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Wilder Elementary School

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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Wilder Elementary School

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  1. WilderElementarySchool

  2. Wilder, Idaho

  3. 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

  4. THEN • Teaching in Isolation • Lack of Shared Vision • Lack of Trust • Instructional Minutes Lost • Constant Interruptions • Falsification of Data

  5. Bottom 2% In The State

  6. 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

  7. 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…

  8. 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

  9. 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.

  10. 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

  11. 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

  12. 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

  13. Priority 3 – Assessment • Once we fixed the Instruction/Curriculum • PD on authentic assessments • Formative/Summative • THEN – Data Driven Weekly Professional Development Meetings

  14. 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.

  15. Year One

  16. Year Two Year Two

  17. Year Three Year Three

  18. NOW

  19. 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.

  20. 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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