Mission and Vision
“The mission of ******* Elementary, an integral component of our diverse community, is to utilize quality instructional practices as stepping stones to achieve higher level learning for each individual citizen by establishing a unified educational environment and promoting a family atmosphere of success” (CCS, 2013).
“Our vision, as ******* Elementary, is to create a solid foundation for the future of our school, community, students, and staff” (CCS, 2013).
The school’s mission and vision statements have not been changed since the school opened seven years ago by a different principal. These statements do not reflect the change in our student body population either or address any specific needs.
“Our vision, as ******* Elementary, is to create a solid foundation for the future of our school, community, students, and staff” (CCS, 2013).
The school’s mission and vision statements have not been changed since the school opened seven years ago by a different principal. These statements do not reflect the change in our student body population either or address any specific needs.
Curriculum
There are no specific course readings that teachers must utilize for their students. The school has purchased several different sets of books to increase the number of books in classroom library collections, although none are focused on cultural groups or diversity.
When examining the collections of books related to Spanish in the school library, there are approximately 75 books that are generated. Upon further examination, many of these books are related to Spanish explorers in the United States rather than focusing on bilingual books or books related to Spanish culture.
SPLASH, a Spanish language immersion program, has been implemented at ******* Elementary School, in hopes to close the achievement gap with the LEP students, but also to ensure a second language is taught to students who chose to participate in the program.
The LEP students and their culture are not represented by any of the courses taught in kindergarten through fifth grade. For the 2014-2015 school year, the principal is creating a special area class of Spanish for all students.
When examining the collections of books related to Spanish in the school library, there are approximately 75 books that are generated. Upon further examination, many of these books are related to Spanish explorers in the United States rather than focusing on bilingual books or books related to Spanish culture.
SPLASH, a Spanish language immersion program, has been implemented at ******* Elementary School, in hopes to close the achievement gap with the LEP students, but also to ensure a second language is taught to students who chose to participate in the program.
The LEP students and their culture are not represented by any of the courses taught in kindergarten through fifth grade. For the 2014-2015 school year, the principal is creating a special area class of Spanish for all students.
Student Leadership
Although there is no effort made to include student voice in decision making through meetings with any students of any groups, there are many leadership opportunities available for students of all subgroups.
These opportunities include:
FAST team--Falcons Action Service Learning Team-A community service team for fourth graders. This club contained twelve students in fourth grade in the 2013-2014 school year, with two belonging to the LEP subgroup.
Falcon Leaders--similar to Safety Patrol- There is a diverse student group represented by this group of students, with three LEP students being included out of the 15 students in all.
Falcon Buddies--There are two students selected from each class to be Falcon Buddies and assist with adjustments to the new school. All students are able to apply to be a Falcon Buddy and are selected by the homeroom teachers. Two out of the ten Falcon Buddies in the 2013-2014 school year were LEP students.
These opportunities include:
FAST team--Falcons Action Service Learning Team-A community service team for fourth graders. This club contained twelve students in fourth grade in the 2013-2014 school year, with two belonging to the LEP subgroup.
Falcon Leaders--similar to Safety Patrol- There is a diverse student group represented by this group of students, with three LEP students being included out of the 15 students in all.
Falcon Buddies--There are two students selected from each class to be Falcon Buddies and assist with adjustments to the new school. All students are able to apply to be a Falcon Buddy and are selected by the homeroom teachers. Two out of the ten Falcon Buddies in the 2013-2014 school year were LEP students.
Teacher Breakdown
******* Elementary School consists of 32 regular classroom teachers in kindergarten through fifth grade. All teachers are highly qualified, with licensure in their current teaching area. All teachers have a Bachelor’s degree, with fourteen teachers having a Master’s degree as well. There are three teachers that did not receive their Bachelor’s degree in Elementary Education, however obtained a Master’s degree and became licensed in K-6 Elementary Education.
Diversity with our staff members is lacking, however, there is currently one teacher that is from Colombia that is teaching in our dual language program, and our ESL teacher is from Cuba. Both teachers speak fluent Spanish and are able to work with LEP students who are in need.
Because the school is lacking true diversity, it is difficult to make ethnically diverse teacher teams. Teacher teams are very diverse in regards to leadership styles, management styles, and teaching styles.
Professional development opportunities throughout the school year have been related primarily to the Common Core Standards and balanced literacy. There have not been any trainings provided regarding students with special needs, LEP students, sexual orientation or gender identity.
Diversity with our staff members is lacking, however, there is currently one teacher that is from Colombia that is teaching in our dual language program, and our ESL teacher is from Cuba. Both teachers speak fluent Spanish and are able to work with LEP students who are in need.
Because the school is lacking true diversity, it is difficult to make ethnically diverse teacher teams. Teacher teams are very diverse in regards to leadership styles, management styles, and teaching styles.
Professional development opportunities throughout the school year have been related primarily to the Common Core Standards and balanced literacy. There have not been any trainings provided regarding students with special needs, LEP students, sexual orientation or gender identity.
Community Connections
Besides the PTA, there are no parent involvement programs that exist at ******* Elementary School. This lack of parental involvement is one of the largest problems that teachers have verbalized. There is a very active group of about ten parents that are on the PTA who seem to accomplish all of the tasks needed at the school. There are no diverse groups represented on the PTA board and very minimal involvement from parents of LEP students, if any at all.
In the 2013-2014 school year, the school’s PTO began the “Adopt-A-School” program. The school acquired nine sponsors, ranging from $200 to $2500 per sponsor. The school was able to raise approximately $10,000 to be distributed evenly among the grade levels.
A local firefighter station has also partnered with our school, and has seven firefighters who serve as mentors to students in grades 3-5. These firefighters come twice a month to have lunch and teach the students lessons. Often times these lessons are focused on character education, the importance of attending school, or study habits. This mentoring program was created by our school guidance counselors and is a great incentive for students who are struggling academically or socially. Out of the ten students who are a part of this mentoring program, four are LEP students, three are black students, two are white students, and one is Hispanic, but not LEP.
Over the summer of 2013, as a way of giving back to the community, a group of teachers began a free tutoring program that worked with our LEP students in a nearby neighborhood. For two weeks, 26 teachers worked with students to maintain their reading and writing skills and prevent some of the ‘summer slump’ that students often experience.
In the 2013-2014 school year, the school’s PTO began the “Adopt-A-School” program. The school acquired nine sponsors, ranging from $200 to $2500 per sponsor. The school was able to raise approximately $10,000 to be distributed evenly among the grade levels.
A local firefighter station has also partnered with our school, and has seven firefighters who serve as mentors to students in grades 3-5. These firefighters come twice a month to have lunch and teach the students lessons. Often times these lessons are focused on character education, the importance of attending school, or study habits. This mentoring program was created by our school guidance counselors and is a great incentive for students who are struggling academically or socially. Out of the ten students who are a part of this mentoring program, four are LEP students, three are black students, two are white students, and one is Hispanic, but not LEP.
Over the summer of 2013, as a way of giving back to the community, a group of teachers began a free tutoring program that worked with our LEP students in a nearby neighborhood. For two weeks, 26 teachers worked with students to maintain their reading and writing skills and prevent some of the ‘summer slump’ that students often experience.