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The Johnson Elementary School (JES) curriculum serves as a framework for achieving the broad goals for student learning in all subject areas set forth in the Texas Essential Knowledge and Skills (TEKS). Our spiraling curriculum is designed to emphasize activities that promote high expectations, increased academic achievement, active involvement, critical thinking and problem solving. The spiraling format teaches broad concepts in the lower grades, filling out those concepts with richer detail and depth for higher level thinking in the upper grades. Like all Bryan ISD schools, we use TaskStream lesson plan software. Within TaskStream, individual units directly focus on each subject area, and include sample lessons, clarifying questions, academic language, GT and Service Learning activities, and writing
connections.
JES employs a blended, mixed method approach to instruction based on previously proven methods and new, research-based approaches to address previously unmet needs. The JES Mixed Instructional Method includes elements of the following methods: integrated reinforcement, differentiation, use of academic language, cooperative grouping, a three-tiered reading model, student-technology interaction, service learning, and inquiry-based hands-on instruction. While many schools latch onto a single method in its entirety, JES has painstakingly picked out useful parts of multiple methods to create a hybrid blend. Differentiation strategies, for example, are used to customize instruction for each student. The use of Tic-Tac-Toe Menus, Design A Day, compacting, web quests, learning games, student learning contracts, jigsaws, literature
groups, and flexible grouping allows the JES faculty to manage multiple levels of instruction simultaneously. Similarly, the JES scaffolding method blends the Texas Reading Academies’ Essential Components of Reading and the 3-Tiered Reading Model to identify student learning issues early and provide support through all stages of reading development. In vocabulary instruction, JES uses Marzanno’s Six Step Process for teaching academic language to simultaneously develop vocabulary, fluency, and reading comprehension, not just in reading, but in all subjects. The cooperative grouping method at JES blends Tribes curriculum activities with Kagan Structures to enhance cooperative learning and student engagement through Pair & Share, Round Robin, Heads Down/Bottoms Up, and Musical Shares activities. In lower grades, students are divided into small “tribes” and come up with their own tribe name. Service learning projects
with the Salvation Army, Habitat for Humanity, and the American Heart Association further enhance blended instruction, especially in the social sciences. Critical thinking strategies include teacher Think-Alouds, allowing students to use ideas, theories, and problem solving techniques. A key component of our instructional strategy is the use of classroom technology for hands-on learning. For example, students use COWS (Computers On Wheels) for research, and Smart Boards (interactive white boards) to maintain focus. The JES Classroom Performance System (CPS) allows each student to have a keypad, which they use to select the correct answers in a game show approach to instruction. The CPS makes learning fun, while creating reports to further customize cooperative grouping, scaffolding, and differentiation strategies.
Language Arts—The JES reading curriculum is built on several key components: a phonics-based approach to language, oral language development in the early grades, a spiraling language arts curriculum, integration of that curriculum across grade levels and subject areas, and weekly fluency tests in 1st, 2nd, and 3rd grades. The overall program focuses on the essential reading components outlined in the Texas Reading Academies. We integrate writing across the curriculum through science/math journals, letters to troops, and even published, hardbound books. From language experience stories to polished compositions, writing is a focus at JES. As students incorporate the Six Traits of Writing, stories and essays come alive with feeling and voice.
