Dry Creek Elementary
We welcome Port Angeles kindergarteners through sixth graders to Dry Creek Elementary School, 25 Rife Road. If you have any questions, please call us at 360.457.5050.
- Dry Creek Elementary School Website!
- Continous School Improvement Plans
- Dry Creek Enrollment, October 2011 - 360
- Port Angeles School District Demographics Information
For more information on Dry Creek Elementary School, click here to view Office of Superintendent of Public Instruction Washington State Report Card information.
At Dry Creek all students will thrive as responsible learning individuals and developing citizens.
To provide each child the best possible basic education, concentrating on the whole child within an educational environment conducive to maximum individual growth.
Reflections on the 2012-13 School Year
The vision of Dry Creek Elementary is “all students will thrive as responsible learning individuals and developing citizens.” We honor this vision by using a variety of teaching styles and supports to individualize and maximize instruction for all students. At Dry Creek we not only develop life-long learners, but we also develop strong members of the community. This community and school link is strengthened by making our school the hub of the community with community tutors and mentors and a strong association with the Parent Teacher Organization. Our 2013 Measurement of Student Progress (MSP) achievements are as follows:
- In Reading, 83.9% of third graders met standard (performance above 80% last three years); 87% of fourth graders met standard; 77.8% of fifth graders met standard (three year + trend), no gender gap; 80.8% of sixth graders met standard, no gender gap, critical thinking strand at 82%.
- In Math, 75% of third graders met standard; 69.6% of fourth graders met standard; 61.9% of sixth graders met standard (four year + trend), no gender gap, increase in all strand areas, performance above state in all strands.
- In Writing, 48.9% of Dry Creek students met standard in 2012 and 2013. Early testing may have some contributed to performance.
- In Science, 81% of Dry Creek students met standard in 2013, 71.4% at in 2012.
Plans for the 2012-13 School Year
As a school staff, we will engage in collaboration and collegiality in the interest of improving student learning. We will practice four specific behaviors to address student growth and enrichment. We will look at 1) teaching and learning, 2) observe each other engaged in the practice of teaching, 3) work on curriculum, and 4) teach each other as our work is articulated. We will use formative assessment by content in grade level teaching teams to focus and improve instruction and analyze learning gaps and provide enrichment.
Reading Response to Intervention (RTI)
RTI supplements whole group reading instruction by providing 30-45 minutes of a second dose of targeted reading support in a small group focused on the needs of the students. All students will receive RTI instructional support at the tier identified through a combination of assessments, including DIBELS, DRA information, ARI fluencies, running record, and teacher input. The Learning Support Teacher, Classroom Teacher and paraeducators will plan and collaborate each Friday or as needed during the RTI planning block designed for each grade level on Friday.
Classroom teachers are provided a second library session where they can provide students the opportunity to practice skill on the library computers. Examples of student sessions include Accelerated Reader, Type to Learn, Houghton Mifflin technology, Math fluency, Xtra math. During this time, the teacher pulls students to retake tests, tutor or correct misunderstandings, administer assessment for placement, or instruct small groups in writing. This provides classroom teachers the opportunity to fill gaps in learning quickly or provide individualized instruction.
In addition to the strategies noted previously, two volunteers will focus on grades four, five and six for math enrichment. Students will be challenged with work that is enriching and “beyond the basics” while working in small groups. We will support math fluency and focus small group efforts on successful mastery of mathematical concepts.
We will continue effective practices, expand opportunities with systems and applications, build on strengths of teaching practices, and clearly articulate science strategies for teaching.
We will focus on the writing process and the integration of writing in content areas, teach the writing process and determine the focus of each grade level for the types of writing developed for building alignment.
Effective instruction has the greatest influence on achievement. We will provide support and increase instructional time to students with learning gaps in core content. Teachers and the principal will work together to identify specific area of focus through the development of student growth goals at each grade level. Collaboration will focus on teaching and learning and curriculum planning for grade levels to close the gaps.
Emphasis will be placed on transitioning to the Common Core State Standards as we prepare for the new Smarter Balance Assessments. Formative assessment results will be used to focus and improve instruction and analyze what we are doing.
A high level of collaboration and communication to intentionally foster teamwork will create an environment that celebrates individual differences and contributions to organizational outcomes. We will increase personal and shared accountability for raising levels of student achievement. Paraeducators will engage in a book study, The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms, during Early Release on Tuesday, one time per month. All teachers will be invited to participate during Early Release on Tuesday, one time per month in a book study, Pathways to the Common Core, Accelerating Achievement. To address Monitoring of Teaching and Learning, all teachers will have the opportunity for peer observation and feedback as a tool for improvement.
Our fall 2013 Center for Educational Excellence (CEE) survey data shows parent support in the following categories and characteristics: high standards & expectations, 85%; supportive learning environment, 80%; curriculum, instruction, and assessment, 78%.
Dry Creek is committed to the goal of providing quality education for every child in the School District. To this end, we want to establish partnerships with parents and with the community. Everyone gains if Dry Creek and home work together to promote high achievement by our children.
How You Can Help
Every child deserves the opportunity to succeed. We know not all children learn in the same way at the same time. Parents, friends of Dry Creek students and our community are all instrumental in providing additional support that makes learning at Dry Creek motivating and rewarding. We are always looking for volunteers, so every child has an adult advocate for personalized support. This allows us to continue our rich history of an elementary school that cares for kids and celebrates success. Please call us at 360.457.5050.
Use and Condition of Building
Dry Creek is the fourth largest elementary school, rebuilt in 1996. The facility supports pre-school through grade six classrooms, as well as outdoor fields for district and community recreation. The physical evaluation of this educational facility is rated 81% based on a January 7, 2008 study and survey by BLRB Architects. Facility Use and Conditions Report available at the Port Angeles School District office.
|Dry Creek Statistics||2012-13|
|Average Class Size||22|
|Classroom Teachers (FTE)||22.25|
|Support Staff (FTE)||1.25|
|Avg. Annual Attendance||93.81%|
For more information on Port Angeles School District’s Report Card go to: reportcard.ospi.k12.wa.us.
Seventh Grade Assessment 2010-2013