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Shirley & Bill Wallin Elementary School
Mission Statement: At Wallin Elementary School, we envision a future where every student becomes a confident, creative, and resilient learner—driven by curiosity, guided by compassion, and equipped with the skills to thrive in a dynamic world. |
School Mascot: Wally the Wildcat
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Our Mission is to Be #1 for your children!
- Teachers will collaborate in teams to provide instruction utilizing various grouping strategies and resources to meet the individual needs of each child.
- All staff will interact positively with students to promote successful learning.
- Implementation of the House System- four houses, one family to incorporate leadership skills within the academic setting for students to be successful learners and positive members of our community.
A few strategies that we utilize:
Independent Reading Time: According to research cited in Rigorous Reading by Nancy Frey and Douglas Fisher, the more time students spend reading independently, the higher their achievement level. In this book, they site a study that found that the average elementary school student spent only 4-5 minutes a day in school actually reading independently. Most of Reading Instruction time was teacher directed instruction or the practicing of reading skills. They found that by adding just ten minutes a day of independent reading, students were exposed to over 800,000 more words per year and achievement scores increased by 30%.
Recess: Current research shows that taking a recess break helps elementary aged students improve attention span and increase memory learning. Students have an afternoon recess and brain breaks throughout the day as needed.
Strategies in Reading and Math: It is our mission to provide instruction commensurate with students’ ability and readiness levels. To accomplish this task, we have hired highly qualified teachers who will differentiate lessons based on student needs in homogenous (leveled) groups. All homogenous groups receive grade level instruction. The difference is the class size, pace, and tools utilized for instruction. These groups change based on standards, readiness, and need for support or enrichment.
Independent Reading Time: According to research cited in Rigorous Reading by Nancy Frey and Douglas Fisher, the more time students spend reading independently, the higher their achievement level. In this book, they site a study that found that the average elementary school student spent only 4-5 minutes a day in school actually reading independently. Most of Reading Instruction time was teacher directed instruction or the practicing of reading skills. They found that by adding just ten minutes a day of independent reading, students were exposed to over 800,000 more words per year and achievement scores increased by 30%.
Recess: Current research shows that taking a recess break helps elementary aged students improve attention span and increase memory learning. Students have an afternoon recess and brain breaks throughout the day as needed.
Strategies in Reading and Math: It is our mission to provide instruction commensurate with students’ ability and readiness levels. To accomplish this task, we have hired highly qualified teachers who will differentiate lessons based on student needs in homogenous (leveled) groups. All homogenous groups receive grade level instruction. The difference is the class size, pace, and tools utilized for instruction. These groups change based on standards, readiness, and need for support or enrichment.