Reading—Students understand that JES celebrates reading. From the moment students are declared independent readers, the entire school celebrates with them as they pop their tops on our televised morning announcements. This is just one example of our school-wide emphasis on reading. The JES reading curriculum uses a phonics-based approach that embraces the development of specific components of reading, including phonological awareness, the alphabetic principle, phonics, fluency, vocabulary and comprehension. JES reading instruction is focused on helping students become strategic readers. We begin with the assumption that all children can learn to read, and we supplement with research-based strategies like whole groups and small groups, guided reading, tic-tac-toe menus, learning stations, think-pair-share,
compacting and reading contracts. The Three-Tiered reading model has enhanced our differentiation and scaffolding strategies. Extended instruction, before and after school, with highly experienced teachers, increases on the second and third tiers of the model, enabling us to customize reading instruction. Grades K-2 emphasize word recognition skills through the conventions of letter-sound correspondences that foster letter manipulation, segmentation, word blending and word sorting. Placemat-style “alphabet arcs” and word walls are key activities in developing emergent readers. Fluency checks are, perhaps, one of our most effective strategies. Weekly fluency checks, while time-consuming, are the best method of assessing individual student understanding and truly ensuring that no child is left behind in reading. Strategies such as repeated reading, paired reading, choral reading, and readers’ theater form a foundation for comprehension and competency. In
the upper grades, our balanced literacy approach allows students to refine skills through authentic literature in both English and Spanish. Teachers guide discussions through think-alouds and higher level questioning. Kagan Structures (innovative ways of structuring small group interactions) promote active participation and stimulate interest and increased comprehension by asking students to think critically and problem solve together. Our campus wide vocabulary initiative is based on Robert Marzano’s Building Academic Vocabulary, a six-step process for systematically teaching vocabulary. The process introduces identified academic language in every content area and allows students to engage in activities and reinforcement strategies for vocabulary introduced in each subject area. Our Accelerated Reading program teaches intensive reading habits and allows us to individualize instruction with time set aside for reading practice. The Star program allows
students to set individual reading goals each six-weeks based on individual reading levels.
Math
The JES math curriculum builds on the TEKS, using the National Math Standards set forth by the National Council of Teachers of Mathematics. Active involvement strategies allow students to achieve proficiency in the six strands of mathematics including numbers, operations and quantitative reasoning, patterns, relationships and algebraic reasoning, geometry and spatial reasoning, concepts and uses of measurement, probability and statistics, and mathematical processes and tools. We employ involvement-heavy activities using manipulatives, group learning, the district problem solving model, and math journals to help students learn to defend mathematical thinking.
Science
Our focus on science for the three past years has enabled us to refine our curriculum across grade levels. We focus on the implementation of hands-on lessons, staff development, and multilingual classroom resources. Texas A&M University scientists conduct science demonstration lessons and math/science connections. Beginning in kindergarten, JES students receive real world science instruction, which continues through all grade levels and culminates (in elementary school) with a 5th grade field trip to Camp Allen, where the students have an opportunity to practice classroom lessons in a remote, outdoor environment with professional outdoor education specialists.
The JES emphasis on science curriculum is noteworthy because it permeates the school. In keeping with the JES integrated approach to instruction, science is imbedded into all areas, from the morning announcements to in-class experiments. The focus on integrated learning is a key reinforcement strategy in the JES science curriculum. Morning announcements on live, closed-circuit television in all classrooms feature a science Word of the Week, and students are asked to act out the meanings of key science vocabulary. JES employs an inquiry-based science curriculum, with a heavy emphasis on hands-on activities. While “hands-on” has become an education buzz phrase, it is important to note the extra resources of time, technology, faculty training, and classroom management strategies that are necessary to pull off a curriculum that is
truly hands-on. The JES curriculum is based on directives the State of Texas and the National Science Standards have deemed necessary for developing science competencies. A rich collection of manipulatives from GEMS (Great Explorations in Math and Science), AIMS (Activities Integrating Math and Science), and FOSS (Full Option Science System) supports classroom science lessons. JES emphasizes the connection between science concepts and the world around us. In studying life cycles, students predict, observe, measure, analyze, and draw valid conclusions using corn ear worms, butterfly gardens, silkworms, and ladybugs as they mature through natural stages of development. Students are motivated through the use of various forms of technology from computers to Smart Boards (interactive white boards.) For example, students demonstrate mastery of science concepts by diagramming results of their data on Smart Boards and engaging in competitive, Jeopardy-style review games. To further
integrate the science curriculum, students write in journals, read for information, generalize concepts, and formulate and test multiple hypotheses. Research is frequently conducted using WebQuest, and results are presented using PowerPoint, student-created games, and other innovative approaches. For instance, culminating a study on the corn ear worm, students proudly present projects to esteemed scientists at Texas A&M University. These coordinated efforts result in the use of science to reinforce reading, writing, vocabulary and math skills. Students are assessed in science through open-ended essay response questions, six-week checkpoints, performance based projects and science journal writing.
