Standard 3 - Teaching and assessing for learning
The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
At Stanton Community Schools, a curriculum alignment process is in place. Educators across all levels collaborate to develop curriculum and ensure there are no gaps or redundancies that may impede academic progress. The curriculum is analyzed on a seven-year rotational basis. The curriculum is reviewed, textbooks selected and assessments created. The district's curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills that align with the school’s purpose. Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. Like courses/classes have the same high learning expectations and learning activities are individualized for each student in a way that supports achievement of expectations.
The Stanton Schools utilizes Saxon math, a comprehensive math series that spans from kindergarten through grade twelve. The reading series, SRA Imagine It, is utilized in grades Pre-Kindergarten through grade six. A 90-minute reading block is mandatory at the K-6 level. Stanton Elementary is a MTSS school. Teachers and paraprofessionals follow 8 components of effective and efficient teaching.
Stanton Elementary offers summer school, special education services, 504 plans, a Schoolwide Title I program, a high ability learner program, differentiated workshop time, curriculum nights and transition activities for pre-kindergarten, fourth grade and fifth grade.
At the secondary school, dual credit classes are available as well as online classes. Course descriptions, special education and 504 plan availability is in the student handbook. Individualized attention is given through before and after school programs.
Stanton Schools utilize the Madeline Hunter instructional model. All teachers create, write, and implement Professional Development Plans that contain Specific, Measurable, Attainable, Realistic & Timely (S.M.A.R.T.) goals.
The district uses data from multiple assessments of student learning and examines a variety of professional practices. School personnel systematically monitor and adjust curriculum, instruction, and assessment (7-year cycle) to ensure vertical and horizontal alignment and alignment with the school’s goals for achievement, instruction and statement of purpose. There is a systematic, collaborative process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised. The continuous improvement process has clear guidelines to ensure that vertical and horizontal alignment as well as alignment with the school’s purpose are maintained and enhanced in curriculum, instruction, and assessment.
Weekly grade level meetings are held at the Elementary to analyze student and teacher data. Student data include – DIBELS, MAP, NeSA, San Diego Quick, Classroom assessments, and CORE Phonics Assessments. Pacing guides are utilized in reading and reviewed at grade level meetings. Data Retreats are held three times a year (fall, winter, and spring). The district utilizes the CLI curriculum model and all curriculum guides can be found on the school’s webpage.
At the secondary school, all teachers are involved in monthly grade level meetings and data retreats. A standardized approach is needed to show all lessons are aligned to the curriculum (lesson plan tagging). Data from MAP, NeSA and classroom assessments are gathered regularly and analyzed.
Teachers plan and use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools. All classrooms have a computer, iPad, and projector to utilize during instruction.
Curriculum review and school improvement in-service days are held six times a year for all staff. Our school improvement goal is reading comprehension; thus, comprehension strategies are always the focus.
Elementary students have access to one computer cart and two iPad carts. Reading interventions are implemented at the K-6 level (EIR, Corrective Reading, 6 Minute Solution and Rewards). Professional development is an ongoing process. New teachers are sent to specific training the summer before employment begins. Veteran teachers are given opportunities to revisit training on a needed basis. Our MTSS consultant provides the entire staff with continuous training.
Secondary teachers individualize instructional strategies with help from the student assistance team, IEPs, and 504s. Technology as an instructional resource is used in some classrooms. Instructional strategies are used in all classrooms but may differ in type.
At the elementary, the principal formally and consistently monitors instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific standards of professional practice. The principal formally evaluates tenured teachers once a year and non-tenured teachers twice a year. Walkthroughs are held on a continuous basis to observe, for example, opportunities to respond and student engagement rate. Fidelity checks for the core reading program are administered by the principal and intervention fidelity checks are administered by the Title I Reading Teacher/Coach. Monthly MTSS meetings are held to review and analyze student and instructional data. Peer teacher observations are recommended and supported by the administration. Teachers present and share lessons with peers to become more efficient and effective in explicit instruction. A teacher mentor program is in place to support new teachers to the district. Teacher recognition for reading goals met is celebrated at the data meetings, which are held three times a year. Reading goals are set for the entire building, the classroom, and individual students.
