Demographics
Lake George Elementary is located in the eastern Adirondack Mountains of New York State and is widely known as a resort community. Located halfway between Montreal and New York City (55 miles from Albany, the State Capitol), it combines the quiet and beauty of both the mountains and lakes and is easily accessible to major metropolitan centers.
While our community would be classified as economically advantaged, in recent years we have experienced an increase in student mobility, students with learning problems, and students involved in single parent homes. This has led to an increase in counseling time, the addition of a social worker, and an increase in our remedial/special needs staff.
To facilitate our learning process in a child-centered way we take advantage of three important educational concepts: continuous progress education, team teaching, and multiage/family grouping. These educational concepts are incorporated in our 1968 open plan building with portable partitioning to accommodate various instructional groupings.
As a faculty, we recently described our continuous progress program at the Lake George Elementary School as "...educating children in a flexible environment which considers all aspects of a child's development. Children progress at their own individual rates without regard to age, grade, or a specific time frame. Evaluation and prescription are ongoing, providing a diagnostic framework for individual instructional needs. Children are grouped and regrouped according to their needs, ability, and achievement. Students are evaluated in accord with their own abilities rather than being compared to their peers." The major goal of our elementary school is that all student must successfully achieve and continue to feel better about themselves. The brighter students must be challenged and not bored. The slowest students must achieve without frustration. There must be a continuity and consistency of programs throughout the students' elementary experience. It is this need that motivates our use of teaching teams and school-wide goals and objectives approved by our shared decision-making Cabinet.
In addition to the many research benefits of team teaching, teaming allows us to increase the range of reading and math levels so as to accommodate students in smaller groups. Teams of two or three teachers work with groups of students 6-8, 8-10, and 10-13 years old. Each teaching team has the students for basically two years, with approximately 50 percent of the students exiting the team's program as a new 50 percent is added each year. The school is divided into three cluster teams of seven teachers, with approximately 175 students ranging in age 6 to 13. While social studies and science are becoming more and more integrated as part of language arts and math, the state curricula in these areas are taught by teaching teams in a two-year cycle. The traditional program for grades one and two are taught in a multi-age setting of groups of 6, 7, and 8 year old, the traditional third and fourth programs in inter-aged groups of 8 through 10 years old, etc.
Due to the structure of our building, our kindergarten is self-contained and team taught in an open area by five teachers with 1 1/2 assistants. Some students spend an additional year in our kindergarten or three years with their teaching teams at other age levels. However, due to the flexible grouping and continuous progress programs, students do not feel the traditional sense of failure as it is not necessary for them to repeat previous work. Parents may select clusters and/or teaching teams that they feel basically meet the needs of their youngsters, thus increasing their commitment and desire to work with each teaching team for the benefit of the student. Specialists in art, music, and physical education instruct our students in a multi-age setting.
The elementary school has two self-contained classrooms for special needs students. Each classroom has students in a three year age range, with a certified special education teacher and a teacher assistant. Though self contained, each has direct involvement with one of our three family-grouped clusters. The mainstreaming of special needs students ranks extremely high on a list of student priorities.
At Lake George Elementary we make use of a six day schedule. The first day of school is Day 1, the next day is Day 2, and so on. After the sixth day, we start Day 1 again. This procedure equalizes the students' time spent without specials. Traditionally, if a group of students had art on Monday or Friday, they would miss out on two or three art days during the school year, and the classroom teachers would miss an opportunity for planning time. More important, if you had a "snow day" or a "no day," the school schedule is not disrupted. If a "snow day" were to occur on Day 5, the next day becomes Day 5. Staff may use the same well-developed plans of the previous day. Counseling sessions for students continue as scheduled.
Between reading, writing, listening, speaking, handwriting, and spelling, teachers at Lake George Elementary School spend the majority of their day involved in language arts activities.
During morning meetings, students practice greetings and active listening behaviors. They express their thoughts in an organized manner, and they respond to each other with relevant questions and contributions. It is a time to share news from home, a favorite book, review the day's schedule, participate in a group activity, and a chance to practice a previously introduced academic skill. Listening and speaking objectives are addressed throughout the day in the form of oral book reports, project explanations, and book discussion groups.
