Page 8
The INDEPENDENT, February 7, 2001
“Surplus” to
PA is a 100 computer treasure to school district
Enjoying the transfer of equipment from BPA to the Ver
nonia School District were, from left, school board mem
ber and WOEC employee Carla Strand, WOEC General
Manager Russell Green, BPA economist Theresa Lock-
weood, Superintendent of Schools Larry McClellan,
school district technology coordinator Glenda Delemos,
and Paul O’Neil, BPA account executive for WOEC.
Surplus equipment at Bon
neville Power Administration is
a bonanza for Vernonia School
District in the form of 100 Pen
tium computers and 50 moni
tors.
This is the second time
some of Bonneville’s surplus
has come to Vernonia. The first
shipment was two-three years
ago, not long after former Pres
ident Clinton signed an execu
tive order directing federal
agencies to donate surplus
Student
equipment to schools and oth
er non-profit agencies.
The three-way effort in
volves West Oregon Electric
Cooperative, which buys its
wholesale power from BPA,
the school district and BPA.
BPA account executive Paul
O‘Neil and economist Theresa
Lockwood arranged the dona
tion.
The computers will help the
district achieve its goal of one
computer per four students.
A lot of help made quick work of unloading 100 pentium computers and 50 monitors.
Washington Grade School honor students named
The following students were
named to the 2000-2001 Honor
Roll for the second quarter at
Washington Grade School.
Principal’s Honors, 4.00
Grade Point Average, 8th
Grade - Tiffany Cutright, Luke
Enneberg, Royd Johansen,
Mary Richardson, Natalie Rom
baci), Kyle Suess, Danielle
Young.
7th Grade - Marisol Bor-
quez, Laura Brookins, Kristin
Cota, Timothy Hein, Akeshia
Maldonado, Ben Schorzman,
Heather Smith.
High Honors, 3.5 - 3.99
GPA, 8th Grade - Alex Barton,
James Benes, Ashley Forster,
Rebecca Knowlton, Brandon
Peura, Christopher Richard
son, Heather Robertson, Tiffa
ny Snook, Torin Tierney.
7th Grade - Mackenzie
Bassett, Cassie Fogel, Heather
Hennessey, Kristina Lamping,
Kristel Norby, Jacob Rice,
James Rode, Jessica Shaw,
Danyelle Thomas.
Honors, 3.25 - 3.49 GPA,
8th Grade - Elizabeth Bobbitt,
Torie Clement, Gina Cropp,
Jessica DuPuis, Nicolas Phelps.
7th
Grade
-
Larinda
Botchie, Kristin Kelly, Nicholas
King, Jonathan Kintz, Katie
Roberts.
Honorable Mention, 3.00 -
3.24 GPA, 8th Grade - Andrew
Grittman, Samantha Gunter,
Julie Hales, Jason Hennessey,
Brandi Johnston, Lisa McMil
len, Shirea Ray, Zack Rum-
bolz, Eric Schmidlin, Jessica
Westlake.
ehavior” means only attendance on state report card
From page 1
Student Performance
ple choice and math problem
solving scores, but improve
ment over time (1997-2000).
Banks Elementary School
(BES) Student Performance
rating fell from strong to satis
factory because of significant
declines in reading, writing and
math problem solving scores,
even though there was im
provement in math multiple
choice scores. It was also rated
as showing improvement over
time. Student Performance rat
ing for Banks Junior High
School (BJHS) increased from
satisfactory to strong, with
higher scores in reading and
math multiple choice, lower
scores in writing and math
problem solving, and continued
improvement over time. Banks
High School’s (BHS) Student
Performance rating increased
from satisfactory to strong.
BHS showed significant in
creases in all four areas, partic
ularly in writing, where BHS
had one of the highest scores
in the state. BHS also contin
ues to show improvement over
time.
Ratings for Student Perfor
mance are based on the per
centage of students meeting
state standards in reading,
writing, math multiple choice
and math problem solving. The
rating is heavily weighted by
improvement in test scores
over time. The emphasis on
improvement over time is
based on a belief that every
student, given time and oppor
tunity, can make substantial
progress toward meeting state
standards. This section of the
report includes a graph com
paring scores in each school
with schools that have similar
demographics, and to state
wide scores.
Washington Grade School
(WGS) received a Student Per
formance rating of satisfactory,
in spite of a slight decrease in
writing scores, because of sig
nificant improvement in read
ing, math multiple choice and
math problem solving scores,
and improvement over time.
Vernonia High School (VHS)
received a Student Perfor
Student Behavior
mance rating of strong. Test
scores showed a significant im
Student Behavior is based
provement in writing, stayed on statistics on student atten
nearly constant in reading, had dance in the 1999-2000 year
small decreases in math multi and changes in attendance
over time. At the high school
level, the dropout rate and
changes in the dropout rate
over time also affect ratings of
Student Behavior. Other as
pects of student behavior such
as participation in extra-curric
ular activities or student disci
pline are not included. It is
noteworthy that while the
dropout rate at VHS is less
than that at BHS the atten
dance at BHS is nearly 12 per
cent higher than the atten
dance at VHS.
WGS' Student Behavior rat
ing declined, falling from satis
factory to low because of a de
cline in attendance. VHS’ rating
increased from unacceptable
to low, apparently due to two
years of significantly reduced
dropout rates, although the at
tendance rate was only 84.2
percent.
BES’ Student Behavior rat
ing fell from strong to satisfac
tory. BJHS retained its excep
tional rating and BHS’ rating in
creased from strong to excep
tional.
School Characteristics
School Characteristics is the
third area of individual school
ratings and, at this time, it is
based only on the percentage
of student participation in state
testing. It does not include in
formation on class size, school
safety or other characteristics
that would seem to define a
school. Therefore, in order to
ensure that schools can be
compared over time and
across the state, it is important
that a high percentage of stu
dents participate in state test
ing. Any school with less than
85 percent of students partici
pating will receive a rating of
unacceptable.
At WGS, students participat
ing in state tests rose from 97
to 98 percent, increasing the
rating from satisfactory to ex
ceptional. Increased participa
tion, from 93 to 97 percent,
also changed the rating for
VHS from satisfactory to ex
ceptional.
BES had 98 percent partici
pation for both 2000 and 2001
and, due to a drop in the state
participation rate from 99 to 98
percent, BES’ rating rose from
satisfactory to strong. Similarly,
BJHS, with 99 percent partici
pation, had an increase in rat
ing from satisfactory to excep
tional. BHS’ 99 percent partici
pation in state tests also in
creased their rating from satis
factory to exceptional.
Instructional Staff
and SAT Scores
Additional information on the
school report cards concerns
instructional staff and, for high
schools, SAT scores. VHS
showed an increase from 34
percent to 55 percent of stu
dents taking the SAT, and BHS
participants increased from 50
to 61 percent. The education
and experience of VHS staff is
slightly lower than the state av
erage. In Banks the level of ed
ucation and experience is
slightly higher, or nearly the
same, as the state average.
Jew ell School
Well-funded Jewell School
received an Overall rating of
strong for both 2000 and 2001.
It was not included in the com
parisons given above because
the 2000 report was not avail
able for comparisons by cate
gory or subject area. Student
Performance is rated as strong
and improved over time in the
2001 report. Student Behavior
was rated low, with an atten
dance rate of 90.3 percent but
a dropout rate of 11.4 percent.
Jewell received a School Char
acteristic rating of exceptional,
testing 100 percent of its stu
dents.
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