The secondary principal formally and consistently monitors instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific standards of professional practice. A mentoring program for new teachers is in place which involves observation and interaction by tenured teachers.
Agendas are sent to all staff members regarding the six Curriculum/School Improvement In-services.
All members of the elementary school staff participate in collaborative learning communities that meet both informally and formally (MTSS meetings, EIR meetings, Curriculum/School Improvement In-services, grade level meetings and SAT meetings). Collaboration often occurs across grade levels and content areas. Teachers have daily common planning time to collaborate on curriculum and schedules. Elementary staff members have been trained to implement a formal process that promotes discussion about student learning. Peer coaching by the Title I Teacher and the mentor program occur throughout the year. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching occur regularly among most school personnel. School personnel indicate that collaboration causes improvement results in instructional practice and student performance.
Some members of the secondary school staff participate in collaborative learning communities that meet both informally and formally. Collaboration occurs across grade levels and content areas in the weekly grade level meetings, curriculum review and through teacher communication. Data is reviewed from NESA, MAP, and other student assessments. Secondary staff members promote discussion about student learning. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching sometimes occur among school personnel. Secondary school personnel express belief in the value of collaborative learning communities.
Most of the district's teachers use an instructional process that informs students of learning expectations and Standards of performance. Exemplars are sometimes provided to guide and inform students. The process may include multiple measures, including formative assessments, to inform the ongoing modification of instruction. The process provides students with feedback about their learning.
The Stanton school district utilizes the Madeline Hunter Instructional Method. The district is piloting a Teacher Evaluation Protocol that all staff eventually will utilize K-12. Individualized Professional Development Plan which contain Smart Goals are a requirement of all teachers. Formative assessments are given and instruction is changed accordingly. If a student assessment indicated that a student is not comprehending the materials, then the teacher has several instructional strategies to choose from in which they have been trained. Teachers choose textbooks to guide and inform students.
The elementary uses templates to support the core reading program. The elementary also implements the 8 components of explicit instruction. The 8 components are disruptions, routines and procedures, student performance, materials, clear schedule, instructional delivery, classroom management procedures and systematic process for decision making.
The district's personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning. These programs set expectations for all school personnel and include measures of performance. All new staff are required to attend specific workshops at the Educational Service Unit at the beginning of the school year. A new teacher mentor protocol is in place. The superintendent and both principals meet with the new teachers and their mentors before the new school year begins. A tour of the community is provided to all new staff members. The mentor program has procedures that must be followed to ensure the new teacher is given the support they need. A mentor program in extracurricular programs is not available and coaches/sponsors must rely on prior knowledge and help from others. Classroom walkthroughs are always an ongoing process. Individual or group meetings are held after the walkthroughs to discuss instructional practices. All K-6 staff are training in DIBELS.
Programs that engage families in meaningful ways in their children’s education are designed and implemented. School personnel regularly inform families of their children’s learning process. A monthly newsletter is sent out to all patrons of the district. This newsletter includes educational articles, school events, and breakfast and lunch menus. A text-alert system is also used to communicate school news to community members. A school webpage is available for finding information about Stanton Community Schools. On-line grades are available for families to view on the school’s web site for grades K through 12.
At the elementary, our parent-teacher conference attendance percentages range between 97-100% each year. The elementary holds parent-teacher conferences twice a year. A Back-To-School Night is held every year to welcome and inform parents of pertinent school information. A weekly newsletter is sent to all parents of elementary students. This newsletter informs parents of upcoming events, activities, testing dates, etc. A parent-teacher support group is established at the elementary school. All elementary parents are considered a member of this group, however, a parent representative from each classroom attends the meetings quarterly. Community members volunteer their time to help students in the classroom, the library, and specific events. Each classroom holds a family connection activity each year.
