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 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 30 minutes of targeted reading instruction four days a week based on need. Our special education students receive small group instruction in a research-based structured literacy program (S.P.I.R.E.). This small group instruction has continued during our virtual instruction with exceptional tutors through Zoom. All students have received phonics kits for home use to facilitate this learning. Sixty-Three percent of our Edison Elementary community are Multi Language Learners (MLL). Students’ language development level is identified. Targeted language supports in speaking, listening, reading and writing are delivered in small groups and supported using the Wonders ELL program. All students at Edison Elementary receive targeted reading instruction for 30 minutes four days per week. This small group reading support is instrumental in developing reading and writing skills for our Multi Language Learners, as well as all learners.


INSTRUCTIONAL 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 standardized assessments, 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/ELD 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. This year, all teachers, coaches and two support staff attended the IDA (International Dyslexia Association) Conference. Through shared learning, teachers will collaborate about best teaching practices for the teaching of reading, writing, and math, as well as continue to become expert in the research and best practices surrounding the science of learning to read.