Learn more about the Excellence in Education Awards Additional profiles: Wonderland Avenue Elementary Carthay Center Elementary

Excellence in Education Awards Jeffrey Clawson, Terry Ingram, Beatrice Jordan, Allen Koochof, Pamela Navalta, Rene Sanchez, and Kira Touray Irving Middle School 3010 Estara Avenue, Los Angeles Dr. Carol Burke, Principal A LEARN School Eagle Rock/Franklin/Marshall Cluster - Rowena Lagrosa, Cluster Administrator RESULTS: Student standardized test scores went up at Irving Middle School between 1997 and 1998 in reading, language and mathematics at every grade level. Gains ranged from between 3% and 13%. Sixth grade students in "Learning Community - One" at Irving are showing significant improvements this school year in writing skills as documented by writing samples assessed using rubrics and student portfolios, In the Fall of 1998, 50% of the parents of "Learning Community - One" attended parent-student conferences. When student-led conferencing on individual student portfolios was implemented in the Spring of 1999, 98% of parents participated. Learning Community-One is a cadre of teachers committed to the success of a vertical team made up of sixth, seventh, and eighth grade teachers, students, and parents who have developed common goals and expectations. Already committed to a culture of collaboration, the teaching team adopted the vertical team structure as a vehicle to reach the goals set by LEARN stakeholders. Last summer Learning Community-One defined student achievement outcomes in alignment with the State standards and planned how to best meet the outcomes as individual teachers and members of the team. Stanford 9 scores were also taken into consideration to identify weak points across the disciplines and begin constructing instructional activities for students. The team visited Red Mountain Ranch Elementary School in Mesa, Arizona where the vertical team structure has been successfully implemented school-wide for the last four years. Using their structure as a model, the team planned vertically and horizontally by subject and grade level to insure the continuity of instruction. The team has implemented the Peace Institute in conjunction with Second Step: A Violence Prevention Curriculum. In the Peace Institute, students and teachers participate in an integrated thematic study of world events through the use of literature and the visual and performing arts. On "Mixing Days," students are mixed together in triads to encourage relationships with students and teachers across the three grade levels. Throughout the year, students maintain portfolios of their work. At parent meetings, the students lead the conferences, using portfolios to illustrate progress. In preparation, students organize their portfolios, write their presentations on note cards, write invitation and confirmation letters, and practice with their peers. During the conference, students and their parents write a measurable goal and describe how their parent can provide support in reaching that goal. A final opportunity for assessing the students' learning is the exit interview held at the end of the year with the team teachers. Here, students explain what they have learned and what they have to offer the team the following year.