Spring Road Elementary School’s Improvement Plan Essay


Spring Road Elementary School provides a student-centred learning environment that aims to improve academic performance and student’s social and emotional well-being. The school has an enrolment of 274 and an additional 4% space left for new enrolment (Wisconsin Department of Public Instruction, 2021). The 2020-21 annual report indicates poor performance from both the summative and formative assessments. The continued lower performance will likely jeopardize the school’s enrolment by ruining its reputation. Although there are notable improvements in Mathematics and English, the increased absenteeism and lower graduation rates put the school in the limelight and require a feasible plan to improve. This school improvement plan focuses on all the key areas of improvement and lays down strategies for improving the school’s score.

Specific Needs for Improvement

Spring Road Elementary School’s initial step is to conduct a need assessment. The report was evaluated on a two-pronged strategy to determine how the summative and formative assessment results displayed the unique improvement needs. A need assessment is an indispensable tool that institutions can use to understand a specific problem and offer an amicable solution to it (Klein & Schwanenberg, 2022). Spring Road Elementary school’s absenteeism rate is a formative assessment result which rose from 4.6% in 2017 to 10.2% in 2020 (Wisconsin Department of Public Instruction, 2021). The increased absenteeism is a unique need that must be addressed for the school to achieve its goal. The goals aim to eradicate all the causes of absenteeism and encourage students to have a 100% attendance rate.

Academic performance is an important summative assessment result that determines how well a school performs. The graduation rate is an important parameter that parents and sponsors can use to determine whether to take their children to school or not. Spring Road Elementary school report shows a graduation rate of 52.4% (Wisconsin Department of Public Instruction, 2021). The rate insinuates that almost half of the students perform dismally and do not achieve the required graduation threshold. The formative and summative assessment results complement each other and explain why graduation rates are low. The strategy to improve must address all the root causes of poor performance. The need assessment outcome is summarized in the graph below.

Goals to Achieve the Improvement Plan for the Black Students

The poor performance at Spring Road elementary school is attributed to absenteeism especially the blacks and the economically disadvantaged students. The higher rate of absenteeism may be due to student’s inability to be involved in school activities. Lack of student involvement in school schedules, poor or inadequate social activities, poor academic performance and health are the major causes of school absenteeism (Butler et al., 2021). The antidote to the absenteeism challenge is getting the students involved in school activities and work. Once the students fully participate in school activities, they will likely enjoy attending school. Engaging students in the learning process and other school activities motivates and increases their performance by expanding their critical thinking capacity. Students’ engagement increases the degree of curiosity, passion, optimism, interest, and attention when taught (Jie et al., 2019). Consequently, the knowledge transfer rate increases and the students perform better as absenteeism is reduced. The key SMART student engagement goals for Spring Road Elementary schools are:

  • In the 2022/2023 academic year, student-teacher interaction will be increased inside and outside the classroom by developing platforms to increase communication.
  • Students will be involved in personal engagement and SWOT analysis to understand themselves in relation to the world and find their place.
  • In the 2022-2023 academic year, the school will increase the social activities and bonding between the students and their class attendance rate.


The management and staff of Spring Road Elementary School will work together to ensure that the absenteeism rate is reduced to 0% to improve school performance. The key interventions are broken down into the key areas of improvement, the people accountable for each action, the time frames for achievement, and the monitoring and evaluation to ensure all targets are achieved. Tables 1, 2, and 3 offer a breakdown of the three key smart goals to be implemented for improving school performance. Each intervention is broken down into key activities and the people in charge of the implementation plan. Further, the evaluation and monitoring process is described in detail. After the implementation of the three strategies in the 2022/2023 academic year, student improvement will be recorded.

