I.                      Student issues 

2006-07 Discipline

Month	30-minute detentions	One-hour detentions	Two-hour detentions	Bus suspensions	In-school suspensions	Suspensions	Expulsions
Aug./Sep.	1	1	1	0	0	0	0
September	9	35	1	0	1	0	0
October	32	13	4	2	4	1	0
November	51	25	5	0	4	3	0
December	24	9	0	0	0	1	0
January	32	12	3	2	1	2	0
February	21	14	9	0	5	0	0
March	20	12	10	0	3	2	0

  

2006-07 Counselor Student Contacts

Month	Academic	Attendance	Discipl.	Peer issues	Emotional concerns	Family issues	Health issues	Sexual harass.	Teasing
Aug./Sep.	1	0	6	19	3	3	2	0	2
September	11	4	29	45	4	2	1	0	6
October	26	2	13	55	4	1	1	0	18
November	15	0	23	39	4	6	1	4	6
December	7	0	10	29	0	0	0	0	7
January	20	0	12	58	18	3	6	0	11
February	73	1	40	58	11	3	3	0	13
March	13	0	20	13	5	2	2	0	6

  

2006-07 Counselor Parent Contacts

Month	Academic	Attendance	Discipl.	Peer issues	Emotional concerns	Family issues	Health issues	Sexual harass.	Teasing
Aug./Sep.	9	0	0	2	2	7	0	0	0
September	19	0	3	3	4	1	1	0	1
October	19	0	8	7	3	2	0	0	1
November	24	0	6	14	3	5	4	1	0
December	10	0	0	1	1	1	0	0	0
January	19	1	5	9	9	1	4	0	0
February	22	1	6	12	3	2	2	0	10
March	8	0	1	1	5	3	4	0	0

 

 

II.         Graduation update – Academic Probation and community service

 

As we approach our June graduation and are now in the fourth quarter, I want to provide an update on the status of our 8^th graders who are either on or are near Academic Probation as of the end of the 3^rd quarter. This part of my report will also contain an update on our students' community service.

We currently have 18 self-contained special education and regular education students with cumulative GPAÕs ranging from a low of .081 to a high of 2.14. As you know, the cut GPA for determining Academic Probation is 1.70 out of 4.00. Of the 18 students, 8 have a GPA of less than 1.70 and are currently on Academic Probation. Of that group, 4 students are within less than .1 of a point of reaching that minimum academic standard.

In order to help all of these students secure a spot on stage for our graduation ceremony, we have placed them in a study period that meets 3-4 times each week and is held during their Common Time. Each session lasts approximately 90 minutes and focuses on not only study skills but also allows students an opportunity to complete assignments and receive specific help in subject areas of concern.

I reported last month that 69 of our 102 8^th graders had not attained all of their minimum total of 18 community service hours for three years of attendance at Peacock. To date, that number has come down to 50 with several very close to reaching the minimum level of service hours needed to participate in graduation functions. There are also quite a few students who have completed their requirement but who have not submitted their certification form to their advisor.

All parents of students that are either on Academic Probation or have a service hour deficiency will receive additional communication from me that will go out on April 13^th. The letter will detail the studentÕs situation along with a reminder of the deadline for rectifying academic and/or community service deficiencies.

 

III.        Curriculum Based Measurement interventions expanding

             

Over the past several years, staffs at both Benson and Franzen have been using a classroom measurement strategy called Curriculum Based Measurement (CBM) to measure math, written expression, and reading. The measurements essentially examine how each child is progressing in learning important skills. Last year, PeacockÕs 7^th grade language arts teacher, Mr. Mike Poremba piloted a version of CBM to measure oral fluency among members of his reading intervention class. Benchmarks were created and weekly one-minute oral reading fluency checks were conducted. Students received periodic feedback on their progress using charts and graphs to track success. The program was so successful in measuring Mr. PorembaÕs intervention strategies that Peacock is now expanding the efforts to include not only 7^th grade but also our 6^th and 8^th grade reading intervention programs. We are also applying CBM on a pilot basis this year for our 6^th grade math intervention program. The measurement for math checks for math computation fluency.

Credit for the programÕs initiation and facilitation goes to NDSEC psychologist, Cheryl Elenz who has worked with our staff including teaching assistants. The process has several very exciting aspects. First, CBM documents student achievement in a data driven format. The information generated can be used for student and program intervention assessment as well as determining IEP goal attainment for special education students. Second, CBM provides both staff and students with important data on learning. Through graph and chart formats, student progress and program effectiveness can easily be tracked. This serves as a motivation tool for the students as they see their progress almost on a daily basis. Finally, CBM offers teachers with statistical data that reflects their strategic teaching efforts and provides affirmation that their efforts are paying off in significant student learning.