2013 Pathways to the Prize - School Winners | Page 12

Pathways to the Prize
Lessons from the 2011 SCORE Prize School Winners

The balanced literacy approach comprises all of these strategies, but teachers began to emphasize particular strategies in different grade levels based on their experience and reviews of reading research. Current practices include:
•

Primary grade students engage in read-alouds, shared/choral reading, reading groups, independent reading, and literacy centers.

•

Intermediate grade students participate in read-alouds, independent reading, reading groups, literature
circles, and writing investigations.

•

All students take part in guided/shared writing, interactive writing, independent and shared writing activities, learning conventional uses of written language, and studying language and literacy interactively by
investigating written texts and word study.

To increase reading achievement, Fairview recently added components of the Comprehensive Literacy Model to
its curriculum. Developed by Linda Dorn of the University of Arkansas, the model promotes guiding, monitoring,
and correcting errors for struggling students to enhance their self-regulation skills.
Organizing resources for success. Fairview has used proficiency benchmarks to organize school resources and help students improve. The school
categorized library resources into 25 reading levels to help teachers and students make improvements throughout the year. The library now has more
youtu.be/hKTCjKxddjo
than 200 read aloud texts of varying genres, over 100 big books, and more
than 400 sets of texts in every genre organized by level to aid with student fluency and comprehension skills.
Video:
“Teacher Support
and Communication”

The school also implemented strategies to leverage internal resources. A cross-age buddy system was put into place
to pair older and younger students to practice reading skills, and parent volunteers help with differentiated reading
and math groups. The academic coach assists with lessons where mastery has not yet been achieved.
Curriculum map. In the absence of a district pacing guide, Fairview teachers developed their own map for the

year. The map is not highly detailed, but rather suggests when specific standards should be covered and possible resources to be used. The teachers tend to rely on the textbook for about half of their lessons and use supplementary
materials for the rest. The group is just beginning to use technology, particularly interactive white boards, to engage
students.
Innovation for engagement. Teachers innovate whenever possible and appropriate. For example, several have
students learn science in the field, using the wetlands area field trips to study animals and monitor the water and
plant life to develop math and science skills. Some teachers use the science kits from the resource room to conduct
experiments. Others design classroom approaches based on vetted lessons posted on the internet. Teachers say that
they personalize their approaches to their preferences, student interests, and student needs.
Classroom management. Teachers within grade spans use similar approaches to classroom management. All
of the teachers use a pocket card system to track students in grades K-2 and track their compliance to classroom
protocols and rules. Upper grade teachers do not use the pocket system but the same sorts of rules are enforced.
Teachers apply consequences consistently so that students can see that the system is fair.
Progress monitoring. The principal and the academic coach work closely to monitor each teacher’s effectiveness

and provide immediate constructive feedback for improving practice in a supportive, rather than punitive, way.
Teachers are more likely than in the past to ask for help and receive targeted assistance. They also request and receive more professional development, particularly geared toward understanding the Common Core State Standards,
learning to use technology more effectively, and becoming better communicators with parents.
Integration of reform activities. The Fairview staff implemented several educational reform strategies simultaneously, but found that accommodating them was not always easy. For example, teachers agree that students need

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2011 SCORE Prize Elementary School Winner: Fairview Elementary School

Pathways to the Prize
Lessons from the 2011 SCORE Prize School Winners

to be physically fit and jointly agreed to a 10-minute walk every day. Still, some wish they could recover the 10
minutes for instruction. While the atmosphere has become more positive, supportive, and even fun (reinforced by
weekly recognition assemblies on Friday), teachers still feel the toll on their time and try to balance efficiency with
effectiveness.

Using data to enhance student learning
Early in her tenure, Ms. Cupples changed the way that data were being collected, tracked, and used
for decision-making. Teachers now gather formative data used for diagnosis, progress monitoring,
and continuous improvement daily and weekly. They scrutinize both individual and group data
with great care.
Data wall. In order to make it more accessible, the
school organizes student data on a data wall. The wall
contains individual student cards with the students’
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identification number and the interventions they
receive, along with Diagnostic Reading Assessment
(DRA) scores, guided reading assessment results, and
Photo:
“Fairview Data Wall”
summative assessments for reading, writing, and
mathematics. The wall provides a clear and colorful
tnscore.org/Fairview-Data-Wall.pdf
display of each child’s progress and reminds teachers which students need more focused attention.
“Fairview
Teachers can track which interventions appear
Promising Practice”
to be most effective in accelerating learning and
tnscore.org/
Fairview-Promising-Practice.pdf
make needed adjustments. “The data wall allows
us to keep our progress in mind all the time,” Ms.
Cupples said. “It’s a constant reminder of our strengths and needs, and where we need to
go in the future.”
Video:
“Fairview Data Wall”

Reading specialists and academic coaches revise the data wall at least three times each
year, based on the interim assessments, bu Ё