Title I Schools Achieve! Garfield
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Garfield Elementary, Spokane, PK-6
Garfield Elementary is a community school, your community school . . Principal Clint Price

Achieve!

Instruction

All the instructional strategies at work in Garfield Elementary classrooms are integrated in a workshop model, which makes it possible for teachers to create multi-faceted learning environments at each grade level. All curricula are aligned with state academic standards that revolve around student-friendly learning targets. Says Principal Clint Price, “We take a systems-based approach to written, taught and tested curricula.”

All schools in the Spokane Public Schools district work with the same curriculum guide — a roadmap that lays out all the state standards — learning goals — by trimester. The guide comprises specific standards, sample evidence of student work, correlating assessments, plus curriculum and supplemental materials for each subject — all approved by the school board. Professional development compliments this curricular approach; teachers are trained to encourage self-reflection and goal setting among all students.

Although research-based instructional strategies and constructive teacher-student relationships are at the heart of everything that happens in a Garfield classroom, there is a suite of technical assists that support and optimize the dedicated work of the teaching staff.

Team Work Delivers What Students Need to Thrive and Achieve
Three activities provide a framework for student achievement.

  • All students receive instruction in core (standards-based) content.
  • Those students who need more instruction related to core content join groups in guided reading or math to accelerate their progress. Students who have reached proficiency in math join groups, which extend their skills.
  • Students in grades 3-6 whose assessment results suggest they need more help take advantage of added math and literature instruction twice a week from 3:00 p.m. to 4:15 p.m.

Approaches & Activities to Optimize Instruction

  • Working as a team, the teaching staff layer a variety of proven interventions designed to deepen learning and improve assessment results.
  • All teachers and kids are able to learn from real-life examples of strong and weak student work.
  • Teachers provide detailed, descriptive feedback regularly to students.
  • The instructional team builds powerful rubrics to evaluate what students know and can do, and detect areas where students struggle with the learning targets. They apply the data they collect — formative and summative —immediately and make adjustments to content delivery or modify an instructional strategy.
  • Students are able to build portfolios to demonstrate learning growth over time.
  • Teachers take up frequent book studies as professional development — Teaching As Leadership and How the Brain Learns Math were on the reading list in 2011.

Tier 1 Expectations for Classroom Teachers

Student Group, Materials, Practice

Student Group

Materials

Practice

Grades K-6 all students

Reading and math core curricula (provided by the district) sequenced by trimester

Curricula guide includes the specific standards, evidence of student work, correlating assessments plus board-approved curricula and supplemental materials.

Align curricula to Washington state standards

  • Take a systems-based approach — align curricula to all facets of the teaching and learning experience.
  1. All students — first layer of core content instruction
  2. All students — second layer that either accelerates progress or extends skills
  3. Selected students — third layer of after-school instruction

Selected students in grades 3 through 6 and all English language learners

 

After-school instructional support in math and literature (3:00 p.m. to 4:15 p.m.)

Grades K-6 all students

Reading and math core curricula provided by the district

Workshop model across all core curricular areas

  • 45 to 60 minutes of core content instruction (first layer)
  • 20-30 minutes in guided groups (second layer)

Grades K-6 all students

Mentor text
Specific math strategies or skills

Mini-lessons — 10-15 minutes maximum. 5 days a week with Cathy Fosnot’s number strings

Grades K-6 all students

Reading and math core curricula provided by the district

Differentiated work time for all students — 60-70 minutes

  • 45 to 60 minutes — instruction in core content
  • 20 to 30 minutes — guided group work in math and reading

Grades K-6 all students

Reading and math core curricula provided by the district

Small group instruction

  • 20-30 minutes of guided math and reading work

Grades K-6 all students

Reading and math core curricula provided by the district

Literacy/math tasks — formative assessment

  • Running records
  • Anecdotals
  • Math — 6 grids
  • Exit slips

Grades K-6 all students

Reading and math core curricula provided by the district

Daily independent read and math practice — 20 minutes

  • 6 grids with past, current and upcoming performance expectations

Grades K-6 all students

Reading and math core curricula provided by the district

Intentional share out — 5 to 10 minutes

  The Blueprint

Home
Beliefs
Instruction
Assessment
Leadership
Professional Development
Student Support
Schedule
Funding

 

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