Annual Report 2014-15 - Oregon · 2020-05-14 · This report will summarize the structure of the...
Transcript of Annual Report 2014-15 - Oregon · 2020-05-14 · This report will summarize the structure of the...
AnnualReport
2014–2015
Submittedto:
OregonDepartmentofEducation
BytheBoardofDirectorsandLeadershipTeam
TheIvySchool
Portland,OR
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TableofContents
Overview page3GeneralInformation page7
Personnel page10
BoardofDirectors page15
Curriculum/Programs page16
StudentAssessmentandAchievement page24
Survey page26
SchoolImprovementPlanofAction page29Parent/CommunityEngagement page34Facilities page36
FinancialManagement page37LocalSchoolDistrictConnections page39
AttachmentshavebeensentseparatelyfromthisAnnualReportAttachmentA–EmployeeHandbookAttachmentB-BoardofDirectorsMeetingMinutesAttachmentC–TheIvySchoolPoliciesAttachmentD–TheIvySchool2014-15ReportCardAttachmentE-StudentandParentHandbookAttachmentF-TheIvySchoolAuditAttachmentG-2014IvySchoolSurveyResults
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Overview
MissionandVisionStatements
Mission
TheIvySchooloffersaMontessorieducationwithSpanish-languagestudy.Ourmissionistoinspirestudentsofdiversebackgroundstobelifelong,independentlearnerswhovalueresponsibilityandembodypeace.
Vision
IvySchoolstudentswillengageinadynamicMontessoricurriculum,whichallowsforexplorationoftheworldaroundthem.Throughcreativeandchallengingmulti-sensorialinstruction,IvySchoolstudentswilldevelopcriticalthinkingskillsnecessarytobeglobalcitizens.TheIvySchooleducatorsarereflectivebyimplementingbestpracticesthroughMontessoriphilosophyandmaterials,statestandards,authenticassessment,andstudentinterest.Bypartneringwithparentsandthecommunity,TheIvySchoolwillbeasafeplacewhereallstudentscanthrive.
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HistoryoftheSchool
ThevisionfortheIvySchoolcameaboutwhenfounderandleadvisionary,TammyKennedy,aMontessoriprimaryteacher,administrator,andownerofaprivateMontessorischoolinNortheastPortland,recognizedthestrongdemandforatuition-freeMontessoriElementaryeducationwithfamiliesatherschoolwhocouldnotaffordeventheslidingscaletuitionsheoffered.Tammysawfirst-handhowMontessoricanmeettheneedsofallchildrenandthosewithdiverselearningstylesandspecialneeds,andshewantedtoofferMontessorieducationtoallchildrenregardlessofsocioeconomicstatus.
TammyformedtheIvySchoolDesignTeam,whocommittedtheirtimeandexpertisetotheestablishmentandsustainabilityoftheIvySchool.This18-memberdesignteamconsistedofafinancialplanner,childdevelopmentdirector,socialworker,architecture,softwareengineerandtechnologist,financeandbankingmanager,marketingstrategist,realtor,humanresourcesofficer,andeducationconsultant.ThespecificintentoftheDesignTeam’seffortswastosupporttheoperationalandeducationalareasembeddedinapubliccharterschool,specifically:publiceducation,Montessorieducation,finance,law,architecture,realestate,technology,humanresources,andprojectmanagement.
TheDesignTeam’sproposalforaMontessoripubliccharterSchoolinNorthandNortheastPortlandwaspresentedtothePortlandPublicSchoolDistrictin2007.TheschooldistrictwasopentohavingapublicMontessorischool,thefirstoneinthePortlandarea,buttheschoolpopulationwaslimitedtoamaximum120students.DuetothisdesignatedcaponthenumberofstudentswhocouldattendtheIvySchool,theDesignTeamoptedtonotbecomeacharterschoolinthePortlandSchoolDistrict.In2008,theDesignTeamappealedtheircharterproposaltotheStateBoardofEducationandtheschoolcharterwasapprovedundertheirsponsorship.
TheIvySchoolopeneditsdoorsinthefallof2009,with60studentsintwoblendedclassroomsofgrades1-3.Thestaffconsistedoftwoleadguides,twoSpanish-speakingassistants,oneclerical,andtwopart-time,volunteeradministrators.
InTheIvySchool’ssecondyear,theschoolpopulationdoubledto120studentsinfourclassrooms.Oneclassroomblendedgrades4-6,whicharecalledUpperElementary.TwoadditionalleadguidesandtwoSpanish-speakingassistantswerehired.Aprincipalwashiredpart-time.
InTheIvySchool’sthirdyear,theschoolpopulationgrewto150studentsinfiveclassrooms,consistingofthreeLowerElementaryclassroomsandtwoUpperElementaryclassrooms.Duringthatyear,theschoolmovedtwoclassroomstoanewcampus,approximatelythreemilesfromthePrescottcampus.Theprincipalandadministrativeassistantwerehiredfull-time.
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TheIvySchool’sfourthyearbroughtpartofthevisionfortheschooltofruitionbyaddingaMiddleSchoolprogramandclassroom.TheexpandedIvySchoolusesspaceinthesametwobuildingstheyhavebeenutilizinginprioryears;thePrescottandMorriscampuseshousethreelowerelementary,twoupperelementary,andonemiddleschoolclassroom,intotalservinggrades1-8.Thestaffconsistedofsevenleadguides,fiveSpanish-speakingassistants,andtwosupportstaff.
TheIvySchoolstartedplanningforitsfifthyearandrealizeditwouldbeunabletomeetthedemandsofthelotterypoolanditscurrentstudentpopulation.TheIvySchoolwasultimatelyabletoexpanditsstudentbodybyaddingtwoclassrooms–alowerelementaryroomhometogrades1through3andanupperelementaryclassroomwithgrades4through6.TheIvySchoolpurchaseditsPrescottcampusandexpandeditsleasetoincludetheentireMorrisCampus,whichincludedanoutdoorclassroom.TheIvySchoolalsoflourishedwiththeadditionofaMusicteachertotheschoolstaff,whichallowedstudentstoparticipateinweeklymusicclassesaswellasacoupleofperformanceopportunities.Thestaffconsistedofeightteachers,eightassistants,onemusicteacher,foursupportstaff,twoprogramsupportstaff,andonefull-timeadministrator.
ThesixthyearatTheIvySchoolwasayearoftransitionandcelebration.Attheendofthepreviousschoolyear,anewleadershipstructureconsistingofaStudentSupportServicesCoordinatorateachcampusandtheBusinessandOperationsManagerwerehiredtoworkalongsidetheExecutiveDirectorasaleadershipteam.OnefulltimeAdministrativeAssistantandonepart-timeassistantwerehiredtodevelopandimplementsystems.Also,thestructureoftheschool’sclassroomsandenrollmentnumbersallowedfortheadditionofonemiddleschoolclassroom(makingtwofull6-8thgradeclassrooms),fourfullyenrolledlowerelementaryclassrooms(1-3rdgrade)andtwoupperelementaryclassrooms(4-5thgrade).Thismarkedasignificantmilestoneinourcharterschooldevelopment,indicatingthatTheIvySchoolwould,thefollowingyearbeabletorealizeitsgoalof8-10classroomsreflectingtheMontessorimodeloflowerelementary1st-3rdyears,upperelementary4th-6thyears,andMiddleSchool7th-8thyears.
Atthebeginningoftheschoolyear,thefull-timeadministratorwasunexpectedlycalledtocareforfamily,tookleave,andsubsequentlyresigned.AninterimExecutiveDirectorwashiredtofilltheposition.HavingadistributiveleadershipmodelinplaceprovidedstabilityatTheIvySchoolduringthischallengingtime.
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IntroductionTheIvySchoolbeganthe2014-15schoolyearwithanenrollmentof258studentsandanapplicantpoolof261,anincreasefrom160theyearbefore,exhibitinggrowthandstabilityasaState-sponsoredpubliccharterschool.Theyearwashighlightedbysomemajoraccomplishments:
• OurcharterwasrenewedforfivemoreyearsinaunanimousvotebytheOregonStateBoardofEducation
• Applicantpoolincreaseof62.5%
• AddedasecondMiddleSchoolClassroomof30students
• Providedfarmand/oroutdooreducationatallgradelevels
• ImplementedHighSchool,collegeandcareerconnectionsintheMiddleSchoolProgram
• SecuredatechnologygrantfromOregonDepartmentofEducationthatallowedusto
purchase56Chromebooksandtwochargingcarts.Thishadahugeimpactontheabilitytoadministerstatetesting.
• PartneredwithPortlandStateUniversityDepartmentofPhilosophy(MiddleSchool
Program)
• Createdanoutdoorclassroomandlearninggardenasanintegratedprogrampiece
• CreatedanIvySchoolTeacherRetentionProjectandReport
• WorkedwiththeStateBoardofEducationtodevelopandimplementanewcharterschoolevaluationtool
Thisreportwillsummarizethestructureoftheschool,presentbasicfactsaboutourstudentdemographicsinthe2014/2015schoolyear,andhighlightsomeofourcurricularworkduringthislastyear.Itwillalsotouchonoursuccessesthusfar,goalsforthefuture,andchallengesweface.
