How Did We Do: Strategic Plan 2012.2013

Iron Ridge Elementary Campus

Our Mission

Empowering learners to lead and succeed

Our Vision

I.R.E.C.-A Culture of Excellence

A Community of Learners

A School of Choice

“Leadership is communicating to people their worth and potential so clearly that they come to see it themselves.”

by Stephen Covey

A Culture of Excellence

  • Creating a collaborative environment
  • focused on student learning
  • based on assessment for learning and instructional design
  • Empowering student for success
  • Creating a safe and caring community through the principles of the 7 Habits of Highly Effective People (Covey)

A Community of Learners

  • Preparing dependent learners for:
  • Critical Thinking
  • Problem Solving
  • Collaborating
  • Working in diverse teams
  • Applying technology
  • Leadership
  •  . . . in the 21st Century and for a Changing World (Trilling and Fadel (2009)

A Community of Leaders

  • Be Proactive
  • Begin With the End in Mind
  • First Things First
  • Think Win Win
  • Seek First to Understand, Then to be Understood
  • Synergize
  • Sharpen the Saw

(Covey 2008)

What We Did-2012-2013

Goal 1: What will be the effect on student achievement if we deepen our understanding of the 12 ELEs within a guided practice structure?

Specific Strategies:

  • Time allotted on PD days to focus on developing and increasing understanding of all 12 ELEs. RAE (Readiness Awareness Exercise-Pre-Assessment) data indicates IREC (Iron Ridge Elementary Campus) has good starting base of all 12 ELEs. Our intention is to draw on the direction provided by the District Transformational  Leader and instruction provided to the Diamond team with respect to exercises, activities or experiences that we can replicate with our staff that will best support growth with respect to all the 12 ELE areas, particularly ELE 1 and ELE 11. We are very aware that differentiated instruction is essential to an excellent learning environment. We want to grow in our ability to apply best practices and strategies (particularly guided practice)  of DI throughout all the 12 ELE components.
  • IREC has created grade level PLTs that have embedded days and time allotted on PD days to focus on developing a deep understanding and ability to apply specific ELE components. All PLTs have been encouraged to include guided practice as part of the lens used to analyze and apply each ELE component. Grade level PLT Action research questions are a follows:
  1. Kindergarten-”Using the lens of ELE #1-Culture and Expectations, we will develop a student learning environment that supports guided practice in Language Learning
  2. Grade 1-”Using the lens of ELE #3 Pre-assessemnt, we will develop a strong pre-assessment plan in Math to provide data that supports students’ learning needs and guides instruction.
  3. Grade 2: “Using the lens of ELE #1-Culture and Expectations, we will develop effective word work practices that meet students’ varying needs to improve student writing.
  4. Grade 3: “Using the lens of ELE #1-Culture and Expectations, we will develop a culture of guided practice in Mathematics.”
  5. Grade 4: “Using the lens of ELE #1 Culture and Expectations, we will develop a structure of activities for student to work independently, while the teacher works with groups of students or 1-on-1. (guided practice).
  6. Educational Assistants: Using the lens on ELE #1-Culture and Expectations, we will explore and implement strategies to provide diverse learners more independence in a guided practice setting.
  • On PD days we intend to share with the entire staff positive examples related to the 12 ELEs taken from/observed in the classrooms of IREC. Out intent with this is that it is an empowering activity that builds understanding and celebration. Our intent is to review each ELE in context rather that in isolation.

Measureable: Critical Evidence Indicators:

All data gathered during this year of AISI will be used to determine direction for PD in 2013.2014.

  • AISI 12 ELE Self Assessment-completed in September 2012 and March/April 2013
  • Feedback from specific ELE Self Assessment Tool used by teachers for PLT work completed in February 2012 and June 2013
  • ELE-Teacher Reflection forms-filled in by teachers following each PLT Meeting-used to determine support and direction for the 2013.2013 school year.2012.2013 PAT Data-completed in October/November 2013
  • Accountability Pillar Results for AERR-completed in October 2013
  • CWT cards and reflective conversations
  • Evidence of common language and understanding of ELEs within a guided practice structure
  • Evidence in portfolios, blogs, IEPTs, and in anecdotals

Attainable:  

  • Staff apply a fundamental understanding of guided practice to improve instruction for the 21st Century learner.
  • Students gain a grade level benchmark in reading skills
  • Students transfer thinking strategies to other content areas due to the consistency of teaching of common language across the curriculum.

Resources:  

  • Reading with Meaning by Debbie Miller, 21st Century Skills: Learning For Life in Our Times by B.  Trilling & C. Fadel, Strategies that Work:  Teaching Comprehension for Understanding and Engagement by S. Harvey & A. Goudvis, Classroom Instruction That Works by R. Marzano
  • Daily CAFÉ on-line resources
  • ELE Resources from Central Office
  • ELE Rubric
  • All pre-assessment material
  • Children’s Literature
  • Fountas & Pinnell Benchmark system
  • Designated time on PD Days and built in PLT time throughout the year

People resources: Diamond Team: Vicky, Karen, Maureen, and Don (SSFs, AISI, and Admin.)

