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Wilder Elementary School
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Wilder, Idaho
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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
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THEN
• Teaching in Isolation• Lack of Shared Vision• Lack of Trust
• Instructional Minutes Lost
• Constant Interruptions• Falsification of Data
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Bottom 2% In The State
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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
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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…
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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
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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.
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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
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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
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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
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Priority 3 – Assessment
• Once we fixed the Instruction/Curriculum• PD on authentic assessments
– Formative/Summative• THEN – Data Driven Weekly Professional
Development Meetings
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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.
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Year One
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Year Two Year Two
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Year Three Year Three
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NOW
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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.
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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.