• April 8, 2019 

     

    Dear Parents and Community Members:

    We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2017-18 educational progress for the Gladys Dillon Elementary. 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 Klaire Verbeke, principal, for assistance.

    The AER is available for you to review electronically by visiting the following web site http://bit.ly/2IlX1j6 or you may review a copy in the main office at your child’s school.

    For the 2017-18 school year, schools were identified using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has three or more underperforming student subgroups. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state or has a graduation rate at or below 67%. Some schools are not identified with any of these labels. In these cases, no label is given.

    * Note TSI and ATS definitions were changed for the 2018-19 school year per federal requirements. The new definitions are:

    TSI – The school has at least one subgroup performing in the bottom 25% within each applicable accountability index component.

    ATS – The school has met the criteria for TSI identification and has at least one subgroup performing at the same level as a CSI school.

    Our school was identified as a school that has not been given a label.

    Upon analyzing the key challenges identified in the combined report, Gladys Dillon Elementary has put initiatives in place to increase attendance and improve achievement while closing academic gaps for identified subgroups.  In order to improve attendance, Gladys Dillon Elementary is implementing the following initiatives:

    • Monthly attendance recognition for students with perfect attendance
    • Monthly gift card drawing for parents whose students have perfect attendance
    • Weekly attendance calls and letters home to parents of students whose children are frequently absent from school
    • Attendance mediations with parents to develop attendance plans for students who are frequently absent

    As attendance percentages decline, student achievement will increase as more students are at school daily to receive necessary instruction.  Ultimately, over time, this will aid in closing the achievement gap.

    In the area of improving achievement and closing academic gaps for identified subgroups, Gladys Dillon is continuously working to improve identified areas of weakness.  To support this, we provide:

    • interventions for the lowest performing students in ELA and Mathematics
    • homework/classroom work help for students during the lunch hour
    • current curriculum incorporating targeted small group instruction
    • instructional coaching for teachers to support curricular mastery
    • targeted, differentiated instruction
    • computer programs targeted toward individual needs
    • analyzed assessments guiding instructional needs of students

    Through continued implementation of these initiatives, we look forward to seeing our academic achievement increase over time. 

    State law requires that we also report additional information.

    1. Students that live within the designated school boundaries are able to attend Dillon Elementary School.  Additionally, parents may complete forms for Internal Schools of Choice Application if they reside within the Carman Ainsworth Schools district boundaries.  For families who are not residents of Carman Ainsworth Community Schools, they may apply through the district’s limited choice program.
    2. Dillon is committed to continuous school improvement.  Dillon has established school wide improvement goals through the AdvancED process based on identified student needs.  Specific strategies for each grade level have been identified based on researched best practices to address these goals. Activities, strategies, and assessments are being implemented during the 2018-19 school year. 
    3. Dillon Elementary has a highly qualified team of teachers that actively pursues educational excellence for all students.  Our teachers work together as a Professional Learning Community (PLC) to continuously support our students’ achievement and academic growth.  
    4. Curriculum is developed and implemented based on the Common Core Standards. Information regarding the core curriculum is contained in grade level pacing guides and teacher provided parent information packets.
    5. Dillon Elementary measures student achievement yearly. The NWEA assessment determines annual student academic growth.  Results are shared with parents during conferences bi-annually.
    6. Dillon Elementary prides itself by communicating with parents and guardians at parent/teacher conferences held bi-annually in the Fall and Spring (see chart below). 

     

    Year

    Term

    Number of Parents

    Percent of Parents

    2016-17

    Fall

    238

    83%

     

    Spring

    212

    77%

    2017-18

    Fall

    236

    86%

     

    Spring

    199

    73%

     

    In conclusion, the entire staff and learning community of Gladys Dillon Elementary present this report to you with enthusiasm and pride. Through our continuous dedication and devotion to our students and families, Dillon will continue to be a leading educational institution within our community.

     

    Sincerely,

     

    Klaire Verbeke

    Principal, Dillon Elementary

     

    A printable .pdf of Dillon's AER is available here.