Truman named top school

Truman Elementary School was selected as one of 12 highest performing and most successful schools in Wyoming.

This selection, was followed by a visit from Augenblick, Palaich and Associates (APA). APA was chosen by Wyoming's Select Committee on School Finance Recalibration to conduct a study of the state's Educational Program and Funding Model. As part of this statewide K-12 school finance study, APA is using a "successful schools" research approach and conducting case studies on the top 12 schools in the state. To make this list, the school must have exceeded expectations for at least two years and not dip below meeting expectations over a three-year span to make the list.

In an effort to gain information on what's working for the schools and why, a team from APA visited the schools on the list, which included elementary, junior high and high schools across the state. Out of these, Truman was the only one in Southwest Wyoming to receive this designation.

Truman Principal Greg Figenser said he believes the APA group is looking at some commonality between the schools. He hopes that when they find those commonalities those areas will be protected when the school-funding model is adjusted.

"I think that the focus is to make sure that the Legislators have a clear picture of what's working in Wyoming and the current funding model so when they make a new funding model those things aren't cut," Figenser said.

As for the visit itself, the team at the school all felt it went well and they were happy to share what's working for the school.

"They seemed really receptive about what we had to say," fourth-grade teacher Dave Asselmeier said.

"I think that they were interested in what we were doing that was causing us success over time," Figenser said.

One of the keys to Truman's success, is the small learning groups they have. Throughout the day, each grade has a chance to break out into small groups of three or four to work on reading or math, Drew Roska, special education teacher said.

"We work as a team to get groups as small as possible," Roska said.

This allows them to hone in on what a particular student needs the most help with. For example: in the Level Literacy Intervention program students will read a new book every day with a group of small kids, Roska said. During this time, they learn how to connect with a student who's at a low level and start addressing that student's specific needs. It's not uncommon for a students performing at a low reading level to quickly move up to mid-range or even high level reading.

Since there was no small-group math program in place for the school to follow, the staff came up with its own, second grade teacher Jaime Olson said. There are specific times when these interventions and each grade level has them.

Another area that's working for Truman that was addressed is the weekly professional learning community meetings, (PLCs). Theresa Freeman, first grade teacher said, during those weekly meetings, the look at the data collected during the week to see what areas they need to focus on.

For example: if the data shows the students are struggling in vocabulary the teachers will discuss different things to try to address that area. Freeman said PLC meetings are vital to the success of the school because it allows them to identify weaknesses and figure out how to address them.

Another area discussed as a strength for the school, is having counselor Rich Percifield in the building.

"We just really worked hard on getting our school culture really positive," he said.

Percifield said he and Figenser are able to spend a lot of time in the common areas because of the positive culture in the school.

The feeling they are striving for is Truman is a loving and accepting place and somewhere kids want to be.

Being a school-wide Title I school also is an advantage for Truman, to qualify for Title I funds, the school must have high numbers of children from low-income families.

That Title I status and extra funding gives Truman an ability to have the training, materials and staff they need to be successful at providing these programs, Olson said.

During the APAs' visit, the school representatives also discussed class sizes, teacher's salaries and instructional facilitators. Out of the seven in the room, five of them were from out of state who specifically came to Wyoming for the good pay, small class sizes and great technology and they are hoping all of these great things will be taken into consideration.