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.

INSTRUCTIONAL FACTORS

Equity in SPEd and English Development

Edison Elementary has implemented a push-in/pull out partnership for our Special Education Students. Depending on need, our Special Education Resource team pushes into our classrooms to support Tier I and Tier II instruction. Students also receive small group pull-out instruction as needed to work on specific targeted skills. Edison Elementary has implemented a whole-school reading intervention program where all students receive 35 minutes of targeted reading instruction four days a week based on need. Our special education students receive small group instruction in research-based structured literacy program (S.P.I.R.E.). 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.


SCHOOL-LEVEL FACTORS

Professional Learning Communities

Teachers meet in Professional Learning Communities (PLCs) weekly. Meetings are centered around English Language Development, Reading, Math, and Writing. Our professional learning communities use progress monitoring and district interim data to identify strong teaching/learning practices, and to determine student needs. PLCs are teacher led with administrative support Edison Elementary teachers meet as grade-level teams to plan instruction in 6-week cycles in Language Arts and Math. This planning is done collaboratively with Language Arts and Math coaches. Learning intentions and Success Criteria are determined, as well as common formative assessments are agreed upon. Through this planning cycle, teachers are able to determine best instructional practices for student learning.