Social Studies
The JES social studies curriculum utilizes the same spiraling format and integration techniques discussed earlier, blending community and cultural awareness with the TEKS emphasis on history. Hands-on activities include historical reenactments in multiple grade levels. For example, kindergarteners reenact the first Thanksgiving, while 5th graders undertake a Colonial Wax Museum. JES also utilizes community resources to supplement the social studies curriculum, including Junior Achievement volunteers at all grade levels and the George Bush Presidential Library and Museum, which offers a rich variety of historical and political essay contests, art contests, exhibits and student-focused presentations.
The Arts
Our integrated, spiraling curriculum extends to special subject areas, including Physical Education, Art, Music, and Character Education. The P.E. program focuses on a coordinated approach to child health and service learning, partnering with the American Heart Association and other community groups. Music classes go well beyond teaching the fundamentals. JES students learn about other cultures through their music and celebration. Music classes support the academic curriculum by singing songs about historic figures, rapping math facts or even presenting a music program about science. The visual arts curriculum emphasizes an appreciation of art, artists, and master works of art. Hands-on activities develop and foster a love of art using multiple media and themes, incorporating additional subject areas. Character education
is conducted through the Character Counts curriculum to assist students in making good choices while emphasizing planning and goal-setting skills.
Music - The music program at Johnson develops an appreciation for all the fine arts. Children learn dances and critique videos of dance, including folk dances from many countries, ballet, tap, and square dance. Students interpret poetry, adding expressive elements with dynamics, sound effects, or musical background. Drama activities include acting out simple stories in kindergarten and culminating with participation in the Johnson drama club in fifth grade. Children learn to appreciate and recognize quality performances of all types of music, including classical, jazz, rap, rock and roll, rhythm and blues, gospel, and folk music. A study of Mussorgsky’s "Pictures at an Exhibition" serves as a springboard for discussion of art and art galleries, and also as a springboard for comparing and contrasting orchestral and
piano versions of the piece. We also emphasize composers, musical styles and specific instruments, in a unit that culminates with a fourth and fifth grade field trip to a performance of the Brazos Valley Symphony Orchestra. One of the unique aspects of our music program is the production of a musical program by each grade level at some time during the school year. The musicals are performed for the entire school during the day, and performed again the same evening for a full house. These productions also mirror what’s being taught in the classroom. For instance, fifth graders performed The Adventures of Lewis & Clark to help bring their history textbook to life. Additionally, all of the grade level musical productions are videotaped and re-broadcast several times on the district’s cable learning channel.
Physical Education
Children participate in Physical Education for at least 135 minutes a week (required by state law). Our goal in Physical Education at Johnson is to have children participate in fun activities and games that promote the TEKS (Texas Essential Knowledge & Skills) and, to have them develop skills they can use for a lifetime. At Johnson we use the CATCH program, which stands for Coordinated Approach to Child Health. There are four components to the CATCH program: classroom curriculum, school food service, physical education, and family. The concept is for us all to work together to ensure healthy children. Throughout the year parents and community members are invited to join us in various activities such as our Bike Rodeo, Turkey Trot, PE PTO Program, Jump Rope for Heart, Fifth Grade Track Meet, and Field
Day. We want children to know the importance of physical activity and enjoy it now and for a lifetime!
Assessment
Results - The Texas Assessment of Knowledge and Skills (TAKS) is a criterion-referenced test, which measures student performance in the statewide curriculum. This test is given annually to elementary students in Grades 3-5 in Reading and Math, Grade 4 in Writing, and Grade 5 in Science. TAKS can also be given in Spanish for students in bilingual classes. Scale scores are reported for every student in each subject tested. Students meet the standard with a scale score of 2100 and are considered to have a sufficient understanding of the knowledge and skills measured at their grade. Students with a scale score of 2400 receive Commended Performance. Commended Performance is considered high academic achievement at a level well above the state passing standard. Students in this category answer at least 90% of the test items correctly. JES
students consistently have a high rate of Commended Performance. Through the Texas Accountability Rating System, schools are rated Exemplary, Recognized, Acceptable, or Low Performing based on the percentage of all students and subpopulations with 30 or more meeting the standard on all tests. Special Education students who take the State-Developed Alternative Assessment (SDAA II) are also included in the school’s rating. Additionally, the Texas Education Agency awards Gold Performance Acknowledgements (GPA) to schools with high rates of Commended Performance in each subject area. As part of the state-wide Student Success Initiative students in Grade 3 must pass TAKS reading to be promoted and students in Grade 5 must pass TAKS reading and math. Students have three opportunities to pass. The accountability rating is based on students passing the first two administrations. Students who are limited English proficient and are new immigrants may have a one-year exemption for TAKS
but take a Reading Proficiency Test in English (RPTE) and a Linguistically Accommodated Test (LAT) in Math.