School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student and related adults. All students participate in the structure. The structure allows the school employee to gain significant insight into and serve as an advocate for the student’s needs regarding learning skills, thinking skills and life skills.
Stanton Elementary has a small student to teacher ratio. Staff members are assigned a variety of duties where they interact with all students throughout the day. The schoolwide Title I program, special education program and classroom teachers provide small group interventions daily. Parents are notified on a continuous basis of all instructional decisions concerning the education of their child. Paraprofessionals are advocates for each child’s learning throughout their elementary years. A guidance program is implemented in every classroom that focuses on making positive choices, being a good citizen and a life-long learner. P.R.I.D.E. assemblies are held once a month to recognize student’s academic and behavior accomplishments. A Student Council and a High Ability Learner program are available to students after school. The Teammates program of Stanton is also established for students that need another adult advocate in their lives.
At the secondary school, the advisory program is scheduled into the school day where each student is assigned a teacher advocate. The guidance counselor is available as well as coaches and sponsors. Some students are also involved in Teammates.
Most teachers use common grading and reporting policies, processes and procedures based on criteria that represent each student’s attainment of content knowledge and skills. These policies, processes and procedures are implemented across grade levels and courses. Most stakeholders are aware of the policies, processes, and procedures. The policies, processes and procedures may or may not be evaluated.
The elementary has policies, processes, and procedures in place for grading, however, it is inconsistent between grade levels. For example; not all teachers grade the same on points, percentages, re-do’s, points off for spelling. All staff members receive annual Infinite Campus training. Report cards are sent home quarterly. Daily work, assessments, classroom assignments are sent home to families in the Stanton Mustang Folder in grades K-4. A common grading scale is utilized in grades 2nd through 6th.
The secondary school has a common grade scale and report cards. Processes and procedures of grading are different depending on the teacher. It is recommended that all teachers submit at least two grades per week for the reporting process.
All staff members participate in a continuous program of professional learning that is aligned with the school’s purpose and direction. Professional development is based on an assessment of needs of the school. The program builds capacity among all professional and support staff. The program is systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. A professional growth policy is implemented to ensure professional learning. In-service days connect school improvement with professional learning. Professional growth is measured in points and observation. Teachers are required to log professional growth hours accordingly. Individual Professional Development Plan containing S.M.A.R.T. goals are written, collaborated on, and reviewed annually by teachers and administration.
The Elementary staff participates in a continuous process of reading training. Every year our MTSS consultant provides training for the teaching staff. This training consists of explicit instruction in the core reading program. All teaching staff participates in DIBELS Training, six days of School Improvement and Curriculum In-Services, 2 days of training before school begins, workshops at the Educational Service Unit #8 and direct instruction training. Teachers model direct instruction strategies to other staff members during the school year. Interventionalist’s participate in EIR, Corrective Reading, and Side by Side Coaching training on an annual basis. The MTSS team receives training three to four times a year. This training allows the team to train the rest of the teaching staff. Three data retreats are held each year to analyze student and instructional data, set goals, review reading strategies and identify future professional development needs.
The elementary school staff systematically and continuously use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs. Elementary school personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related individualized learning support services to all students. Student needs are identified at weekly grade level meetings by utilizing progress monitoring data, DIBELS scores, classroom assessments and MAP and NeSA scores. A list of learning support services that are provided at Stanton Elementary include: special education, schoolwide Title I program, Student Assistance Team (504 or behavioral plans), small group interventions, and guidance lessons. School personnel that support our student needs include; speech pathologists, school psychologist, school nurse, occupational therapist, and physical therapist.
At the secondary school, personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs. School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students. The special education program, 504 program, SAT program and grade level meetings identify the unique learning needs of students. Data from MAP and the assessments of teachers identifies these students.
