GARFIELD ELEMENTARY SCHOOL
Schoolwide/School Improvement Update
1.16.1) School wide: strengthening the core program (Elementary)
Description:
LCS has selected McGraw-Hill Wonders, as the research based core curriculum for reading
instruction Gr. K-5 and Pearson Prentice-Hall Literature for Gr. 6. The curriculum was examined and
evaluated by a reading selection committee using a common rating rubric. The district adopted
McGraw-Hill Wonders Gr. K-5 and Pearson Prentice-Hall Literature Gr. 6 and the programs were
implemented in the 2013-2014 school year. Wonders instruction centers on a daily 90 minute reading
block for all students at the elementary level. Students are assessed each nine weeks to determine if
their current reading achievement is low, some or high risk. All students are assessed using the
NWEA MAP, and tiered once again at their current instructional level. Assessments for diagnosis,
placement and/or progress monitoring include: Ohio diagnostic assessments, quarterly NWEA MAP
assessments, McGraw-Hill Wonders placement and diagnostic assessments and regularly
administered classroom curriculum based measures (CBM) from Wonders. All students Gr. K-1
participate 30 minutes daily in the research-based Wilson Fundations instructional program to teach
students decoding and writing basics as part of the word study block within the general education
classroom as part of the core curriculum. All students Gr. 3-6 participate in a daily 30 minute Skill
Building Initiative (SBI) developed using Triumph tools focused on Common Core readiness.
Students needing remediation or acceleration have their differentiated needs met through the 30
minutes of daily tiered instruction within the Wonders program. In the subject area of math student
needs are being met through classroom differentiated instruction using the Pearson Envision core
curriculum tools. Regular regrouping is based on data from summative and formative assessments.
Additional small group and individual tutoring services are available to students not meeting
benchmark level achievement. Students currently achieving at the high risk, Tier 3 level receive small
group instruction as part of the Title 1 program in reading and math. Additional support is available
through extended learning opportunities during, before, or after school tutoring.
1.17.1) Schoolwide: High quality continuous professional development
Description:
Teachers received initial training in McGraw-Hill Wonders and Pearson Prentice Hall Literature
structured teaching practices and rigorous pacing. One full day of Wonders training for teachers was
provided either prior to the beginning of school or in the fall quarter and on-going training is planned.
Schools have an Academic Instructional Coach on site for both Language Arts and Math. Coaches
assist with instructional strategies through modeling. Coaches assist with the assessment based
decision making process using progress monitoring tools and assessment data to support teachers
as they analyze assessment data and apply resulting knowledge in their classroom instruction. The
teaching staff also has available district RttT coaching support for the implementation of reading and
math strategies. Instructional leadership training is on-going. Building leadership Team (BLT) training
and meetings will be on-going in the building. PD days will allow administrators to provide high quality
appropriate professional development for teachers and administrators to focus on changing
instructional practices to improve student performance and close the existing achievement gaps.
Teacher based teams (TBT) meet weekly by grade level as part of the OIP process of building
Professional Learning Communities (PLC) to provide increased opportunity to meet student needs.
All teaching staff receives ongoing training/guidance in the use of the Response to Intervention RTI
process to improve student achievement. Intentional, ongoing professional development is provided
for teachers in an effort to enhance and increase their ability to service students’ multiple needs.
GARFIELD ELEMENTARY SCHOOL
Schoolwide/School Improvement Update
1.18.1) Schoolwide: Additional assistance for students (Elementary)
Description:
Children are grouped by grade at their current achievement level during their 90-minute reading
block. Students are assessed regularly to determine if they are performing at approaching (high risk),
on (some risk) or beyond (low risk) for their grade level. The daily differentiated/tiered instruction is
decided by the current student assessment results. If a child is not achieving adequate improvement,
that student receives small group/individual tutoring and other support. The BLT and classroom
teachers use available assessment data to make recommendations for school day extended learning
opportunities, reinforcement within the school day for struggling students and assistance for other
identified student needs. Other opportunities for additional student assistance is provided through departmentalization in grades K and 6 for Reading and Math, HQ PD for assessment data analysis,
technology training, and OAA Scoring Camp and Test Taking Strategies sessions. Recognition of
high student academic achievement through various incentives. We involve the community through
quarterly/semester community projects and activities (Room Parents, Agency Representation, OAA
Meeting, Reading Night, Awards Ceremony, Community Service Project, OAA Reading/Math
Workshop to understand content standards), and use building Resource Personnel to address
bullying and to decrease number of Office Referrals, OSS and ER's. BLT Team indicates continuation
of effective School-wide SSBR programs currently in place: Writing: Formula Writing, Reading: At
Home Reading Logs, Math: Simple Solutions, Organization: Assignment Planners, Home Folders,
Writing Folders, Exceed school-wide attendance with ongoing weekly, monthly, quarterly, semester
incentives, and promotion of positive character traits with ongoing incentives.
1.19.1 Schoolwide Increasing Parental Involvement
Description:
Garfield staff supports parent involvement as a key element in achieving student success. Increased
parental involvement correlates with decreased behavioral concerns and increased attendance and
student achievement. Essential components include but are not limited to: intentional use of positive
parent communication, programs inviting parents into school, programs encouraging parent /student
academic interaction at home. Activities to incorporate these components at Garfield include; Fall
Open House, student progress reports, parent/teacher conferences, and quarterly student awards
ceremonies, Family Literacy Nights and an OAA informational night. Parent Notification will be
given14 days before the first day of school of the school’s designation. School Improvement Status
provides written notice about the identification of the school SI to parents of each student in a format
and language that the parents understand. It includes what the identification means, how the school
compares to other schools in the district and state, reasons for the identification, and what the school
and district are doing to address the concerns of low achievement. Additionally, public school choice
and/or Supplemental Education Services will be offered to all students in the case of school choice
and free/reduced students in the district. Teachers indicate there is strong parental support but lack of
parent involvement. Proposed activities to increase parent involvement include but are not limited to:
OAA meetings, award ceremonies, Family Fun Nights, instrumental music programs and parent
computer literacy programs.
GARFIELD ELEMENTARY SCHOOL
Schoolwide/School Improvement Update
1.23.1) Schoolwide Teacher Decisions regarding use of Assessments (Elementary)
Description:
Literacy Testing and Assessment: Teachers systematically and consistently monitor students’
academic progress, formally and informally. All children are assessed in reading and math every eight
or nine weeks as a part of progress monitoring. Teachers use data from assessments to plan
classroom instruction and interventions for individuals or groups, and also to do periodic regrouping of
students on the basis of their latest performance results. OAA, NWEA MAP, Terra Nova and CBM
results are analyzed at all grade levels to make the necessary refinements to instructional delivery
and to adjust flexible student groupings to most effectively meet student needs. Teachers have
developed and will continue to utilize formal assessments, inventories, running records, diagnostic
tests, and practice tests to meet the needs indicated by assessment results on a
weekly/monthly/quarterly basis. McGraw-Hill Wonders and Pearson Prentice-Hall Literacy
assessments will be included to assist with reading placement and RTI decisions.