Gladwin Elementary School

2014-2015 Annual Report

Marcene Damitz, Principal

April 11, 2016

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2014-2015educational progress for the Gladwin Elementary School. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about student assessment, accountability and teacher quality. If you have any questions about the AER, please contact Marcene Damitz, Gladwin Elementary Principal,for assistance.

The AER is available for you to review electronically by visiting the following web site you may review a copy in the principal’soffice at your child’s school.

The key challenges for Gladwin Elementary School include a high percentage of students living in poverty and a lack of attendance. The school works with the local prosecuting attorney to improve attendance and strategies are identified to support students of poverty. The district level local DIBELS scores continue to improve however we continue to strive to meet 80-85% proficiency in all language arts and mathematics. Science and Social Studies is embedded in our mathematics and language arts curriculum.

State law requires that we also report the following additional information.

PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL

All district pupils in preschool through second grade are assigned to Gladwin Elementary School since there is only one building in this district that serves this grade span of pupils.

THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN

A copy of the School Improvement Plan is available upon request from the principal. This copy can be issued electronically or in paper form. The School Improvement Team, composed of several focus groups, meets regularly during the school year. The purpose of the team is to develop, review and evaluate goals, objectives and strategies for the School Improvement Plan. The School Improvement Team facilitates the continuous collection and analysis of academic assessment data to guide instruction and evaluate progress toward student achievement goals.

The elementary school has set goals in all core content areas which include reading, writing, mathematics, social studies, and science. Each goal has an established AMO (Annual Measureable Objective) and the school improvement team has developed strategies and activities to meet those goals. We continue to make progress in all academic goals.

DESCRIPTION OF SCHOOL

Gladwin Elementary School serves students in preschool through second grade. Programs provided at the school include Math, Reading, Writing, Science, Social Studies, Special Education Services, Art, Physical Education, Science Extension, Computers, and Music. Parent programs are offered throughout the school year as a part of the Title I program, these programs help parents learn more about ways to help their children be successful in school. The school hired a full time social worker in December of 2014 who provides assistance to students in crisis, prior to that social work services were shared with the Intermediate School.

CORE CURRICULUM

A copy of the Core Curriculum is available in the principal’s office of Gladwin Elementary and on the Gladwin Community Schools website.

English Language Arts

The English Language Arts curriculum follows the Core Curriculum State Standards. Building educators utilize the Houghton Mifflin Reading Program, and the Write Steps Writing program. The English Language Arts curriculum was last approved by our local Board of Education in 2005 and the writing curriculum was approved in 2012. Extensive professional development has been provided to the instructional staff in both reading and writing for the past several years including such items as the Gradual Release Model, Close and Critical Reading, Student Feedback, and Depth of Knowledge Questioning Strategies. Students receive daily reading intervention through a variety of programs which are all scientifically research based.

Mathematics

The Mathematics curriculum follows the Core Curriculum Standards.Building educators utilize the Houghton Mifflin Math in Focus program. The Mathematics curriculum was last approved by our local Board of Education in 2012. Teachers received professional development from Houghton Mifflin for Math in Focus, and our instructional coach provided professional development in Balanced Mathematics. Students receive daily mathematics intervention through a variety of programs which are all scientifically research based.

Science

The Science curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. Building educators utilize the MacMillan McGraw-Hill Science program verified by research conducted by the American Association for the Advancement of Science. The Science curriculum was last approved by our local Board of Education in 2004.

Social Studies

The Social Studies curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education. Building educators utilize the Michigan Citizenship Collaborative Curriculum verified by research conducted by the MC3 group. The Social Studies curriculum was last approved by our local Board of Education in 2007. Each unit is supported by student and teacher resources that are student friendly and relevant to students.

The Aggregate Student Achievement Results for our Local DIBELS Assessments in Mathematics and Reading follow for your review. In addition, Parent Teacher Conference Data is listed for the past several years.

Student DIBELS Reading Data K-2

(Dynamic Indicators of Basic Early Literacy Skills)

*DIBELS data reflect % students who meet or exceed standards (Benchmark Students)

