ORGANIZATION FOR INSTRUCTION
Describe in at least one page how you are planning to organize your school for the school year (e.g. schedules; grouping of students; job duties for teacher assistants, resource teachers and exceptional children’s teachers; design of Title I services; use of other strategies such as looping or multi-age grouping, departmentalization/class changes in upper elementary grades, 4x4 block vs. traditional scheduling, schools within schools, etc.).
VISION: Pasquotank Elementary School is committed to meet the diverse needs of all students through customized instruction, community resources and the utilization of technology.
MISSION: Pasquotank Elementary School organizes instruction for student success.
HOSTS: HOSTS is an educational initiative at Pasquotank Elementary School utilizing the gifts and commitment of community volunteers and student mentors to provide one-on-one tutoring to students having difficulty in language arts (reading, writing, thinking, listening and verbalizing). In this, the twelfth year, the HOSTS program continues to serve students in the second and third grades whose performance skills fall short of grade level. Math word problems and stories will be integrated through math related genre to increase math vocabulary, basic facts and the usefulness of math in real world situations. There is one certified teacher and one full time assistant who recruit volunteers, test students, prepare individual lesson plans, create schedules and work one-on-one with students as needed. This team meets with classroom teachers to review data and plan differentiated instruction.
TITLE I – PRE-KINDERGARTEN PROGRAM
Our Title I Pre-K program provides developmentally appropriate activities for a select group of 4-year old children who reside in Pasquotank Elementary School attendance district. The main objective of this program is early intervention. The program also provides opportunities for parents to be involved in the classroom once a week with an educational project with their child. The More at Four program will change services provided in our Pre-K program by (1) increasing attendance from four to five days a week, (2) increasing the number of total days to 180 and (3) eliminating PACT (required time for parents to visit the classroom and work with their child).
TEACCH: This program is designed for the Treatment and Education of Autistic and related Communication handicapped Children. Each classroom has a certified teacher and at least one full-time assistant. Several students are mainstreamed in art, media, music and regular education classes throughout the day. We have a TEACCH I and TEACCH II classroom.
Guidance: We have a full-time counselor who works with administrators, classroom teachers, parents and community agencies to help students with a variety of social, emotional, academic and behavioral issues. Opportunities include a Breakfast Club, role-playing, friendship circles and other activities designed to teach and improve social skills. The counselor is the chairperson for the Student Assistance Team and the Positive Behavior
Support Team. The counseling program promotes a safe, orderly school climate with emphasis on being physically and emotionally safe. The counselor will become part of the support team working with every grade level at four week intervals promoting character education, literacy and social skills.
MEDIA CENTER: Our media center uses an Open Circulation schedule to provide time for students in all grade levels to check out books from the library. The coordinator will work with every grade level at four week intervals promoting a love for reading. Students will learn how to use various techniques for conducting research. The coordinator will work in conjunction with the counselor to support character education, literacy and social skills through selected read aloud materials from a variety of genre.
ACCELERATED READER: Pasquotank Elementary utilizes Accelerated Reader (computer reading management system) in grades K – 5 as an assessment tool to motivate students to read and measure comprehension of students at task level (independent reading level). This program is also designed to provide reading practice to build vocabulary and fluency. The program provides objective and reliable feedback for teachers, students and parents. Data collected from the AR system (Diagnostic Reports, TOPS & STAR) is used to document student accountability and motivation for growth. Parent conferences, reading practice and record keeping are enhanced through Accelerated Reader. Students receive recognition for meeting specific criteria at the end of each grading period. A Summer Reading program was established in 2007 to encourage students to read during the summer months.
ACCELERATED MATH: This computer-based program uses a diagnostic approach that identifies student strengths and weaknesses in grade level math skills. Customized problems aligned with the NCSCOS are generated from these reports providing students with specialized practice in all math skills at each grade level. Students are given the opportunity to work at their own pace while the teacher becomes the facilitator to help them learn, apply and extend their problem-solving skills.
ART: PES has a full time art teacher who will integrate lessons with classroom instruction. Students will be exposed to various artists and their works through multiple art forms. Student work will be displayed throughout the school. School programs will be coordinated with classroom teachers and other support staff (music, PE, Spanish, media) showcase student work.
