Learn more about the Excellence in Education Awards Additional profiles: Carthay Center Elementary Wonderland Avenue Elementary Irving Middle School White House Place Primary Center Community Magnet School Lowman Special Education Center

Excellence in Education Awards Catherine Daley, Ana Escobedo, Sara Maluje and Rocio Tafoya Magnolia Avenue Elementary School 1626 South Orchard Avenue, Los Angeles Brenda Steppes, Principal A LEARN School Belmont Cluster - Marta Bin, Cluster Administrator RESULTS: Twenty out of 80 second-grade students are reading and writing above grade level and 56 are at grade level as measured on reading "Running Records" and on checklists developed by the team to assess mastery of language and writing skills. Four teachers at Magnolia Avenue Elementary School have created a system of individualized, fluid language arts groupings of their second and third grade students resulting in most of their students reading and writing at grade level by the end of last year. Working as a team, the teachers become experts at teaching one or more of five levels: Pre-emergent, Emergent, Early Readers, Transitional, and Fluent readers and writers. Students in the groupings, many of whom were designated Limited English Proficient, are exposed to the skills necessary for them to gain proficiency, with the goal that all students move to the Fluent group of readers and writers. Each teacher stays with a group for the entire year. If a significant number of the students transition out of a certain level, the teacher just shifts curriculum to match the students. Students tutor others entering the group throughout the year. As students develop their problem solving and critical thinking skills, they are able to create self-learning goals. In a supportive atmosphere, students rejoice when a peer moves to the next level classroom and each works even harder to meet the next goal. The teaching team keeps weekly and monthly records of individual students. Student portfolios are assessed by "Running Records": a measure of the student's progress in reading comprehension and writing skills. The teaching team designed rubrics for language arts and writing skills to measure mastery of second-grade competencies. Teachers meet weekly to plan instruction and design appropriate learning experiences for all students, emphasizing and modifying the curriculum in accordance with students' needs based on ongoing assessments. The language arts groups are used for only part of the school day. Parents, teachers, and students work together in a positive "family" atmosphere. Students are able to take risks and attempt to read and write in groups at the same ability level.