Russell Elementary Building Profile 2013-2014

3216 Russell Missoula, MT 59801 Phone: 406.542.4080 Web: www.mcpsmt.org Principal: Cindy Christensen

Russell Elementary School

2014 BUILDING PROFILE

Building Profile: Russell Elementary School

Address:

2014

3216 Russell Street Missoula, Montana 59801 406.542.4080 Cindy Christensen Kelly Kopitzke 1 29 20

Phone: Principal: Secretary: Total Administrative Staff: Total Certified Teaching Staff: Total Classified Support Staff:

At Russell School, we serve about 340 students in grades K-5, and our mission is to ensure that each student achieves his/her full and unique potential. Our current principal, Mrs. Cindy Christensen, came to Russell in the fall of 2009. The school, which was built in 1960, is located in central Missoula. Russell School was named after Charles Marion Russell, a Montana painter and sculptor who is famous for his paintings of the old West.

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Building Profile: Russell Elementary School

2014

Table of Contents ENROLLMENT DEMOGRAPHICS ........................................................................................................ 3 STUDENT ACHIEVEMENT .................................................................................................................. 5 ASSESSMENT DESCRIPTIONS......................................................................................................... 5 DIBELS ........................................................................................................................................ 6 MEASURES OF ACADEMIC PROGRESS: READING ...................................................................... 7 MEASURES OF ACADEMIC PROGRESS: MATH ........................................................................... 8 STUDENT ENGAGEMENT .................................................................................................................. 9 AVERAGE DAILY ATTENDANCE ...................................................................................................... 9 CHRONIC ABSENTEEISM.............................................................................................................. 10 SCHOOL ENVIRONMENT ................................................................................................................. 11 DEVELOPING STUDENTS’ SELF-WORTH ...................................................................................... 12 ACTIVE ENGAGEMENT ................................................................................................................ 12 SENSE OF PURPOSE ..................................................................................................................... 13

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Building Profile: Russell Elementary School

2014

ENROLLMENT DEMOGRAPHICS 2011-2012

Gender

Race/ Ethnicity

Male

46%

100 80 60 40 20 0

2012-2013

54%

48%

Female

81

5

7

52%

5

2

0

Male

Male

48%

52%

Female

100 80.4 80 60 40 4 9.7 2.3 3.7 0 20 0

Female

100 78.7 80 60 40 3.5 11.8 2.6 3.3 0 20 0

47%

% Low Income

62%

% Special Education

68%

% Low Income

% Low Income

% Low Income

7%

10%

13% % With IEP

% With IEP

% With IEP

0%

1%

% Plan 504

2013-2014

% 504

0% % 504

3

% 504

Building Profile: Russell Elementary School 2011-2012

2012-2013

2%

Gifted Education

English Language Learners

2014 2013-2014 6%

5% % COMPASS

% COMPASS

4%

3%

4% % ELL

% ELL

4

% COMPASS

% ELL

Building Profile: Russell Elementary School

2014

STUDENT ACHIEVEMENT ASSESSMENT DESCRIPTIONS DIBELS The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through fifth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. They measure recognized and empirically validated skills related to reading outcomes.

The purpose of DIBELS Benchmark goals is to provide educators with standards for gauging the progress of all students. The Benchmark goals represent minimum levels of performance for all students to reach in order to be considered on track for becoming a reader. DIBELS has been used in MCPS several years in grades K-3.

MAP Measures of Academic Progress® (MAP) are computerized tests based on a continuum of skills in math and reading. Essentially it is one long test rather than a series of shorter tests that assess students over specific criteria at various grade levels. MAP assessments are not tests that determine mastery. Rather, MAP assessments provide teachers with instructional levels for each student. They provide a road map for determining where each student is performing in relation to Montana and MCPS curriculum standards. In MAP a large, computerized question bank makes it possible for all students to receive questions specific to their learning level. For example, the first question is “chosen” based on the student’s previous test results.

When students respond correctly they are given a more difficult question; if they are incorrect they are given an easier question. In this way the MAP assessment hones in on the area where the student is currently responding successfully and then outlines the next learning steps. Unlike tests that results in percentiles, MAP uses an equal interval scale called RIT (think “inch”). With the RIT scale it is possible to accurately measure each student’s learning over time.

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Building Profile: Russell Elementary School