Table 1.First Smart Goal to Improve Class Attendance for Black Students

Equity Considerations

The school is multicultural as it has students from different races, and its equity policy requires that all the students benefit from the programs. Each student, regardless of race, is given an equal opportunity to participate in the games and other activities to improve student-teacher interaction. It is prudent to note that all the games played in class must first be discussed by the teachers to ascertain that all practices and proposals are culturally responsive. Once teachers develop a positive relationship with students, the rate of absenteeism will reduce, and the teachers will have a chance to develop a positive relationship with the teachers (Galindo et al., 2022). Consequently, academic performance will increase, and the graduation rate will improve. Further, all games must be designed to meet the needs of the students and promote their well-being.

Table 2. Second Smart Goal to Improve Students Personal Engagement among the Blacks, Whites, and the Economically Disadvantaged

The smart goal aims at improving students’ behavioural, emotional, and cognitive abilities. However, equity is key to ensuring that all students have equal opportunities to develop their well-being in the discourse. Students from different backgrounds may have different beliefs, and the practice in achieving the strategy must therefore be culturally aligned. Before implementing the target objective, the teachers must impart cultural awareness and competence. The learning techniques and strategies should focus on students’ beliefs and relate to their racial identity. The games and classification must never discriminate against students based on race, gender, or background (Galindo et al., 2022). Further, the teacher must hold every student in higher esteem and diversify the curriculum to meet the needs of the students. When students feel that they are part of the class and that their presence is valued, absenteeism will be reduced, and their performance will improve in the discourse.

Table 3. Third Smart Goal to Improve Social Interaction for the Blacks and the Economically Disadvantaged

Equity Consideration

Equity in the classroom and the school is key to eliminating the barriers facing students and making them achieve their specified targets. When conducting social activities, equity must be addressed to ensure students are not disadvantaged by their race, immigration status, culture, religion or ethnicity. The implementation of social activities to improve student engagement. Unlike equality, where students are treated equally and given similar tests, equity investigates the special needs of students and offers specialized tests which are key to making the student succeed (Galindo et al., 2022). The activities conducted must therefore be scrutinized for cultural competence to improve students’ performance without jeopardizing the student’s well-being. Student participation is key from the start of the events to get them involved. When seeking responses, the teachers must use random strategies to ensure all students feel equal and be more productive in class and other activities. Further, the assessment strategies for social activities should not be fixed on one method. Instead, multiple assessment strategies must be used to ensure that different styles of learning are accommodated.

Spring Road Elementary school has not recorded positive results in the previous years. The analysis of the reports proved that the key cause of poor performance is absenteeism. As students miss school, their academic performance declines. The antidote to improving students’ performance is to increase student engagement at school. Student engagement is a unique way of ensuring that students participate in the activities involved in the school’s day-to-day running. The three key goals are geared towards increasing student engagement by improving the interaction between students and teachers, amongst students themselves, and personal engagement to make students understand their weaknesses and seek remedies for the same. The plan will be successful as all the teachers are trained on their respective duties, and the plan includes evaluation.

Butler, M. G., Church, K. S., King, G. H., & Spencer, A. W. (2021). Do Your Students Know What They Do not Know? An Accounting Competencies Strategy . Issues in Accounting Education , 36 (4), 207–230.

Fernandez-Rio, J., de las Heras, E., González, T., Trillo, V., & Palomares, J. (2020). Gamification and physical education. Viability and preliminary views from students and teachers. Physical Education and Sport Pedagogy , 25 (5), 509-524.

Galindo, C. L., Brown, T. M., & Lee, J. H. (2022). Expanding an Equity Understanding of Student Engagement: The Macro (Social) and Micro (School) Contexts . Handbook of Research on Student Engagement , 383-402.

Jie, Z. L., Ying, Z., & Zhao, M. Z. (2019). The correlation between students’ mathematics learning engagement and their academic performance in junior high school. Journal On Education , 2 (1), 205–219.

Klein, E. D., & Schwanenberg, J. (2022). Ready to lead school improvement? Perceived professional development needs of principals in Germany . Educational Management Administration & Leadership , 50 (3), 371-391.

