Central Elementary Program Plan
Elementary grade students learn basic language arts and mathematics core curriculum skills articulated in the Common Core Curriculum Standards Guide adopted by the Board of Education. They learn basic core curriculum skills using a continuous progress philosophy. Students are assigned to heterogeneously grouped classrooms and taught utilizing a team approach to instruction. They are formally assessed in nine-week grading periods in each of the core curriculum areas. Students with individual or group counseling needs are eligible for in-school counseling services and those with special education needs are eligible for in-school special education services
Teaming and Looping
Students with different abilities are grouped in each classroom and three or four classrooms are grouped into teams with a combination of second and third-grade teachers. Students are assigned to a looping class where they have the same teacher for two years. Research shows that these classroom organizational patterns allow students to progress more rapidly. These patterns also allow teachers and parents to become more familiar with each other and to work more closely together.
Assessment of Standards
Assessment data is a significant component of the second and third-grade program. Much of the assessment is focused on performance – what students can do rather than what they know. Students are given pre-tests before instruction occurs and post-tests after instruction is completed. If the pre-test shows students already have mastered a standard, they do not spend their time learning something they already know. In this situation, instruction focuses on the next standard on the continuum. If the post-test shows they have not mastered the standard, they receive additional instruction on that standard.
Reporting to Parents
Students are assessed on curriculum standards regularly and a detailed report is given to parents each nine weeks. Benchmarks establish the level at which students should achieve for each grading period. The report includes information about standards a student has successfully mastered, standards on which he/she is still working, and standards he/she should have mastered for each nine weeks. Parent-teacher conferences are scheduled in the fall and spring to review in more detail the achievement of each student. All of these means of reporting enable parents and teachers to focus more specifically on areas for improvement and challenge.
A special education teacher is available to work with students who have learning handicaps. A home school advisor is available to work with students, parents, and staff to provide assistance for attendance and behavior problems. A nursing assistant is available to work with students, parents, and staff to provide information about healthy living habits and to support students who are ill. An English as a Second Language Assistant is available to work with non-English speaking students.