KINDERGARTEN / DATE / BEGINNING / MIDDLE / END
Initial
Sound
Fluency / 2005 - 2006 / 40% / 43% / N/A
2006 - 2007 / 52% / 60% / N/A
2007 - 2008 / 48% / 75% / N/A
2008 - 2009 / 69% / 90% / N/A
2009 - 2010 / 57% / 77% / N/A
*Name Change* / 2010 - 2011 / 64% / 80% / N/A
First Sound Fluency / 2011 - 2012 / 51% / 86% / N/A
2012 - 2013 / 53% / 89% / N/A
2013 - 2014 / 41% / 86% / N/A
2014 - 2015 / 57% / 88% / N/A
Letter Naming
Fluency / 2005 - 2006 / 51% / 70% / 63%
2006 -2007 / 58% / 77% / 67%
2007 - 2008 / 50% / 73% / 78%
2008 - 2009 / 64% / 81% / 73%
2009 - 2010 / 63% / 82% / 63%
2010 - 2011 / 74% / 76% / 73%
2011 - 2012 / No / Longer Used / For Benchmark
Phoneme
Segmentation
Fluency / 2005 - 2006 / N/A / 68% / 91%
2006 - 2007 / N/A / 70% / 97%
2007 - 2008 / N/A / 71% / 97%
2008 - 2009 / N/A / 85% / 96%
2009 - 2010 / N/A / 89% / 98%
2010 - 2011 / N/A / 88% / 94%
2011 - 2012 / N/A / 86% / 92%
2012 - 2013 / N/A / 89% / 90%
2013 - 2014 / N/A / 86% / 94%
2014 - 2015 / N/A / 89% / 95%
Nonsense
Word
Fluency / 2005 - 2006 / N/A / 68% / 67%
2006 - 2007 / N/A / 70% / 78%
2007 -2008 / N/A / 74% / 88%
2008 - 2009 / N/A / 85% / 90%
2009 - 2010 / N/A / 87% / 84%
2010 - 2011 / N/A / 82% / 86%
2011 - 2012 / N/A / 75% / 78%
2012 - 2013 / N/A / 82% / 86%
2013 – 2014 / N/A / 64% / 81%
2014 - 2015 / N/A / 80% / 81%
FIRST GRADE / DATE / BEGINNING / MIDDLE / END
Phoneme
Segmentation
Fluency / 2005 - 2006 / 28% / 92% / 100%
2006 - 2007 / 55% / 98% / 98%
2007 - 2008 / 84% / 95% / 100%
2008 - 2009 / 88% / 97% / 99%
2009 - 2010 / 87% / 98% / 99%
2010 - 2011 / 88% / 99% / 98%
2011 - 2012 / 80% / N/A / N/A
2012 - 2013 / 77% / N/A / N/A
2013 - 2014 / 80% / N/A / N/A
2014 - 2015 / 80% / N/A / N/A
Nonsense Word
Fluency - CLS / 2005 - 2006 / 34% / 42% / 73%
2006 - 2007 / 55% / 66% / 72%
2007 - 2008 / 61% / 79% / 87%
2008 - 2009 / 79% / 85% / 90%
2009 - 2010 / 74% / 80% / 85%
2010 - 2011 / 78% / 80% / 89%
2011 - 2012 / 61% / 78% / 55%
2012 - 2013 / 65% / 77% / 68%
2013 - 2014 / 64% / 73% / 64%
2014 - 2015 / 53% / 67% / 59%
Oral Reading
Fluency / 2005 - 2006 / N/A / 44% / 51%
2006 - 2007 / N/A / 55% / 53%
2007 - 2008 / N/A / 55% / 56%
2008 – 2009 / N/A / 70% / 66%
2009 - 2010 / N/A / 74% / 71%
2010 - 2011 / N/A / 72% / 71%
2011 - 2012 / N/A / 67% / 66%
2012 - 2013 / N/A / 67% / 61%
2013 – 2014 / N/A / 71% / 65%
2014 - 2015 / N/A / 64% / 66%
SECOND GRADE / DATE / BEGINNING / MIDDLE / END
Oral
Reading
Fluency / 2005 – 2006 / 29% / 46% / 38%
2006 – 2007 / 46% / 58% / 55%
2007 – 2008 / 42% / 57% / 55%
2008 – 2009 / 44% / 61% / 55%
2009 – 2010 / 49% / 70% / 66%
2010 - 2011 / 52% / 62% / 56%
2011 - 2012 / 48% / 56% / 54%
2012 - 2013 / 50% / 60% / 59%
2013 - 2014 / 55% / 57% / 62%
2014 – 2015 / 51% / 61% / 62%
SECOND GRADE / DATE / BEGINNING / MIDDLE / END
Nonsense Word
Fluency (CLS)
2005 - 2006 / 17% / Do Not Test / Do Not Test
2006 - 2007 / 58%
2007 - 2008 / 50%
2008 - 2009 / 61%
2009 - 2010 / 62%
2010 - 2011 / 56%
2011 - 2012 / 48%
2012 - 2013 / 45%
2013 - 2014 / 51%
2014 - 2015 / 54%

Student Math Data K-2

*Data reflects % students who meet or exceed standards (Benchmark Students)