Resources Needed:

  • Direction (lessons, activities, exemplars) for the Diamond team with respect to how to lead and support our staff in deepening the understanding of ELEs that have been identified district wide as being components requiring attend and growth.

Who was involved in setting the strategy:

  • The diamond team established the strategies. The staff of IREC determined the need to focus more intently in the area of guided practice and the 12 ELEs through their grade level team SMART goals
  • RAE instrument
  • AISI 12 ELE Self Assessment
Timeline:

All data gathered during this year of AISI will be used to determine direction for PD in 2013.2014.

  • AISI 12 ELE Self Assessment-completed in September 2012 and March/April 2013
  • 2012.2013 PAT Data-completed in October/November 2013
  • Accountability  Pillar Results for AERR-completed in October 2013
  • IREC Parent/Student/Staff Surveys 2012.2013
  • Feedback from specific ELE Self Assessment Tool used by teachers for PLT work completed in February 2012 and June 2013
  • ELE-Teacher Reflection forms-filled in by teachers following each PLT Meeting-used to determine support and direction for the 2013.2014 school year.

Divisional and School Goal

 

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IREC Education Plan 2012.2013: Goal 2

Goal 2: What will be the effect on student achievement if we deepen our understanding of the 12 ELEs within a guided practice structure?

Following are the 12 Components of Excellent Learning Environments:

1. Culture and Expectations

2. Clearly Identified Outcomes/Individual Learning Goals

3. Pre-Assessment

4. Pre-Planning;Utilizing a Backwards Design Framework

5. Utilization of Rubrics and Exemplars

6. Introduction of New Knowledge

7. Experiencing and Developing the New Knowledge

8. Deepening Understanding of the New Knowledge

9. Tracking and Communicating Achievement of Outcomes/Individual Learning Goals

10. Formative Assessment

11. Additional Supports and Pyramids of Intervention

12. Summative Assessment

Specific Strategies:

  • Time allotted on PD days to focus on developing and increasing understanding of all 12 ELEs. RAE (Readiness Awareness Exercise-Pre-Assessment) data indicates IREC (Iron Ridge Elementary Campus) has good starting base of all 12 ELEs. Our intention is to draw on the direction provided by the District Transformational Leader and instruction provided to the Diamond team with respect to exercises, activities or experiences that we can replicate with our staff that will best support growth with respect to all the 12 ELE areas, particularly ELE 1 and ELE 11. We are very aware that differentiated instruction is essential to an excellent learning environment. We want to grow in our ability to apply best practices and strategies (particularly guided practice)  of DI throughout all the 12 ELE components.
  • IREC has created grade level PLTs that have embedded days and time allotted on PD days to focus on developing a deep understanding and ability to apply specific ELE components. All PLTs have been encouraged to include guided practice as part of the lens used to analyze and apply each ELE component. Grade level PLT Action research questions are a follows:
  1. Kindergarten-“Using the lens of ELE #1-Culture and Expectations, we will develop a student learning environment that supports guided practice in Language Learning
  2. Grade 1-“Using the lens of ELE #3 Pre-assessemnt, we will develop a strong pre-assessment plan in Math to provide data that supports students’ learning needs and guides instruction.
  3. Grade 2: “Using the lens of ELE #1-Culture and Expectations, we will develop effective word work practices that meet students’ varying needs to improve student writing.
  4. Grade 3: “Using the lens of ELE #1-Culture and Expectations, we will develop a culture of guided practice in Mathematics.”
  5. Grade 4: “Using the lens of ELE #1 Culture and Expectations, we will develop a structure of activities for student to work independently, while the teacher works with groups of students or 1-on-1. (guided practice).
  6. Educational Assistants: Using the lens onf ELE #1-Culture and Expectations, we will explore and implement strategies to provide diverse learners more independence in a guided practice setting.
  • On PD days we intend to share with the entire staff positive examples related to the 12 ELEs taken from/observed in the classrooms of IREC. Out intent with this is that it is an empowering activity that builds understanding and celebration. Our intent is to review each ELE in context rather that in isolation.
  • IREC is currently involved in a U21C project that ensures that we consider the skills and attitudes of a 21st century learner. Although U21C is embedded in all ELEs, a conscious effort will be given to consider the 12 ELEs through this lens as well.

Measureable: Critical Evidence Indicators:

All data gathered during this year of AISI will be used to determine direction for PD in 2013.2014.

