MWES Instructional Programs
All instruction is congruent to Kentucky Standards and Core Content.
All students at MWES participate in the Rigby Literacy program for their core reading instruction. This involves 90 minutes of literacy instruction each day in the form of shared reading, guided reading, and literacy centers.
Shared Reading: Approximately 30 minutes. Whole group reading of a shared text in which a specific reading skill or comprehension strategy is modeled and practiced.
Guided Reading: Approximately 1 hour. Small group instruction using leveled texts in which the teacher supports students’ practice of a specific reading skill or comprehension strategy.
Literacy Centers: Student led, while teacher works directly with small groups during the guided reading portion of the literacy block. Centers are small group or independent practice of specific literacy skills focused on developing phonemic awareness, phonics, fluency, vocabulary, and comprehension.
All Students will be engaged in writing to learn, writing to demonstrate learning, and writing for publication across the curriculum. Kindergarten through grade 2 use the Four Square Method for developing writing skills, while grades 3 through 5 use the SPAM Method.
Four Square Method: This is a prewriting method designed to help students think through and organize their writing. It helps the writer to stay focused, orgainized, and elaborate on their topic.
SPAM Method: This is a prewriting method designed to help students think through and organize their writing. It helps the writer to stay focused and elaborate on the Situation that prompted the writing, as well as their Purpose for writing, while also addressing the Audience’s needs and choosing the most appropriate Mode (format).
All students at MWES participate in the Everyday Math program for their core mathematics instruction. This is an inquiry based method of instruction in which students manipulate materials to help them discover and develop a deep understanding of specific mathematical skills and concepts. This program has routines and games built in for reviewed learning and on-going practice.
MWES Assessment Practices
Teachers at MWES use many forms of assessment to determine next steps for instruction and to individualize instruction in an effort to meet each learner’s needs. Students use assessment data to set goals and take ownership for their learning. A variety of assessment data is used including MAP, DRA, common assessments, exits slips, flashbacks, and more.
The Measured Academic Progress assessment is an electronic multiple-choice test taken 3 times per year. This test allows us to see if students are meeting grade level benchmarks and what specific skills students have mastered and need to learn next.
Given at least 2 times per year, the Developmental Reading Assessment is a teacher observation and record for an individual student’s reading of and response to a leveled text. This assessment is administered one on one. It gives the teacher insight into what skills and strategies the reader is applying and which skills or strategies still need to be developed.
Common Assessments are KCCT like, on-going tests that help both the teacher and student to identify what standards and core content they have mastered and what still needs to be learned. They are often given as end of unit tests, or periodic check points. Again, common assessments inform the teacher and student of the progress towards grade level objectives and goals.
Exit slips are very quick (few minutes) daily checks to make sure lesson objectives have been learned and to determine if further instruction is needed.
Flashbacks are a very quick (few minutes), daily or weekly review of previously learned skills or content. This helps the teacher to verify learning has been maintained and if further instruction is needed.
Teachers use many other traditional methods for tracking student progress including classroom assignments, projects, units test, quizzes, and teacher observation.
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