Principal
Sally Huling congratulates a student who has won a positive
behavior award. Personal recognition and acknowlegement of
little successes mean a lot to students, and make them feel
like they belong in the school, that they are learners.
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"¡Si,
se puede! Yes, we can!" quote from school namesake César
Chávez is above the welcome flag at the school entry.
A blackboard with magnetic alphabet letters intrigues a waiting
pre-schooler and his mom.
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Paper
dolls dressed in costumes from around the world ring the ceiling
of the entry hall. Staff members have added to the feeling
of inclusion by taking the paper doll "Flat Stanley"
with them when they travel, and taking pictures in other areas
of the world.
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Here
5th graders utilize the computer lab situated in the library
media center in the middle of the school. The school also
has several COWs (computer on wheels) mobile labs for classroom
use.
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Using
earphones to hear the "game" sounds keeps the area
quite for others, and focuses student attention - they were
ALL at task!
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The
"game" is acutally Commander Benchmark, a series
of games designed to assist students reach benchmarks in math.
Game change to match individual student progress.
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Teachers
look for cross-curriculum opportunities to expand learning.
This is the heart obstacle course.
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Fun,
physical fitness, and learning about science is a great combination.
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As
the teacher leads students through the obstacle course, he
reinforces learning about how the heart works.
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Kindergarten
classes feature small groups of students with lots of adult
assistance and encouragement.
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Literacy
is a big push in the school. Here the kindergarten class adds
a picture for each "letter of the week" to reinforce
learning.
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Kindergarten
students make their own alphabet books, adding brightly colored
pictures to match the alphabet letter.
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The
school is heavily invested in using
DIBELS, the Dynamic Indicators of Basic Early Literacy Skills.
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Students
are regularly measured on fluency progress. They are quite
eager to see their own progress, and enjoy the personal challenge.
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After
each measurement, individual student progress is plotted on
a chart.
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Student
measurement results are placed in the teacher's boxes as soon
as they are calibrated so that they can be used for appropriate
instruction.
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In
addition, results are sent electronically to the teacher showing
classroom progress.
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Results
from two measurement events show benchmark progress for each
student in the class.
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Teachers
also receive phoneme segmentation fluency information for
individuals compared to the whole class so they can specialize
reading instruction.
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Individual
student progress toward the benchmark goal shows whether the
student is on track.
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The Student-Need- at-a-Glance report for students in the class
suggests the kinds of instruction that would be valuable to
improve achievement.
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Retired
educators help out by doing additional 4J Reading tests which
pick up other aspects of reading progress.
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A
variety of supplemental reading resources are availble for
teacher use.
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The
Chávez Student Achievement Coordinator opens sets of
supplemental stories at various reading levels for classroom
use.
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Chávez
Elementary School utilizes a variety of strategies to increase student
achievement. Click to move to the pictures and text showing examples
of:
Eugene School District 4J