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Wilder Elementary School. Wilder, Idaho. Community. Rural farming community 40 miles west of Boise Agricultural: potatoes, dairy, onions, hops, seed corn Population: 1500 Hispanic: 79% (mainly ELL) 100% FRL 7 principals in 13 years Most Caucasian farmers sent children to

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community
Community
  • Rural farming community 40 miles west of Boise
  • Agricultural: potatoes, dairy, onions, hops, seed corn
  • Population: 1500
  • Hispanic: 79% (mainly ELL)
  • 100% FRL
  • 7 principals in 13 years
  • Most Caucasian farmers sent children to

schools in outlying communities

slide4

THEN

  • Teaching in Isolation
  • Lack of Shared Vision
  • Lack of Trust
  • Instructional Minutes Lost
  • Constant Interruptions
  • Falsification of Data
curriculum
Curriculum
  • “How do you expect me to teach without a book?” 5th grade teacher
  • Basal reading material removed
  • District crafted curriculum
    • 3 pages per grade level
instruction
Instruction
  • Non-engaging instruction - resulted in minimal learning.
  • Classroom management was out of control
  • Baby sitting videos on a daily basis
  • 1 hour of total recess time a day.
  • Etc…
assessment
Assessment
  • Student passing all district assessment s – Below Basic on the ISAT
  • If students are “passing” the assessments there was no need to change instruction
  • Data could not be used to drive instruction
professional development
Professional Development
  • Typical PD – A few days a year.
  • Empower your staff through high quality PD by building their capacity to be great instructors!
  • Create a Professional Development Environment
  • Non-negotiables
    • What all teachers do for all

the students all the time.

professional development1
Professional Development
  • Developed a school wide plan for systemic and sustainable change
  • Partnerships
    • Boise State University Literacy Professors.
  • Weekly PD (2 hours)
  • Inspect what you expect
priority 1 instruction
Priority 1 – Instruction
  • The will to teach well is not as important as the will to prepare to teach well.
  • Differentiated Instruction
  • Modeled Instructional

expectation

  • Weekly observations
    • Immediate Feedback
priority 2 curriculum
Priority 2 – Curriculum
  • Unit Driven Instructional Episodes
    • Sheltered Instruction Observation Protocol
    • Integrated Literacy Techniques
      • Here is what it looks like
      • Here is how you improve it
  • 4th Grade
    • Idaho History Unit
  • Unpacking the ICS
priority 3 assessment
Priority 3 – Assessment
  • Once we fixed the Instruction/Curriculum
  • PD on authentic assessments
    • Formative/Summative
  • THEN – Data Driven Weekly Professional Development Meetings
thoughts
Thoughts…
  • Rigor, Relevance, And Relationships
  • Teachers teach kids, programs don’t
  • Build Capacity in Teachers not the Idaho Core Standards
  • Our teachers don’t turn the pages in a textbook to teach, they turn the pages in the minds of their students as they teach.
references
References
  • Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words Their Way (4 ed.). Upper Saddle River : Pearson Education.
  • Blankstein, A. M. (2006). Failure Is Not An Option. Corwin.
  • Blankstein, A. M. (2011). The Answer Is In The Room. Corwin.
  • Breaux, A., & Whitaker, T. (2006). Seven Simple Secrets, What Teachers Know and Do. Eye on Education
  • Dahlgren, R. (2001). Time to Teach!. Atlanta: The Center For Teacher Effectiveness.
  • Foresman, S. (2008). Investigations. Glenview: Pearson Education.
slide20

http://readinga-z.com

Maxwell, J. (1999). The Power Partnerships in the Church. Countrymen.

Maxwell, J. (1999). The 21 dispensable qualities of a leader. Thomas Nelson.

Thematic Integrated Literacy Techniques TILT (Dr. Maryanne Cayhill & Dr. Ann Gregory

Whitaker, T. (2003). What Great Principals Do Differently. Eye On Education.

Willam, G. (1990). The Quality School, Managing Students Without Coercion. Harper Perennial.

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