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GeneralInformation
TheIvySchoolCalendar2014-2015
August201419-21 StaffRetreat22-28 ProfessionalDevelopmentand
PlanningSeptember20141 NoSchool-LaborDay2-5 StudentAssessmentand
OrientationWeek8 FirstDayofSchoolforAllStudentsOctober201410 NoSchool-TeacherInservice28 EarlyDismissal-International
Children'sDay29-31 ParentConferencesNovember,201410 NoSchool-TeacherPlanningDay11 NoSchool-VeteransDay25-28 NoSchool-ThanksgivingHolidayDecember,2014 17 WinterPerformance22-31 WinterBreak
January20155 StudentsReturnfromWinter
Break19 NoSchool-MartinLutherKing
Day30 NoSchool-TeacherPlanningFebruary201516 NoSchool-President’sDayMarch201523-27 SpringBreakApril,201510 NoSchool–TeacherPlanning16-17 NoSchool–StudentConferencesMay,201515 NoSchool-TeacherPlanningDay25 NoSchool-MemorialDayJune,201511 LastDayofSchool12 TeacherWorkDay
SnowMake-upDaysScheduledasNeeded
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TheIvySchoolStudentDailySchedules
LowerElementary
8:00-8:15 Dropoff/Greetings/StudentsPreparefortheirDayandBeginWork8:00-11:00 Workcycle-Individualwork/Projects/SmallGroupLessons11:00-11:10 Clean-up11:10-11:25 Circle/Discussion/Announcements/WorkJournalCheck11:30-11:55 Lunch12:00-12:30 Recess12:30-1:00 ReadAloud/Worktime1:00-2:10 WorkCycleSpecials:Spanish/Music/Art/P.E./ReadingGroups2:10-2:25 Clean-upandResponsibilities/Getitemsforgoinghome 2:30-2:45 Silentor‘Buddy’Reading/DismissalFriday:EarlyDismissalSchedule8:00-8:15 Dropoff/Greetings/StudentsPreparefortheirDayandBeginWork8:00-11:00 Workcycle-Individualwork/Projects/SmallGroupLessons11:00-11:10 Clean-up11:10-11:30 Circle/Discussion/Announcements/WorkJournalCheckUpperElementary8:15-8:30 Dropoff/Greetings/PrepareClassroomfortheDay8:30-8:45 Circle/Discussion/Announcements8:45-11:30 Workcycle:Individualwork/Projects/Lessons11:30-12:30 LunchandRecess12:30-2:30 WorkCycleSpecials:Spanish/Music/P.E./ReadingGrps./PeaceEduc.2:30-2:45 Cleanup2:45-3:00 QuietReading3:00-3:15 DismissalFriday:EarlyDismissalSchedule8:00-8:15 Dropoff/Greetings/StudentsPreparefortheirDayandBeginWork8:00-11:00 Workcycle-Individualwork/Projects/SmallGroupLessons11:00-11:10 Clean-up11:10-11:30 Circle/Discussion/Announcements/WorkJournalCheck
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MiddleSchool8:15-8:30 Dropoff/Greetings/Prepareclassroomfortheday8:30-8:45 Circle/Discussion/Announcements8:45-11:45 Workcycle:Individualwork/Projects/Lessons11:45-12:00 CleanUp12:00-1230 LunchandRecess12:30-2:30Specials:Spanish/Art/Music/P.E./Projects/ 3:00-3:15 DismissalFridayScheduleonsixweekrotations:FridayForums:Garden,Art,Drama,Civics8:15-8:30 Dropoff/Greetings/Prepareclassroomfortheday8:30-9:00 CommunityCircle9:00-11:30 Rotations
StudentDemographics
Thetotalenrollmentforthe2014-2015schoolyearwas258studentsingrades1-8,consistingoffour1stthrough3rdgradeclassroomsatthePrescottcampus,alongwithtwo4ththrough5thgradeclassrooms,andtwomiddleschool(6ththrough8thgrade)classroomsattheMorriscampus.TheIvySchoolhadatotalof261studentapplicantsforthe2014-15lottery.ThewaitinglistfortheIvySchooltotaled139students,afteropenspaceswerefilled.
Table1Ethnic/RacialBreakdownofTheIvySchoolstudentpopulation
3%Asian
2%AmericanIndian/NativeAlaskan
5%Multi-Racial
5%Black/AfricanAmerican
7%Hispanic
78%White
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Personnel
StaffPositionsandQualifications
StaffMember Position TSPCLicense/Registration
Degree Endorsements HQtoTeach
MaryZigman
ExecutiveDirector
TSPCLicenseCharterRegistry
BAM.Ed.
Administrator-AllLVL
Dr.RebeccaKeith InterimExecutiveDirector
TSPCLicenseCharterRegistry
M.Ed.Ed.D.
Administrator-AllLVL
RebeccaGilson Teacher1-3 TSPCLicenseInitialTeaching
BAM.Ed.
MS-ECE,ELE K-8Self-Contained
ClaireThomas Teacher1-3 TSPCLicenseInitialITeaching
BAM.Ed.
MS-ECE K-8SelfContained
LauraJenness Teacher1–3 TSPCLicenseCharterRegistry
BA MS-ECE K-4Self-Contained
BettySkundrick Teacher1-3 TSPCLicenseInitialTeaching
BAM.Ed.
MS-ECE,ELE K-8Self-Contained
KevinPearson Teacher4-5 TSPCLicenseInitialTeaching
BAMAT
MS-ECE,ELE K-8Self-Contained
AnnaCornett Teacher4-5 TSPCLicenseInitialITeaching
BAMAT
MS-ECE,ELE K-8Self-Contained
MeganTicer Teacher6-8 TSPCLicenseInitialITeaching
BAMAT
MS-MIDLVL
5-9Self-Contained5-12LA
TravisEddy Teacher6-8 TSPCLicenseInitialITeaching
BAMAT
MS-MIDLVLIntegratedScience–HS,MS
5-9Self-Contained5-12Science
FelicityPowers Teacher6-8 TSPCInitialTeaching
BAMAT
MS–ECE,ELE K–8SelfContained
JohnCrever MusicTeacher1-8
TSPCLicenseInitialTeaching BA Music–AllLevels MusicK-12
StephanieFlood
Teacher1-8 TSPCLicenseInitialITeaching BA
MS-ECE,ELE,MIDLVL
K-8Self-ContainedMathK-8
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StaffMember Position BackgroundCheck
PilarRooney TeachingAssistant
ODEBackgroundCheck
ElizabethJones TeachingAssistant
ODEBackgroundCheck
AndreaFallico TeachingAssistant
ODEBackgroundCheck
AngelaO’Brien TeachingAssistant
ODEBackgroundCheck
RiannaClark TeachingAssistant
ODEBackgroundCheck
ArielMcNett TeachingAssistant
ODEBackgroundCheck
MatthewVoedisch TeachingAssistant ODEBackgroundCheck
AnneONeal StudentSupport ODEBackgroundCheck
AmyStuhr StudentSupport OSP/FBIBackgroundCheck
KarieBreyne BusinessandOperationsManager
ODEBackgroundCheck
NickFenger I.T. OSP/FBIBackgroundCheck
EllenDishman AdministrativeAssistant ODEBackgroundCheck
JillianDroste AdministrativeAssistant ODEBackgroundCheck
ChrisHowe Aftercare ODEBackgroundCheck
ErikaHansen Aftercare ODEBackgroundCheck
HarmonyDeArmon Aftercare ODEBackgroundCheck
JRLopezGarcia
Maintenance/Facilities
ODEBackgroundCheck
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RecruitmentandRetentionPlan
SinceweareapublicMontessoricharterschoolwithSpanishlanguagestudyembeddedinthecurriculum,wetypicallyneedtorecruitallyearlongwhenwearelookingforpersonnel,especiallyMontessoricertifiedteacherswithpublicschoolteachinglicenses.ThiscontinuestobeachallengeatIvy.WelookforMontessoriexperiencedteachersandsupporttheirprofessionaldevelopmenttoworktowardapublicteachinglicense.Inaddition,wenavigatethedelicatebalancebetweenhavingenoughTSPClicensedteachersandteacherswithMontessoricertification.Ineithercase,wesupportteachersobtainingwhattheyneedtoworkinapublicMontessorischool.
Wepostourpositionsonvariousjobsitesaroundthecountrydependingonthepositionwearehiring.ThesitesweuseareOMA(OregonMontessoriAssociation),AMS(AmericanMontessoriSociety),AMI(AssociationMontessoriInternational),MNW(MontessoriNorthWest),EducationWeek,EdZapp,Craigslist,andPublicSchoolMontessorinewspaper.Wehavebeenabletointerviewcandidateslocally,aswellasfromallovertheU.S.andabroadforourpositionsatIvy.Minoritycandidatesareencouragedtoapplyandthisisincludedinalladvertisements.
Wepromoteandencourageprofessionaldevelopmentforallstaff.Theseplansareagreeduponwiththeadministratorattheendofeachschoolyear.AtIvythereisroomforstaffleadershipandgrowthintopositionswithintheorganization.Allstaffareencouragedtotakeonleadershiprolesandtogrowanddevelopprofessionally.
HiringProcedure
Ourhiringprocessconsistsofthepre-selectionofapplicants,followedbyaninterviewprocesswithstaffandsometimesstudentsonaninterviewcommittee.Questionsrelatedtothepositionareselectedandaprocessfordeterminingthefinalcandidateisimplemented.AllcandidatesmustsubmitthreelettersofreferenceontheIvyschoolreferenceform.Thedirectorhasthefinaldecisiononallhiringexceptforthehiringofthedirectorwhichtheschoolboardhasthefinaldecision.
PersonnelOrganizationChart
SchoolleadershipevolvedfromasingledirectortoadistributivemodelincludinganExecutiveDirector,BusinessandOperationsManager,andtwoStudentSupportCoordinators.TheExecutiveDirectoroverseesactivityatbothcampuses.StudentSupportCoordinatorsarethefirstcontactpersonforstudents,families,andstaffateachcampus.PrimaryresponsibilitiesoftheStudentSupportstaffincludestudentissues,family
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meetings,SpecialEducationmeetings,andfacilitiesneedscoordinationunderguidanceoftheExecutiveDirector.TheBusinessandOperationsManagerisresponsibleforhumanresources,financialmanagement,contracts,ensuringcompliancewithallstateandfederallaws,andreportingtoofficialagencies.Allfourteammembersworktogethertoaccomplishthemyriaddutiesnecessarytosuccessfullyandefficientlyrunadynamicschool.
