The teachers set goals at two levels: high
and higher. If they want to achieve an increased score of 6 in writing,
they will aim for a 7 or 8. Time and again, they meet and exceed their
goals.
Ludlam teachers
are considered and treated as professionals. They are part of a
team that includes a very effective Assistant Principal. The administration
provides a high level of support and expects intense focus. Every
effort is made to maximize instructional time. Budgets and schedules
are planned creatively in order to reduce class size at critical
times during the day. Teachers work collaboratively, helping one
another to analyze data and develop lesson plans. They meet regularly
to assess test scores and improve student tracking-one of the essential
tools for charting student direction. The staff develops and applies
a school-wide monthly reading prompt that is charted and included
as part of the monthly progress report on the school's progress
as a unit.
Results: Accountability Report: 80% of Grade
4 students achieved a score of 3.0 or higher on the FCAT writing.
Practices that Promote High Performance:
- Using computer-assisted instruction to determine which books
students should read to improve skills
- Following a block schedule to eliminate fragmented instructional
and student time on task
- Scheduling regular meetings between administration/support staff
and teachers to discuss student needs
The student
population is very diverse. The school motto epitomizes the school's
appreciation of its cultural richness: "Many Faces-One Goal."
The diversity is reflected in the make-up of the School Improvement
Team, which is actively involved in the decision-making process,
including the budget. The school credits the parents' participation
in their children's education, at school and home, as key to its
success. The parents, whatever ethnicity, feel ownership. The school's
PTA was instrumental in purchasing computer equipment for classrooms
that serve a wide range of students with varying academic needs.
Ludlam has a "Multicultural Exchange Program" with other
district schools that jointly celebrates and highlights many cultures.
Results: School Grades: 2000: B; 2001: A;
2002: A.
Practices that Promote High Performance:
- Educating parents, staff and students on the differences and
similarities between and among cultures
- Recruiting parent volunteers to read to children during lunch
time
- Sharing data with parents that gives them an up-close look at
their children's progress and the big picture
Ludlam teachers
have a variety of programs, materials and instructional support
services. They appreciate the variety and being entrusted to choose.
The choices include: America Reads, reading tutorial programs, and
FCAT test strategy programs. Many choices have technology components.
The menu enables teachers to find a perfect program fit for children
with varying abilities and skills. The school has a special program
for students with elevated academic potential who do not fit the
gifted category. Additional staff have been hired to increase their
potential. There is a full-time FCAT tutor to assist low performing
schools' grades 3 through 5. All specialized small group instruction
for underachieving students is delivered by a certified teacher.
Results: Accountability Report: Reading
scores were higher than the State or District average
Practices that Promote High Performance:
- Emphasizing smart technology use, including electronic grade
books (monitored by the administration) and streamlining the paper
work and paper management that takes away from instructional time
- Sharing portfolios exhibiting student progress with parents
- Working productively with outside agencies to set up interventions
for students needing help
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