1. 2010 – 2011 Annual Report Presented by Kim Carlson, Principal Stephanie Hinkle, Business Manager Alexis Baghdadi, Lead Guide (Teacher)

2. Our Mission The Ivy School offers a Montessori education with Spanish- language study. Our mission is to inspire children of diverse backgrounds to be lifelong, independent learners who value responsibility and embody peace.

3. Ivy students engage in a dynamic Montessori curriculum which allows for exploration of the world around them. Through creative and challenging multi-sensorial instruction, Ivy students develop critical thinking skills necessary to be global citizens. Ivy educators implement best practices through Montessori philosophy and materials, state standards, authentic assessment, student interests and reflection. By partnering with parents and the community, the Ivy School is a safe place where all students thrive. Our Vision

4. Our Students The total enrollment for the 2010-2011 school year was 120 students in grades 1 – 6. 13% of our students qualified for Free or Reduced lunch. 8 students received Special Education services.

5. Montessori Educational Philosophy at Ivy Students work and progress at their own pace in accordance with their individual ability in a thoughtfully prepared environment. Teachers follow the student and adapt the curriculum to the interest, strengths and challenges of the individual student. Materials are highly interesting and follow a progression that takes students to a higher level of learning. Concrete, hands-on materials are used by students to discover the world around them in grades 1 – 3 and then they move toward abstract in grades 4 – 6. Multi-age grades allows older students to become mentors in their classroom community to younger children. “Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment.” -Maria Montessori

6. School Climate and Culture Self-awareness - Children develop a greater sense of confidence and well being Grace and Courtesy - Peace table, resolving conflicts with words, manners, affirmations and compliments Community Awareness - Develop a sense of responsibility to the community outside the classroom Cultural Awareness -Building compassion for other people Environmental Awareness -Students learn how to be stewards of the environment

7. Individualized Learning and Enrichment Specials Individualized Learning Opportunity to set goals & manage time (Individualized Learning Plans) Student self reflection & teacher conferences Student Portfolios Freedom of choice within limits A flexible learning pace & independent movement in the classroom Enrichment Specials Spanish -Daily group lessons of songs, stories & interactive games Art & Music -Skills, concepts, appreciation & history Physical Education -Cooperative games & team building activities

8. Formal and Informal Assessments Formal Assessments Developmental Reading Assessment (DRA’s) OAKS Testing Informal Assessments and Documentation Observation Individual Learning Plans Student academic achievement indicators Weekly student-teacher meetings Portfolios Student work samples Report cards

9. Formal Assessment Developmental Reading Assessment (DRA’s) evaluate the reading levels of each student - consists of fluency, comprehension, miscue analysis design projects and works specific to reading & writing levels develop intervention strategies to improve reading

10. Formal Assessment OAKS Testing for 2010 Grade Level Subject2009 Average Scores 2010 Average Scores 3Math Reading 204.6 213.3 212.4 213.7 4Math Reading No students tested214.9 219.7 5 Math Reading No students tested224.7 226.1 6 Math Reading No students tested233.3 238.8

11. Informal Assessments Informal assessments occur through hours of observation, weekly conferences and written evaluation of each student. Evaluation of a student’s progress is partially inherent in the materials – successful completion of a task depends on the student’s understanding of the concepts and applying them. Engage in 1:1 conferences with students.

12. Highlights Community Service Community Partnerships Field Trips and Going Out

13. Community Service Pennies for Peace Mercy Corp The Eliot Oral History Project Oregon Food Bank

14. Community Partnerships Hollywood Library OMSI OMSI Outdoor Science Education Program Columbia Water Slough Port City Project Grow Portland Archives Northeast Community Center Cross Fit of Portland Native American Youth Association (NAYA) Oregon Children's Theater Good in the Hood Neighborhood Parade Oregon Humane Society Portland Metro Twelve Mile Farm Portland Parks and Recreation Motivasi Delphina’s Ethos Music Center

15. Field Trips and Going Out Montessori philosophy holds that students need to experience the environment outside the classroom starting with very young children. Outings include: plays, library, farms, OMSI, veterinary hospital, restaurants, pet store, museum, theater, recycling center, and the Forestry Center. Students on field trips & going outs take public transportation which allows for community participation.

16. Parent and Volunteer Involvement The Parent-Teacher Organization (TIPTO) Parents volunteered over 3,000 hours of service in 2010 Ivy School Committees - Grant, Facilities, Finance, and Community Outreach

17. Organizational Development Community Outreach training - through Leadership and Entrepreneurship High School’s dissemination grant Education for the Future school improvement training -through Cascade Heights Public Charter School dissemination grant Board training -through Northwest Charter Education Organization Leadership coaching -through Learning for Change

18. School Improvement Goals 2011 – 2012 Increase ability to document student progress Improve math performance Increase our effectiveness in Spanish instruction Renew the school charter

19. Thank You