Tsai, M. N., Liao, Y. F., Chang, Y. L., & Chen, H. C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity , 38 , 100747.

Wisconsin Department of Public Instruction (2021) Spring Road Elementary Neenah Joint Report Card, 2020-21 . Neenah Joint, Wisconsin: Public Report.

  • Chicago (A-D)
  • Chicago (N-B)

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Teaching Elementary School Students to Be Effective Writers

Teaching Elementary School Students to Be Effective Writers

This practice guide provides four recommendations for improving elementary students’ writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.

On this page:

Recommendation 1: provide daily time for students to write, recommendation 2: teach students to use the writing process for a variety of purposes, recommendation 4: create an engaged community of writers.

The recommendations in this guide cover teaching the writing process, teaching fundamental writing skills, encouraging students to develop essential writing knowledge, and developing a supportive writing environment. All of these practices are aimed at achieving a single goal: enabling students to use writing flexibly and effectively to help them learn and communicate their ideas.

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Level of evidence: Minimal

Providing adequate time for students to write is one essential element of an effective writing instruction program. However, recent surveys of elementary teachers indicate that students spend little time writing during the school day. Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn. Time for writing practice can help students gain confidence in their writing abilities. As teachers observe the way students write, they can identify difficulties and assist students with learning and applying the writing process.

How to carry out the recommendation

The panel recommends a minimum of one hour a day devoted to writing for students, beginning in 1st grade (For students in kindergarten, at least 30 minutes each day should be devoted to writing and developing writing skills.). The hour should include at least 30 minutes dedicated to teaching a variety of writing strategies, techniques, and skills appropriate to students’ levels, as detailed in Recommendations 2, 3, and 4 of this guide. The remaining 30 minutes should be spent on writing practice, where students apply the skills they learned from writing-skills instruction.

Time for writing practice can occur in the context of other content-area instruction. In science, for example, lab reports require detailed procedural writing and clear descriptions of observations. Students also can write imaginary diary entries of people from the time period they are studying in social studies. Additionally, students can write before, during, and/or after reading, to articulate what they already know, what they want to know, and what they learned. When teachers integrate writing tasks with other content-area lessons, students may think more critically about the content-area material. 

Level of evidence: Strong

Writing well involves more than simply documenting ideas as they come to mind. It is a process that requires that the writer think carefully about the purpose for writing, plan what to say, plan how to say it, and understand what the reader needs to know. Instruction should include the components of the writing process: planning, drafting, sharing, evaluating, revising , and editing . An additional component, publishing, may be included to develop and share a final product.

Teach students the writing process

1. teach students strategies for the various components of the writing process.

Students need to acquire specific strategies for each component of the writing process. Students should learn basic strategies, such as POW (Pick ideas, Organize their notes, Write and say more), in 1st or 2nd grade. More complicated strategies, such as peer revising, should be introduced in 2nd grade or later. Many strategies can be used to assist students with more than one component of the writing process. For example, as students plan to write a persuasive essay, they may set goals for their writing, such as providing three or more reasons for their beliefs. Students should then devise a plan for periodically assessing their progress toward meeting these goals as they write. As students evaluate their draft text, they may reread their paper to determine whether they have met the goals they articulated during planning. If not, students may revise their writing to better meet their goals.

2. Gradually release writing responsibility from the teacher to the student

Writing strategies should be taught explicitly and directly through a gradual release of responsibility from teacher to student. Teachers should ensure that students have the background knowledge and skills they need to understand and use a writing strategy. Then, teachers should describe the strategy and model its use. Teachers also should articulate the purpose of the strategy, clearly stating why students might choose to use it as a way of improving their writing. Teachers then should guide students to collaborate in small groups to practice applying the strategy. Once students demonstrate an understanding of the strategy, the teacher should encourage students to practice applying it as they write independently. Teachers should make sure they do not release responsibility to students too early.

