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| Focus on Improvement |
- We have restructured our school day to allow for individualized and differentiated instruction based on student academic levels and performance on interim assessments.
- We have restructured the school day to provide additional time for Language Arts.
- We have restructured the school day to provide uninterrupted instructional time during Language Arts.
- We are providing additional training for our teachers in the area of language Arts; our professional development is focused on the implementation of our adopted language arts program, and enhanced instructional practices.
- We have restructured the school day to provide additional time for our English Language Development program.
- We have adopted the “Avenues” program for our ELL students.
- We have provided additional training for our teachers in the area of English Language Development.
- We have additional support staff on our campus to aide teachers, students and parents. A Title I resource teacher, ELD resource teacher, a K-3 reading First Coach, a 4-5 Reading Coach, four instructional aides.
- We use extensive assessment data to identify student’s needs. These include individual teacher made tests, HM Summative Tests, CST data, OARS data, Pulliam data system, and Avenues EL data.
- We use ongoing “interim assessments” to continually monitor and adjust programs to meet student needs.
- We review each student’s progress and placement in supplemental programs monthly to determine if student needs are being met.
- Student performance that is less than proficient is followed by immediate remediation and additional opportunities to improve performance.
- We provide extra support and supplemental serves to students as soon as it is needed. Supplemental instructional programs are based on individual needs. These include small group instruction, before school Homework Club, Universal Access program, Corrective Reading program, ELD classes, Newcomer classes, RSP classes, EXCEL push in model, and after school support programs in language arts and math.
- We have implemented a comprehensive system to monitor and analyze individual student progress. Each teacher has an individualized student profile which identifies specific information needed to develop instructional strategies specific for that student.
- We have developed a school wide instructional focus with specific goals in language arts. These goals are in the areas of comprehension, vocabulary, and writing. We do quarterly assessments to show the progress of our students in these areas. We use these scores to monitor school wide growth, grade level growth, classroom growth, and individual student growth.
- We have implemented the Reading Counts program in our school library to encourage reading and support our focus on comprehension and vocabulary development.
- We have developed a Cultural Literacy center in our school library where parents can check out books in both English and Spanish to encourage parents to read with their children.
- Our teachers regularly collaborate by grade levels to analyses student work and implement effective instructional practices to enhance student understanding.
- We use State Standards as the corner stone of our instructional program.
- Each grade level provides specific training for parents to support their children’s learning.
- We offer adult English classes on our campus in the evening so that parents can be good role models and support their children’s learning.
- Parents wanting to learn English, and who are available during the day, are invited to attend class with their children to learn English together.
- We have a full time community aide to help with home school communications for our non English specking parents and encourage them to become involved with school programs and their children’s education.
- We have implemented a Transitional 1st grade program for Kindergarten student’s that are not academically ready for a regular 1st grade classroom. This is a program developed to have young children reach grade level proficiency at an early age.
- We have an ILT (Instructional Leadership Team) to participate in shared leadership.
- Our staff has a shared sense of responsibility for all students, and puts kids above everything else.
- We stop “anything and everything” that doesn’t get us the results we want.
- We are RELENTLESS in seeing that every child achieves proficiency at the appropriate grade level.
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