All students are read to on a daily basis. Teachers recognize the importance of orally reading a wide variety of fiction and nonfiction to their students. Reading instruction begins in kindergarten with the use of big books which are chorally read and reread. The format is repetitive and predictable, and the focus is on beginning reading strategies, such as using the picture clues, and initial consonant sounds. Students are building a sight word vocabulary, and teachers are creating a rich language environment. Choral reading of poems, chants, and songs often provides a large group introduction to vocabulary and skills that will become mini-lessons for small group instruction. At the Intermediate I and II levels, teachers meet with small groups focusing on reading strategies, comprehension skills, and vocabulary development. More and more reading and writing activities are being integrated with the social studies and science curriculum. All students spend a portion of their day practicing their reading skills in silent reading. We also have a number of classes of older students who read to younger students weekly. Our Title I remedial reading program provides additional support to students in a small group setting, and we now offer a Reading Recovery program for our youngest primary students.
Writing begins the first day of kindergarten with a daily journal or diary being completed each morning. Primary students begin to follow the steps of the writing process. They complete a prewriting activity, a rough draft, and a final copy after editing with their teacher. Writing time follows a workshop format with a mini-lesson being taught at the beginning, followed by an extended period of individual writing time. Intermediate I and II students hold peer conferences and revise before their final teacher editing. Students write personal narratives, poetry, friendly letters, and persuasive essays.
Handwriting instruction begins in kindergarten with the correct formation of upper and lower case letters being taught. At the primary level, students continue to refine their handwriting by adjusting letter size, working on correct spacing and becoming proficient users of upper and lower case manuscript letters. Cursive instruction begins at the Intermediate I level and by Intermediate II, all students are expected to complete their final products in cursive writing.
Spelling is taught daily in the elementary school. Weekly lists are pretested and post tested with word study activities taking place in between. Primary students work with a list of the two hundred most frequently used words. Intermediate I and II students work at their own spelling mastery level in small groups.
Our language arts program works successfully to further each student's proficiency in the many English language arts areas.
Lake George Elementary School has achieved a great deal of success in mathematics. The teachers at Lake George work hard at getting students motivated about math. The priority of the teachers is to develop understanding and apply mathematics to real-world problems. They also want their students to achieve success daily. The Addison Wesley/Scott Foresman mathematics program allows for success by providing quality mathematics, teaching options, a comprehensive assessment program, and support materials. This program provides activities that interest students and give them an opportunity to develop an understanding of concepts and a sense of self-confidence.
The teachers show the students the relevance of math in their lives. Students get involved in activities that go beyond paper and pencil tasks. Many different manipulatives are incorporated into the teaching of all students. Students are given a variety of learning experiences and they work on problems that could have a number of solutions - not just one right or wrong answer.
Teachers follow an integrated approach. In each lesson that they teach, they try to allow students to be actively involved, provide time and guidance for thoughtful thinking, encourage communication between students, and make it easy for students to work in small groups and independently. Each day our students should be doing, thinking, and talking math.
An encouraging, positive classroom atmosphere for problem-solving is probably the most important aspect of teaching problem-solving. students are encouraged to try different approaches and come up with alternative methods and answers to problems. Problem-solving skills are also developed by providing an approach to problem-solving by understanding the question, finding data, making plans, estimating answers, solving the problem, and checking to make sure the answer makes sense. Our students are taught many different problem-solving strategies such as drawing a picture, make a table, guess and check, find a pattern, make an organized list, or choose an operation. By learning to use all of these strategies our students are much more confident when dealing with world problems.
Our students have ample opportunity to communicate about mathematical ideas and situations. They have computer partners, math partners, small cooperative work groups, and large group sharing. We found that when students work together they pool their resources, listen to other students explain thinking processes, see and hear alternative strategies, and, most importantly, experience math in a non-threatening supportive environment. In our school, kindergarten averages 30 to 40 minutes a day, primary, intermediate I, and Intermediate II each averages 60 minutes a day.