2014

DIBELS 2011-2012

K

100 80 60 40 20 0

Gr 1

100 80 60 40 20 0

Gr 2

100 80 60 40 20 0

Gr 3

100 80 60 40 20 0

2012-2013

59 18

23

54 23

23

70 22 8

70

13

17

100 80 60 40 20 0

66

100 80 60 40 20 0

68

100 80 60 40 20 0

100 80 60 40 20 0

22

2013-2014 100 80 60 40 20 0

12

100 80 60 40 20 0

24 8

83

11

6

79

7

6

14

100 80 60 40 20 0

100 80 60 40 20 0

51

37 12

79

13

8

17

22

13

12

61

75

Building Profile: Russell Elementary School

2014

MEASURES OF ACADEMIC PROGRESS: READING

Gr 2

2011-2012

2012-2013

NO DATA

NO DATA

0

69.4

0

60

40 20

20.4 2

8.2

0

20

38.5 7.7

0

20

5.1

0

59.6

60

11.1

60

46.7 37.8

40 7.7

36.1

0

60

40

52.8

40 20

3.8

43.6 43.6 20

60

50

40

60

Gr 4

NO DATA

0

60

Gr 3

2013-2014

40 20

6.7 8.9

53.3 31.1 13.3 2.2

0

0

60

60

60.5

45.2 45.2 40

Gr 5

20 0

40 9.6 9.6

21.2

20

40 7.1

20 2.4

0

0

7

27.9 4.7

7

Building Profile: Russell Elementary School

2014

MEASURES OF ACADEMIC PROGRESS: MATH

Gr 2

2011-2012

2012-2013

NO DATA

NO DATA

0

2013-2014

NO DATA

0

77.1

60

0

55.8

60

40

52.8

60

40

36.1

40 26.9

Gr 3

20

8.3

10.4

4.2

0

13.5

20

28.9 10.5 13.2

0

0

60

60

2.8

60

46.8

40 20

8.3

0

60

47.4

40 20

3.8

0

60

Gr 4

20

29.8

17

40 25

20.5 20

6.4

50

4.5

0

64.3

62.8

60

45.1 40

Gr 5

20 0

27.5 13.7 13.7

40 20

40 4.8

11.9

0

19

20 0

8

11.6 9.3

16.3

Building Profile: Russell Elementary School

2014

STUDENT ENGAGEMENT AVERAGE DAILY ATTENDANCE Average Daily Attendance is the average percentage of total students in attendance each day during one month and throughout the year.

2011-2012

2012-2013

2013-2014

100 95 90 85 80 Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Annual

2011-2012

Sept 95

Oct 96

Nov 95

Dec 92

Jan 96

Feb 95

Mar 95

Apr 95

May 95

Jun 93

Annual 95

2012-2013

96

95

94

94

93

94

94

94

96

94

94

2013-2014

94

93

93

92

93

92

93

94

92

92

93

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Building Profile: Russell Elementary School

2014

CHRONIC ABSENTEEISM Chronic absenteeism is the percent of total students absent more than 10% of instructional time during one semester.

2011-2012

2012-2013 13%

15%

2013-2014 26% % Chronic Absent

K

14%

8%

28%

Gr 1

% Chronic Absent

14%

10%

24%

Gr 2

% Chronic Absent

18%

5%

22% % Chronic Absent

Gr 3

7%

16%

16%

Gr 4

% Chronic Absent

18%

9%

Gr 5

24% % Chronic Absent

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Building Profile: Russell Elementary School

2014

SCHOOL ENVIRONMENT School environment data that follows is taken from student responses on the MyVoices Survey. This survey provides school-level data about the school environment through the eyes of students. Data is disaggregated and analyzed to demonstrate students’ sense of self-worth, active engagement in school, and educational purpose.

The Quaglia Institute for Student Aspirations (QISA) believes that for students to have high aspirations, they must believe in themselves, be actively engaged in their learning, and see the connection between what they learn today and who they want to become tomorrow. QISA believes that for students to have high aspirations, three Guiding Principles must be present: Self-Worth, Active Engagement, and Purpose. These Guiding Principles direct the development of educational experiences, from the individual classroom to the entire school building.

Students who have aspirations believe in themselves, are meaningfully engaged in their learning and the life of the school, and work with intention toward their goals.

Developing Students’ Self-Worth Belonging, Heroes, and Sense of Accomplishment Self-Worth begins when students experience a sense of Belonging: They feel like they are part of the school community while being recognized and appreciated for their uniqueness. Students also experience Self-Worth when someone in their lives believes in them. They need Heroes: people they can look up to, respect, and learn from. To develop Self-Worth, students also need a Sense of Accomplishment. They must be recognized as much for their effort, perseverance, and citizenship as they are for high grades and good test scores. As students build Self-Worth, they are more likely to persevere through difficult tasks and be inspired to take the steps needed to reach their goals.

Fostering Students’ Active Engagement in Learning Fun & Excitement, Curiosity & Creativity, and Spirit of Adventure Active Engagement means that students are emotionally, intellectually, and behaviorally engaged in their learning. Emotionally engaged students experience Fun & Excitement by becoming so involved that they almost lose track of time. At the end of the lesson, they wonder, “Where did that time go?” Intellectually engaged students are not afraid to ask “Why?” or “Why not?” about the world around them. Curiosity & Creativity are alive in the way they learn, fostering inquisitiveness and a desire to satisfy their minds with new discoveries.

Behaviorally engaged students have a Spirit of Adventure. They are not afraid to try new things, or to take on healthy challenges, regardless of whether they might succeed or fail. With Active Engagement, learning becomes important in and of itself.

Encouraging a Sense of Purpose Leadership & Responsibility and Confidence to Take Action Schools must challenge students to think about their Purpose—who they want to become as well as what they want to be. To reach this goal, students need to explore what it means to have, and create, a successful and rewarding life. Purpose is about being responsible, accountable, and confident. To develop Purpose, students need the opportunity to assume Leadership & Responsibility in their lives. They must learn to make decisions and understand the consequences of their choices. When students have Purpose, they have the Confidence to Take Action toward a meaningful, productive, and rewarding future. They believe in themselves and are motivated to reach their dreams.

Taken from The Aspirations Framework, Quaglia Institute for Student Aspirations, 2011.

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Building Profile: Russell Elementary School

2014

DEVELOPING STUDENTS’ SELF-WORTH 2012-2013

100

82.3

80

81.8

81.3 71.7

2013-2014

70.9

77.6

82.0 73.4

60 40 20 0 Gr 3

Gr 4

Gr 5

TOTAL AV

ACTIVE ENGAGEMENT 2012-2013

100

79.0

80

81.3

75.5 61.2

2013-2014

78.8 64.1

58.7

61.3

60 40 20 0 Gr 3

Gr 4

Gr 5

12

TOTAL AVG

Building Profile: Russell Elementary School

2014

SENSE OF PURPOSE 2012-2013

2013-2014

100 80

67.8

63.2

64.8

50.5

50.0

60

65.8

63.8

54.6

40 20 0 Gr 3

Gr 4

Gr 5

13

TOTAL AVG

Missoula County Public Schools 215 South Sixth Street West Missoula, Montana 59801 406.728.2400 www.mcpsmt.org