  • AISI 12 ELE Self Assessment-completed in September 2012 and March/April 2013
  • 2012.2013 PAT Data-completed in October/November 2013
  • Accountability Pillar Results for AERR-completed in October 2013
  • IREC Parent/Student/Staff Surveys 2012.2013
  • Feedback from specific ELE Self Assessment Tool used by teachers for PLT work completed in February 2012 and June 2013
  • ELE-Teacher Reflection forms-filled in by teachers following each PLT Meeting-used to determine support and direction for the 2012.2013 school year.
  • CWT cards and reflective conversations
  • Evidence of common language and understanding of ELEs within a guided practice structure
  • Evidence in portfolios, blogs, IEPTs, and in anecdotals

Attainable:   

  • Staff apply a fundamental understanding of guided practice to improve instruction for the 21st Century learner.
  • Students gain a grade level benchmark in reading skills
  • Students transfer thinking strategies to other content areas due to the consistency of teaching of common language across the curriculum.

Resources:   

  • Reading with Meaningby Debbie Miller, 21st Century Skills: Learning For Life in Our Times by B.  Trilling & C. Fadel, Strategies that Work:  Teaching Comprehension for Understanding and Engagement by S. Harvey & A. Goudvis, Classroom Instruction That Works by R. Marzano
  • Daily CAFÉ on-line resources
  • ELE Resources from Central Office
  • ELE Rubric
  • All pre-assessment material
  • Children’s Literature
  • Fountas & Pinnell Benchmark system
  • Designated time on PD Days and built in PLT time throughout the year

People resources: Diamond Team: Vicky, Karen, Maureen, and Don (SSFs, AISI, and Admin.)

Resources Needed:

  • Direction (lessons, activities, exemplars) for the Diamond team with respect to how to lead and support our staff in deepening the understanding of ELEs that have been identified district wide as being components requiring attend and growth.

Who was involved in setting the strategy:

  • The diamond team established the strategies. The staff of IREC determined the need to focus more intently in the area of guided practice and the 12 ELEs through their grade level team SMART goals
  • RAE instrument
  • AISI 12 ELE Self Assessment
Timeline:

All data gathered during this year of AISI will be used to determine direction for PD in 2013.2014.

  • AISI 12 ELE Self Assessment-completed in September 2012 and March/April 2013
  • 2012.2013 PAT Data-completed in October/November 2013
  • Accountability Pillar Results for AERR-completed in October 2013
  • IREC Parent/Student/Staff Surveys 2012.2013
  • Feedback from specific ELE Self Assessment Tool used by teachers for PLT work completed in February 2012 and June 2013
  • ELE-Teacher Reflection forms-filled in by teachers following each PLT Meeting-used to determine support and direction for the 2012.2013 school year.

IREC Education Plan 2012.2013 Goal 1

Goal 1: What will be the effect on student achievement in communication & collaboration skills if we facilitate the development of the 7Habits, based on timeless principles, to create a trusting, safe & caring community of learners?

Specific Strategies:   

  • Implement 7Habits training for new staff
  • Secure community funding for 7Habits resources
  • Model & teach the 7Habits so that they become embedded in the school culture (ie. digital citizenship)
  • Celebrate at monthly assemblies
  • Celebrate daily through Leadership Awards
  • Provide many student leadership opportunities such as greeters at doors, tour guides, announcements, & M.C.s at assemblies.
  • Share information on the 7Habits with our school council at their regular meetings
  • Support groups which our FSLW facilitates:
  1. Roots of Empathy
  2. Changing Families
  3. Volcano Club
  4. Friends for Life
  5. Grade 4 girls Friendship Club
  6. Grade 4 boys Friendship Club
  7. Friends for Life

Measurable:  Critical Evidence Indicators

  • Student, staff & parent surveys.
  • Discipline reports from PowerSchool.
  • Evidence of common language and understanding of 7Habits in portfolios, behavior plans, IEPTs and IPPs  and in daily interactions.
  • Conversations with stakeholders (face to face, school council, Twitter, Classroom Blogs etc.)

Attainable: 

  • Apply a fundamental understanding of the 7Habits to enhance communication & collaboration skills for the 21st Century.
  • Apply a fundamental understanding of the moral issues surrounding digital citizenship.

Resources: 

  • Leader in Me and The 8th Habit by Stephen Covey, 21st Century Skills: Learning For Life in Our Times by B.  Trilling & C. Fadel, The Bully, the Bullies & the Bystander by B. Coloroso.
  • •7 Habits Trainer Resources, Teacher Resources, and on-line resources
  • The Leader in Me Website
  • Children’s Literature
  • WCPS Digital Citizenship on-line resouces
  • People resources: Maureen, Don & Gail Green at FranklinCovey
Timeline:
  • entire school year

Pedagogy First!

Our technology project is titled “Pedagogy First”. We have started this blog for a number of reasons. Right now the top two are:

1. To document/journal our learnings as an individual and as a group.

2. To become familiar with WordPress since our long-term goal is for every student and staff member of I.R.E.C. to have a blog.

3. To create digital citizenship lessons based on the 7Habits. These lesson will for the most part be taught in the context of classroom blogs.