The district would like to improve by implementing a common grading practice throughout the district, developing a systematic process to identify students in need along with appropriate coordinate support services, and gaining confidence in the staff’s ability to analyze data.
The Stanton Schools utilizes Saxon math, a comprehensive math series that spans from kindergarten through grade twelve. The reading series, SRA Imagine It, is utilized in grades Pre-Kindergarten through grade six. A 90-minute reading block is mandatory at the K-6 level. Stanton Elementary is a MTSS school. Teachers and paraprofessionals follow 8 components of effective and efficient teaching.
Stanton Elementary offers summer school, special education services, 504 plans, a Schoolwide Title I program, a high ability learner program, differentiated workshop time, curriculum nights and transition activities for pre-kindergarten, fourth grade and fifth grade.
At the secondary school, dual credit classes are available as well as online classes. Course descriptions, special education and 504 plan availability is in the student handbook. Individualized attention is given through before and after school programs.
Stanton Schools utilize the Madeline Hunter instructional model. All teachers create, write, and implement Professional Development Plans that contain Specific, Measurable, Attainable, Realistic & Timely (S.M.A.R.T.) goals.
The district uses data from multiple assessments of student learning and examines a variety of professional practices. School personnel systematically monitor and adjust curriculum, instruction, and assessment (7-year cycle) to ensure vertical and horizontal alignment and alignment with the school’s goals for achievement, instruction and statement of purpose. There is a systematic, collaborative process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised. The continuous improvement process has clear guidelines to ensure that vertical and horizontal alignment as well as alignment with the school’s purpose are maintained and enhanced in curriculum, instruction, and assessment.
Weekly grade level meetings are held at the Elementary to analyze student and teacher data. Student data include – DIBELS, MAP, NeSA, San Diego Quick, Classroom assessments, and CORE Phonics Assessments. Pacing guides are utilized in reading and reviewed at grade level meetings. Data Retreats are held three times a year (fall, winter, and spring). The district utilizes the CLI curriculum model and all curriculum guides can be found on the school’s webpage.
At the secondary school, all teachers are involved in monthly grade level meetings and data retreats. A standardized approach is needed to show all lessons are aligned to the curriculum (lesson plan tagging). Data from MAP, NeSA and classroom assessments are gathered regularly and analyzed.
Teachers plan and use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools. All classrooms have a computer, iPad, and projector to utilize during instruction.
Curriculum review and school improvement in-service days are held six times a year for all staff. Our school improvement goal is reading comprehension; thus, comprehension strategies are always the focus.
Elementary students have access to one computer cart and two iPad carts. Reading interventions are implemented at the K-6 level (EIR, Corrective Reading, 6 Minute Solution and Rewards). Professional development is an ongoing process. New teachers are sent to specific training the summer before employment begins. Veteran teachers are given opportunities to revisit training on a needed basis. Our MTSS consultant provides the entire staff with continuous training.
Secondary teachers individualize instructional strategies with help from the student assistance team, IEPs, and 504s. Technology as an instructional resource is used in some classrooms. Instructional strategies are used in all classrooms but may differ in type.
At the elementary, the principal formally and consistently monitors instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific standards of professional practice. The principal formally evaluates tenured teachers once a year and non-tenured teachers twice a year. Walkthroughs are held on a continuous basis to observe, for example, opportunities to respond and student engagement rate. Fidelity checks for the core reading program are administered by the principal and intervention fidelity checks are administered by the Title I Reading Teacher/Coach. Monthly MTSS meetings are held to review and analyze student and instructional data. Peer teacher observations are recommended and supported by the administration. Teachers present and share lessons with peers to become more efficient and effective in explicit instruction. A teacher mentor program is in place to support new teachers to the district. Teacher recognition for reading goals met is celebrated at the data meetings, which are held three times a year. Reading goals are set for the entire building, the classroom, and individual students.
