325 Plymouth Street NW
Olympia, WA 98502
Office: (360) 596-6900
Fax: (360) 596-6901

Garfield

Elementary School

Instructionally Speaking 2014-2015

2014-15 Garfield Elementary – Instructionally Speaking

Specialists and Special Ed

We work to:

  • Reach a diverse population of students
  • Use curriculum that supports learning standards, while using a variety of instructional strategies to help maximize learning for more successful social, communication, and academic experiences in the general education classroom
  • Provide specially designed instruction to meet the needs of the students we serve at all grade levels
  • Use a multidisciplinary team, including parents to evaluate the needs of students and create individual educational plans

 Para-educators

We are committed to:

  • Creating a cohesive, school-wide community of learners
  • Maintaining an emotionally and physically safe environment for our community
  • Providing quality educational support at all times in all settings

 Kindergarten

We are committed to:

  • Helping Kindergarteners transition into a school environment.
  • Ensuring that all kids are safe and feel safe at school.
  • Utilizing “Read Well” reading instruction, while including thematic instruction, Foss Science, and seasonal changes.
  • Incorporating writing instruction that includes phonemic awareness and word segmentation, reinforcing skills introduced in our reading program.
  • Facilitating a hands-on approach to math and science.
  • Conducting meaningful, authentic assessments to differentiate and inform instruction.
  • Building community by celebrating cultural diversity, student abilities, and life experiences.
  • Working in partnerships with children, families and teachers.
  • Collaborating with our Professional Learning Community to strive for best teaching  practices.

 First Grade

We are committed to:

  • Striving for strong academic achievement
  • Using Common Core Standards to guide planning and instruction through backwards design
  • Using district assessments to monitor student progress
  • Analyzing data from assessments to differentiate instruction for all students
  • Guiding students in setting challenging and appropriate personal goals in the areas of reading and writing
  • Teaching 90 minutes of reading and math

 Second Grade

We are:

  • Striving for strong academic achievement in all subjects
  • Developing and using a variety of assessment tools for instruction using backwards design
  • Focusing on grade level targets in reading, writing and math
  • Differentiated instruction for all students
  • Honoring blocks of uninterrupted instruction/learning time for reading (90 minutes) and math (60 minutes)
  • Applying rich vocabulary throughout the curriculum

 Third Grade

We are committed to:

  • Being a learning community that uses a variety of instructional strategies in all curriculum areas.
  • Collaborating to use differentiated instruction, use of flexible groupings, reading interventions, creating curriculum to support EALRs and GLEs, and participating in professional development to help us meet the needs of learners.
  • Seeing learning as fun, relevant, engaging, and rigorous.
  • Having high expectations for the academic and character development of all students.
  • Differentiating instruction to best meet the needs of a diverse group of learners.
  • Creating a positive and supportive relationship with students and their families.
  • Setting the expectation that teachers and students come prepared and ready to give their best effort and participate fully in their learning.

 Fourth Grade

We value:

  • Having high expectations for the academic and character development of all students.
  • assessing regularly to guide our instruction toward our goal of meeting the needs of all students.
  • Differentiating instruction to best meet the needs of a diverse group of learners.
  • Creating a positive and supportive relationship with students and their families.
  • Collaborating with our team on a regular basis.
  • Setting the firm expectation that teachers and students come prepared and ready to give their best effort and participate fully in their learning.

 Fifth Grade

We are committed to:

  • facilitating learning environments where students understand how to meet high academic and behavioral expectations
  • supporting students with integrated curriculum, opportunities to show learning through multiple intelligences, opportunities to receive productive feedback and meaningful homework
  • supporting families by sharing responsibility
  • insisting students and teachers arrive with homework completed and the materials/tools needed to fully participate
  • regularly informing parents about student progress, graded homework, and Friday quizzes.