In all New Albany Elementary Schools we strive to create a learning environment that inspires excellence; we propose to sustain an orderly atmosphere and positive climate for learning, and to develop a curriculum rich in various educational experiences. We believe our developmentally appropriate practices will help children:

• Acquire knowledge, skills, and attitudes for becoming lifelong learners.
• Develop competency in effective communication, critical thinking, problem solving, and decision making.
• Become responsible citizens who contribute to the preservation of resources and the improvement of society.
• Appreciate differences and increase understanding of self and others.
• Establish habits of wellness, self-esteem, confidence, and independence to enhance the quality of life.

We believe in addressing the diverse needs of students through group and differentiated instruction. We believe in authentic learning activities, multiple forms of assessment, and the establishment of grade level benchmarks to evaluate student progress. We believe in helping elementary students learn social appropriateness through cooperative work and enrichment activities. We realize the importance of technology as a tool to help young people learn and grow. We value the inclusion of special needs students in classrooms to ensure the least restrictive environment for learning.

We believe that parent involvement is essential to the academic success of our students. We welcome parent participation at home and in our school through the PTO (Parent-Teacher Organization) and the VISA program (Volunteers in School Activities), and we appreciate parents as an audience for student demonstrations and performances. A dedicated staff and supportive community have enabled recognition of our K-5 program in 2002 as a National Blue Ribbon School of Excellence.


Grades 2-3

New Albany Elementary School, 2-3 is dedicated to academic excellence and to encouraging our children to become responsible members of the community. Small group and differentiated instruction within the classroom allows us to challenge and engage students at various ability levels. We use reading and writing diagnostic assessments to individualize and guide our instruction and refine our curriculum. Multiple forms of assessment, including daily observation, rubrics, presentations, formative assessments, and skill specific continuums are utilized to share with parents and to document student learning. The assessments measure individual student performance and are repeated throughout the school year to monitor individual growth and to establish individualized learning programs. The academic, physical, and social needs of our students are supported by the specialist teachers and school counselors, as well as by gifted and intervention specialists who enrich and enhance the classroom experience.

Transition is the key word for children in the 2-3 elementary school. Joining us in the larger facility of the 2-5 building is the first big change. Children come to us from the K-1 building with developing literacy skills. Second grade continues the essential literacy experience with reading instruction to meet the needs of each child. Developing writers continue building the writing process with prewriting, drafting, revising, proofreading, and publishing. Our goal is to expand their present levels of academic achievement with thematic studies in the content areas of social studies and science. We have developed overarching benchmark experiences to assess each child’s progress.

Third grade builds upon skills learned at the second grade level, with a focus on reading to learn and learning to read at the same time. Students are practicing and applying reading strategies that their classroom teachers share with them on a daily basis. The children are making connections, predicting, questioning, and painting mental pictures that will enable them to become lifelong readers. Reading instruction is centered on literature as a whole experience. Children are asked not only to find details in their reading but to make predictions and inferences as they look for the author’s purpose. While building on the writing process learned in second grade, third graders learn writing types such as persuasive and expository writing, along with summarization and retelling. Content area instruction in science and social studies continues to be thematic and integrated into the whole curriculum.

Grades 4-5

The New Albany Intermediate Elementary School learning community recognizes that the academic and social world of the fourth and fifth grade student is a change from the primary experience. Building the learning community to recognize and meet these needs is essential for a child’s growth.

This expansion can first be seen as children switch from the single classroom environment to multiple classrooms and a team of mentors. Fourth and fifth grade teachers are paired in instructional teams to best fit the needs of the students. Counselors, gifted specialists, and intervention specialists are all essential components of our instructional team.

The students have progressed from developing reading skills to reading for the gain of knowledge. Comprehension of what is read is key to successful learning. Reading helps gather information in the content areas such as social studies and science. We use authentic learning experiences that integrate the academic areas. We annually invite the community to participate in our Entrepreneur Day, the biography Wax Museum, Colonial Day, and Exchange City.

Team building and group work help prepare our students to become valued members of the community. Our instruction mirrors this philosophy. Small group and differentiated instruction within the classroom allows us to challenge and engage students at various ability levels. We use multiple forms of assessment, including daily observation, rubrics, presentations, cross-curricular portfolios, and formative assessments to share and document student learning.