PersonnelProfessionalDevelopment
TheIvySchoolBoardmakesadedicatedefforttobudgeteachyearforprofessionaldevelopmentopportunitiesforstaff.TeachersattenddifferentMontessoriworkshopswhichincluderefreshercoursesandnationalconferences.SupportforProfessionalDevelopmentisalsodemonstratedthroughthepracticeofearlyreleasetimesonFridays.Thestaffparticipatedinastaff-ledprofessionaldevelopmentprogramwherestaffidentifiedareasthattheyfeltaneed,andIvyprovidedthetrainingorfoundtrainerstomakesurethestaffwerereceivingwhattheyneededtobemosteffectiveintheclassroom.InformationwasbroughtbacktoIvyandsharedbacktostaffmembersunabletoattendduringregularlyscheduledFridayafternoonstaffmeetings.
OregonDepartmentofEducation
StudentSupport ExecutiveDirector
Teachers
TeachingAssistants
AdministrativeSupportStaff
BusinessandOperationsManager
StudentSupport
IvySchoolBoardofDirectors
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Staffstartedtheschoolyearwithathree-dayin-serviceretreat.Allstaffwereinvitedandparticipatedinteambuildingexercisesandworkshopsfocusedonmath,writing,studentachievement,thestudentachievementgap,SpecialEducationpractices,andRestorativeJustice.
TheleadershipteamparticipatedinaworkshoppresentedbyMontessoriInstituteNorthwestandtheNationalCenterforMontessoriinthePublicSector.Theworkshopfocusedonprogramdesign,strategicplanning,self-evaluation,andassessment.TheEssentialElementsRubrictosupportself-evaluationwaspresented.
ClaireGarciaattendedathoughtprovokingconferencepresentedbytheRaceandPedagogyNationalConferenceofferingworkshopsondifficultiesfacedbyNativeAmericanCommunitiesintheAmericanEducationSystem.RebeccaGilsonattendedtheORBIDAconferencewithRonYoshimototoenrichoursupportofdyslexicstudents.LauraJennesscompletedhermaster’sineducationdegree.
TheIvySchoolprovidedfundingforAnnaCornett,KevinPearson,andMatthewVoedischtocompletetheirMontessoritrainingthroughtheNorthAmericanMontessoriCenter.Consequently,eachMorriscampusclassroomhadatrainedMontessorianleadingstudents.Additionally,KevinPearsonattendedmeetingsofthePortlandCounciloftheInternationalReadingAssociation.
TravisEddyparticipatedinworkshopsofferedbytheTillamookStateForestCenterandUniversityofWashington.TheForestserviceworkshoplookedatwaystoeducateaboutforestsbothintheclassroomandinthefield.TheUniversityofWashingtonconferenceprovidedguidanceonintegratingphilosophyintoschoolcurriculum.AsaresultoftheUniversityofWashingtoncoursesIvymiddleschoolstudentsbeganparticipatinginphilosophydiscussionswithPortlandStateUniversitystudentsthathascontinuedintothecurrentschoolyear.
MultiplestaffmembersparticipatedinPPS’sdiversityseriesandTakingitupworkshops.
TheIvySchoolencouragesstafftocontinuetheireducationaljourneyandfullorpartialfundingisprovidedtostaffmembers.TheIvySchoolbelievesincontinuingeducationforstaffandtheexpectationisthattheywilltakeadvantageoftheseprofessionallearningopportunities.
EmployeeHandbook-PleaseSeeAttachmentA
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BoardofDirectors
TheIvySchoolBoardofDirectors–2014-2015
● KarilynWax,BoardChair,2013● LisaLarpenteur,Treasurer,2014● AmieRobarChally,Secretary,2014● JohannaKeith,BoardMember2009● BillyLadd,OutreachCommittee,2013● AlbySalsa,OutreachCommittee,2014
BoardMeetingMinutes-PleaseSeeAttachmentB
BoardofDirectorsPolicies-PleaseSeeAttachmentC
BoardofDirectorsProfessionalDevelopment
Aspartoftheschool'sagreementforrenewalintheODE/SBEcontract,allIvyBoardmemberstakeaboardandethicstrainingthroughtheOregonGovernmentEthicsCommission'siLearnOregontrainingprogram.
TheprogramcontainsmanytopicsthatBoardmemberscanaccess,andtheyareabletotrainfromanyinternet-connectedcomputer.
Trainingtopicsinclude:
● ConflictsofInterest● Complaints● EthicsStatutesOverviewforEmployeesandOtherAppointedOfficials● EthicsStatutesOverviewforElectedOfficialsandOfficialsAppointedtoBoards,
Commissions,orAdvisoryGroups● Gifts● IntroductiontoExecutiveSessions● ProhibitedUseofOffice● LegislativeChanges
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Curriculum/Programs
Overview
TheIvyMontessorielementaryprogramconsistsoflowerelementary,ages6-9ingrades1-3,andislocatedatthePrescottcampus.TheIvyMontessoriupperelementary,ages9-10ingrades4-5,andmiddleschool,ages11-14ingrades6-8,arelocatedattheMorriscampus.AllIvyprogramsofferacontinuumbuiltontheMontessoripreschoolexperience.Asinthepreschool,theMontessorimaterialsareameanstoanend.Theyareintendedtoevoketheimagination,toaidabstraction,andtogenerateaworldviewaboutthehumantaskandpurpose.Thestudentworkswithinaphilosophicalsystem,askingquestionsabouttheuniverse,thenatureoflife,peopleandtheirdifferences,andsoon.Theinterdisciplinarystudiescombinegeological,biological,andanthropologicalscienceinthestudyofnaturalhistoryandworldecology.Theclassroomenvironmentreflectsanewstageofdevelopmentandoffersthefollowing:
Integrationofthearts,sciences,geography,historyandlanguageengagesthestudent’snaturalimaginationandanabstractionoftheelementarystudentsaredeveloped.
Theleadguideofferspresentationsofknowledgeaspartofalarge-scalenarrativethatrevealstheoriginsoftheearth,life,humancommunities,andmodernhistory,whilealwayskeepinginthecontextofthewholenessoflife.Thesepresentationsincludetheformalscientificlanguageofzoology,botany,anthropology,geography,andgeologyasexamples,exposingthestudenttoaccurate,organizedinformationwhilerespectingthestudent’sintelligenceandinterests.
Thepresentationsofknowledgearecalledthe“GreatStories.”GreatstoriesspanthehistoryoftheuniversefromthebigbangtheoryoftheoriginoftheUniverse,earth,andlifeforms,totheemergenceofhumanculturesandtheriseofcivilization.Impressionisticchartsandtimelinesaidteachers,andthestudentstudiestheminreferencetotheGreatStories,whichleadstodeeperknowledge.Thesestoriesarepresentedeveryyear.TheyincludeTheStoryoftheCreationoftheUniverse,TheStoryofLife,TheStoryofLanguage,andTheStoryofSignsandSymbols.
Theuseoftimelines,pictures,chartsandothervisualaidsprovidebothalinguisticandvisualoverviewofthefirstprinciplesofeachdiscipline.ThesematerialsdevelopedbyMariaMontessoriareusedintheclassroomalongwithotherinstructionalmaterialsprovidedfromMontessoriapprovedsources,andsupplementedwithinstructionalmaterialsthatarealignedwiththeOregonBenchmarksandCommonCoreStateStandards.
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TheCommonCoremathcurriculum,aswellastheMontessorimathcurriculum,ispresentedwithconcretematerialsthatsimultaneouslyrevealarithmetic,geometry,andalgebraiccorrelations.Thiscurriculumrecognizesthestudent’sneedforexperience,forrepetition,forvariouslevelsofconcentration,andforgoingfromconcretetosymboltoabstract.Theemphasisisonmakingformulaeandrulesapointofarrivalanddiscovery.WehavealsoalignedtheCommonCoreStatemathStandardswiththeMontessorilessons,andarecontinuingtocreatemathlessonsusingthestandards.
Inlanguagearts,thecurriculumfocusesoncreativewriting,expositorywriting,interpretivereadingofliterature,researchwithprimarysources,grammarandsentenceanalysis,spellingbasedonculturalstudiesandusage,andoralexpressionforbothsharingresearchanddramaticproductions.
Thereisanemphasisonopen-endedresearchthatisstudentgeneratedandteacher-guided.Studentsareexpectedtofollowthroughontheirworkbycarryingoutresearch,drawingconclusions,developingknowledge,makingobservationsandrecordingthem,andbeingabletodemonstrateskills.Thisin-depthstudyusesprimaryandsecondarysourcesaswellasothermaterials,andtheStateStandardsandCommonCoreStateStandardsarealsoembeddedintotheMontessoricurriculum.Textbooksandworksheetsareusedbythestudentsasreferencematerials,notasabasisforassignedorongoingwork.Teachersreadilysendworksheetshomeforstudentstouseaspracticework.
Montessori-trainedteachersare“enlightenedgeneralists”–teacherswhoareabletointegratetheteachingofallsubjects,notasisolateddisciplines,butaspartofthewholeintellectualtradition.InaMontessorienvironment,theteacherworksinconcertwiththestudentstodrivethecurriculumwhilefollowingarichscopeandsequenceforteachingacrossthecontentareas.Theteacheristrainedinnoticingthecognitive,emotional,social,andbehavioralneedsofthestudents.Theyarecontinuallyassessingastudent’sunderstanding,engagement,focusandabilities,andadjustingbestpracticestomeetthemwheretheyareandhelpmovethemforward.