Our science program at the elementary level is definitely a hands- on process approach. The state ESPET testing verifies our success in this approach. The Lake George Elementary School follows the state science curriculum, and we begin the instruction of science at the kindergarten level. One only has to walk our corridors observing the display of student work to discover the degree of integration that occurs between our art and our science programs. Science textbooks are not used as basals in our elementary school other than as a resource help. Our basic science materials are Board of Cooperative Educational Services Elementary Science Program kits. Some of the topics covered: classroom plants; sunshine, shadows, and silhouettes; brine shrimp; plant and animal life; crayfish; buoyancy; powder and crystals; electrical circuits; butterflies and moths; pond life; birds; electromagnetism; light; looking at liquids; plant responses; meet the creatures; environmental factors; and rocketry.
Social studies refers to the understanding of our world and its people. It is important to include all aspects such as cultural, economic, political, historical, geographical, and social in this learning. Our social studies curriculum committee reviews and updates our program annually to be sure all of these areas are being taught and to assure a quality program.
Our social studies is unique in that it is designed to use a "hands on" approach to learning. While the guidelines of the New York State curriculum are carefully followed, textbooks are not our tool for teaching. We place a great deal of value in integrating social studies with all other subject areas. Many related literature books are used for reading as well as writing and spelling activities. Graphs, charts, and maps are used in math areas. Cooperative learning activities are frequently used, as well as small group projects, computer programs, videos, and field trips. Our local area is especially rich in historical places such as Fort William Henry, Fort Ticonderoga, and the Saratoga Battlefield right in our backyard. Visiting these locations greatly enriches the students' knowledge and understanding of our American history.
Geography is an ongoing study at all levels. Primary students begin with maps of their classroom, school, and then our community. Older students progress to a global knowledge of the world. Our students participate in the National Geographic geography bee and a community international festival each year. They also exchange letters and videos with a sister city, Saga City, Japan.
The elementary school social studies programs are reviewed annually, and our students' knowledge and understanding are assessed at the end of each level (primary, intermediate I, and intermediate II). Each year is a new adventure for our students as they learn about their world and its people.
Health and safety are an integral part of our total school program in the areas of instruction and practical application. Formal lessons in health are presented weekly to our students by the school nurse teacher with follow-up by teaching teams.
Strategies for health instruction are almost as varied as our students, allowing for their differences, enriching their health and safety education, and addressing their levels of critical thinking skills. Individual and group projects, field trips to the hospital emergency room or veterinarian, community resource people to interview and to invite as guest speakers, lectures, experiments, health games, adventure-based overnight program in outdoor education, demonstrations (including our famous fire drill with fire trucks, hook and ladder extended, and firemen in full regalia), and a mini-speakout against substance abuse offer our students ample opportunities to challenge themselves and acquire health and safety knowledge. In addition, each of our intermediate II students receives subscription to "Current Health I," which enriches our health curriculum.
Integration is inherent in our schools approach to health and safety instruction. By using the previously mentioned strategies, health and safety is integrated into language arts, social studies, science, physical education, and recess. Practical application of health and safety knowledge is practiced throughout the school. For example, our school parties offer nutritious snacks as opposed to candies; a fluoride swish program has a 99 percent participation rate by students; student and parent handbooks emphasize health and safety procedures; free soda is refused for our field/fun day and milk is purchased for the students; salt is not available to our students during lunch time.
The Computer Management System (Addison-Wesely) is used in the area of mathematics. The system records pre and post test results, providing a print-out for students, parents, and teachers of the students' mastery of identified math objectives.
Progress reports are given to parents three times yearly. Parent-teacher, parent-teacher-student conferences are held in November and December with 99 to 100 percent parent participation. In addition to these schedule conferences, parents are encouraged to meet with their child's teacher at any point during the school year. It should be pointed out that we do not give students letter grades when reporting students' progress. We do not compare students with the ability of other students, but evaluate them on how well they do in comparison with their own ability. The message of letter grading is that no matter how hard you work, you will never be as good as someone else. Grading students and promoting self concept are not compatible. Students of LGE School appear to enjoy learning and to be challenged by learning because they know they can be judged successfully if they give us their best effort. Many teams send home weekly, biweekly, or monthly folders that contain samples of the classroom work and checklists covering work habits and academic performances.
