Dressel Elementary honored; principal highlights NWEA gains and SEL work
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Summary
Dressel Elementary presented student and staff recognitions and a learning report showing 87% of grades 3–5 scoring average or above on the NWEA ELA assessment, expanded elementary Panorama SEL screening, and examples of personalized learning supports.
Dressel Elementary was the focus of the Lindbergh Schools Board of Education meeting on Nov. 20, where staff honored student and employee achievements and presented a learning report tying recent gains to the school’s Compass plan.
Dr. Patrick Shenikas, Dressel principal, told the board, “Everything we share connects directly to our Dressel Compass plan,” and outlined a three-part focus: celebrating staff and student accomplishments, documenting achievement and growth, and customizing instruction to meet individual needs. He said the school’s theme this year is “Game On,” emphasizing collaborative, goal-oriented professional learning.
The presentation included student spotlights for fourth-grader Ira Pesch Gautari and fifth-grader Emily Sindelar. Staff awards recognized Beth Heine as district support staff of the year and Leanne Gregson as Dressel’s teacher of the year. The principal and assistant principal presented certificates and Lindbergh-branded shirts to student honorees.
On assessment results, presenters highlighted a marked rise in reading achievement: “This past spring, 87% of our students scored within the average or above average range, up from 65% just two years ago,” the presenter said, citing NWEA ELA scores and attributing gains to a focused curriculum and instructional supports. Dressel also reported 82% of students met the school’s growth goal (average to high-average quintiles), surpassing a 70% target.
Presenters described work to integrate Lindbergh life success skills and social-emotional learning across activities such as Braille Literacy Month events and monthly buddy-class meetings. The school reported 90% positive responses in the Panorama supportive-relationship category (students reporting an adult they can count on). Speakers pointed to coaching cycles, the use of instructional design coaches, and a multilingual digital book created to help a kindergartner with limited English as examples of personalized instruction.
Dressel staff and leaders closed by thanking the board for support and reaffirming the campus commitment to “knowing, challenging and celebrating” each student. The board then moved on to routine business without further action on the presentation.