All the Hadley students are considered gifted
by the principal and staff. They merit and get gifted teaching from
a committed staff.
The Principal
and staff start with the big picture and then painstakingly plot
the details that make it an action plan. Hadley has a large Hispanic
population (90%) and a large number of students (75%) eligible for
free and reduced lunch. Planning for students begins with comprehensive
data analysis. Assessment data is used for student plans and to
decide what programs stay or go based on effectiveness. The school
is divided into six groups, called "websites," and each
is on the Internet. They are set up by grade level from kindergarten
to 5th. All "websites" work cooperatively to plan and
implement nine-week themes. The comprehensive reading plan is also
benchmarked every nine weeks. Teachers analyze the nine-week progress
and set midcourse corrections.
Results: Grade 4 FCAT student performance,
209 students: 3.3%, same as district; above state in each grade
level in math. Student absences are lower than district average.
Practices that Promote High Performance:
- Data on comprehension and oral reading is analyzed weekly, biweekly
and monthly
- Teachers stopped using commercial materials and developed their
own to promote higher order skills, hands-on experimentation and
critical thinking
- Teachers decide what professional development activities to
pursue, based on applicability
Hadley pursues partnerships,
parent engagement and grant opportunities to enhance instruction
and support student achievement goals. Some of the supporting programs
at the school and for the community include: a Family Enrichment
Center where students and parents participate in classes and training
on education/community/civic issues; a Children's Psychiatric Center;
a Community School; and a Parent Outreach Center. The staff enlists
parents as partners in their children's progress, sharing academic
reports, and initiating contact. The faculty and staff aggressively
pursue grants for funding special programs, tapping district, state,
federal and private sources. They use technology to seek opportunities
that are a fit with their strategies.
Results: Five Star School Award; Little Red
Schoolhouse Award; 10 separate grants received and active.
Practices that Promote High Performance:
- Providing a range of services for parents that improve their
lives and the education of the students
- Providing parents and partners with fiscal decision-making authority
together with school staff
- Pursuing grants-such as technology equipment, infrastructure
and training-that support goals
The staff believes
that strategies and practices that work for gifted students work
for all students. Hadley is a "Comer" school that practices
the philosophy "everything we do is with the child in mind."
When the teachers analyzed the commercially produced materials in
use, they were found lacking. They started producing their own materials
that reinforced the development of higher order thinking skills.
Extending the gifted strategy, the school pairs a gifted and at-risk
student for tutoring and mentoring. Professional development is
prioritized and directly supports goals. Individual teachers sample
training opportunities, report back to the group, and share core
ideas. Teachers make decisions concerning the value of the opportunities.
Results: School grade 2000: C; 2001: A; 2002:
B.
Practices that Promote High Performance:
- Gifted teaching strategies and curriculum elements in all instruction
- Recognizing a variety of student achievements by "Spotlighting
Success" in formal and informal settings
- Regularly scheduled meeting with the principal: all teachers
to demonstrate student progress
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