Studentsarealsoableto“goout”tomakeuseofcommunityresourcesbeyondthewallsoftheclassroom.
Studentsareintegratednotonlyintermsofsubjectmatter,butalsointermsofmorallearningaswell,whichwecall“GraceandCourtesy.”Thislearningresultsinappreciationandrespectforlife,amoralempathyandafundamentalbeliefinprogress,thecontributionoftheindividual,thehumanconditionintheworld,andthemeaningoftruejustice.
Asstudentsentertheupperelementarygrades,thestudentsbeginto“abstract”moreand,inlieuofMontessorimaterials,thestudentsgeneratetheirownmaterialsbasedonwhattheyareresearching.
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Spanish
TheIvySchoolisaMontessorischoolthatteachesEnglishandprovidesSpanishinstruction.OurSpanishprogramhasthreecomponents:
1)StudentsreceivedirectinstructioninSpanishthroughspeaking,listening,reading,andwritinglessons.
2)Appropriategradelevelcontentmaterialfromallsubjectmattersisintegratedthroughouttheprogram.Becauseofthemultiplegradelevelsanddiverselearningstyles,ourapproachlendsitselftocooperativelearningandpeertutoring.InstructioninSpanishisdoneinsmallgroups,wholegroupinstruction,andthroughindividuallessons.
3)Oneofthepurposesoflearningasecondlanguageistodevelopcross-culturalunderstandingandinterestinothers.ThisblendswellwiththeMontessoriphilosophyofrecognizingtheinterconnectednessoflifeandcreatingpeaceinourglobalcommunity.
SpecialPrograms–Art,Music,PhysicalEducation,SummerCamps,andEnrichment
Movement/PhysicalEducation
IvySchoolstudentsparticipateinPhysicalEducationclassesonceaweekforanhour.CurriculumwasdesignedtomeetscopeandsequenceateachgradelevelassetbytheOregonStateStandards,andissupplementedbythephilosophiesandactivitiesofthePlayWorksprogram.Withafocusoncollaboration,IvyP.E.classespromoteacultureofinclusion,withafocusonpersonalfitness,healthfulhabits,andmindfulphysicalmovement.Overthecourseoftheyear,studentshavetheopportunityforarangeofexperiencesfromoutdoor“pickup”ballgamestoteamsportstoyoga.
ArtandmusiccontinuetobeintegratedinthedailycurriculumineachclassroomasguidedbyMontessoriphilosophyandmaterials.MontessoriMusicinstructionconsistsofthreeparts:listening-throughcultures,biographiesandhistoryofmusic;literacy–throughreadingmusic;andsong.Smallgrouppresentationswithculturaldiversitycomponentsaregiveneachmonth,andstudentsalsolearntwolisteningactivitiescoupledwithstories.MontessorimusiclessonswerepartneredwitharesearchbasedmusicliteracycurriculumdesignedbyJohnFeierabendandtaughtbyatrainedinstructorduringspecialsinstruction.DrawingontherichrepertoireoftraditionalandfolkliteraturefromAmericaandabroad,theaimistodevelopthethreedimensionsofamusicalperson;toperceivemusic,toimitatemusicandtocreateoriginalmusic.Tofacilitatethisendinthelowergrades,theonceweekly30-minutelessonincludes1.Nurturingastudent'sabilitytosingaloneand
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withothers,2.Moveandsingappropriatelyandexpressivelywithsongs,rhymesandrecordedmusic,3.Developindividualcompetencieswithbeatinbothgroupsoftwosandthreesand4.Expandmusicallisteningskills.
Theuppergradesmeetweeklyforonehour.Duringeachclassthestudentscontinuetheirgrowthby1.Exploringmusicalformandexpressionthroughmoving,2.Learningsinginharmonyaloneandwithothers,3.Musicreadingwithrhythmicandmelodicsolfegetobuildmusicalindependenceand4.Informalgroupsingingtobuildfacilitywiththesingingvoiceandbuildcommunitythroughacommonrepertoireofknownsongs.InthefutureIvywouldliketoexpandtomoreformalchoralsinginginuppergrades.
LastyeartheIvySchoolpresentedthreestudentmusicalprograms:awinterconcert,studenttalentshowandspringmusicworkshare.
Art
Artisincorporatedinallsubjectareaswithspecificinstructioninthestudyanduseofartmediums,thestudyoffamousartists,andtheimportanceofartisticcontributions.Studentworkisshowcasedthroughouttheclassroomsandschool.
ThisyearwehadourfourthannualArtsWeek.ManyguestartistspresentedtostudentsatIvyforanintensiveexposuretovariousartforms.Studentsdevelopedanartportfolio,whichwasputondisplayineachclassroom’sstudentartshow.AttheendofArtsWeek,allstudentsandtheirfamiliesgatheredforaStudentArtGalleryandAuction.Over500wereinattendance
GardenProgram
TheIvySchoolcreatedaschoolgardenandgardenprogramintheschoolyearof2014-15.Belowaretheoutlinedgoalsoftheprogramincludingfourmainobjectives:
1.Design,building,andimplementationofaschoolgardenwithoutlinedprojectsandactivities
2.Schoolgardenpartnershipsandcommunityinvolvementwithrelatedfieldtrips
3.Impactonstudentgrowth
4.Seekingsupportfromcommunitybuildingandgrantwriting
1.Theimplementationofourgardenprovidedopportunityforstudentstoengagein:
• Gardendesign
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• Studentledfarmer'smarket
• Animalhusbandryandzoology
• BecomingcertifiedintheBackyardHabitatCertificationprogram
• Buildinggardenstructuressuchasaduckpenwithalivingroof,toolshed,compostingcenter,rabbithutch,greenhouse,plantshelving,grapevinearbor,insecthotel,masonbeehousing,lendinglibrary,masonbeekiosk,herbspiral,perennialandannualgardenbeds,raingardenstewardship
• Studybotanythroughseedgerminationandplantcare,plantrootstructure,plantpropagation,plantguilds,soilfertilityandcomposition,compost,decomposers,andfruittreecare.
2.TheIvySchoolgardenprogrammadeconnectionswithseverallocalorganizationsthatallowedforstudentstoengageinservicelearningopportunities
Partnershipsincluded:TheFargoFoodForest,BluehouseGreenhouseUrbanOrganicFarm,GreentableCooperativeGarden,PCRI,andlocalbeekeepers.TheprogramtookfieldtripstoThePlantRepairInstitutewherestudentsengagedincommunityactivismandtoHoodRiverMiddleSchooltoinvestigateanet-zeroenergyandwastesystem.
3.Listedbelowaresomeofthemultitudesofwaysthatstudentswereimpactedthroughembodiedacademics.
Mathematics-Mathconceptsarebasedonspatialrelations(understandingrelativesize,distance,etc.).Thisreliesonourabilitytoseeandfeelsamenessanddifferenceinsizeandspace.Wedothisphysicallythroughrhythmicalverses&Songs,marchinginunison,experiencingweight,measurementandbalance,and‘fingerplays’andconceptuallythroughcountinggamesandSequentialStorytelling.
Reading-tracking(identifyingshapesthattellaboutwhatanimalwastherebeforeus)isreadingthelandscapeandteachesfoundationalskillsforconceptualizingthatshapescombinedinaspecificwaycommunicatesomethinggreaterthanjusttheparts,ocularmotility(movementoftheeyesinpursuitofvisualtargets):thishappenssonaturallyoutdoors!Wecatchbirdsinflight,watchleavesfallingfromtrees(andtrytocatchthem!),searchthetreesforowlsandevenbeeswarms.Lotsofnaturalvisualtrackingoutdoors!
Language-Storyrepetitionandwordenunciation,recitingverses,learningtounderstandhowtolistentoanimalsandhowtheycommunicate(specificallybirdlanguage)teaches
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nuancerecognitionandemotionalintelligence,grammar(storiesandcircle),verbtenses(circlesongs,like“OverintheMeadow”)
Geography-Developingasenseofplace,learningthedirectionsanddevelopinganintuitivenavigationalsense
Science-gardening,creatingrelationshipswithplants,animals,experiencingthelawsofphysics,cooking/baking,workingwithfire,learningthemedicinalpropertiesofplantsandhowtomakeremedies
Writing-developingfinemotorskillswiththehands.Examplesoffinemotoractivities:harvestingSunflowerseedsandpopcorn,stringingIndiancornnecklaces,siftingcobmaterials,peelingcrackedacornshells,beeswaxmodeling,fingergames,berrypicking(currants!),kneadingbreaddough,wetfelting(firststagesspecifically),pollenharvesting,basketweaving,sewing,painting,tying(securingthingswithgrasses,rope,string,etc.),snappingandzipperingtheirraingearafterbathroomtime,plantingseeds,harvestingseeds,etc.
Other-Interhemisphericintegration,imaginative&creativeplayfostersingenuity&developsproblem-solvingskills,interactingwithnon-linearsurfacesrequiresmorebrainactivitytoprocessbecauseofthelackofpredictability,sensorydevelopment(specificallythemoresubtleaspectsofsensation)andsensoryintegration,developingmuscletoneandwillforces
4.TheIvySchoolgarden,beinganewprogram,hadagoalofbuildingcommunitysupport.Ivyfamiliessupportedtheschoolthroughmonetarydonationsforschoolproduceandgardenplantsales,aswellassupportedtheprogrambyattendingschoolgardenpotlucks,workpartiesandweekend/summergardenandanimalcare.
Throughgrantwriting,Ivyschoolwasgranteda$2000grantfromWholeKidsFoundationandafollowupgrantfor$1500forahoneybeegrant.