In addition to the regular classroom progress report, parents receive individual reports in the areas of art, music, physical education, gifted and talented, and remedial instruction. State and standardized tests are annually shared with the parents and with the general public. Curriculum committees yearly perform itemized analysis of our state treads in the areas of reading, writing, math, social studies, and science. These analyses help us identify areas of weakness and result in changes in all curriculum areas. State testing in social studies only takes place at level 6. We are piloting our own social studies testing at levels 2 and 4. That is, the concluding of our primary and intermediate I groupings. State testing in science is administered at level 4. Therefore, we have developed science testing for our primary and intermediate II students. Our test designs are congruent with the state model and allow is to monitor students progress in these areas throughout the youngsters' elementary school experience.
Shared Decision-making at our school is centered with the Educational Cabinet. Its purpose is not advisory, but participatory. Educational Cabinet, composed of elected teams coordinators from each of the four clusters, an elected representative of the special education/remediation teams, and a representative of the teachers of art, music, Physical education, and health, is under the leadership of the elementary principal who has stated that he will share any decisions the teachers want to share and he will make any decisions that they want him to make. The rationale for the Educational Cabinet is as follows: a.) Cooperative decisions represent the best thinking of several rather than one individual. b.) People who must operate under a decision should have a part in making this decision. c.) Commitment to a representative decision is always more persuasive than commitment to administrative decree. Sample responsibilities of the Cabinet are as follows: To establish school-wide goals and objectives; to coordinate curriculum to be consistent with established goals; to plan, monitor, to coordinate school-wide in-service; and to monitor and regulate its home-school community program.
Individual teaching teams monitor the results of the annual standardized tests, student questionnaire, and parent survey and build goals and objectives around their identified weaknesses. They provide feedback on the effectiveness of faculty and in-service meetings and assess the performances of the elementary principal, psychologist, administrator/coordinator of the High Potential program, Educational communications director, librarian, speech therapist, reading teacher, counselor, language arts coordinator, and teacher assistants/aides, as well as substitute teachers. Teachers may also develop their own method of professional evaluation for the purpose of self-improvement. Staff members are a part of the interviewing teams for the selection of new teachers, assistants/aides, principal, and superintendent
Basically we offer two types of programming for special education students, the resource room, and the 15:1 + 1 classrooms. The less severely disabled children are supported by our resource room teachers in two ways. The majority of the students are seen in a push-in setting and worked with in groups of up to 5 children. However, a few students are worked with in the resource room. We offer three 15:1 + 1 classrooms that are aligned with the levels of the school - Primary, Intermediate I, and Intermediate II. Each classroom is manned by one teacher and one full-time teaching assistant. Although these are self-contained for the most part, a great deal of mainstreaming takes place, enabling a number of special education children to be integrated into a regular classroom situation during the school day.
Within these special education placements, the teachers attempt to keep the same instructional emphases as the rest of the school; for example, the use of big books, literature-based reading, writing process, and manipulative math. Obviously there is a need for additional teacher support, the use of more and sometimes different methods, and increased awareness of individual learning styles. However, the holistic, language-based philosophy of the building which guides the regular education program also exists in these special education programs.
The elementary vocal music program schedule includes 30 minute classes twice every six days for primary, intermediate I and intermediate II students. Kindergarten children have music twice everyday for 20 minute class periods. Chorus is offered for intermediate I and II students as an after school extracurricular activity.
Music classes are based on the philosophies of Carl Orff which encourages children to develop musically by creating, listening, and performing. The elements of music are explored through speech, movement, song and instruments. Because students are multiaged, it is necessary to teach different levels and abilities in one class. Lessons include concepts that are a review for some children and new for others. When a technical skill such as how to hold an instrument or how to read a rhythm pattern is involved, older students are excellent models for their younger peers. Because the Orff approach blends so beautifully with Whole Language theories, it is possible to enliven and enrich literature with song and movement, while providing an opportunity for many musical goals to be achieved.
