Award Year: 2013

Laura G. Childs Elementary School

2211 S High Street
Bloomington, IN, 47401-4315

(812) 330-7756

Chris Finley, Principal at time of Nomination

Monroe County Community School Corporation

School Website


Childs School is committed to academic excellence, achievement of each child's potential, and the development of social skills that enable all students to be successful.

Student Demographics
  • Black/African American: 1%
  • White: 79%
  • Hispanic: 2%
  • Asian: 9%
  • Two or more races: 9%
  • ELL: 4%
  • Economically Disadvantaged: %

The teachers at Childs School are continually examining and modifying their teaching practices to ensure student success. Reading instruction is based on a balanced literacy approach which incorporates essential skill and strategy development, literature study, and opportunities for authentic reading and writing. Literature is the heart of the reading program at Childs School. Each classroom has access to a wide variety of reading materials and resources with the school and community. Our librarian rotates carts of “good fit” books in our K-2 classrooms to support our Daily 5/CAFE reading program.

In the primary grades, the teachers use components of the corporation adopted Rigby materials, The Daily 5/CAFE reading structure, literature circles using picture books and novels, leveled readers, and the reading/writing workshop models. Skills in phonological and phonemic awareness, word recognition, fluency, vocabulary and comprehension are taught through modeling, direct and indirect instruction. Practice activities are incorporated daily through independent reading, buddy reading, guided reading, shared reading, Reader’s Theater, teacher read-aloud, and literacy centers. Individual reading conferences allow for the curriculum to be focused on students’ needs.

In the intermediate grades, teachers primarily use the reading workshop model. Mini-lessons focus on specific reading comprehension strategies and text analysis of different genres. Individual reading conferences allow for the curriculum to be focused on students’ needs. Different genres are explored through literature circles, read-aloud, and independent reading. Beginning in fourth grade non-fiction book clubs help students navigate expository texts in the content areas. Teachers continue to model and facilitate how to effectively interpret and discuss texts to encourage higher level thinking. Vocabulary studies are a key component of the reading program.