In 2006, JES was rated Exemplary and received Gold Performance Acknowledgements in reading, writing, math, science and attendance. To receive an exemplary rating at least 90% of students tested must pass in every subject area. Since TAKS was implemented in 2003, JES was named to the Texas School Honor Roll three times by the Texas Business and Education Coalition (TBEC) and Just for Kids. TBEC identified JES as an Honor Roll school by analyzing three years of performance data. Honor Roll schools also have the highest percentage of students performing at the state’s most rigorous standard – commended. Overall TAKS scores for 2006 in reading and math were between 90-99% in our subgroups of Hispanic, White, and Economically Disadvantaged. Our African American
subpopulation consisting of 10 students scored 90% in reading and 70% in math. Test results over time show there is not a large disparity among subgroups. For the past three years all of our special education students met the set expectation on the State Developed Alternative Assessments. Over the past ten years, JES was rated Exemplary seven times and Recognized three times. Additional assessment information can be seen at the Texas Education web site [http://www.tea.state.tx.us].
Using Results - At JES we understand the need to balance our assessment system between assessment of learning and classroom assessment for learning. Staff development is ongoing in training teachers in the importance of data disaggregation and how it is used to drive instruction. Assessment data is closely analyzed using a data management software program and teachers ask, “What are my students’ needs, what grouping and differentiation strategies best address the weaknesses of my students, and is the pacing of the curriculum appropriate for optimal student achievement?” Our testing data allows us to build an item analysis and develop intervention plans for each student.
Students in Grades K-2 are given the Texas Primary Reading Inventory (TPRI) and Tejas Lee (Spanish version) to assess reading skills. Our computerized mClass software prescribes an intervention plan for each student and groups students for both Tier I and Tier II interventions. Grades 3-5 participate in analysis of checkpoints and prior released state assessments. We meet in grade level teams to review assessment data from checkpoints at every grade level in all content areas and discuss what questions have been missed and why students may have missed certain questions. This enables us to plan for reteaching strategies and develop action plans. TAKS Target Charts with performance categories and subpopulations are developed for each class in grades 3-5. This is a great visual to
see where students are and to plan for small group instruction. For students who are scoring higher than the passing standard, we look at how we can get them to Commended Performance.
Numerous faculty meetings are spent analyzing TAKS questions, discussing what each question is asking and what skills are needed to answer the question correctly. Each grade level asks, “What does this look like at my grade level?” Our discussions give us new understanding of the depth of the TEKS and the level of critical thinking required for TAKS. Our commitment to using assessment data assures connection between the written, taught, and tested curriculum and is a key component for student success.
Communicating Results - From the moment we find out that TAKS scores have arrived in the district until the moment we call an impromptu meeting to view JES scores, our faculty eagerly awaits the results. We share the news with the entire staff and the celebration begins! After TAKS results are received in the spring, they are sent home and teachers meet individually with students and parents. Local newspapers report overall district scores. When school begins, JES holds a parent orientation at each grade level where we once again review scores. We also share results with our PTO, with our Campus Performance Improvement Council, and with the School Board. The School Board presentation is televised so the community has an opportunity to hear about our school. We hold TAKS parent nights in the fall and scores are again shared. The school
report card is mailed to parents in English and Spanish along with directions on how to read the report. We also give parents a number to contact the principal if they have any questions. Our yearly report card is posted on the JES website, http://fc.bryanisd.org/johnson, as well as the TEA website. Primary grades share results from the TPRI/Tejas Lee through individual student reports in both English and Spanish and in student-led conferences as parents rotate to the “teacher table” for a more in-depth explanation of the report.
