History of ESSES
The Smiths Station settlement began around 1826. Central of Georgia completed a railroad from Columbus, Georgia to Opelika, Alabama in 1855. This railroad built a depot and provided shipping accommodations which encouraged people to continue to move in the community. The depot was named Broadus Smith for a prominent early settler. It seemed natural to name the school after the railroad depot, thus the school was named Smith Station.
The Smiths Station schools as they are known today originated in 1918 when the trustees met and decided to consolidate three small area schools into one at Smiths Station. Interested citizens and school trustees traveled by horse and buggy throughout the community soliciting funds for a new building. The original fund raising dire netted $1,800.00 in cash. Many people who could not donate money gave timber for the construction of the new school building. The cooperative community spirit that developed during this early period of consolidation became a tradition of the entire Smiths Station community. The tradition continues today.
East Smiths Station Elementary School began as a second and third grade school in August of 1996. Prior to this date, the second and third grades were a part of an elementary school including grades two through six. East Smiths Station Elementary now serves students in grades pre-kindergarten through sixth grade.
SCHOOL PROFILE- East Smiths Station Elementary School is a vibrant member of the Lee County family. We believe that being Panther SMART is an evolving process that begins at the moment a staff member, student, or stakeholder joins our educational team. Our staff strives to provide a leading edge education in an environment centered on quality, research-based instruction delivered through dynamic teacher/student relationships. Students quickly realize that challenging standards, high expectations, critical thinking, and metacognitive skills are the keys to continuous success at ESSES and beyond. Our stakeholders trust and take pride in the knowledge that their future is being sculpted at ESSES with the highest educational and societal principles. When combined, the facets of our school community ensure that being Panther SMART will lead to Panther success.
COMMUNITY INFORMATION- The Smiths Station area is a growing community in east Alabama. Our rural/suburban population is influenced by the surrounding areas of Fort Benning, Auburn/Opelika, and Columbus, GA. Due to some of these surrounding communities and their industries, a certain degree of our population can be considered transient. The community is diverse in its rich cultural and economic characteristics. Although we have a rapidly developed population, we have not relinquished our genteel qualities and hometown feel.
STUDENT DEMOGRAPHICS- ESSES is comprised of pre-kindergarten through 6th grade students.
STAFF INFORMATION- We are privileged to educate our children with outstanding staff members. All personnel are categorized as highly qualified.
TECHNOLOGY- The quantity of technology available to our students is appropriate to support our needs. Each classroom has two Internet accessible desktop computers as well as a teacher-issued laptop for student and teacher usage. Proximas are in each classroom to enhance whole group, computer based instruction. InterWrite pads are installed on classroom computers and for mobile applications. Our computer lab is configured to simultaneously accommodate two independent classes Kindergarten through 2nd Grade classes, and one independent class 3rd through 6th Grade. Classroom Response Systems are also used in some classrooms to enhance learning. Many other technological devices are employed but not necessarily school wide. Essential computer based educational programs, based on student needs, program enhancement, and proven success, have been determined, purchased, and are available in the computer lab, classrooms, and in many instances, for homes.
PLANNING PROCESS- Our planning is ongoing and diverse. The process begins with an initial data/information/current level of performance review and progresses through determination of expectations based upon grade level standards. It continues with a plan to connect the current level of performance to the expectations. Next, preparations for monitoring results and adjusting tactics are determined. Finally, staff ownership and buy-in are achieved.