At A.C. Corcoran Elementary School, the theme for this year was PIVOT. All instructional planning and delivery were aligned to being Purposeful, Intentional, Valuing Voices, focusing on Opportunities/Outcomes, and Teamwork. We concentrated on developing students who continue to exhibit world-class skills with life and career attributes aligned with the South Carolina Graduate Profile. We accomplished this by strengthening students' critical thinking skills, collaboration, and effective communication.
At A.C. Corcoran, the primary purpose of instructional practices for excelling students was to provide them with opportunities to learn at a pace and depth that matches their abilities, challenge them appropriately, and prevent boredom or disengagement. We focused on tailoring instruction to meet specific learning needs, which may include differentiated instruction, project-based learning, and opportunities for independent study. By fostering a challenging and engaging learning environment, our educators helped students reach their full potential and develop a love for lifelong learning.
During the 2024-2025 school year, our school learning community focused on being intentional with instructional planning and internalizing lesson plans. During PLC meetings, our teachers deliberated and purposefully unpacked grade-level standards. This allowed for an understanding of the rigor of the standard to be taught and how to deliver on grade-level instruction to benefit all students effectively. This involved planning, reflecting, and making informed decisions based on data and evidence, rather than simply reacting to situations or following pre-set routines. Our school implemented school-wide coaching and feedback cycles. Our teachers could engage with administration and coaches during these coaching sessions to discuss high-yield instructional strategies. There was a focus on feedback that enabled teachers to adjust their skills to meet the needs of all students and make intentional adjustments to their lessons as needed. With the implementation of the Bridges Mathematics curriculum and the Amplify CKLA curriculum, our teachers fostered critical thinking skills in our students. Based on our i-Ready data, from Fall to Spring, we reduced the number of students in the two or more grade levels behind category and increased the number of students at or above grade level. This success is attributed to strong collaboration during Professional Learning Committee meetings.
We continued to work toward achieving the district’s overall goal of all students reading on grade level by 5th grade in 2027. We implemented the Amplify CKLA curriculum with fidelity and integrity, engaged in ongoing professional development in literacy, and had teachers in grades K-3 participate in the LETRS training offered by the South Carolina Department of Education.
Our teachers intentionally created experiences for students that would assist them with successfully competing in our global society. Students were afforded consistent opportunities to think critically and embrace problem-solving opportunities through collaborative learning and participation in field trips. Teachers were facilitators in the classroom as students confidently took risks, evaluated their thinking, and took ownership of their education.
We aimed to create a student-centered culture and climate that involved valuing student voice, which was used to create a classroom vision and Code of Cooperation. All students were challenged, academically, to clearly articulate how these elements contributed to their learning and evaluate themselves using the Code of Cooperation. Teachers supported students' voices by engaging them to set personal instructional goals based on their achievement data through student data chats. These conversations allowed students to take control of their educational goals and responsibility for their learning.
Teamwork among all students and staff members helped to promote a safe and nurturing learning environment at A.C. Corcoran. The primary purpose of our school-wide Positive Behavioral Interventions and Supports system and the Ron Clark House System was to establish a sense of belonging and a positive and predictable school climate by proactively teaching and reinforcing our school-wide SOPs, which included the teaching of appropriate school behaviors. This ultimately led to the improvement of social, emotional, behavioral, and academic outcomes for all students.
At A.C. Corcoran Elementary School, our entire school family, was dedicated to ensuring that our students received the best educational experiences. Our mission continued to be to ensure that all students achieved college, career, and citizenship readiness. Our vision entailed educating our students in and out of school to succeed academically and graduate from high school prepared for employment or higher education.
Johnathon Wideman, Principal
Pamela Bryant, S.I.C. Chairperson
