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2017 CLAS Schools of Distinctions and Banner Schools

State School Board District 1 Schools of Distinction

Reeltown Elementary School

REELTIME

Banner School Award LogoTallapoosa County Schools

Principal, Mr. Raymond Porter

Superintendent, Mr. Joe Windle

REELTIME was implemented by Reeltown Elementary School as a designated intervention time. Reflected in the daily master schedule, this thirty to forty-five minute protected instructional block allowed teachers to address individual student needs in multiple subject areas. To address diverse learners, a variety of instructional programs and strategies were used with instruction delivered in whole group, small group, and individual settings using technology and/or face-to-face student-teacher interaction. Students were grouped based on achievement data and specificity of skills being taught to ensure the effectiveness of provided interventions. Student groups were fluid and changed based on ongoing progress monitoring by the school-based Problem Solving Team (PST). Progress was closely monitored by the PST to ensure each student responded to the intervention. This proactive approach provided a framework for the school’s Response to Intervention (RtI) which combined elements of core instruction, intervention strategies, and the analysis of progress monitoring. For successful implementation, all faculty and staff contributed. For example, science, social studies, and math teachers, along with the counselor, media specialist, and instructional coaches provided reading intervention. In addition, REELTIME was provided at optimal times specific to each grade level. The benefits of REELTIME were exhibited in increased student test scores and attendance.

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State School Board District 2 Schools of Distinction

Reeltown Elementary School

by Anita Reid | May 14, 2020

REELTIME

Banner School Award LogoTallapoosa County Schools

Principal, Mr. Raymond Porter

Superintendent, Mr. Joe Windle

REELTIME was implemented by Reeltown Elementary School as a designated intervention time. Reflected in the daily master schedule, this thirty to forty-five minute protected instructional block allowed teachers to address individual student needs in multiple subject areas. To address diverse learners, a variety of instructional programs and strategies were used with instruction delivered in whole group, small group, and individual settings using technology and/or face-to-face student-teacher interaction. Students were grouped based on achievement data and specificity of skills being taught to ensure the effectiveness of provided interventions. Student groups were fluid and changed based on ongoing progress monitoring by the school-based Problem Solving Team (PST). Progress was closely monitored by the PST to ensure each student responded to the intervention. This proactive approach provided a framework for the school’s Response to Intervention (RtI) which combined elements of core instruction, intervention strategies, and the analysis of progress monitoring. For successful implementation, all faculty and staff contributed. For example, science, social studies, and math teachers, along with the counselor, media specialist, and instructional coaches provided reading intervention. In addition, REELTIME was provided at optimal times specific to each grade level. The benefits of REELTIME were exhibited in increased student test scores and attendance.

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State School Board District 3 Schools of Distinction

Reeltown Elementary School

by Anita Reid | May 14, 2020

REELTIME

Banner School Award LogoTallapoosa County Schools

Principal, Mr. Raymond Porter

Superintendent, Mr. Joe Windle

REELTIME was implemented by Reeltown Elementary School as a designated intervention time. Reflected in the daily master schedule, this thirty to forty-five minute protected instructional block allowed teachers to address individual student needs in multiple subject areas. To address diverse learners, a variety of instructional programs and strategies were used with instruction delivered in whole group, small group, and individual settings using technology and/or face-to-face student-teacher interaction. Students were grouped based on achievement data and specificity of skills being taught to ensure the effectiveness of provided interventions. Student groups were fluid and changed based on ongoing progress monitoring by the school-based Problem Solving Team (PST). Progress was closely monitored by the PST to ensure each student responded to the intervention. This proactive approach provided a framework for the school’s Response to Intervention (RtI) which combined elements of core instruction, intervention strategies, and the analysis of progress monitoring. For successful implementation, all faculty and staff contributed. For example, science, social studies, and math teachers, along with the counselor, media specialist, and instructional coaches provided reading intervention. In addition, REELTIME was provided at optimal times specific to each grade level. The benefits of REELTIME were exhibited in increased student test scores and attendance.

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State School Board District 4 Schools of Distinction

Reeltown Elementary School

by Anita Reid | May 14, 2020

REELTIME

Banner School Award LogoTallapoosa County Schools

Principal, Mr. Raymond Porter

Superintendent, Mr. Joe Windle

REELTIME was implemented by Reeltown Elementary School as a designated intervention time. Reflected in the daily master schedule, this thirty to forty-five minute protected instructional block allowed teachers to address individual student needs in multiple subject areas. To address diverse learners, a variety of instructional programs and strategies were used with instruction delivered in whole group, small group, and individual settings using technology and/or face-to-face student-teacher interaction. Students were grouped based on achievement data and specificity of skills being taught to ensure the effectiveness of provided interventions. Student groups were fluid and changed based on ongoing progress monitoring by the school-based Problem Solving Team (PST). Progress was closely monitored by the PST to ensure each student responded to the intervention. This proactive approach provided a framework for the school’s Response to Intervention (RtI) which combined elements of core instruction, intervention strategies, and the analysis of progress monitoring. For successful implementation, all faculty and staff contributed. For example, science, social studies, and math teachers, along with the counselor, media specialist, and instructional coaches provided reading intervention. In addition, REELTIME was provided at optimal times specific to each grade level. The benefits of REELTIME were exhibited in increased student test scores and attendance.

