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