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 Paine Intermediate School
“Working Collaboratively to Engage All Students” 
 

 Beliefs

 

We believe that our core business is to provide students with engaging and intellectually rich schoolwork.

 

We believe that the school system is a learning organization that focuses on continuous learning at all levels.

 

We believe in professional and timely customer service.

 

We believe in mutual respect between and among adults and students.

 

We believe that innovation, creativity, and risk-taking in a safe environment advance our effectiveness.

 

We believe students are volunteers whose attention and commitment must be earned in order for learning to occur at high levels.

 

We believe that teachers are instructional leaders and curriculum designers.

 

We believe that principals are leaders of instructional leaders. 

 

We believe that parents are our partners and members of the school community.

 

 

 Expectations

 

A safe and physically comfortable environment with well established emergency procedures.

 

Students, teachers, and parents are encouraged to assume leadership roles and to actively participate in all school activities and opportunities.

 

Positive relationships and mutual respect among and between children and adults.

 

Teachers design engaging, challenging, and intellectually rich schoolwork for students of all abilities.

 

Teachers know students as individuals and seek to foster a sense of community both in the classroom and throughout the school building.

 

Diversity, innovation, and risk-taking are accepted and encouraged.

 

Technology is an integral part of the lives of students and staff, and is utilized to enhance performance of staff and achievement of students.

 

All members of the school community (students, staff, parents) are encouraged and expected to be life long learners.

 Goals

Paine Intermediate School Goals

Developed by PI Design Team

July 20, 2009

 

What do we want to achieve?

Why do we want to achieve this?

How will we achieve this goal?

Help each student find his/her gifts, set goals, and find motivation for learning.

Not all students are the same, nor do they have the same home life and same type of parents.  Some students are not encouraged or expected by their parents to achieve. 

Get to really know all of our students and find their gifts, strengths, and needs. 

Survey students, have students sit and talk with the teacher during lunch or recess. 

Stand at the door of the classroom and greet students. 

Establish relationships with students. 

Communicate with parents about math instruction.

Because we are teaching math in a way that is so different that the way parents were educated, they are unable to help their children with math.

Math Nights to demonstrate games, number talks, investigations, etc. 

Post instructional videos on Sharepoint for parents to view.

Redesign lessons

Teachers need constructive feedback about lessons

At the beginning of structured planning times, take a few minutes to reflect on the previous week’s lessons and redesign (or tweak) a lesson to improve/increase student learning.

Establish a grant writing committee for schoolwide projects and to serve as an information source for writing grants.

We want to better utilize resources.

Form a committee with key people who have a talent for writing grants.

Keep generic information that is required for most grants so that teachers do not have to use time seeking this information.

Purchase more math manipulatives.

We need additional materials if we want to achieve our goal of helping students construct knowledge.  Presently, we do not have sufficient math manipulatives.

Budget money for math manipulatives.  

Compile an inventory of materials that we presently have and a list of needs.

Provide additional support for the students who need help but who will not be in a learn lab.

Some students are not getting needed additional support in math.

Provide daily math intervention for students who are not achieving in math.

Have invitational groups when introducing new concepts.

Administer a pretest at the beginning of the year to determine which students are struggling in math.

Design math benchmark tests to administer prior to introducing a unit and as a post test after teaching the unit.  Students who do not master skills during regular class time will need to work on that concept during math intervention.

Book Clubs for advanced readers and for low readers to get them hooked on books

We need to challenge high achievers and support those reluctant readers who will not read. 

Have quick book clubs during the lunch period and before school.

Establish Ben Carson Club

 

ad Gifted Hands to students as a read aloud at the beginning of the school year. 

Keep expectations high for students and staff

Everyone needs to know that we have high expectations for everyone.

Revisit Schoolwide Discipline Plan.

Fully explain Teacher Expectations document.

Provide time for professional collaboration for all staff.

 

Each math and language arts cohort already had collaborative planning time built into the schedule.  Specialists will determine specific days for collaborative planning from 8:00 until 8:15. 

Provide enrichment for high achievers.

 

When designing lessons, intentionally build in extension activities for advanced students.  Utilize the “Must, Should, Could” in WILFs. 

Differentiate through math menu.

Maximize the strengths and influence of  math and reading coaches.

We need to constantly improve and work to improve student learning.

Coaches will plan with teachers each planning day.

Coaches will work with struggling students to analyze their difficulties and needs and to determine ways to help those students.

Coaches will assist with videoing model lessons to share with staff.

Compose job description for math coach.  (ARI already has a job description for reading coach.)

Develop a love of writing in our students.

Students will use writing in everything they do in the future.

Provide more choice and variety in writing assignments.

Develop writing standards for each grade level.

Read and show exemplary writing pieces for students on which to model their writing.  Explain what makes those pieces exemplary.

Publish and showcase students’ writing in menu holders on the lunch tables.  The lunchroom monitor could change the pieces weekly.

Provide ADAW training for all teachers (all grades, all subjects).

ADAW is the responsibility of all.

Provide a writing workshop for PI teachers.

Determine who scores and makes the ADAW.  See if we can get additional information about expectations. 

 

 

 

 Mission & Vision

 

MISSION – The mission of Paine Intermediate School is to design engaging and challenging work that results in students learning important content at high levels.

 

VISION – Our students will love learning for a lifetime.

 
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