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Walt Disney Elementary honors students and staff, outlines behavior and literacy gains
Summary
At the March 25 Gates Chili Board of Education meeting, Walt Disney Elementary recognized three students and three staff with GC Bridal awards and presented schoolwide Tier 1 social-emotional and literacy initiatives that administrators say are reducing referrals and raising reading trajectories.
Walt Disney Elementary staff presented a showcase of student-led initiatives, social-emotional learning supports and early-literacy progress to the Gates Chili Board of Education during the March 25 meeting, and the school recognized three students and three staff with GC Bridal awards.
The school recognized Castiel Santiago, a fifth grader and student council member; fourth grader Alina Steiger; and second grader Wynn (surname not specified) for leadership, kindness and classroom contributions. Staff awards went to Michelle Mapp (teacher aide), Michelle Salfine (school psychologist) and Andrea Mincella (PTO president). A school staff member presented each honoree and the board applauded.
The presentation, led by Walt Disney Elementary staff, highlighted the school’s “Dragon Quest” theme and four “points of pride” tied to tiered supports. Staff reported 7,680 “green tickets” issued this year to acknowledge student behavior and said tier 1 social-emotional work has been followed by a 68% year‑to‑year reduction in SEL referrals and a 34% reduction in disciplinary referrals.
Student council members described a student-led advocacy process that collected input from every classroom, researched playground options and recommended installing a basketball hoop near the playground with each student’s handprint. Staff said student council representatives presented their research and recommendation to district leadership in January.
The school also described tier 1 supports such as sensory pathways in hallways, a zones-of‑regulation check‑in for students and staff, and professional development to help staff co-regulate with students. Speech and language staff detailed a “neurodiversity dinner” and a simulated restaurant night that served nine students and roughly 30 family members, designed to give families a supported dining experience.
Second-grade teachers reported literacy assessment and instruction changes, citing the Acadience assessment and the district-provided CKLA reading resource. Staff said 76% of second-grade students are on a green or blue trajectory for reading and that tier 2 interventions are in place for the remaining students. Teachers closed the presentation with a 15‑second student reading sample and the school song.
Board members thanked staff and students for the presentation and recognized the high community turnout for the school’s musical and other events.
Less critical details: the awards portion and student presentations were followed by group photos and brief board housekeeping items before the meeting continued to capital and budget reports.
