Curriculum
In the past few years, Paris Elementary has seen an unfortunate reduction in the time we have spent in science, due to our emphasis on literacy, mathematics, and benchmark assessments. As we reviewed our standards, frameworks, and goals, we determined that we needed to consciously commit more time and resources to this important subject area at the elementary level. The time for science has been increased by having the Gifted and Talented instructor use enrichment time to teach science. To help meet the standard for lab-based learning, this instructor uses the time to do experiments, demonstrations, and discovery learning activities based on science frameworks at each grade level. Parents also are being given ways to work with their children to investigate science principles at home.

During summer, the G/T specialist will dedicate time to work with classroom teachers to plan K-4 curriculum utilizing the newest science frameworks. The elementary literacy specialist also will assist by working with teachers to find reading materials for students that correspond with units of science study while meeting the needs of learners at specific reading levels.

The science resources have been supplemented in multiple ways during the 2005-06 school year.

• The fifth grade science teacher received a $500 renewable mini-grant from the Arkansas Science and Technology Authority to purchase lab materials for her students.
• The G/T instructor was awarded a $700 grant from the Toshiba American Foundation for models and materials related human biology to be used with enrichment classes. 
• Our school-wide Box Tops for Education funds are designated for science supplies and materials. 
• The school media specialist has designated a portion of library funds specifically for nonfiction science-related resources including biographies of individuals who have contributed to our understanding of various fields of science.

Paris School District, Paris Elementary School
Contact: Margaret Wilks (479) 963-3143
mwilks@paris.k12.ar.us
Date Listed: May 30, 2006

Instructional Materials
The Greenwood School District was concerned with changing the teaching style for math to standards based instruction. Two years ago, we began a pilot program with the Everyday Mathematics Program K-6, with only one teacher per grade level teaching the program. The teachers met every four to six weeks and discussed the problems they were encountering and how to deal with them. As the year continued, the teachers noticed students changing their feelings about the subject. Students became excited and wanted to do math. It was discussed in every subject. They went home and actually talked to their parents about math and the teachers wanted more time to teach the subject. Last year 10 more teachers were trained and the teachers were given 90 or 100 minutes to teach math. It is wonderful to walk into a class and watch the 2nd grade students checking the temperature of the classroom on a real thermometer and reading the outside temperature on another thermometer, discussing the difference in C° and F°, and actually understand. Or, walk into a forth grade room and listen while a group of students calculate the amount of skin each child has in square units on his or her body. Then they discuss why the square yards and square inches are so different, but they comprehend because they have made the scale. This year we are training every teacher in our school K-6 in Everyday Mathematics and feel we have made a good choice in our adoption.

Greenwood School District
Contact: Mary Jones- mjones@greenwood.k12.ar.us
Date Listed: May 30, 2006

Professional Development
The Greenwood School District is committed to a laser-like focus on quality research-based instructional practice in our classrooms. Most of our K-4 staff participated in training in the state’s literacy models (ELLA and ELF) when the training was first made available. The continued revision and improvements of the comprehensive literacy models, which are based on research and best practice from the National Reading Panel report, prompted us to revisit and update our professional development. The literacy specialist is working with a core team of second, third, and fourth grade teachers who will serve as exemplars and assist with training the rest of the staff. We have found (and research supports) that practicing professionals from within a district are an invaluable resource and provide top-quality, well-received professional development. At the K-2 level, a group of nine staff members chose to participate in an after-hours book study centered on improving instruction and student performance in writing. Without exception, all members of the group expressed positive feedback about the study group. Changes in their views of student writing and changes in instructional practice have resulted in enhanced student progress.

Greenwood School District
Contact: Becki Byrd- bbyrd@greenwood.k12.ar.us
Date Listed: May 30, 2006

Student Assessment
DCAAP (Delta Curriculum Alignment and Assessment Program) is a West Memphis School District comprehensive elementary program for both math and literacy. Using Arkansas Student Learning Expectations, pacing guides for four-week blocks of instruction are created, and instructional materials and teaching strategies are provided for these particular sets of skills. The data is analyzed, weaknesses are identified, and intervention strategies are provided. Additionally, each of the eight elementary schools in our district has a math and literacy coach on campus to model lessons, assist in planning, contribute to developing assessments, coordinate professional development, and support teachers in any way needed. This program sets a high standard of accountability through strategic planning and student assessment.

West Memphis School District
Contact: Janet Gately, Gail Bomer or Debbie Cook (870) 732-8555
Date Listed: May 30, 2006

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