Award Year: 2019
We recognize that students learn in various ways and are dedicated to supporting all students in whatever way needed so they can succeed.
- Black/African American: 13%
- White: 195%
- Asian: 11%
- Two or more races: 2%
Operating under a collaborative framework, we at Eisenhower Elementary School are strategic and intentional in our approach to student achievement and student growth. Fostering positive and supportive relationships with each other and with our students has contributed to our success. This culture promotes open communication and encourages teachers to take risks and share ideas resulting in effective ways to improve on teaching practices.
Using data to plan instruction has been our focus for the past few years. We have spent considerable time learning how to analyze data and how to use that information to improve our instructional practices. This focus has been an essential component in our efforts to differentiate instruction and provide effective supports for our students. Finding time to meet as a team was an important and essential factor in this process. A team meeting time was built into the schedule, so teachers could meet weekly to look at data and discuss how to effectively use that data to maximize results. Common planning time was also implemented as well as time for core teachers to plan with learning support and gifted support teachers. This time was critical to developing consistency with the core content and creating a shared vision for interventions.
Additionally, teachers conference with their students, showing them how to look at their individual data and set goals for themselves based on that data. Having students take ownership of their learning has empowered us to customize interventions and maximize our efforts to meet the ever changing needs of our students.