Pub. 3 2013-2014 Issue 1

9 In addition to a student’s character development, The Ranches Academy provides an academically rigorous, content rich educational program that is individualized to meet each student’s needs. In considering what aspects contribute to student achieve- ment, I have selected the areas that I feel provide the most benefit to our students. Expectations As the school director, I have very high expectations for myself. These expectations range from having satisfied parents, staff who feel cared for, safety for those in the school, state and federal reports completed in a timely manner, as well as high performing students. This level of expectation trickles down to the staff and students. Our teachers, teaching assistants, and classified staff all know and understand what is expected of them. With high expectations come professional development, mentoring, and support to ensure that goals are attainable. Students also know that they are accountable for their learn- ing and partial effort is not adequate. Having high expectations has great rewards and I have found that most are willing and able to rise to the oc- casion. Teachers A positive relationship between a student and teacher is crucial in the learning process. A child must feel that his teacher believes in him. Teachers are asked to go above and beyond in the classroom. Teachers focus on the positives and encourage students to put forth their best effort. Teaching students at their level and through their personal learning style pays off. Through various profes- sional development trainings, our teachers have acquired the tools and skills necessary to meet the needs of their students, including gifted and talented and special education stu- dents. Having an individual relation- ship with each child helps to empower the student to reach his or her highest potential. Teaching Assistants Ensuring every child receives the most individualized education at his or her level is something we strive to do daily. Every classroom has a highly qualified teaching assistant, or para- professional, for the majority of the school day. Classroom teachers have only 75 minutes without assistance in the classroom. An extra adult in the classroom allows a teacher to teach; by providing one to one assistance, incorporating small ability group instruction, and spending less time do- ing prep work and grading. With only 26 students in a classroom and two adults in the teaching role, students receive more individualized instruc- tion than they would at a traditional public school. Data Using data to drive instruction is a vital part of every classroom. Data switches instruction from being subjective to objective. Data can be in the form of classroom assessments, high stake assessment results, teacher observation, accuracy in homework, group assignments, class discussion comments, benchmark assessments, progress monitoring, etc. Numbers are factual pieces of information that can be the key for many teachers and their students. The important thing to remember when using data-driven instruction is that it is only one snapshot in the whole photo album. Test scores are necessary and helpful in determining grouping and instruc- tional needs, but other aspects must be considered. Teachers are provided with data on each of their students be- fore the school year begins in order to better prepare for the instruction each child needs. Once school has com- menced, teachers continue to gather data, add to the students’ portfolios, and adjust instructional practices as the year progresses. Ability Grouping Ability grouping provides the teacher with the opportunity to delve deeper in the curriculum and tailor the lessons to the group’s needs. When instruction is delivered in a “one size fits all” model, many students are frustrated or bored. We have found that teaching to each child’s ability gives them more opportunities for growth and lessens misbehavior. For example, students are given placement assessments for mathematics prior to entering the classroom. Math ability group instruction takes place every morning for 50 minutes. These groups are fluid and if a student is struggling or topping out on assessments, data is once again gathered and reviewed, and changes are made as needed. Homeroom math instruction also takes place daily so students perform- ing above or below grade level are introduced and have access to grade level instruction and curriculum. When the need arises, ability groups are also done for spelling, language arts, and science. Response To Intervention In an effort to provide an academi- cally rigorous education, all students participate in benchmark assessments three times a year. The data from the assessments, along with teacher ob- servation and input, determines where the students are placed for Response to Intervention groups. Here again, the teaching assistants are utilized to provide instruction on the level of the child. Typically, a grade level will have four groups. The classroom teachers have the lowest performing groups, while the teaching assistants have the on grade level and above grade level groups. These groups work on extension and enrichment activities that come from the Core Knowledge series or our adopted language arts curriculum. The below grade level groups work on the area the students are struggling in, which may be phonics, fluency, or compre- hension. A key component for RtI is using research-based programs that are implemented with fidelity. This is something in which all staff members are trained. Teachers use progress monitoring to ensure that the students are in the correct groups and using the best program. If a student is not CONTINUED ON PAGE 10