Issue link: http://digital.copcomm.com/i/10151
and allows teachers to discuss what’s working and what isn’t. Every Friday there is a student minimum day so this can take place. Teachers do student benchmark as- sessments and monitor student progress on a weekly basis, adjusting their inter- ventions accordingly. (Struggling students have less time for electives, but are still al- lowed to take them.) RtI (Response to Intervention) special education teachers work with full-inclu- sion students as well as mainstream stu- dents who need extra help — in order to prevent them from being diagnosed with learning disabilities in the future. Re- source teacher Stephanie Hedberg, who works with special education and mainstream students, says children don’t fall through the cracks. “I feel we are meeting the needs of all students with differentiated instruction. I feel honored to come to work here every day. I love my school.” Music teacher Teri Harps says strong leadership and a principal who treats teachers like professionals help make her school a good school. “Our principal is extremely passionate about our kids and about what we are doing.” Students are quick to say their school “rocks.” “It’s a good school because we have good teachers and the opportunity to learn things like music and ar t,” says fourth-grader Lawrence Brown. “You get art and music and social studies and science and math and English,” chimes in classmate Holly At- wood. “You are able to learn, and you are able to express yourself. I like that.” INSETS: Second-grade teacher Dwayne Arvinger; music teacher Teri Harps; and resource teacher Stephanie Hedberg. “A good school cares about you. The people there make sure that you are safe.” West Palms Conservatory Aisling Acuna, fourth-grader,