3. Guide students to select and use appropriate writing strategies.

When students initially learn to use writing strategies, teachers frequently should discuss when and how to use the strategies throughout the writing process, as well as why the strategies are helpful. Once students learn to use a variety of strategies independently, through the gradual release process, teachers should help them understand how to select appropriate strategies and use them across a range of writing tasks.

To help students select the appropriate writing strategy, teachers might consider posting strategies on a wall chart in the classroom. One column of the chart might include a list of all the strategies, and another column might provide a list of situations in which these strategies could be used. Once students are able to use a strategy effectively and independently, they can identify and add situations to the chart. Students also can identify opportunities to apply strategies in different content areas.

4. Encourage students to be flexible in using components of the writing process

Writing requires flexibility and change. Once students have acquired a set of strategies to carry out the components of the writing process, they need to be purposeful in selecting strategies that help them meet their writing goals. They also need to learn to apply these strategies in a flexible manner, moving back and forth between different components of the writing process as they develop text and think critically about their writing goals. For example, plans and already written text may need to be revised and edited numerous times to communicate more effectively, and writing must be polished to make it suitable for publication.

1. Help students understand the different purposes of writing

Students should understand the purpose of each genre (to describe, to narrate, to inform, or to persuade/analyze) so that they can select the genre best suited to their writing task.

2. Expand students’ concept of audience

Writing for different purposes often means writing for different audiences. To help students understand the role of audience in writing, it is important to design writing activities that naturally lend themselves to different audiences. Otherwise, students may view writing in school as writing only for their teacher. When discussing writing purposes, teachers and students can generate a list of potential audiences for a given writing assignment. Students then can choose the audience that best fits their writing topic.

3. Teach students to emulate the features of good writing

Students should be exposed to exemplary texts from a variety of sources, including published or professional texts, books and textbooks, the teacher’s own writing, and peer samples. Exemplary texts can illustrate a number of features, including text structure ; use of graphs, charts, and pictures; effective word choice; and varied sentence structure.

4. Teach students techniques for writing effectively for different purposes

Students also must learn to use techniques that are specific to a purpose of writing. When developing a persuasive essay, for example, students can use the TREE (Topic sentence, Reasons—three or more, Ending, Examine) technique, whereby they make a plan for their paper that includes what they believe, reasons to support their beliefs, examples for each reason, and an ending.

Recommendation 3: Teach students to become fluent with handwriting, spelling, sentence construction, typing and word processing

Level of evidence: moderate.

When basic writing skills become relatively effortless for students, they can focus less on these basic writing skills and more on developing and communicating their ideas. However, younger writers must typically devote considerable attention to acquiring and polishing these skills before they become proficient. Spelling skills can affect the words students choose because they may be less likely to use words they cannot spell. Students also need to be able to generate strong, interesting sentences that vary in length and complexity in order to convey their intended meaning and engage readers.

When a student’s writing contains spelling mistakes and poor handwriting, it can be difficult for the reader to understand what the student is trying to convey. Word processing programs can make many aspects of the writing process easier for students, including assisting students with spelling and handwriting difficulties to write more fluently.

1. Teach very young writers how to hold a pencil correctly and form letters

Early writing instruction should begin with demonstrations of how to hold a pencil comfortably between the thumb and forefinger, resting on the middle finger. Teachers also should show young writers the most efficient and legible ways to form each letter, regardless of whether print or cursive script is used. Teachers also should show young writers the most efficient and legible ways to form each letter, regardless of whether print or cursive script is used. Because handwriting is a motor skill, it works best to practice in multiple short sessions. Students also should apply their handwriting skills in sentences and in authentic writing activities.

2. Teach students to spell words correctly

A relatively small number of words (850) account for 80 percent of the words elementary- grade students use in their writing. Teachers should help students learn to spell words they commonly use. Although many elementary schools have an explicit spelling curriculum, teachers should connect spelling instruction with writing as much as possible. Students should be encouraged to learn words they frequently misspell, as well as words they wish to include in their writing. Teachers also should help students acquire the skills they need to generate and check plausible spellings for words.

