Creslane School Board Report

November 12, 2003

 

Calendar:        Nov. 3 – CES Site Council

Nov. 4 & 20 – Behavior Support Team Meetings

Nov. 6, 7, 10 – Parent Conferences

Nov. 17 – Tragic Response Team Meeting

Nov. 21 – Lane ESD P.E. Grant Workshop

Dec. 2 & 18 – Behavior Support Team Meetings

Dec. 8 & 9 - Title 1 Parent Pizza Meetings                   

 

Donations:     

100.00 Presbyterian Church Love Fund

                        375.00 Kaiki Walsh, Steve and Jenny Carmichael, Barbara and Tim

 Jenkins

                        100.00 Mr. And Mrs. Spindler (from Hanford, California)

 

Enrollment: 

On October 31, 2003 CES student population was 515.  On Nov. 4 it was 521.  They are coming and going!!!

Data as of 10/31/03:

                        Kindergarten – 88 (22 per classroom)

                        First Grade – 88 (29 per classroom)

                        Second Grade – 101 (33 per classroom)

                        Third Grade – 75 (25 per classroom)

                        Fourth Grade – 86 (28 per classroom)

                        Fifth Grade – 77 (26 per classroom)

 

Oct. 10 workshops: 

October 10th is a State Inservice Day for all Oregon Schools.  Teachers in our district are on contract and are expected to participate in some workshop/training.  Five people went out of District to attend workshops on various subjects.  Most of the staff stayed to attend one of these two workshops.

Scholastic Reading Counts:  A trainer came to Creslane and helped our teachers learn a computer program that helps in all aspects of reading assessment (specifically comprehension), diagnosis, and possible assignments of matching books with reading levels.  This program is very similar to the program implemented at Creswell Middle School due to their grant.

            PE lessons with Dave Nickelson:  Since the loss of our P.E. specialist the classrooms teachers have taken on the responsibility of teaching physical education.  Although they were trained in elementary physical education teaching, most of our teachers have not used these practices for several years.  Their information is outdated and their practices a little rusty.  Dave Nickelson, Creslane’s physical education teacher for many years, came to Creslane and gave understanding to the district’s new scope and sequence, lessons to use to support the curriculum, cautions directed toward growing bodies, equipment usage and assessment procedures to use in the area of physical education.

 

Discipline:

Office referrals are down from last month, but not as much as we would like.

September, 2003          1.43 average per day

October, 2003             1.32 average per day    (October, 2002   .64 avg. per day)

·        20 of these referrals were for bus infractions, which is a new category of office referrals.  We did not calculate bus citations in our monthly reports last year, but I gave you a final statement indicating that bus referrals were down last year.

·        Last year, there were 36 office referrals during this time period.  This year there were 43 office referrals if the bus referrals are omitted from the report.

·        There have been 63 referrals this year.  Half of these were committed by 2% of our student population.

 

Site Council:

(see attached report)

 

 

Half-Day Inservice – October 28:

(see attached report)

 

 

Creslane Site Council Minutes

Nov. 3, 2003

3:45  CES Library

 

Members Present:  Diana McMahon, Amy Sierzega, Bobbi Magathan Kim Meyers, Debby Turnbull, Sherry Loennig, Ginny Albright, Lori Williams and Jacque Robertson

 

Agenda Items:

1) Halloween parties at school:  A parent called asking the Site Council to discuss costumes at school.  Her daughter’s class was told not to dress up. The daughter was upset when she got to school and saw other students who were allowed to dress up.  Currently, holiday activities are left up to each individual teacher, although many times whole grade levels agree on the activities involved.

          Our discussion included these ideas:

 1)  School-wide (for all classrooms): 

·        dressing up allowed but no parties - this allows students who have costumes to wear them longer than just the two hours Halloween night, but keeps the activity level in the room lower due to no party

·        “harvest parties” but no costumes-this gives classrooms the entertainment value of a party, but keeps the costumes from coming to school and keeps Halloween out

·        costumes at 3-5 grades only - younger students have difficulty learning when there are costumes in the classroom, but the older students can maintain better focus even with the distractions of the costumes

·        holiday celebrations prohibit some religious groups from participating in the school day - however, even when classes don’t celebrate anything, some parents of religious groups keep their children home anyhow, because of the focus throughout the school and the stress put on the child

2)  By Grade level:

·        by choice but all classes in that grade do the same thing - this prohibits a teacher from doing something special with their class if the other teachers out-vote them

3)  By Classroom:

·        leave it the way it is - this allows teachers to determine what works for each class (this allows for variance each year also)

 

4)  Costume Restrictions:

·        dress code adherence - the dress code was designed for specific reasons and those reasons remain constant even on holidays/celebrations

·        weapons, scary, blood and gore were discussed as being inappropriate

·        costumes versus no costumes

 

After all the discussion, it was determined that holiday celebrations should be left up to each teacher.  It was also determined that the handbook should include classroom procedures during holiday celebrations and costumes restrictions.