MUSIC: PES has a full time music teacher who will integrate lessons with classroom instruction. Students will be exposed to various musicians and composers. Students will perform at school events throughout the year. School programs will be coordinated with classroom teachers and other support staff (art, PE, Spanish, media) with plans to form a small elementary band.
SPANISH: PES has a part-time Spanish teacher who provides basic instruction to students in primary grades two and ½ days each week. Special events are coordinated through PBS activities to provide opportunities for all students to participate in cultural events.
PHYSICAL EDUCATION: Students attend PE classes twice a week. (See Healthy Active Student plan.)
CLASSROOM ORGANIZATION
Self-Contained: Kindergarten and first grade classes are self-contained. Students receive instruction in reading, writing, math, science and social studies from the same teacher. Teachers integrate the core subjects with science and social studies. Writing is practiced across the curriculum.
Looping: Second and third grade teams serve both grades in the same subject with the second grade students being served by the same two teachers for two years in a row. One team member teaches reading (writing and science or social studies) and the other team member teaches math (writing and science or social studies) to both second and third grade students. One teacher serves as a second grade homeroom teacher and the partner serves as the third grade homeroom teacher.
Departmentalized: Fourth and fifth grade classes are departmentalized. Disciplines are divided among the teams. All teachers in grades four and five teach reading and writing as part of their content area. In a four member team, there are two teams who serve two groups of students in the same subject in the same grade. Each team has one member who teaches reading (& either science or social studies) and the other member teaches math (& either science or social studies). In a three-member team, reading objectives will be taught through science, social studies and math using the textbooks, nonfiction literature, historical fiction, current events and real-world experiences involving these subject areas. The Core Reading Curriculum (NCSCOS) will be integrated for all students and the textbook (Scott-Foresman) will be used when intervention is needed.
Exceptional Children Services: Resource teachers work with exceptional children using self-contained, pullout and inclusive settings. Speech services are delivered in a pullout setting exclusively except in the TEACCH classrooms. The inclusion model is used in all other exceptionalities. The IEP/School-based Chairperson meets with homeroom teachers K – 5 to notify them of IEP modifications. The exceptional children’s team shares ideas and makes suggestions to regular education teachers about “best practices” for implementing these modifications.
AIG Services: The Academically Intellectually Gifted teacher serves students in grades three, four and five. The primary goal is to provide a more rigorous program for the gifted students using the North Carolina Standard Course of Study. The person in this position plans with the grade level teams, principal and other instructional staff to (1) discuss student needs, (2) develop a service delivery plan, and (3) establish a timeline for testing to identify AIG students and (4) create a schedule to implement the program.
Instructional Assistants: All kindergarten and first-grade classrooms have assistants assigned to work with students for approximately 75% or more of each day based on the number of assistants assigned to the school and the total number of kindergarten and first grade classrooms. Assistants work in K - 1 class rooms during (1) the 90-minute reading block, (2) the 60 – 90 minute math block and (3) intervention time which will be scheduled for 30 minutes four days a week. Assistants work with other grade level students for 30 minutes four days a week in small FLEX groups as needed. Other assignments will reflect student needs.
Intervention/Flex Groups: All students receive intervention (for practice, remediation or extension) every day. All available staff works with a small group of students for 30 minutes every day. Data will determine student groups which may change every 4 to 6 weeks depending on individual growth reflected in reports from TPRI
(K – 3), CBM (K – 3), STAR (1 -5), BEAR Inventory (4-5), the Fluency Test (4-5), Accelerated Reading (K – 5) and Math Diagnostic Reports (2-5), eduTest (K – 5) and EVAAS (4-5) if district-funded.
Reading Intervention Specialists: Certified teachers provide additional intervention to students when data shows they are Still Developing in one of the five essential skills in reading. Students who are at-risk of reading failure are identified through the TPRI assessment. Appropriate activities are listed in the report from AIMSWEB to determine which activities teachers should use to help students master the essential skills necessary for students to learn to read at grade level. A Personal Education Plan (PEP) will be developed by all staff members who serve a student who is at-risk of reading failure to address specific needs. The plan will be shared with students and parents. It will be monitored at two and four week intervals throughout the year.
