EDISON SCHOOL

SELF-REPORTED INDICATORS

Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.

EQUITABLE EDUCATIONAL OPPORTUNITIES

Equity in SPED and English Development

Edison Elementary has implemented a co-teaching/collaborative model for our Special Education Students. We welcome students from neighboring schools into our Academic Support program in grades two, three, four and five. These students, along with our other students with current IEPs, receive Special Education services in partnership with our General Education classrooms through co-teaching. General educators and special educators plan, coordinate, and deliver instruction collaboratively. This model ensures our students receive access to Tier I - grade level instruction and facilitates the delivery of targeted, differentiated needs for student growth. This model also helps our students build social and emotional bonds with peers. Sixty-Three percent of our Edison Elementary community are English Language Learners (ELL). Students’ language development level is identified, and forty five-minutes per day is dedicated to targeted language learning through speaking, listening, reading, and writing instruction by ESL-certified teachers.


TEACHER FACTORS

Professional Learning Communities

Teachers meet in Professional Learning Communities (PLCs) weekly; one meeting every month is designed to assess instructional practice, review student growth and facilitate next steps in the English Language Development instructional cycle. In 2017, 30% of our ELL students showed a developmentally expected positive increase from the previous year; in 2018 that number jumped to 73%. Grade level teachers shared a common 55-minute planning time five days per week. Reading, writing, math, and English language development were discussed and monitored. Teachers reviewed student data based on measurable goals, created and used common formative assessments, discussed best teaching practices, and implemented next steps based on current data and evidence of student learning. PLCs were teacher-led and supported by administration.