The music teacher is challenged to sequence the instruction so that music skills are mastered by the student. Because the children spend two years at each level, there is some overlapping of objectives, but integrating ideas from the classroom curriculum provides variety, and musical concepts can be easily reinforced.
All older Intermediate I students and all Intermediate II students are eligible to be involved in the instrumental music program. Students may learn a band instrument in a 30 minute lesson taught once every 6 days. Beginning in January, Intermediate I students participate in band once a week after school. Intermediate II students participate in band once a week throughout the school year.
We have two physical education teachers and a two station gymnasium. Classes are scheduled for different lengths of time: 20 minutes every day for kindergarten, 30 minutes ever other day for primary, 45 minutes every other day for intermediate I, and 50 minutes every other day for intermediate II. Two homerooms come to physical education at the same time and both PE teachers see all the students in the school. Most lessons are taught in two separate groups of 20-25 each. Occasionally we have one large group situation.
The primary students remain in their homeroom group for physical education. Usually, after each set of five or six lessons, the children switch PE teachers. Groups are multiaged, and we have found no problems caused by mixing ages.
The Intermediate-1 pupils also remain in their homeroom groups for physical education. They switch teachers after one or more sport units (the period of time ranges from a few weeks to 2 months). We try to have each PE teacher see each student for approximately the same amount of time throughout the school year.
The Intermediate-2 students, take part in Physical Education in their homeroom groups as well. We have activity/sport units that last for varying amounts of time - from three days to several weeks. This age group changes their clothes for class.
At the Intermediate-1 and Intermediate-2 levels, a majority of class time is spent on skill work - we only play a "real game" a few times. Those who are interested in playing various sports may play after school. There is a late bus available, and all intermediate level students can sign up for after-school intermurals.
Our library media center is housed in a newly constructed addition completed in 2002. The LMC includes a breakout room and story theatre. These facilities are available for teachers to sign-up to use on a flexible schedule. The breakout room and story theatre are equipped with screens, LCD projectors, VCR's, and computers. This encourages presentations and instruction that are multi-media in nature.
Our library collection consists of over 20, 000 books and magazines that circulate. Print reference materials are available to be used within the LMC. In addition, there are sixteen computers available for students to use throughout the day. These computers are also available to teachers to schedule and use with their students.
The LMC is staffed with one certified, part-time technology coordinator; one full-time, certified school library media specialist; and one part-time library aide. Weekly volunteers assist in the day-to-day circulation process. The LMC has become the center of our school - central to instruction and student achievement.
The elementary art program schedule includes one hour every six days for students ages 6 to 10 years old and one hour fifteen minutes every six days for students ages 10 to 13 years old.
Visual arts "problems" are planned by the art teacher for students. Guidelines are given to the students. The guidelines are within a particular framework, using different media. Students are engaged to experiment, organize, and express within the framework. The lessons foster a sensitivity to art elements and principles and often include a sequence of steps within the experience. Emphasis also placed on the concepts of the particular curriculum being integrated, such as social studies, language arts, science, math, or health. Directions are given verbally, written on the board, demonstrated. In many lessons the art teacher asks the students to place themselves into a different time frame in order to allow the students to become aware of the physical environment and the customs and beliefs of different cultures and societies. Students could become an artist in ancient Egypt, an archaeologist, a native American before 1490, etc. The children bring their own related experiences and past knowledge to the project, use their imagination, and add new ideas.
The computer is a recent addition to the art program. It is a media used to increase the computer skills and confidence of the students, while emphasizing the creative visual arts elements of computer software.
As part of the visual arts enrichment activities, students are offered optional experiences after school. Designing and painting scenery for musical performances sometimes includes building props. ceramics groups offer experiences for students on the potter's wheel and opportunities to create hand-built clay artwork. Also, high potential visual artists are offered after-school art experiences which include the computer.
