Title I Schools Achieve! Gildo Rey
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Gildo Rey Elementary - Pre-K to Grade 5
All of our kids are all of our kids . . . Principal Robin Logan

Achieve!

Instruction

Classroom teachers deliver instruction on core math curriculum for at least one hour a day. And, like clockwork, the teachers at Gildo Rey Elementary meet and work closely together. In these huddles, they make critical decisions that have a direct impact on the academic success of each student.
Staggered Delivery of Problem-solving Curriculum
Math Curriculum, Materials & Practice

Rigorous planning and the development of a pacing chart direct all components of their flexible-group learning model:

  • Full inclusion of all students in the standards based core instruction—one hour each day.
  • Differentiated instructional strategies delivered in flexible groups.
  • Immediate and ongoing review based n the latest data on student performance.
  • A comprehensive assessment system that screens kids for tier 2 and 3 interventions and placement.

It sounds serious and it is, however, Principal Robin Logan is quick to point out that, as a team, Gildo Rey teachers are a very collegial and creative group of problem solvers.

Staggered Delivery of Problem-solving Curriculum
The math curriculum is home grown. Unable to find a problem-solving curriculum aligned to the Washington performance expectations, the teachers at Gildo Rey created their own using OSPI item specifications.

There are 25 weeks of problem-solving curriculum, which teachers introduce in the third week of school. This late introduction puts core math instruction two weeks ahead of instruction around solving math problems. Each weekly set has five problems for teachers to model, and five mirror problems with which the kids work and teachers use for assessment. The idea is that students learn math concepts and skills during core math time, and apply those concepts and skills to problem solving during the time they have in skill-level math groups.

Math Curriculum, Materials & Practice
Take a closer look at Gildo Rey’s approach to curriculum and practice.

Student Group

Curriculum

Practice

All students, all grades

Washington state standards

One hour daily

  • Each grade level works with a curriculum map and pacing guide for teaching the math performance expectations to mastery.
  • Curriculum map allows time for review and re-teaching and lists instructional support resources.

Grades 3-5

Washington state standards

45 minutes/four days each week

  • Problem-solving groups assigned by skill level
  • 12-20 students
  • Taught by classroom, Title I and special education teachers and TOSA.
  • Tier 3 students get an additional 20-30 minutes of small group instruction on math skills every day.

Basic Delivery Model

All students, all grades

Washington state standards

Days 1 and 2

  • Review and re-teach the skills addressed in the current week’s problem solving set.
  • Model the meta-cognitive processes needed to solve problems.
  • Teacher presents one problem at a time, guiding students through the process of identifying the key math word, boxing it, identifying the questions and modeling the math thinking. Students solve the problem on their own paper along with the teacher. If the students struggle with the concept in the problem, the teacher provides additional skill practice with the concept before moving on to the next problem.

All students, all grades

Washington state standards

Day 3

  • Teacher reads items aloud to students who need it.
  • Students work independently on mirror-item formative assessments.
  • Students must follow the problem-solving process by boxing key words, identifying the questions, showing all their work and checking for errors.
  • Teachers guide students depending on need.

All students, all grades

All students, all grades

Day 4

  • Debrief — review each problem.
  • Teacher uses the document camera to show student work one ach problem.
  • Students identify mistakes and common misconceptions, then get their papers back to fix any errors, which allows for reflection time on their own work.

  The Blueprint

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