3. Teach students to construct sentences for fluency , meaning and style

Students should learn to write strong sentences that convey their intended meaning and engage readers. Teachers should focus sentence-level instruction on sentence construction, encouraging students to consider the meaning and syntax of the sentences they develop. Teachers also should explicitly demonstrate how sentence construction and sentence mechanics, such as punctuation and capitalization, interact to form strong sentences. Students also need instruction on how to use a variety of sentence structures in their writing.

4. Teach students to type fluently and to use a word processor to compose

Students should be introduced to typing in 1st grade. By 2nd grade, students should begin regular typing practice. By the end of 2nd or 3rd grade, students should be able to type as fast as they can write by hand. Instruction in typing should be accompanied by instruction in how to use a word processor.

Students need both the skill and the will to develop as writers.97 Teachers should establish a supportive environment in their classroom to foster a community of writers who are motivated to write well. In a supportive writing environment, teachers participate as writers, not simply instructors, to demonstrate the importance of writing. By taking part in writing lessons and activities, teachers convey the message that writing is important, valued, and rewarding.

1. Teachers should participate by writing and sharing their writing

Teachers should model how the ability to write affects their daily lives, demonstrate the importance of writing to communicate, model the perseverance required to create a good piece of writing, and express the satisfaction that can come from creating a meaningful text. For example, a teacher could draft a letter or an email to a friend in front of students, thinking out loud to make the invisible act of composing — which occurs internally for experienced writers — more visible to students.

2. Give students writing choices

Teachers should provide opportunities for student choice in writing assignments — for example, choice in selecting writing topics or the freedom to modify a teacher-selected prompt.One way to foster choice is for students to keep a notebook in which they record topics for writing. Teachers also need to provide instruction and opportunities for students to practice writing to prompts.

3. Encourage students to collaborate as writers

Teachers can encourage students to collaborate throughout the writing process by brainstorming ideas about a topic, responding to drafts in a writing group, or helping peers edit or revise their work. Collaboration also can take the form of collaborative writing, whereby students jointly develop a single text.

4. Provide students with opportunities to give and receive feedback

Students need to know whether their writing is accurately and appropriately conveying its message. One way students can determine this is by sharing their writing and responding to written and verbal feedback from the teacher and their peers. Although teachers should provide feedback to students through teacher-student conferences and rubrics, peers also should be encouraged to participate in the feedback process. Students also need to be taught strategies and appropriate language for written feedback.

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About the author.

Dr. Steve Graham is the Warner Professor in the Division of Leadership and Innovation at Arizona State University Teachers College. For more than 30 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning, particularly for students with learning disabilities. In recent years, he has been involved in the development and testing of digital tools for supporting writing and reading.

Related Topics

Analysis of the School Improvement Plan

The purpose of a school improvement plan is to outline the steps that will be taken to raise student success and provide a timeline for implementing those steps. It is common practice for school leadership teams to utilize a document called a School Improvements Plan SIP or Schools Development Program SDP to outline their long-term objectives and goals for the school. A school’s core beliefs will serve as the foundation for its School Improvement Plan, which details the steps and materials required to reach its goals (Bandur et al., 2022). Governors and students should all have access to it on the school’s website. It is crucial for a School Improvement Plan SIP to be founded on data about the school’s present standing and to set achievable goals based on what would help kids succeed. It is a continuing, dynamic document that receives regular updates throughout the year. This paper will analyze or give more details on the School Improvement Plan.