Technology Labs: All students have access to a full-sized computer lab at least once a week for coaching and assessment using the computer-based programs such as Study Island and Vocabulary Development. Whole group and small groups use the lab for research, publishing and skills practice. Homeroom teachers and intervention specialists work with students in the lab setting on a flexible schedule.
Waterford: Students in K – 3 use this technology to practice reading skills in the classroom. This program is equivalent to a master teacher when the program is aligned with classroom instruction to provide practice and intervention for the five essential skills in reading. Students in third grade who master this program will participate in the Waterford Writing program and begin learning keyboarding skills.
Smart Boards: Staff and students in grades K – 5 utilize this technology as an alternative to visiting the computer lab. This tool which can be linked to the Internet opens the door to approved websites expanding research capabilities and using interactive lesson plans. All classrooms will have access to Smart Boards.
E-Instruction: Staff and students in grades K – 5 participate in this question/answer session using a “clicker” style technology designed to keep students actively engaged. Teachers use this tool for pre testing, practice and post assessments. They load questions into the program and engage students in a variety of activities designed to let students show what they know in a non-threatening environment. This tool saves teachers time because answers are recorded on the computer providing instant feedback and access to student reports.
Palm Pilots: This tool is used in grades K – 3 to measure student growth in the five essential skills of reading. Trained staff members administer this assessment at two and six week intervals. This tool provides instant feedback which teachers use to design lessons/activities to meet each student’s needs. Data is disaggregated on the AIMSWEB site which organizes students into groups based on whether they are Developed or Still Developing. Fourth grade will have access to this tool to measure reading skills in 2007 – 2008.
Positive Behavior Support: PBS is a school wide initiative to help staff, students and parents create and maintain a safe and orderly learning environment which promotes mutual respect among all constituents. One hour every week is set aside to celebrate all positive behavior. Classrooms are set up to encourage parents to participate in Parent Stations which provide practice in the objectives taught during the week, board games, puzzles, crafts and other activities designed to encourage cooperation and positive student interaction, computer games, a homework station for students who did not complete all homework assignments during the week and a conference center for parents to talk 1:1 with their child’s teacher about academic and behavior progress. A school wide program featuring a guest speaker, a seasonal program or sporting event or a Family Day for reading, writing, math or science will be held once a month. The PBS Team will meet once a month to review discipline data to monitor school wide progress in reducing the number of Student Incident Reports in specific areas of the school and overall Office Referrals. Student Incident Reports are used to help students redirect their behavior. The teacher and student review the report and the parent is notified. Each student can use 3 reports per classroom. After the third report, the student is referred to the office. The first referral results in a phone call to the parent and a conference between the student and the principal. The second referral results in Administrative Detention and a phone call to the parent and the third referral results in Out of School Suspension. Length of time between referrals and Level of Behavior will be used to help determine the most appropriate consequence for the inappropriate behavior. The District Discipline Plan will be used as a guide in making decisions about student discipline.
Tutoring: Students in fourth and fifth grade will be tutored during the school day when their performance falls below grade level on any objective. Performance levels will be determined by a variety of assessments including edutest, BEAR Inventory, fluency tests, Accelerated Reader STAR tests and Accelerated Math Diagnostic Tests. Special schedules will be established as needed. Services will be provided by staff members working as part-time Reading Intervention Specialists.
Student – Student Partnerships: Fifth grade students will be paired with kindergarten students for 10 – 15 minute daily reading sessions to build fluency, background knowledge and vocabulary. This partnership will be one of the delivery services provided by our Reading Intervention team. Our principal and Reading Coach will work with classroom teachers and the Reading Intervention team to organize this partnership.
Student-Volunteer Partnerships: Volunteers (parents, community members) will work with students at least once a week providing assistance with homework, fluency practice, math fact practice and other basic skills necessary to build the foundation in reading, writing and math. Our volunteer coordinator, principal and Reading Coach will work with the Reading Intervention team and classroom teachers to organize and monitor these partnerships.
Note: These partnerships, community connections, PBS activities and our reporting system to parents will address the area in Assessment of Capacity – Relating to the Broader Community and Internal Communications.