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Hailey Elementary presents Project GLAD training and early classroom results
Summary
Principal Laws told trustees that a district‑funded and donor‑supported Project GLAD professional development sequence trained most teachers and several support staff; she showed classroom examples of cognitive content dictionaries, pictorial input charts, chants and shared writing and said teachers report improved engagement and early‑grade writing quality.
Hailey Elementary Principal Laws presented the school’s guided language acquisition work (Project GLAD) to the board April 14, describing multi‑day professional development and early classroom implementation across grade levels.
She said teachers and some speech and English‑learner staff completed a two‑week training sequence (with additional sessions in primary and upper grades) funded through a combination of PTA, BCEF, private donors, site budgets and district PD funds. The training focused on six instructional areas—motivation, comprehensible input, guided oral practice, writing and reading supports, assessment/feedback and extension—and emphasized strategies such as cognitive content dictionaries (CCDs), pictorial input charts, sentence frames and guided chants.
Principal Laws showed examples of student work and classroom materials and said teachers observed higher student engagement and improved early writing quality. Trustees asked how the district measures efficacy; Laws pointed to internal assessment (IRI) scores and classroom artifacts, and said the goal is to sustain and scale practices without adopting a new curriculum. The presentation concluded with an encouragement to monitor student outcomes as implementation continues.