The secondary principal formally and consistently monitors instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific standards of professional practice. A mentoring program for new teachers is in place which involves observation and interaction by tenured teachers.
Agendas are sent to all staff members regarding the six Curriculum/School Improvement In-services.
All members of the elementary school staff participate in collaborative learning communities that meet both informally and formally (MTSS meetings, EIR meetings, Curriculum/School Improvement In-services, grade level meetings and SAT meetings). Collaboration often occurs across grade levels and content areas. Teachers have daily common planning time to collaborate on curriculum and schedules. Elementary staff members have been trained to implement a formal process that promotes discussion about student learning. Peer coaching by the Title I Teacher and the mentor program occur throughout the year. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching occur regularly among most school personnel. School personnel indicate that collaboration causes improvement results in instructional practice and student performance.
Some members of the secondary school staff participate in collaborative learning communities that meet both informally and formally. Collaboration occurs across grade levels and content areas in the weekly grade level meetings, curriculum review and through teacher communication. Data is reviewed from NESA, MAP, and other student assessments. Secondary staff members promote discussion about student learning. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching sometimes occur among school personnel. Secondary school personnel express belief in the value of collaborative learning communities.
Most of the district's teachers use an instructional process that informs students of learning expectations and Standards of performance. Exemplars are sometimes provided to guide and inform students. The process may include multiple measures, including formative assessments, to inform the ongoing modification of instruction. The process provides students with feedback about their learning.
The Stanton school district utilizes the Madeline Hunter Instructional Method. The district is piloting a Teacher Evaluation Protocol that all staff eventually will utilize K-12. Individualized Professional Development Plan which contain Smart Goals are a requirement of all teachers. Formative assessments are given and instruction is changed accordingly. If a student assessment indicated that a student is not comprehending the materials, then the teacher has several instructional strategies to choose from in which they have been trained. Teachers choose textbooks to guide and inform students.
The elementary uses templates to support the core reading program. The elementary also implements the 8 components of explicit instruction. The 8 components are disruptions, routines and procedures, student performance, materials, clear schedule, instructional delivery, classroom management procedures and systematic process for decision making.
The district's personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning. These programs set expectations for all school personnel and include measures of performance. All new staff are required to attend specific workshops at the Educational Service Unit at the beginning of the school year. A new teacher mentor protocol is in place. The superintendent and both principals meet with the new teachers and their mentors before the new school year begins. A tour of the community is provided to all new staff members. The mentor program has procedures that must be followed to ensure the new teacher is given the support they need. A mentor program in extracurricular programs is not available and coaches/sponsors must rely on prior knowledge and help from others. Classroom walkthroughs are always an ongoing process. Individual or group meetings are held after the walkthroughs to discuss instructional practices. All K-6 staff are training in DIBELS.
Programs that engage families in meaningful ways in their children’s education are designed and implemented. School personnel regularly inform families of their children’s learning process. A monthly newsletter is sent out to all patrons of the district. This newsletter includes educational articles, school events, and breakfast and lunch menus. A text-alert system is also used to communicate school news to community members. A school webpage is available for finding information about Stanton Community Schools. On-line grades are available for families to view on the school’s web site for grades K through 12.
At the elementary, our parent-teacher conference attendance percentages range between 97-100% each year. The elementary holds parent-teacher conferences twice a year. A Back-To-School Night is held every year to welcome and inform parents of pertinent school information. A weekly newsletter is sent to all parents of elementary students. This newsletter informs parents of upcoming events, activities, testing dates, etc. A parent-teacher support group is established at the elementary school. All elementary parents are considered a member of this group, however, a parent representative from each classroom attends the meetings quarterly. Community members volunteer their time to help students in the classroom, the library, and specific events. Each classroom holds a family connection activity each year.
School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student and related adults. All students participate in the structure. The structure allows the school employee to gain significant insight into and serve as an advocate for the student’s needs regarding learning skills, thinking skills and life skills.