The school improvement plans of Brentwood Elementary School

Brentwood Elementary School, the smallest of the elementary public institutions in the district, educates students from diverse socioeconomic backgrounds. Many of our families choose to rent rather than own. Thus while most of our residents live in single-family homes, a sizable minority do not. The percentage of our student body that needs economic aid has been rising. However, we continue to prioritize all of our student’s academic and social success, regardless of their family’s ability to pay (Creemers et al., 2022). The school’s mission and philosophy have stayed the same throughout its 59-year history, despite the building’s numerous renovations and additions to meet the changing requirements of the learners and faculty. Our community is well regarded as kind and accepting of all people. Across grades 3-5 at Brentwood, students can choose from one of three class periods, with an average class size of 23 students. There is a music teacher, an art teacher, a PE teacher, and two specialized educators at Brentwood. Students who need them can access school psychology, speech, vocational, and physical therapy, and English language learner ELL treatments. Furthermore, ten kids from kindergarten through fifth grade are enrolled in the district’s Autism Program at Brentwood.

Component 1: Requires an evaluation in Depth

As a school that values the whole child, Brentwood Elementary School instructs its young charges on the value of service to society and the significance of doing well for the greater good. We have found that emphasizing the following values as a community has helped us achieve our goals: honesty, dependability, respect for the ecosystem, and integrity (Goldberg et al., 2022). Our methods include teaching, demonstrating, displaying, announcing, and rewarding pupils. Because of these beliefs, we can put our attention where it belongs: developing our character and making the most of our efforts. A representative from the school is recognized at each month’s School Board session, and each classroom picks one personality value winner to display in the corridor. Tonight is a very special opportunity for children and their families to witness the benefits of exhibiting excellent character firsthand. Our school motto is Excellence in Achievements, Habits, Actions, and Growth Mindset, and these are the four main areas where we place our emphasis. Teachers at our school talk about and demonstrate appropriate behavior across the facility. The school promise encourages students to take charge of their scholastic and social development by emphasizing the importance of leadership. Students who exhibit these qualities are acknowledged and rewarded through a ticket system, with winners announced each week during morning assembly and presented with gifts during lunch. We take pictures once a week to use in our newsletters to parents and to hang up around the school.

The teachers in Brentwood adapt their teachings to each student’s strengths and weaknesses. Regardless of their background or their difficulties, all youngsters should be able to reach the same great achievements. Teachers and other school community members work hard to tailor their lessons and provide extra help for challenged children to keep up with their peers. In the fall of 2021, the Brentwood School District launched a weekly after-school learning group called Brentwood Brain Builders to help kids in grades 2-5 who struggle with reading and arithmetic. There is a program where teachers and aides remain for an extra hour after school to help children who need it succeed in a regular classroom environment (Klein, and Schwanenberg, 2022). Providing homeward-bound transportation ensures that all students may participate in extracurricular activities; the success of Brentwood’s students may be attributed to the school’s emphasis on data-driven, individualized Education for small groups. All across our building, teachers, aides, and even some parents are working with small groups of children to help them practice what they have learned and give them more customized feedback. In order to focus our efforts in the most productive way possible, we appreciate and respect the designated intervention times.

Results in Education of Brentwood Elementary School

Each year, students at Brentwood Elementary take both summative and diagnostic assessments. The summative data on student success and development in the Plainfield Local Education Corporation may be accessed through ILEARN. That is one element of important, relevant data that helps teachers when they are making lesson plans. The Literacy and Mathematics tests, DIBELS, in-class evaluations, fast checks, and instructor observations will all be used to compile formative data for the school year. Several main exams are given to students in Plainfield every year, from elementary through twelfth grade (Nehez & Blessing, 2022). The accompanying data originates through the annual performance statements and data fragmentation in our evaluations. We know that raising expectations for students’ growth and accomplishment, implementing rigorous professional advancement software for teachers, ensuring that lessons are aligned with coursework standards, forging close alliances with parents, and holding students to those preconceptions will result in improved academic outcomes.

