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Case Study Research Area #5:
Impact of the Reform at the Elementary Grades
| IMPACT AREA | DEL NORTE | HOLLIBROOK | INTER-AMERICAN | LINDA VISTA |
|---|---|---|---|---|
| Student Achievement and Learning Outcomes | "highest performing" on TAAS | as seen through the student portfolios | as seen through the student portfolios | |
| Attendance | very high attendance rates | high attendance rates | high attendance rates | very high attendance rates |
| Strengths | High expectations; emphasis on language skills; multiple support structures • "Lots of learning goes on here...creative teaching goes on...the kids are enjoying it...they're really getting into it. Everybody takes pride in what they do." Students: •" Learning two languages is fun;" reading Parents: • Development of literacy in two languages; Accelerated Reading program ("they read everywhere, all the time"); school is responsive to concerns of parents. |
Continuum classes; team teaching; parent involvement due to Parent Center, social workers, and continuum teachers; language (reading and writing) emphasis • Principal is good at resources, parent involvement, and relationships with the wider community. Parents: • Bilingual teachers and formal education in both languages, lots of reading, presence of parents on site |
Parental support; shared vision of/commitment to bilingualism; inclusive decision-making; Parents: • Spanish maintenance; bilingual teachers allow for good home-school communication. Students: • Maintaining Spanish and learning about different cultures |
Schoolwide integration of LEP students; focus on language development; entrepreneurial staff; "lots of collegiality;" "no isolated teaching, classes are very open, everybody knows everybody else's kids." Students: • PM rotation and Spanish-language social studies "so we don't forget" |
| Weaknesses |
• Polanco identified parent involvement. • Salinas identified increased integrated services (e.g., mental health services, and ";preventative parenting classes"). • Students said that they wished they could continue to develop their Spanish literacy. |
• Rift in school approach to teaching and learning with some teachers using traditional methods without making modifications for LEP students; lack of coherent LEP student program design, particularly re: timing of transition to English • Principal not instructional leader |
• Students, teachers, and administrators all cited the facility (or lack of funding to make repairs) and the food service. • lack of home reinforcement of bilingualism • Behind in technology |
• "not enough communication between wings" • "is there staff behind the fluff?" |
[Table 9 Case Study Research Area #1A: The Context for Reform Demographic Conditions at the Middle Grades]