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Academics |
Instructional Practices
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Overview Teachers and staff at Wallace Gregg adhere to practices of effective schools by respecting diverse talents and learning styles, communicating high expectations, providing sufficient time on task, encouraging cooperation and active learning and creating a safe environment conducive to learning. Teachers are becoming more skilled at designing an interdisciplinary curriculum to teach the required standards, meeting mastery levels for students, and using higher-level thinking skills. New Instructional Practices for Planning and Instruction CAD (Curriculum Alignment Documents) In 2005, Florence School District One classroom teachers worked with content specialists to develop the Curriculum Alignment Documents for all grade levels and subject areas. This document contains a written curriculum for grade level standards as recommended by the South Carolina State Department of Education. The CAD includes a prioritized Scope and Sequence Charts/Pacing Charts for each subject and K-12 course; and includes targeted standards with Introduce, Teach, and Review designations; Recommended resources beyond the textbook; suggested activities, and assessment strategies. The CAD is used by teachers to guide instruction and plan teaching units. This document is revised each year by teachers across the district. MAP (Measures of Academic Progress) Measures of Academic Progress is a computerized adaptive assessment program. It is administered to students in grades 2 through 6 biannually. Generated reports provide information to improve teaching and learning according to individual student’s ability. Teachers use the information for instructional planning. MAP test results can be used to identify the skills and concepts individual students have learned, diagnose instructional needs, monitor academic growth over time, or make data-driven decisions at the classroom level. Orchard Support for our language arts, math, and science curriculum includes the use of Orchard. This is a research based teaching supplement for language arts, math, and science skills and standards. This computer generated software program provides differentiated instruction for students, identifying individual strengths and weaknesses with constant feedback on progress and performance. The Orchard program links assessment to instruction with students always working on targeted standards-based content. Initiatives for First Grade Literacy Literacy Lab
Successful early reading
instruction is crucial to ensure that all students have the opportunity to
learn the necessary literacy skills. Quality classroom instruction is the
core of literacy acquisition. It provides the foundation and first tier of
instruction for all students, often in whole group settings. Some students
need additional support in a smaller setting. The Literacy Lab provides this
individual and small group assistance in reading and writing and addresses
the five essential reading components of No Child Left Behind: phonemic
awareness, phonics, fluency, vocabulary and reading comprehension. For the
higher performing students, the Lab serves as an enrichment program
providing more challenging materials and activities. For the remaining
students, the Lab serves as a second level of instruction and intervention
for literacy acquisition. This second tier of support has saved several
students from becoming “at-risk” in learning to read and write. Reading Recovery Reading Recovery is a research based early intervention literacy program for at-risk first graders. It serves as a safety net, enabling qualifying students to have access to the best possible learning opportunities for literacy acquisition. In addition to their regular classroom reading instruction, participating students receive daily individual lessons designed to promote accelerated progress for a period of up to twenty weeks, to catch up the the average reading level of their classmates. Although the parts of the lessons are similar for all students, every lesson is unique in that it is built on the particular child’s strengths and behaviors. Through careful observation of the student’s actions during the lesson, immediate instructional decisions are made to meet the individual needs of each student to enable him to become a successful reader and writer. An additional outcome of Reading Recovery is that students needing a longer term intervention for learning to read and write are identified early. Effective Classroom Practices Instructional Groups Teachers use a variety of instructional groups to teach students. In the classroom, whole group and small group teaching is utilized as well as one-to-one conferencing in writing and Reading Renaissance. Instruction in addition to the classroom consists of one-on-one as in Reading Recovery and tutoring with paraprofessionals, Francis Marion University interns and volunteers, peer teaching and parent volunteers. Examples of small group instruction include the Literacy Lab for first grade students, Focus teachers for intermediate grades, Title One Paraprofessional and other paraprofessionals, Extended Day teachers, ESOL, Occupational Therapy and Speech/Language. Mainstreaming is also used with one student in a self-contained LD classroom for reading and with all LD students for art, music and physical education. Students qualifying for gifted and talented are bussed to another school for Project Reach one day a week by grade level. Cooperative Learning Cooperative group learning enables students of all ability levels to work together to expand and stimulate their own learning as well as that of others in the group. Teachers assist the learning process by encouraging cooperation among students. This instructional practice is student-centered and builds interdependence between students and the teacher. Cooperative learning is implemented in different ways and used in a variety of subjects. In science, FOSS kits, STC kits, and experiments often utilize cooperative learning. It is also used in language arts, math and social studies lessons. Hands-On Hands-on teaching engages students in active learning and is essential for the kinesthetic learner. The use of FOSS kits and STC kits makes science more meaningful as it relates to real-life situations. Concrete visual aids used on the overhead in math help the visual learner. Manipulatives to support the curriculum are available to grade levels. In the first grade Literacy Lab, students use lots of manipulatives in the Making Words station. Character Education Character Education is embedded in our curriculum and not an isolated entity. Quality character is expected of students through the daily modeling of rules and procedures. All students are expected to treat themselves and others with respect as they practice the Golden Rule, “Do unto others as you would have them do unto you.” Students participate in many service learning projects sponsored by Wallace Gregg throughout the year. Research Projects There are numerous tools used for research at Wallace-Gregg. All students in grades one through six are required to complete one