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State School Board District 5 Schools of Distinction

Reeltown Elementary School

by Anita Reid | May 14, 2020

REELTIME

Banner School Award LogoTallapoosa County Schools

Principal, Mr. Raymond Porter

Superintendent, Mr. Joe Windle

REELTIME was implemented by Reeltown Elementary School as a designated intervention time. Reflected in the daily master schedule, this thirty to forty-five minute protected instructional block allowed teachers to address individual student needs in multiple subject areas. To address diverse learners, a variety of instructional programs and strategies were used with instruction delivered in whole group, small group, and individual settings using technology and/or face-to-face student-teacher interaction. Students were grouped based on achievement data and specificity of skills being taught to ensure the effectiveness of provided interventions. Student groups were fluid and changed based on ongoing progress monitoring by the school-based Problem Solving Team (PST). Progress was closely monitored by the PST to ensure each student responded to the intervention. This proactive approach provided a framework for the school’s Response to Intervention (RtI) which combined elements of core instruction, intervention strategies, and the analysis of progress monitoring. For successful implementation, all faculty and staff contributed. For example, science, social studies, and math teachers, along with the counselor, media specialist, and instructional coaches provided reading intervention. In addition, REELTIME was provided at optimal times specific to each grade level. The benefits of REELTIME were exhibited in increased student test scores and attendance.

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State School Board District 6 Schools of Distinction

Reeltown Elementary School

by Anita Reid | May 14, 2020

REELTIME

Banner School Award LogoTallapoosa County Schools

Principal, Mr. Raymond Porter

Superintendent, Mr. Joe Windle

REELTIME was implemented by Reeltown Elementary School as a designated intervention time. Reflected in the daily master schedule, this thirty to forty-five minute protected instructional block allowed teachers to address individual student needs in multiple subject areas. To address diverse learners, a variety of instructional programs and strategies were used with instruction delivered in whole group, small group, and individual settings using technology and/or face-to-face student-teacher interaction. Students were grouped based on achievement data and specificity of skills being taught to ensure the effectiveness of provided interventions. Student groups were fluid and changed based on ongoing progress monitoring by the school-based Problem Solving Team (PST). Progress was closely monitored by the PST to ensure each student responded to the intervention. This proactive approach provided a framework for the school’s Response to Intervention (RtI) which combined elements of core instruction, intervention strategies, and the analysis of progress monitoring. For successful implementation, all faculty and staff contributed. For example, science, social studies, and math teachers, along with the counselor, media specialist, and instructional coaches provided reading intervention. In addition, REELTIME was provided at optimal times specific to each grade level. The benefits of REELTIME were exhibited in increased student test scores and attendance.

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State School Board District 7 Schools of Distinction

Reeltown Elementary School

by Anita Reid | May 14, 2020

REELTIME

Banner School Award LogoTallapoosa County Schools

Principal, Mr. Raymond Porter

Superintendent, Mr. Joe Windle

REELTIME was implemented by Reeltown Elementary School as a designated intervention time. Reflected in the daily master schedule, this thirty to forty-five minute protected instructional block allowed teachers to address individual student needs in multiple subject areas. To address diverse learners, a variety of instructional programs and strategies were used with instruction delivered in whole group, small group, and individual settings using technology and/or face-to-face student-teacher interaction. Students were grouped based on achievement data and specificity of skills being taught to ensure the effectiveness of provided interventions. Student groups were fluid and changed based on ongoing progress monitoring by the school-based Problem Solving Team (PST). Progress was closely monitored by the PST to ensure each student responded to the intervention. This proactive approach provided a framework for the school’s Response to Intervention (RtI) which combined elements of core instruction, intervention strategies, and the analysis of progress monitoring. For successful implementation, all faculty and staff contributed. For example, science, social studies, and math teachers, along with the counselor, media specialist, and instructional coaches provided reading intervention. In addition, REELTIME was provided at optimal times specific to each grade level. The benefits of REELTIME were exhibited in increased student test scores and attendance.

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State School Board District 8 Schools of Distinction

Reeltown Elementary School

by Anita Reid | May 14, 2020

REELTIME

Banner School Award LogoTallapoosa County Schools

Principal, Mr. Raymond Porter

Superintendent, Mr. Joe Windle

REELTIME was implemented by Reeltown Elementary School as a designated intervention time. Reflected in the daily master schedule, this thirty to forty-five minute protected instructional block allowed teachers to address individual student needs in multiple subject areas. To address diverse learners, a variety of instructional programs and strategies were used with instruction delivered in whole group, small group, and individual settings using technology and/or face-to-face student-teacher interaction. Students were grouped based on achievement data and specificity of skills being taught to ensure the effectiveness of provided interventions. Student groups were fluid and changed based on ongoing progress monitoring by the school-based Problem Solving Team (PST). Progress was closely monitored by the PST to ensure each student responded to the intervention. This proactive approach provided a framework for the school’s Response to Intervention (RtI) which combined elements of core instruction, intervention strategies, and the analysis of progress monitoring. For successful implementation, all faculty and staff contributed. For example, science, social studies, and math teachers, along with the counselor, media specialist, and instructional coaches provided reading intervention. In addition, REELTIME was provided at optimal times specific to each grade level. The benefits of REELTIME were exhibited in increased student test scores and attendance.

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