• Category 3

    Selected in 2022

  • Grades: k - 5
    School Setting: rural
    Town Population: 2
    Student Enrollment: 395
    Student Demographics:

    Black/African American: 11.9%
    White/Caucasian: 69.1%
    Hispanic: 4%
    Hawaiian/Pacific Islander: 0%
    Asian: 12.2%
    Native American: 0%
    Other: 2.8%

    Teacher/Student Ratio: 1:10
    % Reduced Lunch: 60%
    % ELL Learners: 9%
    Founded: 1973
  • PRINCIPAL:
    Dr. Amanda Sailors
  • CONTACT:
    565 Gholston Street
    Comer, GA 30629
    706-783-2797
    asailors@madison.k12.ga.us
Comer Elementary School
Comer, GA
"We serve students based on their needs… our students can grow and achieve academically."
1. Tell us about your school’s success.
Comer Elementary is proud to serve a diverse population of students, believing that when we serve
students based on their needs, not just their program labels, that all of our students can grow and achieve academically. Our students have consistently performed above the state, our region, and our district on English/Language Arts, Math, and Science assessments given at the state level. Students in our three largest subgroups–Economically Disadvantaged, English Learners, and Students with Disabilities–outperformed their subgroup cohort significantly in math in FY21. In ELA, our Economically Disadvantaged students and Students with Disabilities also outperformed their cohort, and our English Learners were statistically even with the state cohort. Our English Learners further outperformed the state and district in language proficiency as measured by the ACCESS test.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
Comer Elementary has implemented a Multi-Tiered System of Supports (MTSS) for over 10 years. We use formative assessment data to guide decisions regarding instruction, professional learning, and allocation of resources to meet the needs of our students. Within MTSS, analysis of student needs based on data has led to initiatives such as grouping students for instruction based on data, not their program labels. For example, depending on formative data, English learners may be served in a homogenous pullout group, or in a heterogeneous group, learning with native speakers who have similar instructional needs. Students with disabilities are grouped based on needs as well, receiving interventions, or sometimes enrichment in specific subjects, based on needs. Data analysis has also led to a professional learning initiative around literacy, as approximately 20 of our staff are completing LETRS (Language Essentials for Teachers of Reading and Spelling) training on the science of reading.
3. How has ESEA funding supported the school's success?
Our approach to using federal funds mirrors our approach to serving students. As part of the Madison County Charter System, we leverage flexibility, consolidating funding sources to meet student needs based on data. An annual needs assessment allows us to identify prioritized needs, which drive our school improvement plan. Within MTSS, we have used federal funds to serve our students, and to improve collaboration with parents and families, in the following ways:
Half-time engagement specialist to address parent and family engagement and student engagement.
Additional instructional paraprofessionals to provide small, needs-based groups.
Supplemental curriculum and formative assessment materials for English language learners.
Professional development for teachers.
Additional evidence-based interventions to address needs identified by data.
Teacher release time to collaborate and discuss needs-based instruction.
Parent involvement funds used to provide home access to curriculum resources.
4. What professional development activities were used to improve teaching and learning?
We use formative data to identify professional learning needs. Based on data, we have increased opportunities for teachers to add endorsements for ESOL, Gifted, and Dyslexia. We began an initiative to learn about the science of reading in the spring of 2020. Approximately 20 of our staff and administrators, have participated in the LETRS professional learning course. Understanding that our students have social-emotional and mental health needs, staff have also had professional learning related to de-escalation, functional behavior assessments, and social-emotional learning. Perhaps most importantly, we believe in the power of collaboration and embedded learning. Teachers have daily collaborative planning time, and the opportunity for release time to engage in review of data and collaborative design of instruction. Collaborative sessions are facilitated by school administrators, as well as district curriculum staff. Recent sessions have focused on Hattie's "teacher clarity" research.
5. Talk about the cultural shift leading up to your school's success.
The shift in our culture began over 10 years ago, as our district's culture began to shift. Our district and community engaged in a strategic planning process during which the low graduation rate was highlighted. As the district began to implement a continuous improvement process, including the implementation of a Multi-Tiered System of Supports, Comer Elementary's culture shifted as well. MTSS is a framework built on using data to identify what is working, what is not, and what we need to do for all students, small groups, and individual students. As part of the framework, the district, and our school, implemented data teams, which encouraged teachers to see the teaching and learning process as a collaborative endeavor. The culture was just highlighted and reinforced during the COVID-19 pandemic, as the staff at Comer Elementary recommitted to using data to identify needs--and shift our practice to match the needs that our students were exhibiting during an unprecedented time.
6. How has community involvement strengthened your success?
Our school was built with community funds from the Gholston Family Trust in 1973, and Comer Elementary is a true community school. Our governance team of teachers, parents, and community members meets monthly. This team collaborates on our annual needs assessment, prioritized needs, and schoolwide plan. The team also allocates flexible funds to meet the needs of students. The collaboration with our parents and community partners has led to innovative programming, including “Adulting Day,” integration of agriculture with STEM lessons, and the idea of instruction that occurs “outside the box” of the school building. Comer Elementary has numerous Partners in Education, and we have collaborated with community partners on field trips to local farms and on guest presentations here at the school. Our community cares for kids, and has supported our students by helping us to meet the needs of the whole child through donations of time through the mentoring program, as well as material needs.
Stats
  • Category 3

    Selected in 2022

  • Grades: k - 5
    School Setting: rural
    Town Population: 2
    Student Enrollment: 395
    Student Demographics:

    Black/African American: 11.9%
    White/Caucasian: 69.1%
    Hispanic: 4%
    Hawaiian/Pacific Islander: 0%
    Asian: 12.2%
    Native American: 0%
    Other: 2.8%

    Teacher/Student Ratio: 1:10
    % Reduced Lunch: 60%
    % ELL Learners: 9%
    Founded: 1973
  • PRINCIPAL:
    Dr. Amanda Sailors
  • CONTACT:
    565 Gholston Street
    Comer, GA 30629
    706-783-2797
    asailors@madison.k12.ga.us