The staff of James W. Fannin Elementary School will create a positive learning environment in which every student, regardless of background, will succeed at their highest levels of potential.
James W. Fannin subscribes to a balanced approach to the teaching of reading that is aligned with the Texas Reading Initiative. The Texas Reading Initiative prescribes twelve essential components of research-based reading programs. Children have opportunities to:
* expand their use and appreciation of oral language,
* expand their use and appreciation of printed language,
* hear good stories and informational books read aloud daily,
* understand and manipulate the building blocks of spoken language,
* learn about and manipulate the building blocks of written language,
* learn the relationship between the sounds of spoken language and the letters of written language,
* learn decoding strategies,
* write and relate their writing to spelling and reading,
* practice accurate and fluent reading in decodable texts,
* read and comprehend a wide assortment of books and other texts,
* develop and comprehend new vocabulary through wide reading and direct vocabulary instruction,
* learn and apply comprehension strategies as they reflect upon and think critically about what they read.
Mathematics instruction at James W. Fannin Elementary School is guided by standards established by Midland ISD and the National Council of Teachers of Mathematics. idland MISD mathematics curriculum states that each teacher should:
* communicate high expectations for mathematics learning in words and deeds to all students,
* provide opportunities for mathematics communication in the classroom by allowing students to propose math ideas, conjectures; students should be taught to evaluate their own thinking,
* sequence modalities by introducing concepts at the concrete level and moving to the pictorial and abstract levels,
* provide opportunities for students to explore and develop methods of solving problems before the standard procedure is taught,
* understand, thoroughly, TEKS and how they are supported in the adopted text; and select materials and design lessons to address TEKS,
* assess student progress continuously using both formal assessments such as tests and quizzes, and informal assessments such as observing strategies and interviewing students,
* incorporate technology to develop and extend mathematical learning; and,
* participate in staff development opportunities.