)  students were able to gain enough to read above grade level (1% of the intact student body)

 

There were 102 students who began at recommended Strategic Instructional level according to DIBELS (22% of the intact student body)

  • 20 (19%) students remained below grade level (4% of the intact student body) 
  • 58 (57%)  students made enough gains to read at the benchmark level (12% of the intact student body)
  • 12 (12%)  students were able to gain enough to read above grade level (3% of the intact student body)
  • 12 (12%) students lost ground toward reading at grade level (3% of the intact student body

 

There were 184 students who began at grade level according to DIBELS (39% of the intact student body)

  • 131 (71%) students remained at grade level (28% of the intact student body) 
  • 43 (23%)  students made enough gains to read above grade level (9% of the intact student body)
  • 9 (5%)  students lost ground and have moved below grade level (1% of the intact student body)
  • 1 student significantly lost ground from reading at grade level to need for intensive intervention

 

Students who met benchmark levels but have very low lexile scores:

  • 30 (6% of intact student body)