Stanton Elementary has a small student to teacher ratio. Staff members are assigned a variety of duties where they interact with all students throughout the day. The schoolwide Title I program, special education program and classroom teachers provide small group interventions daily. Parents are notified on a continuous basis of all instructional decisions concerning the education of their child. Paraprofessionals are advocates for each child’s learning throughout their elementary years. A guidance program is implemented in every classroom that focuses on making positive choices, being a good citizen and a life-long learner. P.R.I.D.E. assemblies are held once a month to recognize student’s academic and behavior accomplishments. A Student Council and a High Ability Learner program are available to students after school. The Teammates program of Stanton is also established for students that need another adult advocate in their lives.
At the secondary school, the advisory program is scheduled into the school day where each student is assigned a teacher advocate. The guidance counselor is available as well as coaches and sponsors. Some students are also involved in Teammates.
Most teachers use common grading and reporting policies, processes and procedures based on criteria that represent each student’s attainment of content knowledge and skills. These policies, processes and procedures are implemented across grade levels and courses. Most stakeholders are aware of the policies, processes, and procedures. The policies, processes and procedures may or may not be evaluated.
The elementary has policies, processes, and procedures in place for grading, however, it is inconsistent between grade levels. For example; not all teachers grade the same on points, percentages, re-do’s, points off for spelling. All staff members receive annual Infinite Campus training. Report cards are sent home quarterly. Daily work, assessments, classroom assignments are sent home to families in the Stanton Mustang Folder in grades K-4. A common grading scale is utilized in grades 2nd through 6th.
The secondary school has a common grade scale and report cards. Processes and procedures of grading are different depending on the teacher. It is recommended that all teachers submit at least two grades per week for the reporting process.
All staff members participate in a continuous program of professional learning that is aligned with the school’s purpose and direction. Professional development is based on an assessment of needs of the school. The program builds capacity among all professional and support staff. The program is systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. A professional growth policy is implemented to ensure professional learning. In-service days connect school improvement with professional learning. Professional growth is measured in points and observation. Teachers are required to log professional growth hours accordingly. Individual Professional Development Plan containing S.M.A.R.T. goals are written, collaborated on, and reviewed annually by teachers and administration.
The Elementary staff participates in a continuous process of reading training. Every year our MTSS consultant provides training for the teaching staff. This training consists of explicit instruction in the core reading program. All teaching staff participates in DIBELS Training, six days of School Improvement and Curriculum In-Services, 2 days of training before school begins, workshops at the Educational Service Unit #8 and direct instruction training. Teachers model direct instruction strategies to other staff members during the school year. Interventionalist’s participate in EIR, Corrective Reading, and Side by Side Coaching training on an annual basis. The MTSS team receives training three to four times a year. This training allows the team to train the rest of the teaching staff. Three data retreats are held each year to analyze student and instructional data, set goals, review reading strategies and identify future professional development needs.
The elementary school staff systematically and continuously use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs. Elementary school personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related individualized learning support services to all students. Student needs are identified at weekly grade level meetings by utilizing progress monitoring data, DIBELS scores, classroom assessments and MAP and NeSA scores. A list of learning support services that are provided at Stanton Elementary include: special education, schoolwide Title I program, Student Assistance Team (504 or behavioral plans), small group interventions, and guidance lessons. School personnel that support our student needs include; speech pathologists, school psychologist, school nurse, occupational therapist, and physical therapist.
At the secondary school, personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs. School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students. The special education program, 504 program, SAT program and grade level meetings identify the unique learning needs of students. Data from MAP and the assessments of teachers identifies these students.
The district would like to improve by implementing a common grading practice throughout the district, developing a systematic process to identify students in need along with appropriate coordinate support services, and gaining confidence in the staff’s ability to analyze data.
district evidence
Practices |
artifacts |
|
|
Elementary only evidence
Practices
|
artifacts
|
Secondary only evidence
Practices
|
artifacts
|