At Fairview Elementary, we are proud to be a uniquely diverse school with small class sizes, students have access to one-to-one technology, we provide many programs for students and parents to remain active within the school. We provide a great learning environment for students filled with the rigors of learning and increased opportunities for all students to learn. Teachers support the learning of students by focusing on data to drive instruction while implementing Common Core State Standards. Each day, teachers receive extended opportunities to plan collaboratively to meet the learning needs of students. We offer school to Kindergarten through 5th grade, with full-day and half-day ECE and kindergarten classes to families.
Office Hours: 7:30 am – 3:30 pm
Teacher Hours: 7:15 am – 3:30 pm
Breakfast: 7:30 am – 7:40 am
Instruction: 7:50 am – 3:00 pm
Fairview is an ESL resource school. This means that students still acquiring the English language receive pull-out services from a trained resource teacher for approximately 45 minutes a day. The resource teachers works with the classroom teacher to best meet the needs of the English language learner. In addition, all English language learners are assessed at the beginning and end of each school year to measure growth. The ESL programs require two Native Language Tutors (paraprofessionals) to support our ESL students within the classroom. Our ESL Teachers and Native Language Tutors help to support our bilingual families and students that are part of the Fairview Elementary School community.
Students have literacy block that includes reading workshop, writing workshop, skills block, and English-language development for second-language learners. Each instructional block is organized in a workshop format with time for whole group instruction, small group support for guided practice, and independent work time. Each block has rituals and routines, artifacts, and resources to support classroom practices.
Our curriculum is research-based. The reading and writing programs use on-going assessments of each student to individualize reading instruction. The classrooms also focus on specific skills and themes to build a community of readers and writers. Diagnostic reading tests and informal inventories contribute to the learning plans that the teachers use to meet each child’s individual needs, as well as class learning goals.
Learning to read and write requires practice. It is important that all students read at home—with parents, to parents, and independently.
Expeditionary Learning curricula includes six modules that focus on reading, writing, listening, and speaking in response to high-quality texts. Each module is intended to last a quarter of a school year; the addition of two extra modules allows for teacher choice throughout the year. The modules will sequence and scaffold content that is aligned to the CCLS for ELA & Literacy and the PARCC Frameworks. Each module will culminate in an end-of-module performance task, aligned to the PARCC Frameworks, which can provide information to educators on whether students in their classrooms are achieving the standards. Modules may include several units and each unit may include a set of sequenced, coherent progressions of learning experiences that build knowledge and understanding of major concepts. They will also include daily lesson plans, guiding questions, recommended texts, scaffolding strategies, examples of proficient student work, and other classroom resources.
The curriculum used by our school is called “Bridges.” Students work through various math units called “modules” with the use of problem sets, exit tickets, mid-module assessments and end of module assessments.
Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.
The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.
These subjects are taught in accordance with the DPS expectations for these subjects at each grade level. Field trips and enrichment classes enhance this curriculum. Students rotate through science and social studies units every 6-8 weeks throughout the year.
We are proud of the fact that Fairview Elementary was a pioneer in implementing the Parent and Teacher Home Visit Program. The intent of this program is to build positive relationships with families, and to partner together to support your child(ren). Parents and teachers come together, in a unique setting at your home or other location of your choice. Your child is also a part of this visit.
Time is taken to share dreams, expectations, experiences, and resources. This is not a parent/teacher conference. It is meant to “get to know each other” for the benefit of the student. Studies show that this program has increased student academic achievement and improved parent engagement in schools. It has brought teachers and families closer together and creates an opportunity for better home and school communication. Twice a year you may be contacted by your child’s teacher to receive a home visit. This is NOT a meeting to tell you what to do as a parent. This is a time to get to know you and your child away from school. This is also a time for you to get to know your child’s teacher.