We send home weekly folders that include work samples, graded papers and a grade level newsletter. Newsletters can be sent home electronically or within the folder. Fourth and fifth grades use daily student planners, which communicate homework, behavior, and skills that are addressed within each subject area during the course of the day. Teachers’ web pages include not only weekly assignments but also an overview of material presented in the classroom and a preview of “coming attractions,” as well as links to enrichment activities.
JES sends progress reports every three weeks with grade cards going out at the end of each six weeks. Parents have online access to student grades and they can even request an automatic email grade report each week. This year we are excited about being able to have a dedicated computer at the front desk so that parents who do not have access to computers at home can check their children’s grades.
Sharing Success - JES has an “open door” policy welcoming schools from around the district, county and state to observe and share our ideas of “best practices.” For example, although our dual language program is only two years old, we host site visits for schools aspiring to begin their own program and present at the Texas Association of Bilingual Educators (TABE).
Within our school, district, and state, JES master teachers are often called upon to present ideas and techniques that have proven successful. For instance, staff members presented mini workshops and pioneered the district implementation of our data disaggregating software for TPRI/Tejas Lee. JES participates in our region educational service center through distance learning and facilitating workshops and is featured in region publications of best practices. We also take pride in sharing our success at Texas Honor Roll School Conferences.
Over the years, JES leadership has been responsible for mentoring district novice administrators, professional development specialists, librarians, counselors, and teachers. Our faculty is always proud to share our contributions to education. In fact, four of our teachers moved to administrative positions within the past few years. While we are proud to receive requests to share, we continue to strive for excellence and push for even greater achievement to truly ensure that no child is left behind.
Professional Development
“Who says you can’t teach an old dog a new trick? I’d be a hypocrite to advocate a lifelong love of learning and not embrace new technologies myself! How can I meet the needs of my students if I’m not willing to change my teaching styles and strategies?”— Gay Kaye, 4th grade teacher
The JES strategy for staff development is centered on a needs-based approach to faculty learning. We currently focus on the following areas: technology training, materials training, curriculum training, instructional strategies, SMART Goal training, and service learning. Staff development occurs in informal grade level planning times (which allows for peer coaching as needed), designated staff development days, faculty meetings, on-line training, continuing education, and conference training (district/state/national). Science curriculum training for 4th and 5th grade faculty consists of a full day of staff development at the beginning of each six-weeks, with plans to add 3rd grade training next year. Tribes training for kindergarten through third grade faculty
facilitates grouping strategies. Technology training is essential to our integrated use of technology in the classroom and our ongoing commitment to the efficient monitoring of assessment results. Data analysis training teaches faculty how to disaggregate data, which drives classroom instruction. Hardware training is provided for laptops (each teacher is provided with a laptop), Smart Boards, COWS (Computers On Wheels), CPS (Classroom Performance Systems), and audio/visual equipment. We conduct bimonthly grade level team technology training based on our campus plan for each grade level. Classroom instruction and curriculum training are focused on differentiation strategies and group structuring using Kagan Structures. The JES faculty also receives Cheryl Cox Manipulatives training, which provides each classroom teacher with advanced classroom manipulatives. Mentoring is another area of identified staff development. New teachers are paired with a trained master mentor who supports
them through initial campus orientation and monthly staff training. SMART Goal training (goal-setting that is Specific, Measurable, Attainable, Results Based, and Time Bound) was furnished for a core group of faculty over the summer. These teachers provided training for the entire faculty on the development of well-aligned campus, grade level, and student goals based on our greatest areas of need. Service Learning training facilitates student instruction on community giving and citizenship. Our faculty completes an annual book study, which has included Building Academic Vocabulary, Marzano’s Handbook for Classroom Instruction that Works, Differentiation in the Regular Classroom, and Dual Language Instruction: A Handbook for Enriched Education.
Let us know what you think!
Johnson Elementary School
3800 Oak Hill Drive
Bryan, TX 77802
(979) 209-1460
Fax (979) 209-1462
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