Curriculum and Education

Brentwood Elementary offers a variety of extracurricular activities to its varied student body to supplement our core program, including is based on Indiana Academic Standards. Every year, grading levels connect school instructional maps with new materials and State Guidelines to set the groundwork for the greatest prospective student performance outcomes. Core teaching, intervention, and rehabilitation are provided through a variety of approaches, including whole company, small group, individual practice, and one training, depending on the requirements of each student (Tata, Ekundayo, and Baxter, 2022). Weekly PLCs are used to collaborate on ideas and resources for personalizing instruction and improving student progress. Teachers constantly analyze data from instructional assessments and assignments, NWEA and DIBELS performance reporting, and standardized testing to search for patterns and regions of weakness and concern. Formative evaluations, including tests, exit tickets, brief homework assignments, and collaborative projects, are used to monitor student proficiency and check for knowledge during the learning process. Teachers use them frequently to shape their teaching for the preceding days of a subject or standard before moving on to summative assessments and final projects. Every Day, a computer is integrated into the curriculum to improve student achievement through enrichment and intervention opportunities. Brentwood’s master calendar offers unbroken blocks of educational time for literacy and arithmetic Responsive to Instruction RTI methodology at each classroom level, allowing instructors to separate students throughout grade levels and personalize teaching to bridge performance gaps. Throughout the height of the global epidemic, however, students stayed in their schools during RTI. They used innovation assistance for intervention when students were not part of the professor’s small subgroup. Data group sessions are held frequently to analyze the efficacy of the student’s therapy and make modifications to match his or her requirements.

Intervention Reaction

Brentwood Elementary School uses Northwest Assessment Association exams, classroom achievement on unit evaluations, and daily inspections by teaching staff to identify kids who were functioning beneath grade level in literacy and arithmetic. All adolescents take a benchmark examination for Literacy and Math at the beginning, middle, and end of the school year. Elementary grade teachers additionally evaluate reading comprehension skills by administering DIBELS Democratic Determinants of Basic Early Writing Instruction to each kid and subsequently progress monitoring those who fall behind proficiency levels targets every quarter to assess early literacy improvement. Regular data sessions with the principal and grade-level instructors identify students performing intellectually below grade level. Learners are classified as Tier 1, Grade 2, or Coordinate the various based upon this information. Teachers may change the sorts of therapies delivered and cycle students in and out of subgroups as needed, thanks to this frequent performance report tracking.

During the daily 30-minute reading and mathematics restricted periods, Title 1 educational assistants collaborate with classroom instructors to deliver individualized and small-group teaching to kids who need Tiers 2 and 3. Each student is placed in a small grouping with other children working at a similar level to receive personalized attention, teaching, and repetition to bring them up to proficiency levels standards. Vocabulary knowledge in smaller groups for pupils in tiers two and three focuses on phonics, readability, word recognition, and understanding. Students in Tier 3 also use software solutions, including Waterford, Reading Egg whites, and Success maker, in addition to the Linda mood Phonetic transcription Sequencing Project for Reading, Writing, and Communication LiPS, Fast Pronunciation, and Scholastic Short Reads (Woulfin, and Gabriel, 2022). Basic arithmetic skills, scenario resolution, and information development are all addressed in comparatively tiny settings during math rehabilitation. Envision Interventions Kit, Heads up Mathematics, and Mountains Math were the programs used. Computer-based therapies such as Success maker, Moby Max, Math seed, and Lausanne Math are utilized more by pupils in Tier 3.

Participation in Family and Society

The level of engagement of families and the wider community is exceptional at Brentwood Elementary. We encourage parents and local industry owners to participate in their children’s Education by giving them several chances to do so. Many residents and volunteers spend hours each month at Brentwood in various professions. Family members often help in the classroom by making photocopies, putting up bulletin boards, coaching children, or working with instructors on learning centers and stations. Volunteers from local corporations and retirement communities known as Study Buddies meet with kids one-on-one once a week to help those with difficulty in school. Students in Brentwood commonly keep in touch with their Study Buddies from one year to the next. The atmosphere has been set up to be conducive to study and safety for the learner. Parents and guardians are actively engaged in young children’s Education through recreational activities such as discussions with teachers, internet communication, monthly publications, field excursions, and the Parent Teacher Association PTO. The PTO at Brentwood holds regular meetings every month. In order to inform the community about forthcoming activities and chances to donate to the school, they use the educational newsletter and digital media. Grants from the PTO assists supply teachers with things like resources for hands-on, active learning, flexible arrangements, and more, all of which contribute to a more welcoming classroom setting for all children. Every semester, the PTO organizes and finances several entertaining events for students’ families to participate in. grandparents’ Day, a Regional Book Fair, Morning tea with Families, a Fundraising event, the Brentwood Symphonic Band and Exhibition are just a few of the activities that the town hosts.

