Join the conversation

Story posted February, 2008

Results:
• 91.1% of 3rd graders met or exceeded the state reading standard in 2007, up from 79.1% in 2006
• 95% of 3rd grade English Language Learners met or exceeded the state reading standard in 2007, up from 80% in 2006

At Georgia Matthews Elementary School in Garden City, Kansas, developing literacy in the largely Hispanic student body is everybody's job. Students learn vocabulary and practice literacy skills not just during class periods dedicated to reading and writing, but all day long. Even physical education and art teachers bring books to their classes or use objects to introduce new vocabulary or concepts in English. Add a relentless focus on the individual needs of each student, and you've got a formula that has helped students beat the odds.

The majority of children at Georgia Matthews qualify for free or reduced-price lunch, and half are learning English as a second language. Yet the school, which has students in early childhood through 4th grade, regularly outperforms the state's learning standards. Last year, the National Association of Title I State Directors recognized the school's progress in closing achievement gaps with a Distinguished School Program award.

The school's success is the result of a multi-faceted strategy to ensure that each student receives instruction geared toward his or her abilities and challenges. It began on the district level with administrators and literacy experts taking a hard look at the practices that were already in place. The district then developed a literacy framework for each grade that would guide teachers in developing students' reading, writing, speaking, and listening skills.

On the school level, three elements have been key: professional development, classroom support, and frequent assessments. Teachers at Georgia Matthews received training through Kansas State University in tailoring literacy instruction to the needs of English language learners. (They learned, for example, that helping students visualize new words is especially important.) Several teachers have ESL endorsements, and the district assigned a part-time literacy coach to work in the school and organize staff development.

With the help of literacy specialists, paraprofessionals, and other staff members, classroom teachers are often able to place students in small groups for differentiated instruction. Three paraprofessionals move from classroom to classroom, pitching in wherever needed, and two who are fluent in Spanish work with English language learners and communicate with parents. "At any given moment in a classroom, there may be three staff members working with students in small groups or on an individual level reinforcing various skills and concepts," says librarian Marjorie Studebaker. In collaboration with one of the school's Title I/ESL specialists, Studebaker supports kindergarten through second grade teachers.

Like many schools, Georgia Matthews requires all students to take a standard test at the beginning of the year to establish their starting point. What's less usual, though, is that the school measures students' progress every week with a one-minute reading exercise, during which teachers can check for comprehension, reading fluency, and other skills. Teachers take note of where each student is struggling, then adjust their instruction accordingly. And they're not the only ones who use that information. Says Title I/ESL specialist Donna Hadlock: "Students also get a good sense of where they stand and what they need to do to improve."

Further details about this story can be found in our source:
NSBA's Center for Public Education, "Kansas Elementary School Closes the Achievement Gap," May 15, 2007

Kansas State Department of Education, "Georgia Matthews 2006-2007 School Report Card"

For additional information, please contact:
Carma Harman
Principal, Georgia Matthews Elementary
620-276-5255
caharman@gckschools.com