Roosevelt Elementary School
Welcome to Roosevelt Elementary School!
Roosevelt Elementary School
106 Monroe Road
Port Angeles, Washington, 98362
Office Hours
Monday - Friday
7:00 a.m.- 3:30 p.m.
Phone: (360) 452-8973 or 452-8974
Fax: (360) 452-4011
Roosevelt Statistics |
2008-09 |
2007-08 |
Enrollment |
512 |
527 |
Smallest Class |
19 |
19 |
Largest Class |
28 |
28 |
Average Class Size |
22 |
23 |
Classroom Teachers |
28 |
28 |
Support Staff |
2 |
1.9 |
Administrators |
1 |
1 |
Secretaries |
1.375 |
1.375 |
Para-Educators |
21 |
21 |
Custodians |
2 |
2 |
Food Services |
3 |
3 |
Volunteers |
98 |
185 |
Avg. Annual Attendance |
96% |
94.0% |
Suspended |
10 |
36 |
Expelled |
0 |
0 |
Students Promoted |
98% |
98.5% |
Free/Reduced Lunch |
55.31% |
41.5% |
Title I/LAP |
school-wide |
12.5% |
Special Education |
97 |
117 |
| Bilingual | 4 |
0 |
Reflections on the 2008-09 School Year
Roosevelt Elementary School has a great foundation on which to build our educational plan and school community: our students, parents, staff and even the wider city of Port Angeles. We have a community that tirelessly lends its support through special events, donations, and volunteerism to make it possible for our teachers and staff to continually provide a quality education for our children.
Areas of strength:
- Third Grade Math scores 66.7% - AYP=64.9%
- Fourth Grade Reading scores 79.4% – AYP=76.1%
- Fourth Grade Writing scores 69.8%
- Fifth Grade Reading scores 76.2% - AYP=76.1%
- Sixth Grade Reading scores 71.6% - AYP=65.1%
Plans for the 2009-10 School Year
Student Learning. The core of the Roosevelt CSIP focuses on improvement of academic success while continuing to build a strong sense of community. Our goal is to be a strong, caring community with a culture that prepares our students for a changing world.
Reading. We will implement the RTI (Response to Intervention) model school wide. This model efficiently aligns resources to support learners with scientifically based programs that are frequently monitored to document progress and guide next steps of instruction. It provides early and timely intervention for struggling students. This component will help us to have more special education students be successful as measured by the WASL. Additionally, all teachers will continue to use the Houghton Mifflin core reading program with an emphasis on comprehension strategies, vocabulary and grammar. All classrooms will use trade magazines and “A to Z” readers along with WASL stem questions to further student understanding of informational text. The comprehension strategies and core value concepts will be a monthly school wide focus for instruction, collaboration, and community building.
Writing. COS (content, organization, style) is an area of focus. All teachers will continue to use best instructional writing practices i.e., adopted curriculum, anchor charts, review and use of WASL released items. PLC’s will use collaboration time to study student work, focusing intently on best practices for boy writers. Teachers in grades 4th-6th will begin using a CBM (curriculum based measurement) to better identify students struggling with writing. Data from the assessment will help guide instruction and intervention.
Math. Teachers are in the third year of a math adoption. Teachers will be using identified supplemental lessons and adoption specialist support to strengthen the math instructional core. Teacher collaboration time will be used to identify what concepts struggling students need, as well as to begin designing best interventions.
Science. Teachers will continue to use the FOSS science kits and follow the district assessment schedule. Teachers will employ the “walk to science” approach plus a designated science area, in order to allow teachers to become content experts. The science notebook strategy will continue in all classrooms as a way for students to communicate their thinking. Reading in the content areas will support all core curricular areas.
Professional Development. Teachers will create the best learning environments by meeting and using common assessments to monitor progress of specific student needs. This type of organization requires professional development which will be provided by building and district resources. As teachers learn more about their students, curriculum, assessments, and best practices, and share these among themselves, they develop PLCs. PLCs will also focus on students’ mathematics learning. Teachers will work together with adoption specialists to study student data and match student needs with best instructional practices.
School Climate. Our school will fully implement the “Why Try” curriculum at all grade levels. WhyTry teaches critical social and emotional principles to youth (K-12) using a series of ten pictures (visual analogies) which each teach a principle, such as resisting peer-pressure, or that decisions have consequences. The visual components are then reinforced by music and physical activities. The major learning styles—visual, auditory, and body-kinesthetic—are all addressed.
Enrichment activities provide a wide variety of experiences. We continue to partner with the Roosevelt PTA and Port Angeles Education Foundation to bring the following enrichment experiences to our students: Juan de Fuca Festival presentations and Tears of Joy Puppet Theater Performance and Workshop sessions. Other Enrichment Opportunities: Story Telling by Daddy Don and Dennis Duncan, student led school-wide assemblies, reading Dogs, Art Club, ROME (Roosevelt Organization of Mathematicians and Engineers), Math Olympiad for 5th/6th grade students, classroom based enrichments and Port Angeles Symphony Adventures in Music.
How You Can Help
Roosevelt is committed to the goal of providing quality education for every child in this district. To this end, we want to establish partnerships with parents and with the community. Everyone gains if Roosevelt staff and home work together to promote high achievement by our children. Neither home nor Roosevelt can do the job alone. Parents play an extremely important role as children’s first teachers. Support for their children and for the school is critical to children’s success at every step along the way. Roosevelt recognizes that some students may need the extra assistance available through the Title I program to reach the state’s high academic standards. Roosevelt intends to include parents in all aspects of the school’s Title I program. The goal is a school-home partnership that will help all students to succeed.
Use and Condition of Building
Roosevelt Elementary School, built in 1978, housed Roosevelt Middle School students until June 2007. The facility now supports kindergarten though grade six classrooms, as well as outdoor fields and two large gyms for district and community recreation. The physical evaluation of this education facility is rated 53% 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.
Roosevelt Elementary School 4th Grade WASL Trend 2006-2009
For more information on Port Angeles School District’s Report Card go to: reportcard.ospi.k12.wa.us.