In conclusion, school leaders require unique abilities, including the ability to objectively analyze issues and creatively devise solutions to implement an improvement strategy for their school. Ability to effectively convey your ideas for the school’s improvement strategy to faculty and administration. The capacity to inspire and persuade others to adopt new practices is a hallmark of effective leadership. This can take the form of convincing school officials and educators to implement novel after-school programs that keep students engaged and learning even after school is out. Such leadership capabilities, along with other crucial knowledge and abilities applicable to the area of Education needed to execute SIPs, can be developed through pursuing a Master of Education. A master’s degree is typically required for educators who aspire to move through the ranks and implement educational changes through SIPs, including school administrators and other high-ranking administrators. Based on data collected by the BLS in 2018, the median annual income for elementary, intermediate, and high school leaders was $95,310, while the median compensation for postsecondary administrators was $94,340. Between 2018 and 2028, the Bureau of Employment Statistics predicts a 4% increase in demand for principals and a 7% growth for postsecondary executives.

Bandur, A., Hamsal, M., & Furinto, A. (2022). 21st Century experiences in developing school-based management policies and practices in Indonesia. Educational Research for Policy and Practice, 21(1), 85-107.

Creemers, B. P., Peters, T., & Reynolds, D. (Eds.). (2022). School effectiveness and school improvement. Routledge.

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Elementary School Essay Examples

The importance and impact of elementary school safety patrol programs.

Elementary school safety patrol is a program that has been in existence for decades in many schools around the world. This elementary school safety patrol, as described in the essay, is designed to teach young students about responsibility, leadership, and safety. Students who participate in...

The Integration of Parent Involvement

I have recently begun my journey as a first-year practicum student in an elementary school. I was placed at Falls Elementary School which is a small suburban school in North Attleboro, Massachusetts. This school is only one of the five elementary schools in the district....

Key Changes in Primary and Elementary Education: Study Science

The introduction of a broad science programme for all classes was one of the key changes in the revised Primary and Elementary School Curriculum of 2000 (Department of Education and Science, 2000a). This report presents the findings of an evaluation carried out in forty Primary...

Literature Review of Children’s Construction and Perpetuation of Heteronormativity in Elementary School Classrooms

Through extensive fieldwork and countless visits to elementary schools, Ryan discusses her findings on how “heteronormative notions of sexuality are key components of classroom life that intersect with curriculum and other identity categories and shut out LGBT people and perspectives”. These “common-sense” and “normative” behaviors...

Inclusive Education: Evaluation of Qualitative Research Process

The article I will be examining in this piece is “The relationship between school culture and inclusion: How an inclusive culture supports inclusive education” by Nancy J. Zollers. In this piece I will be identifying and examining elements of the qualitative research process. The social...

Level of Awareness of Public Elementary Schools on the Drrm Program Along Enabling Environment.

Disaster risk reduction and management (DRRM) is a universal agenda integrated in all sectoral programs including education. In the Philippines, the Department of Education (DepEd) provided clear-cut guidelines on how DRRM shall be integrated in school activities and operations. It provided basic categories where to...

Analysis of Current Technological Advances in Disaster Management Using Wireless Sensor Networks

The mankind at present is facing a biggest challenge from natural calamities like floods, Tsunami, hurricanes etc due to several reasons like deforestation, land sliding and global warming. This is a major problem facing by many countries across the globe. We need to introduce an...

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