Of
great importance at Ainger is the incorporation of reading in all
disciplines. One strategy supporting this focus is the use of Read
Alouds backed by research suggesting that oral comprehension proceeds
written comprehension in many cases. Teachers read to students irrespective
of age or ability group. Another strategy working to strengthen
reading skills is Read 180, an expansive literacy program building
on student assessment followed up with software, audio books, and
paperbacks. District and school level grant writing for implementation
of programs including Read 180 have allowed resources to extend
beyond static allocations.
Results: FCAT scores in reading routinely
and without exception exceed both the district and state averages.
Practices that Promote High Performance:
- Attention to reading in all disciplines
- Specific programs to identify reading skills and materials to
support improvement
- District and school level grant writing to provide additional
resources supporting reading
Vertical alignment
of school curriculum exists between and among all levels serving
to heighten what works for students at L.A. Ainger. Team Time is
an organized daily ritual consisting of one half hour prior to school
wherein staff meets to discuss issues of the upcoming day and the
status of both students and programs. An outcropping of the Team
Time theme is the articulation that exists between L.A. Ainger staff
and its feeder high school. Teachers in the two schools communicate
to insure that scope and sequence are in order, increasing the success
of students as they move through high school.
Results: School Grades: 2002 A; 2003 A.
Practices that Promote High
Performance:
- Vertical alignment of school curriculum among and between grade
levels
- Time built in each school day for staff to examine what is working
at individual and school levels
- Communication with staff at high school to align efforts to
produce successful students
The instructional staff at L.A. Ainger is a primary focus of the
principal and the district with regard to resources that make a
difference. Teachers are encouraged to "just teach". Using
existing data as a baseline, they are permitted to instruct in creative,
innovative fashions. The focus remains on academic skill development
with accountability being paramount. This empowerment creates a
climate of respect and trust in what teachers do. Tools such as
the use of Academic Improvement Plans (AIP) support teacher efforts.
The AIP aligns needs, standards, and interventions to further the
focus on academic achievement with staff remaining the key resource
for implementation.
Results: Teacher turnover >2%
annually; Teachers with advanced degrees tops 45% compared to state
average of 31.5%; Teacher leave and absence requests below state
levels.
Practices that Promote High Performance:
- Supporting instructional staff as key resources - given flexibility
with accountability
- Maintaining a focus on academic skill building
- The use of Academic Improvement Plans to target need and focus
intervention strategies
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