Gordon Elementary School
Gordon Elementary School
500 West Second Street
P.O. Box 530
Gordon, Nebraska 69343
Phone: (308) 282- 0216
Fax: (308) 282- 1512
Gordon Elementary School is located at 500 West Second Street in Gordon, Nebraska. It houses students from grades PK – 5 from the community of Gordon.
Jeanne Hensley, Principal
Preschool: Sheryl Giles
Kindergarten: Donna Johnson, Chari Mantle
1st Grade: Ann August, Krista Brusseau
2nd Grade: Alysha Slama, Julie Wolkow
3rd Grade: Trish Schumacher, Meg Zwiebel
4th Grade: Stormy Hunter, Mary Thies
5th Grade: Lynn Schott, Daneta Turnbull (Math)
PE: Michelle Benben
Music: Kathy Thomas
SPED: Jackie Kling
Title I: Beverlee Paul, Nancy Russell
Librarian: Jan Varn
After School Program: Bev Harris
Secretarial: Sheri Shaal
Custodial: Chris Grover, Dave Doleshal
Paraprofessionals: Cara Dick, Vicky Donner, Leigh Rosane, Nicole Hathorn,
Joanie Burleigh, Trish DeWitt, Tierney Petersen, Janelle Sahr,
Tori Sandoz, Marlene Dykes, Lesa Saxton, Kari Patriluck, Susan McCarthy
Food Services: Lana Chappell, Cassie Yonker
During the 2009 - 2010 school year, approximately 39% of the teachers at Gordon Elementary School have their master’s degree. This is above the district average and slightly below the state average.
Student enrollment at Gordon Elementary School has increased from 187 students (PK – 5) in 2008-2009 to 215 students in 2009-2010.
The student population is comprised of 70% White , not Hispanic students, less than 1% Black, not Hispanic students, 2% Hispanic students, and 27% American Indian/Alaskan Native students.
Gordon Elementary School has 64% of its students enrolled in the free and reduced lunch program. This is above both the district and the state average.
The mobility rate for Gordon Elementary School for the 2009-2010 school year is 15% which is slightly below the district average and above the state average.
Since August, 2007, the Special Education Department of Gordon-Rushville Public Schools has seen growth in working toward the goals set by the special education team. It is important to recognize that these program improvements are the direct result of the work of the special educators and paraeducators in collaboration with the regular education teachers, counselors, and administration. Monthly Special Education Staff Meetings with the special education teachers are conducted after school dismissal. Agendas reflect dissemination of information and to discuss the direction of the program and successes experienced within the classroom or extra-curricular activities.
Professional Development workshops were chosen to build skills of special educators to facilitate students in increasing their skill levels. All special education teachers have had the opportunity to attend the SPED Regional Workshop and the Tri-State Law Conference to gain information about the legalities of Special Education. All teachers have had training in Step Up to Writing and an introductory workshop on Autism Spectrum Disorders. Professional Development specific to elementary school needs were Program Specific Reading training, training in Direct Instruction, training in math strategies, Strategies and Techniques for Effective Progress in School program, Ziggurat Behavior Interventions training; and for the preschool level, Environment Rating Scales training and Early Childhood Conference.
At the Rushville Elementary school there is one full-time special educator in collaboration with 4.5 paraprofessionals serving 15 students, who represent 11.5% of the elementary school student population. At the Gordon Elementary school there is also one full-time special educator in collaboration with 5.5 paraprofessionals serving 25 students, who represent 12.6% of that elementary student population. There are five Rural Attendance Centers, with three of them having students who require special education or related services. These rural students are served by a 0.5 special educator in collaboration with a paraeducator at all sites serving 6 students, who represent 9.2% of the rural elementary student population. Related services in the areas of speech/language, occupational, and physical therapy, as well as social-emotional counseling, are provided to students who verify for those services.
All special educators are case managers and responsible for coordinating the IEP process, documenting goal progress, and advocating the needs of individual cases for whom they manage. It is a goal that each special educator has a case management load of approximately 15 to 20 students. Special educators are responsible to implement, measure and record progress for all goals for which they are responsible, review and recommend goals to the IEP team based on present levels of performance, track and use the data generated through district assessment, and participate as teacher or co-chair for IEP meetings other than cases managed. Developing quality IEPs and documenting services and progress will be a continued goal of the Department.
The Department uses a Consultative Model with classroom educators. This model is built on the premise of inclusion of special education students in the regular classroom to the greatest extent appropriate for each individual learner. All students come to the regular class with strengths and needs. The IEP document reflects present levels of functioning, goals to be addressed through specialized instruction, and modifications and accommodations for each student.
The reading and math abilities of all students are assessed using the placement tests or curriculum-based tests provided with the core curricula in each academic area. According to these results, special education students are placed in appropriate levels of reading and math programs specifically designed for their individual needs.
An after-school program is offered all learners who receive assistance on homework or are offered activities to build background information or experiences. Students are supported in the special education class during the course of the day through strategies and additional time to complete work in other classes, monitor grades and missing assignments, and receive additional instruction in areas of difficulty.
Gordon Elementary School has a school-wide Title I program with two full-time teachers.
Gordon Elementary School began using TechPaths in 2006-2007 for curriculum mapping. Maps are updated as necessary.
High Ability Learner program is available and students are identified by assessment scores and teacher recommendation.
GES is in the process of continuously advancing technology in education. The Elementary School is a fully wireless building with one mobile laptop cart.
We also have one mobile distance learning cart. We utilize data projectors in most classrooms and have recently added three Promethean Interactive Boards.
We are currently upgrading our website for more staff and student interaction.
Gordon Elementary School administers the NWEA MAPS Reading Assessment and the NeSA – Reading Assessment. During the 2009-2010 school year, approximately 77% of 4th graders were proficient on the state reading standards (they met or exceeded the standards).
Gordon Elementary School administers the NeSA – Writing Assessment. During the 2009-2010 school year approximately 97% of 4th graders were proficient on the state writing standards (they met or exceeded the standards).
Gordon Elementary School administers the NWEA MAPS Mathematics Assessment as well as the ESU 13 STARS Mathematics Assessment. During the 2009-2010 school year, approximately 87% of 4th graders were proficient on the state mathematics standards (they met or exceeded the standards).