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Joplin, MO

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  1. Joplin, MO Livee Chandler-Carr, Jarrica Windham, Leigh Ann Beesley, Sherica Jones-Lewis, Page Durham

  2. Before and Now

  3. Columbia • Eastmorland • Jefferson • McKinley • Royal Heights • Stapleton • West Central • Duenweg • Cecil Floyd- damaged • Duquesne- damaged • Kelsey Norman-damaged • Emerson – closed • Irving- closed Joplin Elementary Schools

  4. Crime – one of the highest crime rates in the county, 98% worst than other cities (Neighborhood Scout.com, 2012) • Attendance Rates • School Population • Unemployment rate 6.6% • Graduation Rate • Economic information Information

  5. Technology focused 25:1 student to teacher ratio • Computers and Smart boards in every classroom • Operation Rising Eagle • AYP progress • Strategic Action plan • Achievements • Low discipline rate • Safe rooms in Schools JSD- Strengths

  6. Students sense of community • Career planning leading to middle school programs • Poverty- 20.4% greater than national average • Skilled-laborers JSD- Weaknesses

  7. Project SERV • Technology donations • Community involvement since tornado JSD- Opportunities

  8. Crime rate • Poverty • Physical location in Tornado Alley JSD- Concerns

  9. Investing in the future today by inspiring our students to pursue excellence Mission Statement

  10. Providing individualized and diverse opportunities for learning ensuring a safe and positive learning environment. • Inspiring our students to seek knowledge and think independently • Expanding every student’s horizons through academic, co-curricular and extra-curricular opportunities. • Providing high quality, specialized training and professional development for all educators. • Hiring and retaining the best qualified, compassionate and dedicated educators • Inviting partnerships with families to maximize students’ potential • Building positive partnerships with our community to ensure mutual success • Embedding meaningful technology into research-based instruction • Facilitating positive and effective change • Demonstrating and reinforcing ethical behavior What we Do

  11. Students are our first priority and all children can learn • Each child is equally important • Change is necessary for progress • Excellence is a result of high expectations, continuous improvement and accountability • Building relationships between school and home is an important catalyst for learning • Education is a partnership among school, home and community • Learning is a lifelong process • All students deserve an education that is as unique as in the individual • We are all educators • Strong, positive relationships with out stakeholders are vital and must be nurtured • Respecting diversity strengthens our community. What we Believe

  12. Facilities • To have high quality district facilities that meet 100% of the programming needs of our students as well as provide for their social, emotional, and physical development by 2014. • Community Relations • To increase community support by engaging 100% of the community in the educational process of students by 2014. • Student Achievement • To improve student achievement district-wide as demonstrated through a 10 point increase in the MAP Index Points (MPI) over 5 years when considering all grades levels as a group in comparison to baseline data, which will be defined as the average district-MPI for 2007, 2008, and 2009. • Finance • To establish a long-range financial plan that meets 100% of the district's need while maintaining a balanced budget annually by 2014. (Joplin Schools, n.d.) What we Desire

  13. What can we do

  14. Community Service Learning: • To increase the affective connections of students through active involvement in the school and community. • 2 year plan to organize 4 community service projects over 4 semesters by utilizing students, teachers and administration to support the effort Pay it forward

  15. Rebuilding Joplin- current program with approximately 10% of student population participating • Begin program in other schools, nursing homes • Adds beautification, rebuilding after tornado • Building and Growing Garden • Creates food supply, teaches survival skills, job skill, • Plant sale- raises money for club to purchase supplies/field trips • Create source of funding, collaboration Community Garden

  16. School-wide programs to recycle materials • Incentives for classes who collect the most • Teaches respect for earth and environment • Correlates to science and Social Studies curriculum • Learn to be “GREEN” • Art classes incorporate “found” materials from “ugly” to “beautiful” • Teaches use of different art mediums • Provides additional materials to use • Art Show and Auction • Involves community in program and provides money to increase opportunities • Creates positive involvement in school programs with the community Recycled Art

  17. Global awareness about music education • Allows students to share music, connect globally, creating positive social change through music education. • Teaches that peace and change are possible through the universal language of music. • By providing children a safe place to learn, flourish and express themselves, PFCF helps provide a creative alternative to the struggles many of these children face daily. • No matter whether people come from different geographic, political, economic, spiritual or ideological backgrounds, music has the universal power to transcend and unite us as one human race. And with this truth firmly fixed in our minds, we set out to share it with the world. Playing for Change

  18. Cancer awareness • Raise money to support cancer research • Cancer touches everyone • Walk increases physical activity to promote developing healthy habits • Community involvement Relay for Life

  19. To have 85% student participation in organized community serivce projects • Student participation will be measured through sign-in logs and photos Goals

  20. College and Career Prep

  21. (Advancement Via Individual Determination) Nurture student college and career readiness, through implementation of the program; in order to work towards narrowing the socio-economic achievement gap; which perpetuates poverty in Joplin, Missouri AVID

  22. Needs Assessments of 90% of 4th and 5th grade students exposed to AVID strategies improve in a minimum of two areas • Assessment- Pre and Post Assessment AVID

  23. Year 1: • Summer – Leadership team comprised of administrators and teacher leaders from grades 4 and 5 attend AVID Summer Institute • Pre-school week – Teacher leaders deliver professional development to all teachers in grades 4 and 5 • Fall - Pre-assessment is administered • Fall -Teachers in grades 4 and 5 begin implementation of two of the four components of the AVID Elementary Program : Organizational Tools and Student Success Skills • Spring - Post-assessment is administered to students in grades 4 and 5 AVID

  24. Year 2: • Summer – Expanded leadership team attends summer institute (grades K-3). • Fall- Pre-assessment is administered • Fall - Teachers in grades 4 and 5 continue with prior implementation and expand with the addition of the WICOR and Partnerships Components • Fall-Teachers in grades K-3 discuss which AVID strategies can be applied at the lower grade levels (grade specific) • Spring – The beginning of school-wide AVID implementation • Spring – Post Assessment is administered AVID

  25. The poverty cycle, by nature, is one that persists. There are many reasons why this is the case, but one key factor is the, “lack of targeted support to break the cycle of poverty and disadvantage” (Demie and Lewis, 2011, p. 253) • Low educational attainment begets more of the same. Gazeley (2010) WHY AVID

  26. Where do we go from here

  27. By building the school community, it knits together the fabric of the school to not only provide a place outside the home but helps students to feel comfortable and meet the necessary academic challenges with a true support system. Conclusion