• Category 1

    Selected in 2015

  • Grades: k - 6
    School Setting: rural
    Town Population: 2,846
    Student Enrollment: 296
    Student Demographics:

    Black/African American: 0.3%
    White/Caucasian: 86.5%
    Hispanic: 5.1%
    Hawaiian/Pacific Islander: 0%
    Asian: 0.7%
    Native American: 0%
    Other: 7.4%

    Teacher/Student Ratio: 1:21
    % Reduced Lunch: 36.8%
    % ELL Learners: 0%
    Founded: 1953
  • PRINCIPAL:
    Travis Howell
  • CONTACT:
    1207 N. Morton ST
    Colfax, WA 99111
    509-397-2181
    travis.howell@csd300.com
Leonard M. Jennings Elementary School
Colfax, WA
The school year begins with each grade level hosting a Parent Curriculum Night. This enables the teacher to explain classroom expectations, curriculum, report cards, homework procedures and other information.
Describe specific programs in place to ensure that families are involved in the success of your school and students.
The Jennings Elementary Parent Involvement Policy states “that everyone gains if Jennings Elementary and families work together to promote high achievement by our children.” This belief is demonstrated in many capacities. The school year begins with each grade level hosting a Parent Curriculum Night. This enables the teacher to explain classroom expectations, curriculum, report cards, homework procedures and other information. Additionally, we have an active Parent Teacher Organization (PTO) that coordinates parental involvement throughout the school year. Sponsoring many programs for our students and school, the PTO is committed and dedicated to Jennings Elementary and our aspiration for excellence in education. Some of the successful programs that PTO sponsors are:
• Spring and Fall Book Fair (100% of funds raised are used to purchase books for the school libraries and classroom libraries)
• Battle of the Books - 3rd - 6th Grade
• Reading Incentive Program
• Science Fair

Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.
The district’s decision to hire a Curriculum Director/Coach opened up new opportunities for teachers and instructional practices. Researching, acquiring, sharing and implementing curriculum are some of the responsibilities of the Curriculum Director. This role also provides staff training for teaching strategies that improve student performance. She also meets with grade level teams to assist with revision of curriculum mapping to assure closure of achievement gaps. Grade level teams meet with her to set yearly goals. Adopting proven, research based instructional curriculum with content built to the State Standards Common Core is being achieved through her leadership. As a whole school, the entire staff is committed to implementing and teaching it with fidelity. Our interventionists collaborate with classroom teachers to use the intervention component, of all curriculum. Our District has also provided early dismissal time for collaboration and professional development.
Explain how Title I funds are used to support your improvement efforts.
A portion of the funds have been used to pay the salaries of a 2/3 time certified teacher, full time classified and ½ time classified teachers. This staffing model has provided services for pullout programs to serve students, in Reading and Math. The Title 1 staff works closely with the classroom teachers to supplement instruction, then implementing the corresponding Intervention lesson. The staff also offers a study support class at the end of the day. Title 1 funds are also used to purchase the intervention component of the school’s ELA Curriculum. Another expenditure of our Title 1, Part A funds is used to sponsor an Annual Parent night. Our goal is to establish partnerships with the parents by offering support to them and including them in the development of the parent involvement policy. Finally, Title 1 funds have been used to purchase instructional resources in the form of technology. Ipads specifically are used in the Title 1 classrooms.
Describe how data is used to improve student achievement and inform decision making.
At the beginning of the school year, data is collected from several sources for all students. Results from previous Spring State testing (MSP and Smarter Balance Assessment), MAPs, grade level placement tests, Scholastic Reading Inventories, and Dibels are a few that we’ve considered for data. These results enable interventionists to identify and assist those low performing students with closing the achievement gap as the goal. As a collective staff, we are committed to using formative assessments in our curriculum. Three times a year, NWEA MAP testing is administered to grades 2-6 in the areas of Math and Reading. The results of this testing tool enable teachers to differentiate instruction for all students by analyzing the data and noting growth.
Describe your school culture and explain changes you’ve taken to improve it.

We are a close-knit family at Jennings Elementary. Because we are a small rural community, the entire staff plays a role in the development and success of all students. Our school-wide committees are made up of all staff; this enables input from all areas of the building. Being a K-6 school, students are given the opportunity to become involved across the grade levels. Student Leadership is headed up by our Principal and Counselor. Students are responsible for many activities throughout the school including community service opportunities such as our annual holiday food drive. PBIS (Positive Behavior Intervention and Supports) was also implemented this year. Before school started, the staff created a matrix and a video for the students demonstrating how to and how not to behave in different venues of the school. This video was used to kick off the school year!
Stats
  • Category 1

    Selected in 2015

  • Grades: k - 6
    School Setting: rural
    Town Population: 2,846
    Student Enrollment: 296
    Student Demographics:

    Black/African American: 0.3%
    White/Caucasian: 86.5%
    Hispanic: 5.1%
    Hawaiian/Pacific Islander: 0%
    Asian: 0.7%
    Native American: 0%
    Other: 7.4%

    Teacher/Student Ratio: 1:21
    % Reduced Lunch: 36.8%
    % ELL Learners: 0%
    Founded: 1953
  • PRINCIPAL:
    Travis Howell
  • CONTACT:
    1207 N. Morton ST
    Colfax, WA 99111
    509-397-2181
    travis.howell@csd300.com