AfterSchoolEnrichmentClasses
Duringthe2014-15academicyear,theIvySchoolcontinuedtoofferanafterschoolenrichmentprogramservingallgrades.CourseleadersincludedIvystaffmembersandskilledprofessionalguestsfromthecommunity.Classesmetonaweeklybasisforanaverageofeightweeksinlengtheachterm,andrangedinpricefromnocostto$120percourse.IvyalsooffereddiscountsforstudentsparticipatinginthefreeandreducedlunchprogramandtheaftercareprogramatIvy.
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Ivyfocusedonbringingavastarrayoftopicsforstudentstoexploreintheenrichmentprogram,withthegoalofincludingcoursesinphysicaleducation,science,technology,math,languagearts,music,finearts,andcommunitybuilding.OutreachbyenrichmentparticipantscontributedtoboththeIvyandgreatercommunityinanumberofways.Regularupdatesweresharedintheschoolnewsletter,featuringphotosandstories.Coursesutilizedsocialmediaandpresentedliveperformancesandworksharesoncampus,whichwereattendedbystudentsandfamilies.EnrichmentstudentsalsoprovidedcontributionsbeyondIvy,throughsuchactsascreatingdonationsandjoiningwithcommunityorganizationsandthoseinneed.
SummerCampPrograms
SummercampprogrammingwasofferedtoIvystudentsandnon-Ivystudentsalike.Theprogramincludedengaging,weeklongcampsessionsforstudentsingrades1through8.Theunique,hands-onclassesincludedurbanfarmingandpermaculture,naturecrafts,fashionsketchingandillustration,yoga,stop-motionanimation,GirlScouts,aMontessorijumpstart,dramacamp,“LittleHouseonthePrairie”campandelementaryengineers.Tencampsessionswerehostedandeachsessionwasfull.Ivyplansoncontinuingtheexpansionofitscampprogramintheupcomingyeartoincludeadditionalcampsandbroadenthebaseofparticipantsintheprogramthroughadditionaladvertisingandrecruitment.
EvaluationofCurriculumImpact
Weevaluateourcurriculumimpactinanumberofwaysincludingstateassessments,EasyCBMformath,FountasandPinellforreading,classroombasedassessments,portfolios,rubricbasedprojects,andMontessoriobservationtools(exittickets,writingsamples).
MSRKRecordKeepingSystem
Afterattemptingtoimplementmultiplerecordkeepingsystems(MRXandCompass)withoutsuccess,TheIvySchoolworkedwithfellowcharterMontessoriguide,MossTempleton,toimplementMontessoriSolutionsRecordKeeping.Oneteacherpilotedtheprogramsuccessfullyduringthe2014-15schoolyear.InJune2015,allteachersparticipatedinsystemtrainingtoprepareforthe2015-16schoolyear.
SpecialPopulations
IncomeBased-EconomicallyDisadvantaged
Therewere72students(28%ofourstudentpopulation)whoqualifiedforFreeorReducedpricelunchbasedonfederalincomeguidelines.
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SpecialEducation
Overthecourseofthe2014-2015schoolyear,29studentsreceivedspecialeducationservicesand/orspeech-languagesupportfromThePortlandPublicSchoolDistrict.TheSpecialEducationteacherassignedtous(.5FTE)returnedforthe2014-2015schoolyear,whichisasignificantplusforourschool,astherewasacontinuanceofestablishedrelationshipswithourstudents.WeacquiredanewSpeech-LanguagePathologist(4hoursaweek)andSchoolPsychologist(4hoursaweek).
In2014-15,TheIvySchoolreportedacombinednumberof63studentsonRTIandSpecialEducation
ResponsetoIntervention
TheIvyschoolisinit’ssecondyearofRTI(ResponsetoIntervention)andstafftrainingandsupportareon-goingaswecontinuetodevelopastrongwholeschoolmodelandstreamlinetheBSCprocess.
BuildingScreeningCommittee
WeutilizeaBSC(BuildingScreeningCommittee)processwithteachersandtheSpecialEducationstaff.Thisprocessallowsustoholdaconversationaboutwhatteachersandspecialeducationstaffareobservingaboutastudent.Itprovidesdirectionforthenextbeststepsofinterventionand/ormovingtoanevaluation-planningmeetingforthestudent.
EnglishLanguageLearners
TheIvySchoolhadnoELLstudentsin2014-15.
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StudentAssessmentandAchievement
Assessment
In2014,teachersbegantheyearbyassessingtheirstudentsonreadingandmathlevels.AllstudentswereassessedusingtheFountasandPinell(F&P)measurementtools.Inaddition,all3rdthrough8thgradestudentshadtheopportunitytopracticeandcompleteOAKSandCCSStesting.ThetraditionalMontessoriassessmentscontinued,includingobservations,studentportfolios,andworksamples.TeachersspentasignificantamountoftimeobservingandworkingwitheachstudenttodevelopandwriteanindividualworkplanwithcorrespondinglessonswhichareanintegralpartoftheMontessoriphilosophy.
CommonCoreStateStandardsandOAKSTesting
The2014--15schoolyearisanewbaselineyearforstudentachievementdata.IvySchoolstudentsparticipatedintheCCSSandOAKSTestsduringthemonthofMay,2015.Duringthe2014--2015schoolyear,OregonreplacedtheOAKStestswiththenewSmarterBalancedtests.ThesenewtestsalignwiththeCommonCoreStateStandardsandaremorecomplex,withincreasedemphasisoncriticalthinkingskills,problemsolving,andwriting.Forthisreason,individualstudentscoresaswellasschoolanddistrictscoreslooklowerthisyearacrossthestateofOregon.Weexpecttheseresultstoimproveovertime.
ReadingPractices
InaMontessoriclassroom,allstudentsreceiveindividualizedlessonsinphonicsanddecodingforbeginningreaders.Alloftheclassroomsincludeanextensivearrayoftime-testedMontessorimaterialsforreading,suchasmoveablealphabets,phonemicsortingactivities,andotherlanguageworks.Read-aloudandindependentreadingarealsoadailypartoftheMontessorienvironment.
In2014-15,allstudentscontinuedtobeassessedwiththeFountasandPinellassessmenttool.Studentsingrades1stthrough5thusedReadingA-ZtoaugmentMontessorireadinglessons.StudentswhowereidentifiedintheuppergradesasnotbeingongradelevelweregiventheReadNaturallyprogramasanintervention.IvystrengthenedourRTIprograminreading,wherechildrenwereprovidedwithinterventionsspecifictotheirindividualneeds.Manystudentsrespondedwelltotheseinterventionsandcontinuedtoreceivetargetedsupport.
Aftertheself-studywascompletedinthespring,aplanforreadinginstructionwasdevelopedtoincludethefollowing:
● Allstudentsaregivenaleveledbenchmarkassessmentatleasttwiceyearly
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● StudentswhoarenotongradelevelenterintotheRTIprocess.● Allstudentsreceivereadinginstructionattheirabilitylevel,withopportunityto
movethroughlevelsattheirownpace.● Readinginstructionincludes:reader’sworkshop,guidedreading,andwholegroup,
individual,andsmallgroupinstruction.
TheIvySchool2014-15ReportCard-PleaseSeeAttachmentD
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Survey
Analysis&PlanofAction
ODEStaffResultsAnalysis
OntheODEstaffsurvey,onlyafewcommentsdroppedbelowtheagree/stronglyagreelevel.Theseitemsfellatorbelowalevelthree:
Staff
• Theschoolprovidesanatmospherewhereeveryonecansucceed.
• Qualityworkisexpectedofallstudentsatthisschool
• Thevisionofthisschoolisclear
• Thevisionofthisschoolisshared
• Wehaveanactionplaninplace,whichcangetustoourvision
Instructionalassistants
• Myadministratorsfacilitatecommunicationeffectively
StaffMorale
Schoolstaffindicatedtheirmoralerankedbelowtheagree/stronglyagreelevelandthattheactionplanforreachingschoolgoalswasnotclear.Itwasnotasurprisethatteachermoralewaslow.Leadershipmetfrequentlywithstaffatbothcampusesaboutchallengesintheclassroomandcommunity.
AmongtheconcernsofteacherswerelackofMontessoritraining,materials,andexperience,apprehensionduetotheDirectorsteppingdown,andachallengingphysicalenvironmentinbothlocations.Teachersatbothsiteswerefrustratedbythephysicalsizeoftheclassroomsandalackofavailablespacetomeet.
ThesefrequentconversationsgreatlyinformeddecisionsLeadershipmadeforthenextschoolyear.Theworkofdevelopingavibrantcharterschoolisdemanding.Inrecognitionofthework,leadershiptakestepstocelebratestaffbyhostingastaffretreatatthebeginningoftheyear,recognizingstaffbirthdays,providingtimeduringthedayforplanningandprovidingfoodduringmeetings.Weasastaffalsoneedtotakemoretimetocelebrateourachievementstogether.
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SchoolVisionandActionPlan
Onthevisionfront,wearejustbeginningtohaveaccesstoresourcesthroughMNWtofurtherdevelopMontessoriinthepubliceducationsystem.Asaschool,Ivyhasnearlyreacheditsgoalofclassroomconfiguration.Respondingtorapidgrowthandadministrativeturnoverhaspushedthefocusawayfromforwardthinkingstrategicplanning.Theswitchtoadistributivemodel,leadershipwillbeabletofocusonsolidifyingthevisionandcommunicatingittoourbroadercommunity.Reportsofadministrationnoteffectivelyfacilitatingcommunicationmaybearesultoflackofanagreeduponsharedvision.Attimes,classroomsseemedtobeisolatedislandsfloatingnexttooneanotherratherthanacommunityofpeopleworkingtogetherwithasharedvision.LeadershipcontinuestodedicatetimeonearlyreleaseFridaystoensurethatcommunicationisattheforefrontofourteachingandlearningpractice.
