Perry Elementary School District

School Information

School Name: Perry Elementary School
School Address: One Learning Lane, Perry, Ohio 44081                       
School Phone: 440.259.2781
School Fax: 440.259.9649
Principal: Jodi Poremba
Principal E-Mail: porembaj@perry-lake.k12.oh.us
Web Address: http://www.perry-lake.k12.oh.us/ElementarySchoolPortal.aspx

Demographics

Number of Students:
Number eligible for Free and Reduced Lunch: 
Percent of Limited English Proficient:
Percent of Special Education: 
Racial/Ethnic Percentages:

• White: 94%
• BlackL: .6%
• Hispanic: 2.2%
• Asian/Pacific Island: .15%
• Other: 0%

Present Student Achievement Data in at least three points to demonstrate trends – for example, three consecutive years or the first, third, and fifth years. The data report should always include the most recent school year and should always offer a basis of comparison.

Grade 4	2004 (State/Perry E)	2005 (State/Perry E.)	2006 (State/Perry E.)	2007 (State/Perry E.)
Reading	86/72	87/71	87/77	80/91.6
Writing	93/83	94/79	98/86	82.3/93
Science	78/62	87/64	n/a
Math	74/63	85/66	94/77	76/78.7

 
*Added information on Perry elementary and other comparable schools within the district

Reading

Grade 3	2004	2005	2006	2007
Perry	93	94	89	95
Kirtland	92	96	83
Madison	89	90	80
Mentor	59	68	85
P'ville cty	63	66	70
P'ville Tp	91	86	85
Wickliffe	91	82	78

Math

Grade 3	2004	2005	2006	2007
Perry	n/a	88	87	98.3
Kirtland	n/a	96	93
Madison	n/a	51	82
Mentor	n/a	82	88
P'ville cty	n/a	60	80
P'ville Tp	n/a	83	91
Wickliffe	n/a	77	82

 

Please feel free to comment on any aspect of the data that you feel is particularly significant.
 
In the year 2004, our Grade 3 Reading Achievement Scores did not include the entire class as the students who passed on the October administration were not retested.  That accounts for the difference in numbers. 

 

Please present any additional information that indicates your efforts to build a professional learning community have had a positive impact upon students and/or teachers.

During the past 3 years our district has focused on arranging our teachers in professional learning communities.  The first year the teachers began meeting with each other and pacing out their curriculum together in their grade levels.  They then began to focus on common assessments.  After implementing the common assessments, they began to analyze their results and make changes to their assessments.  Curriculum, assessment and instruction are always the focus of the PLC meetings.  This year, the PLCs have a SMART goal and their work is focused on their action steps to reach this goal.

 

Please elaborate upon strategies you have found to be effective in any of the following areas:

1. Monitoring student learning on a timely basis.

Teachers do mastery reports each 6 weeks and report mastery on the objectives they have taught.  The common assessments are used to assess for mastery and then to group students for intervention.  Each student is administered the DIBELS assessment 3 times a year, the DRA two times a year, the FasttMath program and Success Maker program is used to monitor progress in both Math and Reading as well as a progress monitoring system. 

2. Creating systems of intervention to provide students with additional time and support for learning.

We use the Response to Intervention model (RtI).  We have a group of teachers that meet each week to discuss students, look at data, and meet with teachers to create plans to make sure each child is succeeding.  The format of the meeting revolves around the collaborative problem solving process where you define the problem, generate a hypothesis, write a goal, brainstorm interventions, develop the intervention plan, implement the intervention, and evaluate the effectiveness of the intervention. 

In the mastery learning environment, learning is the constant with time being the variable.  Students are given many opportunities to learn.  The teachers group students based on the objectives they have not mastered and then enrich the students who have mastered the content.  Each grade level works together to find the extra time needed for students to learn.  One example is the third grade remediation time, where the students in the 6 classes switch classes in order to work on the particular objectives they have not mastered in Reading, but they teach this through Science and Social Studies content.  There are two classes that are smaller in size and the students work on the Reading objectives while they are learning about Science and Social Studies.  The other 4 classes are working on Science and Social Studies at this time.  These groups are flexible and can change based on student needs. 

Other grade levels switch classes when needed to enrich or provide intervention based on student needs.  The third and fourth grade classes switch for Reading and Math to provide for Acceleration as well as intervention based on student data. 

3. Building the capacity of teachers to work as members of high performing collaborative teams who focus the efforts of their team on improved learning for students.

Our district has focused many of our 8 staff development days each year on building the capacity of our teams.  Each year our teams create norms and will begin each year by focusing on their current reality and writing a SMART goal to focus their work.