research project every nine weeks. Teachers pull from various resources to help students complete these projects. Many teachers in the lower grades help the students select a book on a particular topic (ie. Insects) and help them find factual information. The Media Specialist makes presentations on the electronic resources that are available. Students use DISCUS, a database for information, as well as the Internet. Some of our teachers are also beginning to use StreamlineSC as a great reference tool for their classrooms. The teachers can go to this website, type in their content area and grade level and find brief clips of videos to show their students. This makes the learning more relevant for the students. Technology Numerous standards can be taught, applied, and practiced using technology enriched instruction. This involves more active student learning. Multi-media and other technology can support auditory skill development by incorporating visual presentations with sound and animation. In addition to teacher directed lessons, independent research and Web Quests, students use the Orchard program in the computer lab. This technology can permit teachers to do a better job of monitoring students’ progress and can allow students to monitor their own progress. Students have access to computers in the classroom, computer lab and media center. Streamline Videos StreamlineSC is an online digital library provided by the state of South Carolina. It includes videos and clips, photographic images, clip art, lesson plans, calendar, quizzes, and writing prompts from Discovery Education and ETV and ITV productions. The content is correlated to the academic standards. These are available by password and user name by download both at home and at school. Reading Renaissance Reading Renaissance is a computer-based progress-monitoring assessment and instructional tool for reading. It gives educators the information about student performance and progress needed to guide instruction and improve reading achievement. By combining Renaissance technology with professional development, support materials, consulting, and evaluation, it supports curriculum and teaching methods. Field Trips The students at Wallace-Gregg Elementary are exposed to a variety of cultural and instructional experiences through field trips. Classes plan field trips throughout the year. In the past, our students have visited the State Museum, The Francis Marion Planetarium, The Aquarium in Charleston and Myrtle Beach, The Alabama Theatre, The Florence Little Theatre, McLeod Farms, Ed Adventure, local grocery stores, The Florence Symphony and a host of other places. Guest Speakers The teachers and staff of Wallace Gregg feel that exposing students to community workers will enlighten them to various jobs, expand their knowledge, and open a door to an employment field in the future. Students have the opportunity of hearing guest speakers scheduled each nine weeks. These speakers consist of lawyers, nurses, veterinarians, dentists, newspaper reporters, TV news anchors and weathermen, dental assistants, national guardsmen, firemen, policemen, farmers, loggers, professional hockey players, crime scene investigators, utility workers, Fossil Frank, authors, a wrestler, and others who take time to share with our students what their job consists of and answer numerous questions. Grade Level Planning Another important aspect of instructional practices at Wallace Gregg is working together as a grade level. Teachers have regularly scheduled grade level meetings during the week and have common planning times several times a week to plan for instruction. Professional Development All staff members are included in professional development activities. Outside consultants and experts are brought into the school to explain and demonstrate curriculum ideas. Professional development is also provided by teachers at Wallace Gregg by sharing information obtained from conferences and by demonstrating successful classroom practices. New Bloom’s Taxonomy Florence District One is in the process of introducing the Revised Bloom’s Taxonomy to all teachers in the district. The revised taxonomy is a tool for instructional designers and teachers. Eventually all state standards will be based on this taxonomy because it offers a common language to help guide the curriculum decisions. Write from the Beginning Write from the Beginning is a developmental writing program that begins in Kindergarten and builds through each grade level. Thinking Maps are incorporated into the program to be used for organizing thoughts and information for writing. The terminology and concepts used in Write from the Beginning are common throughout the grade levels. School Environment and Community Support Safe School Wallace Gregg is a safe school and is prepared for emergencies. The school follows district procedures for emergency situations and has developed detailed procedures for safety issues at the school. Each classroom is equipped with a Safety Bookbag, containing student information and emergency supplies, and supplies for Shelter in Place procedures if they are needed. Staff members review emergency procedures several times throughout the year. The School Emergency Response Team is prepared to assist in emergencies. Walkie talkies are utilized by administrators, office and custodial staff throughout the day and classes use them at recess as well to ensure safety measures. Student safety patrols are used throughout the building in the mornings and for special occasions. A full-time nurse is the newest addition for the health and safety of our students and staff. The school requires visitors to check in at the office. Association of Parents and Teachers (APT) Although Wallace Gregg is a small school, it is very fortunate to have a group of parents that are actively involved in the school through the APT. These parents work hard to provide support for our students as well as the staff through fundraisers and special events. They donate a lot of their time to classrooms as well. Any family member or staff member can be a welcomed part of this organization by joining the Wallace Gregg APT. Sponsors The Association of Parents and Teachers is very active at Wallace Gregg. They sponsor one large fund raiser which is used to purchase items for the classrooms and school. The APT also sponsors activities throughout the year for the staff and students. In the past few years, Wallace Gregg has also been supported by the Wukela Law Firm, Champs Logistics, Pee Dee Pride, Benjamin Moore and Tommy’s Florist Supply. Other private members of the community have made numerous donations. In addition to monetary support, instructional support also comes from Francis Marion University. Many of their students donate their time to work with our students. After School Activities Wallace Gregg offers After School Daycare for parents that work or attend school. The program is sponsored by a grant but is coordinated by school personnel and students from Francis Marion University. In addition to the After School Program, 21st Century also sponsors an after school program that many students attend daily.
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