WorkingwithStudents
Whileteachersandinstructionalassistantsconsistentlyansweredagreeorstronglyagreethattheyprovidedaclassroomenvironmentwherestudentoutcomes,standards,andlearningexpectationswereclear,insomeareas,theinformationreporteddidnottranslatetobeliefsaboutstudentwork.
ODEStudentResultsAnalysis
WeareexcitedtoreportthatalmostuniversallyIvystudentsreportedthattheyagreedorstronglyagreedwithallthesurveystatementsatahigherratingthanthepreviousyear.OnemajorshiftthatoccurredfrompastyearstothecurrentyearwastheadditionofaStudentSupportCoordinatoratbothcampusesandacohesivesharedleadershipmodelthatallowedforamemberofleadershiptobeonsitetosupportstudentsonadailybasis.Inaddition,thesurveyresponsesindicatethatthestudentsperceiveastrongconnectionbetweenhomeandschool.Alsointerestingandofimportisthatbothboysandgirlsrespondedtosurveyquestionssimilarly.WebelievethisisastrongindicatorthattheMontessorimethodologyofthe3-hourworkcyclebenefitsbothgenders.
LookingatthesurveyresultswithanequitylensandbeingmindfulofthechallengesIvyisfacingwiththeachievementgap,wewerepleasedtoseethefollowingindicators(nothingfellbelowa3.5):
Black/AfricanAmericansreportedabove4.0onallofthefollowingwhichindicatesthatstudentsbelievethatteachershavehighstandardsforthem,thattheirteacherscareaboutthemandthattheymatterandthattheirfamiliesbelievetheycanbesuccessfulatTheIvySchool:
● Ilikethisschool● Myteachercaresaboutme
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● MyteacherthinksIwillbesuccessful● Myteacherisagoodteacher● MyteacherbelievesIcanlearn● TheworkIdoinclassmakesmethink● Studentsaretreatedfairlybytheprincipal● Studentsatmyschoolarefriendly● MyfamilybelievesIcandowellinschool● Myfamilywantsmetodowellinschool
OfconcerninourcontinuedequityworkisthedropbyLatinostudents(below4)inresponsetothestatement“Ibelong”andthedropbyAfricanAmericanstudents(on4)inresponsetothestatement“Iamsafe”.
ODEParentResultsAnalysis
Parentresultswereconsistentlypositive.Oneareathatconsistentlyshowedupassignificantlybelowtheresultofotherresponseswas,Irespecttheschool’sprincipal.Thisisanunderstandableresponsefromtheparentcommunityandweareunclearastohowtoanalyzetheresultduetothetransition.ItcouldbearesponsetotheExecutiveDirectorleavingtheschoolaftertheyearstartedoraresponsetobeunsureorunawareoftheroleoftheInterimDirector.
AnotherareaofinterestontheParentSurveywastheresponseby6thgradeparentsthatdoesnotfollowthetrendsoftheothergradelevelsinsomeareas.Thiscouldbearesponsetothenewnessoftheadditionoftwomiddleschoolclassroomsthisyear.
TheIvySchoolhadalotofparentinvolvementthisyear,especiallybyfathersduetotheimplementationofthegardenprogram,whichmayhaveledtosomeofthespikesinthisportionoftheparentsurvey.
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SchoolImprovementPlanofAction
Goals–Focusfor2014-2015
Goal1(DesiredResult) Strategies
ResultIndicator
(Assessment)
PlanofAction(Method)
Timeline(Start/EndDate)
Improvestudentachievementinmath.
Reviewstudentdatainmath.Researchassessmenttoolsandcurriculummapsinmath.Strategizewithstaffabouthowtomeettheinstructionalneedsofstudentsinmath.Identifypotentialroadblockstostudentsuccessinmath.
Studentswillhavedatatosupportgrowth.DatawillincludeOAKStestingandteachercollecteddatafrompre/postassessments.
Usemathassessmentstoindicatestudentknowledgebaseandtoshapeinstruction.FollowCommonCoreCurriculummapforlowerelementaryschool.FollowOregonStateStandardsinmathforupperelementaryandmiddleschoolclasses.Freeafterschoolmathclassesformathenrichment.
EveryUnitthroughouttheyear.Yearlong.Yearlong.Twiceyearlyforeightweeks.
Goal2(DesiredResult) Strategies
ResultIndicator
(Assessment)
PlanofAction(Method)
Timeline(Start/EndDate)
Allstudentswillmakemeasurablegainsortestongradelevelinreading.
Implementstructuredreadinginstructionprogram(FountasandPinnell)acrosstheschool,andimplementfindingsbasedonlastyear’sreadingself-studybyfaculty.
Leveledbenchmarkassessmenttests.MeasurablegainsonOAKSassessment.
Assessallstudentsataminimumoftwiceyearlyusingtheleveledbenchmarkassessmentsystem.Provideprofessionaldevelopmenttoallstaffinreadingassessment.Provideprofessionaldevelopmenttoallstaffin“TheGreatReadingLessons”basedonTannyMcGregor'sComprehensionConnections.
Fall/Spring,andasneeded.StaffWeek(Summer).PDDays(2).
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Goal3(DesiredResult) Strategies
ResultIndicator
(Assessment)
PlanofAction(Method)
Timeline(Start/EndDate)
Developconsistentcurricularplanningacrossschoolandimproveteachercollaboration.
ResearchBestPracticesinlessonplanning.ReviewMontessorilessonplansfromotherschools.AlignlessonswithCommonCoreCurriculum.
Studentswillhaveasharedsetofcurricularexperiencesacrosstheschoolbasedongradelevel.Teacherswilldialogueabout,andworktogethertodevelop,curriculum.
TeacherswillworktogethertodeveloplessonplansusingtheUBD(UnderstandingbyDesign)format.Teacherswillhavesharedplanningtimetocollaborate.TeacherswillusetheCommonCoretoinformtheirlessonplanning.Theschoolcommunitywillgrowbecauseofasharedsetofconsistentacademicexperiences.
Monthly.Weekly.Ongoing.Developingovertheyear.
Goal4(DesiredResult) Strategies
ResultIndicator
(Assessment)
PlanofAction(Method)
Timeline(Start/EndDate)
Createandimplementavibrantafterschoolprogramincludingenrichmentclasses.
Investigateparentinterestinafterschoolprogramming.Reviewpopularafterschoolclasses,suchasthoseofferedatSaturdayAcademy.Hireanafterschoolcoordinator.
Atleast50%ofstudentsatIvywillparticipateinanafterschoolactivityregardlessofabilitytopay.
Developahighlystructuredaftercareprogramthatincludesrelaxedplay,plannedactivity,andreadingtime.Secureanenrichmentteachingstaffinordertooffersixclassespercampuspertrimester.Priceclassesaffordablyorfree.
Aftercareisongoing.Enrichmentclasseshavethreesemestersforeightweekseach.
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Goal1:ImproveStudentAchievementinMath:
ImprovingstudentachievementinMathcontinuestobeafocusofschoolimprovement.
ProgressMonitoring:
Afterresearchingassessmenttools,weimplementedeasyCBMandadministeredwinterandSpringAssessmentstoallstudents1-8grades.Afterreviewingstudentdata,wefoundthatoneoftheroadblockswasthatourteachersneededsupportinunderstanding,accessingandutilizingtheprogress-monitoringtoolavailablethrougheasyCBM.
StaffDevelopmentandTraining:
August2014Staffretreat:FocusedsessiononMontessorimathlessonsledbyleadguides.
June2015,FirstmeetingwithODESchoolImprovement,scheduledteacherstrainingforAugustCOSA:DataStudiesStrategies.Teachersfromallgradelevelsattended.SometeachersalsoattendedDataStudyStrategiesWorkshop.
Strategies:
TeachersfollowedthecommoncoremapforcurriculumatlowerandupperschoolutilizingMontessorimathlessonsandmaterials.Unitassessmentswereutilizedatallgradelevelsforaccessingpriorknowledgeandinformingindividualizedinstruction.MiddleschoolfollowedCommonCorealignedBigIdeasMath.AdditionalmathlessonsweretaughtbytheInterimdirectortosupportstudentswhoneededadditionalinstructionaltimeduringtheday.
AfterschoolMathenrichmentandskillbuildingclasseswereofferedbyinvitationandfreeofcharge.
WealsoplannedandimplementedanAssessmentWeekforincomingstudentsinordertohavedatabeforestudentsbegantheschoolyeartosupporttargetedinstructionalstrategies.Assessmentsincludeletterrecognitionandsounds,writingsamples,readingcomprehensionandfluencyandmathskills.TheAssessmentWeekalsoallowsforascaffoldedintroductionintotheMontessoriclassroom.
Wehadacoupleofchallengesduringtheyear,includingourmiddleschoolmathteacherleavingunexpectedlyinthespring.Inaddition,wedidnothaveaccesstoeasyCBMtoadministerthefallbenchmarkand(asnotedabove),teachershadvaryinglevelsofexperienceandabilityinimplementingeasyCBMtoprogressmonitorandindividualizeinstruction.Thischallengeledtothedecisiontoprovideprofessionaldevelopmentinthisarea.
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Goal2:Allstudentswillmakemeasurablegainsortestongradelevelinreading
2013-2014ReadingScores:● ReadingAcademicAchievementimprovedtoaLevel4.● ReadingAcademicGrowthimprovedtoaLevel4.● SubgroupgrowthforUnderservedRaces/Ethnicitiesdoubledin
progress,froma2toa4.● 2013ReadingScores:68%MeetsandExceedsinGrades3-6.● 2014ReadingScores:77.5%MeetsandExceedsinGrades3-6.● OverallReadingScores72%School-wideMeetsandExceeds.● 95%ofstudentsacrossallgradelevelsshowedgainsinreadingaccordingto
FountasandPinellFalltoSpringReadingAssessments.