KINDERGARTEN / DATE / BEGINNING / MIDDLE / END
Quantity
Discrimination / 2011 - 2012 / 56% / 80%
2012 – 2013 / 38% / 81%
Missing Number / 2011 - 2012 / 30% / 88%
2012 - 2013 / 38% / 84%
DIBELS MATH / 2013 - 2014 / 41% / 77% / 86%
Beginning Quantity / 2014–2015 / 39% / 80% / 78%
Discrimination
DIBELS Math
Number Identification
Fluency / 2013 - 2014 / 50% / 59% / 67%
2014 - 2015 / 58% / 69% / 73%
DIBELS Math
Next Number Fluency / 2013 – 2014 / 39% / 65% / 85%
2014 – 2015 / 45% / 72% / 76%
FIRST GRADE / DATE / BEGINNING / MIDDLE / END
DIBELS
Number ID
Fluency / 2013 – 2014 / 53%
2014 – 2015 / 48%
DIBELS
Next Number
Fluency / 2013 – 2014 / 49%
2014 – 2015 / 63%
FIRST GRADE / DATE / BEGINNING / MIDDLE / END
DIBELS
Advanced Quantity
Discrimination / 2013 – 2014 / 55% / 65% / 64%
2014 – 2015 / 48% / 55% / 63%
DIBELS
Missing NumberFluency / 2013 – 2014 / 56% / 71% / 73%
2014 – 2015 / 54% / 55% / 68%
Math Computation / 2011 – 2012 / 39% / 77%
2012 - 2013 / 39% / 68%
2013 - 2014 / 42% / 74% / 69%
2014 – 2015 / 39% / 74% / 78%
SECOND GRADE / DATE / BEGINNING / MIDDLE / END
DIBELS
Math
Computation / 2011 – 2012 / 57% / 75%
2012 - 2013 / 67% / 48%
2013 - 2014 / 54% / 80% / 88%
2014 – 2015 / 52% / 65% / 75%
SECOND GRADE / DATE / BEGINNING / MIDDLE / END
DIBELS Math
Concepts & Applications / No / Benchmark / Scores / Available
2014-2015 / 28% / 47% / 44%
SECOND GRADE / DATE / BEGINNING / MIDDLE / END
DIBELS
Math
Composite / 2012 - 2013
2013 - 2014
2014 – 2015 / 28% / 51% / 61%

Parent Teacher Conference Data

10-11 / 11-12 / 12-13 / 13-14 / 14-15
# / % / # / % / # / % / # / % / # / %
Economically disadvantaged / 224 / 90 / 177 / 85 / 241 / 92 / 239 / 93 / 227 / 92
Ethnicity (Predominantly Caucasian) / 12 / 92 / 15 / 75 / 14 / 93 / 350 / 95 / 362 / 94
Students with Disabilities / 43 / 88 / 37 / 95 / 33 / 89 / 49 / 95 / 46 / 96
Male / 184 / 92 / 192 / 91 / 180 / 94 / 197 / 95 / 192 / 93
Female / 172 / 89 / 174 / 89 / 179 / 94 / 197 / 93 / 181 / 93
Total Population / 357/393
91% / 366/406
90% / 394/420
94% / 359/382
94% / 362/387
94%

The staff of Gladwin Elementary School appreciate the continued support of parents, staff and the community in our effort to improve the achievement levels of our students. Gladwin Elementary School is proud of its accomplishments as indicated by the following table created by the staff to identify the areas they feel Gladwin Elementary School is successful.

What Makes Us Great

Curriculum
  • Un-interrupted instructional blocks
-120 min. of ELA
-90 of min. of math
-30 mins. Of each math & reading intervention time.
  • Fidelity to our programs
  • Science & SS embedded in other content areas.
/ Structure/Schedule
  • Common Planning (same special times)
  • Daily schedule allows for the bulk of learning in the morning.
  • Library program
  • Positive student break room
  • Mind Up/Morning Meeting time
  • Several Committees: Budget, Behavior, SIT
  • Class lists are well balanced – no specific teacher requests are allowed
  • We partner with 5 preschools within the building.
/ Assessments/Data
  • DIBELS for reading and math
  • 5 Data Meetings throughout the year
  • Common SMART Grade Level Goals for Teachers and students
/ Communication
  • Weekly communication to parents from teachers
  • Weekly memos to staff from administrators

Title One
  • Interventionist
  • Instructional coach
  • Paras for interventions
  • Data Meetings
  • Science Special
  • Social Worker
  • Beginning & End of the year parent informational events
/ Professional Development
  • Based on data
  • Staff Meeting focus is on PD

If you have any further questions about the Gladwin Elementary School, please contact me at (989)-426-7771 or visit the office anytime.

Marcene Damitz

Gladwin Elementary Principal