• Category 3

    Selected in 2021

  • Grades: k - 2
    School Setting: rural
    Town Population: 8,309
    Student Enrollment: 418
    Student Demographics:

    Black/African American: 28%
    White/Caucasian: 28%
    Hispanic: 33%
    Hawaiian/Pacific Islander: 0%
    Asian: 1%
    Native American: 0%
    Other: 10%

    Teacher/Student Ratio: 1:23
    % Reduced Lunch: 62%
    % ELL Learners: 34%
    Founded: 1954
  • PRINCIPAL:
    Kirsten Jennette
  • CONTACT:
    900 South Arch Street
    Seaford , DE 19973
    302-628-4416
    kirsten.jennette@seaford.k12.de.us
Blades Elementary School
Seaford , DE
Our school is founded on the principle that relationships matter."
1. Tell us about your school’s success.
Our school is founded on the principle that relationships matter. Relationships are the foundation of our work and we believe that relationships between all stakeholders are important. Through our work in collaborative teams we learn, grow, and strengthen each other. We’ve developed an appreciation for honesty, trust, and mutual respect centered in a commitment to student needs.
Throughout the years, Blades has fostered a positive learning environment with consistent, dedicated staff members who work to improve their craft. Our hardworking staff has a laser-like focus on improving student performance and outcomes. Our school is a community of learners including administration, teachers, support staff, nutrition services and custodians who share a sense of urgency to ensure that our students grow academically, socially, and emotionally. We hold all students to high expectations.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
Schoolwide, we rely on a shared approach to teaching and learning through team structures of PLC, data driven instruction, co-teaching and a push-in model for instruction. All of our staff participate in professional development and data meetings, to ensure that there is a shared commitment to student learning. We have pride in ourselves and our students, as we foster a love of reading and build the foundation for future success.
Our staff and students share a student centered and asset based mindset. Our students develop goals for themselves and are taught about a growth mindset. Our teachers instill a positive mindset in our students, helping them believe they will achieve future goals and reach their full potential. We utilize our Morning Meeting structure to facilitate conversations with students about their feelings, goals, and future aspirations. We celebrate success through our weekly Family Celebrations and each week we welcome our students in spectacular fashion with our Magical Monday celebrations.
3. How has ESEA funding supported the school's success?
ESEA funding has provided high quality instructional materials and professional development opportunities for our staff. Our data driven culture has been a critical outcome of ongoing professional learning initiatives. This intentional focus on the interdependent and continuous growth model of curriculum, instruction, and assessment drives our teams towards consistently high expectations for all students. Every student’s knowledge, abilities, and strengths are measured, analyzed, and developed. ESEA funding has supported additional staff members needed to provide focused small group instruction needed to advance student learning aligned to differentiated skill groups.
ESEA funding supports our Latino Family Literacy project which has proved an invaluable multicultural parent involvement activity. This ongoing activity engages multilingual families and invites them into the school community.
4. What professional development activities were used to improve teaching and learning?
In partnership with the University of Delaware, our teachers and staff receive meaningful professional development throughout the year. Through a research-based lens, our educators have embraced the science of reading and simultaneously been armed with HQIM. Our curriculum is purposefully designed according to the latest reading research. Moreover, job-embedded professional learning plans move educators towards masterful implementation. Pairing our instructional vision with a whole child approach, we also participate in professional development focusing on trauma informed practices.
We have developed a school culture based on trust and professional growth. Peer observations and lesson simulations are used to improve teaching and learning. Administrators and teachers collaborate weekly to review student progress and plan instructional lessons. Understanding that staff members have been under extreme duress since COVID-19, we have also provided opportunities to enhance mental, physical, and emotional wellbeing.
5. Talk about the cultural shift leading up to your school's success.
Our school has made significant strides in the past several years. In 2015 we were identified as one of the lowest performing schools in the state. Since that time we have built internal systems for data collection and analysis. We increased our capacity to provide accommodations and support to students within the general education classrooms. Our staff regularly reviews student growth data for each individual learner, and we modify our schedules and staffing in response to identified needs. We maximize instructional time through a co-teaching model, which provides extra support for students in all classrooms.
Through our HQIM our students all have equitable access to high quality Tier I instruction. All students benefit in our school from the synthesis of curriculum and instructional delivery. Staff maintain high standards for all students, and believe that all students have the ability to grow and reach high standards of learning. Our staff also has high expectations for ourselves, working to grow together professionally.
6. How has community involvement strengthened your success?
Our community has strengthened our success through opportunities to learn about other cultures and languages. Our school has many native Spanish speakers, who have partnered with us in our Latino Family Literacy Project, which promotes reading routines in the home environment. Through this project, our staff has been able to build greater relationships with our families. These valuable relationships have built a level of trust with our parents and provided us with open lines of communication.

We have many evening events which are well attended by our families. Families are supportive of student concerts, family nights, book fairs, and are always willing to participate in extracurricular activities. Our staff enjoys these events as it allows us to interact with our students and their families outside of the classroom environment. With a strong commitment to building relationships with students, we strive to work with our community to create a collaborative partnership focusing on student success.
Stats
  • Category 3

    Selected in 2021

  • Grades: k - 2
    School Setting: rural
    Town Population: 8,309
    Student Enrollment: 418
    Student Demographics:

    Black/African American: 28%
    White/Caucasian: 28%
    Hispanic: 33%
    Hawaiian/Pacific Islander: 0%
    Asian: 1%
    Native American: 0%
    Other: 10%

    Teacher/Student Ratio: 1:23
    % Reduced Lunch: 62%
    % ELL Learners: 34%
    Founded: 1954
  • PRINCIPAL:
    Kirsten Jennette
  • CONTACT:
    900 South Arch Street
    Seaford , DE 19973
    302-628-4416
    kirsten.jennette@seaford.k12.de.us