WecontinuedtouseFountasandPinnellasamainassessmenttoolin2014-15schoolyear.Teachersreportedthatthetoolwasusefulasawaytoidentifystudentswhowereat,beloworabovegradelevel.However,theyalsoreportedthattheFountasandPinneltoolisverytimeconsumingandcanbesubjective.Becauseofthisfeedback,weresearchedalternativeassessmentsandchosetouseeasyCBMforReadingwithFountasandPinnellasasupplementaryassessment.TherealtimeassessmentandintegrationwithRTIwerefeaturesthatwewerelookingfor.
Goal3:ConsistentCurricularPlanning
EarlyReleaseFridaysallowedregulartimeforteacherstomeetandcollaborate.TeamsformedineachagegrouptoreviewlessonplansfromotherschoolsandalignthemwiththeCommonCoreCurriculumrequirements.ScopeandsequenceforeachagegroupthatalignsMontessorilessonsthroughouttheyearwithCommonCoreStateStandardsforCosmicEducationwasdevelopedwiththeintentionofimplementationinSeptember2015.
WeheldastaffretreatfortheLowerElementaryteachersinthespringtoaligntheCosmicEducationtothecommoncore.Teachersalsoworkedtocoordinatescopeandsequenceacrossthelowerelementary.Weplantocontinuethisworkinto2015-16.Inaddition,theboardapprovedthepurchaseofacommoncore-alignedMontessoripacingguidefor1st-6thgrade.
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School-HomeConnection.Lastyearweworkedtocoordinateandfacilitatetheschool-homeconnection.Asaresultwehad:
95%attendanceatFall2014Parent/TeacherConferences.150parentsattendedParentCommunicationNight.99%attendanceatSpringConferences
Goal4:VibrantAfterSchoolProgram
DevelopmentoftheEnrichmentprogramwasaprojectassignedtotheAdministrativeAssistantintheyear2014-15.Registration,billing,andrecruitmentpracticeswerestreamlinedandtheprogramgrew.Enrollmentwashighandmanyclasseshadlongwaitlists.AKAScienceclasses,inparticular,wereverypopularandinspringtwosectionsofthesameclasswereoffered.Enrollmentstatisticsweregatheredforeachsessionandwereusedindeterminingwhichclassestoofferinthefuture.InordertomaketheofferingsavailabletoallIvySchoolfamilies,scholarshipsareavailableforanyenrichmentclassanddiscountsareofferedtofamiliesformultipleenrollmentandenrollmentintheAftercareprogram.
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Parent/CommunityEngagement
TheIvySchoolPTAhasbeenamemberoftheNationalPTAsince2012andearnedthePlatinumMembershipAwardfromtheOregonChapterofthePTA.The2014-2015PTAcouncilpositionsincluded:Co-PresidentsVice-PresidentTreasurerCo-SecretariesSchoolSpiritCoordinatorOutdoorCommitteeLeadClassroomVolunteerCoordinatorTheIvyPTApartneredcloselywithTheIvySchoolleadershiptoaligngoalsandprovidethebestpossiblesupportforthe2014-15schoolyear.ThePTAheldmonthlymeetings,organizedschoolspiriteventssuchasabowlingnightandspiritweek,inadditiontohostingandorganizingfundraisingeventstoaddressthefinancialneedsoftheschool.TheIvyPTAworkedtokeepparentsinformedandengagedthroughoutthe2014-2015schoolyearbycontributingtoaweeklyelectronicnewsletter,growingandstrengtheningschoolspiritintheIvyparentcommunitywithmanyfunandwell-plannedcommunityevents,supportingteachersbyvolunteeringatschool,andbuildingastrongfoundationforfutureparentgroupsattheIvySchool.ThePTAwasestablishedtosupportTheIvySchoolinalloftheschool’sacademic,communitybuilding,andday-to-dayneeds:· 1. Promotethepartnershipbetweenparents,teachers,andtheschoolcommunity.ThePTAcontributedtoaweekly,electronicschoolnewsletterthatcontinuestobedistributedtoallofthefamiliesattheIvySchool.ThePTAcouncilsupportsandmaintainsthePTApageontheIvySchoolwebsite,wherecurrentinformationandeventsarepostedforthebenefitoftheIvycommunity.2. EnrichtheIvycommunitythroughsocialeventsandgatherings.ThePTAhostedmonthlyparentcoffeeeventsasanopportunityforparentsandstafftogather,meetotherparents,discussimportantschoolissues,andgenerallybuildasenseofcommunity.ThesecoffeeswerealsoawayforthePTAtobevisibletotheparentcommunityandoffersupporttofellowparents.TheIvyPTArantheschool'sSpiritWeek,andalsohostedPTAmovienights,anice-skatingsocial,abowlingnight,andafamilygamenightasawaytohelpbuildcommunitywithintheschool.
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3. Supportacademicopportunities.ThePTAcouncilmadeseveralcontributionstothelearningenvironmentattheIvySchoolduringthe2014-15schoolyear.TheIvyPTAalsodonatedreadinggroupsetsandsuppliestosupportthereadinggroupcurriculum.TheIvyPTAalsomadedonationstotheschoolgeneralfundtoprovidefundsforthemusicprogram,andad-hocteacherrequestsforspecialprojectsandcurriculum.ThePTAcouncilsponsoredTeacherAppreciationWeekwhichincludedarestockofstaffbreakrooms,bakedtreatsthroughouttheweek,andotherspecialtreatsfromparentsandstudentstosendourmessageofgratitude.4. Raisefundstosupportschoolneeds.TheIvyPTAhostedthreemainfundraisersduringthe2014-15schoolyear,includingsellingChinookBooks,runningaschool-wideraffle,andamid-yearread-a-thon.TheIvyPTA'sfundraisingeffortsweredonateddirectlytosupportandimproveclassroomsandspacesattheIvySchool.5. Encouragevolunteeringandparentinvolvementatschool.ThePTAsponsoredworkpartiesandmembersvolunteeredinschoolasneededtosupporttheteachersandstaff.ThePTAorganizedmultipleparent/familynightsouttobuildmoreconnectionwithintheIvyparentcommunity.6.Provideanon-biasedforumforsharinginformation.InadditiontoPTAgeneralmeetingsheldonceamonth,whichincludedastanding10-15minute“openforum”agendaitem,thePTAmaintainsaparentGoogleGroupwhereparentsareinvitedtoshareconcerns,provideadvice,anddiscussissuesconcerningourchildren.TheIvyPTAstrovetoengageparentsthroughthenewsletter,thewelcomeandmonthlycoffees,thesocialevents,andvolunteeropportunities.Itwasclearthatparentsappreciatedandwelcomedtheseopportunitiesthroughouttheyear,andsuccesswasevidentthroughalloftheprojectsthePTAtackledduringtheschoolyear.Overall,parentswereanessentialpartofmakingeachofthePTA’sprojectsasuccess.
TheIvySchoolStudentandParentHandbook-PleaseSeeAttachmentD
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Facilities
TheIvySchoolislocatedattwocampuses.Forthe2014-2015schoolyear,thecampusesweresplitwithfourlowerelementaryclassesatthePrescottcampusandtwoupperelementaryclasses,twomiddleschoolclasses,andagardenclassroomattheMorriscampus.The2014-2015schoolyearwasafacilitiesplanningyearfortheLeadershipTeamandextendedIvyCommunity.
TosupportthegrowingpopulationofthestudentbodyandalignmentwithMontessoriphilosophy,renovationsplannedforSummer2015wouldremodelspaceatthePrescottCampustohousefourlowerelementaryclassroomsandonemiddleschoolclassroomforthe2015-2016schoolyear.TheMorriscampuswillhousefourclassroomsofupperelementarystudents,andfurtherrenovationsarebeingplannedforSummer2015,includingnewlightfixturesandpaintinthehallwayandnewpaintinthebathroom.ThereisabeautifulgreenspaceandoutdoorclassroomattheMorriscampus,whichhaveallowedforexpandedoutdoorlearningopportunitiesduringtheschoolyearandoverthesummer.ThemultipurposeroomattheMorriscampusisavailablewhenadditionalspaceisneeded,andithousesmanyofIvy’sschool-wideevents.
Bothcampusesmakeuseofresourcesinthelocalcommunity.StudentsatthePrescottcampusregularlywalkthroughtheneighborhoodtoWilshirePark.MorriscampusstudentsutilizethegymnasiumatFriendsoftheChildren,theDishmanCommunityCenterandPool,IrvingPark,newlyrenovatedDawsonPark,andtheoutdoorclassroomandgreenspace.
BothfacilitieswereusedthroughoutthesummertorunIvysummercamps,includinganUrbanFarmingandPermaculturecamp,whichfocusedattentionontheoutdoorspaceandclassroomattheMorriscampus.Ivystaffandparentscontinuetomeettosupporttheoutdoorspaceatbothcampuses,withtheadditionofanOutdoorsCommitteetobringfocustothemanyneedsforworkandattentionintheoutsidespacesofIvySchool.TheIvySchoolconsidersitagreatsuccessthatthecommunitycontinuestosupportthefacilitiesandthatallstudentsareattendingclassinbeautifulspaceswithqualityeducationalandMontessorimaterials.
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FinancialManagement
ChecksandBalances
ThereareafewwaysthatTheIvySchoolmaintainschecksandbalanceswithintheschool’sfinances.ThetwomaincategoriesofchecksandbalancesareSeparationofDutiesandOversight.
SeparationofDuties
TheIvySchoolmaintainsseparationofdutiesasmuchaspossibleinsuchasmallorganization.Someoftheseseparationsofdutiesinclude:● Thestaffmembermakingpaymentsisnotthesamestaffmemberrecording
paymentsintheaccountingrecords.● Thechecksignersdonotrecordpaymentsintheaccountingrecords.● Thestaffmemberreceivinganypayments(AdministrativeAssistant)isadifferent
staffmemberthanthepersonwhodepositsthepayments(BusinessManager).