 

 

2) Fund Raiser results:

·        Book Faire - we purchased $3,624 worth of books (almost $1,000 was purchased by individual teachers).  This gave Creslane Library a profit of $1,630.  $800 was equally distributed to each grade level for the purchase of class sets of novels.  This was a wonderful fund-raiser in that money was made for the school, and children got new books to read.  Thank you Diana McMahon and Barbara Sly for the coordination efforts and extra volunteer work they gave to this event!

·        Sally Foster Wrapping Paper - Creswell patrons bought $9,720 worth of Sally Foster goodies.  Creslane will receive about 55% of this amount.

·        Entertainment Books - Creswell students sold $7,810 dollars worth of Entertainment Books.  CES will receive 55% of these profits also.  Thank you also goes to Barbara Sears for her time, energy and fortitude as the coordinator for both the Sally Foster and Entertainment Books fund raisers!   (She’s already making connections for our Spring fund raising activities.)

·        Donations, totaling about $2,000, have been received by private citizens for our reading workbooks.  We have enough workbooks to get through the first half of the year.  The money from the fund raisers will help fill the gap for the rest of the year.

 

 

 

3)  “Krupicka Cares” groups: 

Amber-Dawn Krupicka is Creslane’s child development specialist.  She has developed several opportunities for groups of children with similar difficulties/hurdles to meet and find solutions.  She has weekly meetings with third and fourth graders on self-expression solutions, and first and second graders on self-control.  She will begin two groups after school mid-November:  Courageous Kids – support for children who have lost a care-giver through death, and a Divorce Separation Support group for children going through a divorce in their home.  Amber-Dawn also meets with individual students throughout the day.  We are grateful for her presence.  She is placed at Creslane for the rest of this year and all of next year.  We are encouraging Lane Education Service District to help us by writing another grant to keep her.

 

 

4) Tragic Response Plans:

Creslane has a Tragic Response Team:  teachers, counselor, custodian, secretary and principal are members.  Last year, the team received training from Lane Education Service District on important pieces to include in a school’s Tragedy Response Plan.  Later in the year and this year, the team developed and wrote a plan for staff to use in response to deaths in the school, total school tragedies (bombings, fire, etc.), community disasters, etc.  This plan is in its draft form right now. 

 

5) Absentee Reports

Absenteeism is a major component of all the major reporting systems (No Child Left Behind Act, Oregon Report Card, etc.)  Creslane has done fairly well with a 93%-94% average attendance rate.  We have stayed pretty consistent with the State Average, but it is still in the “Satisfactory” range.  Being High Achievers, we want to reach the “Exceptional” category.  As of this date, we are at 95.5%.  Through some simple encouragement to students and reminders to parents, we hope to maintain or improve this attendance rate and work toward that higher goal.

 

 

6) Other?

In-service Day Report:  We shared Creslane’s goal for the in-service days and the results of the October 28th half-day work (see attached)

 

 

October 27, 2003

Report on Half-Day In-service with Creslane Staff:

 

Data from the Oregon Report Card (2001-02 information), the Adequate Yearly Progress Report (NCLB), the District Math Curriculum Assessments, and the State Assessment Scores were evaluated to determine stronger and weaker areas of student achievement at Creslane.

 

It was determined by the classroom teachers that students at Creslane were stronger in “Calculations and Estimations” and weaker in “Measurement” and “Problem Solving.”

 

We addressed the “Problem Solving” by analyzing the Learner Outcomes and the assessment results.  Our conclusions were as follows:

 

From this conversation, we decided to address each of the components of problem solving and develop a common vocabulary.

1)  Conceptual Understanding:  What is the problem asking me to do?  

2)  Processes and Strategies:  Use pictures, numbers, charts, graphs or symbols

 and words to solve the problem.      

3)  Communication:  Explain your thinking by writing the steps you used to solve

 the problem..  

4)  Verification:  Here is how I solved my problem in a different way.

First grade will teach to mastery:  Conceptual Understanding

Second grade will teach to mastery:  Processes and Strategies

Third grade will teach to mastery:  Communication

Fourth grade will teach to mastery:  Verification

Fifth grade will put it all together using the complex math concepts needed for mastery of problem solving.

 

In addressing the weaknesses in the “Measurement” area, it was determined that our students are having difficulty understanding metric units.  Again, we believe that a common vocabulary will help address this lack, and using common items to help students have a conceptual understanding of these units of measurement.  For example, instead of just saying “a bottle of pop” we will try to talk about “a liter of pop,” or referring to the lines on a football field as yard lines. Having items in the rooms giving students visuals of items to build points of reference.

 

 

The opportunity to work together in a large block of time was invaluable.  The depth of the discussions, the understanding of the issues and the conclusions drawn could not have occurred without this time.   During our December meeting we will do the same procedure but with the focus on Language Arts.