Oversight
Oversightisaccomplishedthroughtransparentbookkeepingactivities.Oversightisperformedinthefollowingways:
● TheBoardTreasurerhasfullviewingaccesstoallbankaccounts.● TheBoardTreasurerreviewsbankreconciliationsmonthly.● ThePrincipalreviewsaccountingrecordsfrequently,ataminimumofmonthly.● TheBoardofDirectorsreviewsmonthlyandquarterlyfinancialreports.● Auditorshavefullaccesstoallaccountingrecords.● TheFinanceCommitteemeetsregularlytoreviewrecords,policies,andprocedures
toensuretheirefficacyandadequacy.
FlowofMoneyin/Out
Moneyflowsintotheschoolinthreeprimaryways:
1. MostmoneycomesfromtheStateSchoolFund(viaPortlandPublicSchools)andisdepositeddirectlyintotheschool’soperatingaccountonapproximatelythe25thofeachmonth.
2. Parentspayforservicessuchasafterschoolcaretuition,lunchfees,fieldtripfees,supplyfees,etc.Paymentsarereceivedviacheckorcash(discouraged),oronlinethroughACHorEFTtransfer.Theonlinepaymentsgodirectlytoourbankaccount.Otherpaymentsaredepositedon-sitebytheBusinessManager,usingaremotedepositsystemsetupthroughourbank.Cashthatiscollectedisstoredintheschoolsafeuntilitisdepositedinpersonatthebank,typicallybytheAdministrativeAssistantorthePrincipal.
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3. Donations/fundraisingisthethirdmainsourceofrevenue.SomedonationsaremadeonlinethroughtheIvywebsite,whileotherscomeintheformofchecks,whicharedepositedlikeotherrevenueviaourremotedepositsystem.
Moneyflowsoutoftheschoolinthefollowingways:
1. BillsareapprovedbytheBusinessManagerand/ortheExecutiveDirector.2. Billsarepaidbycheckandsentoutbymailtoindividualvendors.Asecondapproval
ofeachbilloccurswhenthechecksaresigned.3. Theschool’sdebitcardisusedtopurchaseneededitemsonlineoratlocalstores.
ThesepurchasesareapprovedbythePrincipalorBusinessManager,andmadebytheAdministrativeAssistant,thePrincipal,oroccasionallytheBusinessManager.
4. Somebillscomeoutautomaticallyfromtheschool’sbankaccount.TheseincludebillssuchasemployeehealthinsuranceandPERSpayments.
Auditfor2013-2014-PleaseSeeAttachmentG
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LocalSchoolDistrictConnections
TheIvySchoolhascontractedwithlocalschooldistrictofficestomeetvariousneedsthattheOregonDepartmentofEducation,ourchartersponsor,doesnotprovide.
ThePortlandPublicSchoolDistrict(PPS)providesstaffforSpecialEducationteachers,SpeechandLanguagePathologist,OccupationalTherapist,andSchoolPsychologist.PPSprovidesOAKStrainingforourschooltestingcoordinator,andaPPSstaffmemberservesasourdistricttestingcoordinator.
IvyutilizestheInterMountainEducationalServiceDistrictforrequiredquarterlystaffandmembershipcumulativecollections.
MultnomahEducationServiceDistrict(MESD)providesandfacilitatesAdministeringMedicationandSevereAllergicReactionsmedicaltrainings.MESDalsoprovidesSynergysupport,thedatabaseusedforenrollmentofallstudentsandourmonthlyADMcalculationsandattendance.
Community/BusinessPartnershipsColumbiaSloughTheColumbiaWatershedCouncilsentinstructorstoteachusaboutinsectsandothermacroinvertebratesthatliveintheColumbiaWatershed.Studentsstudiedwaterboatmen,dragonflynymphs,andotherlarvaewhentheyvisitedourclassroom.Aweeklater,theytraveledtotheirfacilityforahikearoundthesloughareaandpulledthesesamecreaturesalongwithsmallfishandwaterplantsfromWhitakerPondonaveryhands-onfieldtrip.
PortlandStateUniversityTheIvySchoolenteredintoapartnershipwiththePortlandStateUniversityPhilosophyDepartmentSeniorCapstonetolaunchateachingandlearningopportunitybetweenMiddleSchoolstudentsattheIvySchoolandSeniorCapstonestudentsatPortlandStateUniversity.Thisisaprogressivemovementforcollegeseniorstoengageinaschoolcommunityandshare,throughsmallgrouplessons,anintroductiontophilosophy.Thepartnershipallowscollegestudentstobeintroducedtotheschoolenvironment,aswellasengageinmiddleschoolprogramminginaMontessorisetting.Thephilosophydepartmenthasworkedwithotherprivatelowerelementaryprograms,butwasseekingapublicprogramtopartnerwithtoengagesociallearningthroughSocraticseminarandothermethods,forteachingchildrenaboutphilosophyandengagingcollegestudentsinanauthenticdialogue,aswellastoopenupopportunitiesforgraduatingseniorsinaschoolenvironment.
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Community/BusinessPartnershipsNE42ndAvenueCollaborative
TheNortheast42ndAvenuecommunityisthegrassrootsneighborhoodcommercialdistrictassociationwherethePrescottCampusislocated.TheCollaborativeisaninitiativeworkingtogethertofacilitatealocal,sustainablecommunityforallstakeholders.IvyjoinedtheNortheast42ndAvenueCollaborativeandbeganattendingmeetings.Inaddition,thedirectoroftheCollaborativefacilitatedapartnershipwiththepropertyowneradjacenttotheIvySchool.TheIvySchoolwasinvitedtodevelopthepropertyasacommunitygardenoverthesummer,butafterbreakinggrounditwasdiscoveredthatthereareatleastsixinchesofconcretebelowthesurface.ThispropertyisstillanoptionforIvytodevelopinthefuture.
CollegePossible
CollegePossible,anorganizationofhighschoolstudents(63%studentsofcolor)whomaintainaGPAof3.1orhigher,contactedtheIvySchoolseekingopportunitiestopartnerinvolunteerism.OnMartinLutherKingday,CollegePossiblesent25volunteerstoIvyforservicecredittohelpbuildthegreenhouse,pickuplitter,cleantheTriMetbusstop,andtogenerallybeautifytheschoolgrounds.
BluehouseGreenhouse
BlueHouseGreenhouseFarmisanurbanfarmgrowingonathirdofanacreintheheartofPortland,OR.Usingsustainablefarmingpractices,itprovidesqualityfreshfoodandvegetableseedlingstothecommunity.Ivystudentsengagedinservicelearningatthisfarm.GeercrestFarmsLowerelementaryclassroomstravelledtoGeercrestFarmforanovernightvisittoexploreaworkingfarm.Studentsparticipatedinfarmchoresincludingfeedinganimals,milkinggoats,andweedinggardenbeds.CampWi-Ne-MaIvyupperelementaryandmiddleschoolstudentsattendedafourdaycampatCampWi-Ne-Ma,nestledbetweenthePacificOceanandWi-Ne-MaLake.Thestudentswereabletosharetogetherinthisintensivecampexperiencebymakingmealstogether,exploringtidepools,touringtheTillamookCheeseFactory,learningtobemembersofasharedcommunity,anddevelopingasenseofindependenceandresponsibilityincommunityliving.Thiswasaschoolyearcapstoneexperience.ThiswasthethirdyearIvystudentsvisitedcampWi-Ne-Ma.
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Community/BusinessPartnerships
FargoFoodForestFargoFoodForestcontributestotheeducationoflocalsinhowtocareforfruittrees,espalierandvasepruning,diseaseidentification,pests,andNutrients.Studentsalsolearnaboutpermacultureprinciplesandwhatitmeansforagriculture.Inaddition,childrenlearnaboutguildplanting,thesoilweb,andhowtoappreciatewhatworms,insects,andourownmasonbeecolonydoforourfoodsupplyandus.Watercatchmentsystemsanddesignsareanalyzedforwatersavingpossibility.FargoFoodForestwatercatchmentfora2700squarefeetpieceoflandhastheabilitytokeep26kgallonsofrainwaterperyearfromenteringthesewersystems.Ivystudentsalsocompletedaservice-learningproject.DishmanCommunityCenterTheupperelementaryclassesdevelopedarelationshipwiththecommunitycenterandtookadvantageofthelocationoftheDishmanCommunityCenter,whichislocatedjustafewblocksfromtheMorrisCampus.TheupperelementaryclasseswereabletoparticipateinPEclassesinDishmanCommunityCenterfacilities.FriendsoftheChildrenIvyrentedthegymnasiumatFriendsoftheChildrensothatIvystudentscouldreceivephysicaleducationinstructionindoors.IvyStaffusedthePlayWerkscurriculumtobuildupperelementarystudentskillsbypracticinggamesandfitnessactivities.
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AdditionalPartnershipsAKAScienceOMSIHaciendaPortlandArtMuseumVillageBuildingConvergenceRebuildingCenterOutsideInWholeFoodsEliotNeighborhoodNewspaperDeltaSigmaThetaSorority,PortlandAlumniChapterNorthwestChildren’sTheatreSmithandBybeeWetlandsOregonHealthAuthoritySmilesandHealthyGrowthInitiativeHarmonyMontessoriSchoolHollywoodLibraryTheColumbiaWatershedCouncilPortlandMetroMontessoriofAlamedaPortlandParksandRecreationNativeAmericanYouthAssociationLewisandClarkPublicMontessoriCharterSchoolMontessoriInstituteNorthwestPortlandZooZengerFarms